2026 ALISE Annual Conference

This study examines how diversity is articulated in school library collection development policies within an increasingly anti-DEI and censorship-driven climate. Using comparative content analysis, it analyzes policies from urban districts across U.S. regions with differing levels of censorship pressure and legislative approaches to DEI. The study explores how socio-political contexts shape policy language and identify regional patterns in commitments to diversity and inclusion. Findings will inform LIS graduate education by highlighting implications for preparing future school librarians to develop, interpret, and defend equitable collection policies while navigating political constraints and maintaining commitments to access, intellectual freedom, and representation.