The Roots of an Inclusive Worldview

Chapter 3: Inclusion by Meg Boisseau Allison
and Peter Patrick Langella
Blog post by Meg
"In what ways do school librarians reinforce inequities and injustices by choosing what we remain silent about"

The Roots of an Inclusive Worldview
From a very young age, and because I loved books, I was able to tap into a deep well of inner compassion through the stories and perspectives of some incredible characters. Whether it was Wilbur fighting for his life, because of the indignities of being the runt of the litter, or Cassie Logan confronting the hate and social injustices of the South during Jim Crow.

As I grew as a reader and grew older in life, the set of oppressions under which some of my favorite characters strove for their full humanity, in no small way, shaped my worldview. Not only did life seem heartbreakingly unfair; the systemic injustices that impacted one’s place in the world were something that I instinctively recoiled against, giving roots to a lifelong commitment to equity, justice, and inclusion.

As a sociology major in college, as I came to understand the concepts of power and privilege, systemic oppression, and intersectionality, it gave me an academic foundation from which to position myself in the world. It also provided a framework for my work, years later, as a teacher-librarian. It’s why I strive toward Radical Inclusion in my school library today, and write about it with my thinking partner, Peter Langella.

Undeniably, its roots are within the pages of classic children’s literature. As a young white girl growing up in rural Vermont – surrounded by blue-collar neighbors working hard to make ends meet – books were absolutely my window into a larger and more diverse world. They forever altered my heart and capacity for empathy and understanding. It’s no wonder to me why I am still invested in the fight for justice. It feels full circle to continue to do this work in the container of a library, where the stories and characters from my youth reside and where the voices of new generations of authors continue to expand, mirror, reflect, and shake free identities that have long been marginalized, oppressed, and deemed less than.

Photograph: Amplify Black Voices“Amplify Black Voices” courtesy of Meg B. Allison

Exclusion is Ultimately Unethical
In my work as a teacher-librarian, with Radical Inclusion as a core identity, I strive to be mindful of any number of ways that my role wields power, and then move toward sharing that power, specifically with my number-one stakeholders – young people. In thinking of the role that many school librarians assume as the gate-keepers of our large, collective spaces, I try to disrupt the comfort of my own cisgendered, hetero-normative, able-bodied, college-educated, middle-class identities by interrogating the books that are curated, the programming that is supported, in the topics that are addressed, how the library is organized, and in the many ways our systems and mindsets seek to exclude by default, rather than include.

Because, oh, how easily we exclude!  Any librarian can attest that it is much easier to avoid controversy by making choices about what books not to add to one’s collection, what voices not to include in our programming. Every community is unique, of course, and I live in one that arcs toward progressive and liberal values, but certainly not exclusively. I understand that adding books to our collection that feature LGBTQIA+ characters, for example, will not cause the kind of waves in a state that was the first to adopt civil union legislation in 2000.

But yet there is a kind of gatekeeping that happens on behalf of our student populations, and in Vermont, this was apparent when the book George by Alex Gino was selected to be on our Golden Dome list, igniting a conversation within our Vermont School Librarian Association membership about whether to include this book in elementary school collections. Even though the main character is in the 4th grade, some librarians opted to side-step controversy and simply excluded it from their collections, thus denying the humanity of students whose living experiences mirrored George’s. They were also denying other students the opportunity to grow in compassion and empathy for a character who feels differently than their gender identity assigned at birth. What a missed opportunity for all students, albeit made by well-intended librarians to privilege their own comfort under a misguided attempt to protect students from a tender, emphatic, and ultimately affirming story.

Let me be clear: soft censorship is still censorship. Choosing not to add a book, author, or topic to our collection in the name of protecting our readers or avoiding backlash from our larger community is exclusionary.  It is not an act toward building an anti-racist and inclusive library. It is not an act of courage. It is the path of privilege and comfort, attained by maintaining silence. It is one I have to confront each and every day that I suit up and go into the library and challenge long-entrenched status quos that have privileged my comfort over the dignity and humanity of others.

Peter and I ask in Chapter 3: Inclusion in Core Values in School Librarianship: Responding with Commitment and Courage, and have asked at many workshops where we present this idea of radical inclusion to our school library peers, in what ways do you reinforce inequities and injustices by choosing what you remain silent about?  To which I would add: we speak volumes with our actions, and uphold injustice and oppression with our inability – individually and collectively – to take action.

Accountability
All of which makes me consider how we can collectively hold ourselves accountable. And hold ourselves accountable to our values we must. We can do this through building strong networks and seeking support. So often, teacher-librarians make decisions of import in a vacuum, largely due to the fact that we are the only ones in our buildings. But I would urge each of us, that anytime we choose to exclude a book – or idea – or program – from our libraries, we get second and third opinions. That we bring our decisions to our library advisory boards. That we pose the question on Twitter and other places where teacher-librarians from diverse backgrounds gather. That we push through our discomfort and get closer to being more open to experiences and identities that differ from our own, and accept that while we might not always get it right, we are cowardly for not trying. We are not doing our students with the most privileges any favors, and at worse, we are harming historically marginalized students by moralizing and patronizing their identities.

Compassionate-Action
Holding ourselves accountable will help each and every one of us move closer to a place of Compassion-Action. Peter and I explore this framework within our chapter, positing that it levels-up empathy, by igniting action. We believe that it’s not enough to have a change of heart: that if true equity and justice is to be realized, those of us with positional power and intersectional privilege must combine empathy with action and move toward compassionate action. That in the words of Dr. Lilla Watson, an Australian Aboriginal elder and activist, “If you have come here to help me, you are wasting your time, but if you have come here because your liberation is wrapped up in mine, then let us work together.”

We can ignite this power within our spheres of influence – within our libraries – by sharing power, sharing space, building containers for compassionate action, and being transparent to our stakeholders about our decision-making processes.

To which I say, in order to achieve Radical Inclusion, be it in your school library, your district, and in your statewide or national memberships, we must share power with those who have been historically excluded and marginalized, starting with our students. Anything less than this ensures that systems of oppression will remain firmly entrenched, not just in our hearts, but in our collections, policies, practices, and pedagogies. The school library must be an active site of liberation in the co-creation of conditions for freedom, liberty, and justice for all.

Reflection Question
Peter and I invite school librarians to join in our ongoing reflection and discussion about Radical Inclusion on Twitter. We ask:

“In what ways do school librarians reinforce inequities and injustices by choosing what we remain silent about?” (Allison and Langella 2021, 51).

You can follow the discussion using the hashtags #SLCoreValues and #Libraries4Action.  Additionally, join us at AASL in Salt Lake City for our workshop on Radical Inclusion.  We look forward to leaning in and learning with you!

Additional Resource
Butler, Sarah Lorge. 2018. “Parents Are Divided Over a Book in a Popular Student Reading Program in Oregon.” New York Times, May 8. Available at https://www.nytimes.com/2018/05/08/books/george-alex-gino-controversy-oregon.html. Accessed September 18, 2021.

Works Cited
Allison, Meg Boisseau, and Peter Patrick Langella. 2021. “Diversity.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 37-54. Santa Barbara, CA: Libraries Unlimited.

Watson, Lilla. 2004. “Recognition of Indigenous Terms of Reference,” Keynote Address at “A Contribution to Change: Cooperation Out of Conflict Conference: Celebrating Difference, Embracing Equality,” Hobart, Tasmania (September 21-24). Available at https://uniting.church/lilla-watson-let-us-work-together/. Accessed September 19, 2021. Note: Lilla Watson prefers that the words be credited “Aboriginal activists group Queensland, 1970s.”

Image Credit: “Amplify Black Voices.” Vermont State Capitol, Montpelier Vt. June 2020. Courtesy of Meg B. Allison.

 

Collaborating for Diversity and School Library Programming

Chapter 2: Diversity by Julie Stivers, Stephanie Powell,
and Nancy Jo Lambert|
Blog post by Judi Moreillon

“Books that reflect our students and our world need to be intentionally and seamlessly displayed, promoted, personally read, and incorporated into the classroom curriculum.” Julie Stivers (36)

Collaborating with Others to Build the Collection
The goal of building and maintaining a culturally responsive school library collection is for diverse resources to be used for learning by students, educators, administrators, and families. School librarians who have diligently developed such a collection must collaborate with others in order to ensure that the library’s resources are integrated into the reading and learning lives of students and broaden the perspectives in the classroom curriculum. Collaborating with students and other educators is essential for the librarian and the library to reach their capacity to transform learning and teaching.

In Chapter 2, Stephanie Powell describes how she and her library partner work with students and classroom teachers. When a group of students approached the library staff to support them in starting a digital literacy magazine focused on students’ responses to the pandemic, the librarians and library were reaffirmed as students’ allies and further built relationships. The library staff also attends educators’ planning meetings and Professional Learning Team meetings to discern and solicit students’ and educators’ library collection development needs. Stephanie notes, these activities give “librarians the opportunity to be visible in and supportive of the needs of our students” (35).

Building Inclusive Programming
Julie Stivers charges school librarians to be literacy leaders who work to diversify the literature canon in schools.

“Diverse library programming cannot exist in a school where classroom texts for language arts are overwhelmingly White” (26).

Collaborating with classroom teachers and encouraging them to incorporate books and resources written by underrepresented groups and diverse perspectives is a leadership responsibility of school librarians.

Advocating for all students with their diverse identity markers will require commitment and perseverance. It will require critical self-examination and honest assessments of one’s own role and the role of the library program in breaking through the status quo. This charge requires courage on the part of school librarians.

Diversity Reflected in Library Programming: Vignette by Gabriel Graña
Gabriel Graña, middle school librarian at RD & Euzelle Smith Middle School in Chapel Hill, North Carolina, contributed one of the two vignettes in Chapter 2 titled “Can’t Stop, Won’t Stop—Building and Promoting an Inclusive Collection(32-33). Gabriel notes that “representation is a verb” (32), meaning librarians must be proactive in seeking out and representing the stories of all students, including those who do not frequent the library space. Thinking about and taking action for the voices that are unheard is powerful.

One way Gabriel accomplishes this is through talking with all students and encouraging them to make suggestions for library purchases. He also critically examines books under consideration for their attention to multiple identity markers. He gives the example of Kacen Callender’s King and the Dragonflies (Scholastic 2020), a fantasy novel that is a Black Queer story, as the kind of book he remains alert to reading, purchasing, and promoting.

Shared ownership in the library space, collection, and program is key. Gabriel writes, “I’ve been in my library for six years. As the years have progressed, I’ve seen more self-selected, self-formed study groups, organic clubs of students of color who just want to come in and celebrate their interests” (32).

Gabriel recommends following other librarians on social media to stay up to date on the latest in literature and library programming. He uses Instagram to reach out to students to promote books and share his own reading lifestyle. At the time the book went to press, he was organizing a library initiative to involve students and educators to join him in #30SecondBookTalks that would be shared via social media, the library website, and promoted via in-person classes.

Curriculum and Community
As the co-authors note, “For our students, seeing themselves in the library is not enough—they need to see their rich and whole selves in the curriculum and school community, too” (34). Readers will find many additional ideas for diversity in collection development and library programming in the Diversity chapter in Core Values in School Librarianship: Responding with Commitment and Courage.

Reflection Question
“What steps can you take to affirm diversity beyond the library and reflect on how you can influence stakeholders—and especially other educators—throughout your school?” (34).

Work Cited

Stivers, Julie, Stephanie Powell, and Nancy Jo Lambert. 2021. “Diversity.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 19-36. Santa Barbara, CA: Libraries Unlimited.

Diversity in a Culturally Responsive School Library Collection

Chapter by Julie Stivers, Stephanie Powell, and Nancy Jo Lambert|
Blog post by Judi Moreillon

Chapter 2: Diversity Co-authors
Since I, Judi Moreillon, have the privilege of writing this post, I am beginning by introducing Core Values in School Librarianship readers to the co-authors of the “Diversity” chapter.

Julie Stivers, MLIS, (she/her) is the librarian at Mount Vernon Middle, an alternative public school in Raleigh, North Carolina. As a 2018 ALA Emerging Leader, Julie helped develop AASL’s Defending Intellectual Freedom: LGBTQ+ Materials in School Libraries and she is the author/editor of Include (ALA, 2021). Julie’s research and practical interests include culturally sustaining pedagogy, building inclusive library spaces, and exploring the power of manga and anime with her students. She connects on Twitter at @BespokeLib.

Stephanie Powell, MEITE, is a librarian at Green Level High School in Wake County, North Carolina. A National Board-Certified Teacher and lifelong learner, she has been a classroom teacher and now librarian for nearly 28 years. She earned a Master’s in Instructional Technology from UNC-Chapel Hill and her Master’s in Library and Information Science from UNC-Greensboro. Stephanie is invested in promoting equity and being an advocate for underrepresented voices through library services. Connect with Stephanie on Twitter @spowel15.

Nancy Jo Lambert, MLS, is a Google Certified Trainer with friEdtechnology and high school teacher-librarian at Reedy High School in Frisco, Texas. She advocates for libraries by telling the story of the learning happening in her library. Named TCEA Library Media Specialist of the Year, Nancy Jo was AASL Social Media Superstar Curriculum Champion in 2019. She is a cisgender, white, bisexual educator and co-founder of #TeachPride and EduPrideAlliance. Connect with her on Twitter @NancyJoLambert and on her websites: reedylibrary.com and nancyjolambert.com.

“Building, maintaining, using, and promoting a diverse, inclusive collection and library program takes both passion and purpose-driven work.”Julie Stivers, Stephanie Powell, and Nancy Jo Lambert 2021, 19.

Culturally Responsive Educators
The co-authors make many references to culturally responsive collection development, maintenance, promotion, and teaching throughout this chapter. As Stephanie notes, “Through (their) three points of view, the lenses of our varied perspectives allow (them) to better understand how librarianship plays an important role in meeting those who we serve where they are and what they need” (20). Bringing their individual experiences as well as their collective thoughts together in this chapter makes it an especially powerful read.

One point all three co-authors make is that school library collections must reflect the multiple identity markers of school populations as well as reflect the diversity of experience and perspectives across the country and around the globe. As Julie notes: “Even if—especially if—your school population is mostly or solely White, you should build a collection that is racially diverse and not restrict students to a single lens” (21). This can be a particular challenge because our predominantly White and female profession must have self-knowledge and engage in critical reflection that causes school librarians to take action to diversify the library collection and ensure its use to normalize diversity in all of its manifestations.

This challenge also calls on librarians to consider authors from underrepresented groups and texts with diverse characters in books published for youth. As Julie points out, statistics from the Cooperative Children’s Book Center continue to spotlight the fact that the number of books featuring animals and inanimate objects are more commonly published and even exceed the sum of the number of books featuring all underrepresented groups combined. (See the 2019 stats at https://ccbc.education.wisc.edu/the-numbers-are-in-2019-ccbc-diversity-statistics.)

Commitment to Diversity
Readers will find support for their own self-education about various lenses for examining texts. The co-authors cite and describe five frameworks that can help school librarians deepen their knowledge regarding diversity:

  • Mirrors, Windows, and Sliding Glass Doors—Rudine Sims Bishop
  • #OwnVoices—Corinne Duyvis
  • Danger of a Single Voice—Chimananda Adichie
  • Plot-Driven Adventures across Identities—Malinda Lo
  • Black Joy—Many Writers!

The value of auditing the library collection using each of these frameworks is discussed in this chapter.

Diversity Audits
One way librarians’ values are manifest in the library collection is the understanding that the library is not a neutral space; what is included in or excluded from the collection makes a “political” statement. As co-author Nancy Jo notes: “By offering youth a free, public education where they have access to information and all sides of issues, we equip them with the skills they need to navigate learning and to form opinions of their own” (24). In the process, issues related to prejudice, discrimination, and injustice will arise.

In order to build a collection and library program that is relevant to students and that prompts their critical thinking, school librarians can use diversity audits to evaluate the inclusiveness of the collection. This requires librarians to use an equity and diversity lens. Initial audits may focus on aligning the collection with the school’s demographics. Additional analysis of the collection involves searching for gaps related to additional identity markers as well as taking a more global perspective on ideas and information.

Audits are not simple nor are they a one-time exercise. In order to maintain a culturally responsive, inclusive collection, librarians must continuously assess both the fiction and informational texts available to students, classroom teachers, and families. Involving students and other educators in developing, auditing, and maintaining the collection not only builds a stronger more useful collection, it also builds relationships. And relationships are key to a successful school library program that ensures that the collection is used in the service of student learning.

Reflection Questions
“How as your own cultural context influenced the books you’ve read—both within school and personally? How has this shaped your collection development framework as a school librarian?” (34)

Addendum:
Access to Joyce Valenza’s Toolkit: Inclusive Collection Collections and Diversity Audits.

Work Cited

Stivers, Julie, Stephanie Powell, and Nancy Jo Lambert. 2021. “Diversity.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 19-36. Santa Barbara, CA: Libraries Unlimited.

Equity from a District-level Perspective

Blog Post by Chapter 1: Equity Co-author Suzanne Sherman“It is very important to our mission to ensure that the district’s school library services truly serve every student” (Searles and Moser, cited in Long and Sherman 2021, 14).(quoted from Long and Sherman 2021, 14)

Transition From a Building-level to a District-level Perspective
At the time Erika Long and I were crafting Chapter 1: Equity in Core Values in School Librarianship: Responding with Commitment and Courage, I was entering my 12th year as a school librarian at a large, suburban high school in Knox County, Tennessee. Providing equity had always been at the forefront of my thinking and while I like to think that I was seeing this from a broader perspective than just this particular school, the reality was that I primarily applied the principle to the 2,100+ students I interacted with daily. I attempted in my regular practice to ensure that my energy and accompanying resources in lesson design, collection management, and outreach efforts were all-inclusive and provided entry points for every student.

At various points in my career in Knox County Schools, I served in district leadership positions which allowed me from time to time to have a glimpse of the bigger picture and to see some of the challenges around providing equity on such a large scale. Those experiences were partly what led to my decision to apply for the Library Media Services (LMS) Instructional Facilitator position for the district. I was selected for the job and transitioned from the school library setting into the role at the district office in January, 2021. I knew at this point that my vantage point was shifting and suspected that my understanding of equity in school libraries would be as well.

Collectively Learning
I was extremely grateful for the professional development I received during my first week in my new position as it solidified my thinking about collective efficacy and the role it would play in shaping my work. When I saw that one of the primary goals is to help our department of 90+ librarians grow in their practice as a whole, I immediately saw equity in the equation.

As I undertook specific tasks such as continuing the work outlined in Chapter 1: Equity wherein my predecessor and supervisor collaborated with the Knox County Public Library to provide library cards for all KCS students and partnered with one of the preschools to organize and rethink those libraries, I was able to see firsthand the impact this was making in the community.

I was quickly introduced to planning for professional development (PD) and, again, I saw the power of equity on this larger scale. Through careful planning and thoughtful consideration of our different adult learners’ needs, it became clear to me that ensuring that the PD we offer the school librarians in our district is meaningful and relevant has to be at the heart of my practice.

Consistently providing the entire department opportunities to engage with research-based practices and grow in their understanding of what it means to deliver high-quality instruction and maintain current and relevant collections has the capacity to level the playing field for all students when librarians implement their learning in their individual schools. Exploring ideas pertinent to school libraries such as the ones we included in our 2021 summer PD sessions: on-demand access to materials, building inclusive collections, Universal Design for Learning, and Social and Personal Competencies, highlights for the librarians these principles of equity and ultimately has the power to positively impact their instruction and programming.

Achieving Empowerment
Our chapter concludes by saying, “The first step in working to achieve equity within schools is ensuring that all learners in every school have access to a certified school librarian or district leaders who advocate for resources and services within underserved schools where this is not feasible from a staffing standpoint” (15). We are fortunate enough in our district to be allocated the funding for both a supervisor and an instructional facilitator in the LMS department and this is not something that I take lightly or for granted.

The charge that comes with providing resources for all students and dedicated support for the school librarians points always to the pursuit of equity. Modeling the practice becomes a means of providing structures for the librarians and ultimately empowers them to deliver the same equitable services to their students, classroom teachers, administrators, and families.

To learn more about the role equity plays in planning for instruction and services, explore Chapter 1 in Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021).

Reflection Question
“Brainstorm services your school community lacks. Develop out-of-the-box to meet those needs and create a timeline implementation. What barriers might arise, and how will you overcome them?” (16).

Work Cited
Long, Erika, and Suzanne Sherman. 2021. “Equity.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 3-17. Santa Barbara, CA: Libraries Unlimited.

Equity and Social Justice

Chapter 1 Co-authors
Since I, Judi Moreillon, have the privilege of writing this post, I am beginning by introducing Core Values in School Librarianship readers to the co-authors of the “Equity” chapter.

Erika Long, MSIS, is a school librarian in Tennessee. Among other professional activities, Erika served on the AASL Presidential Initiative Task Force on Equity, Diversity, and Inclusion and on ALA’s United Nations 2030 Sustainable Development Goals Task Force. Erika brings her teaching through the library program experience as well as her tireless advocacy for social justice to her writing in this chapter.

Suzanne Sherman, MIS, is a former English and Spanish teacher turned librarian. She was a school librarian for 15 years before moving into a coaching role as the Instructional Facilitator for Knox County Schools’ Library Media Services in Knoxville, Tennessee. At the district level, Suzanne focuses on supporting the school librarians in both instruction and management. She also works on collaborating with other district leaders in the Teaching and Learning and School Culture departments. Suzanne takes action for the district’s mission: “To provide excellent and accessible learning opportunities that empower all students to realize their full potential.”

Erika Long and Suzanne Sherman open our book and their chapter with this one-sentence theme:

"Equity is a matter of social justice." Erika Long and Suzanne ShermanWhat Is Equity?
Erika and Suzanne use a National Education Association’s definition of social justice as the first pull quote in their chapter. Since the toolkit they refer to is no longer available, I believe this quote from NEA sums up their intention: “Systemic equity involves a robust system and dynamic process consciously designed to create, support and sustain social justice” (NEA 2021). Equity requires a systemic approach, one for which school librarians with their global view of the learning community are perfectly positioned to lead.

What Is the Connection to Social Justice?
The right to access information is a human, constitutional right that the authors encourage colleagues to stand up for in their work as school librarians. The early months of the pandemic exposed many inequities in terms of technology tools and broadband access that prevented students from success with remote learning. School librarians and other educators were well aware of these opportunity gaps long before schools closed—gaps that still exist 18 months later as another academic year is beginning.

In their chapter, Erika and Suzanne talk about advocating for equitable access as an “obligation to ensure” all students have access to the resources they need to succeed. “Librarians have a duty to ensure every young person has access to any resource, at any time, and commit to making equitable access a reality for all” (Long and Sherman 2021, 5). This obligation was/is never more pressing than during times of remote and hybrid learning.

Chapter 1 Vignettes
Ali Schilpp, school librarian at Northern Middle School in Accident, Maryland, and Sarah Searles and Amber Moser, district-level librarian leaders in Knox County Schools, Tennessee, offer the vignettes in the “Equity” chapter.

In her vignette, Ali shared her passion for serving the students who live and attend school in her small, rural town. She noted how school closures spurred her district to provide broadband access to students who lacked it. Ali worked to prepare classroom educators to provide virtual learning as she positioned the library as the hub for instructional and technology support that benefited the entire learning community. She also noted: “A librarian is the one educator in the school who works directly with every student. Each year/semester/quarter students’ teachers change while the librarian remains a constant ally throughout their school years” (cited in Long and Sherman 2021, 9).

Sarah and Amber shared their district-level perspective in terms of equitable opportunities for all students in their large, urban school district. Their focus was on summer reading as well as literacy learning more broadly. They collaborated with the public libraries in their community to extend students’ pleasure reading and learning beyond school campuses and establish an understanding that libraries support people for lifelong learning. Through this partnership, barriers, such as parental documentation and physical library visits, were overcome when students gained access to the public library’s digital resources. Sarah and Amber note: “We are passionate about our commitment to undertake the work of facilitating equitable access district-wide as a point of social justice for everyone in our school community” (cited in Long and Sherman 2021, 15).

Commitment and Courage
School librarians hone their global perspective on discovering who is left out and find solutions to address the learning needs of every student. They seek to serve the underserved and ensure an equitable educational environment and experience for each learner. School librarians are allies and advocates who take action and show courage when change is necessary to meet their obligation and commitment to equity.

“There are many in our ranks who are self-proclaimed social justice warriors and yet, systemic policies, procedures, and preconceived notions, coupled with either lack of knowledge or the tools to fully implement equitable practices in the field, create stumbling blocks toward reaching the goal” (Long and Sherman 2021, 3).

It takes commitment and courage to confront policies, procedures, and the status quo, and school librarians are the leaders who can and will stand up for the hard things. For the sake of students, colleagues, administrators, and families, school librarians will continually take action for equity and to reach for social justice.

Reflection Question
What steps will you take to ensure equitable access for all learners? (Long and Sherman 2021, 16)

Works Cited

Long, Erika, and Suzanne Sherman. 2021. “Equity.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 3-17. Santa Barbara, CA: Libraries Unlimited.

National Education Association Center for Social Justice. 2021. “Racial Justice in Education: Key Terms and Definitions. Available at https://www.nea.org/professional-excellence/student-engagement/tools-tips/racial-justice-education-key-terms-and. Accessed August 17, 2021.

Core Values in School Librarianship: Fall Semester Book Study

This fall, the Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021) contributors and I will be sharing two posts for each of the nine chapters in the book. Beginning today with this introduction through the last week of December, blog readers can read recaps of chapters or more thoughts and experiences of chapter co-authors. (As you know, one challenge with a published book is that once it’s off to the printer, it is fixed in a way our learning and practice never are!) You can find the line-up of posts on this blog. I will be adding links to each of the posts as they are published.

Introduction: A Passion for School Librarianship
As the book’s editor, I wrote the introduction. In it I share my motivation for this proposing this book. I know that my own enculturation into and my passion for the core values of school librarianship guided my library practice, my work as an educator of preservice school librarian, and my continued involvement in the profession and advocacy work. Equity, diversity, inclusion, and intellectual freedom combined with the values we share with classroom teachers such as collaboration and literacy as a pathway to success have been at the end of my work/life.

"All school librarians need a firm foundation to provide strength and direction during these rapidly changing and challenging times" (Moreillon 2021, ix).These are indeed rapidly change and challenging times. Grounding our practice in our core values gives us a necessary and needed firm foundation to stay strong as we speak up and out for the benefit of our library stakeholders. The pandemic, Black Lives Matter movement, and backlash from various quarters of society have converged to create a time that is testing our mettle. I truly believe we must act now.

Destabilization
Accelerations in technology, globalization, and climate change result in a “constant state of destabilization” (Friedman 2016, 35) all of which affect the education landscape as well as society as a whole. For example, laws recently passed by some state legislatures that intend to constrain educators’ teaching and students’ learning regarding U.S. history will be tested in practice as well as in courts of law. When librarians are guiding students’ social studies inquiry, we must hold to our values and ensure that learners engage with accurate historical records, think critically about our nation’s past and present, and discuss issues that are relevant to their lives—today and in the future.

In this environment, we are called upon to recommit and hold tight to our values: equity, diversity, inclusion, and intellectual freedom. We may be the only educator in our buildings who holds these core values. As such, we cannot fail to take courageous action when warranted for the benefit of our learning communities.

Co-leading Change
We cannot, however, act alone. While we must embrace ambiguity, stretch our flexibility, and exercise our initiative, we must reach out to others to co-lead change in our schools and districts, state and national associations. We need a tribe to keep us centered in our values. The education profession, of which school librarianship is an integral part, needs a tribe of like-minded dedicated colleagues to move our work forward.

People don’t care how much you know
until they know how much you care.

Dr. Jean Feldman

During these challenging times, many educators, school librarians among them, are feeling vulnerable; others are quite understandably afraid. This may be particularly true at this time for those who are making professional decisions that affect their families as well as their students. It is incumbent on us to practice empathy as we co-lead with our administrators and teacher leaders. Empathy is a key tool in our work as we strive to take compassion action.

Choosing Courage Over Comfort
In her book Dare to Lead. Brave Work. Tough Conversations. Whole Hearts (Vermillion 2018) Brené Brown challenges those of us who live our values to speak up about the “hard things.” She describes integrity in this way: “choosing courage over cover; it’s choosing what is right over fun, fast, or easy, and it’s practicing your values not just professing them” (189).

In our book, the contributors offer inspiration, thoughts, and experiences as guides to help you lead through our shared library values in your learning community. We invite you to share and comment on our blog posts and join in via our social posts as well. We look forward to hearing how you are enacting core values in your library this fall and positively influencing the teaching and learning and work of your administrators, colleagues, students, and families.

Reflection Questions
Each chapter in the book concludes with reflection questions. In addition to your personal consideration or to discussions with your near colleagues, we invite you to respond to these questions on this blog or via our other social media posts.

If I were to add such a question to the book’s introduction, this would be it:

How are you expressing empathy for others and practicing self-care
as you launch the 2021-22 academic year?

Additional Resources
Circulating Ideas Podcast by Steve Thomas: Core Values in School Librarianship: Responding with Commitment and Courage Interview with Judi Moreillon (7/13/21)

Core Values in School Librarianship: Collaborating for Social Justice – School Library Connection Webinar (6/28/21)

Taking Action for Equity, Diversity, Inclusion, and Intellectual Freedom in School Libraries at #alaac21 (6/21/21)

Works Cited
Brown, Brené. 2018. Dare to Lead. Brave Work. Tough Conversations. Whole Hearts. London: Vermillion.

Friedman, Thomas. 2016. Thank You for Being Late: An Optimist’s Guide to Thriving in an Age of Acceleration. New York: Farrar, Straus and Giroux.

Moreillon, Judi. Ed. 2021. Core Values in School Librarianship: Responding with Commitment and Courage. Santa Barbara, CA: Libraries Unlimited.