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Limitations
Although the present study collected data from the same LFL over the course
of 2 years, it is possible and probable that more titles with social studies themes were
being traded without being documented. It is also notable that if social studies titles
were not found in the monthly photographs of the LFL, books of that nature might
have been immediately taken by patrons or traded for a new book not necessarily of
the same level or genre. Additionally, the charter holder for this location may have
culled the books from the library. This option, while present, we believe is unlikely
as there were numerous months in which social studies books were available in the
library.

Conclusion
The goal in conducting this study was to determine what, if any, history and/or
social-studies-based texts were being engaged with and shared in LFLs. Over time,
the study produced new streams of curiosity wherein we asked ourselves whether
LFLs constitute a grassroots freedom-to-read revolution. In any case, we hope that
this information is empowering so that educators can find ways to engage in the
LFL movement as a component of affirming the charge to explore the symbiotic
relationship that exists in collaborating across literacy and history/social studies
(Hinton et al., 2014). It has even been suggested that studying history through a
case study approach with a deep dive into one topic can be more meaningful and
impactful—and books provide a foundation for that kind of case study. As Rich
(2022) noted,
Learning from, or through, these histories is … (when students) take away
broad lessons about humanity and make connections between “then” and
“now.” In order to help students work to create a more just future, to act to
create lasting and meaningful social change, it is imperative that teachers
focus on one complex history as case study. (p. 72)
While there are certainly challenges to overcome
within the LFL movement, these libraries provide
Learning from, or through, opportunity for practical engagement in decolonizing
the curriculum (Ade-Ojo, 2021) when history/
these histories is...(when social studies professionals and other community

students) take away broad stakeholders take action to provide authentic and
enriching history/social studies texts to an LFL.
lessons about humanity and Taking this kind of informed action provides an
opportunity for history/social studies professionals
make connections between to reclaim the authenticity of their craft through

‘then’ and ‘now.’ sharing social-studies-themed texts that might
otherwise be unavailable “so that we might conduct
our own ground-level guerilla warfare against the
oppressive structures of our everyday lives” (Denzin,
2008, pp. 568, 572).

References
Ade-ojo, G. O. (2021). Bourdieu’s capitals and the socio-cultural perspective of literacy
frameworks: A ready-made vessel for decolonising the curriculum. Academia Letters,
Article 173. https://doi.org/10.20935/AL173

54 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators