GMS600 Ramirez, Serena

St. John Fisher College

Annotated Bibliography

Serena Ramirez

GMS600: Introduction to School Librarianship

Professor Muhlbauer

1 June 2021

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Serena Ramirez

Professor

GLMS600

30 May 2021

Diverse Literature:

Lafferty, Karen. “What Are You Reading?”: How School Libraries Can Promote Racial

Diversity in Multicultural Literature. Multicultural Perspectives (Mahwah, N.J.), vol. 16,

no. 4, 2014, pp. 203–209, Ebsco Host Academic Search Premier,

https://doi.org/10.1080/15210960.2014.951888.

Lafferty’s article provides beneficial information on multicultural racial diversity in school

libraries. Lafferty’s findings uncovered multicultural literacy is very scarce in many schools.

Lafferty provides valuable suggestions on how libraries can immerse students in

multicultural literature to help students develop a love for reading by seeing representation

they can relate to.

Henderson, Janelle et al. “Take a Close Look: Inventorying Your Classroom Library for

Diverse Books.” The Reading Teacher, vol. 73, no. 6, 2020, pp. 747–55, Wiley Subscription

Services. Inc, doi:10.1002/trtr.1886. 

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The classroom library is a main access point for literature accessibility. In this article several

teachers go thoroughly through their classroom library to take notice on diverse literature

for the different populations in the classroom. In this article Henderson surveys three

elementary classroom library collections with a questionnaire. The categories focused on

were gender, race, disability, LGBTQ, language use, family structure and social issues. The

outcome proved that classroom libraries lacked representation. Henderson then emphasized

more books need to be incorporated into these libraries for students to see themselves in

what they read. Between the questionnaire, focus questions, tables, and graphs the findings

show diversity in literacy must be implemented in the classroom library because the lack of

literature exposure was very disappointing.

Hardie, Ann. “Inclusive Primary School Libraries: Stories of Diverse Families.” New Zealand

Journal of Educational Studies, vol. 46, no. 2, 2011, pp. 95–102. ProQuest Central,

http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-

journals/inclusive-primary-school-libraries-stories/docview/920893649/se-2?

accountid=277.

Hardie conducted a study with 88 primary schools to see if they had 11 diverse books

(carefully chosen focusing on diversity and inclusion) in their school libraries. Out of those

88 schools 79 followed up with their findings and the outcome showed the representation of

these books were very low. The 11 books ranged from different cultural viewpoints, family

components, LBGT representation. Although this study was a quick survey, the content was

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very accessible and organized in tables and graphs. The results of this survey proved that the

libraries in New Zealand lacked diverse books.

Boyd, Fenice et al. “Culturally Diverse Literature: Enriching Variety in an Era of Common

Core State Standards.” The Reading Teacher, vol. 68, no. 5, 2015, pp. 378–387.

International Literacy Association, doi:10.1002/trtr.1326.

Accessibility to culturally diverse literature has not been easily accessible. In this study

researchers focused on the availability of culturally diverse literature in trade books. After

receiving approximately 3,200 books, only 466 had a multicultural author or illustrator,

theme, topic, or character. This poses a challenge to multicultural learners because the

literature is not reaching out and representing diverse readers.

Courtney, Matthew. “Diverse Literature in School Libraries: Reflected Realities.” School

Librarian, vol. 67, no. 3, 2019, p. 133–137. The School Library Association,

https://sjfc.primo.exlibrisgroup.com/permalink/01SJFC_INST/1355dqh/cdi_gale_lrcgauss_

A602105833.

Courtney reflects on a study in the United Kingdom focusing on the diversity of literature in

class libraries. In the study there was little exposure to different representation groups.

Courtney focused on schools to provide students with the exposure to diverse text especially

since resources are not as accessible to this population because they are from low economic

households. Through statistics and data, the findings showed that the school libraries had a

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poor selection of books for the diverse population and the deficit of multicultural literacy is

a challenge all over the world (not just The United States).

Tovar-Hilbert, Jessica. “Mirror, Mirror: Who Are Literature Anthologies Really Reflecting?”

English in Texas, vol. 47, no. 1, 2017, p. 20–24. Texas Council of Teachers of English

Language Arts,

https://sjfc.primo.exlibrisgroup.com/permalink/01SJFC_INST/1355dqh/cdi_eric_primary_E

J1262871.

Tovar-Hilbert researched the diversity in high school anthologies to find multicultural text

to benefit young adult readers. Exposure to multicultural text helps readers build on their

experiences and self as well as give them a sense of belonging. Tovar-Hilbert’s study found

that the growth of diverse anthology authors was very minimal. This study was conducted in

Texas with the population of the students being Hispanic.

Lin, Grace. “The Windows and Mirrors of your Child’s Bookshelf.” YouTube, uploaded by

TEDx Talks, 18 March 2016, https://youtu.be/_wQ8wiV3FVo. Date Accessed 05 May 2021

In Grace Lin’s Ted Talk she discusses her desire to being Americanized ignoring her

Chinese heritage growing up. It is when she is an adult, in college where she starts

appreciating her culture and realizes a lack of representation of Asian characters in

children’s books. That is when she decides to become an author and illustrator creating

books representing the Asian population.

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Underserved Populations:

Raikes, Helen, et al. “Mother-Child Book Reading in Low-Income Families: Correlates and

Outcomes During the First Three Years of Life.” Child Development, vol. 77, no. 4, 2006,

pp. 924–953. Blackwell Publishing Inc, doi:10.1111/j.1467-8624.2006.00911.x.

Raikes performed a study on 2,581 low-income mothers and how often they read to their

children in the first three years of their life. The study focused on the number of mothers

who read to your young children, their accessibility to books, language proficiency and if

there was a change of reading exposure over the time frame.

After supporting the parents over this research period studies showed (with supporting

resources) the children could be successful and have a fair starting point to their higher

income peers. Raikes studies various aspects of early reading supporting her findings with

various graphs, demographic breakdowns and following the children during several time

frames in their lives (14, 24 and 36 months).

  
Capotosto Lauren. Do third grade students from low-income families have access to ‘just right’

books? Results from a home visit study. Journal of Early Childhood Literacy. 2020, pp. 1 –

26. SAGE Complete, doi:10.1177/1468798420911132.

Capotosto posed the question “Do third grade students from low-income families have

access to “just right” books?” In this study 84 third graders were chosen across several

schools. Researchers met with the families for an hour-long interview in English (or their
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native language), regarding accessibility to books and books on the child’s reading level.

The outcomes showed that the children either had books above level or below level and this

influenced their reading performance slightly. When tested outcomes showed readers who

had difficult books performed lower than their peers who had just right or easy books.

  
This article focuses on the socio-economic effect on readers by providing surveys,

assessments as well as two comparison models in the study (the Lexile and a performance

indicator).

  

  Luo, Rufan, et al. “Children’s Literacy Experiences in Low‐Income Families: The Content of

Books Matters.” Reading Research Quarterly, vol. 55, no. 2, 2020, pp. 213–233. Blackwell

Publishing Ltd, doi:10.1002/rrq.263.

Luo conducted a study focusing on book accessibility within 153 diverse 4-year-olds and

their accessibility to books. The students measured book availability and mother and child

reading and interactions. Research confirmed that children in low-income households had

less books at home as well as less mother and child literacy interaction. This study proved

low income and non-English speakers would benefit from exposure to books of different

concepts and genres as well as parental support.

  Neuman, Susan B., and Donna Celano. “Access to Print in Low-Income and Middle-Income

Communities: An Ecological Study of Four Neighborhoods.” Reading Research Quarterly,

vol. 36, no. 1, 2001, pp. 8–26. Blackwell Publishing Ltd, Accessed 8 May, 2021,

doi:10.1598/RRQ.36.1.1.

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Neuman and Celano studied four low- and middle-income neighborhoods in Philadelphia to

assess the accessibility children had to print. In this 3-year study, researchers surveyed

reading materials in stores, through signage, public spaces and literacy in day cares and

school libraries. The research concluded that literature was more accessible in middle- and

upper-class neighborhoods with the results showing a huge disparity to a print rich

environment in lower income neighborhoods. Findings proved low-income neighborhoods

need more access to a print rich environment.

Mixed Scheduling Model:

  Latham Don, and Melissa Gross. “Collaborating for Success: Teachers and Librarians as

Partners in Learning.” Voices from the Middle, vol. 24, no. 4, 2017, p. 64–66. National

Council of Teachers of English, http://pluma.sjfc.edu/login?url=https://www-proquest-

com.pluma.sjfc.edu/scholarly-journals/collaborating-success-teachers-librarians-

as/docview/1895370447/se-2?accountid=27700.

Latham focused on the collaborate relationship between teachers and librarians and how

often the relationship is overlooked. He mentions that the relationship may be still very

underdeveloped because teachers are not familiar with the full librarian role and well as

teachers are unable to collaborate due to the pressures of high stakes testing.

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This article is very resourceful because it covers the four levels of “Montiel-Overall’s

model” regarding teacher librarian relationships. It mentions Model A, which sees the

librarian as a tool of resources. It also mentions Model B which the teacher and librarian

work together to collect resources or technology support for a curriculum. In the Model C

method, the teacher and librarian coteach and collaborate in a lesson. Finally, Model D

discusses the collaboration of the librarian in the school community. This article provides

valuable information to support the theme collaboration with the school librarian.

Collaboration:

  Perez-Stable, Maria A., et al. “From Service Role to Partnership: Faculty Voices on

Collaboration with Librarians.” Portal, vol. 20, no. 1, 2020, pp. 49–72. Johns Hopkins

University Press, doi:10.1353/pla.2020.0004.

Perez-Stable focused on two universities and the faculties collaboration with librarians. The

research questioned the faculty with faculty attitude, engagement, instructional practices,

and challenges to collaboration using a survey. The outcome of the study proved the faculty

did not utilize their librarians to their full potential. Faculty explained they did not have time

to collaborate and wanted the students to work independently. The studies finding were very

beneficial providing suggestions to support collaboration and the implementation of the

collaborative relationship with teachers and librarians.

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  Sturge, Jennifer. “Assessing Readiness for School Library Collaboration.” Knowledge Quest,

vol. 47, no. 3, 2019, p. 24–31. American Library Association, http://pluma.sjfc.edu/login?

url=https://www-proquest-com.pluma.sjfc.edu/scholarly-journals/assessing-readiness-

school-library-collaboration/docview/2161597506/se-2?accountid=27700.

Sturge mentions how many schools use their librarians as a coverage/specials teacher rather

than the media specialist they are. She decided to create a project to further assess why

teacher collaboration was not successful and how it should look and be implemented by

working with Principal Kelly Cleland and her ideal implementation.

This study is very resourceful because Sturge provides support to taking the successfully

implementing a successful library program in elementary schools. It has a model case study

and implementation suggestions.

  Ewbank, Ann Dutton, and Judi Moreillon. “Is There a Teacher-Librarian Worldview? This We

Believe.” Knowledge Quest, vol. 36, no. 1, 2007, p. 12–15. American Association of School

Librarians, http://pluma.sjfc.edu/login?url=https://www-proquest-

com.pluma.sjfc.edu/scholarly-journals/is-there-teacher-librarian-

worldview/docview/194730824/se-2?accountid=27700.

Ewbank and Moreillon speak with teacher librarians to discuss their role as the librarian as

well as their role with other teachers within the school building. In this article the teachers

saw the librarians as a partner and resource who can support their teaching. Ewbanks was

able to receive first person reflections of the role of the teacher librarian.

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Inquiry Based Learning & The Library

Wallace, Virginia, and Whitney Norwood Husid. Collaborating for Inquiry-Based

Learning: School Librarians and Teachers Partner for Student Achievement. Libraries

Unlimited, 2011.

In Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner for

Student Achievement, Wallace and Husid focused on the traditional library role

transitioning to a partnership of collaboration with teachers. The book provides the

groundwork for establishing a successful relationship focusing on teacher objectives and

essentials. This book provides valuable resources including partnership models and teaching

the whole child.

Makerspaces

Nadelson, Louis S. “Makerspaces for Rethinking Teaching and Learning in K-12 Education:

Introduction to Research on Makerspaces in K-12 Education Special Issue.” The Journal

of Educational Research (Washington, D.C.), vol. 114, no. 2, 2021, pp. 105–107, Routledge,

doi:10.1080/00220671.2021.1914937.

Nadelson, focuses on how Makerspace greatly influences learning in the classroom.

Makerspace provides the learners with the opportunity to create construction and improve

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their creation nurturing the sense of growth mindset. Makerspace also provides the

opportunity for student collaboration building relationships without academic grouping

giving students a sense of belonging.

Kajamaa, Anu, et al. “Teacher Interventions in Students’ Collaborative Work in a Technology‐

rich Educational Makerspace.” British Journal of Educational Technology, vol. 51, no. 2,

2020, pp. 371–386. Wiley- Blackwell, doi:10.1111/bjet.12837.

Kajamaa, Kumpulainen and Olkinuoura conduct a study regarding student collaboration

and its effect on intervention using Makerspace. This study consisted of 94 students in

the 9-12 age range in Finland. Students were recorded during their interactions using

Makerspace between peers and the teachers. Through the video footage researchers were

able to identify various intervention during the sessions with a finding that technology

effects the teaching and learning between student and teachers when involved in a STEM

related assignment.

Digital Tools:
Laidlaw, Linda, and Joanne O’Mara. “Rethinking Difference in the iWorld: Possibilities

Challenges and ‘Unexpected Consequences’ of Digital Tools in Literacy Education.”

Language & Literacy (Kingston, Ont.), vol. 17, no. 2, 2015, pp. 59–74. Language and

Literacy Researchers of Canada, , doi:10.20360/G2HC7K.

In this tech heavy generation, children are exposed to technology at a very young age.

Today’s technology is like an all-in-one combination, it has a recorder, a camera, word

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processing and the option to find research at your fingertips. With access to infinite

possibilities there are many pros and cons. Pros include assisted technology for children who

are unable to write due to handicap needs or children being able to write prompting the

spelling. Cons include parents being unable to download an app or update these devices at

home as well as teachers not being up to date with technology. This article clearly explains

how this shift in learning an amazing tool can be to advance us forward or a tool that can

bring us backwards.

Gaming in the Library:

Elkins, Aaron J. “Lets Play! Why School Librarians Should Embrace Gaming in the Library.”

Knowledge Quest, vol. 43, no. 5, 2015, p. 58–63. American Library Association,

http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-

journals/lets-play-why-school-librarians-should-embrace/docview/1692023758/se-2?

accountid=27700.

Over the years libraries have incorporated puzzles and games to reinforce problem solving

skills into the library media. With the technological shift with the internet and computers

many digital games promote critical thinking and problem-solving skills while working with

others. Gaming is proven to be a very beneficial learning tool in both the formal and

informal environment. Gaming in the library also benefits children who are not as fortunate

to have access to these resources at home.

Genrefying the Library:

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Witteveen, April. “Flipping For Genrefication: Ditching Dewey? Here Are Some Ideas to Get

You Started.” School Library Journal, vol. 65, no. 8, 2019, p. 40–44. EBSCO Hosts,

http://web.b.ebscohost.com.pluma.sjfc.edu/ehost/pdfviewer/pdfviewer?

vid=3&sid=f847bc34-0205-4b90-8339-940cbd78d2e6%40pdc-v-sessmgr02.

For many years the Dewey organization system was the primary way to organize literature

in the library. Although many libraries use this method, it is not the best method for

children. To help children find books easier librarians are turning to genrefication to

organize the library. Children can find books based on the topic or type of literature. In this

article Darien library in Connecticut decided to gather the manpower and commit to

genrefying the library, it has been a huge success and the students are enjoying finding their

books and “fun” topics.

Digital Citizenship:

Dawkins, A. “Chapter 4. digital citizenship, digital legacy, and school librarians”. Library

Technology Reports, 2020, vol. 56, no. 5, pp. 17-21. ProQuest Central,

http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-

journals/chapter-4-digital-citizenship-legacy-school/docview/2441556599/se-2?

accountid=27700.

Librarians expose the students to many forms of literacy and with a technological shift

information literacy has been a main component in the library. A form of informational literacy

is digital citizenship education, and many states are not including their librarians. Currently the

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states are pushing for digital citizenship instruction in which the librarian would be responsible.

The goal of this instruction is for students to engage with technology in a respectful and

responsible manner. Elements include digital accessibility for all students, digital commerce,

digital communication and collaboration, digital etiquette, digital fluency, digital health and

welfare, digital law, digital rights and responsibility, and digital security and privacy. It is

essential students understand their role in a digital world.

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