Literature-based instruction and the role of teacher-librarian as readers' advisor: A teacher research study

This year-long teacher research study investigated the following question: What happens when seventh grade students and their reading teacher/teacher-librarian participate in literature-based instruction? Three sub-questions that focused the study were: How do students experience literature-based reading instruction? How do students transact with young adult literature in a literature-based reading classroom? What is the role of the teacher librarian as readers' advisor with students who participate in literature-based reading instruction?; Reading instruction was organized around Daniels' (2002) model of literature circles, where novels were introduced and students formed reading and discussion groups based on their choice. Free choice reading time was a primary component of the curriculum. Readers' advisory was conducted regularly with the students in the school library. The teacher-researcher's hybrid position (1/3 reading teacher and 2/3 teacher-librarian) allowed for insider access to investigate the questions.; Six focal students that represented a range of attitudes toward reading (disliked, ambivalent, and enjoyed reading) were selected from a class of twenty-two. The students participated in interviews and panel discussions throughout the school year. The teacher researcher kept an audio journal throughout the school year and collected artifacts from the focal students. Data were analyzed by a combination of traditional qualitative methods and narrative inquiry and viewed through the theoretical lenses of reader response, literacy as a social practice, and learning as a social activity.; The researcher found that, above all, gender dynamics (in this case; traditional and hetero-normative) impact student and classroom interactions. Additionally, both students and the teacher take time to learn literature-based instruction processes. Group conflict will occur in literature circles and needs to be worked through as part of this learning process. Also, students respond more positively to culturally relevant literature and need to be matched with novels that meet their present reading level. The teacher-librarian needs to support students by recommending materials both inside and outside the traditional literary canon. Finally, a developed relationship between the student and the teacher-librarian leads to more meaningful readers' advisory.; Future studies should investigate the nature of school library readers' advisory transactions and how readers' advisory can support literacy initiatives in schools.