My library serves as a vibrant classroom for more than 1200 students from Kindergarten to Year 12. It’s a dynamic space where the traditional silence of libraries is replaced with the buzz of active learning, play, and discovery— along with a good deal of relaxed reading.
More than just shelves of books, my library is a vibrant classroom where each of my twenty-one primary school lessons per week cover the outcomes of the English syllabus. Every class has an opportunity to engage with texts in a way that fosters not only literacy but a deeper understanding of the material and its connection to the world at large. This active engagement helps transform students into thoughtful readers and curious learners.
But as a teacher librarian, I don’t just teach literacy to my students. I also assume the stereotypical role of lending and returning books, curating a library collection, organising displays, and teaching my classes how to use the library effectively. I ensure each and every one of my students are empowered to be independent learners who can locate and select appropriate books so that they will eventually become confident readers and thinkers.
I've created teaching materials, from posters that break down the anatomy of books to worksheets that sort fiction from non-fiction, which have been instrumental in my Stage 1 library lessons and are now available on the Learn From Play website. They engage my students, encouraging them to be independent library users, and setting them up to be successful, curious and autonomous Stage 2 and Stage 3 readers.
Choosing the Perfect Book: The 5 Finger Rule
One of the first skills I teach my students is how to pick a "good fit" book using the 5 Finger Rule. This simple technique involves reading a page of the book and putting up a finger for every unfamiliar word. If they put up 3 or fewer fingers it is likely to be a good fit book. More than five fingers and the book is probably too challenging for them right now. This rule has helped my students become more autonomous in their reading choices, ensuring they're engaged and comprehending what they read.
Navigating Fiction vs. Non-Fiction
In my Year 1 library sessions, I teach my students the differences between fiction and non-fiction texts. Fiction allows students to venture into imaginative narratives that cultivate empathy and creativity. Non-fiction opens students up to the world's realities, feeding their curiosity with facts and real-life stories. Teaching students to distinguish between these helps them align their reading choices with their learning needs and personal curiosities.
The Power of Fiction
I often tell my students that fiction texts serve as a gateway to experiences and worlds beyond our everyday realities, allowing readers to live vicariously through the characters and the situations they encounter. For instance, a Stage 2 or 3 reader might dive into J.K. Rowling's "Harry Potter" series and experience the thrill of attending a magical school like Hogwarts, learning spells, playing Quidditch, and battling dark forces—adventures that are impossible in the real world. Through Harry's journey, readers get to explore themes of friendship, bravery, and sacrifice in ways that resonate with their real-life challenges, but in a context that is far removed from their day-to-day existence.
This vicarious experience not only entertains but also allows readers to process real emotions and situations through the lens of the fictional. For example, they might relate to Harry's struggles with identity and belonging, or his resilience in the face of adversity, and draw parallels to their own lives. This can provide both escapism and a form of emotional learning and growth, as they navigate through the fictional world that reflects complex real-world issues in a digestible and often exhilarating way.
For my younger students, fiction texts such as Maurice Sendak’s "Where the Wild Things Are" tap into their imagination, helping them to understand and express feelings of anger and loneliness while also exploring themes of independence and the comfort of home. The book provides a safe space for children to explore strong emotions and the concept of consequence and resolution, which are big themes for little minds. This kind of vicarious experience is engaging for young readers, offering both excitement and a gentle lesson on emotional resilience and forgiveness.
Understanding Books Inside and Out
One of my other fundamental Year 1 lessons involves teaching students about the anatomy of a book. This includes identifying and understanding the purpose of various components like the title, front cover, back cover, pages and spine, as well as recognising the roles of the author and illustrator. By dissecting a book's structure, students gain a clearer insight into how books are crafted and learn to appreciate the thought and creativity that go into their production. This knowledge enriches their reading experience, helping them to not just read a book but to connect with it on multiple levels. It is also fun to see how long it takes my students to realise that the author’s name matches the one on my name badge and ID card, because I wrote the book that is shown on their worksheet.
By sharing the resources and strategies I've developed, I hope to support you in fostering a nurturing reading environment in your own libraries and classrooms.
Your feedback is invaluable in shaping the resources we develop and offer, and if there are any materials or topics you'd like to see on Learn From Play, just let us know so we can tailor our resources to meet your needs and those of your students.
What a fabulous space you have created for your students Rachel. In a world where TLs are not being valued you are the epitome of why we have so much to offer. They are blessed to have you 🎉