The Missouri Reader Vol. 36, Issue 1 | Page 39

year. Each class is different from the previous one and often requires different instructional approaches than the previous one. If a class, as a whole, has more below grade level readers, the teacher will need to spend more time teaching literacy strategies. Imbedding literacy strategies in nonfiction books talks can help bridge the gaps. The umbrella of literacy covers so many topics that lack of variety should not be a problem during book talks. Specifically, the two main nonfiction literacy focuses could be: learning how to read and use nonfiction text features and studying various nonfiction genres. According to Akhondi et al. (2011), ―One of the most efficient strategies for which there is an influx of research and practice is training students on text structure and knowledge to facilitate their comprehension of expository texts‖ (p. 368). Students struggle to shift from reading for enjoyment to reading for information because they lack exposure to nonfiction and lack nonfiction text feature strategies (Akhondi et al., 2011). During book talks, the teacher can point out the various nonfiction text features and model how to use them to better comprehend the text. Genres fall under two main categories: fiction and nonfiction. Lack of exposure to nonfiction can be remedied by focusing book talks on promoting various nonfiction genres. Among these genres, but not limited to, are biographies, autobiographies, history, science, sports, and other informational texts. The teacher can easily determine the genre to study based on fourth grade curriculum and student interest. Since instructional time is so valuable and there is never enough of it, the teacher can use book talks as a way to imbed different grade level expectations. Part of the purpose of research inquiry is to provide the teacher with an opportunity to expose students to nontraditional nonfiction texts. Nontraditional nonfiction texts refer to online sources, encyclopedias, or other research articles. In order to keep students current in the information age, the teacher must break the idea that bound books are the only form of nonfiction. Hasan (2000) states, ―We know that we are living in the Information Ages and that technology has made a huge impact on our lives‖ (p. 3). Students cannot depend on memorization to retain information. Responsibility falls on the teacher to give students the necessary research inquiry skills to survive in this world (Hasan, 2000). Teachers should fully understand the characteristics of an information literate person so they can model and teach those characteristics during book talks. Hasan (2000) outlines the characteristics of an information literate person as: Recognizes the need for information Recognizes that accurate and complete information is the basis for intelligent decision making Formulates questions based on information needs Identifies potential sources Develops successful search strategies Accesses sources of information, including computer-based and other technology Evaluates information Organizes information in a practical application Integrates new information into an existing body of knowledge Applies information in critical thinking and problem solving. (p. 4) The majority of the characteristics go beyond the basic knowledge level of thinking. A teacher can use the list to establish a book talk purpose for teaching research inquiry skills. Each book talk gives the teacher the opportunity to model © The Missouri Reader, 36 (1) p.39