Author, speaker, and diversity consultant Verna Myers once said, “Diversity is being invited to the party; inclusion is being asked to dance.” With this sentiment in mind, PW asked three educators about steps they are taking to diversify their libraries in an era of book bans and challenges, to keep every reader dancing.
As a kid, Tim Jones said that he lived in a bubble. “It wasn’t until I got out of the town where I lived that I met people who were different from me.“ Now, the school librarian at JFK School in Louisville and SLJ’s 2025 School Librarian of the Year, he teaches an increasingly diverse school population consisting of 95% students of color, 15% multi-lingual students (with a total of 10 languages spoken), 25% kids with learning disabilities, and 15% identified as gifted.
To make the most of this diversity, Jones remains vigilant in his research, identifying, ordering, and promoting his diverse book collection without worrying about challenges and/or bans. While he has had a few challenges and knows librarians who struggle with the “quiet pressure” of not choosing a particular book, Jones doesn’t give in. “Instead, I stay focused on literacy and identifying books my diverse students want and need to read,” he said. “My kids deserve books that reflect their lives at home and school—and introduce them to others’ experiences. It’s the heart of my work.”
Jones invites his students to help get diverse books on and off the shelves by asking them to Adopt-a-Shelf in their library’s stacks. “I may give them a theme or ask them to choose books that they think kids might be interested in reading,” Jones said.
In addition, he and his students celebrate Black History and Hispanic Heritage Months, among others, with displays. “I try to have diverse books on display on a regular basis.”
To further expand his collection, Jones utilizes the library’s catalog to identify books that have been checked out, as well as search terms his students have used to find books that interest them. He also consults book vendors to help him create tailored lists and develop a detailed database of the highest quality titles that are both inclusive and developmentally appropriate.
To grow his library’s bilingual section, he tapped DonorsChoose for necessary funds. “Many of our students speak different languages,” Jones said, “and I want them to see themselves reflected in the books they pick up and have the chance to read in their own languages.”
One question in particular guides his work: “I’m always asking: ‘How can I make my collection reflect our population and include voices that [kids] haven’t heard?’ I want all of my kids to feel loved and included!”
Whether she’s donning a snowman costume for a book fair or attending countless ALA, AASL, and other conferences and children’s literature and author events, Rhonda Jenkins, school librarian at Kendall Elementary School in Naperville, Ill., does whatever it takes to meet her diverse school population’s needs. “I didn’t see myself in books,” Jenkins said. “So, I need to find a way to ensure everybody sees themselves.”
This work begins with sharing her mantra: “I tell my kids, ‘This is your library, not mine,’ ” And it continues with learning to pronounce students’ names. The picture book My Name by Supriya Kelkar, illustrated by Sandhya Prabhat (FSG, 2023), is a favorite read-aloud to reinforce the importance of correctly saying someone’s name, however difficult.
“Oftentimes, they’ll say, ‘It doesn’t matter!’ and, then I’ll say, ‘Yes, it does! If we don’t pronounce it correctly, it’s not the name your parents gave you. I’m showing you the respect you deserve,’ ” Jenkins said. “When I spend the time, I see smiles on their faces.”
Jenkins also puts effort into learning about her students’ diverse cultural backgrounds, which spurs on conversations and connections. All of this helps inform her search for titles that are mirrors, windows, and sliding doors—and that interest them. “These must be the right books: inclusive, informed, and that don’t spread negativity or inaccuracies.”
She ensures this by relying on her expertise, reading widely, studying reviews, and consulting various organizations and other librarians and book experts for lists and suggestions of both fiction and nonfiction. “It can be complicated finding East Asian titles. Indian titles are easier to find, and there are more Pakistani and Muslim books,” Jenkins said. “I’ve also collected several Ukrainian titles for students who have moved here from Ukraine. So, they all have a voice.”
Most recently, Jenkins has added new LGBTQ+, Muslim, and Indian titles, plus a timely story on immigration. “There’s a graphic novel, Curlfriends: New in Town by Sharee Miller about a girl who likes another girl. I also have books about bindis, hijabs, and different holidays,” she said, “because I know that someone will need them.”
She also involves her students in reading and then voting for their favorite books for the AISLE Monarch and Blue Stem Awards, two yearly lists she uses to choose diverse titles. “Ideally, I want my kids to read all kinds of fiction and nonfiction to help them think, learn, make decisions, and to stand up for themselves, and others,” Jenkins said. “The more I share diverse books, the more I feel that I can make a difference by opening their minds, hearts, and lives.”
Growing up Asian American in a northwest Minnesota town, Michelle Foster never saw her experience or identity depicted in books such as the Little House on the Prairie series. However, today, as a second-year children’s librarian at the Carnegie Library in Pittsburgh, she reads, shares, and suggests diverse titles for her patrons, including Prairie Lotus by Linda Sue Park, depicting Asian Americans in the Dakota Territory after the Gold Rush.
In Foster’s downtown branch, it’s a team effort. “A lot of the collection building is centralized,” she said. “We have a wonderful coordinator of children’s and teen collections, Angela Wiley, who selects and orders the majority of our materials.” Foster also has a say, “When there’s something specific we’d like, we can put in a request and add items. She also sends us lists we can choose from.”
Prior to making any requests, Foster regularly evaluates the library’s current collection and researches new titles. The evaluation process also includes getting to know who is using the children’s department: kids, parents, caregivers, and educators. “I want to make sure they have access to materials they need, and titles that interest them.”
Her fact-finding mission begins with listening to the languages of her patrons and making sure they have books in these languages. “Recently, we had children and families come into our library speaking Dari, a Persian language,” Foster said. “Since we didn’t have any books in this language, I put in a request for some.” She did the same for kids she met who spoke Arabic and Farsi. “We want our library to be a place where kids can learn and find books that they can enjoy—no matter what language they speak or read,” Foster said.
She said she is always looking for areas of under-representation. As part of her process, Foster asks younger patrons to share the types of books they are reading and checking out, and then recommends diverse comp titles for pairing.
In addition, she has also assisted with creating banned book displays. “We’re committed to upholding intellectual freedom and making sure that everybody has the right to seek information and read what they want to read,” she said. Luckily, Foster finds a community of readers who agree. “I feel fortunate that when I choose a diverse title or put one on display, it’s often met with positivity.” These moments help Foster stay optimistic as she pushes for greater access to diverse titles for all. “You never know how a book can affirm something a child is wondering about—or change a life.”
It was something that a professor in library school said that changed her own life. “She told me that if you’re going to work with kids, the most important thing you can do is to really care about them, be interested in them, and advocate for them.”
