AN EVALUATION OF THE ROLE OF SCHOOL LIBRARIES IN PROMOTING SOCIAL INCLUSION AMONG STUDENTS IN LANGTANG NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE
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Background of the Study
Social inclusion in educational settings refers to the process of ensuring that all students, regardless of background, ability, or socioeconomic status, feel valued, accepted, and supported. School libraries play a vital role in promoting this inclusion by offering safe, neutral spaces that cater to diverse student needs and learning styles. In Langtang North, a culturally diverse and multi-ethnic region, promoting social cohesion and educational equity is critical to long-term development. School libraries, through inclusive practices such as multilingual collections, special needs resources, and culturally responsive programming, help bridge divides and create equal opportunities for learning (Ibrahim & Afolabi, 2024). By enabling access to knowledge without discrimination, libraries foster a sense of belonging and empower marginalized student populations. Research suggests that inclusive library environments improve academic engagement, reduce dropout rates, and enhance social cohesion in schools (Obi & Dung, 2023). Moreover, libraries serve as hubs for collaboration, allowing students from varied backgrounds to work together, thereby fostering mutual respect and understanding. However, the extent to which school libraries in Langtang North actively contribute to social inclusion has not been sufficiently explored. Evaluating their role in this regard will provide insights into how library policies and practices can be improved to support equity, diversity, and inclusion within the education system.
Statement of the Problem
Despite the potential of school libraries to foster inclusion, many institutions in Langtang North may lack the necessary resources, trained staff, or inclusive policies to achieve this goal. Marginalized students—such as those with disabilities, from minority ethnic groups, or from low-income families—often face barriers to full participation in school life. Without a deliberate evaluation of how school libraries promote inclusion, these barriers may persist unaddressed. This study aims to evaluate the current contributions and limitations of school libraries in enhancing social inclusion among students.
Objectives of the Study
To assess the availability of inclusive resources and services in school libraries in Langtang North.
To evaluate how school libraries contribute to social inclusion among diverse student populations.
To identify challenges faced by school libraries in implementing inclusive practices.
Research Questions
What inclusive resources and services are available in school libraries in Langtang North?
How do school libraries contribute to fostering social inclusion among students?
What challenges limit the effectiveness of school libraries in promoting inclusion?
Significance of the Study
This study is significant in highlighting how libraries can serve as instruments of social change in schools. By understanding their role in fostering inclusion, educators and policymakers can design more equitable educational environments. The findings will inform strategies to strengthen the inclusivity of library services and enhance student well-being.
Scope and Limitations of the Study
This study is limited to evaluating the role of school libraries in promoting social inclusion among students in Langtang North Local Government Area, Plateau State.
Definitions of Terms
Social Inclusion: The process of improving the terms of participation in society, particularly for disadvantaged individuals, through enhanced opportunities and support.
Inclusive Library Services: Library resources, programs, and practices that are accessible and welcoming to all students, regardless of their backgrounds or abilities.
Marginalized Students: Learners who face systemic barriers to education due to factors like disability, poverty, ethnicity, or language.
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