Social Justice and Cultural Competency: Essential Readings for School Librarians

by Marcia A. Mardis (Editor), Dianne Oberg (Editor)

Overview

Published in partnership with the International Association of School Librarianship, this work gathers together the latest and most important research on the topics of social justice and cultural competency in school libraries.

Education systems today are expected to advance national goals related to fairness, equity, and social cohesion. Comprising articles written and collected in the journal of the International Association of School Librarianship and new articles written especially for this anthology, this book documents both empirical research and promising practices to help school librarians and teachers work together to promote social justice and develop learners' and educators' cultural competence.

Both coeditors are experienced in working with authors from around the world and have participated in the development of effective and ethical standards and guidelines for school library practitioners. Brief real-life case studies of school librarians and teachers in action showcase efforts to improve the lives of marginalized or under-served students. School librarians inside and outside of the United States, school library educators and policymakers, and academic librarians building school librarianship collections will find this guide valuable.

Product Details

ISBN-13:	9798216146209
Publisher:	Bloomsbury Publishing
Publication date:	11/20/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	196
File size:	6 MB
Age Range:	7 - 17 Years

About the Author

Marcia A. Mardis is associate professor and assistant dean at Florida State University. Marcia was editor and lead writer of the AASL National School Library Standards.
Dianne Oberg is professor emerita at the University of Alberta, Canada. She served on the IFLA School Libraries Standing Committee for 12 years and has been an active member of IASL since 1982.
Marcia A. Mardis is Associate Professor at Florida State University's iSchool and editor of IASL's School Libraries Worldwide.
Dianne Oberg, PhD, is professor emerita at the University of Alberta, Canada. She co-edited the IFLA School Library Guidelines, 2nd ed. (2015) and four volumes of the IFLA “Green Books” series. She chairs the IASL Publications Advisory Committee, overseeing and contributing to the first two volumes co-published by IASL and Libraries Unlimited: Librarians and Educators Collaborating for Success: The International Perspective (2016) and Social Justice and Cultural Competency: Essential Readings for School Librarians (2019).

Table of Contents

Foreword Katy Manck vii

Introduction Marcia A. Mardis xi

Section I Social Justice 1

Section Overview: Technology and Equity in School Libraries: An Issue of Social Justice Dian Walster 3

A Social Justice Advocacy Model: The Informationally Underserved and Equitable Access to School Libraries Deborah Lang Froggatt 14

Using Institutional Ethnography to Explore Socioeconomic Differences in Brazilian School-Based Librarianship Lucy Santos Green Melissa P. Johnston 27

Section II Cultural Competency 41

Section Overview: Cultural Competence for a Culturally Responsive Pedagogy Dianne Oberg 43

Creating Culturally Responsive Schools Michelle Hudiburg Elizabeth Mascher Alice Sagehorn 54

What Does Cultural Competence Mean to Preservice School Librarians? A Critical Discourse Analysis Kafi D. Kumasi Renee F. Hill 64

Youth Services Librarians' Perceptions of Cultural Knowledge: An Exploratory Study with Implications for Practice Sandra Hughes-Hassell Julie Stivers 76

Moving Toward Culturally Relevant Librarianship: Booktalking in a Mixed Reality Simulation Janice Underwood Sue Kimmel Danielle Hartsfield Gail Dickinson 89

Section III Innovative Practice 101

Section Overview: Fostering Resilience, Wellness, and Hope in the School Library Meghan Harper 103

Fostering Information Competence in a High-Poverty Urban School: An I-LEARN Project Delia Neuman Allen Grant Vera Lee M. J. Tecce DeCarlo 116

How School Librarians Contribute to Building Resilience in New and Beginning Teachers Rita Reinsel Soulen Lois D. Wine 127

Voice and Identity: YA Urban Literature's Transformative Impacts on Youth Sabrina Carnesi 141

Practicing a Critical Stance to Research Ethics in Global Contexts: Challenges and Ways Forward Marlene Asselin Ray Doiron 162

Index 173

About the Editors and Contributors 175

Editorial Reviews

Suitable as a book-study selection, this collection is insightful and provocative and should spark considerable discussion among those serving students.” —Booklist

“A noteworthy collection of essays that should appeal to all school librarians.” —VOYA

“Librarians seeking to expand their pedagogy to better assist underserved student populations would do well to explore this trove of good advice and innovation.” —American Libraries

From the Publisher

03/01/2020

Published in partnership with the International Association of School Librarians (IASL), this collection features ten selected papers previously published in IASL's peer-reviewed journal, School Libraries Worldwide. It seeks to document "empirical social justice and cultural competence research taking place in international school libraries." To that end, the papers are grouped into three sections: social justice, cultural competency, and innovative practice. Each section opens with an overview "newly written" for the volume "by an expert researcher or researchers." The research addresses a variety of high-interest topics, including culturally responsive pedagogy, information competence in high-poverty areas, representation in youth literature, access to technology, and the role of the school librarian in supporting new teacher retention. While some of the studies are more introductory in nature (such as one focusing on trauma-informed school library programs), many are academic in tone and assume or require some familiarity with the topics discussed; overall, this is not an entry-level title. However, a wealth of additional resources and suggestions for further reading are provided, some of which are quite extensive. Several studies present program ideas, strategies, or approaches that readers may implement in their own libraries. Also notable is the collection's global perspective on school librarianship, with research specific to libraries in Canada and Brazil, for example. Even so, it should be noted that the majority of papers are Western in focus—an issue that is touched upon in the final report on global standards for research ethics and practices. VERDICT Absorbing and thought-provoking, this title is well worth any library professional's time and consideration.—Lauren Strohecker, McKinley Elementary School, Elkins Park, PA

School Library Journal