This instrumental case study explores 31 Iowan educators’ and board of education members’ perceptions of the ways the state’s book ban law, Senate File 496 influenced school information systems. Mathisen’s (2015) informational justice conceptual framework guided data analysis. The three key findings of this study were Senate File 496 was imprudently discriminatory in implementation, invalidated recognition of school community identities, and threatened democratic participation in information systems.
Keywords
Senate File 496, K-12 education policy, book bans, public school, information systems
Education level
Document Object Identifier (DOI)
10.26300/ndz9-e414
