Lonely But Linked: Solo Middle School Librarians And the Power and Potential of Social Capital

Abstract

This qualitative phenomenological study investigates the perceptions and experiences of solo middle school librarians regarding social capital within their professional network in a large suburban school district in the Southwestern United States. Through in-depth interviews with five participants, the research identified key themes including collegiality, professional organizations, principal support, librarians as teachers, and isolation. Findings reveal that solo librarians highly value social capital experiences, particularly informal collegial interactions and district-level meetings, but face significant barriers to participation, including time constraints, lack of support staff, and limited administrative understanding of their role. The study highlights the importance of reducing isolation and fostering social capital among school librarians to enhance their professional growth, improve library services, and ultimately support student achievement. The research underscores the need for accountability to school library standards, increased staffing, and greater opportunities for solo librarians to engage in social capital activities. Recommendations for future research are provided.