The Librarian's Role in Fostering School-Wide Positive Reading Culture in Georgia Schools

Abstract

Interruptions to learning during the COVID-19 pandemic and other obstacles have negatively affected literacy rates in the United States. This research explores the perceptions of award-winning Georgia school librarians on how they foster positive reading
cultures. Research shows multiple ways a school librarian can play a role in fostering a reading culture. This qualitative study includes two phases: semi-structured interviews and a focus group. Participants were school librarians who won the regional or state Georgia Library Media Association (GLMA) Librarian Media Specialist of the Year (LMSOTY) award. Findings include: that the librarian is highly influential in developing and sustaining school reading culture; that programming and collection development need to be student-centred; that students need to feel valued, to be seen, and to have a sense of belonging in the library; that positivity begets positivity; and that librarians need to overcome barriers of time, access, and mindsets.