Building Bookworms

Helping Students Fall Back in Love With Reading (February Edition)

Monday, February 9, 2026

February is often associated with love — but in schools, it’s also the month when reading motivation quietly starts to fade.

The excitement of a new semester has worn off. Winter feels long. Students may abandon books more quickly, wander the shelves, or say things like, “I can’t find anything I want to read.”

This doesn’t mean students don’t like reading anymore.
More often, it means they’re tired — and they need permission to choose differently.

The library is a powerful place to offer that permission.

Why Reading Feels Harder in the Winter

During the winter months, students often:

Have less energy
Experience disrupted routines and snow days
Feel pressure to “stick with” books
Compare themselves to stronger readers

When reading starts to feel like another demand, motivation drops. What students often need most isn’t encouragement to try harder — it’s reassurance that their reading choices still count.

Falling Back in Love With Reading Starts With Choice

Choice is one of the strongest motivators for reading — but only when it feels safe.

Encouraging choice doesn’t mean:

Overwhelming students with options
Constantly pushing new genres
Insisting every book be “just right”

It means helping students listen to themselves as readers and honoring where they are right now.

Sometimes, falling back in love with reading starts by letting go of expectations.

Normalize Book Abandonment

One of the most freeing messages we can give students is this:

“It’s okay to stop reading a book that isn’t working for you.”

When students know they aren’t stuck, they’re more willing to try.

In the library, I often say:

“Not every book is for every reader.”
“Abandoning a book is part of being a reader.”

Removing guilt around unfinished books lowers pressure — and pressure is often what blocks motivation.

Offer Familiar and High-Interest Choices

February is a great time to lean into familiar authors, trusted series, and high-interest formats.

Some students aren’t ready for something new — and that’s okay.

Alongside favorite fiction, I intentionally highlight high-interest nonfiction, especially:

Guinness World Records
extreme facts and sports records
animal “weird but true” books
short, visually engaging nonfiction

These books invite browsing, spark curiosity, and allow students to read in short bursts without the pressure of finishing a full chapter.

Comfort reading still counts as reading.

Make Displays Invitation-Based

When motivation is low, I aim for displays that invite curiosity rather than assign expectations.

Some simple display ideas include:

“If You Liked This, Try This”
“Short Reads for Long Winter Days”
“Fan Favorites”
“Books Students Keep Coming Back To”

These displays communicate a quiet but important message:

You’re allowed to enjoy reading again.

Keep Book Talks Short and Casual

In February, I keep book talks brief and conversational.

Rather than selling a book, I might say:

“This one surprised me.”
“Students keep asking for this series.”
“This is a good one if you don’t want a long read.”

Curiosity is often more powerful than persuasion.

Protect Time for Browsing

When motivation is low, students need time to wander the shelves without pressure.

I intentionally build in:

Quiet browsing time
Permission to look without choosing
Space to revisit old favorites

Browsing is part of the reading process — especially during the winter months.

Reading Motivation Is Emotional, Not Just Academic

Reading motivation is tied to:

Confidence
Identity
Energy
Past experiences

When students feel seen and supported as readers, motivation often returns naturally.

The library doesn’t need to fix reading — it needs to protect it.

A Gentle February Reminder

If students seem less enthusiastic about reading right now, that’s okay.

February isn’t about pushing harder.
It’s about helping students fall back in love with reading — slowly, gently, and on their own terms.

Small choices make a big difference.

Part of the February Series

This post is part of an ongoing February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

Earlier posts explored:

Resetting library expectations without starting over
Warm-up routines that support focus
Rebuilding attention after winter break

More to come as the season continues.

February Picture Books to Sustain Focus, Build Empathy, and Celebrate Libraries

Friday, February 6, 2026

By February, routines are in place — but sustaining focus and motivation still takes work.

This month is less about resetting and more about holding steady. As part of my February series focused on sustaining focus, reading motivation, and executive functioning, I wanted to share a fresh set of picture books that support that work without repeating January titles.

February also brings meaningful opportunities for connection, including National Library Lovers Month, Valentine’s Day, and Black History Month. The picture books below help teachers and librarians honor those moments while continuing to support focus, empathy, and thoughtful learning.

🧠 Why Focus Stamina Still Matters in February

By now, many students understand expectations — but maintaining attention is still challenging.

This is often when we see:

restlessness during read-alouds
difficulty staying with a text
emotional fatigue

This doesn’t mean students can’t learn or read deeply.
It means their focus stamina is still developing.

Picture books remain a powerful tool in February because they:

allow students to practice sustained attention
encourage reflection and listening
support executive functioning in a low-pressure way

📚 National Library Lovers Month

Picture Books That Celebrate Reading & Libraries (Without the Usual Picks)

Instead of beginning-of-year staples, these books celebrate libraries, books, and reading identity in ways that feel right for midyear.

📚 The Book Itch by Vaunda Micheaux Nelson

A joyful story about a child who loves books so much he creates a library for his community.

Why it fits February:
Celebrates access to books, community sharing, and the joy of reading.

SDG Connection:
📘 SDG 4 – Quality Education
🤝 SDG 10 – Reduced Inequalities

📚 That Book Woman by Heather Henson

A historical picture book about the Pack Horse Librarians of Kentucky.

Why it fits February:
Highlights the importance of libraries and access to books in a thoughtful, reflective way.

SDG Connection:
📘 SDG 4 – Quality Education
🏘️ SDG 11 – Sustainable Communities

📚 A Poem for Peter by Andrea Davis Pinkney

The story behind The Snowy Day and its groundbreaking impact.

Why it fits February:
Celebrates books, authorship, and representation — perfect for Black History Month.

SDG Connection:
📘 SDG 4 – Quality Education
⚖️ SDG 10 – Reduced Inequalities

🧠 Picture Books That Sustain Focus Stamina

🧠 The Listening Walk by Paul Showers

A quiet, mindful book that invites students to notice sounds.

Focus connection:
Supports sustained attention and self-regulation through intentional listening.

🧠 Grandfather Twilight by Barbara Berger

Minimal text with a gentle, reflective pace.

Focus connection:
Encourages calm observation and extended attention.

🧠 Waiting by Kevin Henkes

Short vignettes centered on patience and anticipation.

Focus connection:
Models waiting, persistence, and quiet focus — ideal for executive functioning conversations.

🌍 SDG-Aligned Picture Books for February

(Empathy, Community, and Care for Others)

February is a natural time to highlight relationships, fairness, and community responsibility.

🌍 The Day You Begin by Jacqueline Woodson

A powerful story about belonging and finding your voice.

SDG Connection:
🤝 SDG 10 – Reduced Inequalities
🕊️ SDG 16 – Peace & Strong Communities

🌍 Last Stop on Market Street by Matt de la Peña

A reflective story about noticing beauty, community, and gratitude.

SDG Connection:
🏙️ SDG 11 – Sustainable Cities & Communities
🤝 SDG 10 – Reduced Inequalities

🌍 Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney

A powerful Black History Month selection.

SDG Connection:
⚖️ SDG 16 – Peace, Justice & Strong Institutions
📘 SDG 4 – Quality Education

⭐ Books That Do Both: Focus + SDGs

These February titles quietly support focus stamina while deepening empathy and global awareness:

⭐ Waiting – patience, executive functioning, emotional regulation
⭐ The Listening Walk – mindfulness, focus, and self-regulation
⭐ Last Stop on Market Street – sustained observation and community awareness

These work beautifully for:

Mid year read-alouds
SEL discussions
Calm library moments

📚 How I Use These Books in February

I use these picture books to:

Sustain focus without increasing demands
Reinforce empathy and community
Celebrate libraries and access to books
Support executive functioning through reflective listening

They fit naturally into February lessons without adding extra planning — which matters this time of year.

💙 A February Reminder

February isn’t about restarting or introducing something new.

It’s about continuing what works.

The right picture books help students stay engaged, feel connected, and practice focus — even when energy is low.

That’s one of the quiet strengths of the school library.

🔗 Part of the February Series

This post is part of my February series focused on sustaining focus, motivation, and calm learning routines in the school library.

Earlier posts explore:

Resetting expectations without starting over
Helping students fall back in love with reading
Executive functioning and focus stamina

Building with Heart: A Simple STEM Kindness Challenge

Thursday, February 5, 2026

I’m dropping into your feed on a day I don’t usually post because I wanted to share something special with you. This is an activity I tried recently, and it feels especially perfect for the upcoming week.

Recently, I introduced my students to a simple STEM challenge:
Create a heart that can hold 10 kindness messages.

That was it. No example. No step-by-step directions. Just the challenge.

And honestly? That’s where the magic happened.

Giving Kids Space to Explore

As a school media librarian, I see students in a very different way than they do in a traditional classroom. The library is already a space for curiosity, creativity, and exploration, and I try to protect that as much as I can.

With this activity, I intentionally gave very little instruction. I shared the goal, passed out materials, and then stepped back.

We used recycled materials, blocks, and paper—nothing fancy. Cardboard, scraps, tape, and whatever we had on hand. What I saw were students thinking, trying, adjusting, and sometimes starting over. They weren’t looking for the “right” answer—they were building their answer.

When we give kids room to explore on their own, they show us just how capable they are.

Play Is Work

Years ago, when my son was young, I worked in a Montessori school. One of the ideas that stayed with me the most from that experience was this:

Play is work.

When children are “playing,” they are actually doing some of the heaviest learning of all. They are planning, problem-solving, experimenting, negotiating, and making sense of the world around them.

That mindset has stayed with me throughout my career. When I watch students building, tinkering, and creating, I don’t see off-task behavior—I see deep learning happening in real time.

The Importance of a Calm, Focused Space

Before we started, I set one simple expectation:
This was a quiet, focused build.

Not silent. Just calm.

Keeping voices low helped create a space where students could really concentrate. They slowed down. They stayed with their ideas longer. The room felt peaceful in a way that’s hard to describe unless you’ve experienced it.

Sometimes our students don’t need more directions—they need less noise and more time.

Play as a Way to Process Feelings

This challenge looked like play—and it was.

But it was also meaningful emotional work.

As students wrote kindness messages and designed their hearts, they were thinking about themselves, about others, and about how words can make people feel. They expressed those thoughts through building, drawing, and writing.

Play gives kids a way to process their thoughts and feelings without pressure. It allows learning to feel natural instead of performative.

Why Open-Ended Challenges Matter

What I love most about activities like this is that they don’t require fancy materials or long prep.

They require trust.

Trust that kids can think.
Trust that struggle is okay.
Trust that meaningful learning happens when we step back and let them lead.

And every time I try something like this, my students remind me why it’s worth it.

Free Download: Kindness Heart STEM Challenge

I’ve created a free printable PDF for this activity that you’re welcome to use with your students.

It includes:

The challenge prompt
Kindness message templates
A simple reflection page

👉 Click here to download the Kindness Heart STEM Challenge for free.

Or if you would prefer, you can download this activity for free on Teachers Pay Teachers

Whether you use this in your classroom, library, makerspace, or SEL block, I hope it gives your students the same space to explore, create, and connect that mine did.

Sometimes the best thing we can do as educators is offer the challenge—and then quietly step aside and watch them build.

How to Reset Library Expectations Without Starting Over

Monday, February 2, 2026

By February, something subtle starts to happen in the library.

Routines are technically in place. Students know the expectations. And yet, things can feel a little off. Transitions take longer. Voices get louder. Focus slips more easily.

This is often the moment educators wonder:

“Do I need to reset everything?”

Most of the time, the answer is no.

What students usually need isn’t a restart — it’s a re-centering.

Why Expectations Drift Midyear

Even well-taught expectations don’t stay solid on their own.

By midyear, students are navigating:

Winter fatigue
Schedule disruptions and snow days
Shifting energy levels
Growing comfort in shared spaces

None of this means expectations weren’t taught well.
It simply means students need clear reminders of how to be successful together.

Resetting Isn’t Starting Over

When we hear “reset expectations,” it can sound like:

Stricter rules
Longer reminders
A complete overhaul

That’s not what this looks like in the library.

Resetting expectations is about clarifying how we move, sound, and work together — not adding new rules or systems.

What I Keep the Same (On Purpose)

One of the most important parts of a midyear reset is deciding what doesn’t change.

In my library, I keep:

The same opening routine
The same lesson structure
Familiar transition cues
The same calm tone

Consistency creates safety. When the structure feels familiar, students are more open to redirection without defensiveness.

What I Revisit (Briefly and Intentionally)

Instead of restating every expectation, I focus on a few behaviors that matter most in a shared library space.

I revisit:

How we move through the library
How we use our voices
How we show listening and attention
How we care for shared materials

These reminders are short and often embedded naturally into lessons — not delivered as a separate lecture.

Using Language That Helps Students Re-Center

When expectations start to drift midyear, I don’t add new rules or long reminders. Instead, I rely on clear, specific language paired with visible actions.

The goal isn’t compliance — it’s helping students recognize when they need to adjust their bodies, voices, or attention to match the space they’re in.

Rather than one broad phrase, I use short cues that name exactly what needs to change.

What This Sounds Like in Practice

During Transitions
If a transition is louder or messier than expected, I pause and say:

“Let’s stop and try that transition again — slower and quieter.”

I model the pace I’m expecting and give students a chance to practice it correctly.

When Voices Start to Rise
Instead of calling out individuals, I’ll say:

“Our voices are louder than the space needs right now.”

Then I lower my own voice and wait. Students usually adjust without further prompting.

Before Listening or Instructions
As we shift into a listening moment, I might say:

“Before we start, show me what listening looks like in your body.”

I wait for stillness before continuing.

When Focus Slips
If attention begins to wander, I’ll say:

“Let’s pause and reset our bodies.”

This gives students permission to adjust without shame and reminds them what’s expected.

Why Specific Language Works

Specific cues:

Reduce confusion
Avoid power struggles
Support self-regulation
Respect students’ growing independence

They help students correct themselves without feeling called out — which is especially important during the long winter stretch.

A February Perspective

If expectations feel a little wobbly right now, that’s normal.

Resetting doesn’t mean you’ve failed.
It means you’re responding to where students are.

Most of the time, students don’t need a new system.
They need a reminder of how to use the one they already know.

Part of the February Series

This post is part of a February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

Earlier posts explored:

Warm-up routines that support focus
Intentional library displays
Rebuilding attention after winter break

More to come as the month continues.

A Brush with Magic: A Gentle Fantasy Inspired by Korean Art, Culture, and Storytelling

Friday, January 30, 2026

Art has a way of connecting us to culture, family, and stories bigger than ourselves. A Brush with Magic by Flora Ahn blends creativity, heritage, and imagination into a fantasy that will especially appeal to readers interested in Korean culture, art, and character-driven storytelling.

The story follows Yumi, who travels to South Korea for the summer while her parents remain behind for work. Although both of her parents are Korean, Yumi initially feels disconnected from the place and uncertain about where she belongs. She arrives expecting to spend time with her older sister, Minji, but quickly realizes Minji would rather hang out with their cousins — leaving Yumi feeling lonely and sidelined.

With little else to do, Yumi begins spending time with her grandfather, who introduces her to traditional Korean ink brush painting and shares stories rooted in folklore. These moments become the emotional anchor of the book, offering Yumi a connection to her family history and a new way to express herself.

When her grandfather is away and Yumi runs out of art supplies, she wanders into a mysterious art shop to buy more. What she brings home turns out to be far more than ordinary — an ancient brush infused with magic. When Yumi uses it, she accidentally summons a spirit and is swept into a series of unexpected adventures she never would have chosen on her own.

The Good

This is a gentle fantasy well suited for readers who enjoy imaginative stories without intense danger or nonstop action. Fans of Howl’s Moving Castle will recognize a similar cozy, whimsical tone — magical, atmospheric, and driven more by character than plot.

One of the book’s strongest elements is its cultural richness. Ahn does a wonderful job bringing Seoul to life through descriptions of the city’s sights, sounds, and smells, making the setting feel vivid and immersive.

This book will especially appeal to:

Students interested in Korean culture and folklore
Readers who enjoy art, painting, and creative expression
Fantasy readers who prefer softer, lower-stakes stories

The inclusion of traditional Korean ink brush painting adds a unique artistic thread that sets this story apart from more familiar fantasy titles.

The Not-So-Good (From a School Librarian Lens)

This is a quiet, character-focused story, which means it won’t be the right fit for every reader. Students looking for fast pacing or constant action may struggle to stay engaged.

However, when matched with the right audience — particularly readers who enjoy atmosphere, cultural exploration, and creativity — the book’s style feels intentional. This is a title I would recommend thoughtfully, rather than broadly.

Classroom & Curriculum Connections

A Brush with Magic offers several natural cross-curricular connections:

Art:
- Exploring traditional Korean ink brush painting
- Creating artwork inspired by cultural techniques
Social Studies / Global Learning:
- Learning about Korean culture and traditions
- Discussing identity and connections to family heritage
ELA / SEL:
- Feelings of belonging and loneliness
- Navigating sibling relationships
- Finding confidence through creativity

This book works well within a global literature unit, an art-integrated lesson, or a multicultural reading display.

Overall

A Brush with Magic is an imaginative and culturally rich story that blends gentle fantasy with meaningful themes. While it may not appeal to every reader, it offers a rewarding experience for students interested in art, creativity, and learning about Korean culture.

I especially enjoyed the nods to Howl’s Moving Castle and the opportunity to experience Korea through a magical lens. With the right audience, this book has the potential to spark curiosity, creativity, and thoughtful discussion.

Recommended Grade Levels

Grades 4–7
Best suited for readers who enjoy character-driven fantasy and cultural storytelling.

Why Your Students Will Love It

Students who enjoy art and painting will be drawn to Yumi’s journey. The magical brush, the spirit-filled adventures, and the vivid setting make this a story that feels imaginative without being overwhelming — ideal for readers who want magic with heart.

Helping Students Rebuild Focus in the Library During the Winter Months

Monday, January 26, 2026

Winter can be surprisingly hard.

Students return from winter break excited, tired, and often unfocused. Add in snow days, schedule disruptions, and shorter daylight hours, and routines that felt solid in the fall can start to feel rusty. Even students who usually settle quickly may struggle during this time of year.

If that sounds familiar, it’s not a classroom management issue — it’s a seasonal transition.

Focus is a skill, and winter is when that skill often needs extra support.

Why Focus Feels Harder in Winter

During the winter months, students:

Experience more interruptions to routine
Spend more time indoors and on screens
Move unevenly between rest and structure
Need extra time to regulate their energy

Returning to school after winter break — especially when snow days interrupt momentum — requires patience. Expecting students to immediately jump back into sustained focus can create frustration for everyone.

Instead, this season calls for structure, predictability, and gentle rebuilding.

The Library’s Role in Supporting Focus

The school library is often one of the few spaces where students slow down, listen together, and engage with stories.

Because of this, the library is a natural place for students to practice:

Sustained attention
Self-regulation
Listening and reflection

This doesn’t require new programs or stricter rules. It begins with intentional routines and thoughtful pacing.

Start Every Class the Same Way

One of the most effective ways I support focus is by starting every class with a predictable opening routine.

A short, consistent warm-up signals to students:

This is where learning begins.

Routines like Shelf Starters help students settle more quickly because they know exactly what to expect. Predictability reduces cognitive load and helps students transition calmly into learning.

Keep Lessons Short and Purposeful

During the winter months, shorter lessons are often more effective than longer ones.

Rather than trying to cover everything at once, I focus on:

One clear teaching point
Brief modeling
Time for students to practice

A structure that works well is:

Mini-lesson: 5–7 minutes
Active practice: 10–15 minutes
Wrap-up or reflection: 3–5 minutes

Before each lesson, I ask myself:

What is the one thing students need to walk away with today?

That clarity helps both students and teachers stay focused.

Using Character-Based Movement to Support Focus

Movement can support focus when it’s intentional and connected to comprehension. One strategy I return to often is character-based movement, where students use their bodies to show their thinking rather than release energy randomly.

This type of movement is brief, purposeful, and tied directly to learning.

Example: Exploring Character Traits Through Movement

Instead of focusing on plot, I sometimes use movement to highlight character traits.

Teacher prompt:

“Show me a pose that represents a character who is brave.”

Student movement:
Students might:

Stand tall with shoulders back
Place hands on hips
Look straight ahead

After a few seconds, I say:

“And freeze.”

I may then follow up with:

“Turn and tell a partner which character you were thinking of.”

Variation: Comparing Emotions or Traits

This works especially well with older students.

Teacher prompt:

“Show me a pose for a character who feels confident… now freeze.
Now show me a pose for a character who feels unsure.”

Students adjust their posture to reflect the change.

Why this works:
Students are physically comparing traits and emotions, which strengthens comprehension and helps them refocus before moving on.

Using Movement as a Transition

Movement works best when it signals a shift.

I often use character-based movement:

After a mini-lesson
Before independent work
Before returning to listening

When students freeze, they know it’s time to refocus. Over time, this becomes part of the routine and actually saves instructional time.

Using a Simple Visual Schedule

A visual schedule is one of the easiest ways to support focus and executive functioning in the library.

It doesn’t need to be elaborate. I keep mine consistent and simple.

Example Library Schedule:

Shelf Starter
Mini-Lesson
Practice / Explore
Share / Close

I point to the schedule as we move through the lesson so students always know what’s coming next. This reduces anxiety and helps students manage transitions independently.

Focus Is an Executive Function Skill

Focus is not just about behavior — it’s part of executive functioning.

Skills like task initiation, sustained attention, and self-regulation take time to rebuild after breaks and disruptions. The library offers a safe space for students to practice these skills without pressure or judgment.

I’ll be sharing more specifically about executive functioning supports in a future post, but winter routines lay the foundation.

A Gentle Winter Reminder

If focus feels harder right now, that’s okay.

Winter doesn’t require perfection — it requires patience, structure, and consistency.

Start with:

A predictable opening
Shorter lessons
Intentional movement
Clear visual structure

Small, consistent choices add up.

Part of the Winter Reset Series

This post is part of my Winter Reset series for school librarians, focused on simple systems that support calm, focused learning.

Earlier posts in the series include:

Shelf Starters to anchor each class
Thoughtful winter library displays

More to come as the season continues.

Blood in the Water: A Slow-Burn Thriller That Hooks Readers with History, Horror, and Suspense

Friday, January 23, 2026

Blood in the Water by Tiffany D. Jackson is a Scholastic title that immediately caught students’ attention during our book fair. As I was preparing displays, students were instantly drawn in after watching the book trailer Scholastic provides — the tension, mystery, and ominous tone did exactly what a great trailer should do: it made them want to know more.

Tiffany D. Jackson is well known for her suspenseful writing, and this book is no exception. The story unfolds on Martha’s Vineyard, a setting rich with history and atmosphere. What begins as a quieter, slower-paced story gradually builds into something far more intense, revealing how fear, bias, and misunderstanding can escalate with devastating consequences.

At the center of the story is Kaliani, whose experience invites readers to examine how people are treated when fear takes over — and how quickly assumptions can replace truth.

The Good

One of this book’s greatest strengths is how it showcases Black history connected to Martha’s Vineyard, making it a meaningful curriculum connection for social studies and ELA classrooms.

The story also offers a strong look at the judicial process, creating natural opportunities for:

Mock trials
Analyzing evidence and perspective
Discussing fairness, bias, and justice

From an SEL perspective, students can explore how Kaliani feels about the way she is treated, how fear impacts decision-making, and what it means to be unheard or misjudged.

The Not-So-Good (From a School Librarian Lens)

This is a slow-burn novel, especially at the beginning, and some students may need encouragement to push through the early chapters. That said, readers who stick with it will find themselves pulled into twists and turns that make the final portion of the book feel like a roller coaster ride.

It’s also important to note that this story falls within the horror/suspense genre. There are intense scenes that may be uncomfortable for younger or sensitive readers, making this a book best recommended with intention.

About the Author

Tiffany D. Jackson is a master storyteller known for keeping readers on the edge of their seats. Her ability to blend suspense with real-world issues is what makes her books so impactful.

I first read Allegedly back in 2017, and it’s a story that has stayed with me ever since — a testament to Jackson’s skill at crafting narratives that linger long after the final page. With Blood in the Water, she once again proves her gift for building tension and delivering powerful, thought-provoking stories.

Classroom & Curriculum Connections

This book offers strong cross-curricular opportunities, particularly for middle and upper grades:

Social Studies:
- Black history of Martha’s Vineyard
- Community response to fear and crisis
ELA:
- Character perspective
- Theme, conflict, and suspense
SEL / Civics:
- Fairness, bias, and empathy
- How fear influences behavior and judgment
Science & Health Extensions:
Teachers can extend the story by discussing shark attacks, including:
- Why shark encounters happen
- How rare shark attacks actually are
- General water safety tips and how to reduce risk

This adds a real-world connection that helps students separate fear from facts.

Overall

Blood in the Water is a gripping, unsettling read that rewards patient readers. Tiffany D. Jackson’s talent for suspense is on full display, blending history, horror, and social commentary into a story that invites deep discussion.

For students who enjoy thrillers with substance — and for educators looking to spark conversations about justice, fear, and safety — this book offers powerful possibilities.

Recommended Grade Levels

Grades 6 and up
Best suited for mature middle-grade readers and early high school students.

Why Your Students Will Love It

Students who enjoy suspense will be hooked by the tension and twists, especially once the story gains momentum. Many readers will find themselves eager to talk about what’s fair, what isn’t, and how fear can quickly change the way people are treated.

January Displays: Using a Display Lens to Support a Calm Reset

Monday, January 19, 2026

January always feels like a quiet reset.

After the busy pace of fall and winter, the library becomes a place where students need help settling back into routines, rebuilding focus, and reconnecting with books. This month, I’m sharing a short January Reset series focused on simple systems that support calm, intentional learning in the library.

Last week, I shared how Shelf Starters help anchor each class period. This week, I’m focusing on another system that quietly shapes student behavior and book choice: library displays.

Library displays are often treated as decoration, but when they’re planned with intention, they become one of the most effective tools we have for guiding students — without adding another task to a busy schedule.

Why Library Displays Matter (Especially in January)

Library displays aren’t just visual. When they’re thoughtfully planned, they can:

Guide students toward meaningful book choices
Reinforce routines and expectations
Reduce decision fatigue for students returning from break
Support classroom learning
Make the library feel welcoming and calm

In January, displays can do even more. They help students ease back into learning without pressure or overload — something many students need after time away from school routines.

Introducing the Display Lens

To keep display planning manageable, I use what I call a Display Lens.

A display lens isn’t a calendar or a checklist. It’s a guiding question:

What do students need right now — and how can the library space quietly support that?

Instead of changing displays constantly, the lens stays the same. What changes is the student need it’s responding to.

In January, that need is clear: reset, focus, and reassurance.

How I Think About January Displays

Rather than changing everything at once, I approach January displays with simplicity and purpose. I usually choose one main focus display and one or two supporting displays that can stay up for most of the month.

When planning January displays, I think about the needs students bring with them after winter break. Most fall into three areas:

Fresh Starts & Goals
Learning, Leadership, and Reflection
Focus & Curiosity

Not every display needs to be elaborate. A clear theme and a small collection of well-chosen books go a long way.

January Display Ideas That Work

📚 1. New Year, New Reading

This is a simple, student-friendly way to start the semester.

Display ideas might include:

“New Year, New Books”
“Try a New Genre”
“Books to Start the Year Strong”

You might invite students to:

set a personal reading goal
recommend a favorite book
choose a genre they want to explore

This display pairs naturally with conversations about growth and curiosity — without adding pressure.

🧠 2. Focus, Growth, and Perseverance

January is a great time to highlight books that quietly support:

Focus and perseverance
Problem-solving
Growth mindset

These displays reinforce executive functioning and calm learning habits without needing explicit instruction. The books do the work.

🌟 3. Leadership, Voice, and Change

January includes meaningful moments for reflection and learning, including Martin Luther King Jr. Day. This makes it a strong month to highlight books about:

Leadership
Standing up for others
Fairness and justice
Real people who made a difference

This display can be simple — a small collection of picture books and biographies with a clear sign.

January Literacy & Learning Observances to Note

Here are a few January observances that work especially well for library displays:

National Braille Literacy Month (all month)
International Creativity Month (all month)
Martin Luther King Jr. Day (3rd Monday in January)
Edgar Allan Poe’s Birthday (January 19) — great for mysteries
Data Privacy Day (January 28) — a natural tie-in to digital citizenship

You don’t need to highlight all of these. Even one thoughtful connection is enough.

A Gentle Reminder About Displays

Library displays don’t need to change every week to be effective.

One or two well-planned displays that stay up for most of January can:

Reduce student overwhelm
Support reading habits
Reinforce routines
Make the library feel intentional and calm

Sometimes, doing less allows the books to speak more clearly.

How the Display Lens Works Beyond January

While I’m focusing on January displays right now, the Display Lens is designed to support the library all year long — without requiring constant change.

Instead of planning entirely new displays each month, I shift the focus of the same system based on what students need most at that point in the year.

Here’s a high-level view of how that lens evolves, along with a few starting-point book ideas for each month.

January — Reset & Focus

Displays support routines, reduce overwhelm, and help students ease back into reading.

Display starting points:

The OK Book by Amy Krouse Rosenthal

The Whatifs by Emily Kilgore

Your Fantastic Elastic Brain by JoAnn Deak

Quiet Please, Owen McPhee! by Trudy Ludwig

February — Comfort & Motivation

Displays highlight familiar favorites, short reads, and choice without pressure.

Display starting points:

I Want My Hat Back by Jon Klassen

The Bad Seed by Jory John

Leonardo, the Terrible Monster by Mo Willems

March — Curiosity & Independence

Displays invite exploration and self-directed browsing as routines solidify.

Display starting points:

Seven Blind Mice by Ed Young

Not a Box by Antoinette Portis

The Darkest Dark by Chris Hadfield

The Big Umbrella by Amy June Bates

April — Stewardship & Care

Displays connect reading to responsibility, community, and environmental awareness.

Display starting points:

The Watcher by Jeanette Winter

What a Waste by Jess French

The Great Kapok Tree by Lynne Cherry

Our House Is on Fire by Jeanette Winter

May — Reflection & Celebration

Displays honor reading identity, effort, and growth without adding new expectations.

Display starting points:

Thank You, Omu! by Oge Mora

Those Shoes by Maribeth Boelts

Maybe by Kobi Yamada

Looking Ahead in the January Reset Series

This January Reset series is focused on small systems that make a big difference. Instead of adding new programs, the goal is to strengthen what’s already happening in the library.

In upcoming posts, I’ll continue sharing ways to support routines, focus, and reading engagement — one intentional shift at a time.