School Library Research Articles

Developing a Library Information System can enhance the efficiency of library data management. The background of this research stems from the fact that many school libraries still encounter various challenges in their operational activities. For instance, SMK Negeri 6 Kota Jambi still implements a manual management system. Meanwhile, SMA Negeri 2 Kota Jambi utilizes SLIMS, which has been found to be difficult to understand and not user-friendly for library administrators. As a result, the administrators decided to revert to manual record-keeping using library logbooks. Similarly, SMA Negeri 3 Kota Jambi employs INLISLITE; however, its book borrowing and returning features are not functioning properly, and the system frequently experiences technical issues. To address these problems, this study proposes the development of a Library Information System using the Extreme Programming (XP) methodology. Extreme Programming is a software development method known for its adaptability to changing user requirements and its ability to support rapid and flexible system development processes. The purpose of this research is to implement a library information system capable of efficiently managing data, book borrowing and returning processes, as well as searching for book and room information. Additionally, the system provides a platform for library members to publish content. To ensure that the developed system meets the intended expectations, Black Box Testing is applied as the testing method. Based on the testing results, the system functions properly, as indicated by a 100% success rate in Black Box Testing outcomes.

ABSTRACT In celebration of 50 years of library and information science education and research at Charles Sturt University, this study explores bibliographic data and themes from the literature across this time period related to school libraries and teacher librarianship. The authors conducted a scoping review based on the Arksey and O’Malley (2005, Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616) model, examining 5,815 articles published between 1975 and 2024 in ProQuest and EBSCOhost content aggregators. Bibliographic analysis on data including publication year, journal title, and author reveals trends like journal prevalence and co-authorship over time. In addition, analysis of keywords in article titles, journal titles and abstracts reveal basic themes addressed in the body of literature including a focus on information and library learning. Results show continuous publication of articles over the past five decades underscoring the enduring relevance of school librarians and teacher librarianship within academic and professional discourse. Findings suggest how the literature reflects the disciplinary specialisation area, the increased need for advocacy, and implications for supporting higher education programs that qualify teacher librarians now and into the future.

This research article presents a case study exploring the motivational impact of a community-driven book fair held in a Romanian public middle school. The initiative, organized at Scoala Gimnaziala “Mihai Viteazul” in Târgoviște, aimed to foster reading engagement by promoting voluntary book donations, student-led organizing teams, and increased literary access. The event spanned three weeks and involved over 1000 students at various levels of participation. A pre- and post-intervention five-item questionnaire was administered to a selected group of 78 students aged 11–14, complemented by systematic classroom observations conducted by educators. Findings indicate significant improvements in students’ intrinsic motivation to read, perceived access to books, and peer-based reading dialogue. These results highlight the potential of school libraries to act as dynamic agents of literacy development through informal and community-based approaches. The study also outlines challenges related to sample size, generalizability, and the reliance on self-reported data, offering suggestions for future longitudinal research. Ultimately, this article contributes to the growing body of literature on school-based reading interventions and supports the evolving role of librarians as facilitators of student agency and participatory literacy culture..

This article summarizes and synthesizes the findings of several studies the authors conducted about school librarians 'perception of graphic novels. Censorship behaviors, both direct and indirect, are discussed, as well as the motivations for these actions, which include fear, external pressures, and discomfort and unfamiliarity with the format. Suggestions for creating a climate more conducive to students' right to read are offered.

The important and dynamic role of school librarians, especially with the rise of digital technology requires that they continually excel in competencies in both library and information sciences. This descriptive-correlational study assessed the ICT competencies of school librarians in the 1st District of Pangasinan using the National Competency-Based Standards for Filipino Librarians. It focused on core areas such as email, hardware, internet, operating systems, software applications, web tools, and the application of information technologies. The study also examined the challenges librarians face in applying these skills and the relationship between their competence levels and the difficulty of these challenges. Findings revealed that librarians showed high competence, especially in email and operating systems, while challenges were generally rated as slightly difficult. Statistical analysis indicated no significant relationship between ICT competence and the degree of difficulty, suggesting that higher skill levels do not necessarily equate to fewer challenges. As a result, a Strategic ICT Capacity Enhancement Plan was developed to further improve competencies and address the difficulties school librarians encounter in applying ICT skills.

ABSTRACT The challenging roles of school librarians call for a high level of educational preparation such as that provided through accredited master's degree programs. However, in many parts of the world, school library education is available only outside the format of accredited master's programs. This single-case study uses a mixed methods evaluation design to examine the use of policy-relevant research to guide the development and ongoing revision of a non-accredited master's program in school library education in a faculty of education in Alberta, Canada. The case database consists of more than 30 documents, published in local, national, and international sources between 1985 and 2025. Five themes emerged from the analysis of the case study database: changing access to school library education; keeping program content relevant; developing online delivery of the program; integrating technology education into course content; and providing continuing professional education for teacher-librarians.

Students display different amounts and types of motivation for academic reading. Drawing upon self-determination theory, we examined the relationship between perceived teachers’ motivating style and students’ basic psychological needs, regulatory styles, and engagement around academic reading. Participants were 235 Peruvian fourth-fifth graders who completed questionnaires regarding their experiences of motivation and their teachers’ perceived motivating style during visits to the school library. Students’ engagement was rated by their teachers. Perceived teachers’ autonomy support had a positive direct relationship with intrinsic regulation. Perceived teacher control displayed a positive indirect relationship with external regulation, mediated by students’ basic needs frustration, and a direct relationship to the same outcome. Teacher control also showed a negative direct relationship with teacher-rated behavioral and agentic engagement and intrinsic regulation. Results highlight the importance of teachers’ motivating styles in students’ motivational experiences.

This study aims to examine in depth the implementation of literacy programs at SDN 031 Banu-Banua, Polewali Mandar Regency which is carried out through three main stages, namely the stages of habituation, development, and learning. This study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. This approach is used to provide a comprehensive overview of the implementation of school literacy programs. The results of the study show that the implementation of the literacy program at SDN 031 Banu-Banua has gone well. At the habituation stage, the program succeeded in forming students' reading habits through routine activities such as reading Tuesday, reading corner, and Wednesday of faith. The development stage successfully expands students' literacy skills and analytical power through activities such as wall magazine management, book reflection, and visual literacy. The learning stage contributes to improving students' creativity, critical thinking skills, and communication skills through short story writing activities, story presentations, and work discussions. The success of the implementation of the program is supported by the active involvement of teachers and the availability of adequate literacy facilities. However, there are still several obstacles faced, including low interest in reading students, lack of variation in the reading atmosphere due to the absence of libraries, and the influence of undirected use of technology. Overall, the literacy program at SDN 031 Banu-Banua shows effectiveness in fostering a basic literacy culture in students. The implementation of this program needs to be strengthened through the procurement of school libraries, active involvement of parents, and the application of literacy methods that are more innovative and relevant to technological developments.

School libraries play an essential role in supporting students’ literacy development. However, the low borrowing rate at MI Desa Tenggerejo indicates a mismatch between available collections and students’ reading interests. This study aimed to develop a classification system for book borrowing interest based on grade level and reading categories using the Naïve Bayes algorithm. The dataset included student information, reading categories, and borrowing history. The research process consisted of requirement analysis, system design, implementation, and model evaluation. Input variables included students’ grade level, reading categories, and book return punctuality, while the output variable was the borrowing interest level (High, Medium, Low). The implementation results showed that the system was successfully developed and could classify students’ borrowing interests according to actual data. The evaluation achieved an accuracy of 53.57%, with the highest misclassification occurring between the Medium and High categories. This indicated that although the system functioned as designed, the classification performance required further improvement through feature enrichment, balanced training data, and the application of alternative or ensemble algorithms. This study is expected to serve as a foundation for schools to design data-driven strategies to enhance literacy in primary education.

This study aims to evaluate the effectiveness of school management in SD Negeri Mulia, Puncak Jaya, Central Papua Province, with a focus on aspects of leadership, curriculum and learning, teaching quality, facilities, financial management, parent participation, student achievement, student welfare, continuous evaluation, and community relations. The research approach used by the researcher is a qualitative approach. Data collection techniques include: observation, interviews, and documentation. Meanwhile, the data analysis technique begins with reducing the data, followed by presenting the data, and finally draws conclusions. The results of the study show that the participatory leadership applied by the principal, Mrs. Maria Wanggai, has succeeded in creating a collaborative work environment, despite budget and infrastructure constraints. The curriculum used is in accordance with national education standards, but its implementation is hampered by limited resources. Teachers are highly committed and experienced, but require more professional training. School facilities, including classrooms, libraries, and computer labs, require repairs and additions to equipment. Financial management is carried out transparently, but the available budget is often insufficient. Parents are actively involved in their children's education and value better communication with the school. The academic performance of students is quite good, especially in the fields of science and mathematics. The health and hygiene program is running well, but some facilities such as toilets need to be improved. Community support is strong, and partnerships with NGOs help in improving educational facilities and programs.

Purpose This paper examines the teaching strategies and lesson plans utilized by librarians in four information literacy case studies, representing diverse high school and college library settings. Design/methodology/approach This paper adopts a qualitative case study design, drawing on four information literacy lesson plans. Case studies provide detailed contextual insights, while content and comparative analysis enable in-depth teaching strategies, identification of similarities and differences of case studies. Findings The four case studies employed a wide range of teaching strategies and provided lesson plans that work from library classrooms across New York State. While there are many potential teaching strategies available to use in the IL classrooms, these four case studies developed by high school and college librarians utilized: (1) collaborative/cooperative work, (2) hands-on/interactive IL teaching strategies, (3) vocabulary, (4) the use of audio-visual aids, (5) realia and (6) leveled questions in their lesson plans. Notably, all four librarians incorporated collaborative and cooperative learning strategies and audio-visual aids into their lesson plans, fostering engaging and interactive IL instruction. Originality/value It is hoped that data collected through these four case studies will serve as a foundation for guiding and refining future IL curriculum for high school and college librarians. Particularly in the era of Artificial Intelligence, information literacy is more important than ever before, identifying biases and misinformation as well as distinguishing between reliable and unreliable sources of information. Information literate students can effectively navigate AI-driven information environments and make informed decisions.

This study analyzed reading comprehension performance among lower secondary school students in Ambato, Ecuador, using data from the national “Ser Estudiante” program. A total of 960 students were assessed with a standardized test covering three dimensions of reading: literal, inferential, and critical-reflective. The objective was to identify reading achievement levels and associated factors from a quantitative approach, focusing on contextual variables such as gender, household resources, school library access, and geographic location. Findings reveal an unequal distribution: 20.6% of students were categorized as “insufficient” and only 15.5% as “advanced.” Girls significantly outperformed boys. Students with better family resources, access to school libraries, and from urban areas achieved higher scores. The ordinal logistic regression model identified school library access, household resources, and school climate perception as significant predictors of reading performance, explaining 36.2% of the total variance. The study underscores the need for equity-oriented policies to ensure equal access to reading resources and foster stimulating school environments. It also calls for strengthened pedagogical strategies to enhance higher-order reading skills and reduce existing social and territorial disparities.

This panel explores how school librarians are transforming their roles through evolving practices while elevating libraries' essential position in educational ecosystems. Burress and Li as co-conveners of the School Library SIG will facilitate the presentations and lead Q and A. Spanning evidence-based practice, information literacy in charter schools, diverse representation in collections, culturally responsive online learning, and professional development, these studies illuminate librarians' journey toward decolonizing pedagogies. School librarians prioritize student identity, challenge traditional power structures, center marginalized voices, and build professional agency through reflective practice. Together, these works demonstrate school librarianship's shift toward practices that honor diverse knowledge systems while asserting school libraries' indispensable role as catalysts for educational transformation and student learning. Cahill, Moore, and Kodama will present “Not a problem, a challenge, something to work with”: School Librarians’ Difficulties Collecting, Analyzing, and Sharing Evidence of Practice which discusses the idea that school librarians should be collecting, analyzing, and sharing evidence of practice both to inform decision making and to increase the visibility and value of school library programs. Prior studies suggest that school librarians struggle with these practices. To pinpoint school librarians’ difficulties with evidence, our research team engaged in focus groups and individual interviews with secondary school librarians and educational administrators at the school, district, and state levels. Analyses of those interviews reveal four areas of challenge in this realm of evidence-based practice: resources, knowledge and skills, dispositions, and alignment with stakeholder values. Pryde will present, “Preparing School Librarians: Reflection on Practical Experiences within Professional Learning Networks for Preservice Librarians”. This presentation will discuss school librarian field experience. Preservice librarians require support and training to develop their own professional learning networks and engage in reflective practice for growth and improvement. By designing practicum and student teaching coursework and expectations that require regular reflective practice and engagement with a PLN, students learn about the benefits of these practices and also develop habits that continue in their careers. Preparing school library students to successfully manage their own professional growth and continued learning upholds the ideals of the AASL School Library Standards (2018) and ensures school librarians will have the necessary tools to successfully manage the multiple roles of school librarians. Greene and Johnson will present, “Online Ready Year One: Culturally Competent and Impactful K-12 Online Learning”. The present study is the second phase of a national grant funded research project that aims to thoroughly capture and assess the institutional structures, pedagogical practices, and learner needs found in the first cycle of iterative design, development, and testing of a professional development learning product targeting that knowledge gap. Findings address the ways school librarians define and actualize their role in culturally responsive K-12 virtual learning, and how these change through professional development. Krutka will present “Looking into Mirrors and Windows: School Librarians’ Perspectives on Diverse Representation in Book Collections”. This study, based on a survey of 142 school librarians, centered Rudine Sims Bishop’s concept of books as windows and mirrors and furthered a greater understanding of school librarians’ practices. Findings revealed four themes: librarians prioritize students, recognize the power of books, curate messages thoughtfully, and strive for continuous improvement. Librarians' voices are essential for developing equitable library practices that affirm all student identities and experiences. School librarians are expected to develop collections reflecting diversity, yet the practices related to and significance concerning multicultural literature is understudied. Challenges related to this topic include bans and policies jeopardizing student access to literature. Klein will present, “Information Literacy in Charter School Cultures” a study of information literacy in US charter schools. In our current media and technology saturated culture, K-12 students learn a lot about navigating, evaluating, and using information at school. However, how charters with their unique cultures and approaches do this important work with their students is not understood. This study looked at how educators prepare students to be wise information consumers and creators in classrooms, schools, and across the charter sector. Institutional ethnography, an apt methodology and theory to study this aspect of charter schools, was used to learn how work around information literacy is organize.

This poster reflects on the results of the School Librarians Facilitating the Success of English Learners grant funded by the Institute of Museum and Library Services (IMLS) from 2021 to 2024. The purpose of the grant was to determine how school librarians could best serve English Learners (ELs) in school libraries. Two of the products created for the grant included the School Librarian and English Learner Framework (Smith, 2024), along with the School Librarian English Learner Action Plan (Smith et al., 2024) to implement it. The framework was based on professional literature and the analysis of feedback submitted by an interdisciplinary group of forum participants. These participants included school librarians, school administrators, linguists, public and academic librarians, classroom teachers, and ELs. The School Librarian English Learner Framework outlines nine domains of focus to help school librarians effectively assist ELs in building their English acquisition skills. Domains covered include continuous improvement, programming, lifelong learning, community partnerships, co-teaching relationships, funding, integrating technology, and resources. The action plan is an extension of the framework that provides suggestions for activities that may be completed for each domain included in the plan. School districts and school librarianship certification programs interested in offering professional development for school librarians may adapt the framework.

As a Black woman scholar and former school librarian, Cynthia Johnson’s work is deeply rooted in promoting equity, diversity, and inclusion within school librarianship. Her research focuses on the lived experiences of Black women school librarians, a group that remains largely underrepresented in both scholarship and professional conversation. By amplifying their voices, Johnson aims to challenge systemic inequities and advocate for culturally responsive practices that affirm Blackness in school library spaces. Moreover, her scholarship and service work to remove barriers to recruitment and retention for Black librarians, fostering a more inclusive and fair profession. Using Black feminist-womanist storytelling, she shows how these librarians navigate challenges, build resilience, and create affirming spaces for themselves and their communities (Baker-Bell, 2017; Toliver, 2022). The inclusion of poetry provides an intimate, creative way to express their lived realities, capturing both struggle and triumph in ways traditional academic approaches often cannot. By highlighting these stories, her research broadens the discussion on Black women’s knowledge production in the field and underscores the importance of addressing racial and gender barriers within librarianship. This presentation shares key findings from her dissertation, especially focusing on the poetic expressions created from one participant’s stories. These poems serve as powerful symbols of resilience, resistance, and a strong commitment to fostering inclusive school library environments. Through her words, a deeper understanding of how the cultural wealth, expertise, and leadership that Black women librarians contribute to the profession, despite systemic obstacles meant to marginalize their roles. Through this work, Johnson aims to challenge dominant narratives within the field, advocate for systemic change, and amplify the voices of Black women whose contributions have been historically overlooked. By embracing both scholarship and creative expression, her research underscores the necessity of integrating multiple ways of knowing into academic discourse, ensuring that school libraries become spaces where Blackness is not only acknowledged but celebrated. This presentation invites educators, scholars, and library professionals to engage in meaningful conversations about equity, justice, and the transformative potential of school librarianship when all voices are valued and heard.

Attempts to censor library materials and services are on the rise, with new data indicating that it ties most of library censorship to organized campaigns. The American Library Association (ALA), the ALA Office for Intellectual Freedom, and their ALA affiliates recognize that the education of librarians about intellectual freedom is important in defending First Amendment rights. A dominant response to the need for teaching about intellectual freedom in libraries invokes a critical inquiry into library and information science content and pedagogy used in intellectual freedom teaching and learning as an authentic expression of protecting legal rights to give and receive information. The voices of enrolled students in a new intellectual freedom course at Emporia State University, School of Library and Information Management, are authentic expressions of their new awareness of how policy and law are central to effective education, communication, and efforts to unite and protect the freedom to read and support library workers at a critical time in American history. The Unite Against Book Ban campaign and Law for Librarians and Lawyers for Libraries (L4L) programs are highlighted in their active pursuit to provide excellent educational opportunities and resources, and as examples of pedagogical and curricular resources for intellectual freedom education.

Librarian professional standards include the development of collections with diverse representation, and the study of multicultural literature is often part of masters programs. However, there is a lack of scholarship examining what multicultural literature signifies for librarians. In addition, the current landscape surrounding libraries has jeopardized students’ access to literature, furthering a narrative that attempts to exclude specific identities and portrays librarians as irresponsible and harmful. This study aimed to build a foundation of understanding and critical insights into this problem through a survey distributed to Texas school librarians. Data was analyzed through descriptive statistics and content analysis to understand school librarian perspectives, assess practices, and gain insights to support the presence of multicultural literature. Rudine Sims Bishop’s metaphor of books as “mirrors and windows” was a foundation for this study. A theoretical lens informed by Critical Race Theory and Critical Information Literacy and an interpretivist approach were used to guide methods and analysis. Conclusions support a counter-narrative of school libraries related to diverse representation through four themes: librarians center students in practices and decision-making, they believe in the power of books, they compassionately curate the message they are sending students, and they know libraries can continue to improve in service to communities. 142 librarians contributed to the understanding that diverse representation in collections matters. It is recommended these librarians’ voices be considered in critically examining policies and develop equitable and just practices that explicitly show that libraries seek to include and affirm the identity and experiences of all students.

A zine, pronounced ‘zeen’, is a small-circulation, self-published, often free, inexpensive, or traded print booklet (Bindery, n.d.). Through this creative track, art media project, the artist, zinester, LIS educator and scholar, Dr. Abigail Phillips, provides space for exploring themes of identity, representation, advocacy, and epistemological justice. Zines and zine-making – the unconventional openness, joyful self-expression, and revolutionary spirit – will encourage attendees to scrutinize how LIS pedagogy ignores the voices of marginalized communities (Zine Librarians Interest Group, n.d.). Zine collections are common to find in school libraries, academic libraries, public libraries, community archives, and digital libraries (Queer Zine Archive Project, n.d.). This creative track project, Decoding the Catalog, invites attendees to interrogate how traditional cataloging schemes, classification, and related practices often reinforce structures of power, privilege, and exclusion (Wrekk, 2020). The collection itself will be composed of 7 to 10 zines, forming an interactive print media art exhibit during which attendees can handle, read, pass around, photograph, and generally engage with the zines. Copies of each zines within the collection will be available for attendees to freely take and share. In combination with the collection itself, an area will be set up for those at the session to create a zine(s) to further explore the focus of the presented zine collection, the conference theme, or whatever they are inspired to create. The DIY, activism driven, and introspective nature of zines, zine making, and zine culture help motivate action, critique, discussion, and brainstorming as part of LIS courses, scholarship, and our field broadly. The beginnings of this movement librarianship, library work, and education, including zine making and sharing, are already underway (LIS Mental Health, 2023). Emerging LIS scholarship, teaching, and advocacy demonstrates ongoing discussions around support and change—a momentum reflected in the 2025 ALISE conference theme. Viewing zines as tools for critical reflection, deconstruction, unlearning, and creative expression contributes to evolving LIS pedagogy into more equitable, accessible, and empathetic practices.

This year, the SIG session embraces the theme of authentic inclusion, that is, inclusion not equated with compliance and implemented out of fear of repercussions and legal consequences. It is inclusion motivated by the genuine belief that workplaces, educational environments, and social settings welcoming to disabled and neurodiverse individuals are richer, more vibrant, more positive, and more creative. In the spirit of inclusion, this session will feature four 10-min lightning talks followed by an interactive audience engagement that will build on the delivered talks and allow session attendees to hone the newly acquired knowledge and implement some practical advice. Rathbun-Grubb will report on the results of a 2024 survey of library managers and supervisors, the goal of which was to elicit their perspectives on individual and organizational support for employees with disabilities, as well as the respondents’ corresponding training and information needs. While confident in their abilities to support their employees with disabilities, managers desire more structural support such as clear policies and formal training, and there is interest in creating employee resource groups such as those created for others by race or veteran status. The research indicated the need for more robust organizational strategic plans for supporting employees and their managers. The session will then move from the field of practice into higher education. In their IMLS- and university-funded study focused on Blind, Visually Impaired and Print-Disabled (BVIPD) students, Copeland, Kawooya, Robinson, Swartzendruber, Reisz, and Stitz will explore how disability services can work with university libraries and instructors to maximize access to content in accessible formats. They also examine how such collaborations can be facilitated through the Campus Accessibility Partnership Model developed by the authors. Tobin, Copeland, and Lucas Walling will examine the notion of accessibility beyond physical spaces and propose potential opportunities for integrating accessibility education more broadly in existing MLIS curricula. Based on their teaching experiences in MLIS programs, the presenters will introduce practices for creating inclusive, accessible collections for children and youth. The impetus for the presentation derives from the fact that numbers of students receiving special education services due to disabilities have increased significantly, with every indication that the trend will continue. This reality, coupled with the fact that many students in our schools and libraries have undiagnosed disabilities and accommodation needs, has resulted in an increasing and critical need for accessible collections, spaces, and services in school libraries. To wrap up this discussion and focusing on asynchronous online education, Smith will identify the problems related to perception, organization, and reading by students with disabilities, some of whom may not have formalized their disability accommodations. He will propose the ways in which course adjustments could be made to aid students in understanding the course structure, managing time and successfully completing course assignments. The lightning talks will be followed by four interactive engagements whereby attendees will have the chance to interact with all four groups of presenters, should they so desire, or to maintain a longer interaction with fewer presenters.

Privacy, understood as one’s calibrated accessibility to others, is a necessary condition for fostering personal and shared identities and exercising individual and collective agency. Privacy literacy entails conceptual knowledge, practical skills, and social attitudes for managing one’s personal information and understanding its role in the information ecosystem and in society. This poster highlights the emergence of library-based privacy education programming and invites feedback on practitioner-facing works-in-progress resulting from Libraries Stand for Privacy: National Forum for Privacy Literacy Standards and Competencies. The spring 2025 national forum convened more than fifty privacy literacy educators from public, school, and academic libraries in the United States and Canada, along with allied LIS scholars and independent information professionals, who engaged in hybrid, participant-led roundtable and working group sessions to ideate professional competencies and learning standards for privacy education programming in libraries. Following the forum, select working groups analyzed artifacts from these participatory research sessions, including both individual- and group-authored notes, to develop draft consensus frameworks, competencies, and practitioner resources for coordinating privacy literacy programming in libraries across the K-20 education spectrum. Attendees will learn effective strategies for implementing hybrid participatory research methods that are inclusive to library workers from all institution types, and will gain access to pilot practitioner materials to support library-based privacy literacy programming for review and feedback. Attendees will also gain appreciation for the importance of privacy to intellectual freedom, individual agency and identity, and collective action for social justice, and for how library-based privacy literacy programming can enrich a privacy-conducive culture.