Date Approved


Graduate Degree Type


Degree Name

Education-Literacy Studies: TESOL (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year



Research shows that the cultural makeup of students in classrooms today in the United States has changed from classrooms of the past. These changes demand teachers to create classroom libraries that are culturally responsive. Culturally responsive classroom libraries can increase student engagement, shape students’ reading identities, and provide opportunities for students to create meaning with a text. This project examines what research literature has studied regarding how culturally responsive pedagogy impacts student identities, engagement through choice, books as window, mirrors, and sliding glass doors (Bishop, 1990), and instructional practices. Using reader response theory, the project focuses on tools to identify the cultures within classrooms and reflect on the responsiveness of classrooms libraries to deepen connections with a text, shape students’ identities, and increase student engagement.

Included in

Education Commons