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