The demographics of fictional picture books In the Twenty-First Century
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Transcript of The demographics of fictional picture books In the Twenty-First Century
U N I V E R S I T Y O F I L L I N O I S – G S L I S – 2 0 1 3N E L L F L E M I N G
THE DEMOGRAPHICS OF FICTIONAL PICTURE BOOKSIN THE TWENTY-FIRST CENTURY
2005 Wall Calendar
L I B RA R I A N , M O T H E R , W I F E , C H I L D O F T H E 7 0 ’ S
NELL FLEMING
M I N O R I T Y- S T A T U S C H I L D R E N U N D E R T H E A G E O F 5 M A K E U P 5 0 % O F T H E P O P U L A T I O N A S O F 2 0 1 2 .
AN IMBALANCE EXISTS IN FICTIONAL PICTURE BOOKS WITH WHITE FACES BEING DEPICTED 80% OR MORE OF THE TIME.
BO O K S L I K E T H E S E A R E N O T W R I TT E N F O R E N J OY M E N T
THE MAJORITY OF FICTIONAL BOOKS WITH BLACK FACES ON THE COVER ARE HISTORICAL IN NATURE.
E L E A N O R K LO D O FS KY
CLIP-CLOP
C L A I R E S T. O N G
AT A FANCY RESTAURANT
S A L LY G R I N D L E Y
IT’S MY SCHOOL!
KAT I E DAV I S
KINDERGARTEN ROCKS!
S A RA H M C M E N E M Y
JACK’S BOAT
I R I S H U D SO N
MAC AND THE MESSMAKER
F O R E V E R Y 1 0 F I C T I O N A L P I C T U R E B O O K S , T W O S H O W M I N O R I T Y- S T A T U S S T U D E N T S
AM I A COLOR TOO? BY HEIDI COLE
BRAVE: ONE PERFECT DAY
C A R R I E C L I C KA R D
VICTRICIA MALICIA: BOOK LOVING BUCCANEER
L E SL I E PAT R I C E L L I
FASTER, FASTER!
H E N S O N , H E AT H E R
ANGEL COMING
T I L D E S , PH Y L L I S L I M B AC H E R
THE GARDEN WALL
WA L S H , SH E I L A
GIGI: GOD’S LITTLE PRINCESS
B A S S , SC O TT
GIRL VS. WAVE
F RA N C I S C O , C U N H A
MY VERY OWN LIGHTHOUSE
M A RY A L I C E D O W N Y
A PIONEER ABC
T H E S E BO O K S W E R E N O T W R I TT E N F O R E N J OY M E N T
FREEDOM ON THE MENU: THE GREENSBORO SIT-INS BY CAROLE BOSTON WEATHERFORD
CHILDREN ARE DAMAGED BY THESE PATTERNS
• How do you think it feels to be a black child and see these patterns of imagery?• How do you think it feels to be a white child and
see these patterns of imagery?• How do you think it feels to be an Asian child and
see these patterns of imagery?• How do you think it feels…..
RESEARCH QUESTIONS• Are white males are
overrepresented on covers and in illustrations, in children’s [fictional] picture books? YES
• Do picture-book collections in school libraries represent the (approximately) 50-50 gender ratio of the larger U.S. society? YES
• In holiday-themed books, how frequently are children of color represented on the cover? YES
• Are white female children represented in picture books more often red-haired? NO
• Would a balanced collection require the same ratio of picture books showing minority-status at the same ratio as population totals for children? How else might a balanced collection be determined and measured? Unable to determine quantitatively
TYPES OF LITERATURE CONSULTED
• Books about book covers• Books about picture books• Books about Image analysis in picture books• Books about racism in children’s literature• Books about the history of children’s literature• Books about multi-racial families• Books about multi-cultural literature• Multi-cultural literature• Websites of publishers, vendors, authors, and
reviewers of multi-cultural literature
FOLLETT TITLE WAVE 2005/2012• Cover art demographic
totals:• Prominent White Male: 212• Prominent White Female: 208• Prominent Black Male: 31• Prominent Black Female: 43• Prominent Asian Male: 4• Prominent Asian Female: 12• Prominent Native American
Male: 4• Prominent Native American
Female: 1• No Prominence 97• Total 612
• Cover Art demographic totals= 258
• White Males = 100• White Females = 99• Black male = 17 (2)• Black Female = 17 (6)• Asian Male = 4• Asian Female = 2• Native American/American
Indian Male & Female = 0• Zero Prominence = 11• Ambiguous and Hidden faces
= 8
CCBC IN MADISON WISCONSIN
2005 • 5,000 Total Books• 2,800 Books Received• 75 by and • 149 about African
Americans• 4 by and • 34 about American Indians• 60 by and• 64 about Asian Pacific
Americans
2012• 5,000• 3,600• 68 by and• 119 about African
Americans• 6 by and• 22 about American Indians• 83 by and about• 76 Asian Pacific Americans
LIMITED THEMES
• White males were not only over-represented but books with their images contained over 80 unique themes.• Black males images were depicted on book
covers with a total of only 23 themes not related to race or culture or skin color.• Asian and American Indian Males depicted on
book covers contained no themes not related to race or culture.
WHY
• Publishers don’t publish books about minority – status children in mass and often reject books about middle class minority-status students
• Publishers don’t market what they do publish as well• Publishers allow these books to go out of print faster• Vendors don’t always carry the books that are
published• Purchasers may see these books as “for” only a
small percentage of students• Award winning books with black faces are almost
always historical fiction or non-fiction
APPLICATIONSLIBRARIANS IN SCHOOLS AND YOUTH SERVICES
HOW WILL THIS RESEARCH IMPACT THE FIELD?
• Librarians will understand the impact of imagery on children’s identity development• Librarians will learn to see balance in terms of
collection development in a whole new light• Librarians will have the tools to evaluate and
manage their collections for future generations
WHAT WILL I DO DIFFERENTLY
• Refer others to my research• Collect data section by section in my current
library and relate it to my research. Correct deficiencies while simultaneously reaching other goals that my administrators will support.• Continue to find ways to receive feedback from
professionals, parents and students of diverse backgrounds to assist in making acquisition recommendations.• Continue to advocate for more diverse staff and
volunteers in the library when applicable.
HOW WILL OTHERS APPLY THE RESEARCH TO THEIR WORK
• First they have to be aware of the work so getting the published paper in the system and sending links to relevant library blogs, journals and websites will be key
• Second, they have to read the work so getting some smaller articles written and smaller blog postings about portions of the work may be key because most people don’t read a full thesis.
• Third, I believe most librarians want balanced collections, and so whatever portions of the information resonates with them I believe they will start to see patterns themselves.
WEAKNESS’S AND LIMITATIONS
• Bias and strong beliefs• Emotional subjectivity• Working in an environment that is unique• The “things will get better” culture of our society• Fear of overcompensating in collection
development due to personal bias
THANK YOUNELL FLEMING