A Collection Can Be Full and Still Leave a Child Out

 Name: Schwab, Kayla

Citation

IFLA Library Services to Children and Young Adults Section. (2018). IFLA guidelines for library services to children aged 0–18 (C. Rankin, Ed.; 2nd ed., version 1.1.1). International Federation of Library Associations and Institutions.

Read Here

Summary

The IFLA Guidelines for Library Services to Children Aged 0–18 emphasize the importance of developing library collections that reflect the diverse needs of children and their communities. The guidelines explain that collection development should consider more than the number of books available. Librarians should also consider accessibility, cultural representation, different reading abilities, and the formats in which materials are offered.

One particularly important recommendation is that children's collections should include materials representing different cultures, languages, family structures, identities, and abilities. The guidelines also discuss providing resources in multiple formats, including audiobooks, Braille materials, sensory materials, and digital resources.

The document encourages libraries to involve children and families in decisions about their collections and services. Rather than assuming what children need, librarians should actively listen to the communities they serve.

Evaluation and Reflection

What stands out to me about these guidelines is the difference between having a large collection and having a collection that genuinely serves everyone.

A library might have thousands of books, but what happens when a child cannot find a character who looks like them, a story that reflects their family, or a book in a format they can access? Having a large collection does not automatically mean that the collection is inclusive.

I also appreciate the emphasis on listening to children. Librarians have professional knowledge about collection development, but the children using the library have valuable perspectives about what is missing.

Although these guidelines focus on public library services for children, I believe many of the principles apply to school libraries as well. One practical way to apply them would be to evaluate a collection for gaps in representation and accessibility while inviting students to suggest materials they would like to see.

One limitation is that some recommendations may be difficult for libraries with small budgets, limited staff, or restricted access to specialized materials. However, even small changes could make a meaningful difference.

My biggest takeaway is that collection development should not just be about what a library owns. It should also be about who can use those resources and who feels represented by them.