Aliteracy and the Role of the Classroom Library

Abstract

At some point during their education children seem to lose their motivation to read. Teachers are becoming more aware of this phenomenon and realize that just teaching children the skills of reading is no longer a sufficient means of ensuring high quality literacy education. It is equally important to help children learn to value reading. Unfortunately it is becoming ever more prevalent to find children who do not read voluntarily. This group of people who can read but choose not to are known as aliterates. What role does the classroom library play in combating aliterate readers? The purpose of this study is to examine the relationship between aliteracy and classroom libraries. The methodology used is a literature review of relevant research articles and scholarly works related to this topic. In the studies reviewed, researchers examined the prevalence of classroom libraries in schools and the characteristics of the classroom library that are most effective in influencing children to read on their own. From the data reviewed, recommendations for the physical set-up, collection, and introduction of a classroom library have been presented.

Notes

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Thesis Completion

2004

Semester

Spring

Advisor

Crawford, P.

Degree

Bachelor of Science (B.S.)

College

College of Education

Degree Program

Elementary Education

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences

Format

Print

Identifier

DP0021849

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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