Sandra Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her 25-year career she has been an elementary school teacher, a school library media specialist, and director of the Philadelphia Library Power Project. In her current research she focuses on social justice issues in youth library services and the role of school library media specialists in education reform. Dr. Hughes-Hassell has experience as both an editor and author. Her most recent edited volume, School Reform and the School Library Media Specialist: Principles and Practices (with Violet H. Harada, Libraries Unlimited, 2007) was named the most important school library book of 2007 by Teacher Librarian. Recent journal publications include articles in Library & Information Science Research, School Library Media Research, Journal of Adolescent and Adult Literacy, and Knowledge Quest. She teaches courses related to materials and services to children and youth, and school library media programs.

• List of FiguresList of TablesAcknowledgementsIntroductionThe Library as a Place for LearningPart One: Theoretical FoundationsChapter 1: Why a Focus on EquityChapter 2: Changing Theories and Frameworks of PracticeChapter 3: Models of Collection DevelopmentChapter 4: Collector BehaviorsPart Two: Strategies for Learner-Centered Equitable Collection ManagementChapter 5: Policy as the Foundation for the CollectionChapter 6: Selecting Resources That Support LearningChapter 7: Budgeting for Maximum ImpactChapter 8: Collaboration and Collection PlanningPart Three: Tools for Equity, Inclusion and LearningTool 1 – Stakeholder Contact/SWOT AnalysisTool 2 – Identifying Resources in Your CommunityTool 3 – Identifying Learner CharacteristicsTool 4 - Preparing a Strategic Learner-Centered Equitable Access Environment Vision and Collection GoalsTool 5 - Learner-Centered Equitable Access Environment Policy CritiqueTool 6 - Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance EquityTool 7 – Matrix for Gathering Data About the CurriculumTool 8 - Matrix for Gathering Data about Learning Outcomes in Public LibrariesTool 9 – Collection Development Analysis WorksheetTool 10 – Shelf Audit for Diversity and InclusionTool 11 – Identifying Funding Sources in Your CommunityTool 12 – Budget Justification PlanTool 13 - Checklist for Planning Promotional Efforts for an Equitable Access Environment Collection Development PlanAbout the AuthorIndex

Sandra Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her 25-year career she has been an elementary school teacher, a school library media specialist, and director of the Philadelphia Library Power Project. In her current research she focuses on social justice issues in youth library services and the role of school library media specialists in education reform. Dr. Hughes-Hassell has experience as both an editor and author. Her most recent edited volume, School Reform and the School Library Media Specialist: Principles and Practices (with Violet H. Harada, Libraries Unlimited, 2007) was named the most important school library book of 2007 by Teacher Librarian. Recent journal publications include articles in Library & Information Science Research, School Library Media Research, Journal of Adolescent and Adult Literacy, and Knowledge Quest. She teaches courses related to materials and services to children and youth, and school library media programs.

• List of FiguresList of TablesAcknowledgementsIntroductionThe Library as a Place for LearningPart One: Theoretical FoundationsChapter 1: Why a Focus on EquityChapter 2: Changing Theories and Frameworks of PracticeChapter 3: Models of Collection DevelopmentChapter 4: Collector BehaviorsPart Two: Strategies for Learner-Centered Equitable Collection ManagementChapter 5: Policy as the Foundation for the CollectionChapter 6: Selecting Resources That Support LearningChapter 7: Budgeting for Maximum ImpactChapter 8: Collaboration and Collection PlanningPart Three: Tools for Equity, Inclusion and LearningTool 1 – Stakeholder Contact/SWOT AnalysisTool 2 – Identifying Resources in Your CommunityTool 3 – Identifying Learner CharacteristicsTool 4 - Preparing a Strategic Learner-Centered Equitable Access Environment Vision and Collection GoalsTool 5 - Learner-Centered Equitable Access Environment Policy CritiqueTool 6 - Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance EquityTool 7 – Matrix for Gathering Data About the CurriculumTool 8 - Matrix for Gathering Data about Learning Outcomes in Public LibrariesTool 9 – Collection Development Analysis WorksheetTool 10 – Shelf Audit for Diversity and InclusionTool 11 – Identifying Funding Sources in Your CommunityTool 12 – Budget Justification PlanTool 13 - Checklist for Planning Promotional Efforts for an Equitable Access Environment Collection Development PlanAbout the AuthorIndex

Sandra Hughes-Hassell, Ph.D., is a professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. In her 25-year career she has been an elementary school teacher, a school library media specialist, and director of the Philadelphia Library Power Project. In her current research she focuses on social justice issues in youth library services and the role of school library media specialists in education reform. Dr. Hughes-Hassell has experience as both an editor and author. Her most recent edited volume, School Reform and the School Library Media Specialist: Principles and Practices (with Violet H. Harada, Libraries Unlimited, 2007) was named the most important school library book of 2007 by Teacher Librarian. Recent journal publications include articles in Library & Information Science Research, School Library Media Research, Journal of Adolescent and Adult Literacy, and Knowledge Quest. She teaches courses related to materials and services to children and youth, and school library media programs.

• List of FiguresList of TablesAcknowledgementsIntroductionThe Library as a Place for LearningPart One: Theoretical FoundationsChapter 1: Why a Focus on EquityChapter 2: Changing Theories and Frameworks of PracticeChapter 3: Models of Collection DevelopmentChapter 4: Collector BehaviorsPart Two: Strategies for Learner-Centered Equitable Collection ManagementChapter 5: Policy as the Foundation for the CollectionChapter 6: Selecting Resources That Support LearningChapter 7: Budgeting for Maximum ImpactChapter 8: Collaboration and Collection PlanningPart Three: Tools for Equity, Inclusion and LearningTool 1 – Stakeholder Contact/SWOT AnalysisTool 2 – Identifying Resources in Your CommunityTool 3 – Identifying Learner CharacteristicsTool 4 - Preparing a Strategic Learner-Centered Equitable Access Environment Vision and Collection GoalsTool 5 - Learner-Centered Equitable Access Environment Policy CritiqueTool 6 - Decision-Making Model for Selecting Resources and Access Points that Support Learning and Advance EquityTool 7 – Matrix for Gathering Data About the CurriculumTool 8 - Matrix for Gathering Data about Learning Outcomes in Public LibrariesTool 9 – Collection Development Analysis WorksheetTool 10 – Shelf Audit for Diversity and InclusionTool 11 – Identifying Funding Sources in Your CommunityTool 12 – Budget Justification PlanTool 13 - Checklist for Planning Promotional Efforts for an Equitable Access Environment Collection Development PlanAbout the AuthorIndex