Jamie Doronkin | PhD
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This pilot study explored factors that influence student involvement in the book title selection process for the classroom library. Research questions were: “If I ask 3-5th grade teachers working in large urban school districts about their priorities in student involvement of text selection for their classroom libraries, in what ways, if any, could that information inform student agency in the classroom library selection processes?” and “If I ask 3-5th grade teachers working in large urban school districts about their barriers in student involvement of text selection for their classroom libraries, in what ways, if any, could that information inform student agency in the classroom library selection processes?” Information was gathered via an electronic survey questionnaire and responses were comprised of quantitative and qualitative data. Frequency counts determined the most significant objectives of titles, the primary influence of student involvement, and the most significant barrier to student involvement. Themes around barriers and methods of student involvement emerged from open-ended responses. Participants appeared most concerned with selecting titles that match student interest, while also finding this a barrier. Surveying students and observing students were primary methods for involving students. Lastly, providing students with titles that encourage voluntary, recreation reading drove student involvement.
College of Education and Allied Health
Collaborative High Impact Instruction
Fontbonne University Archives
St. Louis, MO
classroom library, student participation, elementary education, reading, children’s literature, reading material selection
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research
Murray, Meredith, "The Craft of Constructing a Classroom Library: Student Involvement in Book Title Selection" (2021). 2021 Projects. 4.
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