By CSL Journal Editorial Team
AI Disclaimer: The first paragraph was created by Google Gemini and reworked by the authors. The rest of the article was composed by (tired but diligent) humans.
Imagine a learner entering their library for the first time. They are searching for two things, perhaps without even knowing it: a way to find what they need, and a sign that they belong. These two fundamental needs – Access and Representation – form the backbone of our latest issue. Whether it’s through the implementation of new technologies, or the intentional decolonization of our collections, the work of the modern school librarian is to ensure that no one feels like an outsider in their pursuit of knowledge. The following articles and submissions highlight how our colleagues are turning these high-level ideals into daily practice.
Access to books is a fundamental governing principle of school libraries. The recently released (April 2025) latest edition of IFLA and UNESCO’s School Library Manifesto states that
“Equitable access to the learning commons in early childhood, primary, and secondary school library environments, resources, and differentiated instructional opportunities for all learners’ needs and abilities must be ensured, regardless of age, race, gender, religion, sexual orientation or identity, disability, nationality, language, or professional, economic, cultural, or social status. Specific access must be provided for those who are unable to use mainstream library services and materials.”
Despite the recommendations outlined in Canadian School Libraries’ Foundations for School Library Learning Commons in Canada: A Framework for Success, many schools in Canada do not adequately fund their school libraries. While we continue to advocate for proper financial support, Laura Zade has devised innovative solutions to her lack of budget. Read about her strategies in “Buying Books with No Budget”. This article first appeared in The Teaching Librarian, and, as always, we appreciate the Ontario School Library Association for allowing us to redistribute nationwide.
A few other contributions in this issue focus on different types of materials in our school library collections, and the importance of access. Spencer Miller, representing the Association of Canadian Publishers, shares books that feature 2SLGBTQIA+ characters and more. To echo the words of Dr. Rudine Sims-Bishop, queer literature can be both mirrors for self-affirmation and windows for diverse perspectives and understanding, especially in places where these points of view are minimized or sidelined. Ellie Burnage connects access to digital resources as pivotal to promoting critical thinking. Our Central Commons Sense column mentions manga, and Cari Wilson reminds us about the freedom to read.
It’s not just about the books. Sarah Coull and Emily Pontus address the gender gap in certain professions with a report on their “Empowering Girls in STEAM” event. Melanie and Mishelle take a frank look at patterns of race, gender, and class within the Maker movement. A group of Toronto teacher-librarians, including David Hoang and Kim Davidson, get personal with their reflections on representation within the school library profession itself.
We are introducing two new regular features in Canadian School Libraries Journal this issue. The AML’s Media Message comes courtesy of The Association for Media Literacy, a non-profit organization founded in 1978 to help people “develop an informed and critical understanding of the nature of media, their techniques, and their impact.” We think you’ll find Michilin ní Threasaigh’s article on Generative AI thought-provoking. Thoughtwork from Coursework highlights inquiry learning projects created during teacher-librarian training classes. Our inaugural piece comes from Jessica Guo, who produced this infographic as part of her credit taken with York University.
It would be foolish of us not to make reference to two major CSL projects described in this issue of the journal. CSL is launching its second Working and Learning Conditions survey, and announcing details for Treasure Mountain Canada 9, the renowned Canadian school library research symposium and think tank. Mark your calendars for February 26 and 27, 2027 in Edmonton, Alberta!
Yours in reading,
Diana, Jenn, & Melanie
The CSLJ Editor Team
Jennifer Brown (she/her) is an elementary teacher in the Peel District School Board in Caledon, Ontario. In her current position she is privileged to be in the combined role of teacher librarian and guidance educator at an established K to 8 school in rural Caledon. Since beginning her teaching career in the late 1990s, Jennifer has been committed to social justice & equity in education. Jenn strives to create a learning environment based on student voice, trust and believing in children to guide their learning. As a Librarianship, ESL, Special Education, and Guidance and Career Education specialist, she actively engages in the ongoing study & implementation of innovative pedagogical practices through the school library learning commons to support & mentor fellow educators & foster student success throughout the entire learning community. Jenn has served as the Ontario School Library Association president, and as a contributor to Canadian School Library publications, OSLA’s The Teaching Librarian Magazine and OLA’s online magazine, Open Shelf. Jenn has extensive experience presenting at various library conferences and workshops throughout Ontario and Quebec, including ETFO Summer Academy, guest speaking at York University Librarianship AQs and much more. Jenn was a recipient of the 2025 Canadian School Libraries Angela Thacker Memorial Award.
Melanie Mulcaster (she/her) is a teacher librarian in the Peel District School Board, and a member of IFLA’s School Library Division. A life long learner and maker, she is passionate about inspiring and empowering modern learners to inquire, discover, connect, innovate and explore. Always messy and always unlearning and relearning how to collaborate with the communities she serves.
Diana Maliszewski (she/her) OCT BA BEd MEd is the teacher-librarian at Agnes Macphail Public School in the Toronto District School Board and has worked as a school library professional for over twenty-five years. From 2006 – 2018, she was the editor-in-chief of The Teaching Librarian, the official publication of the Ontario School Library Association. Currently, she is the co-Vice President of the Association for Media Literacy and Canada’s representative with the North American and European chapter of UNESCO’s Media and Information Literacy Alliance. Diana developed and still facilitates the Teacher Librarianship Additional Qualification courses for York University and Queen’s University. Diana has been honoured with several awards, such as the Follett International Teacher-Librarian of the Year in 2008 and the OLA President’s Award for Exceptional Achievement in 2013. She blogs weekly as part of her reflective professional practice at mondaymollymusings.blogspot.com.