Open Access Graduate Research Paper
This qualitative case study reports the influence of the Teacher Librarian on students’ book selection strategies in a well-resourced, genrefied, and professionally-staffed school library. This study consisted of 57 seventh grade students from a large suburban middle school in Iowa. During regularly scheduled library visits, students were presented with three book promotion strategies: book talks, book displays, and student-produced visual book suggestions called shelf-talkers. Three themes emerged over the six weeks of the study in response to the research questions. Theme 1 is Ask a Friend: Over Half of Students Are Influenced by Social Interaction to Share and Seek Feedback about Books Among Peers. Theme 2 is It’s a Good Starting Place: Over Half of Students Feel Drawn to Their Favorite Genre When Browsing, and Theme 3 is Putting It All Together: Teacher Librarian Book Promotion Efforts Are What Make Social Browsing and Genre Browsing Successful. The preferred method for selecting books for 56% of the students was browsing and conferring with a friend or classmate. Browsing in one’s favorite section of the genrefied library was preferred by 65% of the students. Of the teacher initiated book promotion strategies, shelf-talkers were most preferred by students, with 50% of students responding positively, further supporting the students’ desire for social interaction, even through peer recommendations, when selecting books for pleasure reading.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Division of School Library Studies
1 PDF file (32 pages)
©2022 Elizabeth A. Nelson
Nelson, Elizabeth A., "Teacher librarian influence on students' self-selection of books" (2022). Graduate Research Papers. 2515.