Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children’s Needs through Diverse Book Selection
Much research suggests that exposure to diverse books that feature the lived experiences of people with marginalized or underrepresented identities influences how children perceive their own value and the significance of others who do and do not look like them. Library associations have recently called for greater attention to issues of diversity, equity, and inclusion to be reflected across all aspects of library services and programs. The purpose of this study was to examine the print materials used in public library storytime programs to identify the extent to which storytime exposes children to diverse people. Results indicate that, across all categories examined, books shared in storytimes are lacking in terms of diversity. The authors conclude that librarians need to be much more intentional in their efforts to diversify services and programs.
Digital Object Identifier (DOI)
This work was supported by the Institute of Museum and Library Services (federal award identification number LG-96-17-0199-17).
Cahill, Maria; Ingram, Erin E.; and Joo, Soohyung, "Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children’s Needs through Diverse Book Selection" (2021). Information Science Faculty Publications. 88.
Published in The Library Quarterly, v. 91, no. 3.
© 2021 by The University of Chicago. All rights reserved.
The copyright holder has granted the permission to post this article here.
This article is made available under the Creative Commons Attribution-NonCommercial 4.0 International CC BY-NC 4.0 license.