This ongoing study investigates the challenges faced by today’s elementary school librarians (K-5) in the U.S. as they select books for their collections. The factors of interest are an oversaturated market, the rise of self-published and AI-generated works and the continuously shifting legal/policy landscapes surrounding books for censorship. A literature review informed by key foundational level and contemporary sources, including Johnson (2018) on collection management, Simon’s (1947) satisficing theory, McColvin’s (1925) book selection theory, and more recent scholarship on technology, publishing and censorship, this research balances what librarians ideally attempt with what they can realistically accomplish (using satisficing theory as the lens to interpret the collected data).

The study employs a multi-method approach: initial surveys and interviews with K-5 librarians across districts to identify selection criteria, sources of information, and levels of satisfaction with resources. Preliminary findings highlight the prevalence of satisficing behaviors, as librarians who are often constrained by time, information overload, and limited review resources will often settle for “good enough” rather than optimal selections. These results indicate the influence of traditional and digital gatekeepers such as publishers, reviewers, and social media influencers, as well as the growing role of AI in both book production and review generation as reviews can be bot-generated or bought in today’s book curation landscape.

A Delphi component will be used, engaging a panel of experts including teachers, librarians, authors, publishers, and literary agents. This expert feedback will help validate or the findings by identifying best practices, and explore innovative solutions for collection development in the face of technological and regulatory change.

A thematic analysis of state and federal policies reveals significant regional variation in the autonomy granted to librarians, with recent legislation increasingly restricting access to certain books and introducing legal risks for those who select materials deemed controversial.

This work-in-progress is guided by three central research questions:
(1) What criteria do elementary school librarians use to select books for inclusion in their libraries?
(2) How does the increasing volume of published, self-published, and AI-generated children’s books affect the selection process?
(3) How do laws and policies regarding curricular content influence librarians’ decisions?

The research builds on the broader goals and needs to prepare students for the future by fostering critical thinking, creativity, and adaptability, the themes also explored in the author’s previous research on future-ready skills and author workshops. By examining the interplay between technology, professional expertise, and evolving publishing models, this study aims to inform best practices for library collection development that support student engagement, representation, and lifelong learning and therefore success.

Ongoing analysis and forthcoming recommendations will contribute to the study of innovation in education, offering insights for librarians, educators, and policymakers seeking to ensure student success. Feedback and collaboration from conference participants are actively encouraged to guide the next stages of this research and to enrich the Delphi expert panel with diverse perspectives from the field.

Keywords: Library collections, elementary education, educational policy, literacy development, education.