{"title":"New Perspectives of Equity, Access, and Meaningful Use of School Library Resources and Services","authors":"Carol A. Gordon, Robin Cicchetti","doi":"10.1080/0161956X.2023.2160117","DOIUrl":null,"url":null,"abstract":"ABSTRACT Data collected from a study of school libraries in Massachusetts provide source material that identifies barriers and enablers related to equitable access and meaningful use of school library resources and services. These quantitative and qualitative survey data supplied by school librarians across rural, urban, and suburban schools describe staffing, resources, instruction, and funding which suggest barriers and enablers related to equitable access and meaningful use. An in-depth analysis reveals underlying factors that determine policies and practices such as traditional library values, educational beliefs, and social justice principles that are operational in the access and use of school libraries.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Peabody Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0161956X.2023.2160117","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT Data collected from a study of school libraries in Massachusetts provide source material that identifies barriers and enablers related to equitable access and meaningful use of school library resources and services. These quantitative and qualitative survey data supplied by school librarians across rural, urban, and suburban schools describe staffing, resources, instruction, and funding which suggest barriers and enablers related to equitable access and meaningful use. An in-depth analysis reveals underlying factors that determine policies and practices such as traditional library values, educational beliefs, and social justice principles that are operational in the access and use of school libraries.
期刊介绍：
Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.
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