The purpose of this study was an examination of elementary- and secondary-school libraries in Arkansas to determine the adequacy of their resources as compared with the 1960 and the 1969 national school library standards. The findings served as a base for establishing goals and recommendations for improved school library programs in Arkansas.

This thesis presents the results of a qualitative survey designed to explore the provision and promotion of LGBTQ-themed resources in UK secondary school libraries. The aim of this thesis is to understand the practice of secondary school librarians in relation to the selection and promotion of LGBTQ-themed resources. By achieving this aim the study hopes to contribute to improving LGBTQ provision in school libraries. The theoretical framework used is Theory of Practice Architectures, which falls within Practice Theory. 113 secondary school librarians completed the survey. The survey data was analyzed using thematic analysis. Results found that librarians have a proactive stance on LGBTQ provision, with most actively ensuring representation and displaying great knowledge about the topic and how best to support their students. Age suitability of resources is the main concern for many respondents, with most having age-restrictions in place for borrowing. Librarians vary in their choices of how to display and advertise the resources. There is a consensus that visibility is important but that this must not be done in such a way as to deter borrowers who need privacy while accessing the literature. Current school wide policies are described as being focused on inclusion and representation, enabling school librarians to emphasize diversity in stock selection, shelving, displays and other promotions.