I once told a student I had never read Harry Potter, and their jaw just about hit the floor.

“But you’re the librarian!” they gasped. “How is that even possible?”

Honestly, fair question.

That small moment led to one of the most meaningful conversations I have ever had with a student about reading. It was not really about Harry Potter. It was about the idea that there are certain books every reader is “supposed” to love. It was about breaking down the myth that being a reader means enjoying the same books as everyone else.

That moment has stayed with me because it reminded me of something I believe deeply: reading is not about checking off a list of books someone else decided matter most. Reading is about connection. It is about curiosity. It is about helping each student find the stories, formats, topics, and voices that make them want to turn the page.

The Myth of the “Must-Read” Book

We have all heard it before:

“You have to read this book. It’s a classic.”

“If you don’t love this series, are you even a real reader?”

“This is the book everyone loves.”

That kind of pressure can feel harmless, but for students who are already struggling to see themselves as readers, it can be discouraging. When students believe there is a certain mold they have to fit in order to be considered a “real reader,” many of them decide they simply do not belong in that world.

I understand that feeling because when I was younger, I was not the kid staying up late with a flashlight under the covers, desperate to finish one more chapter. I was not spending all my free time in the library. I read what I needed to read, did what I had to do, and moved on.

For a long time, I thought that meant I was not really a reader.

Now, as a school librarian, I see students wrestle with that same idea. Some believe that if they do not enjoy traditional novels, classic titles, or the books adults keep recommending, then reading just is not for them. But I do not believe that is true.

Every student has the capacity to become a reader when they are given access, choice, and permission to find what speaks to them.

Why Student Choice Matters

Reading is not only about decoding words on a page. It is about engagement, identity, confidence, and connection. When students have ownership over what they read, they are more likely to feel invested in the experience.

Student choice helps students:

  • feel more confident in their reading lives
  • build stronger reading habits
  • develop curiosity
  • see reading as something they can enjoy, not just something they are required to do
  • begin to understand who they are as readers

Research continues to support what many school librarians see every day: when students have meaningful choice in their reading materials, they are more motivated to read and more likely to build lasting literacy habits. Mackenzie (2025) notes that independent reading choice can support engagement and comprehension, while Yaneva (2024) highlights how one-size-fits-all reading expectations can leave some learners disconnected from literacy experiences.

Even with this understanding, I still see moments where student choice is limited, discouraged, or dismissed.

One moment that has stayed with me happened in a second-grade classroom where students were not allowed to read graphic novels during free reading time.

Several students eagerly pulled out graphic novels they were excited to read, only to be told to put them away because they were not considered “real books.” I understood that the teacher had expectations for independent reading, but I also saw how quickly the students’ excitement faded when the books they loved were dismissed.

And all I could think was: this is how we take the magic out of reading.

Graphic novels are real books. Audiobooks are real books. Manga, magazines, online articles, and informational texts all count as reading. When we create narrow definitions of what “counts,” we risk pushing students away from the very thing we are trying to help them love.

For many students, graphic novels are not a shortcut around reading. They are a doorway into it.

They build comprehension, vocabulary, visual literacy, stamina, inference skills, and confidence. More importantly, they help students experience success. And sometimes, success is what turns a reluctant reader into a willing one.

Access, Choice, and the Role of the Library

At its core, the school library is built on access. The American Library Association’s Library Bill of Rights reminds us that libraries should provide materials and information representing a wide range of viewpoints and should not remove or restrict materials because of disapproval (American Library Association, 2019).

For me, that belief extends beyond collection development. It also shapes how we talk to students about their reading choices.

When we tell students that certain books do not count, we are sending a message about whose interests, preferences, and reading identities matter. When we honor a variety of formats and genres, we show students that reading can belong to them.

That does not mean school librarians and teachers will always approach reading in the exact same way. Collaboration matters. In the situation with the second-grade class, I was not able to change the teacher’s policy overnight. However, we were able to work together to find a compromise by selecting books she felt comfortable with while still giving students more variety.

It was not my ideal outcome, but it was a step forward.

And sometimes, a step forward is where change begins.

Building a Culture of Reading

Last year, I attended the AASL ISS Reading Session, where we discussed ideas from Lorraine M. Radice’s Leading a Culture of Reading: How to Ignite and Sustain a Love of Literacy in Your School Community. The conversation pushed me to think even more deeply about what it means to build a reading culture that is truly student-centered.

Some of the questions that stood out to me were:

  • How do we create more opportunities for student choice?
  • How do we update reading selections so students see books that reflect their lives, interests, and the world they are growing up in?
  • How do we encourage student agency instead of compliance?
  • How do we help all students believe reading can be for them?

These are not small questions. But they are important ones.

A strong culture of reading is not created by forcing every student to love the same book. It is created by building a library environment where students feel safe exploring, questioning, abandoning books that are not working, trying new formats, and discovering what they actually enjoy.

That is where school librarians can have such a powerful impact.

We get to be matchmakers between students and stories. We get to say, “You did not like that one? That is okay. Let’s try something else.” We get to remind students that not finishing a book does not mean they failed. It might just mean that book was not the right fit.

There is freedom in that.

Final Thoughts: Let Students Find Their Books

The reality is, there is not one perfect book for every student.

But there is a book, format, topic, character, series, or story that can help each student feel like reading might be for them after all.

When we allow students to choose their own reading paths, we are not lowering expectations. We are building connection. We are giving students confidence, autonomy, and a reason to keep reading beyond the classroom.

And honestly?

That matters much more than whether or not they have read Harry Potter.

So no, I have never read Harry Potter.

But I have helped students find books they love.

And that feels like library magic to me.

References

American Library Association. (2019). Library Bill of Rights. https://www.ala.org/advocacy/intfreedom/librarybill

Mackenzie, N. (2025). The power of independent reading. Qualitative Research Journal. https://www.emerald.com/insight/content/doi/10.1108/QRJ-09-2024-0200/full/html

Radice, L. M. (2023). Leading a culture of reading: How to ignite and sustain a love of literacy in your school community. International Literacy Association.

Sullivan, J. (2024, November). Nobody’s reading anything anymore. The Atlantic. https://www.theatlantic.com/magazine/archive/2024/11/the-elite-college-students-who-cant-read-books/679945/

Yaneva, D. (2024). Use of digital educational resources for the development of functional literacy and the formation of skills for sustainable engagement. Knowledge-International Journal. http://ikm.mk/ojs/index.php/kij/article/view/7141