Kim Hayward - School Library Media Portfolio Reflection 2:1

2:1 Literacy and Reading

Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware
of major trends in childrens and young adult literature and select reading materials in multiple
formats to support reading for information, reading for pleasure, and reading for lifelong
learning. Candidates use a variety of strategies to reinforce classroom reading instruction to
address the diverse needs and interests of all readers.
Artifacts
EDUC 717 Childrens Literature
The Reading log project was designed as a way to document the various types of childrens
books encountered in EDUC 717 Childrens Literature. The matrix contains the theme, title,
author/illustrator, and value to the collection. Themes for religion, African culture, racial and
ethnic comparisons, cultural identity, discrimination, gender bias, family, and trusting oneself
were found among the many books that were read.
SCED 518 Young Adult Literature
The web project for young adult literature is a capstone project that identifies way to teach
classic literature by using young adult literature with similar themes. The web site compares the
themes in 1984by George Orwell and four contemporary young adult novels: Hunger Games by
Suzanne Collins, The Other Side of the Island by Allegra Goodman, Uglies by Scott Westerfield,
and The Bar Code Tattoo by Suzanne Weyn.
Relevance
In EDUC 717, Childrens Literature, the reading log project created a matrix to be used for
identifying themes, titles, and usefulness of a variety of childrens literature. It included picture
books, poetry, fairy tales, fiction, non-fiction, and chapter books. The books covered a wide
range of grades starting with pre-K and going up to 12th grade. EDUC 717 introduced literature
that was not only multicultural but dealt with issues within that framework. In Culturally Diverse
Literature: Enriching Variety in an Era of Common Core State Standards, Boyd, Causey, and
Galda discuss the importance of authenticity. Many books in the reading log were written by
authors who are from the culture they write about. Latin, Korean, Indian, Nigerian, Sikh,
Muslim, Buddhist, Jewish, and Christian authors write from their own experience in the culture.
Their work is meant for both pleasure and information and the chart are useful for teaching
content themes. The young adult website created for SCED 518, Young Adult Literature,
connects current, popular dystopian young adult literature with classic literature with the same
theme. Classic novels are often difficult to teach due to adult themes and high lexile writing.
When classic novels are taught in conjunction with more accessible young adult novels, it creates
an interest in reading the classic works of literature that can result in a life-long interest in
reading and learning.

Analysis
The creation of these artifacts introduced me to a wide range of childrens and young adult
literature. I am more aware of the connection to content curriculum as well as the connection
between types of literature. I plan to use both artifacts as a librarian. Both the YA website and the
childrens literature log will be shared on the media centers webpage as resources for teachers.
The reading log created in EDUC 717, Childrens Literature, can be used in a literature or social
studies classroom as well as the media center. I have not used this artifact at this time, but I feel
that the logs usefulness in making me familiar with different types and levels of childrens and
young adult literature will be useful for teaching in the library, as well as being knowledgeable
for helping content teachers find relevant literature. After becoming familiar with these titles, I
am comfortable with recommending these books to students because I know that they are
authentic, and thus present a true picture of the culture. The pictures and stories are engaging and
appropriate for a wide variety of readers and will encourage reading for both pleasure and
information. The YA website designed in SCED 518, Young Adult Literature, will be a helpful
tool for collaborating with teachers who want to teach classic literature and are looking for a way
to engage the students. This website could be used to attract teachers who would like me to help
them build a lesson around other classic novels and young adult literature. Students who are
engaged in reading for pleasure at a young age, and find relevance in what they read, will
become lifelong readers.