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The Teaching Librarian 25.3 25 Caroline freibauer Necessary Tools • Lockable box • word locks • number locks • Directional locks • Key locks • Small lockable boxes/bags • Black light • Invisible ink pens • hasp • Miscellaneous (envelopes, stickers, etc.) • Tons of imagination For More Information: Bebbington and Taylor's oLa Super Conference Presentation - the presentation includes links for even more information: https://goo.gl/AkLH2K. Mania for Reading with the Forest when teacher-librarians and teachers at the hamilton wentworth District School Board (hwDSB) grew a reading program using novels from the forest of reading to 87 teachers from five, they learned three things. first, bringing red Maple novels into the classroom dramatically transformed teacher practice. "our teachers learned to assess without killing the reading," said Cheryl Paterson, a student success teacher at hwDSB. "They gave students voice and choice in their texts." Second, they learned that more students were reading more books and telling everyone about them, including teachers, peers and parents. Blog posts about the books increased from 27 to more than 250. In surveys conducted by the board's e-Best research department, 88 per cent of students said they liked the books and wanted to read more. Seventy-five per cent of the students said they read more in the past year and the same number said they talked about the books with their peers. But, third, they learned that their research methodology might be flawed. when students were asked how engaged they were in reading, the responses before and after the red Maple books remained the same. Based on everything they were seeing, these results were unexpected, said Sue MacLachlan, a former special assignment teacher-librarian at hwDSB who spearheaded the project with Paterson. "In the pre- and post-survey the reading engagement stayed flat across all categories," said MacLachlan during a presentation at the ontario Library association Super Conference. "we wondered if the survey question really captured what we were looking for." for many students, reading involved texts selected by teachers, followed by answering questions. reading might be perceived as a solitary experience, which did not reflect what was happening with the red Maple novels where students were talking about them on the playground and sharing them with parents at home. They also wondered if a lack of access to teacher-librarian support and the library learning commons in the upper grades might be another reason why students reported a lack of engagement. In many schools, intermediate students are not brought to the library learning commons on a regular basis. Moving forward, hwSB plans to revisit its survey questions and expand its program from grades 7 and 8 into the high schools with white Pine books. a group of teachers also has applied for a Teacher Learning and Leadership Program grant to pursue the connection between reading and writing. z