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?
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?