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I've noticed this same trend and I think some of it follows on the heels of the use 
of Guided Reading levels.  We've added a guided reading/leveled books collection to 
our library and it's a great tool for instruction, don't get me wrong.  Our 
teachers are using it! and the increased traffic in our library is welcome.  But, I 
don't think we've had enough conversations about content vs. reading level and I'm 
seeing book sets added  (used?) that I wonder about also.  
In the past year, SLJ has had two articles that could be used to get your staff 
thinking about our collective role in providing not only reading level appropriate, 
but emotional-sophistication level appropriate reading materials.  I hope someone 
can help my find the title/author of one of the articles.  I remember that it 
basically pointed out that we (librarians) need to help guide the matching of 
reader to intended audience regardless of reading ability.  
The second article I've recently shared with several teachers (no 
discussions/feedback) yet.  It less-directly addresses the issue that Barb recently 
raised on our listserv, but I highly recommend it.  From the June 2006 issue:  Up 
for Discussion article was titled "Disappearing Children's Books: A Librarian 
Examines a disturbing trend" by Vicky Smith.
Marcia Dressel, K-5 Librarian
Osceola Elementary and Intermediate Schools
Osceola, WI <> 

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