Part C

Collection development and management

Children’s libraries should provide a variety of developmentally appropriate materials in a variety of formats and to meet the needs of all age groups. There are no universal standards for the size and content of children’s library collections.  Collections and services should include all types of appropriate media and modern technologies as well as traditional materials. A wide range of opinions, values and views should be reflected in the library stock and online accessible materials. All communities that are served by the public library should have representation in the resources of the children’s library. Children and their families should be involved in choosing materials. The collection should be appealing, current, in good condition and organised in a way that is intuitive to children.

The content of materials should be diverse and locally relevant for example, 

  • Materials in all local languages spoken in the community 
  • Materials created by local authors and illustrators 
  • Resources that support local school needs

Diversity should be represented in the resources available by providing materials that:

  • Reflect inclusiveness for example, diversity in gender identity, abilities, socioeconomic backgrounds, sexual orientation and family compositions
  • Are balanced in their representation of gender and race

One source for collection development, IFLA’s The World Through Picture Books provides a selection of picture books from around the world, chosen by librarians. 

It is important that library collections are reviewed and developed on an ongoing basis to ensure that all children in the community have a choice of high-quality new materials and resources which reflect the local community culture, as well as the world.  This will include multicultural materials and resources for children with disabilities, LGBTQ+ children, making friends and anti-bullying. For example, a story with a character with a disability can help a child with a disability see themselves reflected in a positive way and provide all children with insights into life experiences they may not have had.  

The following categories of library materials may be provided in a typical children’s library, although this list is not exhaustive: 

  • Fiction and non-fiction to suit all ages
  • Reference works  
  • Resources in the primary language of the community 
  • Resources in minority languages in the community 
  • Computer games 
  • Toys 
  • Games and puzzles 
  • Musical instruments
  • Study materials
  • Audio books 
  • Sensory materials
  • Treasure baskets for babies
  • Equipment, tools and materials for Makerspace programming 
  • Working in partnership with other community organisations, libraries can circulate resources such as developmental learning materials, for example, DVDs in sign language or books in Braille.

Formats

Materials should be offered in diverse formats. The following formats may be included in a children’s library collection although this list is not exhaustive and new formats may become available:

  • Physical formats (print and electronic) including books, audiobooks, comics, magazines, CDs, DVDs, videogames, Braille materials
  • Digital formats including online streaming of music, movies, ebooks, educational and entertainment software, databases of local and global educational resources.

Collection development and management policy

Each public library system should have a written collection development and management policy for the children’s service, endorsed by the governing body of the library service. The policy should ensure a consistent approach to the development and management of the library collections for children. A policy statement provides the basis for future planning and will assist in determining priorities, especially when allocating financial resources. Formal policy statements can help in making the case for the library when dealing with both its users, administrators and funding bodies. These statements support the stated objectives of the organisation, demonstrating accountability and commitment to agreed goals.

For further information on collection development, see Chapter 4 in The Public library service: IFLA/UNESCO guidelines for development (2001).

Physical and digital resources

The physical and digital resources of a children’s library include facilities, equipment, and collections of resources. Whenever possible, materials should be downloadable. Library websites and digital content products should be compliant with WCAG 2.0 (Web Content Accessibility Guidelines). It is good practice to ask people who use adaptive technologies to test equipment and services for usability. 

Children’s librarians should consider partnering with a specialized library serving those with print disabilities to make additional materials available to children in the library or options such as home delivery. These libraries may also offer specially designed, fully accessible library catalogues and digital content products. 

Technology in the children’s library

Librarians can help foster the digital literacy skills of children and young adults. Children’s libraries are potentially well placed to take advantage of new technologies, which can support reading and learning needs. Technology implies excitement, entertainment and fun to most children. Libraries should be a place where children can both use technology, access resources, and information and learn how to critically evaluate such information. Parents, caregivers, and educators should be offered guidance on how to select and safely use technology to support children’s developing skills, as well as how to use technology provided by the library. Research may be needed to understand the digital competencies of children and young adults and to implement appropriate literacy programmes. 

Librarians should promote the role of the library as a safe place and provide guidance on helping children, young adults, their parents and caregivers to stay safe online. Library staff should have knowledge and skills to facilitate the use of digital media. The C&YA Section Statement on Social Media, Children and Young Adults @the Library — Safety, Privacy and Online Behavior provides guidance. Digital literacy programmes and tutorials can help to educate children about issues such as ‘fake news’, online bullying, abuse and hatred campaigns. 

The children’s library should be equipped with IT facilities with the same priority as the adult section of the library. OPACs, multimedia workstations, internet workstations, tablets and a variety of software (to use in the library and for loan) should be provided. Libraries are often an important community hub for high-speed internet access. Librarians must consider legal aspects concerning children’s access to the internet which are relevant in their respective country.

Computers, other digital devices and free of charge internet access can help to bridge a critical gap for those who do not have those resources at home. Where children do not have internet access at home, materials can be downloaded to a child’s device or devices loaned with books preloaded. Whenever possible, downloadable materials should be compatible with popular devices such as smartphones and tablets with built-in accessibility features. These devices reduce the need for more expensive specialized technology and can also ensure children with disabilities will have equal access. Libraries with ‘maker’ technology (a 3D printer, for example) can use it to produce accessible programme materials.