Building Connections, Collaboration, and Community for Differently- and Typically-Able Students in a Middle School Library in the United States

Abstract

Data from around the world offer compelling evidence regarding the impact that school librarians and library programs have on student achievement. Research investigating inclusive library programming, or programming serving both typically-able and differently-able students, however, is extremely limited. This case study examined inclusive library programming in a rural middle school library in the southeastern United States. Best practices and inclusion in the school library served as the axis from which a school culture of inclusion and valuing differences emanates. Findings from this study offer guidance for educators and librarians serving multiple grade levels in both school and public library settings.