This presentation compliments my literature graphic found at andy.plemmons.googlepages.com In my applied research project, I am looking at ways that elementary students select books in the media center and how I, as the the media specialist, can support this process.

1. Finding IT: Supporting student book selection in the elementary media center Literature Review Graphic Applied Project Created By Andy Plemmons University of Georgia Summer 2008

14. Support: Conversation The common thread among research Quotes to support conversation: "Listening to our students share explanations of their selection systems helps us as teachers assess children's understanding of how to choose books and whether that understanding is developing in depth and breadth." (Olhausen & Jepsen, 1992) "In order to help children discover and practice ways of becoming independent learners in these real classrooms, we believe that teachers need to provide occasions for authentic literacy experiences to occur." (Olhausen & Jepsen, 1992)

15. Support: Conversation The common thread among research Quotes to support conversation: "When think-alouds were exercised as a teaching approach within the classroom, they became routine, were used as needed in a variety of real situations, and were broken down with clear details and steps (Duffy, 2003). Students thought about their own thinking process, slowing it down in order to make decisions as readers and learners." (Wutz & Wedwick, 2005)

16. Support: Conversation The common thread among research Quotes to support conversation: "The data consistently revealed that children place a high priority on reading books they hear about from others--friends, parents, and teachers. The interviews support the findings of other researchers who have suggested that social interaction is a primary factor in literacy development (Guthrie et al., 1993)." (Palmer & Codling, 1994)

17. Support: Conversation The common thread among research Quotes to support conversation: "Although teachers and family were mentioned, the children most frequently responded that they had found out about books they wanted to read from their friends. This finding supports the fact that children are motivated to read by sharing books with one another." (Edmunds & Bauserman, 2006)

18. Support: Conversation The common thread among research Quotes to support conversation: "The real link seems to lie in the verbal interaction that occurs between adult and child during story reading (Snow 1996). Since children learn language by actively constructing meaning (Vgotsky 1962; Lindfors 1987), the seeds of literacy lie in the social construction of meaning around print, that is, the talk—“scaffolding,” explaining, clarifying—between the reader and child listener as they look at, point to, and label objects, and discuss print and its meaning. Successful storybook reading that leads to literacy involves interaction in which participants actively construct meaning based on the text (Fox 1993; Heath 1983; Ninio 1980; Teale and Sulzby 1992)." (Cullinan, 2000)

19. Support: Conversation The common thread among research Quotes to support conversation: "...all pupils can be taken forward in their reading habits and understanding if they are encouraged to take a critical perspective on their own reading diet, and if they are helped to see how as readers they are constructed by the culture. This might happen, for instance, if pupils were asked to reflect on how they had come to have the tastes they have, or if there was more discussion in classrooms about how children might negotiate their own paths through the consumerism or the ethical issues that are raised in and by their magazines." (Coles & Hall, 2002)

20. Support: Conversation The common thread among research Quotes to support conversation: "Nearly all the children mentioned factors in the socialties facet during book selection." (Reuter,2007)

21. Support: Conversation The common thread among research Quotes to support conversation: "Based on the information, we can help our students make thoughtful choices by * talking to our students about how they choose their books. Students need to be aware of the choices they are making and why they are making those choices, if they are going to make thoughtful choices. * discussing things that can influence book choices. Make sure that our students know what is available to help them make book choices. They need to know what the blurb is and where they can find it. They need to know what kind of information is available on the book cover. * providing more opportunities to discuss books in the classroom. As students have more chances to talk about books, we hope they will be more likely to be influenced by the opinions of others." (Greaney, 1999)