Radical Inclusion is a Lifestyle

Chapter 3: Inclusion by Meg Boisseau Allison
and Peter Patrick Langella|
Blog post by Peter

Black Lives Matter Flag Raising, 4/4/2019Photo: @cvu_library on InstagramBlack Lives Matter Flag Raising, 4/4/2019
Photo: @cvu_library on Instagram

In conversation with Learning for Justice, and speaking specifically about transgender rights, youth activist Hazel Edwards said, “Nothing about us, without us, is for us… If youth, and specifically trans youth, are not given seats at the table to be able to bring their perspectives and their experiences and the ways that they could be best supported, then the policy or the legislation or whatever the rule is will not adequately support us” (Lindberg 2017).

"Nothing about is, without us, is for us." Hazel EdwardsAs educators, we must work with students, not merely for them. Collective liberation is within our grasp.

Together
With that in mind, I’d like to share some highlights of what I got to do with students over the last few days as of this writing.

Monday
It’s second period, and I’m in Social Justice Think Tank with 18 brilliant and committed students. They’ve been learning about their identities, reflecting on and reconciling with their upbringing and social conditioning, and trying to understand privilege (or lack thereof). They’ve been tasked with presenting a music video to the class that will help all of us better envision the inclusive world we want to create while working through the challenges of tearing down the systems of oppression that permeate so much of society.

It’s a heavy and brave conversation, centered on race and gender and mental health and misogyny and substance use disorder. We have more questions than answers, and we haven’t solidified topics for our social justice action project yet, so we all head from our classroom to the library to find our next choice read. I’m filled with joy when a couple of students pick Felix Ever After by Kacen Callender and Patron Saints of Nothing by Randy Ribay, respectively, which are two of my favorite titles.

1:30 PM means I’m co-advising the Gender Sexuality Alliance. Because of a focus on advisory during our C3 Block (Clubs, Connections, and Community) for the first few weeks of the year, this is our first meeting with everyone together in the library. The energy is loving and frenetic all at the same time. We form a giant circle and share names and pronouns, welcoming new students to the school and club, and our student leaders add on a couple of rounds of fun icebreakers. Bright eyes and confident body language for most in the room means that the library feels like a safe space today, and it’s because we’re actively working together to make it one, not just because it exists. My co-advisors and I end by passing out custom Pride buttons and stickers with our school’s initials. Everyone wants extras.

Tuesday
I pull into the parking lot of the Black-owned café at 7:30 in the morning. The bagels and scones and pastries are warm and waiting. It’s only a few minutes back to the school building, and the leaders of the Racial Alliance Committee I co-advise smile and eat a toasty treat before we all set up the tables and chairs and coffee pots, an homage to the Free Breakfast for Children Program that the Black Panther Party initiated in West Oakland, California, in the late 1960’s. I find an extension cord and figure out how to get the speaker to blast our playlist while the student leaders welcome and mingle.

It’s Hispanic Heritage Month, and one of our leaders who is mixed white/Latina talks about words like Hispanic and Latinx and the classifications of colonization and white supremacy culture. She talks about the power of representation, too, and says that the first time she saw her childhood self reflected on screen was just the weekend before with Vivo. We all share aspirations for the year.

When second period begins, I’m in the back lobby near the principal’s office, which has become my reading group space during the pandemic. My co-librarian, Christina Deeley, and I have expanded our Project LIT Community book club into an embedded reading group collaboration with many of our 9th and 10th grade humanities classes. My groups this quarter are reading Here to Stay by Sarah Farizan and Opposite of Always by Justin A. Reynolds.

We’re talking about sports competition and privilege because Farizan’s book has a basketball thread mixed with acts of xenophobia, and I bring up that I think our school’s extreme athletics success in the state is mostly due to our large size and general community affluence. These are ninth graders who’ve just met me, and I can tell that no one has ever even come close to broaching this subject with them before. I slow down. I ask a lot of questions. I listen.

Wednesday
I’m back in community with the Racial Alliance Committee. We have a lot of new members, and so the student leaders share our six living goals that align closely with the national demands from Black Lives Matter at School: 1) Educate the school community on intersectional justice and build relationships with other student clubs and outside organizations. 2) Mandate Black and Ethnic Studies courses and curricula. 3) Recruit, support, and retain more Black teachers and other teachers of color. 4) Establish restorative justice practices within our school district, and create a restorative justice-focused Anti-Racist Community Accountability Board comprised of students, educators, parents, and other community members. 5) Embed Anti-Racist & Anti-Bias training into all professional development for faculty & staff. And, 6) Remove the armed police officer from our high school campus. There’s a cheer when people see the green check mark on the screen for this last one because our activism over the last couple of years means that this is our first year in many without a full-time cop on school grounds.

Now I’m in Social Justice Think Tank again, and we allot some time to listen to my Inclusion chapter co-author Meg Allison’s students talk about Critical Race Theory and their desire to be taught honest history on Vermont Public Radio’s Vermont Edition. My students share similar reflections about feeling like many parts of the curriculum have been watered down or mythologized (Thanksgiving came up a lot), and there seems to be an organic collective growing in this space, like this class is forming a more nuanced consciousness, together.

We watch a video about calling in and calling out from Australia’s Project Rockit TV, and we role-play scenarios from Learning for Justice’s Speak Up at School guide. We process how it’s really hard to call people in when they’re being hateful and exclusionary. Sometimes it’s okay to call people out. As we learned in the video, “Both methods are 100% valid” depending on the situation.

My Privilege
I’m a white, able-bodied, neurotypical, cisgender man. Because of these identities and others, I have a great deal of privilege and social capital. I also work at school with three librarians, a separate technology department, and a principal that grants me a lot of autonomy. I have the resources and time to be creative. However, even if I were to find myself in a different situation someday, these are still the things I’d want to be doing with students. I’m actively trying to redefine and push the boundaries of what a school librarian can be. Having a diverse collection isn’t enough. Providing access to timely, factual resources isn’t enough.

Equity and justice are ways of being, not discreet things that we do in vacuums. Radical inclusion is a lifestyle.

In a 2019 talk at TEDxStowe on “Radical Diversity,” Kiah Morris, former Vermont state representative and current Movement Politics Director at Rights & Democracy Vermont, said that she can “not rest easy over small changes or mediocrity. Understand that if we are to create a vision for what this diverse world looks like, it must be radical, or it will fail” (Morris 2019).

Inclusion in school libraries is no different.

Get together with your students, inside the library and out.

Dream big.

Be radical.

Reflection Question
How can you cocreate a sense of belonging for all students, across all intersectional identity groups? (Allison and Langella 2021, 52).

Image Credit: “Black Lives Matter Flag Raising, 4/4/2019.” Courtesy of @cvu_library on Instagram

Works Cited

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

Lindberg, Maya. 2017. “Nothing about Us without Us is for Us.” Learning for Justice, Fall. Available at https://www.learningforjustice.org/magazine/fall-2017/nothing-about-us-without-us-is-for-us. Accessed September 26, 2021.

Morris, Kiah. 2019. “Three Tools for Anyone Serious about Radical Diversity| Kiah Morris | TEDxStowe.” YouTube (video). Posted by TEDx Talks, May 31, 2019. Available at https://www.youtube.com/watch?v=UPfdAX–6ME. Accessed September 26, 2021.

Peter Langella (he/him) is a librarian at Champlain Valley Union HS in Vermont, where he co-advises the Racial Alliance Committee and Gender Sexuality Alliance. Peter also works as a school librarianship instructor at the University of Vermont and an English instructor at Northern Vermont University. He was a 2017 Fellow at The Rowland Foundation, a member of the first Induction Leadership Cohort with the American Association of School Librarians, and the co-recipient of the Vermont School Library Association’s 2020 Outstanding School Librarian Award (with Inclusion co-author Meg Boisseau Allison). Peter is also the co-founder and co-organizer of Teen Lit Mob Vermont, the state’s only teen literary festival. Connect with him on Twitter @PeterLangella.

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. “Inclusion.” 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.

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.

School Librarians Take Action to Support Arizona Public Education

9/29/21 Update:
Arizona public school advocates collected more than enough valid signatures to put two of these referenda on the November, 2022 ballot: SB1828 and SB1783. This means these tax cuts will not go into effect until the voters weigh in. Next year, advocates will work to educate and convince voters so that these cuts are never enacted.

8/2/21 Post:
While we have long known that school district budget priorities are the primary deciding factor as to whether or not a school district employs school librarians, we might have also assumed that the funds available to school districts based on per student spending would also play a large role.

So, one of the surprising (to me) findings of the School Librarian Investigation—Decline or Evolution? (SLIDE) Research Project is that per student spending is not a significant factor in terms of school librarian staffing.

“Districts spending the most per pupil ($15,000+) were most likely to have high levels of librarian staffing and least likely to be without librarians. However, districts spending the least per pupil (less than $10,000) had better staffing than districts spending between $10,000 and $15,000 per pupil. Consequently, there was no clear relationship between staffing and funding” (Lance and Kachel 2021, vi).Judi Moreillon gathering signatures outisde public library branchFunding Counts
That said, funding MUST play a role in Arizona: 48th among the 50 states for K-12 per student spending and 47th in educator salaries. Arizona is also 46th in the nation for the number of state-certified school librarians and at least in Tucson Unified School District (TUSD), decision-makers cite the cost of staffing state-certified school librarian positions as the barrier to equitable access.

The Legislature passed and on June 30, 2021, the Governor signed three bills that will further underfund public education. This is a crisis.

It behooves us as school librarians and people who care about the quality of education for Arizona students to help put three measures on the 2022 ballot to rescind these tax cuts. We must not allow our elected “representatives” to overturn the will of the voters to decrease rather than increase funding for our public schools.Logo for #INVEST in AZ NowThe following are summaries of three referenda currently circulating in Arizona. Signatures must be collected and submitted by September 28, 2021.

Rescind SB 1828: FLAT TAX
This bill changed the Arizona income tax structure. Before SB 1828, we had a graduated tax with the wealthiest Arizonans paying 4.5%. With this legislation, 2.5% is the maximum flat tax liability and all Arizonans will pay at that rate, disproportionately benefiting the wealthy.

The bill reduces state revenue by $1.9Billion

Consequence: The reductions in state coffers affect all ALL types of services, including libraries, K-12 education, police, fire, and more.

Crisis: In Arizona, overturning tax legislation requires a 2/3 majority of the Legislature, which in effect means these cuts will be permanent if not stopped by the voters NOW.

Rescind SB 1827 TAX CAP
This bill capped total income tax at 4.5%. It reduces the state’s general fund by $900Million.

Consequence: This bill reduces K-12 funding by over $250M per year and will impact other services as well. It undermines voter approved Proposition 208, which increased tax collection for public school funding. If high-income individuals pay the 3.5% Prop. 208 surcharge, they would only pay 1% of income tax while others would pay 2.5%. It benefits wealthy taxpayers only.

Rescind SB 1783: Prop 208 Attack
This bill allows any high-earning individual to file as a “small business” in order to reduce their tax liability. It reduces Prop. 208 funds by $300Million.

Consequence: This bill undermines the will of voters who passed Prop. 208 and renders this voter initiative ineffective.

Bucking the Data
As I noted in last week’s post “SLIDE Project Data and Tools: Focus on Arizona Results,” my current advocacy work is in TUSD. I live within the district’s borders and served as an elementary and a high school librarian in TUSD for 12 years in the 1990s and early 2000s.

Today, with state-certified librarians serving only 13 of TUSD’s 86 schools, restoring school librarian positions is first and foremost about equity.

Unfortunately, the SLIDE data is not on the side of students achieving equal access to a high-quality education in Arizona and TUSD.

“Districts with higher levels of poverty, more minority students, and more English Language Learners were less likely to have librarians.  Majority Hispanic districts were more than twice as likely to have no librarians and less than half as likely to have the highest level of librarian staffing” (Lance and Kachel 2021, vi).

And

“This study also discovered that, in most cases, once librarian positions were eliminated, they were not reinstated. By 2015-16, almost 3 out of 10 local districts had eliminated all school librarians, and, by 2018-19, 9 out of 10 of those districts had not reinstated them. A study of the almost 10% of districts that lost, but later reinstated, librarians could be informative regarding factors contributing to such reinstatements” (Lance and Kachel 2021, 85).

Meeting the Needs
All 42,000+ TUSD students, educators, and families deserve access to high-quality school library programs led by a state-certified school librarians. TUSD can be THE district in the state and in the country that bucks the data and shows literacy learning is a high priority in a district with a majority of Latinx students and students who qualify for free and reduced meals and with a large number of students who are English language learners.

Let’s show all our students and their families that decision-makers, parents/grandparents, and voters are committed to giving students the tools they need to succeed. Let’s show that we understand that reading proficiency and literacy learning are the foundation on which all academic subjects and life pursuits depend.

Let’s work together to rescind budget cuts for the wealthy, enact the will of the voters who passed Proposition 208 to increase public education funding, and restore school librarian positions in TUSD and throughout Arizona.

References

InvestInAzNow. 2021. https://investinaznow.com/. Accessed August 1, 2021.

Lance, Keith Curry, and Debra E. Kachel. 2021. Perspectives on School Librarian Employment in the United States, 2009-10 to 2018-19. Available at https://libslide.org/publications/perspectives. Accessed August 1, 2021.

Core Values in School Librarianship: Collaborating for Social Justice

“When you see something that is not right, not fair, not just,
you have to speak up. You have to say something;
you have to do something.”
Representative John Lewis
(Cited in Moreillon 2021, 168).

Are you registered for the upcoming ABC-CLIO-sponsored webinar “Core Values in School Librarianship: Collaborating for Social Justice”?

If so, we look forward to having a conversation with you. If not, well… it’s not too late – and it’s free!

Registration – 7/2/21- Find the recording and the handout at:
Core Values in School Librarianship: Collaborating for Social Justice

(The recording is available for two weeks courtesy of ABC-CLIO/School Library Connection. Better yet, why not join the SLC Community?)

Promotion for Webinar with photographs of the presenters

Let’s explore how school librarians’ core values of equity, diversity, inclusion, and intellectual freedom are foundations for our work toward enacting social justice in our libraries and throughout our school communities. Let’s think together and discuss why collaborating with library stakeholders and advocacy are essential if our efforts to spread social justice are to succeed.

Please join Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021) contributors Peter Langella, Suzanne Sannwald, and Kristin Fraga Sierra as they share how they have integrated social justice practices through applying their school librarian core values. Moderated by yours truly, this will be a lively and thought-provoking conversation!

Peter Patrick Langella – @PeterLangella
Suzanne Sannwald – @suzannesannwald
Kristin Fraga Sierra – @lincolnabesread

About the Program
What value statements guide school librarians as we meet challenges such as equitable access and opportunity gaps?

Although school librarians and classroom educators share values such as collaboration, innovation, and literacy as a path to school success and lifelong learning, we have a unique set of values that positively impact the entire learning community: equity, diversity, inclusion, and intellectual freedom. It takes commitment and leadership to enact school librarian core values. It also takes courage to stand up for social justice in our school communities.

Target Attendees
This roundtable is intended as a sharing and discussion with Q&A. Who should attend?

  • Of interest to practicing school librarians and library students
  • Discuss how leadership and collaboration go hand in hand
  • Get and share ideas for leading in a values-centered learning community

Possible Questions
These are some of the questions we may have the opportunity to explore during our 40-minute webinar:

  • What are some of the actions school librarians have taken to ensure access and to close gaps for all students, classroom educators, and families?
  • What are some potential barriers to working in accordance with core values and how might you navigate them?
  • How do you sustain this work? How do you balance “doing enough” with also caring for your own mental and emotional well-being?
  • What strategies have you used to turn your library into a hub for courageous conversations?
  • In what ways do our school libraries reinforce inequities and injustices by choosing what we remain silent about?
  • How have our students shown their investment and advocacy for the work of their school library and literacy in their communities?
  • Why is collaboration with administrators, colleagues, and others essential to our success?

Listen in and use the chat during the 40-minute discussion by the presenters followed by a ten-minute Q&A. We want to hear about your work, respond to your questions, and elevate the conversation about the impact of school librarians’ core values on learning and teaching in schools as we reach for social justice.

Registration
Core Values in School Librarianship: Collaborating for Social Justice

Work Cited

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

Core Values in School Librarianship at #alaac21

“All school librarians need a firm foundation to provide strength and direction during these rapidly changing and challenging times”
(Moreillon 2021, ix).

Are you registered for the American Library Association Virtual Annual Conference?

If so, may we recommend our On-Demand Video Program, Q&A, and Slow Chat at ALA Virtual Annual Conference from June 23 – 29?

Program Title: “Taking Action for Equity, Diversity, Inclusion, and Intellectual Freedom in School Libraries.”

The presenters are contributors to our hot-off-the-presses book Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021). We are enthusiastic about sharing our work.

Beginning this week during ALA Virtual we will provide opportunities for you to engage in conversation with us around these core values and their implication for practice:

Equity: Erika Long – @erikaslong

Diversity: Stephanie Powell and Julie Stivers – @spowel15 and @BespokeLib

Inclusion: Meg Boisseau Allison and Peter Patrick Langella – @meg_allison and @PeterLangella

Intellectual Freedom: Suzanne Sannwald – @suzannesannwald

About the Program
In this program, the co-authors and presenters share their values and practices related to the first four chapters of the book. Enacting these core values in school libraries requires a deep understanding of what each value means and how it can be applied for continuous improvement in the K-12 learning environment.

The program is divided into five segments, a brief introduction and one for each of the core values. After the moderator’s introduction, each presenter will organize their portion of the program in this way:

  1. Give a brief introduction and personal connection and commitment to the core value.
  2. Define the core value in terms of school librarian practice.
  3. Give an example of courageous application of the value that demonstrates reaching for social justice.

The presenters invite video viewer participants to reflect with other attendees and us regarding their individual next steps to take action to apply equity, diversity, inclusion, and intellectual freedom practices in their teaching and leading in their library spaces. Program participants can ask questions or make comments via the ALA virtual system and via the slow chat on Twitter. Presenters will respond.

Learning Objectives:
Upon completion, participants will be able to:

  • Describe how school library/public library youth/family users will “see” evidence of equity, diversity, inclusion, and intellectual freedom (EDII) in library spaces.
  • Identify and share action steps to achieving EDII in their library and school learning environments.

Invitation to #alaac21 Slow Chat
Please join us throughout ALA 2021 – from June 23 through June 29 – for a slow chat to extend our conversation focused on “Taking Action for Equity, Diversity, Inclusion, and Intellectual Freedom in School Libraries.”

We will post questions from our presentation each day. We invite you to engage in the conversation by responding to the questions, asking questions, and sharing your thoughts!

We look forward to the discussion! Be sure to use the hashtags #alaac21 and #SLCoreValues when contributing.

Registration : Taking Action for Equity, Diversity, Inclusion, and Intellectual Freedom in School Libraries

Handout

We look forward to learning with you online this week!

Work Cited

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

Pride From the Beginning and All Year Long

A Hand Print with Rainbow ColorsI believe that children’s sense of pride is instilled in their families right from the start. It is up to parents, caregivers, and educators to work together to help all children bring their self-esteem to their interactions with others and to feel a sense of belonging, safety, and security in our communities.

Librarians who share literature with children and youth may be guided at times by the concept of “bibliotherapy.” We often read and discuss books with children and young adults that touch on issues of social and emotional health. We are not trained therapists and most of us are not trained in responding in a clinical way to mental health issues; we do not “treat” book listeners/readers as patients. Still, we often recognize when a particular book will speak to an individual student or group of students in our care.

Self-Esteem Titles
A focus on positive self-esteem messages is a place to begin for young children. Books that celebrate the self and difference create in children a feeling that they are worthy and an expectation that people are different and all are worthy of our friendship.

To build self-esteem and caring for others, we read books like Karen Beaumont and David Catrow’s book I Like Myself (Harcourt 2004), Giraffes Can’t Dance written by Giles Andreae and illustrated by Guy Parker-Rees (Cartwheel 2012), Red: A Crayon’s Story written and illustrated by Michael Hall (HarperCollins/Greenwillow 2015), I’m New Here by author/illustrator Anne Sibley O’Brien (Charlesbridge 2015), and I Like Being Me: Poems About Kindness, Friendship, and Making Good Choices by Judy Lalli (Free Spirit 2016).

LGBTQIA+ Books from the Beginning
For me, there are two types of Pride books that set children’s expectations for diversity and inclusion. Diverse books with LGBTQIA+ and gender fluid protagonists such as Julián is a Mermaid by Jessica Love (Candlewick 2018), When Aidan Became a Brother by Kyle Lukoff and illustrated by Kaylani Juanita (Candlewick 2019), and My Rainbow by DeShanna and Trinity Neal, illustrated by Art Twink (Kokila 2020).

Inclusion titles communicate a matter-of-fact stance with regard to diversity that can influence children’s expectations for differences in gender identity and family structure. My favorite books for young children in this category are The Great Big Book of Families by Mary Hoffman, illustrated by Ros Asquith (Dial/Penguin 2010), Introducing Teddy: A Gentle Story about Gender and Friendship written by Jessica Walton, illustrated by Dougal MacPherson (Bloomsbury 2016), and Sam Is My Sister by Ashley Rhodes-Courter, illustrated by MacKenzie Haley (Whitman 2021).

Resources for Library Collection Development
As you conduct an audit and select new titles, please consider the critical importance of #ownvoices titles as you build your Pride collection and look for opportunities to integrate these books into the classroom curriculum as well as in book club and independent reading selections.

American Library Association: Rainbow Book List

School Library Journal offers several lists and recent articles for your review.

26 LGBTQIA Titles for Teens

LGBTQIA Graphic Novels for Young Readers

People of Pride

Pride for Tweens

I also appreciate this list from Chicago Parent: 29 LGBTQ Children’s Books for Families to Read.

Check your local public library to compare the books they are promoting during Pride Month with the titles in your own library collection. Pima County Public Library, where I live in Tucson, has an excellent list for preK through grades 8 and up list titled “Hope Will Never Be Silent” (in homage to Harvey Milk) and another list for teens and adults (with an unfortunate title) called “Gay Best Friends.”

Pride Month All Year Long
Here in Arizona the regular school year ended in May. If students are still in school in June in other schools across the country, the opportunity to spotlight Pride Month may be compromised by the end-of-the-year rush.

School librarians and classroom teachers absolutely MUST celebrate the literature that shines a spotlight on LGBTQIA+ perspectives and experiences. Just as Black Lives Matter is a social justice issue so are the rights and lives of our LGBTQIA+ students, colleagues, and neighbors.

Perhaps this presents the opportunity for a new “month” at your school.

Social Justice Month is an idea whose time has come.

Image Credit
Mjimages. “Pride LGBTQ.” Pixabay.com, https://pixabay.com/vectors/pride-lgbtq-symbol-sign-action-6056043/

 

Bibliotherapy Note: Anita Cellucci, school librarian, librarian educator, and contributor to Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021), writes about and offers resources for bibliotherapy on her website.

Point of Privilege about Eric Carle’s Passing: I attended my first Arizona Library Association conference when I was a newly minted school librarian, circa 1991. Eric Carle was a guest author at the conference. When I arrived dressed in my everyday school clothing (a simple dress and VERY sensible shoes), I noticed that every other person around me was wearing a suit and all the women were sporting heels! (It was a different time.) Who knew?

I went up to the table to ask Mr. Carle to sign The Very Quiet Cricket (1990). He recognized that I was shy and noticed I was feeling uncomfortable. A twinkle in his eyes, he said, “I really like your dress.” We shared a conspiratorial smile and exchanged further kindnesses. I still have my cricket book (that no longer chirps) with his distinctive signature.

In 2016 after the Midwinter Meeting in Boston, I visited the Eric Carle Museum in Amherst, Massachusetts, with long-time ALA/AASL friend Connie Champlin. You can read a lovely tribute to Mr. Carle on the museum site.

If you ever have the opportunity to visit the museum, do so to experience the profound impact Eric Carle has had on the world of children’s literature—both in writing and illustration. (Another children’s literature great David Wiesner gave a presentation focused on his book Mr. Wuffles the day Connie and I visited the museum.)

Advocacy NOW: Save School Librarians

“School librarians need an advocacy network, especially when challenges or possible solutions undermine the potential of the school librarian and library program to serve the literacy learning and resource needs of students, classroom teachers, and families” (Moreillon 2018, 133.)

Advocacy for full-time, state-certified school librarians in every school is one of my passions and a motivating purpose in my life’s work. When I taught preservice school librarians, I stressed the non-negotiable responsibility to take up school librarian and library program advocacy as a way to take action for a high-quality education for K-12 students and teaching experience classroom educators.

Advocacy and Public Relations Word Cloud

I believe that equitable access to the skill set of professional school librarians and the rich resources of school libraries give students and educators opportunities to reach their capacity to learn and teach how to read effectively and to efficiently locate, evaluate, and apply relevant information in order to create new knowledge.

The inequitable distribution of professional school librarians in K-12 schools across the U.S. is a matter of social justice.

Washington, DC Public Schools Librarians
Our colleagues in Washington, DC are being threatened with a decision to allow principals to deem school librarians as “excess” educators and eliminate their positions. You can read about this poor decision on EveryLibrary’s SaveSchoolLibrarians website and on Nancy Bailey’s Education Website.

This is the personalized introduction I added to the EveryLibrary letter and sent off last week:

Dear Mayor Bowser, Dr. Ferebee and Paul Kihn,

I am an advocate for equity in education. Equity includes access to print and digital resources via school library programs led by state-certified school librarians who teach students reading comprehension and critical thinking skills that help them navigate today’s information.

PreK-12 students, especially those who have not had literacy learning opportunities in their homes and neighborhoods and lack access to a wide-variety of reading materials, need the support of literacy leaders. Likewise, classroom teachers benefit from the resources and instructional knowledge school librarians bring to the collaboration table.

EveryLibrary’s piece:

Losing school librarians is a crisis for any school. Ward-by-ward across D.C. it is an educational tragedy. When the American Rescue Plan includes over $368 million in direct aid for DCPS, this isn’t the right way to balance the budget. We need to focus on building-up our students and families up after COVID disruptions.

There is never a right time to “excess” school librarians. I am concerned that allowing principals to cut their school librarians will create a bigger achievement gap. We should be investing in more certified school librarians and improving collection development budgets. We can support Title I programs and fight learning losses by investing in our school libraries. #DCPSNEEDSLIBRARIANS

I encourage you to make time to speak up for our DC school librarian colleagues and their library patrons. Please add your voice to this advocacy effort.

Follow #DCPSNeedsLibrarians and @Boss_Librarian

Michigan School Librarians
AASL president-elect and librarian at East Middle School in the Plymouth-Canton Community Schools, Kathy Lester penned a May 3, 2021 op-ed titled “To boost literacy, Michigan must invest in school librarians.”

“From the December 2019 (Michigan) staffing numbers, only 8 percent of our schools employ a full-time certified school librarian, 25 percent employ at least a part-time certified school librarian, and approximately 52 percent of our schools do not employ any library staff.” As Kathy firmly proclaims, “Without staff, you cannot have a school library.”

Kathy is asking legislators, educators, and community members to support House Bill 4663, introduced by Representatives Daniel Camilleri, D-Trenton, Matt Koleszar, D-Plymouth, and Amos O’Neal, D-Saginaw, which would require a school board to employ at least one certified media specialist for each school library operated by its district.

Follow Michigan Association for Media in Education and @LibraryL

Pennsylvania School Librarians
On May 17, 2021, SLIDE: School Librarian Investigation: Decline or Evolution? researcher and school librarian advocate Deb Kachel published an op-ed titled “Students need equity in school library programs.”

According to a survey conducted by the Pennsylvania Association of School Librarians, the gap between “have” and “have not” schools is widening in their state. Forty-eight districts report having no school librarians in any of their school buildings, impacting almost 90,000 K-12 public school students. The high-poverty districts seem to be the most affected.

Deb notes, “Only a state requirement for certified school librarians, like HB 1168 (which has been referred to the Education Committee) and an enacted fair school funding formula will provide the equity that all Pennsylvania’s students need and deserve.”

Follow @PSLA_News and @lib_SLIDE.

New Jersey School Librarians
The state Board of Education proclaimed April “School Library Month.” Then in an April 7, 2021 article posted by Politico, “‘Vital’ school librarian positions disappearing, state Board of Education told,” New Jersey School Librarian Association President Beth Thomas reported that school librarian job cuts are happening across the state. Beth wrote, “This is the first time seen we have seen the position officially abolished per district policy (in Essex County).”

According to the preliminary data from the SLIDE national study as many as one fifth of New Jersey school districts do not have a certified school librarian although the state’s administrative code mandates the position.

Follow New Jersey Association of School Librarians and @bibliobeth.

Arizona School Librarians?
Don’t get me started…

Your tweets could help our colleagues
in DC, Michigan, Pennsylvania, and New Jersey.

Equity and the First Amendment
If you have not as yet read ALA Freedom to Read President Barbara Stripling’s article “School Librarians, Equity, and the First Amendment,” I hope you will do so. In it, she writes this: “school librarians must take a leadership role in ensuring that all young people have equitable physical and intellectual access to diverse content, the right to receive and read that content, and the self-confidence and determination to exercise their right to speak.”

That requires that we ALL stand-up for the “have” students and educators in our own schools and districts AND for the “have not” students and educators in schools and districts that lack state-certified school librarian leaders in their schools.

Let’s create an unstoppable advocacy network—beginning with our support for one another.

Work Cited
Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

Image Credit
Moreillon, Judi. 2018. Figure 8.1: Public Relations and Advocacy Tools. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, 133.

Core Values in School Librarianship Responding with Commitment and Courage

Book Cover: Core Values in School Librarianship: Responding with Commitment and CourageI am a card-carrying collaborator but before Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021) the professional books I’ve authored have been solo projects. Working with 17! co-contributors to Core Values has been a once-in-a-lifetime learning experience for me and now we all get to share in the celebration.

After an 18-month journey, our book is published and available for purchase from ABC-CLIO!

Core Values
When proposing this book, I suggested four core values for school librarianship: equity, diversity, inclusion, and intellectual freedom. From my perspective, this is an interdependent set of values and a combination of values that are unique to school librarians. While some of our non-school librarian colleagues may share two or more of these values, I proposed that school librarians have the commitment and responsibility to ensure all four of these values are fully accessible and functioning in our spheres of influence.

Indeed, we share other values with our classroom teacher and administrator colleagues such as literacy and education as a path to lifelong learning, innovation, and collaboration. Yet, these four—equity, diversity, inclusion, and intellectual freedom—are the foundation on which school librarian leadership is built.

Editorial Role
As the editor of the book, I had the honor and responsibility of securing an approved book proposal and then soliciting contributors for specific chapters. I am so pleased that the chapter co-authors said “yes!” They remained committed to this work through one of the most difficult years any of us has experienced in our professional and in our personal lives. I am grateful for their perseverance and dedication to our book.

Infusing our profession with voices of our present and future generation of school librarian leaders was one of my goals for this book. (The co-authors are not of my generation of school librarianship!) They are diverse in terms of race, ethnicity, and gender identity. The contributors, including those who offered vignettes of practice found in each chapter, live and work in various parts of the country, serve in urban, rural, and suburban schools and in libraries at all three instructional levels. Our hope is that all Core Values in School Librarianship: Responding with Commitment and Courage readers will find themselves and their work reflected in this book.

I wrote the introduction to the book (and the final chapter as well). In the intro, I share my passion for school librarianship and my inspiration and motivation for proposing this project to our initial acquisitions editor Sharon Coatney at ABC-CLIO.

The introduction begins with a one-sentence theme that summarizes the message I hope we clearly convey throughout the book.

Introduction: A Passion for School Librarianship
All school librarians need a firm foundation to provide strength and direction during these rapidly changing and challenging times.
Judi Moreillon

Based on my experience and thirty years of involvement, I can honestly say that our core values are what initially fueled the fire of my passion for school librarianship, have kept me going in times of trouble, and have—without fail—reaffirmed and reignited my commitment to the profession. I believe that our values are the firm foundation we can rely on during times of change and challenge. As a practicing school librarian and as a school librarian educator, I have met many courageous school librarians who have stepped up to ensure that our core values were accessible to all of our library users when others might have shrunk from that responsibility.

Core Values Chapters: First Four Chapters and Contributors
In the first four chapters of the book, the contributors share their understandings of, passion for, and commitment to four core values: equity, diversity, inclusion, and intellectual freedom. The co-authors frame their chapters with one-sentence themes that convey the overarching meaning of each value. They also share how they and their colleagues have enacted these values in their practice of school librarianship.

Chapter 1: Equity
Equitable access is a matter of social justice.
Erika Long and Suzanne Sherman

Chapter 2: Diversity
Diversity in resources and programming is not optional.
Julie Stivers, Stephanie Powell, and Nancy Jo Lambert

Chapter 3: Inclusion
Inclusion means welcoming and affirming the voices of all library stakeholders in a way that shares power.
Meg Boisseau Allison and Peter Patrick Langella

Chapter 4: Intellectual Freedom
Intellectual freedom, including access and choices, privacy and confidentiality, is the right of all library stakeholders.
Suzanne Sannwald and Dan McDowell

Courage Chapters: Chapters 5-8 and Contributors
The co-authors of the courage chapters share how they have enacted the four values in specific contexts: professional relationships, principal-school librarian partnerships, and through specific behaviors—leadership and advocacy. Their one-sentence themes convey connections to the application of our core values in practice.

Chapter 5: Relationships
Relationships are the root of a strong community.
Jennifer Sturge with Stacy Allen and Sandy Walker

Chapter 6: Principal-School Librarian Partnerships
Principals are our most important allies.
M.E. Shenefiel and Kelly Gustafson

Chapter 7: Leadership
Leadership requires confidence and vulnerability.
Pam Harland and Anita Cellucci

Chapter 8: Advocacy
Advocacy involves effective communication and building partnerships.
Kristin Fraga Sierra and TuesD Chambers

Final Chapter
I had the gift of contributing the final chapter to the book. Advocating for collaboration through instructional partnerships is the hill on which I will make my final stand in school librarianship and K-12 education. The four core values must be enacted throughout the learning community if school librarians are to achieve our capacity to lead and positively influence every student’s learning. Collaborating with others is the way to co-create the learning environment in which students and the adults who serve them can thrive.

Chapter 9: Collaboration
Collaboration is THE key to co-creating a values-centered culture of deeper learning.
Judi Moreillon

All Chapters
All chapters in the book include two vignettes that spotlight core values and behaviors in action. The co-authors have also included quotes that have inspired them from a wide variety of scholars, practitioners, and writers. Each chapter concludes with questions for reflection.

ALA Annual
The contributors and I are enthusiastic about sharing our work. We will provide many opportunities for you to engage in conversation with us around these core values and their implication for practice beginning at ALA Annual where the co-authors of the first four chapters will offer an on-demand video session #SLCoreValues #alaac21:

Taking Action for Equity, Diversity, Inclusion, and Intellectual Freedom in School Libraries

We invite you to join us in promoting and enacting the unique contributions of school librarians to our learning communities!

And, of course, we hope you will read our book, discuss, and share the ideas and examples of practice with colleagues in your PLNs.

Work Cited

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