1. Reading Apprenticeship Routines for Librarians
Caroline Conley, Chloe Horning, Karleigh Knorr, Claire Murata
contact:

2. 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.

3. How would you imagine reading apprenticeship working in a library?

4. 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.

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

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

7. 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

8. Talk to the Text/Think Aloud video

9. 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:

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Reading Apprenticeship and the Reference Desk

17. 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

18. 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.

19. 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.

20. Contact library@go.shoreline.edu Ray Howard Library Youtube

21. Any questions?