Standard 4 | Organization & Access
Candidates in school librarian preparation programs model,
facilitate, and advocate for equitable access to and ethical use of
resources in a variety of formats.
Artifact 4
Name: Diversity Audit
Course Number: LIS 585 Course Title: Management of School Libraries
Course Instructor: Kathleen Jaccarino Assignment Title: Diversity Audit
LIS Program Objectives Met: 1,2 &4
Name: Diversity Audit
Course Number: LIS 585 Course Title: Management of School Libraries
Course Instructor: Kathleen Jaccarino Assignment Title: Diversity Audit
LIS Program Objectives Met: 1,2 &4
Conducting a diversity audit of the graphic novel section at Henry L. Stimson Middle School allowed me to explore the responsibilities of a school librarian, particularly in terms of equitable access and inclusive representation. Stimson was a diverse school community where more than half the students identified as Latinx, and nearly one in five were English Language Learners (ELLs). During my time there as a student teacher, I observed how students from different cultural and linguistic backgrounds used the library, like during Ramadan when Muslim students visited during their lunch period while fasting. These observations made me question whether the library collection reflected its student body's backgrounds and experiences. I focused my audit on graphic novels, a high-circulation section popular among middle school students, to examine how well it served school community members.
This project aligned with Standard 4: Organization and Access, which emphasizes ensuring all students have fair and meaningful access to resources in various formats. Throughout the process, I saw that representation in the library collection is integral to access. When students don’t see themselves reflected in the books available, it can limit their sense of belonging and engagement. The audit highlighted this, revealing notable gaps in the collection, especially the lack of Latinx, Muslim/Middle Eastern, and multilingual protagonists, despite the large presence of these groups within the school.
To complete the audit, I used tools such as Destiny, Follett, and the New York State Education Department database to gather demographic data and assess the collection. I manually researched each title to identify the protagonist’s ethnicity, language, and other key identifiers. This process helped me build a deeper understanding of how to use data to drive collection decisions and reminded me that curation is a continuous and responsive process.
This experience helped me grow as a future school librarian and deepened my commitment to the values and responsibilities of our profession, especially our duty to advocate for all students through inclusive and intentional choices that ensure every learner feels seen, supported, and welcomed. By using data to inform decisions and keeping student identity at the center of collection development, I understood the school library’s role in meeting the practical needs of a diverse and evolving student population.
| diversity_audit_-_sheet1.pdf |
| diversity_audit__1_.pdf |
