How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces
Saved in:
| Title: | How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces |
|---|---|
| Language: | English |
| Authors: | Rebeka Barringer |
| Source: | Knowledge Quest. Nov-Dec 2022 51(2):48-53. |
| Availability: | American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Elementary Schools, School Libraries, Social Emotional Learning, Librarians, Library Services, Library Policy, Elementary School Students, Language Usage, Inclusion, Child Development |
| ISSN: | 1094-9046 |
| Abstract: | In a time where social-emotional learning (SEL) and best-practice initiatives can be found plastered over any and all education-related resources, how can one ensure that school librarians are living up to those expectations? School librarians are tasked with helping students to build a positive relationship with their library spaces and see the value of consistent interactions with the central informational hub in their school. What does SEL have to do with that relationship? More than one might think. Students are drawn to spaces in their school that make them feel safe, accepted, and cared for. The school library should be a place in which SEL occurs naturally (Sansbury and Bongiorno 2020). The words, phrases, and policies used with students in elementary library spaces could have long-lasting impacts on their willingness to interact with the school library and see it as a space designed just for them. Words and tone of voice are incredibly powerful. How they are used with small children can be the difference between uplifting or ostracizing them. Inclusive, human-first language and circulation policies allows the prioritization of social and emotional development in children. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | EJ1384276 |
| Database: | ERIC |
| Abstract: | In a time where social-emotional learning (SEL) and best-practice initiatives can be found plastered over any and all education-related resources, how can one ensure that school librarians are living up to those expectations? School librarians are tasked with helping students to build a positive relationship with their library spaces and see the value of consistent interactions with the central informational hub in their school. What does SEL have to do with that relationship? More than one might think. Students are drawn to spaces in their school that make them feel safe, accepted, and cared for. The school library should be a place in which SEL occurs naturally (Sansbury and Bongiorno 2020). The words, phrases, and policies used with students in elementary library spaces could have long-lasting impacts on their willingness to interact with the school library and see it as a space designed just for them. Words and tone of voice are incredibly powerful. How they are used with small children can be the difference between uplifting or ostracizing them. Inclusive, human-first language and circulation policies allows the prioritization of social and emotional development in children. |
|---|---|
| ISSN: | 1094-9046 |
