Library Storytimes Can be "Mirrors, Windows, and Sliding Glass Doors"

 Naomi Wolfrey

Storytime programs as mirrors, windows, and sliding glass doors? Addressing children's needs through diverse book selection. 

Summary:

This study, which was part of a larger study, investigated the diversity of public library storytime programs. Their study was made up of rural, suburban, and urban libraries and evidence was collected through direct observation of the storytime program at each library. Researchers examined the main character or subject of each book read based on preselected parameters. They found that in all categories they investigated (parallel populations, categories of books, gender of leading character, sexual identity, disabilities, developmental differences, and chronic illnesses, religion, and language) the storytimes were lacking in diversity. They make note that having a diverse collection is not enough; librarians need to include diverse books in their programs, their recommendations, and in displays. They end the discussion portion of the article by suggesting librarians conduct diversity audits in order to see how they are truly faring in promoting diversity. 

Evaluation: 

This article was interesting to read as it purports to be the first study done on the ways in which librarians promote diverse books through their programs. I have read quite a few articles on this subject but this was the first one with actual research and methodology. I appreciated the article's reference to and focus on Dr. Rudine Sims Bishop's concept of books as "mirrors, windows, and sliding glass doors" (Bishop, 1990), which emphasizes the equal importance of all of these concepts. It is equally important for children to see themselves in books as it is for children to see people with different backgrounds and experiences. The article makes note that children as young as three show racial biases, and introducing "windows" to them early can help them to appreciate and understand other cultures. Likewise, showing children from historically marginalized groups books that serve as "mirrors" help them to feel valued and proud of themselves. I appreciated this article as yet another reminder as to why diverse books are so important for children. As someone who reads to children for work multiple times a week, I want to be representative not only of the children I'm serving, but of all the children they may come into contact with in their lives outside the library. I hope that storytimes can serve as a positive experience in helping children understand cultures other than their own as well as a way for children to see themselves represented in media when historically that may not have been the case. 

References:

Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives 6(3). 9-11. 

Cahill, M., Ingram, E., & Joo, S. (2021). Storytime programs as mirrors, windows, and sliding glass doors? Addressing children's needs through diverse book selection. The Library Quarterly 91(3). https://doi-org.libaccess.sjlibrary.org/10.1086/714317