Abstract
This study investigates the benefits of a schoolwide reading aloud activity for elementary school children in rural areas. A qualitative study was conducted to elicit the perspectives of the participants in the Read Aloud for You program implemented in a school in Taiwan. A combination of interviews, focus groups, and observation were used to study communication and interaction between study participants, including children, caregivers, the headmaster, schoolteachers, and nonprofit organization staff. Data gathered were analyzed and interpreted, using symbolic interactionism as an analytic tool. Results revealed benefits associated with two library-related symbols, that is, books and communities. The results suggest that school libraries can play an important role in addressing inequality. Following the results of this study, it is argued that further studies on this topic are warranted.
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