Document Type
Journal Article
Publication Title
English in Education
Publisher
Taylor & Francis Group
School
School of Education
RAS ID
28223
Funders
This work was supported by the Copyright Agency Cultural Fund [Grant number CF Oct 2017 003].
Abstract
While librarians in schools often face significant budgetary cuts, they can play an important role in supporting learning in literacy and literature. However, little is known about the practices that they may employ to this end. Of particular interest is the role of librarians in schools in supporting struggling readers, as these students may be increasingly disadvantaged as they move through the years of schooling. Semi-structured interview data were collected from teacher librarians at 30 schools and analysed to identify practices exercised by teacher librarians that aligned with extant research around supporting struggling readers. Teacher librarians provided support by identifying struggling readers, providing them with age and skill-appropriate materials, undertaking skill scaffolding supporting choice, supporting students with special needs, providing one-to-one matching, promoting access to books, enhancing the social position of books and reading, reading aloud to students, facilitating silent reading, and preparing students for high-stakes literacy testing.
DOI
10.1080/04250494.2018.1558030
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Merga, M. K. (2019). How do librarians in schools support struggling readers?. English in Education, 53(2), 145–160. Available here