Read, Teach, Bake

  Through this week’s readings and videos, I know without a show of a doubt my library career belongs in one of two places: middle school or special education. As a special education teacher at heart (I have a master’s degree in special education), my dream job is to work as a librarian at a special needs school or in a middle school with special education students (beyond learning disabilities). The article by Copeland and Gavigan inspired me and reminded my of my days in special education. Before becoming a certified teacher, I worked at the McCarthy-Teszler School, a self-contained for moderate to severely differently-abled students. Our library time was filled with joy and excitement. Fostering a love of reading in my students was incredible. So many of those students could not read or hold a book, but story time was a favorite part of their day. Programming for these students is not only fun, but also challenging, hopeful, and creative.       ...

  Between modules two and three, the article by Helen Benoit (2012) about the Family Language Kit Program was very relatable for me. My husband and I both teach at middle schools that serve very large populations of English language learners. Both schools have large Hispanic speaking populations and my school enrolled over 100 students from Russia and the Ukraine since December 2022. Our ELL teacher tried to arrange book sets for students along with information in multiple languages for parents. We offered an afterschool English class for parents as well. Having the kits used at the Hamilton Public Library available in our public and school library would be a game changer for many of our students. Something that I strongly disagree with can’t be linked to a specific reading/viewing. I honestly find it sad and frustrating that public libraries and school libraries must constantly struggle and advocate for funding. Many of the readings in this program (this course and others) empha...

  (image: mothers playing with toddlers in story time with hand motions)     As librarians, we have the unique opportunity to plan programming for all ages. In our programming for children, we can come alongside the parents and guide them with strategies to help with language and literacy for their child. We can set ourselves up to be viewed as coach and supporter in a judgement free zone where everyone is welcome and encouraged. I believe this role is one to be taken seriously, with excitement and intention, and always guided by expertise and reliability. This was the most relatable and inspirational idea that I took away from this week’s materials.     In our readings and viewings this week, the link between brain development, language, and literacy was a common theme. According to Dickinson et al (2011), "the years between birth and age three are critical for children’s long-term language, cognitive, emotional, and interpersonal development." Scientifi...