When we talk about student literacy growth, the conversation often turns to assessments and supporting reading proficiency. But the truth is, you can鈥檛 build readers without books. And in far too many communities, books simply aren鈥檛 there. These places are called book deserts鈥攁reas where children and families have limited access to books.
In some low-income neighborhoods, there is only one book available for every 300 children鈥攁 stark contrast to middle-income communities, where the ratio can be as high as 13 books per child.
The profound impact of classroom libraries
Recently, I spoke with educators and city leaders in Little Rock, Arkansas, who are bringing books to thousands of homes through the initiative.
In that conversation, I emphasized the role of classrooms as a powerful starting point. That鈥檚 where students spend their days, reading habits are formed, and a culture of literacy takes root.
Research from the Scholastic “Kids & Family Reading Report” supports this. More than half of children surveyed say they get most of the books they read for fun from a school-based source, including school and classroom libraries.
A strong classroom library isn鈥檛 just a shelf of books鈥攊t鈥檚 an engine of curiosity, confidence, and connection. When we prioritize book access in the classroom, we lay the foundation for students to fall in love with reading as they learn the mechanics to become better readers.
When we fill classrooms with high-quality, high-interest stories, we鈥檙e doing more than providing access. We鈥檙e giving students choice and teachers the ability to support instruction, from small-group reading to whole-group read-alouds.
We also know from the Scholastic Kids & Family Reading Report that when kids choose, they read. Nearly all kids agree that their favorite books are the ones they chose themselves.
Strengthening the home-school connection
Reading at home is also critical. When students have books at home, they鈥檙e more likely to read outside of school and build lifelong reading habits. But we know many families鈥攅specially in book deserts鈥攃an鈥檛 easily provide that access. That鈥檚 why home libraries are just as important as classroom libraries.
There are many ways to increase access to reading materials in the home. We can send books home. We can provide books that students can borrow and share. We can also give families access to digital libraries, so students can read ebooks, even when physical books aren鈥檛 available.
Greater access fosters frequent and engaged readers
This is how we eliminate book deserts鈥攂y making reading a daily, integrated part of school life. When we start in the classroom and weave books into students鈥 everyday experiences, we build momentum that extends to families and communities, supporting students wherever they are.
I saw this approach come to life when I was Associate Superintendent in St. Louis, working with some of the lowest-performing schools in the country. We knew we needed to do something different鈥 something bold. So, we made reading a constant presence. We put bins filled with books everywhere: on the bus, in the cafeteria, and even in gym class.
The results surpassed our expectations. Disciplinary incidents went down. Attendance went up. And academic achievement increased so drastically that it led to our district receiving full accreditation.
Students had books in their hands throughout the day鈥攏ot because they had to, but because they wanted to. We weren鈥檛 just adding books to buildings. We were building a reading mindset that touched every part of the day.
And while access matters, so does variety. A great classroom library reflects all the stories and characters of the world. If your classroom is 100% one demographic, that doesn鈥檛 mean your books should be. We want students to see themselves, yes鈥攂ut also to understand others. That鈥檚 how we grow understanding and connection.
That kind of meaningful representation doesn鈥檛 happen by accident鈥攊t requires care, reflection, and regular refreshing. I recommend updating classroom libraries every year. The world changes. Students change. Books change.
I recommend districts start with 750 titles, build to 1,500, and add at least 250 new books each year. Not just any books鈥攂ooks students want to read. And books that support the literacy goals of the classroom.
We need to create classrooms where reading is relevant, engaging and integrated into everything we do. Because when we do that, engagement and achievement follow.
Book deserts are real. But so are the solutions. And one of the most powerful places to begin is where students already are鈥攊nside the classroom.
1 Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8鈥26. https://doi.org/10.1598/RRQ.36.1.1
