Week 11, Part 2: Multicultural Lit & Poetry

How does a diverse collection support your young patrons?

A diverse collection has “cultural diversity…[which] includes shared characteristics that define how a person lives, thinks and creates meaning,” (Naidoo, 2014) which also includes social factors like sexual orientation, etc. that create a person’s unique culture. In other words, a diverse collection shows young patrons that their perspective is just one part of a very large whole – a world made up of billions of lives and perspectives. One of the most important results of a collection that contains these multitudes is giving patrons a sense of value; they matter because their stories matter.

Representation is key in appealing to readers of all ages; if they cannot see themselves in the books available to them, they will be less engaged and feel undervalued and alone. According to a 2013 study questioning if school libraries were providing enough adequate LGBTQ-themed literature, the answer was a resounding no. LGBTQ youth are high risk, but this can be tempered by libraries providing diverse collections, as “research…shows that the library is ‘the most important information source’ for LTBTQ people” and “LGBTQ-themed literature provides LGBTQ teens with the opportunity to understand what it means to be queer…to know they are not alone, to connect with others like them…to affirm the fact that they are normal,” (Hughes-Hassell, Overberg & Harris, 2013). And so, providing LGBTQ literature for patrons struggling with their sexual orientation will prove to them that they have value because they are being acknowledged through representation.

Representation is also important because it allows young patrons to see themselves in a positive light. The article “Criteria for the Selection of Young Adult Queer Literature” by Stephanie R. Logan argues to “…select queer literature that enhances languages and cognitive development in the language arts by providing a variety of vocabulary structures and forms” (p. 32). This can come in the form of narratives where people who are gay, gender-fluid, gender non-binary, etc. all have stories with a character of that specific sexuality where it is not the only facet of their character. A LGBTQ protagonist can be portrayed positively simply by having “…opportunities in which basic human rights are embraced and not denied,” (Logan, p. 33). Creating a criteria of literary value mixed with positive representation can result in a stronger collection in YA literature for a group who are struggling to understand themselves in the throes of adolescence.

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References:

Hughes-Hassell, Sandra, Overberg, E. & Harris, G.S. (2013). Lesbian, gay, bisexual, transgender, and questioning (LGBTQ)-themed literature for teens: Are school libraries providing adequate collections? School Library Research, AASL. 16, 1-18.

Naidoo, J.C. (2014). The importance of diversity in library programs and material collections for children. Association for Library Service to Children, ALA.

Logan, S. R., and Lasswell, T. A. (2014). Criteria for the selection of young adult queer literature. English Journal, High School Edition; urbana 103.5. 30-41.

Week 11: Multicultural Lit & Poetry

Book Selection:

1. Silverstein, Shel. (1981). A light in the attic. New York: HarperCollins Publishers.

Controversies: According to the ALA website, A Light in the Attic by Shel Silverstein is on the Frequently Challenged Children’s Books List. Additionally, an article titled “Tyranny of Parents: Banning Shel Silverstein” by Antonio Aiello, as found on Pen America’s website, explained how the book was banned in cities like Huffman, TX, and Mukwonago, WI, because some of the poems in the collection “exposes children to the horrors of suicide” and “glorified Satan, suicide, and cannibalism.”

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Book Review #3:

Silverstein, Shel. (1981). A light in the attic. New York: HarperCollins Publishers.

“Put something silly in the world / That ain’t been there before.” These last two lines of the poem “Put Something In” describe Shel Silverstein’s collection of poems as a whole: silly, unique and inspiring. The 130 rhyming poems are written with an easy-to-read typeface and are accompanied by imaginative pen-drawn illustrations. Ranging from the absurd to the poignant, Silverstein’s poems are simple and silly enough to appeal to kids ages 5 and up, and yet have a timeless depth that appeals to all. The important themes of death, obedience, imagination, dreams, unfairness, emotions, etc. are illustrated through rhyme, rhythm, repetition, word play and the drawings, which ultimately exposes kids to poetry in a fun and easy way and inspires them to learn, imagine, create and think for themselves.

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References:

Aiello, Antonio. (2013, Oct. 11). Tyranny of parents: Banning Shel Silverstein. Retrived from https://pen.org/tyranny-of-parents-banning-shel-silverstein/

Week 10: Nonfiction

AWARD WINNERS:

1. Tonatiuh, Duncan. (2015). Funny bones: Posada and his day of the dead calaveras. New York: Abrams Books for Young Readers. (Winner of the Sibert Award, 2016)
2. Thong, Roseanne Greenfield. (2015). Dias de los muertos. New York: Albert Whitman & Company. (Notable NCSS Trade Book, 2016)

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COMPARISONS:

“Whatever their motivation for reading nonfiction, children deserve to have books of information that are accurate, engaging and well written,” (Horning, 2010, p. 23)

These two picture books, Funny Bones (grades 3-6) and Dias de los Muertos (preschool-grade 2) revolve around the Mexican holiday of Dias de los Muertos, otherwise known as the Day of the Dead.

Although both are informational picture books that revolve around the same topic, Funny Bones is a picture-book biography on José Guadalupe Posada, a famous and well-loved Mexican artist who drew calaveras and calacas in his artwork as political satire, whereas Dias de los Muertos concentrates solely on the history and the traditions of this holiday. The author is a two-time Sibert award winner, and Funny Bones includes an extensive glossary, author’s note, bibliography, index and even incorporates some of Posada’s own artwork. Combining Tonatiuh’s colorful illustrations that complement Posada’s art on every pages allows kids to appreciate, learn and understand how art and politics often coincide. Dias de los Muertos, rather than a biography, is an exploration of the holiday itself, but similarly also has engaging illustrations that are bright, colorful and fill up the whole page. This children’s book also has an extensive glossary in the back that translate the Spanish words to English definitions, as well as an “about” section of the Day of the Dead to provide kids with a necessary background on this important holiday.

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REFERENCES:

Vardell, S. (2014). Children’s literature in action. A librarian’s guide (2nd ed.). Westport, CT: Libraries Unlimited.

Horning, K. (2010). From cover to cover: Evaluating and reviewing children’s books (Rev. ed.). New York: Collins.