Exploring School Librarians’ Perceptions of Inclusive Literature

Framework

My research is built on the following two constructs: culturally relevant pedagogy (Montgomery, 2001) and critical literacy (Freire & Bergman Ramos, 2014).

The UN SDGs and the Multidimensional Framework for Inclusive Literature (Pfundheller & Liesch, 2023) provide the conceptual framework for my study.

Methods

In this exploratory study, I surveyed a purposive sample (Etikan, et al, 2016, p. 2) of 453 school library coordinators in Wisconsin who were asked to forward the survey to building school librarians. I sought evidence of Wisconsin school librarians’ perceptions during the current climate of increased book challenges and bans. Using a survey instrument that I adapted from surveys conducted by School Library Journal ([SLJ], 2018, 2023), I examined the data using exploratory data analysis. I distributed the survey on Qualtrics (http://www.qualtrics.com) via email on December 1, 2023, closing the survey on January 31, 2024, and received 183 responses. For reference, during the 2022-2023 school year, there were 818 school librarians in Wisconsin (Department of Public Instruction, 2023). Of these, 738 were female (90.33%) and 79 (1%) were male. Of the 818 Wisconsin school librarians who worked during the 2022-2023 school year, there were: • 1 Asian, (0.001%) • 8 Black or African Americans, (0.10%) • 14 Hispanic/Latinos, (0.17%) • 5 American Indians or Alaska Natives, (0.006%) • 1 Native American or Other Pacific Islander, (0.001%) • 5 Two or more races, (0.006%) • 784 White (95.96%) I chose the methods for this study to suit my purpose in examining Wisconsin school librarians’ perceptions of inclusive literature and how school or district selection policies aligned with the MFIL. I conducted a survey that was based on two surveys conducted by School Library Journal ([SLJ], 2018, 2023) and examined perceptions of school librarians to find evidence of inclusive literature in their collections and recommendations. I posed the following research questions:
• What are school librarians’ perceptions of inclusive literature?
• How do the school or district selection policies align with the MFIL?
• How do school librarians’ professional philosophies align with district or school policies regarding collection management?
o Does a value conflict exist?

In the following sections,
I describe my design, instrumentation, sampling strategy, data collection, analyses, and measures of quality. Also, I show results from each part of the survey to answer my research questions.

Design & Participants
The primary purpose of this study was to learn Wisconsin school librarians’ perceptions of inclusive literature. Constructivist and transformative worldviews guided my study (Creswell & Creswell, 2018, p. 8-10). For this study, I chose cross-sectional, descriptive research for its potential to reach a large pool of participants across Wisconsin with a rapid turnaround (Creswell & Creswell, 2018). The overall purpose of descriptive research is to provide a picture of a phenomenon as it naturally occurs, as opposed to a study (Bickman & Rog, p. 14). Its goal is to study a phenomenon that occurs naturally, without manipulation or intervention (Ravid, 2020, p. 7). I solicited responses from a purposive sample (Etikan, et al, 2016, p. 2) of Wisconsin school librarians using a directory from the Wisconsin Department of Public Instruction to invite participation.

Instrumentation
I designed a survey instrument adapted from surveys by School Library Journal ([SLJ], 2018, 2023). Both instruments surveyed school librarians responsible for purchasing library books. The 2018 SLJ Diverse Book Collections Survey was sent on April 27, 2018, to 22,000 randomly selected school and public librarians from SLJ newsletter lists. The survey was also advertised in SLJ’s Extra Helping newsletter and social media channels. The survey closed on May 15, 2018, with 1,156 responses from the U.S. and Canada. The 2022 SLJ Controversial Book Survey was emailed to a random sample of U.S. school librarians on May 4, 2022, and May 25, 2022. The survey was also publicized on SLJ’s social media channels. The survey closed on June 13, 2022, with 720 U.S. school librarian respondents. I received permission to adapt these survey tools to Wisconsin. Following informed consent, the survey I created for my research has twenty-six items in two parts, as follows: thirteen items requesting demographic data, four extended response items, ten Likert-type and non-Likert-type scales, and one open item. This instrument was validated in two pilot studies.

Sample
Upon approval by the UWSP Institutional Review Board, the Wisconsin (WI) Department of Public Instruction (DPI) granted approval to use their school directory. The survey was sent to 453 library media coordinators listed in the WI school directory from the DPI with the request to forward the survey to building school librarians. A purposive sample is a “deliberate choice of a participant due to the qualities the participant possesses” (Etikan et al., 2016, p. 2). As a researcher, I chose a purposive sample to study Wisconsin school librarians. The sample yielded a range between 93-183. The variance for the range of respondents is that 44 some respondents did not complete the entire survey. Since the survey was voluntary, I respected their choices to not participate fully in the survey.

Data Collection
On December 1, 2023, I sent an email to potential participants listed in the WI DPI school directory. This email consisted of an introduction, explanation of the research, informed consent, and a description of the survey. The survey was sent to 453 school library media coordinator contacts from the WI school directory provided by the Wisconsin Department of Public Instruction with the request to forward the survey to all building school librarians in their districts. Participants were asked to respond to the survey by January 8, 2024. A reminder email was sent on January 16, 2024. The survey closed on January 31, 2024.

Data Analysis
I used inferential, descriptive, and exploratory data analysis to examine results. Exploratory data analysis refers to any analysis without formal statistical models and inference (Howard, 2018, p. 61). Specifically, I am using univariate, multivariate, non-graphical and graphical EDA (p. 62) The goal of EDA is to understand your data (Wickham et al, 2024, fifth paragraph). Using the four Rs of exploratory data analysis (EDA) (Pertl & Hevey, 2012), I computed central tendencies and re-expressed them in graphical displays. I used the four Rs of EDA as follows. Using revelation in bivariate non-graphical cross tabulation to understand patterns and avoid assumptions, I examined residual discrepancies in the data. I remained flexible to see more patterns. I used re-expression to examine patterns. Finally, I found resistance in outliers. According to Courtney (2021), there are 6 steps of EDA: 1. Gathering necessary data 45 2. Exploring categorical variables 3. Calculating descriptive statistics 4. Creating data visualizations 5. Examining correlations 6. Interpreting the results for decision-making (p. 7)

Validity & Reliability
I used a validated survey from SLJ. To ensure internal reliability, I administered Cronbach’s alpha on the pilot study before administering the survey. With a score of .77 and .98 on the test and retest respectively, internal validity was consistent. An independent researcher also checked results to ensure inter-rater reliability.

Biases
As the researcher of this study, I acknowledge that I have a position/subject bias. I am a practicing Wisconsin librarian and have insider knowledge of the profession. With this, I have worked with many of the school librarians who completed the survey. Additionally, as a twin of someone born with a disability, I have personal interest and involvement with the results of this research. Furthermore, I have previously taught and currently teach students who are part of many of the identities represented in the MFIL, increasing my investment in this issue.

Strengths & Limitations
Survey research has many advantages. The amount of time to contact respondents is significantly less than using other types of research (Bethlehem & Biffignandi, 2021, p. 56). In addition, follow-up emails are sent instantly. Furthermore, the time between reminder emails is lessened, with fewer emails needed. The amount of time required to submit complete questionnaires and to store data is also reduced within survey software (Bethlehem & 46 Biffignandi, 2021, p. 57). In addition, response rates can be monitored throughout a survey’s open time. This allows for action to be taken to increase the number of responses. Although major limitations of survey research remain for the public, including obtaining a large enough sample for specific populations, there are no problems (Bethlehem & Biffignandi, 2021, p. 59). Low response rates for survey research are common, though.

Summary
I detailed the survey research design that I selected to answer my research questions about a representative sample of Wisconsin school librarians’ perceptions of inclusive literature. I used exploratory data analysis to find general trends in the data. I also used descriptive and inferential data analysis.

Results

In this chapter I present demographic data and various descriptive and bivariate analyses with cross tabulations. For each research question, I describe the data narratively and use extended responses as further evidence. I reported descriptive statistics in the form of frequencies. I used the four Rs of EDA to explore data, develop a fuller understanding, and recognize patterns (Pertl & Hervey, 2012, p. 2). By describing data differently, I identified patterns and avoided assumptions (p. 3). Demographics Respondents self- identified their racial and ethnic groups as follows:
• White, (97%)
• Hispanic or Latino, (1%)
• Other, or no response (1%)

Based on the two identities that WI DPI tracks (gender and race/ethnicity), my sample was representative of the statewide school librarian population, largely female and White.

Respondents reported the following school data: • 20% elementary schools • 12% middle schools • 18% high schools • 50% multigrade Respondents’ schools worked at mostly public schools (99%) with 1% of respondents working at charter schools. Schools ranged in location from urban (7%), suburban (23%), small towns (27%), and rural (43%). Respondents reported their communities to be very diverse (6%), diverse (13%), somewhat diverse (61%), and not at all diverse (20%).

Respondents’ Perceptions The first research question addressed school librarians’ perceptions of their work. These perceptions helped to shape a picture of their work life and how society is influencing their 49 choices and perceptions of threats to their collection management decisions. Figure 3 shows the importance of inclusive literature as reported by Wisconsin school librarians. One hundred ten respondents (96%) stated that it is very important or important for their school library to have inclusive book collections for their students. Further, Figure 4 illustrates the administrative support to integrate inclusive children’s literature into curriculum. Seventy-one respondents (62%) received support from their teachers and administrators in using inclusive literature. Twenty-nine respondents (25%) did not know the amount of support from their administrators and teachers while fourteen respondents (12%) did not receive any support from their teachers and administrators.

As one respondent said, In the past there has been support and request from administration to expand diversity in our school library collections. However, now because there has been more push-back in the community in the last few years, that has directly affected the degree to which this effort has been supported by the administration. I no longer feel that same level of support and that has been replaced with a sense of caution instead. Some participants reportedly had support; for example, one participant said, I live in a small, rural community that is mostly [W]hite but is open and welcoming to diverse groups, especially the LGBTQ+ community. Our teachers and administrators want our students to have reading materials that provide doors, windows, and mirrors. Integrat[ing] inclusive books into the curriculum is an important part of achieving this. Yet another respondent said, “Some effort is made, but we have been restricted by board 51 decisions on how much diversity can be included.” This response, among others, indicated a value conflict.

Fourteen respondents (12.0%) reported formal complaints at the district level within the last 12 months. Thirty-one respondents (26.5%) reported informal complaints at the building level within the last 12 months. Seventy-two respondents (61.5%) reported no complaints.

One respondent stated, “Someone made a website of all the LGBTQ+ books we had and then the superintendent had me pull them all for the school board to review.” Another respondent reported that: We had two informal challenges that have been resolved at the building level by explaining to the parent that they have every right to limit the books that their child has access to and are able to check out, but removing a book and limiting access to all students is a violation of other students’ and parents’ rights. In response to items asking about shelving and purchasing procedures, seven respondents (6%) reportedly always weighed the effect of controversial subject matter when making book purchase decisions.

Seven respondents (6%) reportedly always weighed the effect of controversial subject matter when making book purchase decisions. Thirty-six respondents (32%) reportedly often weighed the effect of controversial subject matter when making book purchase decisions. Forty-eight respondents (42%) reportedly sometimes weighed the effect of controversial subject matter when making book purchase decisions. Twenty-two respondents (19%) reportedly rarely weighed the effect of controversial subject matter when making book purchase decisions. Only one respondent (1%) reportedly never weighed the effect of controversial subject matter when making book purchase decisions.

In response to items asking about book purchases, forty-four respondents (38.9%) reportedly decided not to buy an inclusive book because of the potential for a book challenge or fear of repercussions at their job, also called self-censorship. Sixty-nine respondents (61.1%) 54 reportedly never self-censored books at their job.

Respondents shared their reasoning behind these decisions, illustrating a value conflict: One respondent reported, “My administrator has let me know not to order things that may be controversial. I find this challenging since everyone’s idea of controversial is different. It has definitely impacted my ordering.” Another respondent noted, “Administrators have made it very clear that any potentially controversial materials should NOT be purchased for the library collections.” Still another respondent stated, “The LGBTQ+ books in my district at the elementary level could potentially be challenged and I am not sure if it’s worth putting my job on the line at this point in my career.” One respondent said, “I no longer purchase LGBTQ+ books because of the district’s policies.” Lastly, one respondent reported, 55 I do believe strongly in having an inclusive collection; however, I [sic] because of society viewpoints today and the fear of the repercussions I am very leery in regard to LGBTQ+ and titles related to the Black Lives Matter movement. I have had a successful 35-year career as of this year and would like to retire in a positive light.” An example from a respondent says, “I purchased by [sic] never added to the collection Gender Queer because of the content. I also purchased Keanu Reeves [sic] new graphic novel but didn’t add it to the collection because of the extreme violence.” Another respondent added, I haven’t decided NOT to purchase a book, but books that I do purchase where I fear potential challenges or repercussions [sic] I make sure to create a ‘book resume’. Basically [it is] a document indicating the professional publications in which the book has been reviewed, any awards it has won, lists it is included on, and my rationale in purchasing it. I haven’t had to utilize any of these resumes yet (it is something I started doing after the few informal challenges), but I want to be as prepared as possible if/when that happens. Book resumes are also available to the public from Unite Against Book Bans (Unite Against Book Bans).

Sixty-nine respondents (55.7%) reportedly shelved all books together, while twenty-seven respondents (21.8%) reportedly did not restrict books but shelve them by age or grade of reader. Five respondents (4.0%) reportedly had a restricted/separate section.

As one respondent said, 21.8% 4.0% I have found building diverse collections to be so powerful in getting students to want to read and listen to book talks. They want to learn about others or see themselves represented in books. The publishing industry provides so many excellent options compared to what was available 10 years ago so that is heartening. I also love to see that many diverse titles are being recognized through the various awards, which might make it easier for someone like me (working in a district more conservative than I am) to be able to purchase these with administrative approval based on reviews. This is another example of a value conflict. Another said: Our libraries need to represent a pluralistic society-we do not have to agree or like the choices; yet we need to provide books for society greater than our community and statewe are all members of earth. Our library selections need to reflect this. Yet another respondent reported, “There should be more pressure to include these books. I wish people would be active about including them instead of removing them.” These extended responses illustrate the constant pressure school librarians have when building library collections. According to my research, even though 96% of respondents find inclusive literature important or very important and 62% are supported by staff and administration in using inclusive books, there are still challenges when teaching with and 57 purchasing inclusive books. Twenty-four respondents (18.9%) reportedly considered leaving the profession or early retirement due to the recent intensity related to book censorship in school libraries. Fifty-four respondents (42.54%) reportedly identified the recent intensity related to book censorship in school libraries in influencing them to be more involved in fighting censorship. Some of the respondents’ comments that aligned with this finding are: One respondent said, “I have worked to make sure my team understands our selection policy and challenge policy as well as making sure all pieces are in place at a district level.” Another respondent replied, “It has just made me so sad. I feel powerless.” One of the respondents said, “[It] drove me to therapy and medication to control feelings of anxiety.” A respondent noted, “I am much more reserved in the book choices that I choose to share with students during instructional time.” Still another respondent said: Our curriculum coordinator now has to OKAY my book order which is delaying getting great new books into my students’ hands. This means they are checking on each and every title I have on the list. It is concerning that they are ‘challenging’ my knowledge of our collection and my students’ needs and my 40 years of experience as a school library professional. Another respondent stated: It’s caused me more stress, personally, and resulted in sleepless nights and an inability to focus on my job because I’ve had to worry about potential challenges and prepare for 58 those. It has also caused me to be more active and vocal about censorship, particularly as it relates to fighting book challenges and informing others about the importance of diverse collections. Yet another said, “I use banned books lists as shopping lists.” One respondent replied: While I have not yet considered leaving the profession early, it has made me feel slightly underappreciate[d] and trusted. I feel more restricted and nervous that we are becoming a controlled environment in which we are not allowed to use [our] professional [judgement] to make the best decisions for our schools. Unless there is a legitimate reason that a book should not be in our system, censorship goes against all of my beliefs as a librarian as we are meant to teach and provide resources for ALL. I feel we are moving backwards [,] and I am scared for the future of the position, my job, and our students. We are sending the wrong message to our students if we ban topics that relate to them. I feel lucky that my district is so supportive of keeping resources in our libraries. One respondent noted, “My level of distrust of administrative support regarding book censorship has increased, as has my disgust in humanity as a whole.” Another respondent recounted, I believe strongly in building a diverse collection, but my ordering is constrained by administrative review. This causes me frustration. I do refer students to the public library when what they ask for is not available in our collection. This is my first year at this particular building, so I anticipate adding more diverse titles to the collection each year. All of these extended responses are evidence of a value conflict between school district collection management policies and school librarians’ book selection philosophies. One of the respondents shared, “I’m not doing anything to highlight or promote 59 LGBTQ+ titles and am careful about what I do purchase.” Another respondent shared, It has made me make sure that my discussions with administrators and the superintendent include these issues to keep them appraised of what is taking place. We have also ensured that our selection and collection development policies and reconsideration procedures are current based on NEOLA policy recommendations. These have also been approved. One respondent said: It has deterred me from staying as a school librarian somewhat, but also[,] I can’t help but wish I had someone when I was in high school who would stand up to protect the materials that I wish I had around. As a queer high schooler, I didn’t have much (if anything) to read that represented or reflected my life experiences, so I want to make sure that these students today do. Yet another respondent reported, In the professional setting I feel I’m more selective and conservative in the books that I put on display or put on reading lists. While I don’t restrict books from being on the library shelf I select who I share or advertise those books to. On a personal note, I’ve volunteered to be on book challenged/evaluating committees in the school district where I live and [my] kids attend, reading and discussing the challenged titles in that district. Respondents’ quotations bring the data to life. They are making more cautious and conservative choices since they are being examined by administrators, school boards, and the public at large. Although the data also showed that there is alignment among library collections, district collection development policies, professional book selection philosophies, and the Multidimensional Framework for Inclusive Literature, can this alignment withstand the surge in book bans? The data also illustrates a value conflict found between some respondents’ book 60 selection philosophies and the limitations placed upon them by district collection development policies as shown from their extended responses. Alignment Among Collection, Policy, Philosophy, MFIL Focusing on the second two research questions that asked participants about alignment among school district collection management policy, school librarians’ professional book selection philosophy, school library collections, and the Multidimensional Framework for Inclusive Literature, fifty-eight respondents (50.4%) identified their school library collection as very aligned to their professional book selection philosophy. Fifty respondents (43.5%) determined their school library collection as somewhat aligned to their professional book selection philosophy. Seven respondents (6.0%) reported their school library collections were not aligned at all with their professional book selection policy. Seventy-six respondents (69.1%) reported that their school library collection was very aligned with the school district collection development policies. Thirty-three respondents (30.0%) reported that their school library collection was somewhat aligned with their school district collection development policies. One respondent (1%) reportedly did not find their school library collection aligned with the school district collection development policy at all. I found some alignment among school library collections, district collection development policy, school librarians’ professional book selection philosophy, and the MFIL. Fortyone respondents (35.7%) reported that their school library collections were very aligned with the MFIL. Sixty-seven respondents (58.3%) identified their school library collection as somewhat aligned with the MFIL. Seven respondents (6.1%) identified their school library collection as not at all aligned with the MFIL. Fifty-one respondents (53.1%) reportedly found their professional book selection philosophy very aligned with the school district collection development policy. 61 Forty-two respondents (43.8%) identified their professional book selection philosophy somewhat aligned with their school district collection development policy. Three respondents (3.1%) reported their professional book selection philosophy as not aligned at all with the school district collection development policy. Forty-six respondents (40.4%) reportedly found their professional book selection philosophy very aligned with the MFIL. Fifty-three respondents (46.5%) reportedly found their professional book selection philosophy somewhat aligned with the MFIL. Fifteen respondents (13.2%) reportedly found their professional book selection philosophy not at all aligned with the MFIL. Forty-five respondents (41.7%) identified their school district collection development policy as very aligned with the MFIL. Fifty-seven respondents (52.8%) found their school district collection development policy somewhat aligned with the MFIL. Six respondents (5.6%) found their school district collection development policy not at all aligned with the MFIL.

When comparing the results of my survey research with those of School Library Journal (SLJ) surveys in 2018 and 2023, I found many similarities between the data. The majority of 2018 SLJ respondents (81%) felt it was very important to have an inclusive library collection. I found that 73.0% of WI school librarian respondents felt it was very important to have an inclusive library collection.

There are more librarians self-censoring, or not purchasing books only because of the potential for a book challenge. The 2018 SLJ survey found that 13.1% of total librarian respondents to SLJ’s 2018 survey replied that they have declined purchasing an inclusive book due to the potential for a book challenge. My 2024 data shows that 38.9% of school librarians have not purchased a book due to the potential for a book challenge.

The 2023 SLJ survey found that 2% of total respondents never weighed the effect of controversial subject matter when making book purchase decisions. Twelve percent of respondents rarely weighed the effect of controversial subject matter when making book purchase decisions. Forty-five percent of respondents sometimes weighed the effect of controversial subject matter when making book purchase decisions. Twenty-seven percent of respondents often weighed the effect of controversial subject matter when making book purchase decisions. Fifteen percent of respondents always weighed the effect of controversial subject matter when making book purchase decisions. My data revealed that 0.9% of WI school librarians never weighed the effect of controversial subject matter when deciding which books to purchase. In 2024, 19.3% of WI school librarians rarely weighed the effects of controversial subject matter when purchasing books. Forty-two percent of my survey respondents sometimes weighed the effects of controversial subject matter when purchasing books. My data showed that 31.6% of respondents often weighed the effects of controversial subject matter when purchasing books. Six percent of respondents always weighed the effects of controversial subject matter when purchasing books.

SLJ found in 2018 that the most demanded character descriptions are: Black/African American (74%), Biracial/Multiracial (68%), and Disabled (62%). In comparison, my data showed that 18% of respondents reported demand of books both with main characters who represent race/ethnicity and LGBTQ+ identities. This means that books that students want the most are those that are being challenged and banned the most. Students are not able to access the books they want and need. When they cannot find the items they want, will they lose faith in libraries or books?

Seven percent of respondents to SLJ 2023 survey had a restricted and/or separate area. 66 Fourteen percent of respondents did not restrict books but shelve books by age/grade of reader. Sixty-eight percent of respondents shelved all books together. Ten percent of respondents chose another configuration. My data found that 4.0% of WI school librarians have a restricted and/or separate section. 21.8% do not restrict books but shelve them by age/grade of reader. All books are shelved together in 55.7% of WI school libraries where respondents work. Other responses were gathered from 18.6% of WI school librarian respondents.

Nearly 20% of my respondents considered leaving the profession or early retirement because of the current climate of book challenges and bans. Forty-two percent of respondents were more resolved to fight censorship. Thirty-four percent of 2023 SLJ survey respondents considered leaving the profession early while the recent book ban intensity has influenced 65% of respondents to become more involved in fighting censorship. Twenty-four percent of respondents choose other.

One respondent said, “[It has] influenced me to be more involved in PROMOTING censorship.” Another respondent said, “Keep sexuality issues a home issues [sic] – they do not belong in schools.” Analysis of Other Significant Findings I found relationships when cross tabulating the results to show connections between two variables. Figure 8 illustrates self-censorship and community diversity. Rural communities reported less diversity of race, ethnicity, genders and sexualities, disabilities, economic class than urban, suburban, or small-town communities.

The responses answering my first research question asking about Wisconsin school librarians’ perceptions found that they are stressed with strict oversight of library book orders. Although overall district collection development policies were well aligned with the school librarians’ book purchasing philosophies and the MFIL, school librarians are still contending with school board and public scrutiny. This discrepancy demonstrates a value conflict.

Importance

Education is a system capable of solving inequities and moving towards achieving the UN SDGs. My research focused on UN SDGs 4, education, and 10, reducing inequalities, as I researched inclusive literature in Wisconsin school libraries. My goal was to learn school librarians’ perceptions of inclusive literature and investigate alignment among school district collection development policies, school librarians’ professional book selection philosophies, and the Multidimensional Framework for Inclusive Literature (MFIL) (Pfundheller & Liesch, 2023). I utilized exploratory, descriptive, and inferential data analysis when examining data.

Working in a field that the public examines at every turn is mentally and physically exhausting. As book challenges and bans have increased, school librarians’ attitudes and opinions of their profession have changed. A value conflict exists between school district collection management policies and school librarians’ book selection philosophies. As the CCBC (2024) data shows, there is more inclusive children’s and young adult literature published and available. However, if there are barriers to this access, through increased scrutiny, students will lose the opportunity to see themselves and others represented, build empathy, and cultivate compassion. Students cannot wait to see themselves in the pages of a book and deserve literature that supports the building of a positive self-concept. They should not be forced to overcome roadblocks to read the books of their choice. Naidoo (2014) found that inclusive children’s literature encourages positive self-image and helps cultivate cultural understanding (p. 3). Furthermore, Harper and Brand (2010) found that inclusive children’s literature is critical to children’s development of understanding cultural diversity (p. 224).

Conclusions & Discussion
Results from my research study showed that Wisconsin school librarians’ perceptions can be affected by the increased pressure from school administration, school boards, and community members. My data found that Wisconsin school librarians are more critiqued and censored by administration, school boards, and the public than in previous years. This created a value conflict between school district collection development policies and school librarians’ professional philosophies.

To answer my first research question about school librarians’ perceptions of inclusive literature, data from my survey revealed that Wisconsin school librarians feel intense stress and pressure related to inclusive book selection and use. According to my research, 18.9% of statewide respondents have considered leaving school librarianship due to the constant scrutiny of our jobs. In addition, the increase in book challenges is also changing the focus for the Wisconsin Department of Public Instruction’ school library consultant, Monica Treptow, “The inquiries are so strong that it actually has shifted the priorities of my position and made that one of the focus areas in support of our school librarians” (Denzen, 2024, sixth paragraph).

In answering my second research questions regarding alignment among school district collection management policies, school librarians’ book selection philosophies, and the MFIL, the data showed that school library collections are aligned with district collection management policies and school librarians’ professional book selection philosophies. This district-level support is reassuring given the surge in book challenges and bans.

Additionally, my research found that 62% of school librarians receive support from their administration in running inclusive school library programs. In my experience, this could be anything from financial support for an author visit, developing a reading culture by promoting inclusive books at staff meetings and morning announcements, encouraging collaboration and co-teaching with classroom teachers, and allocating a full-time certified school librarian in every school building with adequate clerical support.

However, my study also found a value conflict exists between district collection management policies and school librarians’ professional book selection philosophies. School librarians reported self-censorship, when they refuse to purchase books based on fear of potential challenges. Specifically, 38.9% of my respondents detailed self-censorship, which can also be related to the increase in public scrutiny of our jobs.

Clearly, administrative support can bolster a school library media program through additional funding or assisting in building a schoolwide reading culture or hinder a school library media program by creating a value conflict between district collection management policies and school librarians’ book selection philosophies.

Implications
My study respondents shared their perceptions, including heightened fear and anxiety of book challenges. They respect their responsibility of building an inclusive school library collection, however, they are concerned for the future of their jobs. Letting fear control student access to inclusive books removes the leadership that school librarians have within their school communities. Thus, I predict that there will be more school librarian turnover because of their fear for their jobs as my data shows and the increased number of position cuts as the SLIDE data shows.

My fear is that if the current environment of heightened examination of school library content continues, we will lose more librarians both nationwide and in Wisconsin as they find other jobs and professions that offer more balance and less stress and public critique. There are other ways to work with students in the education field without the pressure school libraries involve. With fewer school librarians and more barriers to access inclusive literature, what will become of the next generation? How will they develop information and media literacy skills? How will they cultivate cultural understanding?

If there had been inclusive children’s literature when I was growing up, I wonder how my life would be different now with my identities represented in the literature I read. CCBC (2024) research indicates that there is more inclusive literature published every year. There has been so much work in this area in my lifetime alone. Stopping this momentum or backtracking will be detrimental for an entire generation. How will students build empathy, cultural appreciation, and self-esteem?

Recommendations
I cannot change the number of book challenges and proposed censorship. What I do recommend is that districts continue or begin to support the research and demonstrated power behind an inclusive school library when writing and updating collection development policies. One of my respondents said, “There should be more pressure to include these books. I wish people would be active about including them instead of removing them.” As Newbery Medalist Kwame Alexander said, “We should be making all books available to all kids. [If] the kids decide they don't want to read a book, they don't want to read it” (National Education Association).

When school librarians encounter a challenge at the school or district level, I recommend contacting a professional organization for support. The Cooperative Children's Book Center at the University of Wisconsin-Madison offers confidential intellectual freedom assistance when a Wisconsin librarian or educator is involved in a potential or actual book challenge. Similar services are available from the American Library Association Office for Intellectual Freedom and the National Council of Teachers of English Intellectual Freedom Center (CCBC Intellectual Freedom Information Services, first paragraph). These services will provide positive professional reviews, awards received, and other background information about tiles that will be helpful in the reconsideration process.

Limitations
Using the WI School Directory from the WI Department of Public Instruction allowed me to contact all school district library coordinators in the state. However, I relied on these individuals to forward the survey to building school librarians in their district. Given that I emailed the survey to 438 library media coordinators who could potentially forward it to 817 school librarians in Wisconsin (Public all staff report, 2023), my sample size of 183 equaled 22% of the total WI school librarian population. It would have been easier to contact school librarians directly, however, this was impossible with no available resource giving contact information for all school librarians statewide. As with all survey research, this study may have been prone to different types of nonresponse bias. This may have been due to the timing of the survey, during the winter break for many schools. If I were to repeat this survey, I would require all questions to be answered to ensure a more consistent sample size.

Suggestions for Further Research
The topic of school library collections and student access to inclusive literature is incredibly relevant. This study could be replicated in different geographical areas. This study could also be repeated comparing grade level band (elementary, middle, and/or high school), community size (urban, rural, or small town), or school type (private, religious, or public). The addition of a case study or interviews would add another element to the quantitative data. Interviews with school librarians would allow for participants to expand on their answers and add context to their responses.

Summary
I chose to study inclusive literature because my twin sister has cerebral palsy; I have always wondered what it is like to be in her shoes. In addition to my personal experiences, working around the world in public and private schools as a school librarian has cemented my resolve to curate inclusive libraries. Teaching students of diverse identities has emphasized the need for inclusive school libraries. Furthermore, travel has been one of the greatest teachers in my life. Immersing myself in cultures around the world has broadened my worldview, increased my empathy, and strengthened my resolve for change.

Children’s literature in the United States has matched the dominant culture as long as it has existed. This has started to change with publishers and authors persistently advocating for more inclusive children’s books that support the research showing the value of representing diverse voices and stories. My research is grounded in the UN SDGs and the Multidimensional Framework for Inclusive Literature (Pfundheller & Liesch, 2023).

I conducted a quantitative survey study to learn the attitudes and opinions of Wisconsin school librarians about inclusive children’s literature. Using two validated surveys from School Library Journal, I answered my research questions about WI school librarians’ perceptions of inclusive literature, alignment between district/school collection development policies and the Multidimensional Framework for Inclusive Literature (Pfundheller & Liesch, 2023), and district/school collection development policies and school librarians’ professional book selection philosophies.

Through my quantitative survey study of Wisconsin school librarians, I learned that school librarians are considering leaving the profession due to the contentious environment of book challenges and bans in school libraries across the United States. The results also showed alignment among school librarians’ professional book selection philosophies, school district collection development policies, and the Multicultural Framework for Inclusive Literature (Pfundheller & Liesch, 2023). I used descriptive, inferential, and experimental data analysis to show findings. Many district collection development policies aligned with school librarians’ book selection philosophies. This support is critical when book challenges arise. I recommend that districts continue or begin to support school librarians by updating their collection development policies to reflect the need for inclusive books.

I wanted to research Wisconsin school librarians’ perceptions about inclusive children’s literature to examine if I was the only one experiencing a value conflict between what I was taught to do as a school librarian and what the education system was allowing. After teaching around the world, I have learned different ways to manage a library. What remains constant is students at the center of all decisions. If we are not providing access to inclusive literature for all students, we are disregarding students’ right to select their reading choices.

John Hancock wrote to George Washington on July 6, 1776, "The American republic was founded on a set of beliefs that were tested during the Revolutionary War. Among them was the idea that all people are created equal, whether European, Native American, or African American, and that these people have fundamental rights, such as liberty, free speech, freedom of religion, due process of law, and freedom of assembly. America’s revolutionaries openly discussed these concepts (Hancock, 1776)"

Why have we strayed so far from that ideal? How do we return to a more inclusive society? What will happen to this generation of students if they cannot find themselves in the books they read? Just because someone, fictional or not, is different than you, doesn’t make them any less worthy of respect and dignity. The UN SDGs call for action to make the world a better place, which includes reduced inequalities and quality education. Our students deserve it.

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