Amid national debates over the selection of books in K-12 schools, the curation and maintenance of diverse classroom libraries is a complex challenge for middle level educators. This qualitative case study employed a Collaborative Inquiry (CI) approach (Bray, 2000) to examine how Vermont middle level ELA teachers curate and maintain diverse classroom libraries. Five ELA teachers met in CI sessions to discuss their practices, perspectives and the challenges and opportunities involved in maintaining these critical literacy spaces. Data from field notes, reflective memos, and transcripts were analyzed to identify themes of opportunities, challenges, and power dynamics inherent in this work. 

Five key themes were identified: (1) diversity in middle level classroom libraries is multifaceted, encompassing content, authorship, genre, format, reading level, and student interests; (2) diverse classroom libraries present numerous teaching opportunities, serving as catalysts for authentic conversations about identity, curriculum enrichment, and safe spaces for exploration; (3) teaching with diverse classroom libraries raises numerous internal, external, and logistical challenges, including limited funding, time constraints, and community and institutional pressures; (4) teachers employ a range of strategies for creating and maintaining diverse libraries, such as centering student interests, intentional text selection, varied formats, and scaffolded reading experiences; and (5) there are power dynamics involved in curating classroom libraries, as teachers navigate privilege, community context, professional autonomy, and policy influences. 

Findings show that while Vermont teachers demonstrate intentionality in curating for diversity, their efforts are constrained by resources and sociopolitical pressures. This study highlights the transformative potential and ongoing tensions of middle level classroom library work and underscores the need for sustained institutional support and collective advocacy to advance literacy equity at the middle level.