Improving Disability Representation through the School Library
by Alanna King
The writer of this paper, Alanna King, argues that school library staff are uniquely positioned to focus on the representation of disability in programming and resources. In support of this vision, Alana presents approaches to disability inclusion in three key curriculum modules that highlight resource and activity suggestions. TMC participants will be inspired by Alanna’s knowledge and passion for improving disability representation in their school libraries and beyond.
Hello my friend!
ReplyDeleteI saw your paper advertised as a "must read", and I tend to agree, even though I would have read anything you'd submit.
I admire your vulnerability by beginning with why this topic means so much to you. I remember reading somewhere that when we consider our various identities, we should always add the adjective "currently" to able-bodied (if we are), because you never know if or when this could change.
Thank you so much for framing your work, both for this paper and for your Michener project work, with AML, Vygotzky and Freire. I've read Hammond's work on culturally responsive teaching and the brain, but I'm not as familiar with Derrida. I will need to read more.
I also thank you for providing the slide decks for each of the modules. I wonder if either Canadian School Libraries or the Association for Media Literacy might assist in providing a "home" for these wonderful resources. For good or for ill, both CSL and AML are non-profit, volunteer-run organizations, so the ability to fund ways to extend the reach may be limited.
In your slide decks, it was valuable to have in Module 1 the various types of disabilities defined. Often (or maybe just in my biased mind), disabilities are often focused on physical ones, but there are so many others that need to be considered. The history of the DSM was a fascinating read. In Module 2, the comics would be a great vehicle for discussion; I presume the creators themselves may have disabilities. (It's tricky, isn't it, to check on the identities of creators, because you don't want to "out" anyone who does not want to reveal the specifics of their conditions, but there is a desire for #ownvoices as well.) In Module 3, there are some great titles recommended, and the challenge will be how to keep that section updated.
I wonder how this work could be modified or scaffolded for use in elementary school libraries. It is doable; it's just as much about helping the teacher ensure they do not fall into pits like inspiration p0rn or savior mentalities as it is about explaining in ways young children can understand.
Thanks for this,
Diana
I'm so glad that the history of the DSM was of interest to you. It sheds light on the vehicles surrounding disability definitions.
DeleteThank you for the offer of finding a home for some of this work. I thought some more about collaboration so jump over to Mulcaster's work and read my comment there if you have a minute. Ms. Burch-Jones has also started a collection list, and there are others who focus on international titles. Perhaps this needs its own collaborative home as I certainly don't bring expertise to K-8. Yes -- Own Voices are something I'm prioritizing when recommending although collaborative writing with self-identifying authors is also an important credibility check.
I caught a CBC interview years ago with a priest who described disability the same way Diana did. I'm paraphrasing by he said something like: "we live our lives with this myth of able-bodied-ness, but those moments are few. We're helpless when we're born and when we age we rediscover that need for help, and there are moments throughout our lives when sick or injured where we need others. If we reframed disability as the norm it is instead of using it to describe a perceived superiority based on our current circumstances, our societies would look very different." The perils of listening to Shelagh Rogers in the car is that I've never been able to find that interview again.
DeleteCan someone please help Tim find this interview? This is gold! You are so right that we forget our earliest years when we couldn't talk or walk or communicate in traditional ways. (Room full of school libraries - this should be doable, right?)
DeleteUgh, typo - "room full of school librarians" (the people, not the place!)
DeleteAlanna - thank you for writing about such an important topic and contributing to the TMC conversation! If you haven't crossed paths yet - I hope you get the chance to connect with Mona Cheema, a TDSB colleague of mine who is currently seconded to Bloorview School Authority. I suspect you'd have a lot to chat about!
ReplyDeleteI really appreciated your commentary about the need for more resources to be created to assist the library community in being more aware of the considerations required for various disabilities - including invisible ones. It made me wonder if OSLA needs to work in partnership with other groups to help make this happen?
I also wanted to offer that, in my own little part of the world, I have been working on a book list to identify middle grade & YA titles that illustrate disability & neuro-divergency. I called it "Atypical, Able & Everywhere: Middle Grade & Young Adult Novels & Graphic Novels with Physical & Mental Diverse Themes/Characters". Here is a link:
https://docs.google.com/document/d/e/2PACX-1vSdpX_p-YZoAsP_vOnqUXmUJjFc_y-xBT4GH8mNUU16JP0Xbm0dQx8YRBiPJGTjUhN3GbnGvaudUyJ4/pub
Thank you so much, Wendy. I really appreciate that list you've given me as I want to approach it through a disability model lens now and see if we have multiple models represented in each of those resources. I think you've just given me a raison d'etre for the presentation portion of TMC. Hmmmm.
DeleteOh, friend. This is amazing - and I want to totally be the detective who finds the CBC interview Tim references. Was it Shelagh on the Next Chapter? (that would give us a starting point). So, so, so, so much to dig into here. Thanks for giving us a lot to chew on.
ReplyDeleteIt was on a Sunday afternoon drive, so yes.
DeleteI agree with Lisa-this is amazing on so many levels. I appreciate that your research is anchored on the media triangle as well as social constructivism and the rationale for having models of trauma-informed models of teaching represented makes so much sense. Your connection to leading learning also makes me agree with Diana, that there has to be a way to house your work within CSL's website (beyond this TMC8 blog). I know with certainty that my Library collection was missing disability representation. Congratulations on the Michener Fellowship; would love to know what the results have been with students within the Faculty of Journalism at Car. I have learned so much reading this paper and also, it is clear that there is much I need to learn. Have you thought about taking some of this research and lived experience and writing a book for educators? Looking forward to your spotlight session!
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