Timothy Shanahan’s blog offers teacher librarians a powerful lens through which to re-evaluate long-held assumptions about reading instruction. By challenging the instructional level theory and advocating for the use of complex, grade-level texts, Shanahan equips librarians with evidence-based insights that support the promotion of high-quality literature. His work reinforces the librarian’s role in curating rich collections, scaffolding student engagement, and collaborating with teachers to foster deeper, more meaningful reading experiences.
Timothy Shanahan’s critique of the instructional level theory—and the growing body of research supporting the use of challenging texts—has profound implications for teacher librarians. Far from being custodians of books, teacher librarians are literacy leaders, curriculum collaborators, and champions of equitable access to high-quality literature. Their work sits at the intersection of pedagogy, inquiry, and imagination.
For decades, the instructional level model influenced how books were selected for students. It suggested that matching texts to a student’s reading level would yield the best learning outcomes. However, recent research has challenged this assumption. Studies by Lupo, Strong, and Conradi Smith (2019) and Young, Lagrone, and McCauley (2020) show that students make significant gains when exposed to complex texts, especially when supported by skilled educators. This shift calls for a re-evaluation of how we curate and use literature in schools.
Teacher librarians are uniquely positioned to lead this change. Rather than relying solely on readability formulas or levelling systems, they can advocate for literature that offers rich vocabulary, nuanced themes, and diverse perspectives. Quality literature provides opportunities for deep discussion, critical thinking, and emotional engagement—elements that are often missing from simplified texts. This approach aligns with the Australian Curriculum’s emphasis on engaging students with increasingly sophisticated texts across year levels (ACARA, n.d.).
Beyond curation, teacher librarians play a vital role in scaffolding student engagement with challenging texts. By collaborating with classroom teachers, they help design literature experiences that support comprehension and inquiry. Whether through literature circles, guided reading sessions, or integrated inquiry units, teacher librarians ensure that students are not only exposed to complex texts but are also equipped to understand and enjoy them. Research by Pérez Buelvas (2024) highlights how scaffolding strategies—such as task-based activities and formative assessment—can significantly improve reading comprehension, especially among English language learners.
Moreover, teacher librarians contribute to equity in literacy education. Stocker et al. (2023) argue that integrating the science of reading with behavioural science can address systemic inequities in Australian schools. By ensuring all students have access to high-quality literature and the support to engage with it meaningfully, teacher librarians help close the literacy gap and foster lifelong learning.
Top 3 Ways Teacher Librarians Can Elevate Reading Through Quality Literature
1. Curate and Promote Rich, Diverse Texts Select literature that challenges students intellectually and emotionally—books with layered themes, sophisticated language, and diverse voices. Use displays, flipguids and reading lists to spotlight these titles and spark curiosity.
2. Scaffold Access to Complex Texts Support students as they engage with challenging material through guided reading, literature circles, and strategy instruction. Help them build confidence by modelling how to navigate difficult vocabulary and abstract ideas.
3. Collaborate with Teachers to Embed Literature into Learning Work alongside educators to integrate high-quality texts into curriculum units. Suggest titles that align with learning goals while encouraging deeper thinking and discussion across subjects.
References
ACARA. (n.d.). National Literacy Learning Progression. Australian Curriculum, Assessment and Reporting Authority. https://v8.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/
Lupo, S. M., Strong, J. Z., & Conradi Smith, K. (2019). Text difficulty and adolescent literacy: A randomized study of challenging texts and instructional supports. Reading Research Quarterly, 54(3), 342–375. https://doi.org/10.1002/rrq.241
Pérez Buelvas, H. G. (2024). Enhancing reading skills through scaffolding strategies in eighth-grade EFL students. HOW Journal, 31(2), 70–88. https://doi.org/10.19183/how.31.2.754
Shanahan, T. (2023, March 15). Why children should be taught to read with more challenging texts. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/why-children-should-be-taught-to-read-with-more-challenging-texts
Stocker, K. L., Fox, R. A., Swain, N. R., & Leif, E. S. (2023). Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children. Behavior and Social Issues, 33, 504–531. https://doi.org/10.1007/s42822-023-00149-y
Young, C., Lagrone, S., & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 57. https://doi.org/10.3390/educsci10030057
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