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One for the Books!

By Holly Rice and Eileen Richardson

The authors argue for the importance of the classroom library for students of all ages. They
note preservice teachers’ questioning of the value classroom libraries in light of students having
access to school libraries, the rise in the use of technology for reading, and the expense of
establishing and maintaining a classroom library. Pointing to supportive previous and current
research, the authors assert that classroom libraries are needed, providing the opportunity to
access diverse and quality literature and thereby increasing reading motivation.

n the age of technology, are classroom libraries still a “thing,” or are they becoming
Ia thing of the past? Is it safe to assume books have taken a backseat to the use of
technology in the classroom, or are classroom libraries still considered significant?
Before Covid-19, when faculty were still in traditional “brick and mortar” classrooms,
our student teachers were questioning whether it was a waste of money to invest in
books for a classroom library. As veteran teachers ourselves, our first thought was
“of course classroom libraries are essential for new teachers.” After further thought
and much discussion among colleagues, however, we began to reconsider whether
we should encourage our student teachers to spend money on classroom libraries,
especially with the technology available in classrooms today.
The term “technology literacy” is the “buzz word” in education and has been
for some time. Teachers and students alike have had to adjust to virtual learning
in online and real-time formats. Technology literacy currently goes far beyond its
original intent of ensuring understanding of the basics of technology and how to use
a smartboard in the classroom. Technology has become much more complex and
involves videoconferencing sites such as Zoom, Skype, and GoToMeeting. Teachers
now have to be knowledgeable about social media sites as well, including Instagram,
Facebook, Snapchat, and Twitter. Hundreds of applications also are available from
which the classroom teacher may select, including even online book apps, such
as Audible, Bookster, and Tales2Go to encourage reading. With the availability
of iPads and Chromebooks that make it easy to access online books, the question
remains whether new teachers should spend money on books for their classrooms?
In reviewing previous research, we believe so.

Considering the Research
Past research demonstrated classroom libraries are important for all ages (Atwell,
2007; Gallagher, 2009; Harmon et al., 2019; McGill-Franzen & Botzakis, 2009).
Classroom libraries are often thought mostly to be used at the early childhood or
elementary levels, but research (Merga, 2019) has shown that classroom libraries
and school libraries are important even in secondary education (Hamilton-Pennellet
al., 2000; Harmon et al., 2019). The more books to which students are introduced,
the more likely they are to read (Krashen et al., 2012; Krashen, 2013). Classrooms
that provide well-stocked libraries manifest students who read 50% more than
classrooms that do not (Booksource, 2016; International Literacy Association, 2018;
Waterford Education, 2019). It is also documented that high-quality and organized
classroom libraries motivate and encourage students to read (Guthrie, 2008; Kelley
& Clausen-Grace, 2010; Miller & Sharp, 2019; Worthy & Roser, 2010).

62 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators