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How to Organize a Classroom Library to Support Inquiry: 4 Systems that Work.

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Title: How to Organize a Classroom Library to Support Inquiry: 4 Systems that Work.
Source: Reading Teacher. Jul2021, Vol. 75 Issue 1, p107-111. 5p. 6 Charts.
Subjects: Teaching, Teachers, Classroom libraries, Elementary education, Education
Abstract: In this Teaching Tips article four time‐saving systems to organize an elementary classroom library for successful inquiry instruction are shared. These systems include: Topic, Genre, Author, and Craft. Examples to assist teachers in organizing their own classroom libraries using one or more of these systems are also provided. [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: In this Teaching Tips article four time‐saving systems to organize an elementary classroom library for successful inquiry instruction are shared. These systems include: Topic, Genre, Author, and Craft. Examples to assist teachers in organizing their own classroom libraries using one or more of these systems are also provided. [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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