How do I create a classroom library that reinforces my

literacy goals?
I Search by Jenniper Hylbert

WHERE DO I BEGIN?
I excitedly entered Mrs. Js 5th grade classroom with a gas station grade cup of coffee
in one hand and my worn, brown leather book bag in the other. The long-term
substitute position I had in her classroom, early this year, only left me wanting more
time in her classroom and I always got a little giddy when I saw the students again.
In my heart, I considered them my students as well, since I spent so much time with
them. I think Mrs. J also sensed that I missed them and in return, I was always the
first person on her list to call as a substitute teacher when she had curriculum
meetings or personal days off. That day, in particular, I had so much to share with
them about the books I read and I couldnt wait to get them talking about their books
too. Questions I wanted to ask them, whirled around in my head: How far did you
get in the Hunger Games. Did anyone start the vampire book about Lincoln? Do
you find yourself Googling to see if the historical content is actually true? Do you
have any book suggestions for me? Mrs. Js plans were laid out on the half round
table as usual, and instructions to log into her computer were neatly typed out. This
time, when I sat down at Mrs. Js desk, I noticed a slew of papers. Usually she was
highly organized and it wasnt typical for her desk to be littered with papers. As I
tossed aside my compulsion to organize everything in my path, my eyes glanced over
the papers and toward her computer. Subconsciously, I read, Interview Questions
and then consciously, I stopped myself in my tracks to take another look. This time I
read the questions closer and with intention. The 10 questions surrounded themes
about classroom management and possible scenarios, but mostly I read questions
about literacy that asked how I, or the teacher in the interview, would promote
systematic and inspiring reading environment in the classroom. I thought to myself,
How could I be so lucky that I could see the interview questions to the job I applied
for? I decided, mums the word and as soon as I got home I started reflecting on
the last series of interview questions.

Although I felt some guilt about seeing the interview questions, this is where my I-
search paper began. I had been job searching for 2 years in the Middleton/Cross
Plains School District and I grew particularly fond of Mrs. Js school. Was it an
accident that she laid the questions across her desk or was she giving me a subtle
edge? Regardless of her intentions, my intention was to get this interview and show
the interview staff my literacy plan. But the inquiry questions I had in my head were
overwhelming and I felt bombarded by all the elements I could talk about. I kept
asking myself, which part of the plan do I need to focus on? After a lengthy outline,
lots of reading, and collaboration with what I call, my Reading Team, I scrapped my
first expansive inquiry question and finally funneled down all my literacy goals into
one concrete inquiry question that would help me set up an exciting and
complimentary reading environment for my classroom: How do I create a classroom
library that reinforces my literacy goals? Although my process for this paper was not
a straight path, I realized that my personal need to cover every topic was unrealistic
and I finally settled down by thinking about what I already knew.

I already knew there were three components I had already considered when setting
up my classroom library. I knew I wanted to level books to help me pull books for
guided reading or guide students if they were having trouble finding Just Right
books. However, I wasnt going to solely structure my library around reading levels
and crush their reading enthusiasm by limiting their choices. According to Donalyn
Miller in the Book Whisper, students book shopped the first day of school, without
having been assessed yet. To Miller, Embracing the inner reader starts with
students selecting their own books to read (p. 23). Secondly, I knew I wanted to
organize my books by genre, author, or subject so students could easily walk to a bin
and find the book they were most interested in without a lot of inane searching.
Thirdly, I knew my personal views shouldnt dictate the librarys content. I will have
students that love non-fiction and I needed a balance of texts in my library to keep
my students interests active.

WHAT DO I WANT TO FIND OUT?

Through this inquiry search, I found that more and more questions arose from the
initial inquiry. There were sub-questions that guided me, but at times I felt like a
three year old asking their parent; Why, why, why? only, I was the parent and I had
to answer my own questions. Here is a list of sub questions that directed me through
this inquiry process:
What kind of books should I have?
Where can I get the books?
How do I label the books?
How do I make my books last?
How do I keep track of my classroom books and professional books?
How do my students keep track of the books they pick?
What does research say about the functions of my classroom library?
What are the functions of my classroom library?
Now that the library is set up, how do I use my library to teach my reading
objectives?

WHAT WERE MY RESEARCH STEPS ALONG THE WAY, INCLUDING MY

RESOURCES AND PROBLEMS THAT OCCURRED ALONG THE WAY?
1. I sorted through various topics, starting writing the outline, and then scrapped
my topic because it was too broad. I was feeling overwhelmed and frustrated at
the fact I had to write a paper instead of coming up with my own product to
present based on my findings.
2. I brainstormed with colleagues about some of my literacy goals, but I felt like I
needed to organize my thoughts as well as my classroom and I wanted a more
concrete goal.
3. I decided to research and create a classroom library that I could use to reinforce
my literacy goals
4. I searched on line first (see list in bibliography) because it was quick and easy.
Hey, I am human!
5. I went back and read some of my teacher resource books and scanned through
the notes I wrote in the margins to remind me of the tracks of my thinking.
6. I watched a Utube video to give my research some variety and I collaborated
with teachers and learned how to maintain and keep my library relevant,
organized, and interesting.
7. I created an outline to organize my writing strategy.
8. I started writing, but strayed from my outline, slightly due to information that
seemed more pertinent at the time.
9. I was conscious of including visuals so I could see how I would sort the books
and manage the library as well as vividly explain to others how I would do this.
 10. I finished writing the paper in the nick of time!
11. I celebrated by treating myself to a good read. My friend just recently
published her first novel and I was reveling in the fact that I am a minute
character in the book.

WHAT I LEARNED?
Each sub-question within my inquiry question led me to a comprehensive classroom
library that included a variety of texts, genres, and levels. Not only was I able to write
about my research, but I was also able to create my own classroom library based on
my findings. Therefore I had a paper and a project in one swoop. One of the major
finding I encountered during my search were the conditions in which students become
enthusiastic and accomplished readers. Through my classroom library, I would be
able to promote sustained reading time (20+ minutes of more), provide a variety of
accessible texts, and create an environment that encouraged independent reading.
But first, I would have to set up my library, which took time, money, and organization.
WHAT KIND OF BOOKS SHOULD I HAVE?
I considered having a variety of topics in my classroom library, so I began by
researching and writing a list of categories that I could include in my library. The list
included topics and authors and partly came from the books I already had, while the
other part of the list was created based on categories I needed to collect more books
in.

Here are some of the categories into which I have decided to divide my books:

Fiction Non-Fiction Series Authors

Award Winners Holidays Animorphs Student Books
Animal Characters Marine Life Babymouse Judy Blume
Classics Polar Animals Hunger Games Jan Brett
Historical Fiction Weather Guardians of Beverly Cleary
Sports Stories Science GaHoole Andrew
Mystery Sky & Space Dumb Diary Clements
Fairy Tales Dinosaurs Dear Diary Ronald Dahl
Mixed Up Fairy Geography Harry Potter Paula Danzigger
Tales Insects & Spiders Magic Tree House Lois Lowry
Folk Tales & Reptiles Captain Underpants Gary Paulson
Legends Birds Cam Jansen Patricia Polacco
Animal/Human Amphibians Dear America Louis Sachar
Relationships United States The 39 Clues Shel Silverstein
Family/ Friend History Fairy Books Jerry Spinelli
Relationships United States Judy Moody
Realistic fiction Government Marvin Redpost
Poetry Presidents Seekers
Fantasy Cultures Spiderwick
Mystery Careers Beezus and Ramona
Humorous World History Chronicles of
Choose Your Own Countries Prydain
Adventure Biographies The Princess Diaries
Chapter Book Autobiographies Bone
 Series World Travel Diary of Wimpy Kid
Action Adventure Reference American Girl
Realistic Fiction Nature Goosebumps
Good Character Art The Littles
Silly Stories Crafts Series of
Math Stories NF Audio Books Unfortunate
th
100 Day of Events
School Magazines Chronicles of Narnia
School
Fiction Time Life for Kids
Audiobooks Scholastic
Sport Illustrated

WHERE CAN I GET BOOKS?

There are many book stores in the Madison area, but I needed to consider what was
economical considering a teachers budget can range anywhere between $150-$500
for the year. I compiled a list of stores and resources that I could use to acquire more
books in the future including the benefits of each place of resource.
Parent Giving Tree: Set up an optional giving tree at the beginning
Donations of the school year for parents to pick an item to give.
Website List: Put a list of books you are looking to collect on
your class website.
Students: At the end of the school year, ask students to
donate old books they have outgrown.
Families: Encourage families to donate books in a child or
family members name. Give the donation special
recognition in the inside cover.
Family, Friends, No holiday presents: Instead of birthday or holiday presents, ask
and Neighbors the people in your life to donate to your classroom library.
Book Swap: Hold a book swap that lets them have adult books in
exchange for their unused childrens books.
Library Book http://www.booksalefinder.com/WI.html will list library book sales in
Sales your state.
Middleton Public Library Book Sale on June 9, July 14, Aug 11, Oct 13
14, Nov 10 11, Dec 8 9, Jan 12 - 13, 2013, and Feb 9 - 10,
2013
Hours: Sat 11-3, Sun 1:30-3:30 (June, July, August: Sat only; no
Sun sale)
Preview: Sat 10-11, Friends; join at door
Paperback .50; hardcovers $1; children's .25
Garage Sales You can get books anywhere from .25-$3 if you are willing to drive all
over and sort through books.
Scholastic Book Purchase popular and inexpensive books from Scholastic Book Clubs.
Club Send home book orders on a regular basis, so that I can get more
bonus points to use toward books for my classroom library.
https://clubs2.scholastic.com/rewards/
Online Ebay: www.ebay.com will auction off books series.
Craigslist: http://madison.craigslist.org/ is a website where local
people sell used items under the condition that you pick them up
and pay cash. My suggestion is that you go with a friend and
meet the seller in a public place such as outside a storefront, so
you dont risk going to a persons home.
Books Closeout: http://www.bookcloseouts.com/ has 50% off of
book with the occasional addition discount. "Remainders" are
books, which were on the shelves at chain and independent
bookstores, and sent back to the publisher to make room for new
books on their shelves.
Used Book Frugal Muse: http://www.frugalmuse.com/west.html is a used
Stores bookstore with a location on the west side of Madison. Used
chapter books can be purchased anywhere from $1.97 to $5.00
along with a selection of discounted new books.
Half Priced Books: http://www.hpb.com/041.html is located on the
east side of Madison and will sell used books as well as buy used
books.
Goodwill: In many cities, the Goodwill organization and other
service groups sponsor annual used book sales where paperbacks
for children and young adults may be availableand cheap.
Book Stores Barnes and Noble: http://www.barnesandnoble.com/bn-at-
school/educator.asp will save you 20% off the publisher's list price
on all purchases for classroom use and 25% off the publisher's list
price during Educator Appreciation Days.
University Book Store: http://www.uwbookstore.com/home.aspx
sells childrens books but also has local authors and Wisconsin info
books.
HOW DO I LABEL THE BOOKS?
There were many different ways to label the book baskets, but it was important to
keep in mind three components: Books should be labeled by topic, labeled for
reading level, and labeled in a way that allows the students to easily return books.

Every resource that I found labeled them by genre, topic, series, or author to help
students find their favorite books quickly. Book bin labels also had a picture to
compliment the title of the book bin. Here are a couple of labels options that I came
across where I could print their template.

Labeling by Topic
Studio 13, Troy Hill Wise Guy Teaching Mrs. Lewis Learning
School District Resource Library
Labels could be attached to the book bins in the following ways:
1. Print labels on computer/printer templates such as Avery 5163 (2" X4") labels.
2. Print labels to fit the basket and laminate each label, then tape or hot glue
them on.
3. Print labels, laminate, punch two holes, and attach metal rings to labels and
baskets.
4. Print labels, laminate, punch two holes, and attach with twisty ties.
5. Print labels, laminate, and attach with Velcro dots.
6. Print the labels, laminate, trim them, and place them on the outside of solid
box with clear contact paper over the label so that is overlaps on to about an
inch of the box.
7. Print labels and place in self-adhesive floppy disk pockets.
8. Print labels on perforated business cards that you run through the computer.
Put labels inside adhesive business card holders and attach to the bin.

Although, I researched various ways of attaching the book bin labels, I personally
chose option #2. I designed my own labels and printed them on business card
templates that I already owned, but werent in use. This labeling method worked out
best for multiple reasons; First, the template was already set up in my computer and
easy to print. Second, the labels were small enough to fit on my book bins with tape.
Thirdly, the smaller size wont cost very much to laminate. Lastly, I could design my
own labels and add categories based on the needs of my students without having to
submit to a pre-designed set of labels.

Labeling by Level
I dont believe in limiting my students to their reading level, because I want them to
be able to locate books that are just right for them. After a mini-lesson on how to
find just right books, I will show them that the outside cover of every book is
labeled with a color-coded dot and a number that helps guide them if they get stuck.
It is not a fool proof system and I know there will be students who will choose easier
 books or hander books based on their interests. Sometimes I need to let students
struggle until they understand what is more readable for them.

The arrow graph below is an example of the chart that will hang above the library
corner. The colors and numbers correlate with the leveled reading charts I use when
assessing them. If a student is reading at the Just Right Level of Green 2, then they
are able to easily read any book below that level such as Green 1, Yellow 2, Yellow 1,
and so on.

1 2 1 2 1 2 1 2 3 1 2 3 4

Grade Stages Fount Rigby Readin Wrigh DRA Lexil Just

Level of as & Litera g t Instructio e Rig
Readin Pinell cy Recove Grou nal Levels ht
g ry p Lev
el
K Emerge A 1 1 A-B A-1 BR 1
nt B 2 2 C 2 BR
Grade 1 Early C 3-4 3 C-D 2 100 2
(Pre- D 5-6 4 E 3-4
Primer) E 7-8 5-6 F 5-6
Grade 1 Early F 9-10 7-8 G 7-8 200 1
(Primer) G 11-12 9-10 H 9-10
H 13-14 11-12 I 11-12 2
Grade 1 I 15-16 13-14 J 13-14 300
(Late)
Grade 2 Early J 17-18 15-17 K 16 300 1
(Early) Fluent
Grade 2 K 19-20 18 L 24 400-
L 21 19 M 28 500 2
M 22 20 N 28
Grade 3 Fluent N 23 24-28 O-P 30, 34 500- 1
O 24 30 Q 38 700
P 25 R R 38 2
Grade 4 Fluent Q 26 34-38 S-T 40 700-
R 27 34-38 40 750 3
S, T 28 40 40
Grade 5 Fluent U 29 40 750- 1
V 30 44 850
W 30 2
Grade 6 Fluent X,Y 850- 3
890
Grade Fluent Z 950- 4
Labeling for Easy Returns
After I spent the beginning of the school year teaching mini-lessons on how to find
books in the classroom library, I also would need to consider how my students would
put away their books. Since the books are labels on the back with a color-coded dot
to pinpoint the Just Right guidelines, I also needed to label the books according to
their topic or genre. Since every book basket would have a genre or topic label on
the front of the book bin, I would also put a corresponding label on the back of the
book to help students return the books. This process would have be taught through a
mini-lesson and practiced before put to use.

2 Fantasy

HOW DO MY STUDENTS KEEP TRACK OF THE BOOKS THEY PICK?

After I put money and time into organizing our classroom library, its important that I
teach my students how to take care of it and keep track of
the books they pick. To make my books stand out from any
other book they are reading, I put my name on the cover of
every book. This way, if a book is at home and has been
there for a while, it is obvious to a family member that the
book belongs to Hylbert as the label says. Here is an
example of the label: Hylber
t

Library Book Check Out

 Before the students come to school, a bulletin
board would be created with a pocket for each
student in the room. In each pocket, an index card
is placed with their names boldly written across
the top. When a student wants to check out a
book, they must write the date and the name of
the book on the card and put the card back in their
library card pocket. This will help the students
keep track of what they read as well as continue
their practice with writing and remembering book
names. This will also help with the class goal of
each student reading 40 books in the school year.

Book boxes
At the beginning of the year, each student would be given a number that they will use
to locate their materials in the room. Book boxes are taller bins that are also labeled
with a student number and placed on a separate shelf. In order to get my students
book shopping and using their book box, I would allow them time to browse and
collect books. I would designate certain shopping days which would always be set
for the morning, so students would have new books for the day. I wanted to prevent
them from looking for books while they are doing independent reading or readers
workshop.

I would allow 4-5 five readers, at a time, to enter the library on Book Shopping
Days. They would browse and switch out their old books for new books and place
them in their book boxes. There would also times, where I just let a few students visit
the library when necessary. Depending on the type of books they have, I would put a
limit of 5 books in their basket for my fourth graders because the majority of them
would be reading novels or smaller chapter books. I wouldnt want them to feel
overwhelmed by the amount of books in their book box. Below is an example of the
book box shelf along with their Readers Notebook.
 Book bags
In order to continue my theme of
accessibility, I would also have my
students bring one to two books
home every night. Books would be
placed in a plastic baggy with their
names on the. Book bags may also
contain bookmarks that guide them
how to stretch words, visualize, and
other reading strategies. The
bookmarks would also come in handy
to inform parents what their child is
working on. Book bags go home
every night and come back every
morning.

If students have the ability to move

their books around the room and take
them home, then the accessibility to

WHERE SHOULD STUDENTS BE ALLOWED TO READ IN THE CLASSROOM?

I once met a teacher that snuck an iron tub into her classroom so her students would
have an inventive book nook to hid in and read. Although the students loved the
tub, the teacher was holding her breath in the hopes the principal would let them
keep it. He did! My point being is that through my research, I learned that reading
could happen anywhere. Over the years, my favorite spots to read have been in the
car, hiding in my closet, and while soaking in the bubble bath.
 These favorite spots can be recreated in
the classroom under the guise of Book
Nooks. Book Nooks are predesigned areas
in the room where students can read and
get lost in a book. Through my research,
some teachers allow their students to sit
anywhere, but problems arise when
students dont share those coveted spots. I
order to give every student an opportunity
to pick a favorite Book Nook, I would have
a system where the classroom librarian
would rotate the students in the Book
Nooks every day. A list of Book Nooks is
posted on the wall and clothespins with
students names on them are attached
next to the Book Nook. There are also free
spots, which means these students can
pick anywhere there is a free space to read.

HOW DO I, AS A TEACHER, KEEP TRACK OF THE CLASSROOM BOOKS?

Many teachers dont really keep track of their books since it is time consuming to
record all the books that were purchased or collected over the years. However, since
I am a new teacher, I have been collecting books for some time and organizing them
for my own family with the hopes that the books would be turned into my classroom
library. After fuddling around on the Internet, by absolute chance, I ran across a
website called Library Thing (www.librarything.com). This website will let you enter
every book in your library, let you rate it, tag it, organize, and pick the exact book
cover. After you enter each book, if you tag them according to level or genre, you are
able to click on that category and just see that list of books. I almost screamed with
excitement when I saw this website. I started thinking that students could help me
rate books and create tags. I created my own online library and have found that I
have over 200 books so far.

HOW DO I MAKE THE BOOKS LAST?

When it isnt economical to buy hard covered books, teachers soon realize that well-
loved books look well worn. Paper edges can bend and pages begin to creep away
from the bindings. Mini-lessons on how to treat the books is important and may need
to be repeated throughout the year, but I have discovered that some teachers
purchase clear contact paper to cover the outside of the books. This keeps the books
clean and sturdy.

According to the video, How to Cover Books with Contact paper

(http://www.youtube.com/watch?v=7dkGzdi7ul8), I discovered that are few steps to
get a bubble-free look and it only takes about 5 minutes.

1. Measure you book on the back of the contact paper where the grid lines are.
2. Leave a 2 cm border all around the binding of the open book and cut.
 3. Peal the contact paper off the backing, starting at the corner.
4. Only peal back about 5 centimeters and place the back of the book on the
sticky contact paper.
5. Flip the book over and slowly pull off the contact paper with your left hand.
6. With your right hand, use a ruler to flatten out any bubbles that may form.
7. Once the contact paper is on one half of the book, cut off each corner of the
contact paper, at a diagonal, without cutting the book. This way, the sticky
paper wont overlap when you fold it.
8. Fold the outside paper in and stick to the inside of the book by placing your
thumbs at the 1/3 position and press outward.
9. Repeat for the other side of the book.
10. Cut off the excess by the spine and you are done!

WHAT DOES THE RESEARCH SAY ABOUT THE VALUE OF A CLASSROOM

LIBRARY?
Its one thing to create a beautiful and cozy classroom library space, but its another to
know that its function is a valued piece of my students academic experience. It is
important to know how the research supports my decisions and how I use my library.

According to Keith Stanovichs research on interventions, the Mathew effect applies

to developing readers. Like the bible passage, The rich get richer and the poor get
poorer, and the same applies to reading. Regardless of the type of reading
intervention, a developing reader must practice and apply what they learned and
Stanovichs research has proven that Readers who read, become better readers.
(1989)

In What Really Matters for Struggling Readers, Richard Allington discovered that
students in a remedial setting actually read 75% less than their classmates in the
regular school setting. Not only do these students need more time to just read, but
they also need immediate access to books that catch their interest at their reading
level. This information demonstrates the need for a good classroom library that is
utilized by the students as well as the teacher in combination with sustained reading
time for all students.

Another study such as the large-scale Neuman study (1999), determined that
when classroom libraries were stocked with high-quality books, the literacy and
language environment of 18,000 economically disadvantaged children in 350
schools improved and so did their reading proficiency. Researched notice that
when books were located within close proximity to the students and their
activities, the following resulted:
Time spent reading increased by 60% compared to a control group
Literacy-related activities more than doubled, from an average of 4
interactions per hour to 8.5 interactions per hour
Letter knowledge, phonemic awareness, concepts of print and writing,
and narrative competence rose 20% more than the control group after a
year, followed by continued gains 6 months and 12 months later.
WHAT ARE THE FUNCTIONS OF MY CLASSROOM LIBRARY?
After hours of research, reading through multiple texts, and interviewing teachers, I
learned that that my classroom library must serve five important functions that prove
that its design is effective and functional for my students. According to Ray Reutzal a
classroom library must have the following:

1. Supports Literacy Instruction: The library must support learning inside and
outside of school as well as support your curriculum across subject areas.

2. Helps Students Learn About Books: Students and teachers should learn how
to use the library. This includes learning about genres, understanding different texts,
taking care of the library, and how to locate the book you need and want.

3. Provides a Central Location for Classroom Resources:The classroom library

can hold all text resources in addition to the books your students will read. Media
resources such as DVDs, books on disk, and Playaways can all be stored in a central
library location.

4. Provides Opportunities for Independent Reading and Curricular

Extensions The classroom library is the place where students can relax and read self
selected texts as well as research materials.

5. Serves as a Place for Students to Talk About and Interact with Books: The
classroom library should be cozy, inviting, and accessible. Its a gathering spot where
students can meet to talk about books and the experiences in their lives. They can
talk about their interaction, reviews, or their favorite books. Students can advertise
books, do book swaps, and meet for literature circles.

SO, NOW WHAT?

This I-Search took me countless hours to research and write, probably because of my
perfectionist nature. I wanted to know more with every step I took. When I was
researching how to organize the books, I would read every article and sift through
multiple scenarios. This need to see every option probably prolonged the time I spent
researching and at one point I even changed my inquiry question because I needed to
narrow down my focus, however, this process helped me sort out what would work for
me and what wouldnt. The breakthrough I encountered was not so much about the
information I was finding but how the research process forced me to make decisions
and recognize when to stop.

An I-Search can impact my students, like it impacted me in the following ways: It

helped me recognize my weaknesses while researching (The desire to know
everythingnow!) and it helped me to acquire new skills such as narrowing my topic
through the creation of an outline and collaboration with other teachers.

Through this process I tackled an organization task that had me slightly un-nerved. I
knew I had to organize my materials before I got a full time teaching job and I also
realized that I had to make the organization of the classroom library a utilized part of
my room. Now that I have found the tools to do that, I have started sorting my books
and creating lists of books I would love to get. I look at every garage sale as a book
shopping adventure and my friends and family have agreed to support my library as
well. So, what now? My questions are still forming such as How do I utilize the
Readers Notebook in conjunction with my library. I guess this is the beauty of the I-
Search; the questions never end. And by the way, I got the job interview!

BIBLIOGRAPHY

Articles

"TEACHERS." Give Your Classroom Library a Boost! Web. 28 May 2012.

<http://www.scholastic.com/teachers/article/give-your-classroom-library-boost>.

"The ELL Reading Corner." www.perfectionlearning.com. National Reading Panel. Web

Neuman, Susan B. "The Importance of a Classroom Library." Edutopia. Web. 30 May

2012. <http://www.edutopia.org/classroom-library-importance>.

Books

Miller, Donalyn, and Jeff Anderson. The Book Whisperer: Awakening the Inner Reader
In Every Child. San Franciscon, CA: Jossey-Bass, 2009. Print

Reutzel, D. Ray, and Parker C. Fawson. Your Classroom Library: New Ways to Give It
More Teaching Power. New York: Scholastic Professional, 2002. Print.

Websites

http://www.tips-for-teachers.com/classroom_library1.htm#Books%20and%20Labels

Videos

Mrsgracelee. "How to Cover Books with Contact Paper." YouTube. YouTube, 12 Feb.
2011. Web. 30 May 2012. <http://www.youtube.com/watch?v=7dkGzdi7ul8>.

Visuals

Hill, Alicia. Library Book Check Out. Photograph. Troy MI.

Hill, Alicia. Book Nooks. Photograph. Troy MI.

Hill, Alicia. Book Boxes. Photograph. Troy MI.

Hill, Alicia. Book Bags. Photograph. Troy MI.