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I selected this resource as I find it is a wonderful collection of LGBTQ+ texts that I have used in the past. It is an active site that is routinely updated by the creator, and its primary focus is to provide a list of literature for all ages. The website has a dedicated section to inclusivity as well, such as books written in braille, publishers, languages, ebooks, and location. The rest of the site organizes its literature by Childrens, Fiction, Guides, Middle Grade, Non-Fiction, Poetry, Representation, Romance, SFF/H, and Young Adult. I argue this is a very well rounded and inclusive list, perfect for any teacher librarian interested in adding LGBTQ+ reads to their collection.

Adler, Dahlia. “About.” LGBTQ Reads, https://lgbtqreads.com/about/. Accessed August 7th 2026.

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Quote from Manitoba Education & Training: Aboriginal Education

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Quote from Manitoba Education & Training: Aboriginal Education

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“"Trying to educate children without parent family and community involvement is like trying to rake leaves on a windy day". Parent and family involvement in the teaching and learning experiences of children is without a doubt the most critical component affecting student motivation, success and achievement.”

Citation:

Manitoba Education and Early Childhood Learning. Indigenous Education: Incorporating Indigenous Perspectives: A Theme-Based Curricular Approach. Government of Manitoba, https://www.edu.gov.mb.ca/k12/abedu/perspectives/index.html. Accessed 7 Aug. 2026.

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3 titles to support inclusion: Picture books

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3 titles to support inclusion: Picture books

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My chosen format for inclusion is picture books, and I looked for three that address some form of social inclusion. The three I chose include Indigenous identity, disability, and gender identity. This creates a collection where students can both see themselves reflected and learn about experiences different from their own.

1. When We Were Alone — David A. Robertson, illustrated by Julie Flett

Why I would select it:
When We Were Alone is a text that provides an Indigenous perspective on the residential school experience through the relationship between a grandmother and granddaughter. It explores family, culture, identity, language, and resilience. Another reason for me selecting it is that the novel also won the 2017 Governor General's Literary Award for children's literature. It supports the inclusion of Indigenous voices and can contribute to reconciliation-focused learning while presenting Indigenous identity through family and cultural strength rather than only through historical trauma.

2. We Move Together — Kelly Fritsch, Anne McGuire, and Eduardo Trejos

Why I would select it:
This picture book follows a group of children with different abilities as they encounter barriers and explore accessibility, disability culture, and community. The creators drew on their own perspectives as disabled people, parents, and disability activists. Rather than portraying disability as something that needs to be "fixed," the book encourages readers to consider how environments and society can create barriers. I feel this makes it an excellent resource for conversations about accessibility, ableism, equity, and belonging to normalize that for students.

3. Julián Is a Mermaid — Jessica Love

Why I would select it:
Julián Is a Mermaid centers on a young boy who is inspired by women dressed as mermaids and creates his own mermaid costume. The book celebrates individuality, creative expression, and acceptance and also won the 2019 Stonewall Book Award, another reason for its inclusion. I find the novel valuable as it provides representation of gender expression without making the story primarily about discrimination. This is an important piece in the conversation around inclusivity, as we should remember  LGBTQIA2S+ representation should include stories of joy, family, creativity, and everyday life, not only stories about struggle.

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Creating and maintaining an effective diversity audit

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Creating and maintaining an effective diversity audit

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In order for my collection development to remain inclusive, I would take the time to create an effective diversity audit that I can utilize to maintain an inclusive and diverse collection. The goal of this audit would be to create a collection that represents the identities, experiences, and voices of the student bodies at my school. The audit list is building off of our work and module 2, using markers such as languages (English, French, Other), authors (ethnicity, background, gender), character markers (ethnicity, LGBTQ+, religion) and social considerations (family structure, economic status, disability representation, location). Another way to enhance this auditing process is to see how it is landing with the school as a whole. check-ins and conversations with other staff members, getting student voice to reviews also allows me to fill in any additional gaps left by the audit. Overall, this would allow me to maintain an effective collection development plan to ensure an inclusive and diverse collection in my library space.

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Treating the LLC like a village instead of a library

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Treating the LLC like a village instead of a library

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The design idea is simple, rather than organizing the library around shelves of books, the space is designed around how students learn, interact, and belong. Books still have a large place, obviously, but the design leans more on inclusion, equity, interaction, collaboration, and student agency. The LLC would be organized into different learning zones that allow every student to find a space that matches their learning needs, interests, and comfort level. My ideas for what these various sections would be is a

Welcome & Community Hub

Located at the entrance to the library, with multilingual welcome signs reflecting languages spoken within the school, Indigenous territorial acknowledgement displayed, or student-created displays.

Flexible Collaboration Zone

The main ‘work area’ of the library, the principal is that of flexible and movable stations, such as movable tables, whiteboard tables, mobile whiteboards, and charging stations so teachers could easily transform the area to best suit whichever purpose it needs to serve.

Other designated areas in the LLC can also be for the following, and are mostly self-explanatory and dependent on the LLC. I find I like this idea of imaging the LLC space as something modular, with parts that can be taken and swapped to best suit the needs of the school. Anyways, my ideas for other areas.

Quiet Reading & Reflection Area/ Sensory Wellness Space

Creation & Makerspace/Technology Access

Indigenous learning circle

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The British Columbia Teacher-Librarians’ Association (BCTLA) website https://bctla.ca/ has a lot of good resources and articles. For example there is this PDF on diversity in the LLC.

https://www.google.com/url?sa=i&source=web&rct=j&url=https://bctla.ca/wp-content/uploads/2023/04/BCTLA-Position-Statement-Diversity-and-Freedom-to-Read.pdf&ved=2ahUKEwiHiZSCp4aWAxX_GDQIHY8iG2wQmL8OegoIAggACAAIExAC&opi=89978449&cd&psig=AOvVaw21djLIWykBrJp_dygGCfZE&ust=1785909915444000

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Books to Be Mixed Throughout or Separated

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Books to Be Mixed Throughout or Separated

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Scattered throughout the shelves: graphic novels, books with no words, diverse voices, braille books (with printed words).

Separate baskets or areas for: audiobooks, tactile books, braille books, dual language or non-english books (by language).

Some books should be interspersed throughout the LLC for normalcy and inclusion, whereas others should be easier to locate for the purpose of being readily available for the intended audience. However, other students can also check out these books as well, but having a specific basket allows the TL to see immediately when all books of that type have been checked out and quickly restock if needed.

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My idea to support audiobooks in the LLC is a “listening corner” or “audiobook corner”. Set up a comfy space with access to headphones, iPads, QR codes for easy scanning and either apps or audiobooks that can be signed out and listened to at home.

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American Born Chinese by (Graphic Novel, diverse, own stories)

The Black Book of Colors by Menena Cottin (Braille, tactile raised illustrations, “picture” book)

The Wild Robot by Peter Brown (Audiobook, a popular book for readers to delight in with friends)

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“A carefully, intentionally designed library learning commons is intended to be a completely safe, accessible environment for the entire school community. This does not mean we can be viewed as neutral.  With each choice we make in our collection, our schedule, our decor, our language, our routines, we have the potential to take an equity stance. Whether we realize it or not, we are sending a message about what we value with even the tiniest decision.” Brown, Jennifer. “Equity & Social Justice in the Library Learning Commons.” Open Shelf, Feb. 2017, https://www.open-shelf.ca/170201-equity-social-justice/. Accessed 2 Aug. 2026.

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The Canadian School Libraries Collection Diversity Toolkit is a resource that can support teacher librarians in building collections that better reflect the students and communities they serve. The toolkit includes information on equity-informed selection, which helps librarians make thoughtful choices when adding new resources, and equity-informed weeding, which encourages reviewing materials for outdated or harmful representations. It also provides guidance on completing diversity audits, creating collection guidelines and procedures, and connecting this work to Leading Learning: Standards of Practice for School Library Learning Commons in Canada. The recommended booklists are another helpful feature for finding resources that include a wider range of voices and experiences. As I continue to grow as a librarian, this toolkit will help me be more intentional when evaluating my collection and making sure students can see themselves represented in the LLC.

Citation:

“Collection Diversity Toolkit.” Canadian School Libraries, www.canadianschoollibraries.ca/collection-diversity-toolkit/. Accessed 3 Aug. 2026.

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“By being aware of the representative languages, cultures, and learning styles, librarians can make instruction more meaningful and relevant to their students’ lives”

Citation:

Cailia-Lotz, Gina, and Cindy Conley. “Keeping Up With... Culturally Responsive Teaching.” American Library Association, www.ala.org/acrl/publications/keeping_up_with/crt.

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The Turtle of Oman (Audiobook): This story explores family, change, and adjusting to new experiences. I chose the audiobook version because it gives more students an accessible way to enjoy the story while learning about a different culture.

New Kid (Graphic Novel): This graphic novel explores themes of identity, belonging, and finding your place. I chose it because it opens the door to meaningful conversations about inclusion and respecting different perspectives.

Fry Bread: A Native American Family Story (Picture book): This picture book celebrates indigenous culture, family, and traditions. I chose it because it helps ensure indigenous voices and experiences are represented in the library collection.

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An inclusive collection development plan should focus on building a library collection that reflects the many identities, experiences, and perspectives within the school community. The ALA’s Diverse Collections interpretation emphasizes the importance of providing access to materials that represent a wide range of viewpoints and backgrounds. A strong LLC collection should include books from different cultures, lived experiences, and perspectives so that all students can see themselves represented while also learning about others. Creating a featured book area with rotating displays for themed months, holidays, and important events can help highlight diverse voices and encourage students to explore new topics and authors.

Citation:

“Diverse and Inclusive Collections: An Interpretation of the Library Bill of Rights.” American Library Association, www.ala.org/advocacy/intfreedom/librarybill/interpretations/diversecollections.

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Creating an inclusive LLC starts with making it a space where all students feel comfortable learning and exploring. Using movable furniture makes it easy to rearrange the library for different activities, whether students are working together or independently. Setting aside a small area as the beginning of a makerspace gives students opportunities to create, experiment, and learn through hands-on experiences. Movable whiteboards encourage collaboration and sharing ideas. Some genrefication of the collection helps students find books that match their interests, making the library easier to navigate and more welcoming for everyone.

Citation:

Roucaud, Victoria. “Building a Maker Culture in a Library Learning Commons.” Canadian School Libraries Journal, 14 Mar. 2024, journal.canadianschoollibraries.ca/building-a-maker-culture-in-a-library-learning-commons/.

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LGBTQIA+ Inclusive Children's Librarianship: Policies, Programs, and Practices by Santos, Lucy et al. 

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LGBTQIA+ Inclusive Children's Librarianship: Policies, Programs, and Practices by Santos, Lucy et al. 

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In the previous module, I had created my culminating task based on censorship of 2SLGBTQIA+ collections and materials, and when I found this resource, I found it to be a perfect companion to the research I had already done on the topic. While I have yet to read the entire book, its first chapter already caught my eye: “Chapter 1: Why This Book Was Written.” It delves into our libraries’ duties to serve our communities, and reinforces that our communities include everyone, of any age, race, gender, ability, orientation... intersectionality is a key consideration when talking about inclusion in any way. I will be continuing to explore this resource as the first chapter impacted me in a way I didn’t expect: I didn’t expect for a book to have to explain itself to its reader as to why it deserved to exist, and I found it an effective allegory for how most 2SLGBTQIA+ youth navigate their early lives – feeling as if they need to argue for their right to exist and to prove themselves worthy. I hope this convinces you to give this book a try as well, as it also contains helpful information surrounding programming and strategies to be queer-inclusive.

Santos, Lucy, et al. LGBTQIA+ Inclusive Children’s Librarianship: Policies, Programs, and Practices. Bloomsbury Publishing USA, 2022.

The book is available on Omni and also from book retailers such as Amazon or Indigo (https://www.amazon.ca/Lgbtqia-Inclusive-Childrens-Librarianship-Practices/dp/1440876770).

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This book breaks new ground, offering school and public librarians serving children in grades K-8 a roadmap for implementing and upholding queer-inclusive programs, policies, and services.School and public librarians are serving ever greater numbers of LGBTQIA+ children and families. Transgender children may begin to express a strong sense of gender identity as early as 2-3 years of age. Children are also identifying as gay much sooner than earlier generations-often between the ages of 7 and 12. Additionally, more children than ever before are living with LGBTQIA+ caregivers. In seeking to make our programs and services inclusive and equitable for these growing populations, librarians may court controversy and face community backlash from patrons who feel queer-inclusive content is inappropriate for young children. This book codifies a set of best practices for librarians as they rise to this challenge, defining queer-inclusive programs, identifying potential barriers to implementation, and offering strategies and resources to overcome them.Resources for Additional Support

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LGBTQIA+ Inclusive Children's Librarianship: Policies, Programs, and Practices

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This book breaks new ground, offering school and public librarians serving children in grades K-8 a roadmap for implementing and upholding queer-inclusive programs, policies, and services.School and public librarians are serving ever greater numbers of LGBTQIA+ children and families. Transgender ...

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David Lankes – On Racism, Ignorance, and Librarianship 

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David Lankes – On Racism, Ignorance, and Librarianship 

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This article from Lankes was really impactful and his thesis is summed up perfectly with this quote: "Work to make a library card a symbol of equity to all people, not just those who can or choose to come in the door. This is not about ideology or political party, this is about our mission: to improve society through facilitating knowledge creation in our communities. Racism is antithetical to this mission. Period."

Not only is it his thesis, but I believe this is a crucial philosophy to conduct our work by; I will be finding a way to include this in my mission statement and values moving forward.

Lankes, David. “On Racism, Ignorance, and Librarianship.” R. David Lankes, 17 Aug. 2017, https://davidlankes.org/on-racism-ignorance-and-librarianship/.

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3 Fantastic Wordless Picture Books to Support Inclusion

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3 Fantastic Wordless Picture Books to Support Inclusion

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I had mentioned in a previous topic how wordless picture books can be adapted in highly flexible ways and extend the concept of literacy past decoding words. Like I’d said then: “Wordless picture books also undo the idea that there is only one “right way” to read a book, it instills in students the practice of reading one book over and over again to see what else they can glean from its pages, it can introduce concepts such as subtext or “layers” within a story...”

A Place for Us by James A. Ransome (https://www.penguinrandomhouse.com/books/667229/a-place-for-us-by-james-ransome/)

A wordless picture book featuring a homeless boy and his mom, what a day in their life looks like, and how you never know for sure what someone might be going through.

A Sound in the Night by María Coco (https://www.penguinrandomhouse.ca/books/771317/a-sound-in-the-night-by-maria-coco-illustrated-by-maria-coco/9780593890608)

There is one word in this picture book! But the rest is left to the imagination, which I think is a relatable feeling for all children: being alone in the dark and hearing spooky sounds, your brain filling in the gaps with everything the sound could be... even more than an effective book, I think this is a good introduction to wordless picture books for kids to show them how their imagination could fill in the pages where the words are meant to be.

Pencil by Hye-Eun Kim (https://www.penguinrandomhouse.com/books/763419/pencil-by-hye-eun-kim/)

This book illustrates the process by which a pencil is made – “from tree to factory to store shelf and back to tree.” A fantastic example of a non-fiction wordless picture book!

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A good start to supporting inclusion would be to consider student choice by asking students for books to purchase for the classroom library; however, I think a good idea for inclusion in particular is to conduct such a survey separately than the typical free-for-all ballot. In other words, I'd make it an event, basing it off a particular theme, such as identity, diversity, etc. And present the question as “who would you like to see?” or “what would you like to see?” rather than “what book do you want us to buy?” which is a broader question. For instance, if there were overwhelming demand for a book featuring a protagonist who is an athlete, upon selection, ensure we fulfill that trait with a variety of protagonists from various cultures, abilities, and genders. Then, we could make the book “unveiling” an event in and of itself, and upon introducing the purchased books to the school, it could dispel many stereotypes of what an “athletic” person looks like, who is “allowed” to be considered athletic, how disabled people compete in sports, etc.

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LLC Space Design for Inclusion: Considerations 

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LLC Space Design for Inclusion: Considerations 

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I had several points up for consideration when writing my Top 10 list, such as facilitating and highlighting Makerspace projects, accessible book shelves and nooks for patrons with various physical, sensory, learning, and/or mental health considerations, dynamic shelving to independently navigate the library without adult intervention or fearing embarrassment, tech stations for access to ebooks and audiobooks (in clear sightlines of teachers and desk), organizing book talks, and developing a "calming corner" or silent reading space clearly delineated from working, collaborative, and Makerspace areas.

The one I'd like to highlight here though is one that I feel has presented the biggest barrier when it comes to audiobooks and ebooks, which has been a priority at our school. It is no question that audiobooks and ebooks are technologies which help extend students' access to literature, regardless of their ability; however, they still won't be able to access it if our virtual LLC is difficult to navigate for students (as well as parents at home). While our LLC's UI isn't the worst, it is not the most intuitive for even teachers to scroll through to find a book they need, as categories are not always clearly delineated and most importantly, the site itself is somewhat laggy. This is something I would prioritize, although I acknowledge it would require reaching out at the district level. I wonder if there could be a audiobook-specific and an ebook-specific hub to simplify things?

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A valuable professional resource for further learning is the National School Library Standards from the American Association of School Librarians (AASL). This resource supports teacher-librarians in creating equitable and inclusive learning environments by emphasizing the importance of learners’ identities, diverse perspectives, and access to meaningful resources. The standards encourage school libraries to provide collections and learning experiences that represent different cultures, abilities, backgrounds, and viewpoints. This resource would support my professional growth by helping me reflect on collection choices, instructional practices, and ways to create a library learning commons where all students feel represented and empowered (American Association of School Librarians).

Works Cited

American Association of School Librarians. National School Library Standards for Learners, School

Librarians, and School Libraries. American Library Association, 2018. www.standards.aasl.org/. Accessed on 31 July 2026

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Titles to support inclusive collection development

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Titles to support inclusive collection development

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To support an inclusive collection, I would include The Truth About Stories by Thomas King in audiobook format to provide accessible Indigenous perspectives and storytelling traditions. I would also select The Day You Begin by Jacqueline Woodson as a picture book because it encourages belonging and celebrates differences among young learners. Finally, I would include El Deafo by Cece Bell as a graphic novel to promote understanding of disability, accessibility, and inclusion through an engaging visual format. Providing resources in multiple formats helps remove barriers and ensures all learners have equitable access to stories and information (Lutz).

Works Cited

Lutz, Meagan Cordeiro. "Developing an Inclusive Collection with Sensory and Audiobooks." Canadian

School Libraries Journal, vol. 4, no. 3, Fall 2020, https://journal.canadianschoollibraries.ca/developing-an-inclusive-collection-with-sensory-and-audiobooks/. Accessed 30 July 2026.

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Statement from Culturally relevant and responsive SLLC resource

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Statement from Culturally relevant and responsive SLLC resource

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A statement that stood out to me is: “In addressing cultural and linguistic diversity, library services are driven by their commitment to the principles of fundamental freedoms and equity of access to information and knowledge for all, in the respect of cultural identity and values” (Culturally Relevant and Responsive SLLC). This quote highlights that inclusion requires purposeful planning rather than passive acceptance. It reinforces the responsibility of teacher-librarians to create spaces, collections, and learning opportunities where every student sees their identities, cultures, and experiences respected and reflected.

Works Cited

"Culturally Relevant and Responsive SLLC: Context and Resources." Canadian School Libraries,

www.canadianschoollibraries.ca/relevant-responsive-resources/. Accessed 30 July 2026.

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To create an inclusive collection, I would intentionally select resources that represent authentic voices, diverse identities, and multiple perspectives across all subject areas. Collection development would include print books, audiobooks, and sensory books to ensure equitable access for learners with different abilities and learning preferences (Lutz). I would also regularly evaluate the collection with students to identify stereotypes, gaps in representation, and outdated materials, ensuring the library remains relevant and responsive to the school community (Sport and Soeiro). Integrating diverse books into everyday reading experiences rather than limiting them to heritage months helps all students develop empathy and a broader understanding of the world (Yoo-Lee).

Works Cited

Lutz, Meagan Cordeiro. "Developing an Inclusive Collection with Sensory and Audiobooks." Canadian

School Libraries Journal, vol. 4, no. 3, Fall 2020, https://journal.canadianschoollibraries.ca/developing-an-inclusive-collection-with-sensory-and-audiobooks/. Accessed 30 July 2026.

Sport, Maisha, and Liz Phipps Soeiro. "Evaluating a Collection for Bias and Stereotypes with Primary

Students: A Case Study, Tools, and Tips." School Library Journal, 24 Sept. 2018, www.slj.com/story/evaluating-a-collection-for-bias-and-stereotypes-with-primary-students. Accessed 30 July 2026.

Yoo-Lee, Eunice. "Why Do We Need Diverse Books in Non-Diverse Schools?" Lee & Low Books, 15 Apr.

2020, www.leeandlow.com/blog/why-do-we-need-diverse-books-in-non-diverse-schools/. Accessed 30 July 2026.

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An inclusive School Library Learning Commons (LLC) should be intentionally designed as a welcoming space where every student feels a sense of belonging. Drawing on the Leading Learning: Standards of Practice for School Library Learning Commons in Canada, I would include flexible seating, quiet sensory-friendly areas, multilingual signage, and displays that celebrate diverse cultures, identities, and Indigenous perspectives throughout the year. Rather than separating diverse resources into special sections, inclusive materials would be integrated throughout the library to reflect equity, accessibility, and representation in everyday learning (Learning Environments).

Works Cited

"Learning Environments." Leading Learning: Standards of Practice for School Library Learning Commons

in Canada, Canadian School Libraries, www.llsop.canadianschoollibraries.ca/learning-environments/. Accessed 30 July 2026.

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Gibson, Jo‑Anne. “Facilitating Reconciliation through the Library Learning Commons.” 

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Gibson, Jo‑Anne. “Facilitating Reconciliation through the Library Learning Commons.” 

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“Reconciliation is not a one time event; it is an ongoing process that requires relationships, respect, and a commitment to learning together.” (Gibson)

This quote stands out because it frames reconciliation as a sustained, relational practice, something that aligns deeply with inclusive LLC work. It emphasizes that inclusion is not achieved through isolated actions or symbolic gestures, but through continuous collaboration, authentic engagement, and shared responsibility within the school community.

Works Cited

Gibson, Jo‑Anne. “Facilitating Reconciliation through the Library Learning Commons.” Treasure Mountain Canada 5, 2017. Canadian School Libraries. https://www.canadianschoollibraries.ca/facilitating-reconciliation-through-the-library-learning-commons/

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A valuable professional resource for advancing inclusive practice in teacher librarianship is the IFLA School Library Guidelines. These international standards provide a comprehensive framework for building equitable, accessible, and culturally responsive school libraries. The guidelines emphasize that inclusive library programs must ensure “equitable access to resources, services, and spaces for all learners,” including students with disabilities, multilingual learners, and those from historically marginalized communities (IFLA).

The IFLA Guidelines offer practical strategies for inclusive collection development, accessible space design, and collaborative instructional practices. They highlight the importance of multimodal resources, community engagement, and culturally sustaining pedagogy, principles that align closely with Canadian School Libraries’ emphasis on affirming student identities within the LLC. For teacher librarians seeking a globally informed, research‑based resource, the IFLA Guidelines provide a strong foundation for ongoing professional learning and inclusive LLC development.

Works Cited

International Federation of Library Associations and Institutions (IFLA). IFLA School Library Guidelines. 2nd ed., IFLA, 2015. https://www.ifla.org/publications/node/951

Canadian School Libraries. Culturally Relevant and Responsive School Library Learning Commons. Canadian School Libraries, 2020. https://www.canadianschoollibraries.ca/culturally-relevant-and-responsive-school-library-learning-commons/

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1. When Stars Are Scattered - Graphic Novel Format

Jamieson and Mohamed’s graphic novel offers an accessible, visually supported narrative that benefits multilingual learners, developing readers, and students who rely on visual scaffolding. Graphic novels provide multiple entry points for comprehension and engagement, supporting inclusive literacy practices (Lutz). The story’s authentic refugee perspective also aligns with culturally responsive collection development by offering both mirrors and windows for students (Bishop).

2. We Are Water Protectors - Picture Book + Read Aloud Audio Format

This title, written by Carole Lindstrom and illustrated by Michaela Goade, pairs powerful Indigenous storytelling with rich visual imagery. When offered alongside a professionally recorded read‑aloud audio track, the book becomes accessible to auditory learners, emerging readers, and students who benefit from multimodal reinforcement. Providing texts in multiple formats supports Universal Design for Learning principles by offering varied means of representation (CAST).

3. El Deafo - Graphic Memoir Format

Cece Bell’s graphic memoir provides authentic disability representation through a format that supports comprehension and emotional connection. The visual structure helps readers understand the protagonist’s experiences with hearing loss, while also offering a dignified, age‑appropriate format for students who prefer or require visual literacy supports. Inclusive collections must prioritize authentic voices and avoid stereotypical portrayals, making El Deafo a strong selection (Sport and Soeiro).

Works Cited

Bell, Cece. El Deafo. Amulet Books, 2014. https://www.amuletbooks.com/el-deafo (Access via publisher; availability varies by region.)

Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom, vol. 6, no. 3, 1990. https://www.tolerance.org/magazine/fall-2016/mirrors-windows-and-sliding-glass-doors

CAST. Universal Design for Learning Guidelines Version 2.2. CAST, 2018. https://udlguidelines.cast.org/

Jamieson, Victoria, and Omar Mohamed. When Stars Are Scattered. Dial Books, 2020. https://www.penguinrandomhouse.com/books/607728/when-stars-are-scattered-by-victoria-jamieson-and-omar-mohamed/

Lindstrom, Carole. We Are Water Protectors. Illustrated by Michaela Goade, Roaring Brook Press, 2020. https://us.macmillan.com/books/9781250203557/wearewaterprotectors

Lutz, Meagan Cordeiro. “Developing an Inclusive Collection with Sensory and Audiobooks.” Collection Development, vol. 4, no. 3, Fall 2020. https://journal.canadianschoollibraries.ca/developing-an-inclusive-collection-with-sensory-and-audiobooks/

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Collection Development Ideas for Inclusion

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Collection Development Ideas for Inclusion

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Developing an inclusive collection requires intentional, ongoing work that centers student identity, accessibility, and representation. As Sport and Soeiro argue, inclusive collections must be evaluated regularly to identify gaps, stereotypes, and limited portrayals, ensuring that resources reflect authentic voices and diverse lived experiences (Sport and Soeiro). The following collection development strategies align with this principle and support equitable access for all learners.

1. Multiformat Pathways for Access

Ensuring that every major topic or theme is available in multiple formats, print, graphic novels, audiobooks, ebooks, and sensory‑enhanced texts, supports diverse literacy needs. Multiformat pathways align with Universal Design for Learning principles, which emphasize providing multiple means of representation so learners can access content through their strengths (CAST). This approach benefits multilingual learners, neurodivergent students, and readers who rely on visual or auditory scaffolds.

2. Student‑Driven Representation Audits

Creating small student advisory groups to conduct representation audits helps ensure that the collection reflects the cultural, linguistic, and ability diversity of the school community. This practice aligns with the culturally responsive principle that students’ identities must be “actively affirmed” within the LLC (Canadian School Libraries). Students can identify missing perspectives, evaluate authenticity, and guide future purchasing decisions.

3. Community‑Connected Curation

Partnering with families and community members to identify languages, stories, and cultural traditions represented in the school population strengthens the inclusiveness of the collection. Bishop’s concept of “mirrors, windows, and sliding glass doors” underscores the importance of providing texts that allow students to see themselves and others in meaningful ways (Bishop). Community‑connected curation ensures that these mirrors and windows are grounded in lived experience rather than assumptions.

4. Accessibility First Purchasing

Prioritizing books with dyslexia friendly fonts, high contrast visuals, tactile elements, and sound‑supported features ensures that students with disabilities can engage fully with library materials. Lutz emphasizes that sensory and audiobook formats expand vocabulary, support comprehension, and build confidence for learners who benefit from multimodal access (Lutz). Accessibility first purchasing ensures that inclusion is embedded in the collection from the outset rather than added later as an accommodation.

Works Cited

Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom, vol. 6, no. 3, 1990. https://www.tolerance.org/magazine/fall-2016/mirrors-windows-and-sliding-glass-doors

Canadian School Libraries. Culturally Relevant and Responsive School Library Learning Commons. Canadian School Libraries, 2020. https://www.canadianschoollibraries.ca/culturally-relevant-and-responsive-school-library-learning-commons/

CAST. Universal Design for Learning Guidelines Version 2.2. CAST, 2018. https://udlguidelines.cast.org/

Lutz, Meagan Cordeiro. “Developing an Inclusive Collection with Sensory and Audiobooks.” Collection Development, vol. 4, no. 3, Fall 2020. https://journal.canadianschoollibraries.ca/developing-an-inclusive-collection-with-sensory-and-audiobooks/

Sport, David, and Soeiro, Elizabeth. “Building Inclusive Collections.” Canadian School Libraries Journal, 2020. https://journal.canadianschoollibraries.ca/

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LLC Space Design Idea for Inclusion: Community Story Circle

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LLC Space Design Idea for Inclusion: Community Story Circle

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An inclusive LLC space could benefit from a Community Story Circle, a dedicated space designed to support relational learning, cultural sharing, and multimodal communication. Movable seating arranged in a circle promotes equity, visibility, and shared ownership of the space. This design reduces hierarchical structures and encourages students to participate in storytelling in ways that feel culturally safe and responsive. As Bishop notes, literature and literacy spaces should function as “mirrors, windows, and sliding glass doors,” allowing students to see themselves and others in meaningful ways (Bishop). A Story Circle operationalizes this idea by centering student voice and identity.

To support diverse learners, the space would include multilingual word walls, visual prompts, tactile story objects, and sentence starters. These multimodal supports align with Universal Design for Learning principles, which emphasize providing multiple means of engagement, representation, and expression (CAST). Such features ensure that emergent bilingual students, neurodivergent learners, and students with communication differences can participate confidently.

This design also reflects the principles of culturally relevant and responsive librarianship. The Culturally Relevant and Responsive SLLC resource emphasizes that school libraries must be places where students’ identities are “actively affirmed,” not merely acknowledged (Canadian School Libraries). A Community Story Circle creates a physical environment where students’ cultural knowledge, personal narratives, and lived experiences are valued as essential contributions to learning.

Works Cited

Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom, vol. 6, no. 3, 1990. https://www.tolerance.org/magazine/fall-2016/mirrors-windows-and-sliding-glass-doors

Canadian School Libraries. Culturally Relevant and Responsive School Library Learning Commons. Canadian School Libraries, 2020. https://www.canadianschoollibraries.ca/culturally-relevant-and-responsive-school-library-learning-commons/

CAST. Universal Design for Learning Guidelines Version 2.2. CAST, 2018. https://udlguidelines.cast.org/

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The collection diversity toolkit is designed to support teacher librarians in ensuring their school's LLC is inclusive and diverse in ways that represent the needs of the school community it serves. It uses an equity framework as the perspective to see your collection as a teacher librarian while also providing resources to support beginner TL’s with selection processes, weeding, diversity audits and more to ensure the LLC’s collection is diverse.

Work cited

Collection Diversity Toolkit. Canadian School Libraries, 2022, www.canadianschoollibraries.ca/collection-diversity-toolkit/. Accessed 30 July 2026.

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Titles to support inclusive collection development

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Titles to support inclusive collection development

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These three titles are ones I would like to include in the collection to support inclusion within the collection.

Salma the Syrian Chef by Danny Ramadan, illustrated by Anna Bron.

Format: Chapter book/ story book

El Deafo by Cece Bell .

Format: Graphic novel

The Black Book of Colors, Menena Cottin, Illustrated by Rosana Faria

Format: Tactile picture book (Illustrated black book with raised illustrations with descriptive language for the imagery and braille)

These three titles celebrate the perspectives and cultures of refugees, the deaf and hard of hearing, and the visually impaired and show a possibly new perspective to students who don’t have windows into the lives of their classmates for whom these titles are mirrors into their identity and culture.

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Innovation is the rule, not the exception

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Innovation is the rule, not the exception

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“It's a world where innovation is the rule, not the exception. It's a world where schools provide rigorous project-based learning, social and emotional learning, and access to new technology.”(“About Edutopia”) Edutopia, as a resource, encourages student driven and led learning with teachers and supporters, experts, trusted advisors, and as a prompting force to drive students further. With that quote above in mind, the focus for me in around the use of the word innovation, especially in the role of a teacher librarian. Innovation is critical to our ability to support the learning communities that trust us, and so this quote spoke to me within that framework.

Work cited

“About Edutopia.” Edutopia, George Lucas Educational Foundation, www.edutopia.org/about. Accessed 30 July 2026.

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Include as many groups in the searching and selecting of titles for the LLC collection. By encouraging staff to come to you with questions and comments about the collection, you can potentially collaborate to increase the inclusion your LLC encourages, as Maisha Sport and Liz Phipps Soeiro did in their article “Evaluating a Collection for Bias and Stereotypes with Primary Students: A Case Study, Tools, and Tips”. The teacher librarian and a teacher at the school work collaboratively to improve the diversity in the collection and the inclusion it supports.

Work cited

Sport, Maisha, and Liz Phipps Soeiro. “Evaluating a Collection for Bias and Stereotypes with Primary Students: A Case Study, Tools, and Tips.” School Library Journal, 24 Sept. 2018, www.slj.com/story/evaluating-a-collection-for-bias-and-stereotypes-with-primary-students. Accessed 30 July 2026.

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Utilizing flexible seating, furniture, and even having the shelves on wheels allows the space inside the LLC to adapt to the needs of students and the wider learning community the LLC serves. One example is that a student in a wheelchair could be accommodated by widening the aisles of the shelves to increase accessibility to print material, as well as adjusting the shelving to again increase student agency in accessing and selecting what they read. Another is creating a digital binder with the covers, genres and themes in the audiobooks that the LLC possesses as a page on the digital LLC that students could access using iPads inside the LLC. This would support students who have difficulties with fine motor skills who struggle to browse audiobooks digitally, as well as give them more agency in selecting their books. Students who struggle with fine motor control can fatigue more quickly, and this allows them to quickly select audiobooks without tiring the student out and leaving them too tired to listen to the book they’ve selected.

Work cited

Oliver, Simone, and Fred Chrystal. “Building a Future-Ready School: How the Ottawa Catholic School Board Broke Out of the Box.” EdCan Network, 29 Sept. 2016, www.edcan.ca/articles/building-a-future-ready-school/. Accessed 30 July 2026.

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A practical local piece I found was “Teacher-Librarians as Active Allies” from the Canadian School Libraries Journal. It suggests actions involving anti-racism, LGBTQ2S+ and Indigenous inclusion, critical literacy, displays, policies, programming, and community partnerships.

Bunker, Beverley. “Teacher-Librarians as Active Allies.” Canadian School Libraries Journal, 18 May 2022. https://journal.canadianschoollibraries.ca/teacher-librarians-as-active-allies/

Canadian School Libraries. “Culturally Relevant and Responsive SLLC: Context and Resources.” Canadian School Libraries. https://journal.canadianschoollibraries.ca/building-a-culturally-relevant-and-responsive-school-library-learning-commons/

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Teacher-Librarians as Active Allies – Canadian School Libraries Journal

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“Students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world” (Lynch).

This idea is powerful because it presents students’ cultures as strengths to build upon rather than differences they must overcome. https://www.huffpost.com/entry/culturally-responsive-pedagogy_b_1147364.

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We Are Water Protectors by Carole Lindstrom — Picture book: Centres Indigenous perspectives, environmental stewardship, and Indigenous-led activism.

New Kid by Jerry Craft — Graphic novel: Explores race, class, belonging, friendship, and microaggressions through a Grade 7 student adjusting to a school with little diversity (for upper-elementary students).

A Kind of Spark by Elle McNicoll — Audiobook: Features an autistic protagonist and provides auditory access for students who benefit from listening rather than decoding print (aimed at 8-12 year olds).

These three titles support an inclusive collection by representing Indigenous identity, racial diversity, neurodiversity, and different ways of accessing stories through picture books, graphic novels, and audiobooks.

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Based from Bishop (“Mirrors, Windows, and Sliding Glass Doors.”), I would want to ensure all students can have an access point to the collection. Ideas include using anonymous student surveys, request boxes, and collection audits to identify missing identities, cultures, languages, abilities, and formats. TLs can do their best to purchase authentic, own-voices resources and regularly review representation, bias, and stereotypes. Student involvement helps ensure the collection reflects their interests and lived experiences (Sport and Phipps Soeiro).

Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives: Choosing and Using Books for the Classroom, vol. 6, no. 3, 1990, pp. ix–xi, scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf.

Sport, Maisha, and Liz Phipps Soeiro. “Evaluating a Collection for Bias and Stereotypes with Primary Students: A Case Study, Tools, and Tips.” School Library Journal, 24 Sept. 2018, www.slj.com/story/evaluating-a-collection-for-bias-and-stereotypes-with-primary-students.

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LLCs could include a student voice wall which can include anonymous book requests, activity ideas, polls, and feedback slips. Regularly displaying which suggestions were adopted (or why it cannot be done) shows students that their ideas shape the LLC while protecting their privacy (Tetreault).

Tetreault, Steve. “Recognize Student Voice and Build Student Self-Confidence.” Knowledge Quest, American Association of School Librarians, 27 Jan. 2023, knowledgequest.aasl.org/recognize-student-voice-and-build-student-self-confidence/.

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I discovered this resource while exploring award-winning books earlier in the course and found it valuable for identifying diverse titles and authors. It is a helpful tool for teacher librarians who are intentionally building collections where students can see themselves represented and learn about experiences beyond their own.

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“The instructor should act as a bridge between students’ pre-existing knowledge and the next level of understanding.”
This quote stood out to me because it highlights the importance of recognizing and valuing what students already bring with them. As teacher librarians, we can act as that bridge by providing resources that connect to students’ identities, experiences, and interests while also introducing them to new perspectives and ideas. Calia-Lotz, Gina, and Cindy Conley. “Keeping up with... Culturally Responsive Teaching.” American Library Association, www.ala.org/acrl/publications/keeping_up_with/crt. Accessed 29 July 2026.

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1. The Name Jar by Yangsook Choi (Picture book + Epic! digital read-to-me format). 2. Last Stop on Market Street by Matt de la Peña (Picture book + Epic! digital read-to-me format). 3. All Are Welcome by Alexandra Penfold (Picture book + Epic! digital read-to-me format).

I chose these titles because they represent diverse identities, cultures, and experiences while also providing students with multiple ways to access stories. Having both print and digital read-to-me options allows students to choose the format that best supports their reading needs and preferences.

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I would continue to complete regular diversity audits of the LLC collection to ensure that the resources available reflect the identities, experiences, and perspectives of the students being served. The results of these audits would guide future purchasing decisions by identifying gaps and ensuring the collection includes books that represent different cultures, family structures, abilities, religions, and identities. I would also use the findings to consider not only which resources are added, but how students can access them through a variety of formats, including print books, audiobooks, eBooks, and read-alongs.

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Inclusive Audiobook Nook: I would create a dedicated audiobook nook where students can enjoy stories in a format that best meets their needs. The space would include comfortable seating, wide wheelchair-accessible pathways, adjustable tables, and headphones in a variety of sizes. Tablets with access to audiobooks and read-along books would be available, allowing students to listen independently or follow along with the print version. Displaying print books alongside their audiobook counterparts would encourage students to choose the format that works best for them while creating an inviting space where every learner can access and enjoy literature.

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First Nations Education Steering Committee

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First Nations Education Steering Committee

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I chose the First Nations Education Steering Committee website as my resource, because it provides authentic, BC-specific Indigenous resources that can help support both classroom teaching and learning, and LLC activities. This website provides educators with guidance on respectful Indigenous representation and can thus help teacher librarians build collections and plan learning experiences that respectfully represent First Peoples and support Indigenous ways of knowing.

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Learning First Peoples Classroom Resources – First Nations Education Steering Committee FNESC

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“Being culturally responsive encourages students to feel a sense of belonging and helps create a safe space where they feel safe, respected, heard, and challenged.”

Rucker, Nikki Wiilliams. “Getting Started With Culturally Responsive Teaching”. Edutopia, 9 December 2019, https://www.edutopia.org/article/getting-started-culturally-responsive-teaching. Accessed 29 July 2026.

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I selected these 3 titles with an elementary school collection in mind, thinking about various formats and themes that I would like to have as part of my inclusive collection.

1. Wonder by R.J.Palacio - 2 formats: Novel and Audiobook

2. El Deafo by Cece Bell – Graphic novel

3. Counting Bugs by Gretchen Sands-Gamble – Dual-language picture book in English and Ojibwe

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As others have already posted about specific types of materials to include in an inclusive collection, I focused more on how to develop the collection itself in an inclusive manner. First, I think having a “Student Advisory Committee” that meets regularly to recommend purchases, identify gaps, and provide fresh ideas would be very beneficial! I also think anonymous book request forms are a great way for students to express their thoughts about inclusion in the LLC in a private and independent way. Third, it is important to conduct a diversity audit on a regular basis to review the collection for race, culture, Indigenous voices, neurodiversity, language, and many other markers.

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My idea is to have a quiet, low-sensory reading corner or nook in my LLC. This space would have flexible seating, such as bean bags, rocking chairs, and floor cushions, alongside regular tables and chairs. There would noise-reducing headphones for students to use and soft/dim lighting. There would also be an audiobook listening station, and books about breathing and meditation on display.

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Resource on Implementing STEAM, or MakerSpaces, in the LLC and how it Creates Inclusion

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Resource on Implementing STEAM, or MakerSpaces, in the LLC and how it Creates Inclusion

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I found this article helpful in showing how STEAM, or makerspaces, can be beneficial for all members of a classroom, whether they have sensory or learning needs or are neurodivergent. This article shows how these maker spaces become accessible for all students in supporting their learning and how they can be hosted well through the LLC.

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"Rather than seeing community

informants as cultural actors coming to

“perform” for the class, it is important

to allow spaces for them to define what

they can contribute to class on their

own terms. This is not to avoid issues of

marginality or oppression, but rather to

discuss them in mutually beneficial

ways rather than expecting or imposing

a specific means of representation.

Strategies should be negotiated in

ways that provide mutual benefit."

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3 Titles and Specified Format for Kids with Sensory Needs

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3 Titles and Specified Format for Kids with Sensory Needs

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There are many titles that one could find, within each category, that meet the sensory needs of a child:

1. Books with sounds. An example of this would be "Around the Farm: 30 Button Sound book" by Eric Carle.

2. Books that have pictures to go with each word. "Read by Picture: Simple Stories" by Helen Winter.

3. Books with Textures: "See, Touch, Feel Busy Book. The Ultimate Sensory Book for Kids." by Priddy Books.

The first and third books are a board book format. The second book is a paper/regular pages format.

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Collection Development for Kids with Sensory Needs

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Collection Development for Kids with Sensory Needs

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I would love to have bins where books that are specifically tactile, or have sounds to them, are kept (as Lutz outlined that she does in her article on "Developing an Inclusive Collection with Sensory and Audiobooks"). As kids enter new grades, however, some books may seem too young for them, or not address topics that their peers are more interested in. I would love to develop a project where students (all students from a class, not just students who have special needs) create their own sensory books on a topic that interests them, or that they have been learning about in their classrooms. In this way, students who do have special needs can develop vocabulary knowledge and engage with their classmates in unique ways. I would include these sensory/tactile books, made by students, to my sensory collection. I think that audio books would also be helpful for kids who are sensory, as they can control the volume of their headphones and feel more focused on their reading and not on the sounds happening around them. Creating a database of these items, based on the interests and backgrounds of these children would be important.

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Thinking about students who have sensory needs, I considered how these students may need to quieten down the sensory overload they may experience in the library. Having a somewhat enclosed reading space (like a tent or other fun structure, like a rocket ship ...) may help these students to gain some calm and peace. Having comfy, textured pillows, weighted blankets and/or pillows may help them to regulate while still remaining with their classmates. Having noise-cancelling headphones may help to reduce any noise occurring in the library. Allowing students to fiddle with something while everyone is at the carpet listening to the TL read, may help to regulate that child so that they can hear the story and participate with their classmates. I would like to have a tactile maker space available to students as well so that if they are having a hard time reading that day, they may engage with a maker space that contributes to the theme or promotion of certain books. This encourages students to remain in the library with their peers while engaging meaningfully with what has been happening in the library. Having a designated space where students can listen to books being read to them (such as an audiobook listening corner, complete with headphones) is another way that students who are sensory and need their own space can go to independently read.

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Supporting Visually Impaired students resource

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Supporting Visually Impaired students resource

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This website is the "Centre for Equitable Library access, a public library service for Canadians with print disabilities." The website offers access to newspapers and magazines as well as DAISY book recordings and magnified print books. It also has a section for libraries and specific access for Educators of people with print disabilities where you can borrow items from them directly. They also offer training and webinars about using their service.

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CELA materials are available to your students with print disabilities. Print disabilities are disabilities that make it difficult or impossible to read ordinary printed books, and include visual disabilities, physical disabilities and learning disabilities. More information about print disabilities.

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"Recognizing and challenging the interconnecting forms of oppression based on these identifications (e.g. racism, sexism, classism, religious discrimination, ethnocentrism, ableism, and homophobia) is central to the rupturing of systemic oppression."

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Inclusive Schooling in a Plural Society: Removing the Margins | EdCan Network

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Inclusive Schooling in a Plural Society: Removing the Margins

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Tactile collection for visually impaired students

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Tactile collection for visually impaired students

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I would like to create a tactile collection for visually impaired students. The titles I have chosen are specifically for a primary student: 1) DK Braille: It Can't Be True: Incredible Tactile Comparisons, by Fleur Star, 2) Six Dots: A story of Young Louis Braille, by Jen Bryant, and 3) The Maze Mouse, by Heidi S. (Available only from Braille Bookstore).

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Collection development for visually impaired

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Collection development for visually impaired

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I would like to include a tactile collection. Books that are designed for visually impaired students, but also books that have tactile elements because I believe many students would enjoy some of these as well. Additionally, for visually impaired students I think books with audio components would be a good collection to have.

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Space design for inclusion: I thought about ways to make the LLC space more inclusive for visually impaired students. A few modifications I would like to make are adding braille and tactile books to the collection. Additionally, I would like to include some tactile posters and inclusive artwork to monthly displays. This would ensure that visually impaired students can also interact with their environment.