ALA Position Statement on the Value of Independent Reading in the School Library Program

There are so many things that can influence, good or bad, a child's reading development.  Having access to quality materials is one.  A library needs to stay up-to-date in its selection of quality, new, and award-winning materials at varying reading and interest levels.  At our library, we like to teach our young readers to narrow searches down by "interest level" instead of by "reading level."  It is exciting when a young child can read at or above grade-level!  However, not all fiction written for a particular grade/reading level is appropriate for the young reader.  Thus, we are excited to show them how to narrow their search results using Follett's Destiny Quest. 
Other important parts of the reading equation include the modeling of good reading habits at home, spending time with your child reading together, and the opportunity to spend independent time reading books that interest them, and are not necessarily required of them!  We foster independent reading opportunities in our library by an open-door/class pass policy.  Teachers can send a child in anytime during the school day to read and select materials.  We also offer Kindles in our collection for in-house, independent reading opportunities, loaded with age-appropriate titles.  After school, young students can come in with a parent to read and check out more books!
The following statement by the American Library Association is based on the Goals 2000 that make literacy important nationally.  Your library at Maclay School supports these goals, and seeks through our collection development and library programs to ensure your child gets the best opportunity for them to become life-long readers!

(A portion of the ALA statement)
To become life-long readers, students must have . . .

• access to current, quality, high interest, and extensive collections of books and other print materials in their school libraries, classrooms, and public libraries;
• contact with adults who read regularly and widely and who serve as positive reading role models;
• certified school librarians and classroom teachers who demonstrate their enthusiasm for reading by reading aloud and booktalking;
• time during the school day dedicated to reading for pleasure, information, and exploration;
• opportunities specifically designed to engage young people in reading;
• schools that create an environment where independent reading is valued, promoted, and encouraged; and
• opportunities that involve care givers, parents and other family members in reading.

http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/valueindependent.cfm