Inclusion in Action:
A Conversation with an International School Librarian in South Korea
Interview Guiding Questions
The following questions guided our conversation:
1. What are some examples of the ways in which you are implementing inclusion competencies in your library program?
2. Do you collaborate with teachers to support inclusive learning experiences?
3. How do you create opportunities for students to share their own experiences and perspectives?
4. What challenges do you face when implementing inclusion in your library program?
5. What resources do you use to support inclusion and diverse representation?
AASL Inclusion Standard in Practice
The librarian at this school acknowledged that when she first began working there, the collection lacked diversity, which she was determined to address. To support this goal, the school hired a part-time Arabic librarian to help expand the collection in both language and cultural representation since a significant portion of the student population was not reflected in the existing materials. This initiative aligns with the AASL competency that encourages learners to develop an awareness of diverse perspectives and to recognize cultural relevance within a global learning community.
What I found especially interesting was the school’s initial focus on acquiring picture books as part of their effort to diversify the collection. The librarian explained that picture books have a broad reach across the school community: older students can read them to younger peers, parents can share them with their children, emerging readers can engage with them independently, and students who are still learning English can rely on visual elements to support comprehension. Although chapter books were added over time, prioritizing picture books allowed the school to engage a wider audience from the outset. This approach helped to introduce important topics, such as neurodiversity, cultural identity, and diverse family structures, to the entire school community.
Creating Space for Student Voice and Perspective
The librarian uses literature and activities to encourage students to reflect on their own identities and experiences. One example discussed was the book Adventures to School by Miranda Paul, which tells about the various journeys children take to get to school around the world. This relatable story helps to prompt students to share the differences and similarities in their own lived experiences, which might not come up in casual conversation.
The school also uses Seesaw to prompt student discussion. For example, during a kindergarten unit on homes, students explored the question, what makes a house a home. This led to interesting discussions, especially in the international school setting where there are many students who live in one country while considering another place “home.” Others brought up the idea of having multiple homes, such as in cases of divorced families. These activities encouraged students to share their perspectives and listen to others, reinforcing inclusive practices.
An interesting challenge in this scenario emerged around language. In Korean, the words for “house” and “home” are the same, making it difficult to convey these abstract distinctions. This really showed how language and culture can shape understanding, and how educators must adapt their teaching to support diverse learners.
Collaboration and Resources
In this school, the library is not often involved in collaborating with classroom teachers; however, teachers do from time to time request the library’s help in acquiring resources and literature to support their units, such as books related to global issues and human rights. In these cases, the main focus has been to ensure that as many perspectives as possible are represented in the literature made available to the classrooms.
The resources the school uses to support inclusion, include:
• Digital platforms like Epic and Storyline Online for greater access to diverse stories
• Library displays that highlight inclusive themes
• Kahoot activities to engage students with different genres and perspectives
• Suggested reading lists to extend learning beyond the classroom
Challenges in Implementing Inclusion
Several challenges emerged during the conversation. One of the most significant is language barriers, especially when introducing abstract concepts. Additionally, while international schools are often diverse, not all are equally open to certain discussions about culture or representation. The librarian shared her experience working in Quatar, where censorship or cultural norms were limited in what could be displayed or discussed.
Another challenge she mentioned was in finding ways to be sensitive while discussing student curiosity about differences. Young children often ask questions when they encounter unfamiliar appearances or cultural practices. While these moments can be potentially triggering, they are also opportunities for education and normalization through respectful dialogue, guided by a moderator (the teacher).
Personal Reflection and Future Practice
One key insight I gained is the importance of intentional collection development. Not only do the materials introduced need to convey diverse perspectives, but they must also be presented in ways that benefit the community that will be using them. Picture books and those that prompt discussion worked best for this school community in the beginning.
In my future practice, I will pay closer attention to the picture book collection, as I agree that they can be effective in introducing inclusivity to a wider range of students. I was also inspired by the idea of using student-centered reflection activities to help learners connect their own experiences to the experiences of others, fostering empathy and understanding.
However, this interview also reminded me that inclusion is context-dependent. Cultural norms, language differences, and school expectations all influence how inclusion can be implemented. As a future librarian, I will need to remain flexible and responsive to my specific school community while still advocating for equitable representation and inclusive practices.
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