Adopted Classroom Library

Image serves as section header. Text reads: "What does it mean to 'adopt' a classroom library?"

For the purpose of this project, adopting a classroom library simply means:

Selecting a teacher
Sending them books each month to help them build a robust and diverse classroom library for their students
As needed, support them with guidance for how to organize and maintain their collection so that this work is sustainable beyond the adoption year.

In August, I send that year's teacher a large box of books (usually around 20-25 books) to start the year. After that, each month I send them a smaller box (5-10 books) to keep growing their collection.

Image serves as section header. Text reads: "Why classroom libraries?"

The evidence is clear. The more access to books a child has, the more likely they are to succeed in all sorts of ways.

Placing books in the hands of children fundamentally influences their chances for both personal and academic success (Constantino, 2014; Neuman & Celano, 2012; Allington & McFranzen, 2013; Kim, 2009)

The most successful way to improve the reading achievement of low-income children is to increase their access to print. (Neuman & Celano, 2012)

Students, even those who find reading challenging, thrive in classrooms that are filled with books at different levels, where the teacher celebrates books, and students are given choice in what they read, as well as time and support to read it. (Pressley, et al, 2006; Allington, 2012)

Children must have easy – literally fingertip – access to books that provide engaging, successful reading experiences throughout the calendar year if we want them to read in volume.

(Allington & McGill-Franzen, 2003)

Although the vast majority of my work revolves around school libraries, I believe with all my heart that kids needs books everywhere. Plus, when we work together, school and classroom libraries can be essential compliments to one another making each more valuable in the process. I do not subscribe to the idea that classroom libraries are a threat to school libraries. Districts that choose to cut/eliminate school library budgets/staffing in favor of classroom libraries (or vice versa) are demonstrating a failure in leadership rather than a focus on literacy. This failure on the part of school/district leaders does not change the fact that kids benefit when they have access to books in both their classrooms and in school libraries. This is especially true for readers who live in resource deserts where school may be the only place they have access to books. In my view, arguing about whether or not teachers are allowed to call their collections "libraries" is counter productive. Rather, I choose to focus on the bigger picture, which is about demonstrating how school librarians and classroom teachers are essential partners in the work of helping young people develop robust and joyful reading lives.

Image serves as section header. Text reads: "How do you choose the teacher?"

Typically, the teacher is someone I have met through my work with schools/districts around the country. I look for a teacher who works at a high needs school and who is devoted to helping kids develop a robust and joyful independent reading life. I focus on teachers who understand that being a reader is about more than simply being able to decode words on a page, and who have found a balance between teaching reading and growing readers. I do not adopt classroom libraries where collections are labeled and organized by reading level or that lean on harmful reading incentive programs such as AR. Although not always the case, I try to vary grade spans each year. Finally, I always let the teacher decide to share whether or not their classroom library has been adopted. In today's climate, where teachers and librarians are under attack for curating diverse/inclusive collections, I respect a teacher's decision to not publicize this work.

At this time, I am not taking nominations or suggestions for classrooms to "adopt."

Image serves as section header. Text reads: "Where do the books come from?"

With very few exceptions, I purchase the books myself. Here's information about how you can support this effort if you are able and feel inspired to help out.

Image serves as section header. Text reads: "How do you choose the books?"

I believe that it's impossible to grow readers without being a reader yourself. With that in mind, I am an avid reader of books published for young people. Keeping up with the newest, highest quality texts for kids and teens helps me make informed choices about the books I select for this project. I use my own reading life, my understanding of the developmental needs of readers, information about readers provided by that year's classroom teacher, and all of the following to select books:

trade reviews
social media buzz
recommendations from friends

With that in mind, with limited exceptions, I tend to focus on books that have been published within 2 years of the library adoption. I focus on new books, because this makes it less likely that I will duplicate titles the classroom teacher already has in their collection.

Additionally, I am devoted to protecting all readers' right to inclusive library collections that reflect the lived experiences of our diverse global community. With that in mind, I use the definition of diversity provided by We Need Diverse Books (WNDB) to help guide the selection process. I do not adapt this process for classroom libraries in states that have passed legislation limiting reader access to books.

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