Middle school students' reading engagement and classroom libraries

Abstract

Classroom libraries are spaces that can be used by teachers to promote voluntary reading; however, classroom libraries are also complex spaces that require teachers to consider both purpose and function in order to motivate and engage middle school students in voluntary reading. The purpose of this action research study was to understand the relationship between middle school students' reading engagement and classroom libraries and improve the ways in which teachers can use these spaces to promote voluntary reading. Two cycles of data collection allowed English Language Arts teachers, administration, and middle school students to identify structures and practices that would support increased voluntary reading at the research site. Action steps based upon the data collected from the first cycle of research were designed to accomplish the goal of identifying and implementing common practices within a school's culture to expand the role of classroom libraries in motivating middle school students to engage in voluntary reading. Results from the study suggest that increasing students' motivation and engagement with voluntary reading requires time sheltered during the school day for voluntary reading and the need for social discourse about recommendations for books and reading among teachers and students. This includes classroom libraries as diverse, updated, and protected spaces to be used as tools to promote voluntary reading practices with middle school students. Implications for the organization included implementing a supported, voluntary reading program addressing the need for sheltered time for students to read during the school day alongside professional development for staff to learn how to leverage the student-teacher relationship to support voluntary reading. Recommendations include expanding the role of classroom libraries to include diverse and updated titles, and creating opportunities for interdisciplinary reading living beyond the English Language Arts classroom.--Author's abstract