Professional Documents
Culture Documents
I am honored to be able to work alongside a wonderful team in this school district to help
further the education of these students. As a child, reading was the center of my universe. It
expanded my knowledge on topics, but also gave me an opportunity to explore new worlds and
adventures. My parents and teachers shared with me the same enthusiasm for reading, and
therefore, I became fascinated with the world of literature. Reading also developed my character
and allowed me to learn more about myself, as a person, through the genres that interested me.
Because of this, I believe that children’s literature plays a vital role in developing scholarly
readers. This integration of literature starts in schools, but specifically libraries. Through my role
as the school librarian, I can use my love of reading to help students gain an appreciation for it
too, especially outside of the regular classroom, by encouraging them to read widely, read
Reading widely is a crucial aspect of creating well-rounded readers and this idea can be
accomplished in the library environment. The plethora of books that surrounds students can be
enticing, but also overwhelming. Therefore, it becomes my honor to guide them toward a
selection. Each book opens a door for learning and adventure to take place simultaneously.
However, “the ‘meaning’ and significance of stories will vary from reader to reader, depending
on age and personal experience, as well as experience with literature” (Kiefer and Tyson 2014
pp. 49). I truly believe this is one of the most important aspects to remember about reading. For
example, a children’s book that incorporates the topic of divorce will affect each reader
differently. On one hand, a child’s eyes may be opened to this sobering reality, while another
may hold back tears because it is the situation they are facing at home. As the librarian, keying in
to the sensitivities of my students is important to help them grow as readers, but make certain
that some topics will not have an adverse effect on their individual growth. By engaging with the
students and learning about their unique personalities, the memories and associations that
literature reminds them of, and through the topics that interest them, I can successfully lead them
to books. Not only will I be able to recommend genres that engage them as readers, but I can also
take them out of their comfort zones, knowing their background, and introduce them to other
various types of literature. This task becomes a major key in unlocking their success of reading
widely.
However, the opportunity for students to read widely does not stop there. It is also
important for me to have a vast array of genres available in the library for students to explore,
including books they may not have access to in the classroom or at home. Traditional literature is
a prime example of a good introductory genre for readers. “The plot structures of folktales are
simple and direct and contain a series of episodes that maintain a quick flow of action” (Kiefer
and Tyson 2014 pp. 110). This becomes a good stepping stone for readers because it mirrors the
basics of a solid story which will then allow them to branch out to other genres and more
complex plots. This structure will also provide them guidance for simplistic writing, where
students can mirror what they are reading and create imaginative pieces.
Another genre that expands young readers’ literary horizons is historical fiction.
“Historical novels for children help a child to experience the past – to enter into the conflicts, the
suffering, the joys, and the despair of those who lived before us” (Kiefer and Tyson 2014 pp.
230), by teaching them about events that they did not live through. As a child, I had a
challenging time finding enjoyment in non-fiction alone because I believed it was composed of
boring facts consisting of historical events that I did not experience first-hand. However, the
genre of historical fiction can engage those students, as it did for me, by recounting important
factual information, while also incorporating fiction to make it interesting, adventurous and
captivating. By reading widely, readers are growing their knowledge of topics and many
opportunities can arise from this awareness of information. The library is one of the first places
where they will have access to the abundant choices of reference materials.
Once a child has grasped the concept of reading widely, it is important for him to start
digging deeper into the book and noting what he finds. One way this can be accomplished is
through, “Children [being] given the opportunities to write about what they read, such as through
reading logs or response journals” (Kiefer and Tyson 2014 pp. 328). These are important
components of the classroom because children learn to analyze the literature they are reading.
Reading logs and response journals allows them to gain a deeper understanding of the text,
theme, and symbols. However, this task can become systematic and repetitive in its endeavor to
educate children, especially when the books are required reading and analytical material. As the
librarian, I believe this kind of exposure to reading deeply can be beneficial; however, children
can quickly become disinterested in reading due to this. As an antidote, reading deeply can take
place in the library too, by allowing children another opportunity to keep a journal, but on books
they find interesting and enjoyable. It still allows them to think deeply about what they read,
reflect on the topics, and give insight on their beliefs or similar experiences. Sometimes, the
books children are handed to analyze are classics, or books with intense material and a prospect
for precise investigation. However, some of the most simplistic books for young students can
also incorporate the same type of deep reading. One example is the picturebook genre which
plays a critical role in reading deeply because, “Students realize that illustrations contain hints
that imply a whole network of information: clues to deeper understanding of the story” (Kiefer
and Tyson 2014 pp. 95). They aren’t just reading the surface level text but have the opportunity
to connect it to the pictures and understand how both tell the story in a verbal and nonverbal
fashion. Picturebooks also give me a chance as the librarian to encourage reading deeply during
the allotted time I have with the students. By reading a picturebook to them, or encouraging them
to look at one on their own, they will benefit from the rewards of analyzing. Students can discuss
their thoughts with other peers and have the ability to complete the story in one sitting. Overall,
analyzing books allows students to expand their search, and look deeper than the surface for
Not only are reading widely and deeply important for engaging students in the world of
books, but creating readerly environments where reading is encouraged is just as crucial.
Therefore, “Children need to discover delight in books before they are asked to master the skills
of reading. Then learning to read makes as much sense as learning to ride a bike; they know that
eventually it will be fun” (Kiefer and Tyson 2014 pp. 5). This begins with the adult figures in
their life showing enthusiasm for reading and books, and can be achieved at home, in the
classroom, or in the library. Some children however, are not encouraged to read at home or may
not have transportation to a public library where they can gain access to books. Due to this
phenomena, I can incorporate a readerly environment in the library everyday. To achieve this, I
can show my delight for literature by always having new recommendations ready, encouraging
the children to approach new genres, choosing different types of printed material for story-time,
and informing them of the books I am currently reading. Children who see others reading for
pleasure will be more intrigued to discover the same delight. Once they start reading and are
guided to the areas of books that interest them, they will discover its adventures and keep coming
back for more. This will eventually lead to them growing stronger as a reader, just like they
would grow better at riding a bike the more they come back and practice it. I also support the
idea that, “Boys and girls of all ages should have the opportunity to hear and read good literature
every day” (Kiefer and Tyson 2014 pp. 320). By introducing children to literacy at an early age,
they become accustomed to the ability of picking up a book at their leisure and hopefully
continuing this practice as they grow. When children hear good literature being read to them,
they are able to differentiate between what makes a “good” book or not and can warrant further
thoughts with peers and educators. It also creates a readerly environment for the students because
they are given the opportunity to hear a story during the day. In the library, the reading
atmosphere can also be achieved by allotting time for students to read on their own or in small
groups and have discussions. This time will be an extension of the skills they are practicing in
the classroom, too. Finally, the hope of creating this environment is that children will engage
with a book and decide to check out multiple ones for the week. Then, they are able to take the
My hope as the librarian of this school district is to cultivate scholarly readers who learn
to read widely, deeply, and create readerly environments. The benefits that come with these
techniques open vast new exploration opportunities that are found in books and the world. I
desire to impart the love I had as a child, and still have to this day, to my future students in a way
that even if they did not consider themselves readers beforehand, they will find a new
appreciation for the world of literature. I am honored to have this opportunity to not only work in
an outstanding school district, but also the task of guiding these students toward readerly and
academic success.
Sincerely,
Laura Conaway
Works Cited:
Kiefer, B., & Tyson, C. (2014). Charlotte Huck's Children Literature: A Brief Guide (2nd ed.).
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.
Chapter 1 pp. 5
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.
Chapter 3 pp. 95
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.
Kiefer, B., & Tyson, C. (2014). “Understanding Children’s Responses to Literature” Charlotte
Huck’s Children’s Literature: A Brief Guide (2nd ed.). New York, NY: McGraw Hill.