Navigating the High School and Academic Library Policy Landscape Around Dual Enrollment Students

As more students take advantage of dual enrollment programs during a time when more states are adopting restrictive laws about access, academic freedom, and the right to read, the library sector needs new policy-focused partnerships between high school and academic libraries that will support student success and maintain institutional integrity.

Both high school libraries and academic libraries play critical roles in their educational contexts, but their functions are shaped by the needs and goals of their specific user populations. In the context of dual enrollment programs, understanding these overlaps and differences is crucial for effectively supporting the students bridging these two worlds. In the absence of state legislation restricting academic freedom, legislation that diminishes the right to read, or legislation that amplifies parental rights over student autonomy, there isn’t much friction for dual-enrolled students. However, in an environment where academic libraries are able to support independent study and extensive research but school libraries are restricted, these students need new kinds of support and our institutions need an appropriate level of protection.

Collaboration and cross-institutional consultation is necessary to create a positive, supportive environment for these ambitious students. Collection development practices differ between high school and academic libraries, although they both aim to support students’ educational needs. When it comes to dual enrollment students, who have to meet the requirements of both academic levels, libraries should collaborate more closely. This should include sharing digital resources, aligning acquisition policies, and utilizing interlibrary loans more effectively. Such practices can enhance the resources available to students and ensure a smoother academic transition from high school to college.

State laws and education policies impact the way each type of library chooses the materials it has to offer. First off, high school libraries are aligned to support the curriculum and state standards, along with being places for independent reading (i.e. the principles of voluntary inquiry discussed in the Pico), and aid in the develop fundamental information literacy and research skills. The core functions of an academic library are to support research, facilitate academic success, and enhance scholarly communications. K-12 libraries are proscribed by state standards and the curriculum in ways that are completely absent from higher education. 

For their dual-enrolled students, high school libraries and academic libraries certainly complement each other. Both libraries can share resources to enrich the learning experience for students who are navigating both high school and college curriculums. High school libraries begin the process of building information literacy skills, which are further developed and refined in academic libraries, preparing students for complex research tasks. Both libraries encourage lifelong learning and intellectual curiosity, providing a foundation in the earlier years and specialized support later on.

However, these two libraries have important differences and contrasts for these dual-enrolled students. Academic libraries typically offer more specialized and comprehensive collections that include extensive digital and archival resources necessary for scholarly research, contrasting with school libraries’ more general and curriculum-focused collections. Academic libraries often expect and facilitate a higher degree of user autonomy, expecting users to engage with complex research processes independently, while school libraries are more guided and supportive, considering the academic levels of their students. 

Some states have restrictive laws that limit what school libraries can provide, especially when it comes to content now deemed inappropriate for minors. Academic libraries in those states (where dual enrollment students are under age 18) face a complex landscape when it comes to providing access to their collections. This is because legal issues can emerge, particularly when content might be restricted to minors by state laws. The core of the challenge lies in navigating between state law, academic freedom, and the rights of minors 

State laws might label certain materials as “harmful” or “obscene” for minors, restricting their distribution. However, academic libraries and academic institutions operate under the principle of providing unrestricted access to information and championing academic freedom. Concepts like parental notification and parental consent for minors are critically important in this discussion and must be properly considered. Academic libraries need to craft policies that address minors’ access to restricted materials, ensuring these guidelines respect legal requirements, academic freedom, and ethical considerations. It is important to consider the ethical implications of restricting access to information and how that could affect a dual-enrolled student’s educational experience and success.

The potential for unconstitutional censorship seeping into academic libraries from policies targeted to minors cannot be ignored. Concerns over minors accessing restricted materials could lead to a slippery slope of censorship in college and university libraries, possibly limiting access for all students and undermining the libraries’ role in supporting academic research and freedom. Academic libraries must plan carefully and strive for a balance between legal compliance, academic freedom, and the needs of minors. Academic libraries must consult with their institutions’ legal counsel when developing collections policies for dual-enrolled students. counsel to ensure that practices align with state laws but do not infringe on students’ rights under FERPA. 

The application of the Family Educational Rights and Privacy Act (FERPA) differs markedly between high schools and colleges, affecting how libraries manage student information and privacy. In high schools, parents have the right to access their children’s educational records, but these rights transfer to students upon entering college. When students turn 18 or enroll in postsecondary education, they gain control over their own educational records. This is a right that extends to academic library records. This shift can lead to conflicts, especially when parents of dual-enrolled minors demand access to these records, expecting the same rights as they would have in a k-12 school context. Libraries must navigate these changes carefully, especially in dual enrollment scenarios, to protect student privacy while ensuring compliance with the law.

The growth of dual enrollment programs highlights the need for high school and academic libraries to adapt and collaborate more closely in the face of restrictive state laws. These libraries play a pivotal role in supporting the academic journey of dual-enrolled students, bridging the gap between high school and college requirements. By fostering a cooperative approach in collection development, policy alignment, and access to resources, our libraries can better support these students. It is essential for these institutions to engage in ongoing dialogue, share best practices, and develop strategies that maintain the integrity of their educational missions while ensuring that dual-enrolled students have the support they need to succeed.

Filed under: Advocacy, Censorship