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Using critical discourse analysis, the work studies language that privileges particular knowledge construction within the Empire State Information Fluency Continuum. The findings argue that the continuum reinforces linear, hierarchical notions of literacy and inquiry, and call for expanding educator conceptions, text engagement practices, and students’ agency in deciding when and how to pursue inquiry.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/constructing-the-literate-child-in-the-library-an-analysis-of-school-library-standards/594795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/constructing-the-literate-child-in-the-library-an-analysis-of-school-library-standards/594795.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What set of school library standards does the article analyze?","Question",{"text":112,"@type":113},"It analyzes an elementary school library standards set associated with the New York City School Library System, focusing on how it may affect children’s literacy experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What analytical framework does the study use?",{"text":117,"@type":113},"It employs a critical discourse analysis framework to examine the language used in the Empire State Information Fluency Continuum.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the article’s main argument about the continuum’s view of literacy and inquiry?",{"text":121,"@type":113},"It argues the continuum perpetuates linear and hierarchical notions of literacy and inquiry, limiting how students are expected to engage in texts and pursue questions.",{"name":123,"@type":110,"acceptedAnswer":124},"How does the article suggest educators and libraries should respond?",{"text":125,"@type":113},"It calls for widening educator conceptions of inquiry and engagement with texts, and for libraries to become spaces where students have agency to decide when and how to engage in literacy and pursue inquiries.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594795,1792192253,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":26,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nConstructing the Literate Child in the Library: An Analysis of School Library Standards  \nPermalink  \n[https://escholarship.org/uc/item/4h0668r1](https://escholarship.org/uc/item/4h0668r1)  \nJournal  \nBerkeley Review of Education, 7(2)  \nAuthor  \nRumberger, Alyson T.  \nPublication Date  \n2018-01-01  \nDOI  \n10.5070/B8bre7232303  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://Escholarship.org/uc/ucbgse_bre](http://Escholarship.org/uc/ucbgse_bre)  \nConstructing the Literate Child in the Library: An Analysis of School Library Standards  \nAlyson T. Rumberger 1  \nTeachers College, Columbia University  \nAbstract  \nI examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries.  \nKeywords: literacy, school libraries, standards, inquiry, informational text  \nLiterature abounds about the current accountability culture permeating the field of education. Many scholars have deemed the current era (the mid-1990s to the present) a“standards era,”where standards, curricular reforms, and assessments exert powerful influences on educators and students (Cochran-Smith & Lytle, 2006 ; Dutro, 2010; Olivant, 2015) . More specifically, these policy initiatives and their subsequent implementation shape educational practices. As a result of a new emphasis on standards and assessments, many schools across the country are experiencing the narrowing of literacy curricula, particularly in urban school systems with high concentrations of poverty (MacGillivray, Lassiter Ardell, Curwen, & Palma, 2004), such as New York City (NYC) public schools (Lapham, 2013) . Because of this curricular narrowing, much attention has already been paid to examining and critiquing the Common Core State Standards (CCSS) as a significant artifact in the standards-era debate (Olivant, 2015) . Whereas recent attention has focused on the CCSS, the standards-based reform movement has been around much longer, brought on in large part by the 1983 report A Nation at Risk (LaVenia, Cohen-Vogel, & Lang, 2015) . Since the mid-1990s, standards have been a central part of debates around school reform.  \n1 Correspondence concerning this article should be addressed to: Alyson Rumberger, 26 W. 97th St. \\#1D, New York, NY 10025. Email: [atr2125@tc.columbia.edu](atr2125@tc.columbia.edu).  \nBerkeley Review of Education Vol. 7 No. 2, pp. 115–137  \n116 Rumberger  \nTo counteract the narrowing of literacy curricula and experiences, library scholars have argued that school libraries can offer an opportunity for students to interact with texts in flexible and collaborative ways (Mueller, 2015) . Just as the CCSS have been analyzed as an artifact exerting significant influence upon students ’ learning in classrooms, I position school library standards as playing a significant role in shaping literacy in the library. School libraries have—throughout their distinct history—been positioned differently and complimentarily to classrooms as more democrat","cbCaiqIo34XQQU0R","https://ap.wps.com/l/cbCaiqIo34XQQU0R","pdf",366300,24,"English","# Abstract\n## Standards-era accountability and curriculum narrowing\n## The role of school libraries and library standards\n## Discursive privileging of knowledge construction\n## Implications for inquiry, engagement, and agency","[{\"question\":\"What set of school library standards does the article analyze?\",\"answer\":\"It analyzes an elementary school library standards set associated with the New York City School Library System, focusing on how it may affect children’s literacy experiences.\"},{\"question\":\"What analytical framework does the study use?\",\"answer\":\"It employs a critical discourse analysis framework to examine the language used in the Empire State Information Fluency Continuum.\"},{\"question\":\"What is the article’s main argument about the continuum’s view of literacy and inquiry?\",\"answer\":\"It argues the continuum perpetuates linear and hierarchical notions of literacy and inquiry, limiting how students are expected to engage in texts and pursue questions.\"},{\"question\":\"How does the article suggest educators and libraries should respond?\",\"answer\":\"It calls for widening educator conceptions of inquiry and engagement with texts, and for libraries to become spaces where students have agency to decide when and how to engage in literacy and pursue inquiries.\"}]","Constructing the Literate Child in the Library - An Analysis of School Library Standards | PDF",1792079860]