August Post: Organize an Outstanding Classroom Library

Reading this article made me reflect upon the kinds of information that teachers (new and experienced alike) take for granted. I was not keen about reading this article because I felt that a decade of teaching would have taught me everything I needed to know about organizing a classroom library. However, I learned long ago, that most articles, even ones that seem to be fairly straightforward may contain information that can be valuable. Therefore, I read this one and found that much of the information it contained provided useful reminders about best practices.

Within the realm of my experience (special education classrooms) classroom libraries are one of the most neglected pieces of the reading puzzle. Teachers in general education may receive funding in the wake of new legislation but special education teachers are typically left out. Therefore, much of the task of building up a library is left to the special education teacher’s initiative. This often means that money and time are at a premium, thus placing a classroom library low on the list of a special education teacher’s priorities. I have experienced that in my first several years of teaching. Looking back, I wish I had the courage to ask for help at the time.

The second point that I want to make is about the type of books that should be a part of this library. I read a great deal of informational texts simply because of the nature of my job. However, my natural choice of reading materials is fiction. Many of my students, especially those who struggle, gravitate towards fiction, because they can relate to the characters and (sometimes) the setting of the story. That is why I try to select multicultural texts so that students can be prompted to inquire about the people and places in the stories they read. While I understand the need to frontload information that students will use later, this is something that comes later in a reader’s journey. Initial connections, at least within my experience, comes from reading fictional texts. Much of my classroom library contains multicultural realistic fiction that children can relate to, in some form or another. As children morph into more confident readers, the emphasis can shift to informational texts.

Overall, this article was a valuable reminder that classroom libraries are fluid, changing and adapting to the needs and purposes of the children that we strive so hard to educate.