Expectations and Understandings of Critical Work in School Libraries

Abstract

Libraries are tied to an American history and current context that oppresses, demonstrates
prejudice, and embodies injustices. Preliminary findings suggest (1) school library standards insufficiently address school
librarians' roles in engaging in critical work and (2) school librarians need additional learning
opportunities to develop the knowledge, skills, and desire to engage in critical work.
Although the study is limited to one school district, findings may offer insight into and
potential guidance for evaluating school library programs, and strategies providing support
for anti-oppression work in school libraries.