Starr Latronia stresses that libraries that include diversity in its programs and collections have the potential to help children make “cross-cultural connections and to develop the skills necessary to function in a culturally pluralistic society”¹.  Books that promote diversity should not be reserved for special ethnic holidays; they should be celebrated every day.

Programs like Story Walk Park Street in Hartford, Connecticut, celebrate diverse ethnic and racial communities through children’s literature and engaging, fun and family literacy-oriented activities. Hartford Public Library’s walk took children around the largely Hispanic neighborhood, Frog Hollow, surrounding the Park branch of the Hartford Public Library, and the Portuguese neighborhood, Parkville, served by the Dwight branch².

Using enlarged pages of the books, Quinito Day and Night by Ina Cumpiano in Spanish and English, and The Giant Turnip by Henriette Barkow in Portuguese and English, participants were given passports and the location of each page of the story, located in local businesses.  The entire community was involved—teachers, librarians, parents, guardians, children and “guest travelers” from other neighborhoods in Hartford.

Leticia Cotto, Branch Manager, at the Park Branch, said that “it was exciting to see the interaction between the children and teachers, librarians or parents leading the Story Walk and to listen to the children reading out loud in the community and talking about their book.” (Email interview, May 20, 2014).  Sharing these stories allowed the diverse communities of Hartford to share social identity and increased awareness and appreciation of one another.  Most of all, it fostered a community cohesiveness and respect for Hartford’s diversity.

Leticia spoke at a recent breakfast hosted by MOSAIC, Multicultural Outreach Services and Information Center, a division of the Suffolk County Library Association RASD.  Elma Lugo, Spanish-speaking librarian at the Longwood Public Library and Co-Director of MOSAIC, believes that “the more you become aware of other cultures and backgrounds your life becomes richer…In my conversation classes…they learn, but I feel I learn so much more….such as tolerance, patience, other cultures, and service” (Email interview, May 22, 2014). MOSAIC’s mission, “…to promote cultural awareness and develop strategies for effective outreach services” is one example of the many organizations and special interest groups that public librarians can tap into for professional guidance and/or professional development³. Joining one of the ALA’s Associations of Ethnic Librarians can provide a public librarian with an invaluable source of information on books, resources and professional development opportunities.⁴

There is a need for public libraries to become more inclusive and welcoming to the diverse cultures that exist within and without of their communities.  Children of any color need a diverse collection of books that represent the rainbow of cultures and communities that public libraries serve.

RESOURCES

1. LaTronica, S. (2014, May 1). Libraries Working to Bridge the Cultural Divide. Huffington Post. Retrieved May 20, 2014.
2. G, R. (2014, March 18). Hartford’s First Story Walk. HPL Blogs. Retrieved May 20, 2014.
3. Reaching Out To Unique Communities. MOSAIC. Suffolk County Library Association, 25 Apr. 2014. Web. 20 May 2014.
4. “Associations of Ethnic Librarians.” ALA Office of Diversity. American Library Association, n.d. Web. 20 May 2014.

The post Can Children See Themselves in the Books on Your Shelves? Part II first appeared on Public Libraries Online.

Libraries can bridge this cultural divide, so that children of all colors can benefit from exposure to literature that mirrors themselves, their culture and their families and develop a respect for those who are different from them.

In a March 2014 New York Times op-ed, author, Walter Dean Myers, asks the question, “Where Are the People of Color in Children’s Books?”¹ His question echoes the 2013 study by the Cooperative Children’s Book Center’s statistics: Of 3,200 children’s books published in 2013, just 93 were about black people, 57 about Latinos, 69 about Asians or Pacific/Asian Americans and 39 about Native Americans².

The CCBC’s answer to Myers’ question is what propelled me into becoming a librarian.  As an ESL teacher, I encountered many newly arrived students who had no prior experience whatsoever with a public library.  There was a missing link in their emerging English literacy—experience with a library and books that they could identify with.  My intervention then was a field trip to the public library and their first library card. They ran excitedly from book stack to free Internet to magazine section as if they were given a ticket to Disney World.  Their excitement was contagious; I was soon enrolled in library school.

And now, as the “unofficial” school librarian in a jail school program, I have student after student, all boys of color, tell me that they either never had a library card or had never visited the public library.  These American-born students lack the same experience that my former ESL students did and lack the same access to books with characters who they can identify with or who reflect their cultural heritage.

Sadly, these young men’s lack of library experiences has resulted in the “harmful effects” that Starr LaTronica points to in Libraries Working To Bridge The Cultural Divide. There, she links children not being exposed to “print or digital materials that reflect themselves or their culture” with low self-esteem, intolerance toward others, and cultural invisibility³.

There is, indeed, a cultural divide in books that celebrate America’s diversity.

Librarians, especially children’s librarians, need to seek out and read diverse literature. Crystall Brunelle, school librarian, offers these suggested blog sites: Diversity on the Shelf, Latin@s in KidLit, or Africa Reading Challenge.⁴. In addition, the CCBC compiled an extended list of blogs and reading resources⁵.

Aptly, the director of CCBC, Kathleen Horning, emphasizes that “buying a book is a political act.” She stresses this simple axiom: “If we want to see change, if we want to see more diversity in literature, we have to buy the books.” We need to add them to our collections.

Librarians need to actively seek the books that promote diversity and build that bridge between cultures.  ALA’s recommended lists such as the Coretta Scott King Awards, promoting the best in children’s African-American literature, or the Pura Belpre Award, which lists the best books that celebrate Hispanic heritage, are two good places to begin.  But lists and recommendations abound.  This month, School Library Journal also provided readers with a list of culturally diverse books.⁶.I hope these lists encourage you to expand your YA collection. In part two of my article, I’ll discuss innovative programs that promote cultural diversity.

RESOURCES

1. Myers, W. D. (2014, March 15). Where Are the People of Color in Children’s Books? The New York Times. Retrieved May 20, 2014.
2. Children’s Books by and about People of Color Published in the United States. (n.d.). Children’s Book By and About People of Color. Retrieved May 20, 2014.
3. LaTronica, S. (2014, May 1). Libraries Working to Bridge the Cultural Divide. Huffington Post. Retrieved May 20, 2014.
4. Brunelle, C. (2014). Everyday Diversity: A Teacher Librarian Gives Practical Tips To Make a Difference. School Library Journal, I(Diversity). Retrieved May 20, 2014.
5. Diversity Resources. (n.d.). Reading For Life Blog. Retrieved May 20, 2014.
6. Culturally Diverse Books Selected by SLJ’s Review Editors. (2014, May 1). School Library Journal. Retrieved May 20, 2014, from

The post Can Children See Themselves in the Books on Your Shelves? Part I first appeared on Public Libraries Online.

The Culture Boxes were created to help teachers, organizations, other libraries, and individuals interested in teaching about a particular country.  Homeschoolers were a target audience as well.  We created the kits with decorated plastic boxes approximately 24 x 18 x 16 (though the most recent was a little larger).  The objects inside were collected from patrons and visiting relatives from other countries.  Donated objects include clothing, folk items, handicrafts, music, books, CD’s and more.  Each box contains a list of items and all items are labeled.  We have tried to be consistent among the boxes so that users will find similar objects in each box.  The Culture Boxes are cataloged and may be discovered through our online catalog, and they are available to anyone with a library card.

Our library currently offers Culture Boxes for Mexico, India, and Ecuador.  When the box is ready to be used, we have an unveiling event for patrons of all ages.  At the event, we offer music and food, and time to explore the items in the box.  The newest box is all about Ecuador and it holds items such as an Aztec sun stone, dance costumes, Frida Kahlo images, hand-made dolls, sandals, a piñata, a sombrero, pottery, wooden masks, cookbooks, and books about food, festivals and costumes.  At the unveiling event, attendees enjoyed homemade Ecuadorian foods, music by a band called Costas, and exploring various objects.  Photos from the event are posted on our Flickr stream (http://www.flickr.com/photos/plainfieldpubliclibrarydistrict/archives/date-posted/2013/04/19/).

When the Culture Boxes are not in use by our patrons, the Outreach Department uses them at diversity or cultural evenings at the local schools and in the community.  They may also be used during English Language Learner (ELL) classes at the Library or during school classroom visits.

The Culture Boxes are used often and in the near future, we will create boxes for Korea and China.  What are your ideas to help your community explore the world?

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