Diversity and Inclusion Reflection 1

Diversity and Inclusion Reflection

Jessica Tarnowski

LIS 702

Professor Mansfield

September 25, 2019

Diversity and Inclusion Reflection 2

School librarians can set the tone to make sure every student no matter their background,

age, race, or disability are included in the library. Libraries can be safe havens for many students,

and it is up to the librarians to be aware of students’ differences. Three specific ways that they

can welcome students are: improving their collection on multicultural books, providing more

extensive resources for the LGBTQ student, and developing their media format platforms to

incorporate students with disabilities.

While school libraries have made way of improving their library collection, they still

have to continue with strengthening their multicultural collections. When schools have a

collection of diverse cultures, students from different backgrounds will feel more included in the

library (Agosto, 2007, p.27). Having diverse characters in books throughout the school library

shows a more realistic world we live in. In schools today, there are students from all

backgrounds and cultures. According to Agosto (2007) there are four key benefits of having

multicultural books in school libraries which are: “A Sense of Belonging,” “Facilitated Student

Learning,” “Acceptance of Differences,” and “Increased Student Knowledge of the World”

(p.27-28). The first benefit mentioned, “A Sense of Belonging”, demonstrates the importance of

the types of books that depict different cultured characters and settings. Students who see this in

their school libraries are more likely to feel valued. Agosto (2007) mentioned that when

“students who feel welcome in their schools are more likely to succeed both socially and

educationally than are students who feel unwanted and insignificant” (p.27). The next benefit

“Facilitated Student Learning” is the notion that when students have cultural books in their

school libraries, they feel more connected in the learning of subjects by how they relate

culturally. The books build “security,” “familiarity,” and “confidence” (Agosto, 2007, p.27). The

third benefit of having multicultural books in school libraries is “Acceptance of Difference.”

Diversity and Inclusion Reflection 3

Agosto (2007) suggested, “Including multicultural resources in the school library fosters

appreciation of other cultures and other ways of life among students from the majority culture”

(p.28). It is up to the librarians and teachers to accept the individual differences that students

might bring up that might relate back to their own culture. The last benefit discussed is

“Increased Student Knowledge of the World.” Students from variety of backgrounds can share

diverse world viewpoints of subjects such as history. Students of the majority culture might learn

skills and/or information from what the minority cultures share (Agosto, 2007, p.28). School

librarians and teachers need to be aware of these benefits and be motivated to strengthen all of

their students of the importance of multicultural views.

Not only are multicultural books important to create diversity in schools but also books

regarding sextual orientation and gender identity. Lesbian, Gay, Bisexual, Transgender, and

Questioning (LGBTQ) books have been known in school libraries to be under-collected.

According to Hughes-Hassell, Overberg, & Harris (2013), “LGBTQ teens are estimated to make

up 5.9 percent of the students in American high schools LGBTQ” (p.1). Those numbers have

probably doubled since then as the LGBTQ movement has been more vocal. These teens are

struggling with their gender identity and sextual orientation and can find school and public

libraries as their safe haven. Hughes-Hassell, Overberg, & Harris (2013) mentioned, “Library

resources can provide self-affirmation, offer characters with which to identify, and decrease the

feeling of alienation” (p.3-4). This is important to note because many of these teens have been

bullied/harassed or are depressed. The library is a place where they should have the tools and

resources to learn more about themselves. This known safe haven in the school should have

resources that discuss the LGBTQ “history, politics, events, and individuals in a positive way”

(Oltmann, 2016, p.4). One of the benefits of having LGBTQ books in school libraries is that
Diversity and Inclusion Reflection 4

LGBTQ students are able to access the information and can support them, and straight students

can learn more about the history and culture of the community (Oltmann, 2016, p.4). Including

these resources in the library will create a sense of belonging and inclusion for the LGBTQ

students. School libraries should continue to include books on their shelves or additional

resources that help the LGBTQ community of students.

School librarians can also help create diversity and inclusion in their libraries by

increasing the amount of media formats for students with disabilities. Examples that were

discussed by Blue & Pace (2011) of certain disabilities that are found in schools are: visually

impaired, deaf and hearing impaired and learning disabilities (p.50). Librarians can increase the

amount of large print books, CDs/iPods/iPads, and Digital Talking Books and Braille for

students who are visually impaired (Blue & Pace, 2011, p.50). Videos with subtitles and/or sign

language, and easy to read books are media formats that school librarians can incorporate for

students that are deaf and hearing impaired (Blue & Pace, 2011, p.50). Lastly, large print books,

CDs/iPods, iPads, videos with subtitles and/or sign language are additional formats to include in

school library settings for students that have learning disabilities (Blue & Pace, 2011, p.50).

With integrating media formats throughout the school libraries, students with certain disabilities

will feel more welcomed.

In conclusion, it is up to the school librarians to welcome students of all diverse

populations. They can do this by the type of collections that they include on their books shelves

which incorporate different multicultural books. LGBTQ materials should also be more present

in libraries as they are known to be safe havens for students who are still exploring their sextual

backgrounds. Integrating different types of media formats also paves the way for students with

disabilities. These three concepts open the door for inclusion in the school library setting.
Diversity and Inclusion Reflection 5

REFERENCES
Agosto, D. E. (2007). Building a Multicultural School Library: Issues and Challenges. Teacher

Librarian, 34(3), 27–31. Retrieved from https://dom.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?
direct=true&db=lls&AN=502908824&site=ehost-live&scope=site

Blue, E. V., & Pace, D. (2011). UD and UDL: Paving The Way Toward Inclusion

And Independence In The School Library. Knowledge Quest, 39(3), 48–55. Retrieved
from https://dom.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=58621343&site=ehost-live&scope=site

Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and

Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing

Adequate Collections? School Library Research, 16, 1–18. Retrieved from
http://search.ebscohost.com.dom.idm.oclc.org/login.aspx?
direct=true&db=lls&AN=85514213&site=ehost-live&scope=site

Oltmann, S. M. (2016). “They Kind of Rely on the Library”: School Librarians Serving LGBT

Students. Journal of Research on Libraries & Young Adults, 7(3), 1–21. Retrieved from
http://search.ebscohost.com.dom.idm.oclc.org/login.aspx?
direct=true&db=lls&AN=120658526&site=ehost-live&scope=site