Browsing,+Previewing,+&+Selecting

toc = Browsing, Previewing, and Selecting =

Students do not select books mindlessly. They have clear preferences, not only in the types of books that they like to read, but also in the way that those books are selected. To capitalize on student interests and strategies, educators must study students’ independent reading choices, their selection strategies of texts, and what they value and like in a book (Swartz & Hendricks, 2000; Reutzel & Gali, 1998).

Enhance how patrons select books by modeling browsing, previewing, skimming, and selecting that “just right” book. Good readers find books by browsing the shelves and conducting an internal dialogue about what they know about themselves as readers (Grimes, 2008).



**Get Into The Act**
Students need easy ACCESS to books they want to read. Students need a CHOICE in what they read. Students need TIME in class to read. Students need to TALK about what they read. Moen, Christine Boardman, 2007

**Explicit Modelling**
Teach students to self-select book that will help them grow by modeling how to browse, preview, skim, and use guidelines for selections. Sanacore (1999) and Grimes (2008) found that students benefit from the observation of a think aloud process when educators choose books. The students will also benefit from the observation of the abandonment of a book by their teacher (Johnson & Blair, 2003; Sanacore, 1999). Sharon Grimes, author of //Reading Is Our Business//, models effective browsing using a think-aloud (page 14).

The following picture books, //Stella Louella's Runaway Book// (Lisa Campbell Ernst) and //Goldie Socks and the Three Libearians// (Jackie Mims Hopkins), were written to inspire conversation of the selection process with primary readers.

**Social Interactions**
Students’ book selections are influenced by social interactions: the relationship between students and teachers and/or librarians, peer recommendations, and informal book discussions (Palmer, Codling & Gambrell, 1994; Kragler & Nolley, 1996).

To capitalize on students’ interests, teachers should consider the use of literature circles, book clubs, or discussion forums. During these activities, students are given time to share what they know, what they have read, discuss books read in common and recommend new titles.


 * [|Booksprouts] - A FREE online community for book clubs where students can share reading experiences.
 * [|Voicethreads] - a collaborative, multimedia slideshow that holds images, documents, and videos and allows people to leave comments in 5 ways - using voice (with a mic or phone), text, audio file, or video (via a webcam).

Self-Questioning
Proficient browsers engage in an internal dialogue when selecting a book.
 * Have I read and liked other books by the same author?
 * Do I enjoy this genre of books?
 * Is this book in a series? If so, do I need to have read the previous titles to understand this book?
 * Do I have a personal connection to this book?
 * Is this book recommended by my friends?

Physical Attributes
The attributes may be the determining factor for its rejection or selection.
 * Key words in title
 * Cover
 * Visual Features – Illustrations, diagrams, etc.
 * Layout
 * White Space
 * Length of book and chapters

Time
Children need at least thirty minutes a day to read books they can read, preferably of their choosing (Calkins,2001).

Book Reviews
> > • LibraryThing ([|http://www.librarything.com]) > • Shelfari ([|http://www.shelfari.com]) > • MyLibrary ( http://books.google.com/googlebooks/mylibrary)
 * Online reviews can influence students’ choice.**
 * CM Magazine (http://www.umanitoba.ca/cm/) - An electronic journal of Canadiana of interest to children and young adults.
 * KidsReads.com offers reviews and information about children’s books and authors. The information is searchable by author, series, and special features. The companion site Teenreads.com focuses on young adult literature.
 * BookGlutton ([|http://www.bookglutton.com]) - Read and discuss books online
 * Quill & Quire (http://www.quillandquire.com/) - A source of news and information about Canadian authors, books, publishing, and bookselling.
 * Resource Links ([|http://www.resourcelinks.ca]) - A journal devoted to the review and evaluation of Canadian resources for children and young adults.
 * School Library Journal (http://www.schoollibraryjournal.com/community/Reviews/47085.html) - The world's largest reviewer of books, multimedia and technology for children and teens.
 * Teenreads ([|http://www.teenreads.com)-] Resource suggestions for secondary level students
 * Student Created Reviews**
 * Shelf Talkers - Shelf Talkers are paper announcements of a certain topic or section that may be of interest or to highlight new additions to the school library. The Shelf Talkers are attached to or placed on library shelves to catch the eye of patrons. A template for Shelf Talkers is available at http://statelibrary.dcr.state.nc.us/ld/youth/vbps/templates/templates.htm
 * Book Trailers – Teacher-Librarian Naomi Bates includes many of her students’ booktrailers, or booktalk videos on her blog ([|http://www.naomibates.blogspot.com])
 * eZines or online magazines provide students an opportunity to publish their creative work. Teen Ink (http://www.teenink.com/index.php) is a Web site of teenage publications - writings, book reviews, and artistic creations.
 * Amazon (http://www.amazon.ca/) - Submit a book review without having to having to know any code or create a Web site.
 * Create virtual library shelves using one of the following online tools

Readability and Interest Guidelines
Strategies for determining book readability and student reading interests are listed on the Wiki page Book Suitability.