The Importance of Diversity in Library Programs and Material Collections for Children

Zubkov, Angelina

Hughes-Hassell, S. (2017, December 20). The importance of diversity in library programs and material collections for children. Equitable Inclusive Libraries for Youth. Retrieved December 2, 2022, from https://inclusivelibraries.web.unc.edu/2017/12/the-importance-of-diversity-in-library-programs-and-material-collections-for-children/

From this article, I learned that one place where children can interact with stories on a regular basis is the library. Through its materials, collections, and programs, the library introduces children to many stories, starting at a very young age. This paper emphasizes the importance of developing print and digital library collections that reflect cultural diversity, and details how librarians can promote cultural understanding through library programs that embody the diversity of their communities and the large world. After reading this paper, I learned that stories reflecting diversity should be routinely included in library programs throughout the year and represented in print and digital material collections and displays. 

I found this article to be important and interesting since it addressed access to a diverse collection from an early age. Early education that promotes cultural understanding can influence the foundational outlook of an entire generation and change the course of how society approaches diversity, equity, and inclusion.

 Aggleton, J. (2018). Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. The New Review of Children’s Literature and Librarianship, 24(1), 1–17. https://doi.org/10.1080/13614541.2018.1429122

Summary: 

    This article considers the role of children in the development and selection of children's services collections. The author argues that, as the target audience of a children's services collection, children should be involved in this selection process. Children are almost entirely absent from involvement in the writing and publication of children's books, and by keeping them out of the collection development process at school and public libraries, children's literature becomes a reflection of adult culture rather than child culture as is the aim. However, the author does not propose that the process should be handed over to children entirely. Rather, it is argued that libraries and librarians must develop an understanding that "It is not sufficient for adults to assume that they understand children’s opinions on children’s literature" and as such it "is needed is for the librarian or archivist to find ways to enable children to participate, though not to have total control over the process". 

Evaluation:

    I found myself in full agreement with most of what the author of this article was presenting. It is entirely too common for librarians in charge of developing youth or children's collections to do so without any input or participation from the audience they are seeking to serve. The assumption that adults have a firm knowledge on the tastes and desires of young readers must be abolished. While this article doesn't necessarily provide practical steps for facilitating the involvement of children in the selection process, it provides a solid theoretical understanding for the importance of doing so and could be used to support the implementation of these practices in library systems that are hesitant to do so. 

Where Are the Children in Children's Collections?

Ocampo, Lissete

Aggleton, J. (2018). Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development. New Review of Children's Literature and Librarianship, 24(1), 1-17. doi:10.1080/13614541.2018.1429122

"Where Are the Children in Children's Collections" is an article about allowing children to be a part of the collection development process for children's collections. Aggleton (2018) argues that children should be seen as a cultural group separate from adults and should acknowledge their rights to have a role in the development of children's collections. Although the librarian should have the main control and responsibility of the collection, children should absolutely participate in the process. Librarians should consult children on their information needs and find out what they want to see in children's collections. Children and adults should work together to build a collection that children will use and enjoy. A children's collection created solely by adults is biased and reflect what adults think children will enjoy or should read.

Although engaging children in the collection development process is a challenge, Aggleton (2018) makes a great point about acknowledging them as a valuable resource for the development of children's collections. It is true that the opinions of adults and children on books are very different, even if adults try to put themselves into children's shoes. Other studies support this, arguing that children would rather read what other children recommend instead of what parents and teachers recommend. Librarians should figure out more ways that children can be a part of the process--and not just using a request box!