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Curating Diverse Middle Level Classroom Libraries: A Collaborative Inquiry With Vermont Ela Teachers On Opportunities, Challenges, And Power Dynamics
Duval-Lanfear, Abigail
Duval-Lanfear, Abigail
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ABSTRACTAmid national debates over the selection of books in K-12 schools, the curation and maintenance of diverse classroom libraries is a complex challenge for middle level educators. This qualitative case study employed a Collaborative Inquiry (CI) approach (Bray, 2000) to examine how Vermont middle level ELA teachers curate and maintain diverse classroom libraries. Five ELA teachers met in CI sessions to discuss their practices, perspectives, and the challenges and opportunities involved in maintaining these critical literacy spaces. Data from field notes, reflective memos, and transcripts were analyzed to identify themes of opportunities, challenges, and the way power dynamics shape and constrain this work.
Four key themes were identified: (1) diversity in middle level classroom libraries is multifaceted, encompassing content, authorship, genre, format, reading level, and student interests; (2) diverse classroom libraries present numerous teaching opportunities, serving as catalysts for authentic conversations about identity, curriculum enrichment, and safe spaces for exploration; (3) teaching with diverse classroom libraries raises numerous internal, external, and logistical challenges, including limited funding, time constraints, and community and institutional pressures; (4) teachers employ a range of strategies for creating and maintaining diverse libraries, such as centering student interests, intentional text selection, varied formats, and scaffolded reading experiences. Power dynamics, including teacher authority, privilege, community context, professional autonomy, and political influences, were embedded throughout all themes, affecting both visible practices and notable silences.
Findings show that while Vermont teachers demonstrate intentionality in curating for diversity, their efforts are constrained by resources and sociopolitical pressures. This study highlights the transformative potential and ongoing tensions of middle level classroom library work and underscores the need for sustained institutional support and collective advocacy to advance literacy equity at the middle level.
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2026