One Local Author’s Passion Project
For children’s author and Franklin Academy parent Anne Ursu, building a school library was a way to give back to the school that changed her son’s life.
It all began when a teacher expressed interest in expanding the school’s graphic novel collection—specifically, to include more diverse perspectives. The teacher reached out to Anne to see if she had a few ideas. Jumping at this meaningful opportunity to support the school and teachers she adored, Anne curated a spreadsheet of recommendations and produced a grant to fund the project.
As she browsed the existing library, Anne noticed the collection lacked intentionality and focus. Many of the books were outdated, donated back when the school was started. So, she offered to update the entire collection.
Curating with Care: A Collection for All
In the following weeks, Anne carefully selected books to appeal to a wide range of readers: popular series, diverse genres, and stories that reflect many identities and lived experiences. She made sure to include books with positive representations of neurodiverse characters, too.
“I wanted books for every reader… That meant creating balance. And of course, we have so many visual learners. So, that meant getting more picture books, more graphic novels, more visually-appealing nonfiction books.”
As she awaited the shipment of new titles, the library space itself underwent a transformation. New shelving was installed and comfortable furniture added to make the space feel like home.
Unpacking the books, Anne recalled her own childhood afternoons spent in the library, moments that sparked a lifelong love of reading. “Seeing the space come together reignited this pleasure in me… I found myself thinking, ‘I want to learn about turtles… Give me that dinosaur book!’”
Building Confidence and Choice in the Library
Now that the project is complete, Lower School Teacher Ms. Brenna brings her Gooseberry Falls students to the library each day following outdoor gym. These visits are an opportunity for students to explore books, discover what they enjoy, and build independent reading habits.
Ms. Brenna observes her students naturally gravitating toward books featuring animals, cartoon characters, and themes that connect to their own lives. Series like Dog Man and Pete the Cat are class favorites. However, she gently nudges them to go beyond the cover.
“What I’m working on with them is: ‘Okay, the cover caught your eye—now let’s dig a little deeper. Is this the right book for us?’” she explains. She teaches students to check the first paragraph or page and identify how many words are tricky for them to read. This helps them find materials that are engaging but still within a comfortable reading range.
And when a book feels too difficult? That’s okay too. Ms. Brenna emphasizes that reading growth is a journey.
“I really have to drill that into them,” she says. “Some of our students can be really hard on themselves. I hear a lot of, ‘I can’t read,’ or ‘I can’t do this.’ But I remind them: It’s not that you can’t—this just might not be the right book for you right now.”
For neurodiverse learners, that message is powerful. Having choice in reading isn’t just a preference—it’s a path to empowerment.
Visual Supports and Storytelling: Tools for Understanding
As Anne shared, the collection is filled with visually-appealing books: graphic novels, picture books, easy readers, and illustrated nonfiction books. Why is this?
Well, walk through the halls of Franklin Center, and you’ll notice visual supports everywhere—on classroom walls, desks, and throughout shared spaces. Images, charts, and step-by-step guides serve an essential purpose: they help break down complex tasks into manageable steps, provide cues to maintain focus, and set clear expectations for what’s ahead.
For neurodiverse learners, visual information is powerful in navigating daily routines and transitions.
One effective tool is the social story—a short narrative that previews a situation and offers guidance on how to respond. These stories reduce anxiety by making the unfamiliar feel more predictable. In many cases, library books can be used as social stories, too.
“For kids with autism, books can make what is strange, familiar. Whether that’s going to school for the first time, or experiencing some kind of emotion… There’s language in there that can give words to things that kids can’t really name, and help to prepare them,” shares Anne.
Developing Social Skills Through Stories
Books are also powerful tools for developing communication, empathy, and social skills.
While reading, students are encouraged to look closely at facial expressions, body language, and dialogue of a character. Teachers ask questions like, “What do you think this character is feeling?” or “How else might they have responded?”
These moments help students recognize emotions and practice interpreting social cues—skills that are often more difficult for neurodiverse learners, but essential for forming connections.
Books also provide structure for group conversations. Whether it’s a small-group discussion at a teacher table or a literature circle with peers, stories spark dialogue and encourage connection.
“That’s great for our population,” explains Ms. Brenna, “because we’re working on building communication skills and the natural language of how to start a conversation—and how to sustain it.”
These benefits extend beyond the classroom. Teachers and therapists use books to work together and reinforce specific therapy or academic goals, making reading an integrated approach to learning.
“We can take the books and then say, ‘Okay, how can we tie this into our therapy goals? How can we tie this into academic goals?’ It all comes together,” shares Brenna.
A Living, Breathing, Collection
Anne continues to visit the school library regularly—putting away returns, tidying the shelves, and observing which books are most loved. Topics like flags, maps, and space have become student favorites this year.
When thinking about the future of this collection, Anne shares:
“I hope that kids can find whatever book will hook them into reading. They say there’s a book for every kid, a book that will open the door up for many more books. I’m hoping I can keep the collection going, and be responsive to the needs of the teachers and the students long-term. I’m hoping this is a living collection.”
At Franklin Center, the library is no longer just a quiet corner of the school—it’s a dynamic space designed with every reader in mind. Thanks to Anne’s vision and the dedication of teachers like Ms. Brenna, it’s a place where students can find themselves in stories, gain critical literacy skills, and connect with others through the pages of a book.
About The Author: Lizzie Esposito
More posts by Lizzie Esposito