As mentioned in the previous post, teachers have numerous sources for professional literacy learning. It must be on-going and evolving, pondered and questioned. We hope to enable the deep learning required to meet the needs, strengths and interests of all our early readers and writers. It must also be self-initiated and self-determined, as our own learning needs to reflect what we hope to accomplish with our children.
Much like the process of learning to read itself, learning to teach reading is an emergence of numerous pieces, skills and understandings. Like a well played orchestra, the parts blended carefully together can create something wonderful. When our readers are progressing well, we probably keep doing what works. When something breaks down, we focus on finding out what is happening and alter our techniques or strategies. Using multiple sources for our continued professional learning provides us the expertise, wisdom and motivation to improve and grow in our practice.
I rely on several “significant perspectives” in the world of literacy. Some are simply the well-known experts that all teachers are exposed to in university, conversation, workshops and conferences. Others have been discovered on Twitter, which is a continual source for new publications and insights. The attached feed @19anne follows many of the current “experts”.
As well, this summer I have joined two groups on Facebook (which I normally reserve for family and friends). A wide range of perspectives can now be found on Modern Learners – A Global Community of Changeleaders, and Fountas Pinnell Literacy Community. Our learning opportunities continue to grow…
The photographs below show some of my collection. Many books are kept “just in case”, while others are referenced often.
Recent reads include the following titles:
And I await with anticipation for the delivery of “Who’s doing the Work?” by Jan Burkins and Kim Yaris, a new read that I hope fits into my current learning interests and needs.
So much of my knowledge and practice is based on these readings, re-readings and professional conversations. These “significant perspectives” have been critical to my professional growth as an educator, and are deeply embedded in my thinking. I give credit and sincere appreciation for them all.
However the real learning, the transfer learning, emerges while actually working alongside children who are learning to read, write and communicate. Especially the children who need more time, help and new ways to learn. Sharing our thinking, our wonders and our teaching experiences, alongside our background of expert knowledge is a key to ensuring earlyreadingsuccessmatters.