Diversity is all about variety, and is often linked with inclusion. In fact, the Oxford Learner’s Dictionary of Academic English defines diversity as “a range of things or people that are very different from each other; the fact of including such a range” (Diversity, n.d.). When looking for diversity in children’s picture books, people are generally looking for particular aspects of diversity, such as the six identified in the inner dimension of Gardenswartz and Rowe’s (n.d.) Four Layers of Diversity: age, gender, race, sexual orientation, ethnicity, physical ability.
To explore the diversity in children’s picture books, I wrote reviews on a selection of books from the author/illustrator Stephen Michael King. King had hearing loss as a child, and for five years (from the age of eight until he received his first hearing aid at thirteen) lived in a predominately silent world, communicating through his artwork (Box For Monkeys, 2016; Creative Kids Tales, n.d.; King, n.d.). His understanding of the social difficulties for children who are ‘different’ is obvious in his gentle stories that highlight and accept the differences between characters.
What I learned
Delving into these books looking for diversity, I realised how narrow many inclusive programs are. Most programs labelled as inclusive focus on one aspect, such as bilingual storytimes, sensory storytimes for children on the autism spectrum, or rainbow family storytimes for children from LGBTQIA (lesbian, gay, bisexual, transsexual, queer, intersex, asexual) families (Barber, 2019; Carlson, Macchion, Sinclair, & Greenwood, 2019). Some programs include more than one aspect, such as a rainbow storytime in English and Auslan, but these seem to be in the minority (Barber, 2019).
Relevance to my work
Reviewing these books was a highly relevant activity for my work, particularly as I was asked to put together an Inclusion Story Stomp kit for rotation between our library branches in Term 1, 2020. We are also planning a series of monthly inclusive storytimes on Saturdays. While I did not include all the books I reviewed, and I did include books by other authors, this activity helped me to include more diverse stories and activities in my kit. I included books covering differences in general, but also books and rhymes focussing on multiculturalism, sign language, autism, wheelchairs, and gender. There is even one book about younger siblings, rounding out the six inner layer aspects of diversity (Gardenswartz, Cherbosque, & Rowe, 2010).
To select the materials I used in the kit, I relied on my own knowledge of our collections, and suggestions and book reviews from other library, preschool and education websites. The websites that were most helpful were those with reviews detailing age groups, subject focus and how successful the book was in the program. I hope that my reviews could be useful in this way, although in a work capacity I would post after running the program and include how successful each book was.
Knowledge gaps
While I know many books about inclusion and friendships, and picture books that explain diversity in general and specific aspects of diversity, I do not know how to make our storytimes more inclusive. I would like to observe how a sensory storytime is run, and investigate the possibility of having every storytime bi- or even multi-lingual. I also intend to learn Auslan in the near future, which could easily be incorporated in storytime and rhyme sessions.
References
Barber, L. (2019, March 8). Rainbow family storytime events to be held at libraries across Sydney. Star Observer. Retrieved from https://www.starobserver.com.au/news/national-news/new-south-wales-news/rainbow-family-storytime-events-to-be-held-at-libraries-across-sydney/178840
Box For Monkeys. (2016). Interview: Stephen Michael King! Retrieved from https://boxformonkeys.com/stephen-michael-king-interview/
Carlson, K., Macchion, F., Sinclair, J., & Greenwood, C. (2019). Inclusive practices in public libraries : an Australian perspective. Retrieved from https://2e11fad7-dad1-47f6-8900-3a7d0b2f7079.filesusr.com/ugd/519d29_867156603f2842168f6c07ec4a92e8a8.pdf
Creative Kids Tales. (n.d.). Stephen Michael King. Retrieved from https://www.creativekidstales.com.au/authors-illustrators/ckts-featured-illustrators/1978-stephen-michael-king
Diversity. (n.d.). Oxford learner’s dictionary of academic English. Oxford University Press. Oxford. Retrieved from https://www.oxfordlearnersdictionaries.com/definition/english/diversity
Gardenswartz, L., Cherbosque, J., & Rowe, A. (2010). Emotional intelligence and diversity: A model for differences in the workplace. Journal of Psychological Issues in Organizational Culture, 1(1), 74-84. doi:10.1002/jpoc.20002
Gardenswartz, L., & Rowe, A. (n.d.). Why Gardenswarz & Rowe? Retrieved from https://www.gardenswartzrowe.com/why-g-r
King, S. M. (2004). Mutt Dog Sydney: Scholastic Press.
King, S. M. (2019). Three. Sydney: Scholastic Press.
King, S. M. (n.d.). Who is Stephen? Retrieved from https://www.stephenmichaelking.com/about/
I found your comment about the lack of diversity in inclusive programs really thought provoking. In terms of developing a collection of diverse resources, a librarian has a vast array of titles to choose from and there are many websites such as https://happilyeverelephants.com/ and https://diversebooks.org/ with reviews and themed lists to aide selection. However, when it comes to programming depending on your community, human and financial resources, ensuring programs cover a range of communities, languages and ways of being could be difficult without additional resources. Diverse programming also faces other challenges, especially when the program contains content that some community members find challenging. Recent events surrounding Drag Queen story time at a Brisbane public library (ABC, 2019) highlight the complex issues children’s and youth librarians work through in order to deliver diverse programs. Dawkins’ research indicates that when it comes to resource selection, some librarians self-censor and avoid purchasing resources that they believe to be valuable for fear that they may be challenged (2018, p.8). This leads me to speculate if the same may apply to diverse programs that may be challenging for some community members?
ABC. (2019). Drag queens reading to kids in public library confronted by UQ Liberal National members. Retrieved from https://www.abc.net.au/news/2020-01-13/lnp-distances-itself-from-drag-queen-protesters/11861762
Dawkins, A. M. (2018). The decision by school librarians to self-censor: the impact of perceived administrative discomfort. Teacher Librarian, 45(3), 8–12. Retrieved from http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=lih&AN=128027170&site=ehost-live
Thanks for your comment! I was shocked and saddened by the events at the Drag Queen story time, particularly the death of one of the protesters afterwards(ABC, 2020). It must have been terrifying for the children, parents and staff. My library is just about to start a regular program that includes Drag Queen and rainbow family story times, and I worry that this might stall things. Libraries are inclusive spaces by their very nature, and tend to attract staff who uphold that ideal. My belief is that events should be held for the people who want or need them, and if people aren’t interested, they don’t have to come. I think you are right, that libraries have self-censored programs in the past, but I feel that we are starting move beyond that. At least, I hope so.
ABC. (2020, January 13). Liberal National Club president Wilson Gavin dies after protesting against drag queens at Brisbane library. Retrieved from https://www.abc.net.au/news/2020-01-13/liberal-national-club-president-wilson-gavin-dies/11863096
The importance of diversity in library programs and material collections for children has been discussed for a long time. I like Joanne Cashin’s ideas to use the diversity of children’s literature in Storytime, especially including Stephen Michael King’s books, who as a result of deafness has an understanding of “social difficulties”.
Adkins and Bushman (2015) state that, “public library services to children with special needs are less well-coordinated and more reliant upon individual choices” (p. 28). Sometimes due to insignificant attendees, or a sensitive topic, events have to be cancelled. However, by including books on different topics that allow children to meet different characters from different backgrounds and to have different experiences during Storytime, session can model and show children how to respect others. This will also hopefully include children with special needs to “see themselves reflected in the literature, (so) they feel a connection that honours and validates their own identities, experiences, and stories” (Baldwin, 2018, p. 75).
References
Adkins, D., & Bushman, B. (2015). A special needs approach: a study of how libraries can start programs for children with disabilities. Children and Libraries, 13(3), 28-33.
Baldwin, K. (2018). The power of using international picture books with young children. YC Young Children, 73(2), 74-80.