Classroom libraries : a research on their use and effectiveness in year 2 classes in state and church schools

Abstract

Researchers advocate that children who have access to books at home are more successful in learning how to read; so this accessibility to books, should also be extended to the primary classroom through the creation of a library area (Durkin, 1966; Clark, 1976; Fielding, Wilson, & Anderson, 1986). In this research study, the authors adopt the use of observations and interviews to study how classroom libraries are being set-up and used in Maltese primary year 2 classes. Students and teachers coming from four classes from different state and church schools participated in this research. The data collected shows that more time and resources should be dedicated to setting-up the classroom library. Similar to the works of researchers like Morrow & Weinstein, (1982), Morrow (2003), and Routman (2003), the authors of this study state that when creating a classroom library teachers should particularly focus on the locality of the library, what type of books are included and how these books are displayed. It is essential that children are given the opportunity to actually use the classroom library (Chambers, 1973; Allington, 2006). The observations show that the actual use of the classroom library in all four classes was limited, especially during language lessons. The authors propose a list of recommendations on how teachers can maximise the use and benefits of the classroom library within their classrooms.