Knowledge Quest


Published bimonthly September through June, Knowledge Quest is devoted to offering substantive information to assist building-level school librarians, supervisors, library educators, and other decision makers concerned with the development of school library programs and services. This collection contains issues dating back until 2011. Archives issues back to 2008 can be accessed via ERIC.


Sessions

School Libraries and Social Justice Education (Volume 48, No.3, pgs e1-6)


School libraries and librarians are on the forefront of social change. Through social justice education, school libraries can transform the way students engage with the world around them. This article explores the dynamic relationship between the AASL Standards released and the Teaching Tolerance Social Justice Standards. Through concrete examples of inquiry, collaboration, and engagement Mariane Fitzgerald, Donna Migardi, Jennifer Sturge, and Sandy Walker explore ways in which social justice integrates in the school library.

Author(s):
Tags: Articles
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President's Column: Creating Opportunities for Inclusion in School Libraries and AASL (Volume 48, No.3, pgs 4-5)


AASL President Mary Keeling talks about AASL’s resources to help school librarians create inclusive spaces and outlines her presidential task force’s efforts to address equity, diversity, and inclusion in AASL.

Author(s):
  • Mary Keeling, Supervisor, Library Media Services, Newport News Public Schools
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Guest Editor Column: Going beyond School Libraries as Safe Havens (Volume 48, No.3, pgs 6-7)


Guest editor Rachel Altobelli discusses the importance of making school libraries safe havens and introduces the feature articles related to the theme “Going beyond School Libraries as Safe Havens.”

Author(s):
  • Rachel Altobelli, Director of Library Services & Instructional Materials, Albuquerque (N.Mex.) Public Schools
Tags: Free Articles
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CBC Column: Behold the Gatekeepers (Volume 48, No.3, pgs 62-64)


In this article Tiffany Rose explores the experience of a child from a marginalized community within the world of their local library and the impact that literary experience played in their self-awareness. It reinforces the importance of an inclusive library as a safe haven for all children.

Author(s):
Tags: Free Articles
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Regard More, Not Regard Less (Volume 48, No.3, pgs 18-23)


The school library is often assumed to be a sanctuary, but unexamined assumptions can relegate the library to the position of a last refuge for the socially marginalized few. To create vibrant sanctuaries, we must look closely at our communities and commit to ongoing outreach with respect to language, culture, and access.

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Safe Spaces beyond the Library’s Four Walls (Volume 48, No.3, pgs 24-31)


In this article Keungsuk Sexton discusses the kindness initiative her school implemented and how it has positively affected students in her school.

Author(s):
  • Keungsuk Sexton, Librarian & Literacy Support Teacher, Dr. Michael Conti School (PS #5)
Tags: Articles
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Student Diversity Inspires Special “Our Languages” Collection (Volume 48, No.3, pgs 32-39)


Alaskan school librarian Kay Waitman supports her ELL and refugee students by creating an “Our Languages” collection that reflects her students’ language and culture in one of the most diverse schools in America. Her focus is to support students by providing a safe and welcoming environment by celebrating student’s diversity, ethnicity, and race through literature, AASL Standards-based lessons, and “safe” places—socially, emotionally, and physically.

Author(s):
  • Kay Waitman, School Librarian, Williwaw Elementary School
Tags: Articles
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Intentionally Creating a Safe Space for All: The School Library as Refuge (Volume 48, No.3, pgs 40-49)


Two librarians share the experience of creating and maintaining a safe haven in their school libraries. Purposeful teaching, curating, and relationship building are paramount, as are the values of inclusivity and respectful exploration.

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Trauma-Informed School Libraries (Volume 48, No.3, pgs 50-55)


School libraries offer all students a place to feel safe and cared for. Our school library policies and procedures should reflect trauma-informed and trauma-sensitive practices to grow this feeling among our students and staff. Taking into account the outside factors that weigh on our patrons creates a shared understanding and partnership.

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Not Your Mother’s School Library (Volume 48, No.3, pgs 56-60)


Is your school library better because you are in it or because students are in it? The school library is no longer a place to get books but a space where one is welcomed for who they are, what they want, and not why they want it.

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Tags: Articles
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