Reading & Literacy
Reading is at the center of the work I do in the library. My goal is to help students see themselves as readers and to make reading feel possible, accessible, and worth their time.
Students arrive with different reading experiences. Some already enjoy reading. Others are still figuring out what works for them. In the library, I focus on giving students time, access, and choice so they can find books that feel manageable and meaningful.
Reading instruction is woven into daily library practice through book talks, genre exploration, recommendations, and conversations that help students build stamina and confidence. I create opportunities for students to talk about what they’re reading, try new genres, and return to books when something doesn’t work the first time.
Reading success looks different for every student. Sometimes it’s finishing a book for the first time in a while. Sometimes it’s choosing another book right away. When that happens, I don’t overthink it. I notice it, and I treat it as a step forward.
Equitable Access to Reading
Students at Alvin Brooks Middle School visit the library with their ELA classes every other week. I realized early on that when a student was absent or a class schedule changed, that missed visit often meant waiting two more weeks for a new book. For many students, that gap was enough to break reading momentum.
To remove that barrier, I created a book request system within Google Classroom, where every student is already enrolled. Students can search the Destiny catalog, place a request, or ask for reading suggestions if they’re unsure what to choose. A short screencast supports students who need a refresher on how to navigate the catalog.
Because we prioritize student safety and protected learning time, I check out requested books and deliver them directly to classrooms rather than having students travel the halls during class. This system ensures that access to books is not dependent on perfect attendance, confidence in choosing a title, or the ability to visit the library on a specific day.
Designing flexible access like this ensures that reading momentum isn’t disrupted by schedule changes and that every student has a reliable path to books, regardless of circumstance.
Building a Reading Culture
Building a reading culture starts with habits. I pay close attention to how students talk about books, how they choose them, and what helps them keep reading.
Student library aides play an important role in this work. They act as reader advisors, recommending books, talking with classmates about what they’re reading, and helping students who aren’t sure where to start. Their input shapes book displays, recommendations, and how the library feels to other students.
I also build time for informal conversations about reading. Students stop by to return a book, ask for another recommendation, or share that they didn’t finish something and want to try again. Those moments matter. They help students see reading as flexible, personal, and ongoing.
Reading culture also depends on access. Students need to see books that reflect their interests, experiences, and identities. They need options that feel approachable. When students can find themselves in the collection, they’re more likely to take risks as readers.
Much of this work happens in small moments and over time. That’s where reading confidence grows.
Collection Design & Genrefication
I built the Alvin Brooks library collection from the ground up, using genrefication as a starting point. The goal was to make books easier to find and to remove unnecessary barriers that can discourage students from choosing a book.
From the beginning, the collection was designed with students in mind. Books were organized by genre so students could browse more easily, discover related titles, and make choices without feeling overwhelmed.
Genrefication wasn’t about labels or trends. It was about how students actually look for books. When genres are clear and browsing feels intuitive, students spend less time searching and more time reading.
Student feedback played an important role in this process. I listened closely to how students talked about books, what they asked for, and where they struggled. Those insights shaped purchasing decisions, displays, and how the collection continues to evolve.
The work continues every day. Students recommend books, reading habits shift, and classroom needs change. The collection grows and adjusts alongside them.
Book Clubs & Shared Reading
Book clubs in our library start with student interest. They usually begin when students ask to read the same book together, form a small group, or want a space to talk about a story they’re enjoying.
Some clubs form around shared themes. Others grow from specific authors, genres, or series. I help students find books, set expectations, and plan how they want to meet, but the conversations belong to them. The goal is not a polished discussion. It’s helping students learn how to talk about books with others.
Shared reading gives students a reason to keep reading and a place to test their thinking. Students practice listening, explaining their ideas, and responding to different perspectives. Over time, those conversations become more confident and more thoughtful.
I support book clubs by providing space, time, and access to a range of reading options. Students are encouraged to try something new, step away if a book doesn’t work, and return to reading without pressure.
Book clubs are optional, but their impact is consistent. They help students see reading as something social, flexible, and worth continuing.
Family & Community Reading
A strong reading culture starts with students wanting to be in the library. When students are excited to come in, find a new book, notice a display, or discover something they didn’t expect, that energy builds. They talk about what they’re reading, bring friends with them, and start to see the library as a place that feels active and inviting.
Family literacy events in my library are built on that same idea. Rather than scheduled programs or performances, these events are designed around choice, curiosity, and low-pressure participation. Families are invited to move at their own pace, explore together, and engage with reading in ways that feel natural and accessible.
One example of this approach is Literacy Quest, a family literacy night structured as a series of open, come-and-go stations. Families chose where to begin and how long to stay, whether that meant creating a bookmark together, browsing books, reading aloud in a supported setting, or spending time talking about stories and ideas. A dedicated Voices of Justice station connected the event to Martin Luther King Jr. Day through literature and reflection, offering space for families to read, think, and respond together.
These experiences reflect how I work to cultivate a reading culture that extends beyond the school day. When students associate reading with discovery, choice, and enjoyment, families are more likely to engage alongside them. The library becomes a place students want to return to and a space families recognize as welcoming, meaningful, and worth revisiting.
View Literacy Quest artifacts →