Written by Sharyn Pratap, Teacher Librarian, St Paul’s Lutheran Primary School
Incorporating diverse literature into School libraries and classrooms is a fantastic way for teachers to enhance students’ learning experiences. For years, Teacher Librarians (TLs) have championed the call for diversity in library collections. This focus on diverse literature is mirrored not just in the National Educational Policy (Council of Australian Governments Education Council [CAGEC], 2019) but also in the Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2025). It’s vital for students to encounter various perspectives in both their classrooms and library collections. Through diverse literature, they can experience different worlds or have their own experiences validated.
As our classrooms grow more diverse, it’s crucial to select literature that students can relate to—stories that reflect their lives and cultures. Yet, the lack of diversity in library collections has been a topic of concern for over 75 years (Crisp et al., 2016, p. 29). One major hurdle TLs face is sourcing this diverse literature (Yokota & Teale, 2011, p. 631). A study by Caple and Tian (2022) explored the representation of diversity in the Children’s Book Council of Australia’s Early Childhood winners and found that the books celebrated in these awards do not adequately reflect the diversity present in Australian society. Consequently, locating quality children’s literature featuring diverse characters and cultures can be quite challenging (Thomas, 2016, p. 112).
Moreover, Arnold and Sableski (2020) highlight the significance of not only using diverse literature but also choosing books written by diverse authors. It’s essential to let those who have lived the experiences tell their own stories. This approach is vital for fostering understanding and empathy in our classrooms. We should allow individuals to “speak their own biography” rather than presuming to narrate it for them (Arnold & Sableski, 2020, pp. 19-20). The good news is that there has been a steady increase in the publication of books by diverse authors. In 1993, Khorana encouraged Asian Indian writers to share their unique perspectives, like the narratives emerging from Chinese and Japanese authors at the time. While it took over two decades, we are finally starting to see these diverse voices represented in literature.
It’s equally essential to select texts that avoid stereotypes and tokenism. Misrepresentation of minority cultures has been a longstanding issue in children’s literature (Thomas, 2017, p. 113; Hughes-Hassell & Cox, 2010, p. 216). Various studies reveal that many diverse books still portray negative depictions of cultures, perpetuating the “othering” of these groups (Adam, 2021, p. 12).
Diverse fiction serves as a powerful vehicle for students to understand different backgrounds and histories. Instead of reinforcing negative stereotypes, literature that represents a wide range of cultures can help students embrace their own identities, leading to “positive self-esteem and preventing students from feeling isolated” (Grasso, 2016, p. 4). When students see themselves reflected in stories, it reinforces that their lives and experiences matter. Conversely, if we overlook diverse stories, we risk limiting students’ understanding of the world, particularly when children’s literature is often dominated by white authors and characters, which can create an unspoken sense of superiority (Adam et al., 2020).
The expectation is that School Library Collections accurately reflect the communities they serve (ALIA Schools, 2014, p. 3). With an increasingly diverse population, it is vital for TLs to seek out books that authentically represent various cultures, particularly those of Asia. The 2021 Census indicated a notable increase in residents born in countries like India and Nepal, and the growth in the use of languages such as Punjabi and Nepali at home (ABS, 2021). It follows that incorporating diverse fiction that highlights these cultures is essential for school library collections.
To support this priority, the School Library’s Collection Development Policy should clearly reflect the need for diversity (ALIA Schools, 2014, pp. 3 & 15). Establishing selection criteria that address the growing demand for diverse fiction can help formalise the process of choosing texts that meet the needs of library clientele. This effort should focus on authenticity, accuracy, and relevance (Louie, 2006, p. 438; Grasso, 2016, p. 5). Incorporating specific criteria for diverse texts, like those proposed by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS, 2022, p. 9), can further enhance the authenticity and accuracy of the literature we provide.
In summary, increasing the presence of diverse literature in our schools is not merely an aspiration—it’s a necessity. It enriches students’ lives and fosters a sense of belonging, validating their experiences while nurturing an inclusive environment. Let’s continue the conversation and work towards creating library spaces that truly celebrate the vibrant tapestry of voices in our society!
Sharyn is speaking at the Brisbane Capacity Building School Libraries Conference on ‘Avoiding the Single Story: Including Culturally Diverse Texts in our Libraries and Classrooms‘. View the Full Conference Program Here.
References:
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. Educ. Sci. 11(32). https://doi.org/10.3390/educsci11010032
Adam, H. J, Barratt-Pugh, C., Jackson-Barrett, & Somerville, R. S. (2020 July 9). Children’s books must be diverse, or kids will grow up believing white is superior. The Conversation. https://theconversation.com/childrens-books-must-be-diverse-or-kids-will-grow-up-believing-white-is-superior-140736
ALIA Schools. (2014). AITSL standards for teacher librarian practice. ALIA Schools. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/Communities/ALIA%20Schools/AITSL-Standards-for-teacher-librarian-practice-2014.pdf
Arnold, J. M. & Sableski, M-K. (2020). Where are you from? Building bridges over walls with #OwnVoices literature. Journal of Children’s Literature, 46(2), pp. 19-26.
Australian Bureau of Statistics. (2021). Snapshot of Australia. ABS. https://www.abs.gov.au/statistics/people/people-and-communities/snapshot-australia/2021
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2025a). The Australian Curriculum. https://www.australiancurriculum.edu.au/
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). (2022). AIATSIS guide to evaluating and selecting education resources. Australian Institute of Aboriginal and Torres Strait Islander Studies.
Caple, H. & Tian, P. (2022). I see you. Do you see me? Investigating the representation of diversity in prize winning Australian early childhood picture books. The Australian Educational Researcher, 49, pp. 175-191. https://doi.org/10.1007/s13384-020-00423-7
Council of Australian Governments Education Council (CAGEC). (2019). Alice Springs (Mparntwe) Education Declaration. Education Services Australia.
Crisp, T., Knezek, S.M., Quinn, M., Bingham, G.E., Girardeau, K. & Starks, F. (2016). What’s on our bookshelves? The diversity of children’s literature in early childhood classroom libraries. Journal of Children’s Literature, 42(2), pp. 29-42.
Grasso, M. (2016). The importance of multicultural literature. Connections 96(Term 1), 4-5.
Hughes-Hassell, S. & Cox., E.J. (2010). Inside board books: Representations of people of color. The Library Quarterly: Information, Community, Policy, 80(3), pp. 211-230.
Khorana, M.G. (1993). Break your silence: A call to Asian Indian children’s writers. Library Trends, 41(3), pp. 393-413.
Louie, B.Y. (2016). Guiding principles for teaching multicultural literature. International Reading Association, V(I), pp. 438-448.
Thomas, E. E. (2016). Stories still matter: Rethinking the role of diverse children’s literature today. Language Arts, 94(2), pp. 112-118.
Yokota, J. & Teale, W. (2017). Striving for international understanding through literature. The Reading Teacher 70(5), pp. 569-577.