Reading Apprenticeship Routines for Librarians Caroline Conley, Chloe Horning, Karleigh Knorr, Claire Murata contact: library@shoreline.edu

Learning Outcomes At the end of this presentation you will be able to: Use three reading apprenticeship routines in the the discipline of Information Literacy in face-to-face, hybrid, online classrooms, and reference desk environments; Connect Reading Apprenticeship with the ACRL Framework; Relate to your students through your own experience with reading apprenticeship.

How would you imagine reading apprenticeship working in a library?

Metacognitive Conversation Schoenback R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: how reading apprenticeship improves disciplinary learning in secondary and college classrooms. San Francisco: Jossey-Bass.

Describe a time when you felt like an insider as a reader. Describe a time when you felt like an outsider as a reader.

PERSONAL READING HISTORY Social dimension Personal dimension Creating safety Investigating relationship between literacy and power Developing reader identity Developing metacognition

TALK TO THE TEXT Cognitive Knowledge-Building Using strategies to break it down Getting the big picture Building knowledge of discourse and discipline, i.e., info lit

Talk to the Text/Think Aloud video https://youtu.be/mYpowNuSWjA

The ACRL Framework Centered around six frames, each frame is centered on a threshold concept that is a component of information literacy Each frame is associated with knowledge practices: abilities and skills developed as a result of understanding the concept and dispositions: attitudes and behaviors acquired as a result of understanding the concept and knowledge practices ACRL. (2015). From the Framework for Information Literacy for Higher Education. Retrieved from: http://www.ala.org/acrl/standards/ilframework.)

Authority Is Constructed and Contextual Knowledge Practices - Learners who are developing their information literate abilities: Acknowledge they are developing their own authoritative voices in a particular area and recognize the responsibilities this entails, including seeking accuracy and reliability, respecting intellectual property, and participating in communities of practice Personal Developing Reader Identity Developing Reader Confidence

Information Creation as a Process Knowledge Practices - Learners who are developing their information literate abilities: Articulate the capabilities and constraints of information developed through various creation processes Social Sharing the reading process, problems, and solutions

Information Has Value Knowledge Practices - Learners who are developing their information literate abilities: Give credit to the original ideas of others through proper attribution and citation. Knowledge Building Building knowledge of disciplinary discourse and practices

Research as Inquiry Knowledge Practices - Learners who are developing their information literate abilities: Monitor gathered information and assess for gaps or weaknesses Cognitive Monitoring comprehension Breaking it down

Scholarship as Conversation Knowledge Practices - Learners who are developing their information literate abilities Recognize that a given scholarly work may not represent the only or even the majority perspective on the issue Knowledge Building Building knowledge of text

Searching as Strategic Exploration Knowledge Practices - Learners who are developing their information literate abilities Design and refine needs and search strategies as necessary, based on search results Cognitive Setting reading purposes and adjusting reading processes

Reading Apprenticeship and the Reference Desk

Talking to the Text with an Article Abstract How does it work? Print page one Model the routine Students see the relevancy of investing time in a close reading of page 1, because it will save them time later

Talking to the Text with an Article Abstract What does it do? Exposes the mechanism of the “expert.” Acknowledges pre-existing knowledge of both the librarian and the student. Creates a relationship that feels equal.

Learning Outcomes At the end of this presentation you will be able to: Use three reading apprenticeship routines in the the discipline of Information Literacy in face-to-face, hybrid, online classrooms, and reference desk environments; Connect Reading Apprenticeship with the ACRL Framework; Relate to your students through your own experience with reading apprenticeship.

Contact library@go.shoreline.edu Ray Howard Library Youtube https://www.youtube.com/user/RayHowardLibrary/videos

Any questions?