New Perspectives of Equity, Access, and Meaningful Use of School Library Resources and Services

ABSTRACT

Data collected from a study of school libraries in Massachusetts provide source material that identifies barriers and enablers related to equitable access and meaningful use of school library resources and services. These quantitative and qualitative survey data supplied by school librarians across rural, urban, and suburban schools describe staffing, resources, instruction, and funding which suggest barriers and enablers related to equitable access and meaningful use. An in-depth analysis reveals underlying factors that determine policies and practices such as traditional library values, educational beliefs, and social justice principles that are operational in the access and use of school libraries.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Carol A. Gordon

Carol A. Gordon holds masters’ degrees (Secondary Education; Library/Information Science) and a doctorate (Education) and taught English Language Arts and high school completion. She was school librarian (Michigan, Massachusetts, and England); Head of Library Services (Frankfurt International School; Boston University Education Library); and Associate Professor (Boston University; Rutgers The State University of New Jersey). She has authored over one hundred articles, seven books and book chapters and is Principal of Gordon Consulting.

Robin Cicchetti

Robin Cicchetti is the head librarian at Concord-Carlisle High School in Massachusetts. Robin is also a Visiting Professor at the Salem State University McKeown School of Education. Working with Dr Carol Gordon, Robin was co-author of the Massachusetts School Library Study: Equity and Access for Students of the Commonwealth (2017). Robin’s doctoral work at Northeastern University focused on transitioning a traditional school library into a learning commons model.