Graduate Research Papers

Award/Availability

Open Access Graduate Research Paper

Keywords

School children--Books and reading; School libraries--Book selection; Teacher-librarians--Conduct of life;

Abstract

External pressure upon teacher librarians to arrange library book collections by level and to limit students’ choices to books within their level is complex due to the interwoven but sometimes conflicting demands of providing quality reading instruction, resources for independent reading, and relevant readers’ advisory. The school library and its teacher librarian are positioned squarely in the middle of this dynamic topic. The purpose of this study was to identify the strategies and policies teacher librarians use to support reading instruction without restricting students’ access to library materials. This study revealed that through the use of focused instruction, adaptable policies, and staunch advocacy teacher librarians can create a school library environment that both supports reading instruction and promotes literacy without restricting students’ access to library materials.

Date of Award

2016

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

Department

Division of School Library Studies

First Advisor

Joan Bessman Taylor

Date Original

8-2016

Object Description

1 PDF file (37 pages)

Language

EN

File Format

application/pdf

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