children’s literature

Stories entertain, engage, inform and connect us. Children’s literature is a rich and valuable resource for all ages and passions; ‘everyone’s fiction’ more so than just children and young adults. No matter the page length, format or genre – from our classic stories and tales, to the newer popular fiction titles – everyone can pick up a fiction book and become mesmerised by the visuals, have fun with the rhymes, get lost in the settings, and go along for the character journeys.

Prior to this intriguing subject, my teaching background ensured I was fairly confident and aware of the different formats and genres of fiction. Picture books are some of my favourite teaching tools, immersing the audience and building imagination, inference and connections. Going beyond the text by identifying and discussing themes and experiences assists all ages with their meaning making and develops their point of view on a magnitude of topics. Literature allows readers the opportunity to consider perspectives and change their mindset as new information is processed, building comprehension, critical thinking, and creativity (Seifert, 2020).

Trends I have noticed over the last few years in my library position have been the rise of ebooks, subscription based sites, graphic novels, celebrity authored books, and series fiction. Popular fiction movements have seen authors and publishing houses release multiple titles of related characters or stories annually, for example, the series of Pig the Pug (Aaron Blabey) and Macca the Alpaca (Matt Cosgrove) in picture books, or the various novel series written by Anh Do. Celebrities have turned their hand at authorship, with many writing or co-authoring books, usually with some pop culture references such as sport or fantastical humour. Examples include Elyse Perry, Tim Cahill, Andy Lee, and David Walliams. Social satire (toilet humour) is popular with audiences, including the series Captain Underpants (Dav Pilkey) or the Bum Trilogy (Andy Griffiths).

Illustrations and visual images hold power over audience engagement, with the proliferation of graphic novels confirmation of reader influence on publishing. The increase in visual book design and form is notable in every library and bookstore. Graphic novels are of high interest, covering multiple genres and age levels (Short, 2018). The value of these texts is the apparent low density of print for reluctant readers, however a range of reading strategies are required for decoding and navigating the visual conventions of the texts. Graphics novels often explore complex contemporary fiction issues such as the collection by Raina Telgemeier, and some authors and older titles are finding new success in republishing in this form, including The Baby-Sitters Club (Ann M. Martin) and the classic Famous Five (Enid Blyton).

On reflection, there are avenues to explore to increase my knowledge and immersion in children’s literature. These include using a broader range of collection development strategies such as book awards, crowd sourced reviews and patron-driven acquisition. Attending local book launches to meet authors for possible school visits and talks would also be beneficial to my practice. Areas I would like to develop further in my knowledge and usage are digital literature and subscription services. I look forward to learning more throughout this subject and studies.

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr Seuss

Seifert, C. (2020, March 06). The Case for Reading Fiction. Harvard Business Review. https://hbr.org/2020/03/the-case-for-reading-fiction

Short, K. G. (2018). What’s Trending in Children’s Literature and Why It Matters. Language Arts, 95(5), 287-298.

Literature plays an important role in our education settings, from storytelling to escapism, to fostering literary experiences and imagination. Children and young adults are able to build connections, empathise and explore through narratives. Multicultural literature allows students and teachers to engage with events and diverse viewpoints of cultural groups from around the world.

Cultural diversity and inclusive education is at the forefront of 21st century education. Recognising and respecting cultural values, languages and heritage in our multicultural society begins in early childhood settings and curriculum. The Early Years Learning Framework outlines how children can participate with communities, including responding to diversity with respect, and being aware of fairness and bias, as well as how educators can promote this learning (Department of Education and Training, 2019). In the Australian Curriculum, the general capabilities and the cross-curriculum priorities (CCP) support student learning, inquiry, and interconnected skills and knowledge (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010 to present). This includes the CCP area of Asia and Australia’s engagement with Asia, which focuses on students developing their knowledge, experiences and perspectives of diverse backgrounds. The general capabilities of Intercultural Understanding, Ethical Understanding and Personal and Social capability all support students gaining understanding and empathy for the interconnections of our world and global citizenship.

There have been numerous studies into children’s literature and the inclusive narration of multicultural viewpoints. A recent research paper focused on the authenticity of literature in kindergarten and early childhood settings in Western Australia (Adam, 2021). This study highlighted the value of children’s literature in exploring diversity and inclusion, and the role of educators in mediating and facilitating culturally responsive lessons and exposure. The analysis found three key findings: book collections tend to include monocultural literature; there is restriction through educator confidence and understanding; and the effect of read aloud practices and the promotion of cultural diversity in text discussions (pp. 8-14). These results demonstrate the importance of effective pedagogical practice and cultural competency through the exploration of quality diverse mentor texts.

The lack of availability of diverse texts and educator confidence mirrors other studies into children’s literature. Access to a collection that supports a wide variety of appropriate, relevant and engaging resources is imperative for users. Inequitable access is an ongoing issue, especially of texts reflecting children and families of multicultural backgrounds. In response to the COVID-19 pandemic, a United States initiative aimed to address disconnection and home-based literacy experiences of diverse, low-income communities (Gunn et al., 2021). Results showed the importance of access to multicultural literature, with child respondents of the study noting their connections to characters, creating a sense of affirmation, representation and belonging, with one girl exclaiming, “She looks like me!… Could I have more books like that?” (Gunn et al., 2021, p. 368). Book collections need to be inclusive and representative of our global society, with cultural authenticity and accuracy at the core of selection.

In addition to the Western Australian research, an English study also identified barriers in teaching multicultural texts in schools that included teacher confidence and subject knowledge (Elliot et al., 2021). Class teacher collaboration with a qualified teacher librarian could assist and support these constraints through team planning, modelling, and expert collection knowledge and development. Educators must be supported through professional training and development to ensure cultural competencies are met.

Teacher librarians are critical to connecting readers with quality resources that examine social and political issues for empathy, understanding and acknowledgement. Using authentic and diverse literature in education assists with the examination of cultural ideologies, stereotypes and personal identity. Quality texts educate and explore the connections we have to one another and allow us to learn about the world around us.

Australian Curriculum, Assessment and Reporting Authority. (2010 to present). Australian Curriculum: F-10 Curriculum. [Version 9.0]. https://v9.australiancurriculum.edu.au/

Adam, H. (2021). When authenticity goes missing: How monocultural children’s literature is silencing the voices and contributing to invisibility of children from minority backgrounds. Education Sciences, 11(1). https://doi.org/10.3390/educsci11010032

Department of Education and Training. (2019, March 6). Early Years Learning Framework. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia

Elliot, V., Nelson-Addy, L., Chantiluke, R., & Courtney, M. (2021). Lit in Colour: Diversity in Literature in English Schools. The Runnymede Trust and Penguin Books. https://litincolour.penguin.co.uk/assets/Lit-in-Colour-research-report.pdf

Gunn, A. A., Bennett, S. V., & Peterson, B. J. (2022). “She Looks Like Me”: Putting High-Quality Multicultural Literature in Children’s Hands During COVID-19. Journal of Research in Childhood Education, 36(3), 363–380. https://doi.org/10.1080/02568543.2021.1991532

Tag: children’s literature

Multicultural literature in schools