The Informationally Underserved: Theory and Practice for Equitable School Library Access

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-8 - Part 1: Library Information Science and Underserved Populations; Part 2: Collaboration

Abstract

This paper presents the theory of an model for the Informationally Underserved (IU), which is based upon the School Library Impact Studies (SLIS). The theory suggests that deficient school library resources affect academic achievement and independent learning dispositions that empower student inquisitiveness and critical thinking. The purpose is to compel Library and Information Science students and professional school librarians to apply practical application of theory through a social justice lens by reflecting on and advocating for the issue of equitable access to libraries and information resources. Examples of integrating this practice into their professional lives are described. The goal is for library professionals’ constituencies to understand the ethical considerations when serving patrons or generating policy.

Author

• Deborah Lang Froggatt, Boston Arts Academy