5.1 Information Policy: Assess the potential impacts of policy and laws on the ability of libraries and information organizations to fulfill their missions

5.2 Current Trends: Evaluate trends and issues impacting libraries and information organizations.

5.3 Advocacy: Advocate for your organization and the Library and Information Science Professions

5.4 Professional Associations: Evaluate the roles professional associations play in collective advocacy

5.5 Advocate for equity and access for your community: Particularly for historically marginalized groups to overcome existing power structures.

Advocacy has always been at the heart of library work, but since March 14, 2025, that role has become more urgent. As a school librarian, I see firsthand how the wrong policy decisions can undermine the mission of libraries, particularly as state and federal cuts continue to target school librarian positions and public libraries. This, despite consistent research showing the positive impact librarians and libraries have on teaching, learning, and community engagement. Libraries remain one of the last free, accessible community spaces, offering not just books, but internet access, academic and emotional support, and a sense of belonging for people of all backgrounds, ages, and abilities. As these institutions face increasing threats, I recognize my responsibility to advocate for their protection and evolution (5.1, 5.3, 5.5). Brown (2023) states that we must strengthen and consistently follow our policies and procedures, ensuring they promote understanding of self, others, and the world. As information professionals, it is a responsibility to use accurate, evidence-based information to guide ethical decisions and protect access to resources especially during challenging times. By collaborating with colleagues and allies, awareness can be raised and meaningful action taken together (p. 15).

In leading the class discussion on EDI & SJ (LIS 600), I explored the six Ps of library DEIJ work, which gave me a broader understanding of the different ways advocacy operates within libraries (5.5). Jennings and Kinzer (2022) presented statistics that only 17% of librarians came from diverse backgrounds in 2020, a realization that made me reflect on my own privilege and the shared responsibility to advance equity (5.2). This discussion helped me see that the burden of DEIJ work shouldn't fall solely on diverse professionals, and I am responsible for advocating for the librarian profession (5.3). Librarians must engage actively in dismantling systemic barriers and promoting inclusive policies (5.5). I understand how institutional advocacy must extend beyond verbal support, it must include actionable policy and systemic structures that push for equity in library practices (5.1). Giles (2020) determined that effective school library advocacy involves speaking up professionally, clearly communicating needs, and making realistic, achievable requests. Build trust by excelling in current duties, inspire others to support the library, and that persistent change takes time. Librarians’ collective voices can powerfully demonstrate their vital role in education (p. 26). It is important to find or create communities that supports advocating for libraries and librarians if none exists within one's current community.

Developing the Advocacy Plan (LIS 653) was an experience that clarified my role as a resource and advocate within my school. A core responsibility of my position is to curate resources that support both learners and educators, ensuring continuous access to tools for academic success (5.2). Advocacy, in this context, means both highlighting the value of the library and ensuring it is aligned with the goals of the school. It also means seeking feedback from educators, responding to curricular needs, and actively proposing library services that reinforce teaching and learning (5.3). By demonstrating how school librarians can contribute meaningfully, particularly in areas of reading, information, and digital literacy, I help shape a more inclusive, equitable learning environment (5.5). Brown (2023) reinforces the idea that books can reflect readers’ own experiences, offer views into others’ lives, and provide immersive experiences (p.14). When collaboration with educators becomes routine, the library transforms from a support service into a central hub for instruction, innovation, and inclusion.

Professional associations like ALA, IFLA, and ISLA play a critical role in empowering librarians to collectively advocate for the profession and for equitable access to information worldwide. My membership in these organizations provides me not only with access to resources and current best practices but also with a professional community that amplifies advocacy efforts (5.4). Brown (2023) discussed that building relationships with others who support intellectual freedom is essential for strengthening our own understanding and addressing potential issues. These allies can include fellow educators, professional learning networks, and library organizations at the local, state, and national levels. Actively participating in these groups can expand your network and provide valuable support and perspective (p. 11). In a role that can at times feel isolating, these professional organizations offer a necessary foundation for sharing knowledge, building resilience, and driving collective change. Without these associations, it would be far more difficult to sustain the momentum of advocacy in the face of systemic challenges.

Looking ahead, I am committed to strengthening my role as an advocate for my library, for the profession, and for the learners and educators I serve. The ability to recognize policy implications, evaluate emerging trends, and act with purpose is essential to ensuring that libraries remain inclusive institutions within our communities. I will continue to leverage my skills, my voice, and my professional networks to support equity, access, and meaningful change in the field of librarianship.

The Lead Class Discussion: EDI & SJ (LIS 600) and Advocacy Plan (LIS 653) expanded my understanding of advocacy as an essential responsibility of librarianship. These experiences helped me reflect on the critical role librarians play in promoting equitable access to information, resources, and representation. I have come to see advocacy not just as speaking up when needed, but as an ongoing, intentional practice that shapes how I design services, support educators, and engage with learners. I was encouraged me to examine how policies, systems, and historical inequities impact the ability of libraries to fulfill their mission. They also challenged me to think about how I can contribute to breaking barriers and actively promote inclusive, learner-centered environments.

Libraries remain one of the last truly public institutions that serve all people regardless of identity, background, or socioeconomic status. That alone makes our work urgent and necessary. I am deeply proud to be part of a profession that not only values access, but actively works to ensure that access is meaningful, equitable, and informed by the needs of diverse communities. My goal as a school librarian is to continue creating spaces where learners and educators feel seen, supported, and empowered. I will use the tools I have gained through these learning experiences, and the MLIS program, to advocate for the essential role libraries play, not only within schools, but in society at large. Whether it is through policy conversations, professional development, collaboration with educators, or community engagement, I will continue to use my voice and actions to uphold the values of inclusion, access, and justice that define this field.

Brown, N. T. (2023). Soft Censorship: Not Quiet Anymore. Knowledge Quest, 52(2), 8–16. 

Giles, N. (2020). One Small Voice My School Library Advocacy Journey. Knowledge Quest, 48(4), 22–27. 

Jennings, A., & Kinzer, K. (2022). Whiteness from the top down: Systemic change as antiracist action in LIS. Reference Services Review, 50(1), 64–80. https://doi.org/10.1108/RSR-07-2021-0027