Access to Diverse Literature in Classroom Libraries
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| _version_ | 1867181861921357824 |
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| author | Cynthia Renea Martin |
| author_facet | Cynthia Renea Martin Cynthia Renea Martin |
| collection | Education Resources Information Center |
| contents | Access to Diverse Literature in Classroom Libraries Cynthia Renea Martin Elementary School Students Elementary School Teachers Learning Centers (Classroom) Books Culturally Relevant Education Professional Development Reading Material Selection Childrens Literature Diversity Equity and Inclusion Reading plays a pivotal role in education. Yet, there is a lack of diverse literature present in elementary classrooms. Therefore, some children may not encounter literature that mirrors their identity. Elementary teachers, although not all, tend to label and organize their classroom libraries. This Naturalistic method study consisted of a setting (classrooms) or subjects (books)that were observed and outcomes measured. This quantitative study had 77 participants from five elementary schools. Of the 77 participants, only five teachers displayed diverse literature labels in their classroom library. Three main themes emerged from this study. Students and readers from diverse backgrounds lack inclusion within classroom libraries. There are few diverse literature labels/books accessible to students. Teachers play a huge part in getting books for all students in their classroom libraries. Professional development can help alleviate this problem in classroom libraries and in school settings. The impact from students not reading literature that mirrors their identity may be detrimental to their identity and their future. This research offers insight into the factors that represent the selection of books accessible to students. The study concludes with an examination of the implications from this research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED668255 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Access to Diverse Literature in Classroom Libraries Cynthia Renea Martin Elementary School Students Elementary School Teachers Learning Centers (Classroom) Books Culturally Relevant Education Professional Development Reading Material Selection Childrens Literature Diversity Equity and Inclusion Access to Diverse Literature in Classroom Libraries Cynthia Renea Martin Elementary School Students Elementary School Teachers Learning Centers (Classroom) Books Culturally Relevant Education Professional Development Reading Material Selection Childrens Literature Diversity Equity and Inclusion Reading plays a pivotal role in education. Yet, there is a lack of diverse literature present in elementary classrooms. Therefore, some children may not encounter literature that mirrors their identity. Elementary teachers, although not all, tend to label and organize their classroom libraries. This Naturalistic method study consisted of a setting (classrooms) or subjects (books)that were observed and outcomes measured. This quantitative study had 77 participants from five elementary schools. Of the 77 participants, only five teachers displayed diverse literature labels in their classroom library. Three main themes emerged from this study. Students and readers from diverse backgrounds lack inclusion within classroom libraries. There are few diverse literature labels/books accessible to students. Teachers play a huge part in getting books for all students in their classroom libraries. Professional development can help alleviate this problem in classroom libraries and in school settings. The impact from students not reading literature that mirrors their identity may be detrimental to their identity and their future. This research offers insight into the factors that represent the selection of books accessible to students. The study concludes with an examination of the implications from this research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Access to Diverse Literature in Classroom Libraries |
| topic | Elementary School Students Elementary School Teachers Learning Centers (Classroom) Books Culturally Relevant Education Professional Development Reading Material Selection Childrens Literature Diversity Equity and Inclusion |
| url | https://eric.ed.gov/?id=ED668255 |