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District Profesional Library Resources
The District Professional library is located in the TAC building in downtown Omaha. The materials in the DPL are available to all staff members of the Omaha Public Schools. The items listed below are a sampling of what is available in the DPL.
To search for print or digital titles, please visit our library catalog. Or, see below for print items available in the DPL.
To request print materials be checked out to you, please contact Carol Hiddleston at 402-557-2544 or Courtney Pentland 402-557-2533 by phone or email. We can hold these items for you to pick up, or we can send them to you through inter-office mail.
To access digital materials, visit the online library catalog and locate your title. To learn more about how to check out these digital titles, please visit the Overdrive and Follett tabs on this page. Overdrive login screen on your computer visit here.
If you have any suggestions for print or digital materials to add to the DPL, please email Courtney Pentland. Thank you!
*An embargo is a full text delay of the journal by the publisher for a specified amount of time.
Booklinks*14 day embargo
A magazine designed for teachers, librarians, booksellers, parents and other interested adults in connecting children with books. Focuses on articles that target those people that educate children from preschool through eighth grade.
Community Literacy Journal
Provides information about the field's emerging methodologies and research agendas and includes work by literacy workers, practitioners and community literacy program staff.
Journal of Adolescent & Adult Literacy *12 month embargo
Peer-reviewed, intended as an open forum for the literacy & language arts education of older learners. Goals are to encourage innovative ways of teaching & studying literacy & to address problems & faced by educators.
Journal of Content Area Reading
For those interested in promoting reading comprehension in all disciplines at all grade levels. Effective practice, theory, and research in content area reading and literacy are featured.
Journal of Reading Education
The focus of the JRE is to promote excellence in literacy education through improvement in the training of reading teachers.
Journal of Research in Reading (Britain) *12 month embargo
Features reports of empirical studies in reading and related fields, and reviews of relevant literature.
Provides a unique cross-sector perspective, from early years to continuing education, on current literacy issues across practice, policy & research.
READ (teacher's edition)
Literacy & Literacy Education; Teaching & Instruction
A refereed journal for those interested in the study & development of literacy.
Devoted to teaching reading and writing at all levels, it addresses theoretical and instructional issues, concerns and trends in literacy.
Publishes reports of investigations and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction.
Reading Research Quarterly *12 month embargo
For ongoing development of literacy research, provides a forum for research, investigation & viewpoints of literacy practices & policies.
Reading Teacher - *12 month embargo
Peer-reviewed, for those involved with literacy education up to age 12. Takes active stance on issues of education today.
A newspaper containing news & features about trends & issues that influence literacy education. Updated regularly. Features full-color photography & graphics.
Read Well, Think Well
Publication Date: 2008-05-01
Millions of children struggle with reading-and even more struggle to understand exactly what they're reading. Read Well, Think Well will help you to teach your children to build the essential reading and comprehension skills they need to succeed in today's demanding school system.
Reading in the Wild
Publication Date: 2013-10-21
ALSO AVAILABLE AS A PRINT BOOK
In Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer. While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong "wild" reading habits in our students.
Reading Without Limits
Publication Date: 2012-01-02
Imagine a classroom where all students are engaged in highly rigorous and fun learning every single day. That classroom can be yours starting tomorrow. You don't have to be a reading specialist to pick up this book. Anyone who wants to dramatically improve reading achievement will find helpful suggestions.
Teach Reading, Not Testing
Publication Date: 2011-01-01
Finally, a responsible approach to reading instruction that does not require teachers to abandon everything they know about teaching students how to be literate and how to LOVE reading! Test preparation worksheets and drill and kill activities do not make children into life-long readers. Hollingworth and Drake provide research from the academic community to support the instructional strategies that are offered in this very practical book.
Publication Date: 2013-09-10
In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further.
Strategic Reading Groups
Publication Date: 2012-01-01
Guided reading: An effective model for the middle grades''''Strategic grouping can transform reading instruction in the middle ''grades from a hit-or-miss learning experience to a targeted, responsive ''one. This book features a practical and field-tested model for small ''group differentiated reading instruction in Grades 4-8.
New Digital Books for 2015-2016
Building the Reading Brain, PreK-3
Publication Date: 2015
This Second Edition focuses on young children's brain development and shows teachers how to foster the critical early literacy skills that help students become successful readers. The authors discuss phonemic awareness, phonics, vocabulary, comprehension, and fluency; offer instructional applications for games, music, and play; and provide intervention suggestions for children with early reading difficulties.
Build the Brain for Reading, Grades 4-12
Publication Date: 2010-01-01
The book will help teachers understand brain development and how it relates to all aspects of literacy, including phonemic awareness, vocabulary, writing, fluency, and comprehension. Along with classroom activities that build skills in these areas, the book also includes current research and theory, information on how to create successful schools, and an appendix of reproducibles.
Reading Success for All Students
Publication Date: 2011-10-25
Help for reading teachers in continuous monitoring, assessment and instruction that targets students' problem areas This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance.
Teaching Our Children to Read
Publication Date: 2014-05-06
This book explores current research from the leading experts in the field, and presents new instructional strategies that bring all students to higher levels of literacy. Teaching Our Children to Read points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).