The Library Media Specialist in the Writing Process

The Library Media Specialist in the Writing Process

The Library Media Specialist in the Writing Process

The Library Media Specialist in the Writing Process


Collaborate with classroom teachers on strategies to teach the writing process in the K-12 library and classroom. This well-organized and easy-to-follow resource is all you need to teach your students to write well. Includes reproducible posters and lessons to use immediately. This book explains the writing process, offers collaborative curriculum connections, and includes a treasure trove of teacher/librarian collaborative writing lessons.


Who will write the next generation of children’s and young adult literature? Will there be others such as Richard Peck, Eve Bunting, or Christopher Paolini? Future writers for both children and adults sit in today’s American classrooms and library media centers. Whether or not they go on to professional publication, today’s job market demands that workers communicate effectively using the written word. Standardized tests and college entrance exams include required writing portions that students must pass. More than ever, schools put a larger emphasis on developing students and writers. The demand to develop student writing provides library media specialists with another opportunity to collaborate with teachers. Our experiences tend to center around the research process, but we can have an impact on the writing process as well. Taking advantage of the opportunity to help students become better writers can be another way to help us be indispensable in our schools.

In the pages that follow, we intend to provide you with an introduction to and understanding of the writing process. Just as we have worked for years to provide students with a process for research and how to look for and use information, there is also a process for writing to organize and use their thoughts, ideas, and all the information we have helped them to discover.

Depending on the level of collaboration in the building between you and classroom teachers, the amount of writing you may see or be involved with will vary. Our hope is that we can provide you with some sparks to help encourage collaboration centered on writing in your school.

For each step of the writing process, we have included sample lessons and collaboration connections where teachers and library media specialists can work together. We have divided our examples into grade designations of K-l, 2–5, 6–8, and 9–12. Defining levels is always subjective— you know your students better than we do. Our intention is for you to modify and adapt our examples for what will work best for you, your teachers, and your students.

By better understanding how writing should be taught and the kinds of support that are most helpful in moving from a blank paper to a finished piece, we will give needed and productive assistance to students and teachers. Just as you work with others, this book comes from collaboration among three educators with different perspectives: Marge is a former classroom teacher and currently a media services director at the district level; Carl is a library media specialist; Susan is a former classroom teacher who provides staff development in the writing process. Throughout this book we will share our experiences with you, designated by our first names.

We know that in some cases you have selected this book because you believe you lack sufficient knowledge of the writing process, and your school has started to emphasize writing. At the opposite extreme, you may have selected our book because your school works actively to improve students’ writing, and knows best practices and works hard to implement them. Remember . . .

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