Abstract In 2010, the Common Core State Standards (CCSS) were adopted by most states in the US. The authors of these standards called for a shift from previous standards by recommending that young children experience a 50-50 balance between informational and literary reading. For this mixed-methods study, researchers examined the contents of 23 first-grade classroom libraries 8 years after the implementation of the CCSS to determine the percentage of expository texts found in these libraries and if these percentages differed based on the SES of the school or the number of years a teacher had been teaching. In addition, researchers interviewed twelve selected classroom teachers to gain an understanding of how they selected books for their libraries and what influenced their decisions. Results indicated that 22.8% of the texts found in first-grade classroom libraries were expository and there was no difference based on SES of the school or years a teacher had been in the classroom. Teacher interviews indicated that book cost, reading level, student interest, and genre (both narrative and expository/nonfiction) influenced their library text selections. Only two teachers indicated that the CCSS impacted their book choices.

中文翻译：

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一年级课堂图书馆的解释性文字：教师选择中的问题

摘要2010年，美国大多数州采用了通用核心州标准（CCSS）。这些标准的作者呼吁建议幼儿在信息阅读和文学阅读之间达到50-50的平衡，从而要求从以前的标准转变。在这项混合方法研究中，研究人员在实施CCSS 8年后检查了23个一年级课堂图书馆的内容，以确定在这些图书馆中发现的说明文字的百分比，以及这些百分比是否因学校的SES而不同。老师教书的年数。此外，研究人员还采访了十二名选定的课堂老师，以了解他们如何为图书馆选择书籍以及是什么影响了他们的决定。结果表明22。在一年级教室图书馆中发现的课本中，有8％是说明性的，根据学校的SES或老师在教室里的年限，没有差异。老师的访谈表明，书籍的成本，阅读水平，学生的兴趣和体裁（叙述性和说明性/非小说性）都影响了他们的图书馆文本选择。只有两名老师表示，CCSS影响了他们的书本选择。