Abstract
ABSTRACT Data collected from a study of school libraries in Massachusetts provide source material that identifies barriers and enablers related to equitable access and meaningful use of school library resources and services. These quantitative and qualitative survey data supplied by school librarians across rural, urban, and suburban schools describe staffing, resources, instruction, and funding which suggest barriers and enablers related to equitable access and meaningful use. An in-depth analysis reveals underlying factors that determine policies and practices such as traditional library values, educational beliefs, and social justice principles that are operational in the access and use of school libraries.
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