Graduate Research Papers
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.
Year of Submission
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)
Copyright
©2016 Tricia Carty
Language
en
File Format
application/pdf
Recommended Citation
Carty, Tricia, "Supporting reading curriculum without restricting access to library materials: Resources for teacher librarians" (2016). Graduate Research Papers. 100.
https://scholarworks.uni.edu/grp/100
