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Key Message: Research shows that when students are given the chance to read books that respect the questions, challenges, and emotions of childhood and adolescence, they read with greater interest and investment Buehler, ; Mueller, Without librarians, the burden for reading advisory and material selection falls to classroom teachers, who often lack the training needed to perform these tasks.
As an organization, NCTE compels teachers at all stages of their careers to invest in books for young people—as readers of those books and as advocates for their worth in the classroom. Preservice teachers should cultivate book knowledge throughout various methods courses and across their entire teacher preparation program, regardless of state certification requirements.
At the same time, they should build knowledge of resources—including review journals, websites and blogs, social media discussions, book awards, and author appearances at local libraries and bookstores—that can provide them with information about quality new books and their potential for classroom use and reading advisory. Teachers who are engaged readers do a better job of engaging students as readers.
Teachers should commit to leading literate lives and becoming connected to reading communities—whether in person or through social media—that support them as readers and literacy professionals.