Judi Moreillon

Author
Consultant

2021-2022 Headlines
“Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students” (U.S. DOE Office for Civil Rights). “New Stanford study finds reading skills among young students stalled during the pandemic” (News Stanford.edu). “How Schools Can Support Older Students Who Lag in Reading” (EdWeek). In order to be information literate, students must be able to deeply comprehend what they read, view, and hear. School librarians who promote reading and co-create a culture of reading in their schools have taken the first steps toward meeting their obligations to students. However, until school librarians’ teaching includes guiding students to apply comprehension strategies during inquiry and research, they have not yet reached their capacity to help students achieve reading proficiency and become effective users of and creators with ideas and information. Dr. Ross Todd said it best: “Evidence and advocacy initiatives challenge us to explicate the outcome of each school library in relation to knowledge development through rich evidence-filled local narratives surrounding deep reading for comprehension and meaning making—the foundation for the personal construction of knowledge” (Todd, 2015, p. 13). For school librarians, teaching and co-teaching deep reading for comprehension is a pathway to enacting social justice.

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Presentation(s):

• Weathering the Storms: School Library Teaching, Research, and Practice in Times of Crisis (AASL_ESLS)

  Saturday, June 25, 2022
  11:00am – 12:00pm