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Abstract: Supporting Young Black Males with Reading Motivation in School & Public Libraries
This study presents the findings and recommendations from a Critical Participatory Action Research (CPAR) conducted with young Black males to explore their experiences in school and public libraries and identify ways to increase their reading self-efficacy in these spaces.
The study was conducted with 7 participants aged between 18 and 30 years old, who identified as Black or African American. Through a narrative inquiry approach the library literacy stories revealed patterns of challenges and opportunities in school and public libraries that impact their reading self-efficacy.
The paper will address the outcomes and practices in consideration for implementation for school and public librarians to consider in understanding the experiences of young Black males, targeting interventions to address the challenges faced by this population, and creating more inclusive and supportive library spaces.
The study was conducted with 7 participants aged between 18 and 30 years old, who identified as Black or African American. Through a narrative inquiry approach the library literacy stories revealed patterns of challenges and opportunities in school and public libraries that impact their reading self-efficacy.
The paper will address the outcomes and practices in consideration for implementation for school and public librarians to consider in understanding the experiences of young Black males, targeting interventions to address the challenges faced by this population, and creating more inclusive and supportive library spaces.