- The noticeable decrease in reading levels over the last 4 years
- An increase in ELL students
- Change in language. I don't refer to students as emerging, reluctant, or struggling readers. I refer to all students as readers, because they are. I have made a conscious effort to make sure I frame my conversations in the positive, always. I have also moved away from the tern hi/lo and instead refer to books as Quick Reads. Quick Reads are books for everyone and I make sure to book talk these books as well, because everyone enjoys a Quick Read.
- Change in mindset. Seeing all students as readers meant that I had to change my approach to the collection and the students. I strive to have a more inclusive collection and have tried to integrate the different levels of books within the collection.
- Examining my bias. On my bulletin board behind my circulation desk, I have printed the covers of the books that I have read over the course of the school year. I looked at the books that I had read and realized that I wasn't reading the collection - I was avoiding the graphic novels and the middle grade reads. Clearly that was unacceptable as I need to be passionate about all types of books in order to talk to students about them.
- Acquisition. For this, my library assistant and I took a morning and went to the bookstore to check out the non fiction books in the toddler/children's section. We spent hours scouring books to see what books at a grade 1-4 reading level would be a good fit for our school. It was time well spent as we purchased a variety of non fiction books that we knew would be of use to teachers and be good fit books for our students.
It's a start, but I still have a lot of work to do to make sure my library is a safe place where all students are comfortable and confident that they will find their own perfect reads.