JOURNAL OF LANGUAGE AND LITERACY EDUCATION

Voices from the Field

Citation
_____________________________________________________________________________
Catapano, S, Fleming, J., & Elias, M. (2009). Building an effective classroom library. Journal of
Language and Literacy Education [Online], 5(1), 59-73.
______________________________________________________________________________

Building an Effective Classroom Library

Susan Catapano
University of North Carolina-Wilmington
catapanos@uncw.edu

Jane Fleming
Erikson Institute
jfleming@erikson.edu

Martille Elias
University of Missouri-St. Louis
eatonmr@umsl.edu
New teachers are eager to begin their careers with the information learned from their teacher
preparation programs. Too many times, the classroom library is a second thought to the
establishment of classroom rules and the implementation of curriculum. Rather than an
instructional tool for literacy and classroom community, the library can become a neglected
corner of the room without organization. In this practitioner-oriented article, researchers
worked with a group of new teachers to help them establish and use their classroom library as
part of their literacy program. As a result, tips on building and organizing a classroom library
were developed and can be used to guide and support new teachers as they establish their
classroom libraries. This article discusses proven strategies and ideas that were developed and
tested with classroom teachers.
You have a hundred dollars to start your classroom library. Do you have a list of books
you want to order? No? Okay, here are some catalogs and you can email me your choices.
This comment was typical of the mentors in the Mentoring New Urban Teachers, part of
the St. Louis Teacher Enhancement Partnership (STEP), a program to develop and support new
teachers for urban schools at the University of Missouri in St. Louis. The response from the new
teacher was often a blank look, a shrug of the shoulders and, many times, no response. One
teacher spoke up this year and asked, How DO you know what to pick when you are developing

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your classroom library? I dont know where to start. This comment was surprising because the
new teacher was a recent graduate of a teacher preparation program. Should she have known the
answer to that question?
In theory, yes, new teachers should be able to build their classroom libraries. The
importance of the effective use of a well-stocked classroom library is well documented. Research
shows that students in classrooms with high-quality classroom libraries read 50 percent more
than students who do not have access to a library in the classroom (Booksource, 2003; Hunter,
1999). Well stocked, high-quality classroom libraries can generate interest and motivation for
reading, support differentiated instruction through better matching of students with texts, and
provide the means to the practice necessary to develop expert reading skills. Unfortunately,
many new teachers struggle in practice to build a high-quality collection and effectively utilize a
library to meets the needs of all the learners in their classroom. As a result, we aim to provide
some guidance on the development, organization, and maintenance of the classroom library that
may be of use to teachers-in-training as well as practicing teachers.
The Impetus for the Work
As college faculty and new teacher mentors, we informally surveyed teacher candidates
about where they would get the books for their classroom libraries and what kinds of books they
would choose. Although the answers were varied, most of the teacher candidates were able to
note several thrifty ways of picking up books for their classrooms (e.g., yard sales, dollar stores,
library sales, and gifts). However, a question about how they knew which books to select did not
generate as many responses. Some said they had favorites that they already purchased to include
in their libraries. A few mentioned trying to build text-sets of books to go along with a theme or
unit they knew they would be teaching in their classrooms. In general, however, they did not
seem to have in mind a way to begin to build their library or any clear goals for the types of
books they might select or how they might use them to supplement instruction. Some even
commented that they would not let the students use some of the books they had because they
were only for teacher use at read-aloud time.
We decided to ask these prospective teachers to take a closer look at the classroom
libraries of the teachers with whom they were completing their final field assignments. Teacher
candidates had completed courses in childrens literature and literacy methods and were trained
by their internship supervisor on how to use a simple rating checklist. Eleven teacher candidates
working in two schools were asked to rate their cooperating teachers classroom libraries as
excellent, adequate, or not adequate along a variety of dimensions (see Table 1 for results). Most
reported back that although the classroom libraries generally included an adequate range of texts
of a variety of types, genres, and reading levels, the majority of libraries were not well organized,
did not identify themes or topics, and were not leveled to meet the needs of students with a
variety of reading abilities. In two cases, a designated classroom library did not exist. With the
exception of one classroom, none of the rooms had formal check out systems for the classroom
library books.
Moreover, almost everyone noted that while students could pick a book for "free time" or
whenever they had completed their assigned work early, there was no real connection between
the books in the library and regular classroom instruction. While some teachers displayed books
that complimented a current theme of study, teacher candidates noted that it seemed difficult for
many teachers to utilize these texts given the demands of their basal curricula on their time. It
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seems that although teachers know they should have a classroom library and have dedicated
space to their collections, use of the books was not woven into the life of the classroom in most
cases. After more discussion with this group of teacher candidates, it became apparent that these
new teachers needed help thinking about developing, managing, and using their classroom
library collections.
Table 1
Evaluating the Classroom Library: Results from Teacher Candidates Observations
Criteria

Excellent
Representation

Adequate
Representation

Not Adequate
or Missing

Classroom library is clearly

designated in the room

64

18

18

There are many books included

in the library

55

36

A variety of genres are included

(e.g., realistic fiction,
historical fiction, poetry,
information, biography)

55

36

Texts are labeled or grouped by

genre

27

64

Texts are labeled or grouped

according to reading level

36

55

Texts are labeled or grouped for

various purposes (guided
reading, read aloud, etc.)

18

82

Library includes both picture

books and chapter books

64

27

The library includes books

appropriate for children
reading at, above, or below
grade level

45

36

18

There is an organized check-out

system for children

10

91

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Getting Started: Building Your Collection
Planning the classroom library always starts with considering how to access books and
how many to include. Most teacher candidates start collecting books for their classroom libraries
long before they finish their teacher preparation programs. However, it is not always clear how
many books they need or what kinds of books they should be seeking.
Fountas and Pinnell (2001) stress the importance of building a varied collection so
students can develop their reading skills as well as expand their worlds. Classroom libraries
should include a variety of texts of various formats, genres, and types, including texts that can be
applied to study in a range of content areas. Narrative and expository texts on a range of topics
should be plentiful, and environmental print should be included in order to appeal to a range of
interests and to expose students to different text formats and types of print. Availability of
selections for students reading at, above, or below grade level is critical, including many books
easy enough for students to sail through independently (Fountas & Pinnell, 2006, p.518).
There are many publishers and booksellers that provide teachers with searchable
databases of books available for purchase. Yet, in addition to locating good sources that provide
direction for collecting childrens books, teachers should be discriminating consumers of highquality selections. There are a number of factors that help define the general quality of a
childrens book, including the quality of its cover, characters, plot, theme, language, and
illustrations. Numerous guidelines for selecting high-quality childrens literature are available to
teachers for this purpose (e.g., Cullinan & Galda, 1994; Huck, Hepler, Hickman, & Kiefer, 1997;
Norton, 2003; Tomlinson & Lynch-Brown, 1996). Along with many national award programs,
the America Library Association (ALA) book awards, including the Caldecott, Newberry, and
Pura Belpr medals, and the Coretta Scott King and Theodor Seuss Geisel Awards, also provide
teachers with recommended selections that are considered some of the best available each year.
Figure 1. Sources for high quality childrens literature.
Sites to assist in selecting high quality childrens literature
Across the Globe Learning Resources, www.acrosstheglobelr.com
ALA Award Winners (Newberry, Caldecott, Coretta Scott King Award, Geisel Award, Pura
Belpre Medal, Siebert Medal, etc.),
http://www.ala.org/ala/awardsgrants/booksprintmedia/childrenyngadults/index.cfm
American Library Association Booklist Online, www.booklistonline.com
Childrens Book Press, www.childrensbookpress.org
Cooperative Childrens Book Center, www.education.wisc.edu/ccbc
Follett, www.titlewave.com
International Childrens Book Awards, http://www.ucalgary.ca/~dKbrown/awards.html
Kids Like Us, www.kidslikeus.org
Lee and Low Books, www.leeandlow.com
Lectorum, www.lectorum.com
Scholastic, www.scholastic.com
Sites to help level the library
www.lexile.com
www.acceleratedreader.com
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In addition to being selective about the general quality of texts, finding books that are
culturally relevant to the lives of students in the classroom is an important factor in building a
library that is reassuring and motivating for beginning readers. Including texts with characters
similar in age to students in the classroom who share experiences they have had can be critical
for generating interest and fostering self-to-text connections. Cultural and linguistic familiarity
may be an especially important factor for literacy acquisition for English language learners (Vardell,
Hardaway, & Young, 2006). Unfortunately, teachers may have difficulty finding books that
reflect the experiences of children in their classroom if they are not aware of resources available
for that purpose (See Figure 1). In addition, teachers may need guidance in identifying high
quality multicultural childrens literature that avoids racism and stereotypes, particularly if they
are not from the same cultural or socioeconomic background as the students they teach. A
number of researchers (Boutte, 2002; Fleming, Jordan, Reynolds, & Smith, 2007; Hefflin &
Barksdale-Ladd, 2001; Higgins, 2002; Sims Bishop, 1991; Yakota, 1993) in multicultural
childrens literature have developed guidelines for supporting these selections.
Still, some researchers have noted a limited availability of childrens literature including
characters from certain cultural backgrounds and communities, such as texts with Native
American or Latino/a characters (Higgins, 2002) or books with positive images of urban settings
(Fleming et al., 2007). When a range of high-quality selections are challenging to find or
purchase, it may be important to display books made by the class that include familiar family and
community stories. A way to build the library is to publish these class-generated books through a
website such as www.Lulu.com for minimal costs.
Students should have access to texts in which they see themselves and their experiences
represented and valued, as well as texts that represent a diversity of characters, settings, and
stories reflective of our broader society. A self-evaluation checklist (Figure 2) is provided to help
teachers assess the range of texts in their classroom libraries. Figure 3 includes a list of sources
for finding books generated by classroom teachers and teacher educators that expands beyond
the usual bookstore or online bookseller.
One rule of thumb on how many books to include is to plan for a minimum of 10 books
for every child in the classroom, with no less than 100 books (Fractor, Woodruff, Martinez, &
Teale, 1993; Reutzel & Fawson, 2002). Allington and Cunningham (2001) suggest 700-750
books for primary-grade classrooms. Miller (2002) advocates being choosy and building the
library collection gradually. Purchasing every outdated and dog-eared paperback from your local
yard sale is not going to help children get excited about the books in the library. Students should
be reading high quality childrens literature that is likely to prompt thinking and discussion,
have believable, compelling characters who talk the way real people talk, do things real people
do, and deal with real childhood issues (Miller, 2002, p. 47). We recommend that teachers
gradually work towards these recommended quantity goals since it is more important to have
high-quality books than to simply have a great number of books.
Organizing the Classroom Library
The message from a well-organized, labeled classroom library is that reading is a valued
part of the curriculum (Bickert, 1999). Regardless of the size of the classroom or condition of the
environment, decoration and organization can make all the difference. Brassell (2005) notes that
donated pillows, cutout decorations that are aesthetically pleasing and perhaps hanging from the
ceiling, and recycled throw rugs can make a warm, inviting place for students to gather to
Figure 2. Self-evaluation checklist.
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Physical Environment

Solid

Needs
Work

Solid

Needs
Work

Solid

Needs
Work

Clearly designated library space in the room

Space for 3-4 students
Enough shelves or containers for my books
Comfortable space with soft items (rug, comfortable seating)
Display area for recently read aloud books
Display area for teacher recommended books
Display area for student recommended books
Easy access to books
Significant number of books displayed with covers forward
Journal, log or method for tracking text selection/providing feedback
Chart
or place for student comments, voting on or rating books, etc.
feedback
Additional literacy tools (bookmarks, post-its, review clipboards, etc.)
Content of the Collection:
An adequate number of books (at least 10 books per student)
Many high-quality books (appealing, quality content, good condition)
A range of text formats (big books, picture books, short chapter books,
chapter books) appropriate for my grade level
A good mix of narrative, expository, and environmental text
A variety of genres (realistic fiction, historical fiction, poetry,
information, biography, etc.)
Books appropriate for students reading at, above, or below grade level
Many texts with characters that are about the same age as my students
Many texts that are relevant to my students cultural backgrounds and
communities
Many texts that can be used to support content area instruction (math,
science, social studies)
Enough texts appropriate for read alouds, book talks, literature circle
sets, etc.
Organization:

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Clear system for organizing the books is in place
Texts are labeled or grouped by format, genre, level or topic
All shelves or containers are labeled with the system
Labels are developmentally appropriate (readable labels, clip art or
color-code with labels, etc.)
Students know the system of organization and are able to use it
effectively
Students can find books at their just right level quickly and easily
Management:

Solid

Needs
Work

A plan for rotating books in and out of the library is in place

An organized book check-out system in place
The check-out system is working effectively
Students have most of the responsibilities to manage the check-out
system
The system allows me to monitor students selections (e.g., check out
binder, reading logs)
All aspects of the library allow children to be self-sufficient
I am able to schedule regular times for read alouds and book talks
My students have independent reading time regularly
I am able to provide regular opportunities for students to share what
they are reading independently
explore books. An area in the classroom can be defined with movable shelving or with milk
cartons retrieved from the school cafeteria. The area should create a place in the classroom that
invites individual relaxation or opportunities for interaction among a small group of three to four
students. Soft seating areas can be created with crib mattresses covered by colorful fabric,
beanbag chairs, or floor pillows.
A simple turn-taking system (clothespins with students names on a schedule, for
example) can be used so all students get to enjoy a comfortable, relaxed read during the week if
they choose (Fountas & Pinnell, 2001). Use the top of shelves or the wall surrounding the area to
highlight books that support the curriculum and to display students work samples that are a
result of investigation within the curriculum, such as artwork or books written by students
(Bickert, 1999). Diller (2005) suggests additional components (e.g., soft lighting, music, puppets,
clipboards, and pencils) for teachers to consider as resources become available that may enhance
the atmosphere and utility of the classroom library.

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Figure 3. Places to find books and resources for your classroom library.
Yard sales
Library book sales
Retiring teachers/teachers switching grade levels
Friends and relatives with children who have outgrown certain books
Neighborhood organizations
Church/community groups
Dollar Stores
Thrift stores
Ask for childrens books as gifts make a wish list for friend and family
Web Resources:
E-bay
Craigslist
PaperbackSwap.com
BookCloseouts.com
Small grants:
donorschoose.org
Book club bonus points
Office supply closeouts
Card shop displays, spiral bookracks
Carpet store remnants/old samples, carpet squares
Nearby office buildings for bookshelves and other furniture they may be discarding

Organizing the books within the classroom library should allow for a large number of
books to be displayed with their covers visible for easy selection. Face as many books forward as
possible for ease of viewing. If a book does not have an inviting cover but offers colorful
illustrations and/or a great story, display it with the cover open in a manner that will entice
students to explore the book. A special display section should be set aside for the books most
recently read aloud by the teacher so students can explore the book on their own, securing their
understanding of the sequence of the story, and supporting their connection between the
illustrations and their understanding of the story. Another special display could be teacher
recommended and student recommended books so readers share their favorites with others.
Every few weeks some books should be rotated (McGee & Richgels, 2003). Always
leave some favorites in the library and add new books that represent the current topic of the
curriculum. Also, include books that represent future topics in the curriculum so that students
will start to form ideas about what they will learn and so they can offer what they already know
about the topic as they begin a new project or theme. When rotating the books, add new books
gradually, putting back favorites if students protest. One way to judge what students are
interested in having available in the library is to have a chart that asks students to vote on new
books that are added. Another way to manage how the library is used is to have students note
what books they explored in individual reading journals they keep in the library area.
Books can be grouped in various ways, depending on the developmental level of the
students in the classroom. In a preschool classroom, where book exploration is the overall goal,
grouping books by topics (bugs, animals, and families) might be the best way to display texts. In
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primary grade classrooms, teachers may begin to introduce the concept of genre, creating
separate bins for realistic fiction, fantasy, fairy tales, poetry, or informational texts (Huck,
Hepler, Hickman, & Kiefer, 1997). Easy-to-read labels with pictures or icons providing clues to
the topic or genre will help students navigate the collection.
By second grade, when students are working on reading fluency, a combination of topic
groupings and reading-level groupings help students in selecting just right materials. When
leveling books, many teachers use standard number or lettering systems. Still, even simple
eyeball sorting methods (at, below, above grade level) may do the trick in helping students select
appropriate texts. Mark books with colored stickers within genre or topic bins categories to
indicate relative level of difficulty, and use student-friendly, non-stigmatizing labels to refer to
different levels (everyday, just right, challenge; cool, warm, hot; dessert, main meal, extra
helping, etc.) (Diller, 2003; Reutzel & Fawson, 2002).
Be sure to mark every book in the same place (e.g., upper right hand corner) so students
know quickly where to look to find the tags. Some teachers like to write on the stickers to create
subcategories or to indicate topic or genre and level. For example, red stickers may indicate
fiction, and a red sticker with an "H" is historical fiction. If you want to level books within
categories and the school uses a leveling system, the level number/point value can be written on
the dots. Otherwise, marking books in relation to an informal leveling system (cool C, warm
W, hot H) should suffice. Clear shipping tape can be used to cover the labels and keep the
dots from popping off. Regardless of the organizational goals of the classroom library, the key is
to inform the students how the books are displayed and why.
Fountas and Pinnell (2001) stress the importance of both ownership and independence in
establishing an effective classroom library. Students should be involved regularly in helping
organize the space and materials, monitoring effectiveness, and troubleshooting problems. The
library should be organized for optimum independence. During independent reading, the teacher
wants to be free for guided reading or conferencing, so students need to know how to use the
library on their own, being able to find materials they need efficiently, and being able to put
them away when finished. Keep in mind that organization should teach students how to think
about books (Fountas & Pinnell, 2001). Organizing by topic, genre, theme, author, series, and
special features (e.g., awards, class favorites, books they have read aloud) will facilitate this
thinking.
Using the Classroom Library
Opening the Library
When the library is organized, established to complement the curriculum, and inviting to
students in the classroom, it is time to open the library and invite students to explore. As with all
the areas of the classroom, rules for use of the library need to be established and are likely to be
remembered if the students help develop the rules. Posting simple guidelines for using the
library, along with a map of how the library is organized (Reutzel & Fawson, 2002), will help
promote independent use and maintenance of the library.
Caltha Crowe (2006), a third grade teacher, recommends not opening the classroom
library until the second week of school to build excitement and interest. She also invites the
students to explore the library through the book bins she has arranged. First, they explore the
bins as a class and then in small groups. She asks students to describe what they notice, including
how well-cared-for the books are. Other observations about the books and their topics help
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students who have not had much experience looking at books understand the process of engaging
with books. The process of making observations and sharing them sets a tone for using the
library and discussing the books with others.
Diller (2005) recommends having students participate in book sorting activities during
the first weeks of school. Start with simple sorts (fiction and nonfiction), and then move to
sorting by more fine-grained categories related to topics (e.g., weather and dinosaurs) or genre
(e.g., historical fiction, biography, and poetry), depending on the grade level. Students who are
not secure in their reading skills might develop self-confidence by helping to identify categories
of interest and providing recommendations for adding to the collection (Hunter, 1999).
Check Out and Return
One of the most difficult things for teachers to establish in their classroom library is the
checking out and returning of books. Two issues most frequently noted when discussing checkout with teachers are how to manage it and whether to trust students to bring the books back.
Organizing a check-out system has to be easy to manage and should rely on the students to do as
much of the work as possible. Adding pockets, printing cards, and reshelving books can
overwhelm the amount of time a teacher spends making the classroom library available to the
students. Kims Korner, a website for teacher ideas, suggests having a page for each student in a
classroom library check-out journal, rather than individual cards and pockets in the back of the
books (www.kimskorner4teachertalk.com). Using a page for each student allows the student to
copy the title and enter the date he or she is checking out the book. Teachers may also have
students indicate the topic or genre of the selection. Then students can note when the book is
returned. Other teachers prefer a bulletin board display with card holders for each student. Each
time students select a book, they write the name and author on an index card and place it in their
check out folder. For in-class, independent reading, students desks or tables might be stocked
with book bins or seat sleeves in which they can keep four to five selections per week. Each day,
a different table or small group of students can rotate going to library for new choices.
For emergent readers and writers exploring books in the library, some teachers
recommend having students decorate clothespins or wooden paint stirrers donated from a home
improvement store with their name and personalized design. When books are selected from the
library, the student simply placed the paint stirrer in the spot from which the book was taken.
When it comes time for reshelving, students can simply find their marker and place the book
back in its designated spot.
Reshelving
Reshelving books can be another time-consuming task for the teacher. We highly
recommend engaging students in the responsibility for reshelving books, whether they are used
within the classroom or checked out to go home. As discussed previously, labeling or color
coding the books and teaching students the system of organization will allow them to become
partners in maintaining the organization and care of the library. When organizing by topic for
young students, get bins of different colors and then match those colors to stickers adhered to the
spine of the books that belong in that bin or area of the shelf. If milk crates are used and cannot
be color-coded, hang a tag, with a specific color on it, from the carton. Another option is to line
sections of shelves with construction paper or colored contact paper. These types of color-coded
organizational systems will help younger students to take on the responsibility for managing the
classroom library. Coding systems for older students might involve genre and reading-level
labeling.

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Rather than have individual students reshelving books on a daily basis, some teachers
prefer having a designated returns bin, similar to the library or video store. After signing books
back into a check-out log, the students can simply place the book into a separate return bin.
When students have become familiar with the system, they can take turns to help with
reshelving, which should further reinforce their understanding of how the books are organized
and categorized.
Regardless of the method chosen, thoroughly teaching the system of organization,
practicing selections, and reshelving texts are all crucial to the development of the classroom
library. Ensuring all students have a high degree of familiarity with finding where different kinds
of books are located, matching stickers and icons, and placing books face forward and right side
up will allow the students to be self-sufficient while maintaining the organization of the
collection.
Using the classroom library as a tool for instruction includes providing jobs for
reshelvers, bin checkers, and book reviewers that can be rotated among students and will help
reduce the time required for the teacher to spend on the managing the classroom library. Another
important student job is that of the book doctor. This person must identify and help repair texts
with torn pages, cracked bindings, or missing labels. In addition to assigning jobs, Diller (2003)
recommends having students report back to the group, noting any problems with organization or
book care they notice and brainstorming remedies. As students assume different roles, they may
not only become self-sufficient at selecting and managing books, but they may also build a sense
of classroom community as and develop a sense of ownership of the library.
Getting the books back is a challenge that teachers continue to debate. Encouraging
students to read requires them to have access to books, and many students do not have ageappropriate books in their homes. However, some teachers worry that books that go home may
not come back. It is our belief that beginning readers must have access to books from school that
can be taken home for daily independent reading. In our experience, students are more likely to
read for pleasure when their interest in reading is fostered regularly with texts that pique their
curiosity, value their experiences, and expand their worlds. It is reasonable to have the classroom
library populated with a variety of books that include books that can be checked-out, books for
read-aloud, and books for classroom use only. For the most popular class titles, teachers might
consider keeping multiple copies so selections are available to be used in class and can go home.
Figure 1 provides some resource ideas for gathering a variety of inexpensive or free books that
can be checked-out for home use. Teachers should keep books for check-out on their classroom
wish-list so they can always be replaced if necessary.
Integrating the Library with Literacy Instruction
Contrary to the results of our initial survey, using the library for literacy instruction must
involve much more than simply giving students free time to read. Miller (2002) notes the
importance of conducting mini-lessons on book selection early on to actively guide students
selection of just right texts for independent reading. Teaching strategies such as considering
what one knows about a topic, looking at size of print and number of words and lines on a page,
noticing if the cover and/or pictures help to tell the story, noting whether one can read most
words, and testing the first page with the five finger rule will help students expand their
repertoire of strategies for text selection beyond that a book simply looks good. Miller also
recommends having students gauge their mood and motivation level for the day (e.g., in the
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mood to try hard to read a new challenging book or feeling like an easy read right now). Posted
reminders (e.g., How to choose a book chart) can help students maintain some independence
and still choose appropriately leveled texts for independent reading (Diller 2003).
Students should be asked to keep simple records of their selections and to reflect
periodically on what they are reading, perhaps via reading notebooks or occasional book
reviews. As an instructional tool, teachers can review reading logs with students as part of
individual conferencing in order to assess the range of topics or genres selected and to help the
teacher monitor the students selection of just right texts. Teachers might also use this time to
recommend additional selections that could be of interest to students. Although many teachers
enjoy silently reading with students during independent reading time, Fountas and Pinnell (2001)
recommend taking advantage of this instructional time for independent conferencing, guided
reading, and small group literature study. Students will come to understand a teachers love of
books through read-alouds, book talks, and mini-lessons. Teachers should use independent
reading time as an opportunity for some quality small group instruction.
In order to capitalize on their own growing love of books and progress in reading,
students should be provided with many opportunities to discuss what they are reading in small or
large groups, or even with a reading buddy. Sharing which books they are selecting as well as
why they chose those texts can be important for generating interest among the group and for
reminding students about the process involved in selecting texts. Reflecting on what they learned
during independent reading, discussing how strategies covered in the mini-lesson were used, or
reflecting on how well the group is working together during independent reading time is also
important.
Students might be encouraged to offer their picks of the week or to construct library
displays around their top ten favorites. They can also take turns sharing a good book with the
class in a format for recommended reading. Students take turns as guest book reviewers,
summarizing the book for their classmates and then displaying the book on a special place
designated for recommended selections similar to what is found in many retail book stores.
Another use of the classroom library is to extend it into mathematics instruction by having the
class create graphs to represent most popular selections in the library, or chart numbers of texts
in the collection by favorite author or illustrators.
Book breaks (Hunter, 1999) are a further instructional approach that might be used to
create a buzz and continue to generate interest in the classroom library. These surprise breaks
come at unexpected times during the week and are designed to have the teacher or a student read
an exciting section of a book they have chosen. Special mystery guests, such as parents, other
teachers, or the principal, might also be invited to visit for a book break, in order to foster
interest and generate shared anticipation.
Maintenance and Troubleshooting
Despite the care a teacher may take in organizing the library, teaching the check in and
check out system, and monitoring student use, difficulties can always arise. Diller (2003)
recommends taking informal anecdotal notes on two or three students per day to monitor a
students ability to make good selections, read for understanding, care for materials, respond to
literature through discussion or reviews, and make recommendations. Similarly, Miller (2002)
recommends keeping a notebook about each child, so notes from anecdotal observations and
conferencing can be periodically reviewed and used to determine individual or small group
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instructional needs. As with maintaining any skill, regular practice makes perfect. Be sure to
teach, review, and reteach the organization system, strategies for text selection, and the
procedure for reshelving at various points throughout the year. Posting strategy charts, I can
statements, or When in doubt charts may also help students generate solutions when they get
stuck around selections. These charts may remind students: I can choose a favorite book Ive
read before, I can choose a read aloud, I can ask a buddy for a recommendation, I can pick a
book on the topic were studying, I can choose a favorite author (Diller 2003).
While teacher preparation programs generally expose teacher candidates to a wide range
of childrens literature in education coursework, beginning teachers would certainly benefit from
more practical, how-to instruction and practice in setting up, managing, and maintaining a
classroom collection and integrating the use of trade books with the core reading curriculum.
Providing children with the necessary tools and strategies for using the library, selecting texts,
sharing what they read, and monitoring their reading progress will go a long way in making the
classroom library an effective instructional tool and promoting students reading development.

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