The goal of reading teachers is to get books into the hands of their students. Which books, though? Is there a specific criteria a teacher should follow to select appropriate texts? Let’s explore some best practices when it comes to selecting and evaluating literary resources.
Whether it be a class read aloud or a textbook adoption, teachers must determine which materials are best for their student population (McGraw Hill Education). Educators have to look past the traditional literature, memorable plot lines, and crowd favorites to what actually meets the needs of their students as well as their district’s expectations (Shearer et al., 2019). While choosing authentic literature that will support reading development is crucial to the text selection process, it is important to remember to include texts that will keep students engaged in reading. Careful text selection should include an array of reading levels, interests, topics, and styles. These titles should include recent publications, as well as those that have been loved for decades.
Keeping in mind a classroom or district’s specific student population, a wide variety of genres and texts should make up a classroom library or district reading curriculum. One of the greatest areas of need in text selection is that of multicultural texts. While it is commonly thought that multicultural literature is devoted to storylines about minority ethnic groups, this definition is far too narrow. Diverse populations include people of differing cultural groups that cross color lines, religious groups, or even those with disabilities (Young et al., 2020). These literary works of underrepresented groups are where students are given the opportunity to see other worlds, compare their lives to another’s, and find themselves within the pages of a book (Reading Rockets).
In this technological world in which we live, learn, and read, incorporating digital literacy into a classroom is just as important as hardbacks with pages to turn. The benefit of digital texts is that it offers students the chance to combine technological and cognitive skills to solve problems, collaborate, and create (Adobe). Reading and writing both functionally and critically allow students to be an active participant in the world around them. When selecting texts, or curriculum adoptions, choosing items that are offered both in print and digitally is a serious component to consider. The recently revised English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) state several learning objectives for students to master in both formats, such as utilizing dictionary tools (TEKS 3.3A) or delivering information in a written or multimodal format (TEKS 3.13H). Shearer et al. state, “To become fully literate in today’s world, students must become proficient in the new literacies of information and communication technology” (2019, p. 269). There are tasks and features that are not present in paper books that students must learn to be successfully literate in today’s world.
No matter the format of the literature, it is most important that students are reading daily and across all disciplines. Today’s educators must be mindful of the impact text selection has on young readers as well as preparing them for future academic success.
References
Adobe for Education. (2020, October 15). What is digital literacy? cultivating digital literacy
[Video]. Youtube. https://www.youtube.com/watch?v=oU1X3QpX-90
McGraw Hill Education. (2017, August 2). How to select materials for literacy instruction
[Video]. Youtube. https://www.youtube.com/watch?v=nI4vs5Cqjdw&t=16s
Reading Rockets. (2015, January 30). Mirrors, windows and sliding glass doors [Video].
Youtube. https://www.youtube.com/watch?v=_AAu58SNSyc
Shearer, B.A., Carr, D. B. A., & Vogt, M. E. (2019). Reading specialists and literacy coaches
in the real world (4th ed.). Waveland Press, Inc.
Texas Education Agency. (2017). Texas Essential Knowledge and Skills for English Language
Arts and Reading. Texas administrative code. Retrieved January 29, 2022, from
https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills
Young, T.A., Bryan, G., Jacobs, J.S., & Tunnel, M.O. (2020). Children’s literature, briefly
(7th ed.). Pearson Education, Inc.
