Journal article
Addressing the School Librarianship Knowledge Gap on Culturally Responsive and Impactful K–12 Online Learning through Professional Development
Journal of education for library and information science
02/28/2026
DOI: 10.3138/jelis-2025-0052
Abstract
There is a paucity of research that examines and addresses the school librarianship knowledge gap on the design and delivery of culturally responsive K–12 online learning. The present study is the second phase of a national grant–funded research project that aims to thoroughly capture and assess the institutional structures, pedagogical practices, and learner needs found in the implementation of a professional development learning product targeting that knowledge gap. Findings for this phase of the project focus on how the ways in which school librarians define their role within, and describe the characteristics of, culturally informed and responsive K–12 virtual learning change through professional development.
Details
- Title: Subtitle
- Addressing the School Librarianship Knowledge Gap on Culturally Responsive and Impactful K–12 Online Learning through Professional Development
- Creators
- Lucy Santos Green - University of IowaMelissa P. Johnston - University of West GeorgiaEnilda Romero-Hall - Knoxville College
- Resource Type
- Journal article
- Publication Details
- Journal of education for library and information science
- DOI
- 10.3138/jelis-2025-0052
- ISSN
- 0748-5786
- eISSN
- 2328-2967
- Publisher
- University of Toronto Press
- Language
- English
- Electronic publication date
- 02/28/2026
- Academic Unit
- School of Library and Information Science
- Record Identifier
- 9985147203902771
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