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.

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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.

Inclusive Collections For Supercharged Storytimes

Varela, Tiffany 

WebJunction. (2023, December 27). Inclusive collections for supercharged storytimes.            https://www.webjunction.org/news/webjunction/inclusive-collections.html 

Summary:

Highlights the importance of building diverse and representative collections for children’s programs. Storytime helps shape how children see themselves and others. Choosing books that reflect the identities in our communities, while also introducing new perspectives, supports a sense of belonging and encourages understanding.

The article emphasizes that inclusive collections require intentional, ongoing effort. Librarians should regularly assess their materials to ensure a wide range of voices and experiences are represented, especially those that have been historically underrepresented. It also highlights useful tools such as curated booklists, review sources, and professional development opportunities to support inclusive selection and programming. A central idea is that books act as mirrors, windows, and doors, reflecting children’s lives, offering insight into others, and opening pathways to new experiences.

Overall, the article reminds us that inclusive storytime collections are built through thoughtful practice and play a key role in fostering empathy and connection.

Evaluation:

The article provides a clear and practical overview of why inclusive collections matter in children’s library services. It effectively connects theory to practice by focusing on storytime and how book choices influence children’s sense of identity and understanding of others. The “mirrors, windows, and doors” concept is used well as a simple guide for selecting materials.

A key strength is its emphasis on intentionality, presenting inclusive collection building as an ongoing responsibility. The inclusion of booklists, tools, and training resources makes it useful for librarians looking to improve their work. There is a generous list of resources to refer to when it comes to selection. However, the article stays at a general level. It offers limited guidance on how to evaluate collections in a systematic way and does not fully address challenges such as budget limits or community concerns.

Overall, it serves as a strong introduction that highlights the importance of inclusive practices, though additional detail would be helpful for deeper implementation.

How public librarians actually build collections

 Maklynn St. Clare, INFO 266

Gooding-Call, A. (2020, February 24). Public library collection development secrets, revealed: Behold the mystery of public library collection development. Book Riot. https://bookriot.com/public-library-collection-development/

Summary: Anna Gooding-Call explains how public librarians actually build collections. She shows that librarians can’t just follow their personal tastes or ideas of “quality,” because that would set dangerous precedents and exclude viewpoints when staff changes. Instead, they balance demand, circulation data, space limits, and community needs, often relying on professional review sources. Gooding-Call argues that public libraries must prioritize relevance, diversity, and use over stocking every “classic,” and that donations are usually handled according to policy rather than simply added to shelves.

Evaluation: The author made some good points about unknown considerations that librarians should keep in mind, rather than making random choices in collection development. The article was easy to understand and thought-provoking.

Tags: collection development, librarians, libraries, circulation data, community, diversity, donations, funding 

 

Book Review: Curating Community Collections: A Holistic Approach to Diverse Collection Developmen

Name: Sharylyn McHenry

Citation: Navarro, Michelle. "Book Review: Curating Community Collections: A Holistic Approach to Diverse Collection Development." Library Resources & Technical Services, vol. 69, no. 1 2025. ProQuest; eLibrary, https://explore.proquest.com/elibrary/document/3171896359?accountid=617, doi:http://dx.doi.org/10.5860/lrts.69n1.8382.

Summary: 

In her review of Curating Community Collections: A Holistic Approach to Diverse Collection Development, Michelle Navarro explains that the book is important because libraries today are focusing more on diversity and inclusion. She says the authors give clear, practical advice on how to build library collections that better represent different groups in a community. Instead of just checking what is already on the shelves, the book shows librarians how to make long-term plans and use helpful tools and worksheets. Navarro also describes the idea of “community collections,” which are special groups of books and materials chosen to support the needs of specific populations. She likes that the book is easy to understand and can help librarians in any type of library. Overall, Navarro believes the book is a useful guide that helps librarians think about how they can make their collections fairer and more reflective of the people they serve.

Evaluation: 

This article is helpful because it shows how important it is for libraries to include books that represent many different people and experiences. Middle school students benefit when they can find books that reflect who they are and also let them learn about others. I think the author makes a good point that librarians should listen to their communities, including kids, when choosing what to buy. The book reviewed seems useful because it gives real steps for making collections more fair and diverse. Overall, I believe this kind of work helps create libraries where every student feels welcome.

Diversity Assessment in Academic Libraries

Author: de Santiago-Stewart, Brenda

Citation:

Ciszek, M. P., & Young, C. L. (2010). Diversity collection assessment in large academic libraries. Collection Building, 29(4), 154–161.

Summary:

This article outlines different strategies for assessing diversity within academic library collections. Ciszek and Young describe quantitative tools (like WorldCat collection analysis, circulation data, subject breakdowns) and qualitative approaches (focus groups, user feedback, faculty conversations) to identify gaps in representation. They argue that without a clear, actionable definition of “diversity,” collection assessments can feel inconsistent or performative, leaving major blind spots untouched.

Reflection / Relevance to Collection Management:

This is a helpful reminder that “diversity” in a Collection Map can’t just be a value statement — it has to translate into measurable decisions. For RISD’s Fleet Library, where subjects span art, design, identity, and cultural production, assessing diversity should include both who is represented and which materials, formats, and voices are missing. It also makes me think about how my own CM proposals could incorporate more systematic assessment tools instead of assuming I “know” where the gaps are. Diversity assessment isn’t a one-time audit — it’s a continual, proactive process.

Showing importance of diversity through mirrors, windows, and sliding doors.

 Miller, Tiffany.

What Are Mirrors and Windows? - WeAreTeachers. (n.d.). Retrieved December 9, 2024, from https://www.weareteachers.com/mirrors-and-windows/

Summary:

    Stories are used to act as mirrors, windows, and sliding glass doors. It is important for mirrors (seeing ourselves) in stories to have a sense/feeling of belonging and that we are not alone. Windows (seeing others) are important to develop an understanding about the wider world and may be the only experience we have with differences in culture, skin color, religion, lifestyles, and more. It is very important for the introduction to be one of non-judgment and supportive acceptance. Sliding glass doors are a newer concept expanding on windows. The door allows the reader to walk into a story and become part of the world. This encourages reflection and action in hopes of changing perspectives.

Review:

    I love this concept as it is easy to visualize and grasp the difference. This refers to using it with children in a classroom but is the exact reason everyone needs to be represented in a the library and in stories. It is a quick way to explain to children and adults why it is important for diversity in our books in all the different ways, not just race. There is a list of books for different topics of DEI that would be good to have in your library. It also includes some books to further deepen your understanding of these concepts. I like how it talks about not just thinking of windows and doors in terms of literacy. We are trying to get more events/programs centered around more than just the majority population by celebrating different holidays or showcasing different cultures. Just a great article to introduce windows, mirrors, and sliding glass doors that all librarians need to remember.

“What Are You Reading?”: How School Libraries Can Promote Racial Diversity in Multicultural Literature by Karen Elizabeth Lafferty

George, Chekesha 

In the article, "Analyzing the Diversity of a High School Library" by Sarah Jorgenson and Rene Burress, they discuss the importance of recognizing diversity not only in American society but also in school libraries. "Schools are culturally diverse places that have students and staff who represent varieties of race, culture, ability, sexual preference or identity, religion, gender, and class. School librarians serve all these individuals" (Buress & Jorgenson 2020). The authors go on to state that, "if the current collection of young adult fiction portrays only the typical white, heterosexual main character (Perez, para 8), then the collection does not allow for understanding and learning of other races, cultures, and abilities, nor does it allow for students of minority groups to see themselves represented in books. The modern school library must strive to continually add diverse titles to its collection so that all students feel represented and can find and read books to which they can relate" (Burres & Jorgenson 2020). The article goes on to guide school librarians in the various ways that they can ensure that they are diversifying their collections to serve in the best interest of the students they serve.

This article resonated with me on a personal level. As a Black woman, it was not until my sophomore year in high school that I finally read a book written by an author of color. The first two novels I ever read where the protagonists were non- white was Amy Tan's The Kitchen God's Wife and Native Son by Richard Wright. As an adult, I have never forgotten the impact that these novels had on me. After reading these books in my Honors English class, I was eager to read more multicultural books. This became one of my favorite genres. There is something so powerful and endearing about reading books that teach you about cultural experiences outside of your own. "In order to serve all students, school librarians must be ready to advocate and promote diversity within their own environment. Placing diverse books in the hands of students helps develop empathy and understanding, allowing students to get to know those around them. By being knowledgeable and accessible, and by providing diverse resources for students, school librarians help students to grow and understand each other and themselves" (Burress & Jorgenson). As a librarian and life-long learner, I am comforted in knowing that there is finally research and literature to support why diverse literature is and will continue to be important in library collections. 

Citation: Jorgenson, Sarah, and Rene Burress. "ANALYZING THE DIVERSITY OF A HIGH SCHOOL LIBRARY COLLECTION." Knowledge Quest, vol. 48, no. 5, May-June 2020, pp. 48+. Gale Academic OneFile, link.gale.com/apps/doc/A626204945/AONE?u=csusj&sid=bookmark-AONE&xid=5ef3ada5. Accessed 30 Nov. 2024.

Project READY: Re-imagining equity and access for diverse youth.

To, Nhi.

 

Project READY. (n.d.). Project READY:  Reimagining equity and access for diverse 

youth. University of North Carolina at Chapel Hill. 

https://ready.web.unc.edu/about-us/ 

 

Summary: Project READY, which stands for Reimagining Equity and Access for Diverse Youth, 

is a free online professional development curriculum with the aims of promoting racial 

equity in libraries and educational settings. Developed by a group of educators and library

staff from the University of North Carolina in Chapel Hill, Project READY offers modules

on understanding racism, building cultural competence, and transforming library services, 

programming, and practices to support diverse youth. 

 

Evaluation: This project is a valuable resource for librarians as this could provide useful

information regarding topics of racial equity that may be lacking in their understanding. 

Provided that this is a free course, I believe Project READY should be an option that all 

libraries can look to add into their training or professional development for their staff 

members. The curriculum is comprehensive, leaving anyone who is able to complete the 

course fully to have a wealth of knowledge afterwards. I found this source to be incredible

cool as it is free and it is also online. Accessibility was definitely a consideration when 

creating this toolkit.

Putting the Science Back in Library Science: Collection Development, Diversity Audits, & Understanding Teens – Analyzing Data for Decision Making

 Aleen Houseman 

Citation:
            Jensen, K., & says, A. (2018, March 21). Putting the science back in library science: Collection development, diversity audits, & understanding teens – analyzing data for decision making. Teen Librarian Toolbox. https://teenlibrariantoolbox.com/2018/03/21/putting-the-science-back-in-library-science-collection-development-diversity-audits-understanding-teens-analyzing-data-for-decision-making/ 

Link: Click Here

Descriptions:
            Description: This rescore includes a first-hand perspective of collection developments and diversity audits. Librarian Karen Jensen of the Mount Vernon Public library walks the reader through her process of evaluating/ creating and auditing a collection at her library. 

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.

Equity in Action: Doing a Diversity Audit

 

Jensen, Karen.  (2018).  Library Journal’s Equity in Action: Doing a Diversity Audit.  https://www.teenlibrariantoolbox.com/2018/10/library-journals-equity-in-action-doing-a-diversity-audit/

 

This web posting is by Karen Jensen who has learned from her own experience of working in libraries, research, and then finally presenting to others what she has learned about diversity in collections and the  process of auditing a library collection to gather data on our collection and to look for weak areas of the collection.  Our first attempt at a diversity audit is likely not going to yield the results that we want or expect.  It may take several tries, and the more research we do about effective audits and working with others who have completed audits successfully will help ease the learning curve and be a more productive use of our limited time.  The experience of those such as Ms. Jensen can save us the trouble and nuisance of re-inventing the wheel, so to speak, and ease us into a process that might feel completely overwhelming, especially to a new librarian.

 A diversity audit helps us to answer the question, “what percentage of my collection is written by something other than the traditionally dominant voice?”   She includes slides from a recent presentation that she gave, and talks about the types of diversity to consider, how we can accomplish an effective diversity audit, collecting and analyzing our data.  How we can organize our audit in “chunks”  rather than tackling the entire collection at once to avoid becoming overwhelmed.  She also shares other resources that are helpful in learning more about diversity in library collections as well as how to complete a successful audit. 

 

 

 

Metadata for diversity: Identification and implications of potential access points for diverse library resources.

Fran Prather

Rachel, I. C., & Schoonmaker, S. (2020). Metadata for diversity: Identification and implications of

potential access points for diverse library resources. Journal of Documentation, 76(1), 173-196. 

http://dx.doi.org/10.1108/JD-01-2019-0003.

Summary:

This article begins with the premise that diversity is one of the core values of American librarianship and that libraries must promote diverse materials and advocate for diverse communities. After a literature review that begins with the seminal "Windows and Mirrors" premise of Bishop (1990), the authors present their research and findings on the challenges of using metadata to tag resources for diversity. Diversity in this case included "baskets":  gender, occupation, geographic region, audience, age, race, ethnicity, cultural identity, indigeneity, gender identity, LGBTQIA+, and disability. Specific problems included content creators and whether or not the creator themselves wanted to be identified by these elements and the lack of a a way to specify these areas in MARC records. Also of concern is a recognition that these baskets do not allow for nuances in intersectional relationships. Noted in these elements were also specifically American social practices and ethnocentrism, which cloud tags and may further the "othering" of marginalized communities. Of major concern was the lack of specificity in disability and indigeneity, which almost erased mention of these populations, further marginalizing large groups of already minoritized communities. The authors suggest that "any access points to describe diverse reading materials needs to consider support for self-identification, impermanent and flexible metadata, and intentional and explicit positionality" (p.192). 

Analysis/Reaction:

This research is timely and welcome. As a high school librarian who has worked to diversify my school's collection, I have been quite frustrated by attempts to acquire new materials, perform a diversity analysis of the collection, and with how to tag materials so that patrons can locate them by as possible keywords as available. The idea of crowdsourcing the tagging to allow for flexible metadata is intriguing in a school library; is the student population trustworthy in this regard? After all, we have books on the Holocaust that have been physically vandalized with swastikas - do we want to open tagging to students online? How does a librarian manage the tagging?- One of my own concerns is how to promote diversity without furthering stereotypes or "othering," a concern shared by the authors of this article as needing further research.  

Does My Collection Reflect My Community? Diversity in the School Library

Panelists Sylvie Shaffer, PreK-8 Librarian, Capitol Hill Day School (DC)  (@sylvie_shaffer‏) Matthew Winner, Elementary School Librarian, Howard County Public Schools (MD) (@MatthewWinner, @ChildrensBkPod)

This Future Ready Librarians’ webinar takes a long hard look at the authors or curators of the literature in our children’s school library collections. This topic and inspection can inform our selection of diverse books in our communities. Their data features statistics about books received (3,500) and census estimates from 2015.  For example, in 2017 White Americans (61% of the population) were the authors of 85% of the total number of books published.  This leaves very few new books written or shared with the children’s book center (or school libraries) by marginalized, or other authors. Moreover, the books published historically have not been written by individuals from non-white communities.  The panelists further include important topics such as what is diversity, and what is the importance of diverse books in a homogenous population.  The popular topic of books as windows and books as mirrors is presented as more than just a connection to literature for the reader but as a literary journey, meaning “transform human experience”. To get started tips for analyzing classroom libraries and workbooks are presented. Simple audits are done by students in the classroom or with a scholastic book fair. The flyer provides real-time data and anyone can take on the challenge. Additional resources for staying engaged and informed about new titles and new authors representing various backgrounds include asking specifically for diverse books from publishing companies, reading blogs, joining diverse books campaigns, creating Symbloos with schools, reviewing electronic collections, making Padlets and so on.

Reflection: These are practical tips and suggestions for the librarian to consider.  Perhaps the collections policy needs to include a checklist, or better yet, the electronic analysis needs to highlight or give prizes to the schools that take the time to transform their collections to meet the standards we are seeking.  While I think it is important to reverse the trend and provide authentic literature from people representing all cultures and lifestyles, I do not want to have a diverse collection that doe not appeal to my young patrons. A further topic could be how to promote the titles once they are acquired.