School librarians create an atmosphere where learners feel empowered. Moreover, school library programming should support diversity, equity, and inclusive learning opportunities to facilitate student success. Thus, school librarians are expected to model and advocate for equitable learning spaces while considering the universal design for learning approach to improving accessibility, utilization, and relevance for all library patrons. Although it has been established that school library standards support diversity, equity, and inclusion (DEI), more is needed to know about the impact of a crisis on school library programming and services. In addition, extensive research has not been conducted to determine school librarians' responsiveness and strategies to provide services for their school communities during disruptive times. This study examines school librarians' perceptions of the opportunities and challenges encountered while endeavoring to engage in DEI practices during crises.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2137662 |
| Date | 05 1900 |
| Creators | Gill, Diane |
| Contributors | Smith, Daniella, Baker, Shelia, Kuon, Tricia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Gill, Diane, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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