There are two main roadblocks that hinder effectively sharing of children’s historical fiction. The first roadblock was discussed in the previous article . The second barrier, unfortunately, comes from library and education professionals themselves. In my research, I have read about and observed a parallel, yet unconnected objective in how children’s historical fiction is used in the classroom and promoted in libraries. From the perspective of educators, the library has not been the best resource for gathering historical fiction. At the same time, public librarians (in particular) will emphasize that “teaching” history is not within their job description. These arguments are often true, but casting blame is not the solution. Both professions have the same goal: to pair young readers with the right books. Librarians will recognize this as S.R. Ranganathan’s 2nd and 3rd laws of library science ; educators have their own pedagogical canon to refer to. Yet the point r...