Examining Inclusive Programming in a Middle School Library: A Case Study of Adolescents Who Are Differently- and Typically-Able

Author(s)

Clayton A. Copeland, University of South Carolina
Karen W. Gavigan Dr., University of South Carolina - ColumbiaFollow

Document Type

Article

Subject Area(s)

Library and Information Science

Abstract

Numerous national and international studies have shown the importance of school libraries and librarians in students’ educations, including literacy skill development and academic achievement. However, published research investigating school library accessibility and services from the perspectives of students who are differently-able are extremely limited, as are studies of inclusive library programming, or programming serving both typically-able and differently-able students. This case study examines inclusive library programming with adolescents in a middle school library. Findings indicate that the impact of inclusive school library programming was meaningful and often extended beyond the library’s walls. Inclusive library programming resulted in skill development among the students who are differently-able and an appreciation for books and reading for all of the students. Lessons that began in the library, including those of acceptance and the realization that abilities are born through differences, helped define the school culture. The findings from this study are useful for guiding inclusive programming for other school library grade levels, as well as in public library settings.

Publication Info

Published in Journal of Research on Libraries and Young Adults, ed. Dr. Denise Agosto, Volume 6, 2015.