The Informationally Underserved: Not Always Diverse, but Always a Social Justice Advocacy Model

Authors

  • Deborah Frogatt

DOI:

https://doi.org/10.29173/slw6883

Abstract

Integrating the concepts of diverse student bodies with school library programming conjures the social justice of inequitable information access. The theory of and model for the Informationally Underserved (IU) suggest that deficient school library resources adversely impact academic achievement and independent learning dispositions that empower student inquisitiveness and critical thinking.

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Published

2015-01-01

How to Cite

Frogatt, D. (2015). The Informationally Underserved: Not Always Diverse, but Always a Social Justice Advocacy Model. School Libraries Worldwide, 21(1), 54–72. https://doi.org/10.29173/slw6883