KATE MCGUINNESS
LIBRARIAN
The moral and professional imperative to consider representation in libraries is clear. School libraries are uniquely placed to contribute to diversity and inclusion goals. They are not restricted by the parameters of the academic curriculum, so can offer a broader range of resources that students can encounter on their own terms, at their own pace. That students view libraries as ‘safe spaces’ is well evidenced. Good libraries offer the opportunity to participate in activities without obligation and the chance to explore resources without the assessment or judgement of the classroom environment. Lack of research on diversity and inclusion practices in UK secondary school libraries means it is unclear whether the significance of D&I has been acknowledged and represented in everyday practice. Therefore, as part of my MSc in Library and Information Science, I decided to investigate whether and how school libraries are adapting to promote diversity and inclusion. I did this by surveying a range of school librarians on what they have changed about their practice. The findings of my study indicated that school librarians are indeed adapting practices to facilitate diversity and inclusion goals by way of display, stock purchases, audits, terminology, and metadata. Their responses also highlighted the difficulties of auditing a collection for diversity, a strategy commonly recommended as good practice. An author’s identity can be useful in terms of measuring representation and authenticity but there is no obligation for the author to provide this information. Furthermore, it is not simply a question of numbers, but also of the quality of representation. Challenges identified by respondents highlighted some prominent themes: • a lack of consensus over some areas of practice and vocabulary; • scarcity of budget; • a shortage of dedicated time.
There was a divide between respondents supporting diversity in one of two ways: one group promoted areas and collections for specific groups and celebrated specific awareness days; others were concerned about the dangers of ‘othering’, favouring a more integrated approach. The latter echoed a warning from Professor James Banks, who argued as far back as 1989 that integration needs to progress beyond ‘heroes and holidays.’ This is not to deny the purpose of celebrating or raising awareness in all cases, rather to acknowledge that there are levels of complexity and nuance around diversity and inclusion requiring reflection on what ongoing good practice looks like. While these two approaches are prominent in my own research, further research is now required to evaluate the effectiveness of contrasting diversity and inclusion initiatives. School libraries are vulnerable. They lack statutory status; they do not even have an established definition. Equal Futures? A Balance of Opportunities (2023), the largest piece of research on UK school libraries to date, reported that school libraries are threatened by reduced staffing, budgets, and access, with space regularly used for non-library purposes. The academic advantages that a well-resourced and staffed library provides have been widely documented. This study set out to add evidence that in the areas of diversity and inclusion, considered fundamental to every school, school libraries are uniquely placed to explore and support these goals in all manner of ways, benefiting schools and the young people who attend them. Whilst we are extremely fortunate in terms of library provision at the College, this research highlights the importance of ongoing reflection and curiosity if we are to provide a service that continues to evolve, improve and represent.
From Advocacy to Action Are diversity and inclusion pledges driving changes in secondary school library collections and practices?
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