Library decisions about planning, evaluation, design, and communication directly shape how easily people can access and use information. Libraries are not just places that provide information. They help people find resources that are useful, understandable, and relevant. When libraries make intentional decisions about what they offer and how they offer it, they are better able to remove barriers and support learning. Thoughtful planning and outreach help ensure that services are based on real needs rather than assumptions. 

The Collection Analysis and Management Plan (LIS 653) demonstrates how I use data and the school’s mission to guide collection decisions that improve access and representation for students (2.1). I evaluated the collection using circulation reports, publication dates, diversity analysis tools, and demographic information to identify outdated materials, gaps in subject coverage, and limited cultural representation, particularly for multilingual learners (Martin, 2012) (2.2). I developed a five-year plan to update materials, expand Spanish-language titles, and strengthen representation of Hispanic and Latinx voices so the collection better reflects the students it serves (ALA, 2025) (2.3). The plan also emphasizes promoting new materials through displays and increased awareness so students and teachers know these resources exist and feel encouraged to use them (2.4).

For my Evidence-Based Goal project (LIS 693), I developed a goal to increase student access to diverse perspectives by intentionally highlighting materials already available in the collection. Providing diverse literature helps ensure that students encounter both familiar experiences and new perspectives, supporting empathy, identity development, and engagement with reading (Vardell, 2016). The project was guided by the library’s mission to create an inclusive environment where all students feel seen and valued (2.1). I examined the collection and observed student engagement to identify opportunities to improve visibility of materials representing historically marginalized voices (ALA, 2025) (2.2). I designed rotating displays, face-out shelving, and targeted promotion strategies to help students more easily discover relevant materials (2.3). I also promoted these resources through morning video announcements and displays to increase awareness and encourage engagement among a wider range of students (2.4).

This work has helped me develop a stronger understanding of how planning and evaluation can help libraries respond to the diverse needs of their communities and improve access to resources. In the future, I will continue using data and community insight to guide decisions, ensuring that library services, collections, and outreach efforts reflect and respond to the evolving needs of all learners.

References:

American Library Association. (2025, May). Diverse and inclusive collections: An interpretation of the Library Bill of Rights. https://www.ala.org/advocacy/intfreedom/librarybill/interpretations/diversecollections 

Martin, A. M. (2016, March). Program assessment: Enjoy the journey and results! School Library Connection. https://schoollibraryconnection.com/content/article/2006032

Vardell, S. M. (2016, January). We need diverse fiction. School Library Connection. https://schoollibraryconnection.com/Content/Article/1994019