Evaluate the books you have in your library. Decide what books to order based on student interest, age, and reading level.
- All books should be in good condition, with attractive covers. Discard any dated or boring books.
- Determine what you need, then request funding or write grants for purchases.
- Maintain a library of several hundreds of unique titles, not class sets; 500 chapter books, or more for shorter books (Allington, 55).
- Collect small group sets (5 copies per title) of the earliest, simplest books for shared reading or book clubs (Allington, 55).
- Purchase many different genres, topics, and ability levels.
- Purchase paperbacks. They are less expensive, and less trouble if lost or damaged. Also, children are more likely to develop a reading habit with paperbacks than hardcover books (Krashen, 46).
- Magazines or also good reading material, but make sure you have sturdy bins or a magazine rack to protect the covers; again discard any in poor condition.
- Comics are a good choice for beginning readers. Just having comics on the shelves can generate more interest in your library over-all, and increase circulation of all books, even non-comic books (Krashen, 56).
- Make sure ethnic minority students can see their cultures represented. (Catapano, Fleming, & Elias, 68).
- The younger the students, the more important it is make sure books are age-appropriate. Check out these searchable databases: http://www.commonsensemedia.org/book-reviews/ or http://www.biblionasium.com/.
Allington, R. L. (2012). What really matters for struggling readers: Designing research-based programs. Boston, Mass: Pearson.
Catapano, S, Fleming, J., & Elias, M. (2009). Building an effective classroom library. Journal of
Language and Literacy Education [Online], 5(1), 59-73.
Krashen, S. D. (2004). The power of reading: Insights from the research. Westport, Conn: Libraries Unlimited.