Clinical Field Experience B: Identifying and Sharing Literacy Resource

Teachers, parents/guardians, and the community often seek the help of the reading/literacy specialist to identify literacy activities and resources that can be used by families to support literacy skills both at school and in non-academic settings. The ability to effectively share these resources with teachers and families to promote engagement in literacy activities is an essential workplace skill. Allocate at least 3 hours in the field to support this field experience. Part 1: Partnering with Librarians to Identify Literacy Resources Schedule two 30-45 minute meetings, one with your school librarian and one with the librarian at your local public library. Interview both and discuss and take notes about the following. You will submit a copy of your interview notes. Identify specific annual, monthly, and weekly programs and events that students can engage in to develop and support their literacy skills. Include notes about specific dates, times, target audiences, and a summary of the activities related to each event. Identify specific librarian-led lessons and field trip activities that would be appropriate for students. Identify specific librarian-led training or seminars that general education teachers could engage in to help them improve their literacy instruction or gain knowledge about literacy skills. Identify literacy-based clubs and organizations that students can engage in via the library, community, or online environment. Include notes about specific dates, times, target audiences, and a summary of the activities related to each. Identify opportunities for public library/school partnerships and teacher/school librarian partnerships that could promote literacy. Identify opportunities for parents/guardians to volunteer in the library to support literacy initiatives. Identify organizations, programs, and activities that parents/guardians can engage in to improve their literacy skills. Part 2: Mentor Debriefing and Providing Resources for Families Share the results of your librarian interviews with your mentor. Using the information from the interviews, work together to create a digital resource that could be easily shared with general education teachers and parents. The resource must provide at least five specific library-based programs, events, activities, clubs, organizations, or resources that families and students in each grade range (K-3, 4-8, 9-12) could use or engage with to improve literacy skills. For each, identify the following: Name and 1-2 sentence description of the specific program, event, activity, club, organization, or resource. Specific dates, times, and target audience for each program, event, activity, club, organization, or resource. Summary of how each program, event, activity, club, organization, or resource supports literacy skills and/or development for the specified audience. With your mentor, research strategies that you can recommend to families in each grade band (K-3, 4-8, 9-12) to increase parental involvement in literacy and help students build literacy skills. Develop an easily sharable literacy tip sheet that includes at least five age-specific tips for creating a home environment that supports literacy skills. Resources may include digital tools, games, and apps to build literacy skills, and strategies for encouraging reading and writing skills in non-academic environments relevant to each grade band (K-3, 4-8, 9-12). Cite the research references used in the development of the resource. Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor. Step 3: Reflection Reflect on the collaborative practices in 250 words by addressing the following: Discuss the importance of collaborating with librarians and families to encourage the development of literacy learning and skills in both academic and non-academic environments. Include a discussion of why it is important to consider the six types of family involvement referenced in Chapter 10 of the textbook and the cultural backgrounds of families when planning experiences and sharing resources.