Sunday, January 29, 2023

Research on Reading

 The International Literacy Association shared the following research on reading:

What the Research Says About Read-Alouds for Littles

Read-alouds provide unique opportunities to support development and fostering a love of reading—and it’s never too early to start. In Ready for Read-Alouds: 10 Practices for Book-Sharing With Infants and Toddlers (The Reading Teacher, no subscription required), authors Claire D. Vallotton, Nicole Gardner-Neblett, Loria Kim, Tamesha Harewood, and Nell K. Duke share research-based ways to enrich read-alouds with our littlest learners, as well as how to set goals for sharing these important practices with fellow educators, families, and communities.

FREE TO READ

Bias Starts Early. Let's Start Now: Developing an Anti-Racist, Anti-Bias Book Collection for Infants and ToddlersNicole Gardner-Neblett, Atiya Addie, Anissa L. Eddie, Sandra K. Chapman, Nell K. Duke, and Claire D. VallottonTHE READING TEACHER | Open Access

Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) BooksKatherine Wilkinson, Valentina Andries, Danielle Howarth, Jane Bonsall, Shari Sabeti, and Sarah McGeownJOURNAL OF ADOLESCENT & ADULT LITERACY | Open Access

Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom PracticesJudy Paulick, Amanda K. Kibler, and Natalia PalaciosTHE READING TEACHER | Open Access

Friday, January 20, 2023

School Librarians Slide Project

Summary: Based on research from the School Librarian Investigation—Decline or Evolution? (SLIDE) project, this report utilized NCES school librarian employment data for the 2020-2021 school year. Data characteristics from 12,537 school districts were examined including poverty, locale, and district enrollment, as well as student demographics including race and ethnicity. Data supported previous findings that access to school librarians is strongly related to race and ethnicity and further exacerbated for students living in extreme poverty, in more-isolated locales, and in the smallest districts—locales where students are less likely to have access to the educational resources available in large urban areas. 

In school year 2021-22, 54% of U.S. students in all districts were without any librarians during the COVID-19 pandemic and almost 3 million students in majority nonwhite districts were without any librarians. The gap between students in districts with a “library privilege” and those without librarians continues to widen. Read the full report for more. 

 Lance, K. C., Kachel, D. E., & Gerrity, C. (2023, January 6). The school librarian equity gap:  Inequities associated with race and ethnicity compounded by poverty, locale, and enrollment. Peabody Journal of Education.  https://www.tandfonline.com/doi/full/10.1080/0161956X.2023.2160112


Tuesday, January 10, 2023

Book Challenges and School Library Collection Development

https://wheelockpolicycenter.org/high-quality-education/school-libraries/: "This study begins by compiling a novel data set on the books in over 6,000 school libraries across the country. With this unique look inside school library shelves, the author then details some trends and themes related to the collections based on various characteristics, including for instance difference across high and low-income schools and the political leanings of surrounding areas.

Key Findings

  • Schools with more white students, schools located in high-income areas, and schools in non-rural areas have better-resourced school libraries than their counterparts. School libraries in high-income areas acquire substantially more books and employ about 40% more staff than low-income schools.
  • Politics appear to be at play.
    • While books with “controversial content” tend to be widely available, prevalence of certain titles appears to be influenced by local politics, state laws and the social environment around which the school exists.
    • Book challenges in the 2021-22 school year have had a chilling effect on the acquisition and access of certain content in school libraries, LGBTQ+ content in particular."
Mumma, K. (2023). Politics and children's books: Evidence from school library collections. Wheelock Policy Center.
https://wheelockpolicycenter.org/high-quality-education/school-libraries/

Friday, January 6, 2023

School-Academic Librarian Collaboration

Abstract: Collaborations between school and academic librarians centered around the professional development of K-12 media specialists may represent a scalable and sustainable method by which school and academic librarians can support information literacy. This article outlines a pilot project developed between The Ohio State University Libraries (University Libraries), located in Columbus, Ohio, and the Columbus City Schools (CCS) that was intended to forge connections between school and academic librarians through professional development.

Hammons, J., & VAasudev, K. (2023). Connecting school and academic librarians through professional development: A pilot project. College & Research Libraries News, 84(1), 32. <https://crln.acrl.org/index.php/crlnews/article/view/25740/33658>.

Sunday, December 4, 2022

Digital Practices for Reading Study

Researchers "used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act as protective factors, individually and collectively, promoting academic resilience among students with low SES. Digital reading was related to reading motivation, and then to better awareness of metacognitive strategies, which in turn was shown to be linked to increased reading achievement for all students.
Jang, E., Seo, Y., & Brutt-Griffler, J. (2022). Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement. Reading Research Quarterly
https://doi.org/10.1002/rrq.486 

Reading Intervention Programs Literature Review

 Noticing that most scholarly efforts to examine the efficacy of reading intervention (RI) programs reviewed quantitative analyses of changes in reading tests, investigators reviewed 20 years of research, specifically examining two key facets of RI: placement and curriculum. What they discovered was a perpetuating cycle of instruction that keeps students trapped in intervention programs.

Learned, J., Frankel, K, & Brooks, M. (2022). Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action. Journal of Adolescent & Adult Literacy, 65(6), 507-517. https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.1234

Wednesday, November 30, 2022

Social Media Account Privacy Risks Study.

 U.S. schools and districts routinely share student photos and names on public school social media accounts, new research reveals. These photos and names can potentially be used for a variety of harmful purposes including stalking by individuals and data mining by private companies and foreign governments.

Rosenberg, J., et al. (2022). Posts about students on Facebook: A data ethics perspective. Educational Researcherhttps://www.doi.org/10.3102/0013189X221120538.

https://www.aera.net/Newsroom/Posts-About-Students-on-Facebook-A-Data-Ethics-Perspective