Inclusion in a High School Library

     Creating an inclusive library at the high school level requires more than simply offering a wide range of books. It involves intentionally designing a space, a collection, and an instructional approach that respects students’ growing independence, identities, and need for access to diverse perspectives. Through my interview with a high school librarian, I gained a deeper understanding of how the AASL Shared Foundation Include is implemented in ways that support both student voice and equitable access in a more complex learning environment.

    One of the most immediate examples of inclusion she described was the physical layout of the library. At the high school level, students use the space in a variety of ways–independent study, collaboration, and even as a safe place during the school day–so accessibility is essential. She emphasized the need for wide pathways for wheelchair access, adjustable seating, and flexible furniture arrangements that can accommodate different learning preferences. This reminded me that inclusion is not just about who is represented in the collection, but also about who can fully participate in the space itself. High school students, in particular, are more aware of their environment, and the design of the library can either reinforce or remove barriers to belonging.

    Her approach to building an inclusive collection was especially intentional. She described curating materials that reflect a wide range of cultures, identities, and perspectives, including multilingual texts, LGBTQ+ titles, and resources that span a variety of reading levels. At the high school level, this also includes ensuring access to materials that support both academic research and personal exploration of identity. Digital tools such as Discus allow students to translate articles and access a range of academic databases, while Sora provides audiobooks and eBooks that support students with different learning needs and preferences. These resources are particularly valuable in a high school setting where students are expected to engage more independently with information.

    Student voice remains a central component of her work. She actively seeks input from students when selecting new materials, recognizing that high school students want to see their interests, identities, and experiences reflected in the library. This not only increases engagement but also fosters a sense of ownership over the space. At this level, inclusion also means providing access to texts that challenge students to think critically about the world, even when those topics may be complex or controversial.

    Collaboration with classroom teachers is another key aspect of implementing the Include domain. She works closely with English teachers to provide diverse texts that support units on argumentative writing and social issues, ensuring that students are exposed to multiple perspectives. Additionally, she collaborates with teachers to provide resources in different formats, such as audiobooks or translated texts, to support multilingual learners and students with visual impairments. These partnerships highlight how inclusion is most effective when it is integrated across the curriculum rather than isolated within the library.

    However, the challenges she described reflect the realities of working in a high school setting. Navigating book challenges and aligning with district policies can be particularly complex when dealing with more mature or controversial topics. She also noted that high school students can sometimes be resistant to perspectives that differ from their own, especially when those perspectives challenge their existing beliefs. Additionally, balancing the need for a diverse collection within budget constraints requires ongoing prioritization and thoughtful decision-making.

    Reflecting on this interview, I found myself thinking more deeply about what inclusion looks like for older students. As a middle school teacher, I often focus on creating a supportive and engaging environment, but high school inclusion requires an added layer of complexity, providing access to diverse viewpoints while also preparing students to navigate those perspectives thoughtfully. I was particularly struck by the importance of giving students both access and agency–access to a wide range of resources, and agency in helping shape the collection itself.

    At the same time, I recognize that some aspects of this approach may need to be adapted based on my own school setting and schedule. For example, while I may not have full control over a library space yet, I can begin incorporating more student choice and diverse perspectives into my current classroom practices. This interview ultimately reinforced that inclusion is not a static goal, but an ongoing, reflective process–one that requires intentionality, responsiveness, and a commitment to ensuring that every student feels both represented and supported in their learning environment.