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Take a Close Look: Inventorying Your Classroom Library for Diverse Books.

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Title: Take a Close Look: Inventorying Your Classroom Library for Diverse Books.
Authors: Henderson, Janelle W., Warren, Katherine, Whitmore, Kathryn F., Flint, Amy Seely, Laman, Tasha Tropp, Jaggers, Wanda
Source: Reading Teacher. May/Jun2020, Vol. 73 Issue 6, p747-755. 9p. 1 Chart.
Subjects: Classroom libraries, Educators, Elementary schools, Teacher education, Professional education
Abstract: Classroom libraries are an important component of elementary classrooms. These collections support readers' literate identities, their motivation to read, and their access to texts that reflect a world outside of the classroom. Yet, many classrooms lack texts that mirror the racial, cultural, and linguistic diversity of students and their lived experiences. The authors—three elementary teachers (grades 1–3) and three teacher educators—inventoried the hundreds of books in the teachers' classrooms. The team discovered that the libraries lacked diversity across intersectional representations. Teacher‐purchased books created the diversity that was present in each library, a lack of Black boy representation in transitional chapter books was evident, and the physical space of the libraries was problematic for young readers. The authors provide a strategy for classroom teachers to assess the contents of their own classroom libraries. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Take a Close Look: Inventorying Your Classroom Library for Diverse Books.
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  Data: <searchLink fieldCode="DE" term="%22Classroom+libraries%22">Classroom libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink>
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  Data: Classroom libraries are an important component of elementary classrooms. These collections support readers' literate identities, their motivation to read, and their access to texts that reflect a world outside of the classroom. Yet, many classrooms lack texts that mirror the racial, cultural, and linguistic diversity of students and their lived experiences. The authors—three elementary teachers (grades 1–3) and three teacher educators—inventoried the hundreds of books in the teachers' classrooms. The team discovered that the libraries lacked diversity across intersectional representations. Teacher‐purchased books created the diversity that was present in each library, a lack of Black boy representation in transitional chapter books was evident, and the physical space of the libraries was problematic for young readers. The authors provide a strategy for classroom teachers to assess the contents of their own classroom libraries. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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