Board policies help justify diverse library collections

For Fall 2022, I have been taking a course in developing and managing library collections, LIS 5250, through the University of Central Missouri. The cumulative project for LIS 5250 is to create a collection development policy.

One of our recent prompts for the class asked about serving a diverse population. Was there a component in our library philosophy that mentioned that?

My response is that, yes, my library philosophy includes service to diverse populations, and that I believe it is important to add one: especially if this value is also communicated by the overseeing governing body. If and when a challenge is brought against a title in your collection, being able to say this book reflects such-and-such a board policy or priority, is one more argument you can use to defend that selection.

I work in a school library that’s part of Santa Rosa City Schools in Santa Rosa, California. And in the case of collection development for my site, there are a few references that I could include concerning school board policy.

First of all, there is Policy 0410 in the Board Policy Manual, “Nondiscrimination in district programs and activities.” The Board of Education of Santa Rosa City Schools “is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics” (SRCS, 2021).

Santa Rosa City Schools’ “Equity Initiative” and its ethnic studies program offer another justification to include diverse materials in the library. “The Equity Initiative, begun in 2014, was created to develop a collective understanding of an asset-based approach to teaching and learning where all students are valued, and their cultural wealth is seen and acknowledged” (SRCS Board of Education, 2022).

The district recognizes that ethnic studies as a discipline includes gender, sexuality, ability, and class as well as race, ethnicity, and national origin (SRCS Board of Education, 2020).

Finally, there is Board Policy 0415, as regards to equity: “The Board of Education believes that the diversity that exists among the district’s community of students, staff, parents/guardians, and community members is integral to the district’s vision, mission, and goals. Addressing the needs of the most marginalized learners requires recognition of the inherent value of diversity and acknowledgement that educational excellence requires a commitment to equity in the opportunities provided to students and the resulting outcomes” (SRCS, 2019).

Each of these references can help to justify including diverse materials. For my school library to do so, can be said to support these board values and priorities.

References:
Santa Rosa City Schools. (2019). Policy 0415: Equity. Board policy manual.

Santa Rosa City Schools. (2021). Policy 0410: Nondiscrimination in district programs and activities. Board policy manual.

Santa Rosa City Schools Board of Education. (2020, June 24). Ethnic studies follow-up and board policy 6146.1: Graduation requirements, Santa Rosa City Schools. [Powerpoint presentation]. Regular board meeting.

Santa Rosa City Schools Board of Education. (2022, May 25). Ethnic studies implementation update [Agenda item]. Regular board meeting.