The Availability and Accessibility of Award-Winning Multicultural Children’S and Young Adult Literature in Public Libraries in Northeast Ohio

THE AVAILABILITY AND ACCESSIBILITY OF AWARD-WINNING MULTICULTURAL CHILDREN’S AND YOUNG ADULT LITERATURE IN PUBLIC LIBRARIES IN NORTHEAST OHIO

A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy

Terry Benton

May 2015

A dissertation written by

Terry Benton

B.S., Youngstown State University, 1999

M.A., Youngstown State University, 2001

Ph.D., Kent State University, 2015

Approved by

______, Director, Doctoral Dissertation Committee William P. Bintz

______, Member, Doctoral Dissertation Committee Lori G. Wilfong

______, Member, Doctoral Dissertation Committee Marianne Martens

Accepted by

______, Director, School of Teaching, Learning and Alexa L. Sandmann Curriculum Studies

______, Dean, College of Education, Health and Human Services Daniel F. Mahony

iii BENTON, TERRY, Ph.D., May 2015 Teaching, Learning and Curriculum Studies

THE AVAILABILITY AND ACCESSIBILITY OF AWARD-WINNING MULTICULTURAL CHILDREN’S AND YOUNG ADULT LITERATURE IN PUBLIC LIBRARIES IN NORTHEAST OHIO (178 pp.)

Director of Dissertation: William P. Bintz, Ph.D.

The purpose of this study was to investigate the availability and accessibility of multicultural children’s and young adult literature as represented by winners of ethnic- specific youth literature awards in selected public libraries in Northeast Ohio. The researcher searched Online Public Access Catalogs for winners and honor books of the

American Indian Youth Literature Award, Américas Award, Asian/Pacific American

Award for Literature, Carter G. Woodson Book Award, Coretta Scott King Book

Awards, Pura Belpré Award, and Tomás Rivera Mexican American Children’s Book

Award. The data were analyzed for the frequency of occurrence of each title in the holdings of 36 library systems and 172 central libraries, branches, and mobile units within those systems. The results show that only six of the 172 library outlets in the study had more than 50% of the 449 books in the study, while 148 outlets had fewer than

30% of the titles. The average number of books held by library outlets was 85.4 titles, or

19% of the books in the study. This information should be of interest to teachers, librarians, teacher and librarian educators and their students, and others who are interested in multicultural youth literature, as it calls attention to the current availability and accessibility of multicultural youth literature in public libraries, and advocates for all children in this increasingly diverse country to have access to books that reflect their own culture and ethnicity, and other cultures and ethnicities, as well.

ACKNOWLEDGMENTS

I would like to thank my advisor and dissertation director, Dr. William Bintz, for his guidance and wisdom, and for being an inspiring teacher who encouraged me to accomplish my academic goals. I would also like to thank my committee members, Dr.

Marianne Martens and Dr. Lori Wilfong, for their support and patience, and for their valuable feedback throughout this process.

I could not have begun this journey without the generous encouragement and support of Dr. Gary Salvner, and I could not have completed it without the generous encouragement and support of Dr. Milton Ruffin. I am deeply and sincerely grateful for both of them, as I literally could not have accomplished this monumental endeavor without them.

I would also like to express my appreciation for Dr. Julia Gergits, Dr. Shearle

Furnish, Dr. Jane Kestner, Dr. Ikram Khawaja, Dr. Teri Riley, and Dr. Martin Abraham for their support. Many thanks, also, to Dr. Rebecca Barnhouse, Dr. Steve Brown, Dr.

Betty Greenway, Dr. Megan Isaac, Dr. Wendy Kasten, Dr. Anthony Manna, Dr. Hugh

Thomas McCracken, Dr. Nancy McCracken, Dr. Virginia Monseau, Dr. Gail Okawa, Dr.

Dolores Sisco, and Dr. Linda Strom. There are many others I would like to thank, including Ellen Banks, Melanie Loew, Sheila Maldonado, Cynthia Vigliotti, April Vosch,

Rick and Gail Williams, the entire English Department at Youngstown State University, and the circulation department at Maag Library. And last, but certainly not least, I would like to thank my family for their patience during this long process.

TABLE OF CONTENTS

Page ACKNOWLEDGMENTS ...... iv

LIST OF FIGURES ...... vii

LIST OF TABLES ...... viii

CHAPTER

I. INTRODUCTION ...... 1 Public Libraries and Multicultural Youth Literature ...... 1 Statement of the Problem ...... 7 Significance of the Study ...... 9 Research Question ...... 12 Definition of Terms ...... 12 Summary ...... 15

II. REVIEW OF THE LITERATURE ...... 16 Reading and Public Libraries ...... 17 Multicultural Children’s and Young Adult Literature ...... 20 Youth Literature Awards...... 33 Research on Multicultural Youth Literature in Public Libraries ...... 37 Summary ...... 38

III. METHODOLOGY ...... 39 Background ...... 40 Restatement of the Question ...... 43 Procedures ...... 44 Summary ...... 57

IV. ANALYSIS OF THE FINDINGS ...... 58 Library Holdings ...... 58 Summary ...... 99

V. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS ...... 100 Discussion of Findings ...... 101 Implications of the Findings ...... 109 Recommendations for Future Research ...... 111 Limitations of the Study ...... 111 Conclusion ...... 112

APPENDICES ...... 113 APPENDIX A. Books Used in Study ...... 114 APPENDIX B. Libraries Used in Study ...... 144 APPENDIX C. Communities Used in Study ...... 153

REFERENCES ...... 160

LIST OF FIGURES

Figure Page

1. Library System Holdings of Books Included in Study ...... 59

2. Library Outlet Holdings of Books Included in Study ...... 62

3. Library Outlet Holdings of Coretta Scott King Award Books ...... 72

4. Library Outlet Holdings of Pura Belpré Award Books ...... 76

5. Library Outlet Holdings of Asian/Pacific American Award for Literature Books ..... 80

6. Library Outlet Holdings of American Indian Youth Literature Award Books ...... 84

7. Library Outlet Holdings of Américas Award Books ...... 88

8. Library Outlet Holdings of Tomás Rivera Award Books ...... 92

9. Library Outlet Holdings of Carter G. Woodson Book Award Books...... 96

vii

LIST OF TABLES

Table Page

1. Counties in Northeast Ohio ...... 50

2. Libraries by County ...... 52

3. Frequency Distribution of Library System and Library Outlet Holdings ...... 60

4. Library System and Outlet Holdings as a Percentage of All Books in Study...... 61

5. Demographic Information for Selected Cities ...... 66

6. Books in the Collections of 100 or More Outlets ...... 68

7. Books Not Held by Any Library System in the Study...... 69

8. Books Held by Only One Outlet ...... 70

9. Percentage of Holdings of Coretta Scott King Award Books...... 72

10. Ten Outlets with the Most Coretta Scott King Award Books ...... 73

11. Top Ten Coretta Scott King Award Books ...... 74

12. Percentage of Holdings of Pura Belpré Award Books...... 76

13. Ten Outlets with the Most Pura Belpré Award Books ...... 77

14. Top Ten Pura Belpré Award Books ...... 78

15. Percentage of Holdings of Asian/Pacific American Award Books ...... 80

16. Ten Outlets with the Most Asian/Pacific American Award Books ...... 81

17. Top Ten Asian/Pacific American Award Books ...... 82

18. Percentage of Holdings of American Indian Youth Literature Award Books ...... 84

19. Nine Outlets with the Most American Indian Youth Literature Award Books ...... 85

20. Top Ten American Indian Youth Literature Award Books ...... 86 viii

21. Percentage of Holdings of Américas Award Books ...... 88

22. Ten Outlets with the Most Américas Award Books ...... 89

23. Top Ten Américas Award Books ...... 90

24. Percentage of Holdings of Tomás Rivera Award Books ...... 92

25. Seven Outlets with the Most Tomás Rivera Award Books ...... 93

26. Top Ten Tomás Rivera Award Books ...... 94

27. Percentage of Holdings of Carter G. Woodson Book Award Books ...... 96

28. Ten Outlets with the Most Carter G. Woodson Award Books ...... 97

29. Top Ten Carter G. Woodson Award Books...... 98

30. American Indian Youth Literature Award ...... 115

31. Américas Award for Children’s and Young Adult Literature ...... 117

32. Asian/Pacific American Award for Literature ...... 121

33. Carter G. Woodson Book Award ...... 124

34. Coretta Scott King Book Awards ...... 131

35. Pura Belpré Award ...... 137

36. Tomás Rivera Mexican American Children’s Book Award ...... 142

37. Libraries Used in Study ...... 145

38. Library System Holdings ...... 146

39. Cleveland Public Library ...... 148

40. Cuyahoga County Public Library ...... 149

41. Akron-Summit County Public Library ...... 150

42. Public Library of Youngstown and Mahoning County...... 151 ix

43. Stark County District Library ...... 152

44. Race Demographics by Zip Code ...... 154

CHAPTER I

INTRODUCTION

There has been considerable media attention on the lack of diversity in books for children and young adults (e.g., Blair, 2013; Horning, 2014; Kirch, 2013; Mantle, 2013;

C. Myers, 2014; W. D. Myers, 2014; “Why hasn’t the number,” 2013). The Cooperative

Children’s Book Center (CCBC) at the University of Wisconsin-Madison compiles annual statistics on children’s literature published in the United States written by and about people of color, which the CCBC defines as Africans, African Americans,

American Indians, Asian Pacifics, Asian Pacific Americans, and Latinos (Cooperative

Children’s Book Center, 2014). In a 2014 article, Kathleen Horning, director of the

CCBC, reports, “As of July 11, we had received 1,509 trade books published in 2013. I found that 1,183 (78.3 percent) were about human beings. And just 124 of those (10.5 percent) featured a person of color. And that also means that 1,059 of the books about humankind (89.5 percent) were about white people” (Horning, 2014, p. 20).

Public Libraries and Multicultural Youth Literature

In a diverse country such as the United States, children’s and young adult books by and about people of color should be available and accessible in local public libraries in diverse communities, as well as in communities that are not diverse. Children of color need to read culturally authentic books by and about people from their own culture.

White children, teachers, and preservice teachers, as well as children of color, need to read culturally authentic books by and about people from other cultures. Public libraries are a valuable resource for reading material in communities, and should be a source for 1 2 multicultural literature for children and young adults. Additionally, many students of color score lower than their white peers on reading assessments (Snyder & Dillow, 2012).

Research shows that students who read more perform better in school (Krashen, 2004), so low-performing students should be encouraged to read more books that interest them, including books by and about people who share their culture, and these books should be available and accessible in public libraries.

Public Libraries Are an Important Resource in Communities

Students benefit in many ways from reading (Kasten, Kristo, McClure, &

Garthwait, 2005; Krashen, 2004, 2011), and public libraries are a vital resource for access to books (Krashen, 2011, 2013; Krashen, Lee, & McQuillan, 2012). In 2010, 297.6 million people in the United States, or 96.4% of the U.S. population, were served by public libraries (Institute of Museum and Library Services, 2013). In a recent national study of library use, 70% of the respondents who are parents stated that at least one of their children has visited a public library or bookmobile in the past 12 months (Pew

Research Center, 2013). When discussing the study participants as a whole, the report states, “In general, women, African-Americans and Hispanics, adults who live in lower- income households, and adults with lower levels of educational attainment are more likely than other groups to say these [public library] services are ‘very important,’ as are parents with minor children” (Pew Research Center, 2013, p. 14). This research shows that libraries are a valuable asset in communities, and are appreciated by people, including people of color. Ly’s (2010) research confirms that public libraries are important to residents of low-income communities. Since libraries are an important

3 source for reading material and are an important and valued part of communities of color, the local public library should be a place where multicultural children’s and young adult books are available and accessible.

Diversity in the United States

The population of the United States is becoming increasingly diverse, which can be seen from the changes in demographics between 1990 and 2010. The percentage of whites in the U.S. population decreased from 80.3% in 1990 to 77.9% in 2010, while the percentage of African Americans increased from 12.1% to 13.1%, and the percentage of

Hispanics increased from 9% to 16.9% in that same time period (U.S. Census Bureau,

1992a, 1992b, 2010). A more diverse population should mean that multicultural reading material should be available and accessible to residents, as well.

Students of Color Score Lower than White Students on Reading Tests

The National Center for Education Statistics reports that African American and

Hispanic students consistently score significantly lower than white students on National

Assessment of Educational Progress (NAEP) reading assessments (Snyder & Dillow,

2012). In 2013, 46% of white students scored at or above proficient in fourth grade

NAEP reading assessments, while 18% of African American students and 20% of

Hispanic fourth-graders scored at or above proficient. The statistics for eighth grade students are similar, with 46% of white students, 17% of African American students, and

22% of Hispanic students scoring at or above proficient in reading (National Center for

Education Statistics, 2013). In light of their lower overall reading scores, it is more important than ever for students of color to read more, and public libraries serve an

4 important role in facilitating this by providing access to a wide variety of books that young people will want to read, including books by and about people from the same culture and ethnicity as the students.

Reading More Books for Enjoyment Is One Way to Improve Reading Ability

Research studies show that students who read more perform better in school, even when poverty is a factor (Evans, Kelley, Sikora, & Treiman, 2010; Krashen, 2004, 2011), and students who have access to books tend to read more (Ramos & Krashen, 1998).

Other studies indicate that students are more likely to find books that interest them in the public library or elsewhere outside of school, than in school (Ivey & Broaddus, 2001;

Worthy, 1998; Worthy, Moorman, & Turner, 1999), and students prefer to select their own reading material rather than read the books that are provided in school (Baker, 2002;

Davis, 2000). Book selection and reading response studies suggest that students prefer to read about characters and topics that are personally meaningful to them and that relate to their lives (Barry, 2013; Davis, 2000; Gray, 2009; Hinton & Berry, 2004; Sims, 1983).

Therefore, students of color who are low-performing readers should be encouraged to read many books, including interesting books with protagonists that share their culture, and these books should be available and accessible at the local public library.

The Value of Multicultural Books

Bishop (1990a) likened books to mirrors, windows, and sliding glass doors that can provide readers with the opportunity to see themselves and their culture reflected in the stories they read, as well as the opportunity to learn about people from other cultures and people who have life experiences that are unfamiliar to the reader. Numerous other

5 writers also make the argument that children need to read and have access to multicultural books that accurately reflect their own ethnic and cultural background (e.g.,

Al-Hazza & Bucher, 2008; Aoki, 1992; Banks, 2008; Bishop, 1990b; Golos & Moses,

2011; Harris, 1992, 1996; Kasten et al., 2005; McNair, 2011; Myers, C., 2014; Myers, W.

D., 2014; Naidoo, 2011; Nathenson-Mejía & Escamilla, 2003; Seale & Slapin, 2005), as well as books about people from other cultures and ethnicities (e.g., Banks, 2008; Gay,

2000; Harris, 1996; Kasten et al., 2005; Rasinski & Padak, 1990; Rosenblatt, 1938/1995;

Yamate, 1997).

Multicultural Books Need to Be Available and Accessible in Public Libraries

The relatively few multicultural children’s and young adult books that have been published are often not found in schools or bookstores, leading students of color who want to read books about their own culture, and any student who wants to read about other cultures, to seek such reading material elsewhere (Baker, 2002; Horning, 2010,

2014; Sims, 1983). Thus, multicultural youth literature needs to be available and accessible in public libraries. Teachers who want to incorporate multicultural literature into their classrooms often have to intentionally search for such books and purchase them on their own or get them from public libraries when they are not available in school libraries (Abellán-Pagnani & Hébert, 2013; Gray, 2009).

Public libraries are an important source of books for students, especially those who do not have access to many books at home or in school. Librarians have long been trailblazers in the effort to make sure that young people of color have access to high quality multicultural children’s and young adult literature (Güereña & Erazo, 2000;

Horning, 2010; Núñez, 2009; Tolson, 1998). Librarians spearheaded efforts to establish ethnic-specific literary awards to encourage the writing, publication, and distribution of multicultural literature for young people (Smith, H. M., 2009; Treviño, 2006). Despite the hard work of many librarians, it is sometimes difficult to find high quality, culturally authentic multicultural children’s and young adult literature in public libraries (Adkins &

Hussey, 2006; Harris, 1996; Horning, 2014; Nathenson-Mejía & Escamilla, 2003).

Research is needed to determine the extent of the availability and accessibility of multicultural youth literature in public libraries so that efforts can be made by librarians and teachers to improve access and availability to multicultural books, where improvement is needed (Garrison, 2012; Kurz, 2012).

Although there is considerable evidence of the benefits of strong public libraries

(e.g., Krashen, 2004, 2011; Krashen et al., 2012), and of multicultural children’s and young adult literature (e.g., McNair, 2011; Nathenson-Mejía & Escamilla, 2003), studies on the availability and accessibility of multicultural children’s and young adult literature in public libraries in the United States are scarce. Two recent dissertations are evidence of increased current scholarly concern about the availability of multicultural literature for youth in public libraries (Garrison, 2012; Kurz, 2012). Both studies researched the youth literature collections of public libraries for the presence of books that won ethnic-specific youth literature awards and surveyed librarians about their book selection strategies.

Garrison (2012) researched libraries in an unnamed southeastern state for the presence of books that won the Asian/Pacific American Award for Literature, the Coretta Scott King

Book Award, and the Pura Belpré Award, along with the Newbery and Caldecott

Awards. Kurz (2012) examined the youth literature collection of libraries in South

Carolina for the availability of books that won the Américas Book Award, the Carter G.

Woodson Book Award, the Coretta Scott King Book Award, the Pura Belpré Award, and the Tomás Rivera Mexican American Children’s Book Award.

The purpose of this descriptive study was to investigate the availability and accessibility of award-winning multicultural children’s and young adult literature in public libraries in Northeast Ohio by analyzing the youth literature collections of selected libraries in diverse and non-diverse communities for the presence of books that won ethnic-specific literary awards.

Statement of the Problem

The availability and accessibility of multicultural youth literature in public libraries is important because the United States is becoming increasingly diverse (U. S.

Census Bureau, 2010), and African American, American Indian, Asian Pacific American, and Latino children are from cultural and ethnic groups that have historically been and are currently underrepresented in children’s literature (Cooperative Children's Book

Center, 2014; Horning, 2014; Horning, Lindgren, & Schliesman, 2013; Larrick, 1965).

Children of color need to be able to see characters from their own culture and ethnicity in the books they read, and they need to be able to find these books at the local public library.

White children, teachers and librarians, and preservice teachers and librarians need to be able to learn about and read about people of color, as well (e.g., Bishop,

1990a; Brindley & Laframboise, 2002; Gray, 2009; Howard, 1993; Macphee, 1997;

Overall, 2009). White teachers and preservice teachers need to learn about other cultures because, as Brindley and Laframboise (2002) observe, “while there has been an increasing emphasis on multicultural education, the vast majority of young adults entering teacher education remain White, middle-class, female, and monolingual,” and

“are expected to teach at a time of ever increasing cultural diversity in American schools”

(p. 405). Learning about underrepresented cultures is also important for librarians. In a call for cultural competence in the field of library and information science, Overall

(2009) states that librarians “need to fully understand cultural issues affecting minority and underserved populations, and how cultural issues affect perceptions of libraries” (p.

176). Although the number of people of color in the United States is increasing, the reality is that there are still many communities that have very little diversity. As a result, some white children grow up without having much contact with people from other cultures. Macphee (1997) argues that multicultural literature can be beneficial for white children by providing them with “vicarious experiences of others’ sociocultural attitudes, beliefs and experiences” (p. 33). Therefore, multicultural children’s and young adult literature should be available in all public libraries—in diverse communities, as well as in communities where there are few or no residents of color.

Although, as media reports have highlighted (Blair, 2013; Kirch, 2013; Mantle,

2013; “Why hasn't the number,” 2013), the number of multicultural children's and young adult books published every year is below what it should be, there are some being produced (Cooperative Children's Book Center, 2014). There is a need for multicultural children’s and young adult literature, and these books should be available and accessible

9 in public libraries (Garrison, 2012; Horning, 2014; Kurz, 2012). This descriptive study will analyze and describe the availability and accessibility of multicultural youth literature in public libraries in Northeast Ohio.

Significance of the Study

There is a gap in the professional literature related to the availability and accessibility of multicultural children’s and young adult literature in public libraries.

This study will add to the small body of current research that is attempting to address this neglected area of scholarship. Garrison (2012) and Kurz (2012), two researchers who have recently studied multicultural youth literature in public library collections, both approach their research from the perspective of librarians and librarian educators who are concerned with library collection development practices. This study is from the perspective of a public library user—an instructor of children's literature who gives her students, most of whom are preservice teachers, assignments to go to the public library in search of multicultural children's literature and wonders if they will be able to find it there, and who believes that children of color should be able to find books that reflect their own culture in the local public library, and that white children and children of color should be able to find books about other cultures and ethnicities in their local library, as well.

This research produced a descriptive analysis of the presence or absence of children’s and young adult literature that won ethnic-specific awards in public libraries in diverse and non-diverse communities in selected counties in Northeast Ohio.

Multicultural youth literature is an important part of multicultural education, which is a

10 concern in teacher education programs (Banks, 2008). Children’s and young adult literature courses in the fields of English, education, and library and information science include multicultural literature as part of the course curriculum (Kiefer, 2010; Short,

Lynch-Brown, and Tomlinson, 2014). The results of this study will be of interest to other professors of children’s literature in teacher education, library and information science programs, children's literature specialists, practicing teachers and librarians, and also to publishers of multicultural books for young people as content developers. An awareness of whether or not multicultural children's and young adult books are available in public libraries is critical information for professors to consider as they make instructional decisions. It is imperative that preservice teachers and librarians learn about book selection strategies and resources that can be used to find high quality, culturally authentic multicultural children’s and young adult books, and knowing whether or not multicultural books are available in the local public library is a vital part of that process.

Multicultural youth literature should be available and accessible to practicing teachers so they can include such literature in their courses, even when it is not available in classroom or school libraries or bookstores, and to children and teens, so they can read it for enjoyment. Public libraries are a significant resource in this endeavor.

This research will also be of interest to library personnel by calling attention to the need to include multicultural children’s and young adult literature in public library collections in communities with diverse populations, as well as in communities that are not diverse (Kurz, 2012). Garrison (2012) found that some of the librarians in her study do not purchase multicultural literature for the library. Some of the reasons these

11 librarians gave are: multicultural literature does not circulate; there are not many people of color in their community; or if people of color do live in the community, then they do not use the library. It is important to keep in mind that multicultural literature is not only for people of color. White children also need to be exposed to multicultural literature

(Howard, 1993; Macphee, 1997), and this literature should be available to them. It is also important to consider that books cannot be checked out if they are not in the library's collection, or if they are not accessible to patrons (Horning, 2014). Additionally, in communities where there are at least some people of color, perhaps some members of underrepresented groups may not feel welcome at the library, or may feel that there is little of interest for them there, especially if there are few or no culturally relevant materials available or visible (Adkins & Hussey, 2006; Horning, 2014).

In communities where people of color do not use the library very much, teachers can play an important role in getting students and their families into the library (Ramos &

Krashen, 1998; Whitehead, 2004). Teachers who value multicultural youth literature and use it in their classrooms, and who know that multicultural literature is available and accessible in local public libraries, can introduce their students to such literature and to the public library, and help their students to view the public library as a safe, welcoming space (Ly, 2010) where they and their families can find interesting, enjoyable, relevant reading materials, including multicultural literature. Teachers are often introduced to multicultural youth literature in university children’s and young adult literature courses when their professors give them assignments to find multicultural books at the local public library. This study will join similar studies (Garrison, 2012; Kurz, 2012) to serve

12 as evidence that there is a definite need and demand for multicultural youth literature in public libraries.

Research Question

The purpose of this descriptive study is to analyze and describe the availability and accessibility of award-winning multicultural children’s literature in public libraries in

Definition of Terms

Availability: For the purpose of this study, a book title will be said to be available if it is owned by a library in any print or non-print format and is able to be checked out by library patrons. This will be determined by the presence or absence of the book in the library Online Public Access Catalog (OPAC).

Children's and young adult literature: The term children's literature is generally used to refer to literature for children from birth through early adolescence (Short et al.,

2014) and the term young adult literature is used to refer to literature from the approximate ages of twelve through nineteen (Cart, 2010). The literary awards used for this study include books for children as well as books that are intended for young adults.

This study is focused on the winners of certain ethnic-specific awards, so all books that won the awards in this study will be included, whether they are intended for children or for young adults.

Multicultural literature: The term multicultural literature has been the subject of considerable controversy over the years (Cai, 2003). According to Cai and Bishop

(1994), multicultural literature had its roots in the multicultural education movement.

Harris and Willis (2003) note that “early notions of multiculturalism as ethnic study have given way to versions of multiculturalism that include gender, class, sexual orientation, ableism, age, religion, and geographical location” (p. 826). Kasten et al. (2005), state that “‘multicultural literature’ does not mean a few authors of color, but rather authors who write about different kinds of families, different economic circumstances, different ethnicities, experiences, home settings, sexes, ages, interests, information, regions, and lifestyles” (p. 32). Short et al. (2014) acknowledge that the term multicultural literature has been defined in different ways by different authors. However, “most define it more specifically as literature by and about groups that have been marginalized and disregarded by the dominant European-American culture in the U.S. This definition includes racial, ethnic, religious, and language minorities, those living with physical and mental disabilities, gays and lesbians, and people living in poverty” (p. 218).

This study, like Garrison (2012) and Kurz (2012), analyzed the availability of multicultural children's and young adult literature in public libraries by using winners of ethnic-specific children's literature awards as the sample of multicultural books. Garrison

(2012) used the winner and honor books for the Coretta Scott King Book Award, the Pura

Belpré Award, and the Asian Pacific American Award for Literature. Kurz (2012) only looked for African American and Latino books in library collections, and used the winner and honor books for the Coretta Scott King Book Award, the Pura Belpré Award, the

Américas Award, the Tomás Rivera Mexican American Children’s Book Award, and the

Carter G. Woodson Book Award. The present study used winner and honor books for the

American Indian Youth Literature Award, the Américas Award, the Asian/Pacific

American Award for Literature, the Carter G. Woodson Book Award, the Coretta Scott

King Book Awards, the Pura Belpré Award, and the Tomás Rivera Mexican American

Children’s Book Award.

Public libraries in Northeast Ohio: This term is used to indicate public libraries that are located in counties included in the Northeast Ohio Regional Library System

(State Library of Ohio, n.d.). The Institute of Museum and Library Services (2013) uses the Federal-State Cooperative System definition for public libraries. According to that definition, public libraries provide

an organized collection of printed or other library materials, or a combination

thereof; paid staff; an established schedule in which services of the staff are

available to the public; facilities necessary to support such a collection, staff, and

schedule, and support in whole or in part with public funds. A community may

have only one public library or a public library system, which may have a central

library and multiple branches or bookmobiles. (p. 3)

This study follows the Institute of Museum and Library Services (2013) practice and uses the term public library to refer to “the administrative entity, either a single- outlet library or a library system,” and the term outlet “to refer to central libraries, branch libraries, and bookmobiles” (p. 3).

Summary

This descriptive study investigated the availability and accessibility of multicultural children's and young adult literature as represented by winners and honor books of the American Indian Youth Literature Award, the Américas Award, the

Asian/Pacific American Award for Literature, the Carter G. Woodson Book Award, the

Coretta Scott King Book Awards, the Pura Belpré Award, and the Tomás Rivera

Mexican American Children’s Book Award, in selected public libraries in Northeast Ohio by searching the Online Public Access Catalogs (OPACs) of the selected libraries for the presence of the award-winning books. This study also analyzed how the availability of these books reflects the racial and ethnic composition of the community in which the libraries are located.

CHAPTER II

REVIEW OF THE LITERATURE

The availability of multicultural children’s and young adult literature in public libraries is an important subject of study for a number of reasons. Multicultural youth literature should be available to children of color who need to see themselves and their culture reflected in the books they read, and to white children and children of color who need to learn about other cultures in this increasingly diverse society (Bishop, 1990a).

Children of color lag behind white children in national reading assessments (National

Center for Education Statistics, 2013; Snyder & Dillow, 2012). Reading is vital to academic success, and public libraries are an important source for a wide variety of reading material (Krashen, 2004, 2011). Teachers and preservice teachers need to learn about multicultural youth literature and how to identify and locate such literature for use in their classrooms (Brindley & Laframboise, 2002). Multicultural literature for children and young adults should be available and accessible in public libraries (Garrison, 2012;

Kurz, 2012). Ethnic-specific children’s literature awards are one way to identify multicultural youth literature (Garrison, 2012; Kiefer, 2010; Kurz, 2012; Short et al.,

2014), so books that win ethnic-specific youth literature awards should be available at public libraries.

This literature review will begin with a discussion of the importance of reading and the importance of public libraries followed by a discussion of multicultural children's and young adult literature, and youth literature awards.

16 17

Reading and Public Libraries

Students of color often score lower than white students on national reading tests

(National Center for Education Statistics, 2013; Snyder & Dillow, 2012). Educators want all students, including students of color, to be successful in school. Reading is vital to academic success, and public libraries are an important source for a wide variety of reading material (Krashen, 2004).

Students Who Read More Perform Better in School

Research studies show that students who read more and have access to books perform better in school, even when poverty is a factor (Anderson, Wilson, & Fielding,

1988; Evans et al., 2010; Krashen, 2004, 2011, 2013; Krashen & Shin, 2004). Krashen

(2004) states that in general, students read more when books are available in the home.

Evans et al. (2010) reviewed data from over 70,000 cases in 27 nations, and found that children who grew up in homes with at least 500 books stayed in school an average of three years longer than children who grew up in homes with few or no books, regardless of country, parent education level, and parent occupation. Of course, many children do not grow up in homes with 500 books, but most children do have access to many books at the public library (Pew Research Center, 2013). Ramos and Krashen (1998) studied second and third grade Hispanic students at a school in Los Angeles, California. The students had few books at home, if any, and their classroom and school libraries were poorly stocked. Teachers were concerned about the lack of books available to the children, so they arranged for the students to visit the local public library. After the library visit, the researchers found that the children were excited about reading and began

18 to read more. Sixty-seven percent of the children asked their parents to take them back to the library on their own.

Anderson et al. (1988) instructed 155 fifth-grade students to keep a record of the time they spent on out-of-school activities. The researchers found that, in general, children do not spend a lot of time reading when they are not in school. However,

“reading books was the out-of-school activity that proved to have the strongest association with reading proficiency,” and “time spent reading books was the best predictor of a child's growth as a reader from the second to the fifth grade” (p. 297).

Students Prefer to Read Books They Self-Select

If the goal is to get students to read more, it is essential to provide them with books they will enjoy reading. Students prefer to select their own reading material

(Baker, 2002; Davis, 2000; Ivey & Broaddus, 2001; Parker, 2008; Worthy & McKool,

1996). Parker (2008) found that when students recommend books to other students, they are more likely to suggest books that they self-select outside of school than books that are required reading in school. Worthy and McKool (1996) studied students who say they hate to read, although the students reported enjoying some books in the past. The type of books the students preferred reading, such as scary stories, comic books, and magazines, were not available in school, and their teachers provided the students with very little opportunity to read self-selected materials in school.

Although some researchers find that students read more when they have books available at home (Krashen, 2004), that is not always the case, especially when the children have no choice about which books are brought into the home. Some of the

19 students in Worthy and McKool’s (1996) study reported that they own books that were given to them as gifts, but the students admitted that they do not read the books at home because they are not interested in them.

Public Libraries Provide Access to Books

The studies cited above establish that reading is vital for students to succeed in school, but, as Krashen (2013) says, “the necessary condition for encouraging reading is access to reading material” (p. 21). Public libraries provide vital services to communities

(Ly, 2010; Pew Research Center, 2013), and are a significant source of reading material for students, especially students who do not have access to many books at home or in school (Krashen, 1995, 2004, 2011, 2013; Krashen et al., 2012; Krashen & Shin, 2004;

Ramos & Krashen, 1998; Whitehead, 2004; Worthy et al., 1999). Studies show that students are more likely to find books that interest them in the public library or elsewhere outside of school, than in school (Ivey & Broaddus, 2001; Worthy, 1998; Worthy &

McKool, 1996; Worthy et al., 1999). In the Worthy and McKool (1996) study on children who say they hate to read, students who do not use the library were more likely to be disinterested in reading. None of the students who said they hated to read had been to a public library in the previous year, and some had never visited a public library in their lives.

Multicultural Books Should Be Available in Public Libraries

Public libraries should serve as a significant source for multicultural children’s, young adult, and adult literature in the community. Multicultural literature for youth may be difficult to find in bookstores. According to Horning (2010), publishers say they

“have trouble pushing a book with a multicultural theme past their marketing department because marketing claims the mega-bookstores won’t stock the books. And yet we all know the demand is there” (Horning, 2010, p. 14). The fact that bookstores are unlikely to stock many multicultural children’s and young adult books is another reason for public libraries to help create a market for such books by making sure that these books are available and accessible to patrons (Horning, 2014).

Multicultural Children's and Young Adult Literature

Multicultural Literature and Multicultural Education

Multicultural youth literature has roots in the field of multicultural education, and the importance of including multicultural literature in the classroom and in public libraries is related to multicultural education concepts (Cai, 2008; Cai & Bishop, 1994;

Macphee, 1997; Short & Fox, 2003). Banks (2008), a leader in the field of multicultural education, describes multicultural education as “a reform movement designed to make some changes in the education of students” because some current educational practices

“are harmful to students and reinforce many of the stereotypes and discriminatory practices in Western societies” (p. 1). Banks further explains

Multicultural education assumes that race, ethnicity, culture, religion, and social

class are salient parts of the United States and other Western nations. It also

assumes that diversity enriches a nation and increases the ways in which its

citizens can perceive and solve personal and public problems. Diversity also

enriches a nation by providing all citizens with rich opportunities to experience

other cultures and thus to become more fulfilled as human beings. When

individuals are able to participate in a variety of cultures, they are more able to

benefit from the total human experience (p. 1).

Banks (2008) acknowledges that the concept of multicultural education is controversial, but notes that some opponents have misconceptions about it. One of those misconceptions is that multicultural education is only for people who can be classified as other in some way, and that it is “an entitlement program and curriculum movement for

African Americans, Latinos, the poor, women, and other marginalized groups” (p. 8).

This misconception is problematic, Banks argues, because it leads educators at predominately white schools to think that they do not need to include multicultural education in their curriculum because they do not have many students of color in their schools. This view has a negative effect on white children. Banks (2008) says, “By teaching mainstream students only about their own cultures, the school is denying them the richness of the music, literature, values, lifestyles, and perspectives” of other cultural and ethnic groups (p. 2).

Banks (2008) describes five dimensions of multicultural education: content integration, the knowledge construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Teachers and teacher educators may use multicultural children’s and young adult literature in their classrooms to support some of these dimensions of multicultural education. Content integration is the aspect of multicultural education that “deals with the extent to which teachers use examples, data, and information from a variety of cultures and groups to illustrate the key concepts, principles, generalizations, and theories in their subject area or discipline” (p. 31). The

22 knowledge construction process looks at the ways knowledge is created and “how the implicit cultural assumptions, frames of reference, perspectives, and biases within a discipline influence the ways that knowledge is constructed within it” (p. 31). The prejudice reduction dimension of multicultural education examines students’ attitudes about race and develops “strategies that can be used to help students to develop more positive racial and ethnic attitudes” (p. 34). Teachers who practice equity pedagogy “use techniques and teaching methods that facilitate the academic achievement of students from diverse racial, ethnic, and social-class groups” (p. 34). An empowering school culture and social structure involves “restructuring the culture and organization of the school so that students from diverse racial, ethnic, language, and social-class groups will experience educational equality and empowerment” (p. 34).

Many schools of education and teacher educators want to make sure that preservice teachers learn about multicultural education concepts (e.g., Arias & Poynor,

2001; Willis & Harris, 1997), and some include multicultural children’s literature in their courses for that purpose (Brindley & Laframboise, 2002; Cai, 2008; Escamilla &

Nathenson-Mejía, 2003; McNair, 2003). As a result of exposure to multicultural education concepts and multicultural children’s and young adult literature in their university courses, some teachers and preservice teachers are determined to use multicultural literature in their classes (Brindley & Laframboise, 2002; Gray, 2009;

Harris, 2012; Macphee, 1997). One preservice teacher said, “I am deeply passionate about bringing an abundance of multicultural literature into my classroom” (Brindley &

Laframboise, 2002, p. 415). A graduate course in children’s literature prompted Gray

(2009) to evaluate her classroom library to see if the books reflected the culture and ethnicity of the African American students in her classroom. When she realized that there were not enough books about African Americans available to her students in school,

Gray took steps to create a more inclusive classroom library by learning more about

African American literature and adding more culturally relevant books.

Children of Color and Multicultural Literature

Although it is widely suggested that teachers and librarians recommend to students books that reflect the students’ own culture (e.g., Al-Hazza & Bucher, 2010;

Bishop, 1982, 1990a; Escamilla & Nathenson-Mejía, 2003; Gay, 2000; Harris, 1992,

1996; Kasten et al., 2005; Larrick, 1965; Nathenson-Mejía & Escamilla, 2003), some book selection researchers suggest that ethnicity does not matter when students choose books to read (Holmes, Powell, Holmes & Witt, 2007; Mohr, 2006; Williams, 2008). For example, when discussing the results of their research, Holmes et al. (2007) report that

“the evidence appears to converge on the idea that race is immaterial to inducing children to select one book over another” (p. 280). However, many factors contribute to decisions children make about which books to select when they are participants in book selection research studies, including research design, the quantity and quality of books from which they are asked to choose, the reading sophistication level of the child, the child's interest in reading as a worthwhile activity, and other factors.

One example can be seen in Barry’s (2013) recent study of the reading preferences of a group of 148 racially heterogeneous eighth grade students (45%

Caucasian, 17% Hispanic, 9% African American, 26% multi-racial, 2% Native

American, and 1% Asian American), many of whom were reluctant readers. Barry found that the students “wanted some kind of connection with the character,” but did not specifically seem to want or need a racial or ethnic connection (p. 360). In response to the statement “I would read more often if I had books about teens who were the same race as I am,” 71% of the males in the study and 62% of the females responded by indicating “My reading would not change” (p. 360). Barry reports the responses to this question by the gender of the students, not by ethnicity. One explanation for the apparent lack of interest in culturally specific literature expressed by these students could be the large number of Caucasian and mixed-race students in the study. Barry notes that the teacher of the students remarked that the children “seem to be less aware of race, especially because so many of the kids are of mixed ethnicity at our school rather than

Black or White” (p. 359). The teacher further explains that the some of the students did not understand the terms ethnicity and Caucasian, which could have had an effect on the way the students answered questions related to race.

It is also possible that students so rarely see people of color in books that it does not occur to them that culturally relevant books are an option. Aoki (1992) explains

When questioned about the importance of Asian Pacific American literature,

young Asian Pacific American students usually reply that it's nice to have the

book, but don't question the lack of such Asian Pacific American books because

they think “that's the way things are. We do what the teachers tell us. Teachers

just give us books about non-Asian Pacific Americans” (p. 112).

Or, as one of the African American students in Hefflin's (2003) study stated, “I mostly always see White people and animals in books” (p. 176). Sims (1983) notes that when culturally relevant books are unavailable, children of color “may be denied access to just those books that could provide important self-affirmation and possibly create lifetime reading habits” (p. 25).

While some reader response studies, such as Holmes et al. (2007), seem to suggest that students do not care about culture or ethnicity in their reading material, other studies provide evidence that children of color want to read, and benefit from reading, culturally accurate books with protagonists that reflect their own culture (e.g., Adkins &

Hussey, 2006; Brooks, Browne, & Hampton, 2008; Hefflin, 2003; Parker, 2008; Sims,

1983; Smith, 1995; Spears-Bunton, 1990).

When the previously mentioned study by Barry (2013) included the ethnicity of students in a discussion of the findings, 67% of the Hispanic females and 88% of the

African American females wanted more ethnic-specific reading material. An African

American respondent noted that it was “harder to find [stories] about people of my race”

(p. 360). One of the Hispanic students asked, “Why can't they ever have books relating to me?” (p. 360). Another student “said that not seeing herself in the novels ‘makes me feel like an outcast’” (p. 360). This statement supports the observation by Kasten et al.

(2005) that students who do not see themselves in books feel alone.

The children in Hefflin's (2003) study expressed dismay that their teachers only give them the opportunity to read African American literature during February for Black

History month. The students wanted more than that. One of the students, referring to the

African American books that Hefflin used in the study, said

These are the people that I used to learn about in February—that’s Black History

month. . . . but mostly we don't talk about those people any more. In these books

[all six of them] we can still see them [Black people] and learn what it was like in

Africa long ago and the African people (p. 176).

The children expressed that reading African American books made them feel joyful to such an extent that they enthusiastically shared the stories with their friends and family

(Hefflin, 2003). It is significant that students get so excited about reading culturally relevant books that they want to share the books with their family members and friends, some of whom may not have previously been readers (Flake, 2008; Parker, 2008; Sims,

1983).

Reading culturally relevant books can have a positive impact on the lives of young people of color. An example of this can be found in Parker (2008). The African

American and Caribbean American young men in Parker’s study were entering their senior year in high school. Parker had been their teacher when the students were in the ninth and tenth grades, and describes one young man, Antoine, as “an aliterate reader,” who chose not to read (p. 121). However, Antoine’s apathy toward reading ended when

Parker gave him the book Tears of a Tiger by Sharon Draper. Antoine read the whole book overnight, and came to school the next day wanting to discuss it. He shared the book with his friends. “From that point,” Parker says, “Antoine changed his attitude toward reading.” Antoine began completing his reading assignments, checked books out

27 of the classroom library, and even “wrote his college application essay about being given

Tears of a Tiger and my relentlessness to have him read it as finally motivating him enough to try, and eventually become a competent reader” (p. 121).

Sharon Flake (2008), author of realistic culturally authentic novels for young adults, describes the enthusiasm of African American boys she meets during school visits. Flake says that teachers tell her that some of the students “develop such a zeal for reading that it captures the attention of their parents, grandparents, and siblings,” and encourages those family members to read the books themselves. Flake explains, “One reason I believe these boys gobble up such books is because finally someone is telling their story, or that of people who look like them and live where they live.” She continues, “Black boys will read. But to get them off to a flying start, we've got to give them books that remind them of home—of who they are. When this happens, they fly through books—even the most challenged readers” (p. 14).

The examples of the students in Parker's (2008) study and Flake's (2008) experiences highlight the fact that young people often need adults to connect them to culturally relevant books that are of interest to them. Parker put a lot of thought into the books she selected to use with the young men in her study, and the boys who showed such enthusiasm for Flake's books were introduced to those books by their teachers.

These experiences illustrate how important it is for preservice and inservice teachers and librarians to become familiar with multicultural children's and young adult literature and with the culture of their students so that they can recommend books that will interest their students (Abellán-Pagnani & Hébert, 2013; Arias & Poynor, 2001;

Barry, 1998; Gray, 2009; Nathenson-Mejía & Escamilla, 2003; Overall, 2009; Parker,

2008). There are examples in the scholarly literature of teachers doing this. Abellán-

Pagnani and Hébert (2013) describe a teacher who saw a need to connect with her

Spanish-speaking students who were recent immigrants. This teacher asked for advice on how to select and use Hispanic American children's literature with her students, and acted on that advice, to the benefit of her students. As previously mentioned, Gray (2009) realized that her African American students did not have many culturally relevant books available to them at school, so she educated herself about African American children's literature, and purchased approximately one hundred African American books to add to her classroom library.

Unfortunately, some teachers make multicultural books available to their students only at certain times of the year, such as Black History Month (Gray, 2009; Hefflin,

2003). Gray (2009) examined the books available in classrooms at one school and found very few African American books. In some instances, African American books were present in the classroom but were unavailable for use by the students, as they were packed away and labeled for February.

Learning About Other Cultures through Multicultural Literature

Readers also want to learn about people who are different from them. Some students enjoy reading about people who are of the same ethnicity, but who have different life experiences. For example, an African American girl from a Northern city remarked, “I like reading stories about [Black] kids whose lives are different from mine.

I like . . . to learn about their lives. That’s why I like stories about when people were in

29 the South and stuff” (Sims, 1983, p. 24). Other students express interest in reading about people of different ethnicities and cultures. Adkins & Hussey (2006) asked Latino college students about their experiences with public libraries when they were young. One respondent stated that it would be “ideal” for libraries to have “books about every culture so that you don't just learn about your own culture but you could go get a book and learn about somebody else's culture. But I haven't, you know, seen that” (p. 456).

Students learn about other cultures when their teachers incorporate multicultural literature into classroom lessons. Macphee (1997) is a white teacher who describes how she uses Rosenblatt’s (1938/1995) transactional theory of reading along with Banks’s

(2008) transformational theory of multicultural education to broaden her white upper middle class elementary school students’ awareness of other cultures. Macphee (1997) states, “My plan was to use literature to encourage discourse among my students regarding social issues to see what their attitudes were toward minorities in both historical and current situations” (p. 34). Macphee further states that she hopes that

“multicultural literature will be used as a catalyst to encourage student dialogue about important social issues, making others' voices as loud and vital” as the students in her study who spoke out against the discrimination experienced by the characters in the multicultural books they read in class (p. 39).

Availability and Accessibility of Multicultural Youth Literature

Students and teachers and parents need to have access to books about people from all walks of life. Parents of children of color search for culturally relevant books for their children (Sims, 1983; Willett, 1995). When discussing the reading habits of the ten-year

30 old girl who is the subject of her study, Sims (1983) says, “One of the most obvious and yet possibly overlooked factors in determining Osula’s and other Black children’s choice of reading matter about Afro-Americans may be the availability of such books” (p. 23).

Librarians and teachers play an important role in connecting children with multicultural books in the classroom and in the public library and in making those books available to students (Agosto, 2001; Horning, 2010, 2014; Naidoo, 2012; Naidoo & Vargas, 2011;

Nathenson-Mejía & Escamilla, 2003). As Adkins and Hussey (2006) explain, “librarians select what is included in the collection, which in turn influences what patrons are able to access and use” (p. 459). This is also true of teachers, who select what books are used in their classroom. Studies show that teachers, librarians, and other adults have a powerful influence in encouraging children to read by connecting them with interesting reading material (Anderson et al., 1988; Gray, 2009; Ivey & Broaddus, 2001; Parker, 2008).

The study by Anderson et al. (1988) that examined the out-of-school activities of children found that teachers have an important influence on the amount of time students spend reading outside of school, perhaps by making sure that students have access to interesting books, and by encouraging students to read. In the study, the class that spent the most out-of-school time reading, read over three times as much as the class that spent the least amount of out-of-school time reading. The authors state that teachers can influence out-of-school reading by encouraging students to read, providing them with access to interesting books, reading aloud during school, and providing time for independent reading during school.

Controversies Concerning Multicultural Youth Literature

Harris (1996) outlined problems and controversies in the field of multicultural children’s and young adult literature. Authors of color have had to struggle with trying to convince teachers and librarians that their books are not just for children of color, but can be appreciated by everyone, including whites (Harris, 1996). Garrison (2012) reports that some of the librarians in her study admit that they do not purchase certain multicultural books for their libraries because there are no residents of that cultural group in their community, or if there are, they do not come into the library. Additionally, studies suggest that teachers, either consciously or unconsciously, may not be inclined to use culturally authentic multicultural books (Jipson & Paley, 1991; Wollman-Bonilla, 1998).

Another concern in the field of multicultural youth literature is that of cultural authenticity (Fox & Short, 2003; Harris, 1996; Mikkelsen, 1998). For many years, books about people of color were written by authors from outside the cultural group represented in the books, and were often insensitive, inaccurate, or contained stereotypes and subtle or overt racism (Cai, 1994; Harris, 1990, Nilsson, 2005; Seale & Slapin, 2005), or were in other ways “distorting or misrepresenting some aspects of the culture reflected in their books” (Bishop, 1992, p. 41). Children from cultural groups that were insensitively or inaccurately depicted have felt devalued and have been ostracized by other children because of negative depictions in books read in school (Seale & Slapin, 2005).

Books that contain negative stereotypes and cultural inaccuracies include some that are considered classics, have won prestigious awards, and are highly regarded by many people (Bishop, 2012; Harris, 1990; McNair, 2003; Mikkelsen, 1998; Sutherland,

1997). Children’s literature professors have reported that students may express resistance when informed that their favorite books from childhood are culturally insensitive, inauthentic, or racist (McNair, 2003). Wollman-Bonilla (1998) found that teachers and children’s literature students may reject books that accurately and realistically portray issues such as race, class, and gender inequities because these topics make them feel uncomfortable.

According to authors such as Aronson (1995, 2011) and Lasky (2003), identity- based ethnic-specific literary awards may infringe upon authors’ right to write whatever they want about whomever they want. Other authors counter that these arguments ignore the history and power structure surrounding the publishing industry (Pinkney, 2001).

Bishop (2003) states

The framing of the issue has sometimes been reduced to absurd arguments about

whether skin color or an author’s ethnicity is the determinant of authenticity. In

fact, much of the authenticity debate seems to be oversimplified, ignoring or

downplaying both history and the complexities of the ways race, power, and

privilege operate in this society and in the field of children’s literature (p. 29).

Bishop (1992) says about books written by cultural outsiders, “Many such books have merit and have been recognized for their positive contributions and artistic achievement. Other books have received mixed reviews; that is, even though their literary quality may be high, they have been found to contain both major and minor flaws,” or may distort or misrepresent the culture portrayed in the books (p. 41). Since there is wide variety in the quality and cultural authenticity of books about people of

33 color, teachers and librarians do well to become informed about cultural and ethnic groups and about multicultural youth literature (Abellán-Pagnani & Hébert, 2013;

Bishop, 1992; Gray, 2009, Hefflin & Barksdale-Ladd, 2001; Overall, 2009; Wilfong,

2007).

Youth Literature Awards

Youth literature awards are one way for teachers, librarians, and the general public to find high quality literature for children and young adults (Kiefer, 2010; Short et al., 2014; Yokota, 2011). There are hundreds of awards for literature for young people, so teachers and librarians who want to use literary awards as book selection tools could benefit from learning what each award honors, which organization sponsors the award, and the criteria used for selecting the award.

Ethnic-Specific Youth Literature Awards

Ethnic-specific youth literature awards can be used to find high quality multicultural books for children and young adults (Barry, 1998, 2013; Gangi, 2008; Gray,

2009; Harris, 2012; Horning, 2010; Kasten et al., 2005; Kiefer, 2010; Naidoo, 2012;

Pinkney, 2001; Short et al., 2014; Williams & Bauer, 2006; Yokota, 2009). Some examples of ethnic-specific youth literature awards are the awards that were included in this study: the American Indian Youth Literature Award, the Américas Award, the

Asian/Pacific American Youth Literature Award, the Carter G. Woodson Book Award, the Coretta Scott King Book Awards, the Pura Belpré Award, and the Tomás Rivera

Mexican American Children’s Book Award. This section will briefly describe these awards.

Coretta Scott King Book Awards

The oldest ethnic-specific youth literature award in the United States is the

Coretta Scott King Book Award (Yokota, 2011). Librarians Glyndon Flynt Greer and

Mabel McKissick and publisher John Carroll came up with the idea for the award in 1969 as a result of a discussion about the fact that the prestigious Newbery and Caldecott awards had never been awarded to an African American (Smith, 2009). Although Arna

Bontemps was the first African American to win a Newbery Honor in 1949 for the book

The Story of the Negro, it was not until 1975 that Virginia Hamilton became the first

African American to win a Newbery Medal for her book M. C. Higgins, the Great

(American Library Association, 1999b). In 1976, Leo Dillon became the first African

American to win the Caldecott Medal for author Verna Aardema’s book Why Mosquitoes

Buzz in People’s Ears, which Dillon co-illustrated with his wife Diane (American Library

Association, 1999a). The first Coretta Scott King Award was issued in 1970. An illustrator category was added in 1974, and the John Steptoe Award for New Talent was added in 1995 “to recognize exceptional work from new African American authors and illustrators” (American Library Association, 2009a).

Pura Belpré Award

The Pura Belpré Award was created by two children’s librarians, Oralia Garza de

Cortés and Sandra Rios Balderrama, and was first awarded in 1996 (Balderrama, 2006).

The Pura Belpré Award

is presented annually to a Latino/Latina writer and illustrator whose work best

portrays, affirms, and celebrates the Latino cultural experience in an outstanding

work of literature for children and youth. It is co-sponsored by the Association of

Library Service to Children (ALSC), a division of the American Library

Association (ALA), and REFORMA, the National Association to Promote

Library and Information Services to Latinos and the Spanish-Speaking, an ALA

affiliate. (American Library Association, 2014b).

American Indian Youth Literature Award

The American Indian Youth Literature Award is sponsored by the American

Indian Library Association, an affiliate of the American Library Association. The award, which was first presented in 2006 and has been issued every two years since then, was

"established as a way to identify and honor the very best writing and illustrations by and about American Indians. Books selected to receive the award will present American

Indians in the fullness of their humanity in the present and past contexts" (American

Indian Library Association, 2009).

Asian/Pacific American Award for Literature

The Asian/Pacific American Award for Literature is sponsored by the

Asian/Pacific American Librarians Association, an affiliate of the American Library

Association. The purpose of this award is "to honor and recognize individual works related to Asian/Pacific American experiences (either historical or contemporary) or

Asian/Pacific American cultures" (Asian/Pacific American Librarians Association, 2011).

The first award was given in 2003, the next award was in 2006, and every year since then. There are five categories of awards: adult fiction; adult nonfiction; children’s literature; young adult literature; and picture books. (Asian Pacific American Librarians

Association, 2011). Books that won this award in the adult literature categories are not included in this study.

Américas Book Award

The Américas Book Award is sponsored by the Consortium of Latin American

Studies Programs, which founded the award in 1993 “to encourage and commend authors, illustrators, and publishers who produce quality children’s and young adult books that portray Latin America, the Caribbean, or Latinos in the United States, and to provide teachers with recommendations for classroom use” (Consortium of Latin

American Studies Programs, n.d.).

Carter G. Woodson Book Award

The Carter G. Woodson Book Award is sponsored by the National Council for the

Social Studies, the national professional organization for social studies educators. The award was founded in 1974 “for the most distinguished social science books appropriate for young readers that depict ethnicity in the United States. The purpose of this award is to encourage the writing, publishing, and dissemination of outstanding social science books for young readers that treat topics related to ethnic minorities and relations sensitively and accurately” (National Council for the Social Studies, n.d.).

Tomás Rivera Mexican American Children’s Book Award

The Tomás Rivera Mexican American Children’s Book Award is sponsored by the Texas State University College of Education. The award was created in 1995 “to honor authors and illustrators who create literature that depicts the Mexican American experience” (Texas State University College of Education, n.d.).

Research on Multicultural Youth Literature in Public Libraries

Two recent dissertations examined the youth literature collections of public libraries for the presence of award-winning multicultural children’s and young adult literature (Garrison, 2012; Kurz, 2012). The purpose of Garrison’s (2012) research was

“to identify factors influencing collection development and the selection of multicultural children’s literature titles in public library collections in geographically and demographically diverse communities across one southeastern state” (p. 9). Garrison examined the collections of ten library systems and their branches to find out if the presence of the Coretta Scott King Award and the Pura Belpré Award would predict the presence of the Asian/Pacific American Award for Literature in the library collections.

She also sought to find out if racial and ethnic demographics of the community would

“predict the presence of their corresponding ethnic specific award” in the library collections (p. 10). Garrison also interviewed acquisitions librarians to find out “what factors influence the selection of multicultural children’s literature” (p. 10).

Kurz (2012) states that the purpose of her study was to “explore the ways in which multicultural books for African American and Latino youth are collected in South

Carolina’s public libraries” (p. 7). Kurz accomplished her goal by performing a

“collection analysis to determine the representation of certain multicultural books for youth within South Carolina’s public library collection” (p. 8). Kurz collected data on all of the libraries in the state of South Carolina. Kurz also conducted a case study on four exemplary library systems in her study in order to offer public librarians examples of best practices in collection development of multicultural youth literature.

Summary

Multicultural children’s literature should be available in public libraries for a number of reasons. The percentage of people of color in the United States is continually increasing (U.S. Census Bureau, 2010). African American and Latino students do not perform as well as white students on national reading assessments (Snyder & Dillow,

2012). This section discussed research that indicates that children who read more do better in school, and public libraries are an important resource for a wide variety of reading material (e.g., Krashen, 2004). Children of color need to read books about their own culture, and children of color and white children need to read about people from other cultures (e.g., Banks, 2008; Bishop, 1990a). This section also discussed multicultural literature for children and young adults, youth literature awards, controversies surrounding multicultural youth literature, and briefly discussed two recent studies on award-winning multicultural youth literature in public libraries.

CHAPTER III

METHODOLOGY

This descriptive study fills a gap in the current professional literature on the availability and accessibility of multicultural children’s and young adult literature in public libraries, and expands on recent research by Garrison (2012) and Kurz (2012).

Garrison (2012) examined the youth literature collections of ten public library systems in an unnamed southeastern state for books that won the Coretta Scott King Book Award, the Pura Belpré Award, and the Asian/Pacific American Award for Literature. Kurz

(2012) examined the collections of all forty-two public library systems in South Carolina for African American and Latino books that won the Coretta Scott King Book Award, the

Pura Belpré Award, the Américas Award, the Tomás Rivera Mexican American

Children’s Book Award, and the Carter G. Woodson Book Award.

This study differs from Garrison (2012) and Kurz (2012) in that Garrison and

Kurz are both librarian educators, and one of the primary purposes for their research was to find out about library collection development of multicultural books. Garrison accomplished this goal by conducting interviews with acquisitions librarians. Kurz did extensive case study research on the collection development practices of libraries that were positive examples of cultural diversity in their youth literature collections. The present study is from the perspective of an instructor of children’s literature whose students are mostly preservice teachers. The primary purpose of this study is to explore, analyze and describe the availability and accessibility of children’s and young adult books that won ethnic-specific literary awards in the youth literature collections of 39 40 selected public libraries in Northeast Ohio. Knowing whether or not, and the extent to which, ethnic-specific award-winning youth literature is present in public libraries is important for instructors of children’s literature who want to design instruction in a way that encourages their students, especially preservice teachers, to learn about multicultural youth literature, and to use the public library to find such literature. When the preservice teachers become classroom teachers, they can then use multicultural literature with their own students of all cultures and ethnicities so that their students can find enjoyment in reading about the students’ own culture, and learn about other cultures as well.

Classroom teachers will also be able to encourage their students to use the public library to find multicultural literature.

An awareness of the presence or absence of multicultural youth literature in public libraries in Northeast Ohio will also be useful to remind librarians and librarian educators of the importance of intentionally including multicultural children’s and young adult literature in their collections in diverse communities, as well as in communities that are not diverse (Garrison, 2012; Kurz, 2012). All children can benefit from reading about people from other cultures and ethnicities, and the public library is an important resource for finding such literature.

Background

Creswell (2009) recommends that researchers identify and make explicit the worldview that shapes the research study. The researcher approached this study with a pragmatic worldview. Creswell explains that pragmatism is a worldview that “arises out of actions, situations, and consequences,” and is concerned with practical solutions to real

41 problems (p. 10). Creswell further states, “instead of focusing on methods, researchers emphasize the research problem and use all approaches available to understand the problem” (p. 10). Teddlie and Tashakkori (2009) similarly state that the research question is of primary importance to researchers with a pragmatic worldview, and such researchers select the research methods that will best enable them to accomplish the goal of their research.

The topic for this dissertation gradually evolved from the researcher’s personal experiences as an instructor of children’s literature at a university in Northeast Ohio. In the process of exploring culturally authentic multicultural children's literature, the researcher sought out and purchased many beautifully written and illustrated multicultural children's books from a wide variety of cultural, ethnic, and diverse perspectives. Although the researcher acknowledges that there are not as many culturally authentic multicultural books for children and young adults as there should be, these books do exist, and they should be available in public libraries.

The researcher agrees with the multicultural education perspective that all children—children of color and white children—need to learn about and encounter books written by and about people of their own culture and other cultures in school (Banks,

2008; Kasten et al., 2005). Therefore, it is important for practicing and preservice teachers and librarians to learn about multicultural books for children and young adults so they will be able to share such literature with their students in diverse schools, and in schools and communities where there is little or no diversity (Banks, 2008; Bishop,

1990a; Gay, 2000; Harris, 1992; Kasten et al., 2005; Overall, 2009).

Additionally, Krashen's (2004, 2011) reviews of reading research present convincing evidence that, in general, reading more is one factor that can help improve students' performance in school. This is important for students of color since they often score lower than white students on national reading assessments (Snyder & Dillow,

2012). As mentioned earlier, research shows that students are likely to read more when they are interested in what they are reading (Baker, 2002; Kasten et al. 2005; Parker,

2008; Worthy et al., 1999); books that students are interested in reading are often not found in school (e.g., Baker, 2002; Parker, 2008; Sims, 1983; Worthy et al., 1999); and many students of color want to read books about people who share their culture (e.g.,

Adkins & Hussey, 2006; Parker, 2008; Sims, 1983). Research also shows that multicultural books are often not found in schools (Baker, 2002; Gray, 2009; Sims,

1983).

For these reasons, the researcher introduces the preservice teachers and other students in her children's literature classes to a wide variety of multicultural children's books, and to book selection resources that can be used to help them identify multicultural children's and young adult literature titles. Using ethnic-specific children’s literature awards is one strategy that can be used to find multicultural literature for youth

(e.g., Barry, 1998, 2013; Gray, 2009; Harris, 2012; Kasten et al. 2005; Kiefer, 2010;

Naidoo, 2012; Short et al., 2014; Yokota, 2009), so the researcher gives her students assignments that require them to use these awards to find and read multicultural children's books. Some of the students have reported that they have difficulty finding the books in their local public libraries. Other children’s literature instructors (Harris, 1996)

43 have reported the same problem, which prompted the researcher to ask: Are multicultural children's books available in public libraries in Northeast Ohio?

The researcher believes that multicultural children’s and young adult literature is important, and children of color should be able to find culturally authentic books about their own culture in their local public library, and all children—children of color and white children—should be able to find culturally authentic books about other cultures at the library. Therefore, multicultural books should be available and accessible in all public libraries, in diverse communities, as well as in communities where there is little or no diversity.

This study sought to explore, analyze, and describe the availability and accessibility of multicultural youth literature in public libraries in Northeast Ohio, and expanded on related research by Garrison (2012) and Kurz (2012). In her recommendations for future research, Garrison (2012) called for studies to examine the availability of multicultural books “in other formats including electronic books, audio books, and multilingual titles” (p. 114). The present study collected information on the availability of multicultural books in print and non-print formats. Kurz (2012) called for other researchers to analyze public library youth literature collections for multicultural children’s and young adult literature. The present study provides evidence of the extent to which ethnic-specific award-winning multicultural children’s and young adult literature is available and accessible in public libraries in Northeast Ohio.

Restatement of the Question

The purpose of this descriptive study is to analyze and describe the availability and accessibility of award-winning multicultural children’s literature in public libraries in

As mentioned in the terms section of this document, the term public library is used to refer to “the administrative entity, either a single-outlet library or a library system,” and the term outlet is used “to refer to central libraries, branch libraries, and bookmobiles” (Institute of Museum and Library Services, 2013, p. 3), or the physical location where patrons go to get books.

Procedures

The research question is: To what extent are children’s and young adult books that won ethnic-specific literary awards available and accessible in the youth literature collections of selected public libraries in Northeast Ohio?

The researcher followed the following procedures to address that question:

1. Create the list of books to be used in the study

2. Create the list of public libraries and library outlets to include in the study

a. Make a list of Northeast Ohio counties to include in the study

b. Compile a list of public libraries and library outlets within the counties to

be included in the study

c. Gather ethnic demographic data from the United States Census Bureau for

the zip code of each library outlet that will be included in the study

3. Check the availability of the books in the libraries and library outlets using the

Online Public Access Catalog (OPAC) for each library in the study

4. Analyze the data

Books Used in the Study

The researcher began the study by compiling a list of all of the books that are winner and honor books during particular years as described below for the ethnic-specific awards that were used in the study:

 American Indian Youth Literature Award

 Américas Award for Children’s and Young Adult Literature

 Asian/Pacific American Award for Literature

 Carter G. Woodson Book Award

 Coretta Scott King Book Awards

 Pura Belpré Award

 Tomás Rivera Mexican American Children’s Book Award

The researcher gathered information about the award-winning books from the official website for each award. For each book, the following information was collected and entered into a spreadsheet: title, author, illustrator, name of general award (for example, Coretta Scott King Award), name of specific award (for example, Coretta Scott

King Author Award or Coretta Scott King Illustrator Award or John Steptoe New Talent

Award), award level (winner or honor), and award year. After all of the books from all of the awards used in the study were entered into the spreadsheet, the researcher sorted the information by title to look for books that won more than one award. The researcher

46 copied the list of books and related information into a new spreadsheet and removed the duplicates while noting all of the awards for each title, so that there was only one entry for each title.

There were a total of 449 distinct book titles, which are listed in Appendix A in alphabetical order by title for their respective awards. Thirty-eight books won two or more of the awards used in the study: 31 books won two different awards, and seven books won three different awards. The 38 books are counted once in the total of 449 distinct titles, but they appear on the lists of the all appropriate awards in Appendix A, marked to note that the title also won at least one other award. The books used in the study are explained below.

American Indian Youth Literature Award. Winner and honor books for the

American Indian Youth Literature Award (American Indian Library Association, 2014) from the inception of the award in 2006 to 2014 were included in the study and are listed in Table 30 in Appendix A. There were 25 titles that were winner or honor books for this award in the categories of middle grades, picture book, and young adult.

Américas Award. Winner and honorable mention books for the Américas

Award (Consortium of Latin American Studies Programs, n.d.) from 1995 to 2013 were included in the study and are listed in Table 31 in Appendix A. There were 64 distinct titles that won the Américas Award. Twenty-six titles were winner or honorable mention for the Américas Award and one or more of the other awards included in this study.

Asian/Pacific American Award for Literature. Winner and honor books for the Asian/Pacific American Award for Literature (Asian/Pacific American Librarians

Association, 2014) from its inception in 2003 to 2014 were included in the study and are listed in Table 32 in Appendix A. There were 54 titles that were winner or honor books for this award in the categories of children’s literature, picture books, young adult, and youth literature. One book also won a Carter G. Woodson Award, and appears on that list, as well.

The Carter G. Woodson Book Award. Winner and honor books for the Carter

G. Woodson Book Award (National Council for the Social Studies, 2013) from 1995 to

2013 were included in the study and are listed in Table 33 in Appendix A. There are 109 distinct titles that were winner or honor books for the Carter G. Woodson Book Award in the categories of elementary level, middle level, and secondary level. Eight titles were winner or honor books for the Carter G. Woodson Award and one or more of the other awards in the study.

As mentioned in Chapter 2, the National Council for the Social Studies, sponsor of the Carter G. Woodson Award, issues this award “for the most distinguished social science books appropriate for young readers that depict ethnicity in the United States”

(National Council for the Social Studies, 2013). Unlike the other awards used in this study, the Carter G. Woodson Book Award includes books from a variety of ethnicities.

The researcher collected data on all of the books that won the Carter G. Woodson Award from 1995 to the present, and all of these books are included in the total of 109 books that won these awards. However, the researcher noted the ethnicity of the protagonist of

Carter G. Woodson Award-winning books. Of the 109 Carter G. Woodson titles, 66 books are about African Americans, eight books are about Latinos, 16 are about

Asian/Pacific Americans; 14 are about American Indians; three are about Jews; one is about immigrants from various countries; and one is about persons of mixed race. All of the Carter G. Woodson Book Award winners and honor books are listed by title in Table

33 in Appendix A.

The Coretta Scott King Book Awards. Winner and honor books for the Coretta

Scott King Book Awards (American Library Association, 2014a) from 1995, the first year for the Coretta Scott King/John Steptoe New Talent Award, to 2014 were included in the study. The researcher included all of the Coretta Scott King book awards: the

Coretta Scott King Author Award, the Coretta Scott King Illustrator Award, and the John

Steptoe New Talent Award. The Coretta Scott King Award books that were included in the study are listed in Table 34 in Appendix A. There were 139 distinct titles that were winner or honor books for the Coretta Scott King Book Awards. Five of these titles were winner or honor books for both the Coretta Scott King Author Award and the Coretta

Scott King Illustrator Award, and are included on the lists for both of those awards. Four

Coretta Scott King Award books also won the Carter G. Woodson Book Award, and appear on that list, as well.

Pura Belpré Award. Winner and honor books for the Pura Belpré Award

(American Library Association, 2014c) from its inception in 1996 to 2014 were included in the study and are listed in Table 35 in Appendix A. There were 80 distinct titles that were winner or honor books for the Pura Belpré Award. Seven of these titles were winner or honor books for both the Pura Belpré Author Award and the Pura Belpré

Illustrator Award, and are counted for both of these awards. Thirty-one books were

49 winner or honor books for the Pura Belpré Award and one or more of the other awards in the study.

Tomás Rivera Mexican American Children’s Book Award. Winner and honor books for the Tomás Rivera Mexican American Children’s Book Award (Tomás Rivera

Mexican American Book Award, 2014) from it inception in 1996 to 2014 were included in the study and are listed in Table 36 in Appendix A. There are 23 distinct titles that won the Tomás Rivera Award. Eleven of these books won one or more other awards that are included in this study.

Libraries Used in the Study

The next step was to compile a list of libraries to use in the study. There are 251 public library systems and 481 public library branches in the state of Ohio (State Library of Ohio, n.d.). To make the data more manageable for this study, the researcher only collected data for public libraries in counties in Northeast Ohio in which Latinos or

African Americans alone or in combination with any other race make up at least 5% of the total population of the county, according to the 2010 United States Census. The State

Library of Ohio lists four regional library systems in the state of Ohio: Northeast,

Northwest, Southeast, and Southwest (State Library of Ohio, n.d.). For the purposes of this study, the researcher defined Northeast Ohio to be the counties that are included in the Northeast Ohio Regional Library System. Table 1 lists all of the counties in the

Northeast Ohio Regional Library System, along with demographic information from the

2010 United States Census.

Table 1

Counties in Northeast Ohio

Countya Total Race alone or in combination with one or more other raceb Populationb White Black or American Asian Native Some Hispanic African Indian or Hawaiian other of any American Alaska or Other race race Native Pacific Islander Ashland 53,139 98.2 1.1 0.6 0.7 0.2 0.3 0.9 Ashtabula 101,497 94.6 4.7 0.9 0.6 0.1 1.3 3.4 Carroll 28,836 98.8 0.9 0.9 0.3 0.0 0.3 0.8 Columbiana 107,841 96.7 2.9 0.7 0.5 0.1 0.6 1.2 Coshocton 36,901 98.2 1.7 0.6 0.4 0.0 0.3 0.8 Cuyahogac 1,280,122 65.3 30.9 07 3.1 0.1 2.2 4.8 Eriec 77,079 89.6 10.5 1.0 0.8 0.0 1.0 3.4 Geauga 93,389 97.7 1.6 0.4 0.9 0.0 0.3 1.1 Harrison 15,864 97.5 3.0 07 0.3 0.1 0.2 0.5 Holmes 42,366 99.2 0.5 0.3 0.2 0.1 0.3 0.8 Knox 60,921 97.9 1.3 0.6 0.8 0.1 0.5 1.2 Lake 230,041 93.9 4.0 0.5 1.5 0.1 1.8 3.4 Lorainc 301,356 87.4 10.3 1.0 1.3 0.1 3.1 8.4 Mahoningc 238,823 81.7 17.0 0.8 1.0 0.1 1.8 4.7 Medina 172,332 97.3 1.6 0.5 1.2 0.0 0.5 1.6 Portagec 161,419 93.8 5.0 0.7 1.8 0.1 0.4 1.3 Richlandc 124,475 89.3 10.5 0.8 0.9 0.1 0.5 1.4 Starkc 375,586 90.8 9.1 0.9 1.0 0.1 0.6 1.6 Summitc 541,781 82.5 15.7 0.8 2.6 0.1 0.7 1.6 Trumbullc 210.312 90.6 9.4 0.7 0.7 0.1 0.5 1.3 Tuscarawas 92,582 97.7 1.3 0.7 0.5 0.2 0.9 1.9 Wayne 114,520 97.0 2.2 0.6 1.0 01 0.6 1.6 Note. aThe counties listed are all of the counties included in the Northeast Ohio Regional Library System (State Library of Ohio, n.d.). bSource: U.S. Census Bureau (2010). cCounties included in this study.

The counties in which at least 5% of the population are African American or

Latino, and were used in the study, are: Cuyahoga, Erie, Lorain, Mahoning, Portage,

Richland, Stark, Summit, and Trumbull. Within these counties are a variety of diverse and non-diverse communities.

The researcher created a list of all of the public libraries in each of the counties included in the study. There are a total of 47 public libraries in the nine counties. As explained below, the researcher encountered technical difficulties searching the OPACs

51 of some of the smaller libraries. Therefore, the researcher decided to limit the libraries included in the study to libraries that belong to either the SearchOhio library consortium or the CLEVNET library consortium. The researcher consulted the State Library of

Ohio’s directory of Ohio library consortia (State Library of Ohio, 2011), and added consortium affiliation to the spreadsheet with information about the libraries. Table 2 lists each county included in the study, all of the public libraries in each county, and the consortium affiliation of each library. Eleven libraries were not affiliated with

CLEVNET or SearchOhio, and were not included in the study. The libraries that were eliminated from the study include one library in Cuyahoga County, five libraries in

Lorain County, one library in Richland County, three libraries in Stark County, and one library in Summit County. The excluded libraries are noted on Table 2.

Table 2

Libraries by County

CLEVNET or County Library SearchOhioa Cuyahoga Cleveland Heights-University Heights Public Library CLEVNET Cleveland Public Library CLEVNET Cuyahoga County Public Library SearchOhio East Cleveland Public Library CLEVNET Euclid Public Library CLEVNET Lakewood Public Libraryb Rocky River Public Library SearchOhio Shaker Heights Public Library CLEVNET Westlake Porter Public Library SearchOhio Erie Huron Public Library CLEVNET Milan-Berlin Township Public Library CLEVNET Ritter Public Library CLEVNET Sandusky Library CLEVNET Lorain Amherst Public Libraryb Avon Lake Public Libraryb Elyria Public Library CLEVNET Grafton/Midview Public Libraryb Herrick Memorial Public Libraryb Lorain Public Library CLEVNET Oberlin Public Libraryb Mahoning Public Library of Youngstown and Mahoning County SearchOhio Portage Kent Free Library SearchOhio Portage County District Library SearchOhio Reed Memorial Library SearchOhio Richland Mansfield/Richland County Public Library SearchOhio Marvin Memorial Libraryb Stark Canal Fulton Public Libraryb Louisville Public Library SearchOhio Massillon Public Library SearchOhio Minerva Public Libraryb North Canton Public Libraryb Rodman Public Library SearchOhio Stark County District Library SearchOhio Summit Akron-Summit County Public Library SearchOhio Barberton Public Library CLEVNET Cuyahoga Falls Library SearchOhio Hudson Library and Historical Society CLEVNET Peninsula Library and Historical Society CLEVNET Stow-Munroe Public Libraryb Twinsburg Public Library CLEVNET Trumbull Bristol Public Library CLEVNET Girard Free Library CLEVNET Hubbard Public Library CLEVNET Kinsman Free Library CLEVNET McKinley Memorial Library CLEVNET Newton Falls Public Library CLEVNET Warren-Trumbull County Public Library SearchOhio Note. aFrom State Library of Ohio (2011). bLibrary not included in study.

The 36 remaining library systems were used in the study and are listed in Table

37 in Appendix B. The libraries used in the study have a combined total of 172 outlets.

Seventeen of the libraries have only one outlet. Nineteen libraries have one or more branches in addition to the central library. Eight libraries have at least one bookmobile.

The State Library of Ohio maintains a publicly available database with information on all of the public library systems in the State of Ohio (State Library of

Ohio, n.d.). The researcher downloaded the data in spreadsheet format from the State

Library of Ohio website to obtain information on libraries included in the study. The information collected for each library included the name of the library and the library’s street address, city, zip code, and website address. For comparison purposes, the researcher also recorded the population of the library legal service area, the juvenile circulation, print holdings, and print expenditures, and included this information in Table

37 in Appendix B.

The State Library of Ohio also makes publicly available on its website a spreadsheet containing information on all of the library branches in the state of Ohio

(State Library of Ohio, 2012). The researcher downloaded the spreadsheet of library branches and gathered the following information for each branch of the libraries included in the study: the name of the library; the name of the branch; and the street address, city, and zip code for the branch. The researcher then combined the information on the library systems and the information on the library branches into one spreadsheet and sorted by library name. The researcher verified the accuracy of the information downloaded from the State Library of Ohio by checking it against information on each library’s website.

Any necessary corrections, such as address changes or new, closed, or combined branches, were made on the spreadsheet.

The researcher then created two spreadsheets from the verified information: one spreadsheet contained information on every library system included in the study. The other spreadsheet contained information on every library outlet included in the study.

The list of library outlets included single branch libraries as well as all branches and mobile service outlets that were listed on the library websites and included in the library system’s Online Public Access Catalog (OPAC). The researcher also looked up 2010

United States Census data for the ethnic and racial composition of the zip code for each library outlet.

Check the Availability of Books in Libraries

After creating the list of books and the list of libraries and library outlets to use in the study, the researcher checked each library's Online Public Access Catalog (OPAC) for the availability of each of the 449 books that were used in the study. The following information was recorded: whether or not the book was in the library system's OPAC, available for patrons to use. Books that were lost or missing were noted but not counted, as they were not available for patrons to use. Books that were in storage were counted since they were available for patrons to request. A book was counted as present in a library’s system if it was available in any book format or edition: hardcover, paperback, audiobook, e-book, e-audiobook, large print, braille, or foreign language. The availability of each book was noted for each library system and for each outlet in the library system.

The researcher created a separate Microsoft Excel workbook for the purpose of collecting data for this study. First, the researcher created a master spreadsheet with one column in which the researcher entered a row for each of the 449 distinct book titles included in the study. The researcher added a column to record whether or not the title was owned by the library system; a column to record how many outlets in the library system owned the title; and columns to record if the library owned the book in audio, digital, large print, braille, or foreign language formats or editions.

The researcher then copied the master spreadsheet and pasted the information into a new spreadsheet in the Excel workbook for each library system included in the study.

A column was created in each spreadsheet for each library outlet in that particular library system.

After a separate spreadsheet for each library system was created in the workbook, the researcher began to collect data, looking up each title in the library Online Public

Access Catalog (OPAC). If a library user goes to the website of any of the CLEVNET libraries and searches the catalog for a book title, holdings for all of the CLEVNET libraries will appear in the results, making it easy for a patron to request a title from another CLEVNET library. For the 21 libraries in the CLEVNET system, the researcher used the OPAC at www.clevnet.org, recording the holdings for each library system and its outlets in the appropriate spreadsheet for that particular library system. Library patrons who search for a title at the website of a SearchOhio library will get results for only that particular library’s holdings. Library patrons can optionally click a button to

56 get results for other SearchOhio libraries and request a title from another SearchOhio library.

The researcher began collecting data by searching for the titles of each of the 449 books in the OPACs of some of the largest libraries in the SearchOhio consortium on their individual websites. The researcher searched the individual OPACs for the Akron,

Cuyahoga County, Youngstown, and Warren libraries, and successfully collected data this way. However, when the researcher began to search the individual OPACs of the smaller libraries, she encountered technical difficulties trying to search for a large amount of books at once. The catalogs at some of the smaller libraries repeatedly shut down while the researcher was trying to search for the books in the study, so the researcher used the SearchOhio OPAC at http://ohpir.westervillelibrary.org to search for holdings for the remaining libraries in the SearchOhio network.

The researcher copied the master list of 449 book titles into a new spreadsheet and created a column for the total holdings for all 36 library systems in the study, and a column for the total holdings for all 172 library outlets in the study. Total library system and library outlet holdings for each title are included in the tables in Appendix A.

The researcher then analyzed the data using frequency statistics. The researcher sorted the lists of holdings by library systems and by library outlets from the most holdings of books in the study to the fewest and created charts and a frequency table.

The researcher did this for the entire set of 449 books in the study, and for each award in the study. The results are explained in Chapter 4.

Summary

This chapter described the process the researcher used to answer the research questions. The researcher analyzed the youth literature collections of selected public libraries in Northeast Ohio, and described the presence or absence of children’s and young adult literature that won ethnic-specific awards in public libraries in selected counties in Northeast Ohio.

CHAPTER IV

ANALYSIS OF THE FINDINGS

The purpose of this study was to analyze and describe the availability and accessibility of multicultural children’s and young adult literature in public libraries in

Northeast Ohio, as represented by the presence or absence of books that won ethnic- specific youth literature awards in the holdings of selected public libraries. The researcher searched Online Public Access Catalogs (OPACs) for winners and honor books of seven ethnic-specific youth literature awards. This chapter will analyze and describe the findings of the study, beginning with a description of the library system and library outlet holdings of the award-winning multicultural books used in the study, followed by a description of the findings as related to the ethnic-specific awards and books used in the study.

Library Holdings

There were 449 distinct titles of award-winning multicultural books in this study, representing winner and honor books for the American Indian Youth Literature Award, the Américas Award for Children’s and Young Adult Literature, the Asian/Pacific

American Award for Literature, the Carter G. Woodson Book Award, the Coretta Scott

King Awards, the Pura Belpré Award, and the Tomás Rivera Mexican American

Children’s Book Award, from selected years, as described in Chapter 3, and as listed in the tables in Appendix A. Thirty-six library systems and 172 library outlets were included in this study, as described in Chapter 3 and in Table 37 in Appendix B. The researcher checked the library OPACs for the presence of the 449 award-winning 58 59 multicultural titles. The library system holdings for each of the awards in the study are listed in Table 38 in Appendix B.

Library Systems

The number of award-winning books included in the study that were held by a single library system in the study ranged from a high of 382 titles, or 85% of the 449 books in the study, to a low of 36 titles, which is 8% of the books, as shown on the chart in Figure 1. The average number of titles held by library systems was 173.61, or 39% of the books in the study. The five library systems with the most holdings of the books in this study were Cleveland Public Library, with 382 of the 449 titles; Akron-Summit

County Public Library, with 364 titles; Warren-Trumbull County Public Library, with

317 titles; Stark County District Library, with 300 titles; and Cleveland Heights-

University Heights Public Library, with 299 titles.

450

400

350

300

250

200

150

100

Holdings of Books in Study 50

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Library System

Figure 1. Library System Holdings of Books Included in Study

The frequency distribution of the number of books held by the library systems and library outlets in the study is displayed in Table 3, using class intervals of 25. Fourteen of the 36 library systems in the study, or 39% of the libraries, had 200 or more of the 449 titles in the study, while 22 library systems, or 61%, had fewer than 200 titles. Ten library systems had fewer than 100 of the books, and two library systems had fewer than

50 books. All 36 of the library systems in the study had more than 25 of the books in the study in their holdings.

Table 3

Frequency Distribution of Library System and Library Outlet Holdingsa

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 425-449 0 0 400-424 0 0 375-399 1 0 350-374 1 1 325-349 0 0 300-324 2 1 275-299 2 1 250-274 0 1 225-249 4 2 200-224 4 3 175-199 3 6 150-174 3 5 125-149 1 8 100-124 5 21 75-99 6 37 50-74 2 44 25-49 2 18 1-24 0 24 Note. aThere were a total of 449 books in this study.

Table 3 displays the frequency distribution of the library system and outlet holdings in terms of the number of books in the library collections. Table 4 displays the

61 same information in terms of the percentage of the 449 of books in the study, using class intervals of approximately ten percent. Three of the 36 library systems in the study had more than 70% of the 449 titles in the study, and ten library systems had more than 50% of the books. Twenty-six library systems had fewer than 50% of the books in the study;

15 library systems had fewer than 30% of the books, and seven library systems had fewer than 20% of the books in the study.

Table 4

Library System and Outlet Holdings as a Percentage of All Books in Studya

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 2 1 70.00% - 79.00% 1 1 60.00% - 69.99% 3 1 50.00% - 59.00% 4 3 40.00% - 49.99% 6 6 30.00% - 39.99% 5 12 20.00% - 29.99% 8 41 10.00% - 19.99% 5 68 0.01% - 9.99% 2 39 0 0 0 Note. an = 449

Library Outlets

The number of titles in the study that were held by library outlets in the study ranged from a high of 363 titles, or 81% of the 449 books in the study, to a low of three books, which is 0.67% of the total number of titles, as shown on the chart in Figure 2.

The average number of books in the study that were held by a library outlet in the study was 85.4 titles, or 19% of the 449 titles in the study. The ten library outlets with the most

62 holdings of the books in this study were Cleveland Main Library, with 363 titles; Akron

Main Library, with 322 titles; Warren Main Library, with 287 titles; Cleveland Heights-

University Heights Lee Road Library, with 268 titles; Mansfield Main Library, with 231 titles; Rodman Main Library, with 230 titles; Kent Free Library, with 223 titles; Shaker

Heights Main Library, with 223 titles; Euclid Public Library, with 207 titles; and Reed

Memorial Library, with 187 titles.

As can be seen in Figure 2 and in Table 3, nine outlets, or 5% of the 172 outlets in the study, had more than 200 of the 449 titles in the study in their collection, while 164 library outlets, or 95% of the outlets, had fewer than 200 of the titles. One hundred twenty-three outlets had fewer than 100 of the books, 42 outlets had fewer than 50 of the books, and 24 outlets had fewer than 25 of the 449 books.

450

400

350

300

250

200

150

100 Holdings of Books in Study in Books of Holdings 50

1 6

11 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96

101 106 111 116 121 126 131 136 141 146 151 156 161 166 171 Library Outlet

Figure 2. Library Outlet Holdings of Books Included in Study

Table 4 shows the frequency distribution of library outlet holdings in terms of percentages. Two library outlets had more than 70% of the books in the study, and six

63 library outlets had more than 50% of the books in the study. Conversely, 166 of the library outlets had fewer than 50% of the books in the study, 148 outlets had fewer than

30% of the books, and 107 outlets had fewer than 20% of the books in the study.

Multiple-Outlet Library Systems

Library systems in the study that have multiple outlets varied in the number of holdings at each individual outlet. The five library systems that have the most outlets, in order from most to fewest outlets, are Cleveland Public Library, Cuyahoga County Public

Library, Akron-Summit County Public Library, Public Library of Youngstown and

Mahoning County, and Stark County District Library.

The Cleveland Public Library has a central library, 27 branches, and a bookmobile. The library system has 382 of the 449 books in the study. Holdings of the books in the study at individual outlets in the system range from a high of 363 titles to a low of 35, as detailed in Table 39 in Appendix B.

The Cuyahoga County Public Library has 27 branches. The library system has

291 of the 449 books in the study. Holdings of the books in the study at individual outlets in the system range from a high of 119 titles to a low of 4, as detailed in Table 40 in Appendix B.

The Akron-Summit County Public Library has a central library, 17 branches, and three bookmobiles. The library system has 364 of the 449 books in the study. Holdings of the books at individual outlets in the system range from a high of 322 titles to a low of

35, as detailed in Table 41 in Appendix B.

The Public Library of Youngstown and Mahoning County has a central library and 14 branches. The library system has 236 of the 449 books in the study. Holdings of the books at individual outlets in the system range from a high of 185 titles to a low of 9, as detailed in Table 42 in Appendix B.

The Stark County District Library has a central library, nine branches, and five bookmobiles. The library system has 300 of the 449 books in the study. Holdings of the books in the study at individual outlets in the system range of a high of 178 titles to a low of 25, as detailed in Table 43 in Appendix B.

Demographic Information

The researcher gathered demographic information from the 2010 United States

Census for the zip code of each outlet in the study with the intention of relating information about each outlet’s holdings of the multicultural books in the study to demographic information about the community with the same zip code as the outlet.

While gathering the information, the researcher realized that connecting information about holdings at library outlets in this study to demographic information about the zip code of the outlets would be inaccurate and misleading for a number of reasons.

Some of the outlets with the most holdings of the titles used in this study are the main branch of multiple-outlet library systems, and provide services to a population beyond the zip code of that particular outlet. Some outlets, particularly main branch outlets in larger cities, may have a business zip code that is specific to the library and not connected to any residents. Additionally, some main branch outlets may be in a downtown area where there are few residents who share the zip code of the outlet, and

65 the residents who live downtown and share the zip code of the outlet may not be representative of the community served by the outlet.

The researcher found that 23 zip codes of outlets in the study were shared by more than one outlet, and 55 outlets shared a zip code with at least one other outlet.

There were three zip codes that were shared by four outlets each, three zip codes that were shared by three outlets each, and 17 zip codes that were shared by two outlets each.

In the case of one zip code that was shared by four outlets, three of the outlets were in one library system, and the other outlet with the same zip code was in a different library system. In three separate instances, two library outlets in different library systems shared zip codes. In two of those instances, the two same-zip code libraries were in different counties.

Although the researcher decided not to connect demographic information to library holdings, the demographic information that she collected can be a useful way to describe the wide variety of communities included in the study since the researcher included in the study only counties in Northeast Ohio that had at least five percent

African American or Latino population at the county level. Within those counties are a wide variety of diverse and non-diverse communities, as can be seen in Table 44 in

Appendix C.

The researcher copied the demographic information about the 172 outlets into a new spreadsheet and sorted the data by zip code, then removed the duplicate zip codes.

The zip code for the Greenford Branch Library in the Youngstown-Mahoning County library system was also removed because demographic information is not available from

66 the United States Census for that zip code. The researcher removed the zip codes of the main branch outlets for Akron Public Library, Cleveland Public Library, Stark County

District Library (Canton), and the Public Library of Youngstown and Mahoning County

(Youngstown) because the demographic information for the zip codes associated with those outlets appeared to have some of the problematic situations mentioned above. The demographic information on the remaining zip codes is listed in Table 44 in Appendix C.

Since the researcher removed the zip codes for the Akron, Canton, Cleveland, and

Youngstown main library outlets, she looked up city-level United States Census data for those cities. That information is in Table 5.

Table 5

Demographic Information for Selected Citiesa

City Total Race alone or in combination with one or more other races Population White Black or American Asian Native Some Hispanic African Indian or Hawaiian other of any American Alaska or Other race race Native Pacific Islander Akron 199,110 64.9 33.8 1.0 2.6 0.1 1.1 2.1 Canton 73,007 73.5 27.9 1.7 0.6 0.1 1.4 2.6 Cleveland 396,815 39.3 55.2 1.0 2.2 0.1 5.1 10.0 Youngstown 66,982 49.9 47.9 1.3 0.7 0.1 4.1 9.3 Note. aData from 2010 U. S. Census

The information in Table 5 and in Table 44 in Appendix C shows that libraries included in the study represent a wide range of diverse and non-diverse communities in

Northeast Ohio.

Awards and Books

Only two of the 449 books in the study were in the collections of all 36 library systems. Those books are Bud, Not Buddy, the 2000 Coretta Scott King Author Award winner, and The Watsons Go to Birmingham—1963, a 1996 Coretta Scott King Author

Award honor, both by Christopher Paul Curtis. Three books are owned by 34 of the 36 library systems: Elijah of Buxton, the 2008 Coretta Scott King Author Award winner by

Christopher Paul Curtis; Martin’s Big Words, a 2002 Coretta Scott King Illustrator

Award honor book written by Doreen Rappaport and illustrated by Bryan Collier; and

The Absolutely True Diary of a Part-Time Indian, the 2008 American Youth Literature

Award Winner by Sherman Alexie.

Eighteen of the 449 books in the study are in the collections of 100 or more of the library outlets in the study. Those 18 books are listed in Table 6.

Table 6

Books in the Collections of 100 or More Outlets

Title Author; Illustrator Awarda Systems Outlets Bud, Not Buddy Christopher Paul CSK Author Winner, 36 147 Curtis 2000 The Watsons Go to Christopher Paul CSK Author Honor, 1996 36 142 Birmingham—1963 Curtis Martin’s Big Words Doreen Rappaport; CSK Illustrator Honor, 34 128 Bryan Collier 2002 Elijah of Buxton Christopher Paul CSK Author Winner, 34 123 Curtis 2008 P. S. Be Eleven Rita Williams- CSK Author Winner, 26 116 Garcia 2014 The First Part Last Angela Johnson CSK Author Winner, 33 113 2004 Rosa Nikki Giovanni; CSK Illustrator Winner, 33 113 Bryan Collier 2006 Moses: When Harriet Tubman Carole Boston CSK Illustrator Winner, 33 111 Led Her People to Freedom Weatherford; 2007 Kadir Nelson Kira-Kira Cynthia Kadohata APAAL Winner, 2006 33 111 Tears of a Tiger Sharon Draper CSK John Steptoe New 30 109 Talent Author, 1995 Copper Sun Sharon Draper CSK Author Winner, 31 108 2007 Monster Walter Dean Myers CSK Author Honor, 2000 32 108 One Crazy Summer Rita Williams- CSK Author Winner, 30 108 Garcia 2011 Darius & Twig Walter Dean Myers CSK Author Honor, 2014 24 107 Heart and Soul: The Story of Kadir Nelson; CSK Author Winner, 30 107 America and African Americans Kadir Nelson 2012; CSK Illustrator Honor, 2012 A Single Shard Linda Sue Park APAAL Youth Literature 32 107 Honor, 2003 We Are the Ship: The Story of Kadir Nelson; CSK Author Winner 29 105 Negro League Baseball Kadir Nelson 2009; CSK Illustrator Honor, 2009 The Absolutely True Story of a Sherman Alexie AIYLA, Young Adult 34 104 Part-Time Indian Winner, 2008 Note. aCSK = Coretta Scott King Book Award; AAPAL = Asian/Pacific American Award for Literature; AIYLA = American Indian Youth Literature Award.

Fifteen books were not in the holdings of any library system or library outlet in the study. The 15 books are listed in Table 7, along with consortia availability of the books, which will be explained below. The 15 books include one Pura Belpré Award

69 book, two Asian/Pacific American Award for Literature books; six American Indian

Youth Literature Award books, and five Carter G. Woodson Book Award books.

Table 7

Books Not Held by Any Library System in the Study

Consortiaa Title Author; Illustrator Awardb CLEVNET SearchOhio OhioLINK Spirits of the High Mesa Floyd Martínez Belpré Author No Yes Yes Award Honor, 1998 A Boy of Heart Mountain Barbara Bazaldua; APAAL, Young No No Yes Willie Ito Adult Literature Honor, 2011 Bread Song Frederick Lipp; APAAL, Picture No No Yes Jason Gaillard Books Honor, 2006 Awesilnyensag: Anton Treuer AIYLA, Middle No No No Dibaajimowinan Ji- Grades Honor, Gikinoo’amaageng 2012 Between the Deep Blue Lurline Wailana AIYLA, Young Adult No No Yes Sea and Me McGregor Winner, 2010 I See Me Margaret Manuel AIYLA, Picture No No No Book Honor, 2012 Kohala Kuamo’o = Kekauleleana’ole AIYLA, Picture No No No Nae’ole’s Race to Save a Kawai’ae’a; Aaron Book Honor, 2012 King Kawai’ae’a Meet Christopher: An Genevieve AIYLA, Middle No No Yes Osage Indian Boy from Simermeyer Grades Winner, Oklahoma 2010 Mohala Mai ‘O Hau = Robert Lono AIYLA, Picture No No No How Hau Became Ikuwā; Matthew Book Honor, 2012 Hau’ula Kāwika Ortiz Tonight, By Sea Frances Temple Américas Award, No Yes Yes Winner, 1995 With One Sky Above Us: Nancy Plain C.G. Woodson No No No The Story of Chief Joseph Award, Middle and the Nez Perce Indians Level Honor, 2010 No Easy Answers: Bayard Calvin Craig Miller C.G. Woodson No Yes Yes Rustin and the Civil Award, Secondary Rights Movement Level Winner, 2006 Prince Estabrook: Slave Alice Hinkle C.G. Woodson No No Yes and Soldier Award, Middle Level Winner, 2002 Multiethnic Teens and Bárbara Cruz C.G. Woodson No Yes Yes Cultural Identity: A Hot Award, Secondary Issue Level Winner, 2002 Edmonia Lewis: Wildfire Rinna Evelyn Wolfe C.G. Woodson No No Yes in Marble Award, Secondary Level Winner, 1999 Note. aThis section of the table indicates whether or not each book is available through library consortia. bBelpré = Pura Belpré Award; APAAL = Asian/Pacific American Award for Literature; AIYLA = American Indian Youth Literature Award; C.G. Woodson = Carter G. Woodson Book Award

Eleven of the books in the study were held by only one library outlet. The books held by only one outlet include four American Indian Youth Literature Award books; three Américas Award books; and four Carter G. Woodson Award books, as listed in

Table 8.

Table 8

Books Held by Only One Outlet

Title Author; Illustrator Awarda Free Throw Jacqueline Guest AIYLA, Middle School Winner, 2012 Jordin Tootoo: The Highs and Lows Melanie Florence AIYLA, Middle School Honor, 2012 in the Journey of the First Inuit to Play in the NHL Native Defenders of the Vincent Schilling AIYLA Middle School Honor, 2012 Environment Triple Threat Jacqueline Guest AIYLA Middle School Winner, 2012 The Best Gift of All: The Legend of Julia Alvarez Américas Award Honorable La Vieja Belén Mention, 2009 The Face at the Window Regina Hanson Américas Award Winner, 1997 So Loud a Silence Lyll Becerra de Jenkins Américas Award Honorable Mention, 1996 Ang Lee Clifford Mills C.G. Woodson Secondary Level Honor, 2010 Booker T. Washington and John Wukovits C.G. Woodson Middle Level Honor, Education 2009 César Chavez: A Voice for Bárbara Cruz C.G. Woodson Middle Level Winner, Farmworkers 2006 César Chavez: The Struggle for Richard Griswold del Castillo C.G. Woodson Elementary Level Justice Winner, 2003 Note. aAIYLA = American Indian Youth Literature Award; C.G. Woodson = Carter G. Woodson Book Award

Coretta Scott King Book Awards

There were 139 Coretta Scott King Award winner or honor books included in the study. All of the library systems and library outlets in the study had at least one of the

Coretta Scott King Award winner or honor books in their holdings. The number of

Coretta Scott King Award books included in the study in a single library system ranged

71 from a high of 138 of the 139 titles, or 99.28%, to a low of 20, or 14.39% of the books.

The average number of Coretta Scott King Award holdings in the library systems in the study was 79.61 titles, or 57.27% of the 139 Coretta Scott King Award titles. The four library systems with the most Coretta Scott King titles were Akron-Summit County

Public Library, with 138 titles; Cleveland Public Library, with 137 titles; Warren-

Trumbull County Public Library, with 123 titles; and Cleveland Heights-University

Heights Public Library, with 122 titles. Shaker Heights Public Library and Stark County

District Library tied for fifth place, with 120 titles each.

The number of Coretta Scott King Award titles held by individual library outlets in the study ranged from a high of 136, or 97.84% of the 139 Coretta Scott King Award books, to a low of one book, which is 0.72%. The average number of Coretta Scott King

Award titles at library outlets in the study is 44.93 books, or 32.32%. The library outlet holdings for the Coretta Scott King Awards are displayed in Figure 3, and the frequency distribution of the percentage of Coretta Scott King Award holdings by the library systems and library outlets in the study is displayed in Table 9.

As shown in Table 9, ten of the 172 library outlets in the study had 70% or more of the 139 Coretta Scott King Award titles in the study, and 29 outlets had 50% or more of the Coretta Scott King Award books. Conversely, 143 of the outlets had fewer than

50%, 82 outlets had fewer than 30%, and 46 outlets had fewer than 20% of the Coretta

Scott King Award titles that were used in the study.

140

120

100

40 Coretta Scott King Award Books Award King Scott Coretta

1 6

11 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96

101 106 111 116 121 126 131 136 141 146 151 156 161 166 171 Library Outlet

Figure 3. Library Outlet Holdings of Coretta Scott King Award books

Table 9

Percentage of Holdings of Coretta Scott King Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 2 1 80.00% - 89.99% 5 2 70.00% - 79.00% 8 7 60.00% - 69.99% 3 8 50.00% - 59.00% 2 11 40.00% - 49.99% 6 25 30.00% - 39.99% 2 36 20.00% - 29.99% 6 36 10.00% - 19.99% 2 25 0.01% - 9.99% 0 21 0 0 0 Note. There were 139 Coretta Scott King Award books in the study.

Table 10 displays the ten outlets that had the most Coretta Scott King Award books in their holdings. The information is listed in number of books and in percentage of the 139 Coretta Scott King Award books in the study.

Table 10

Ten Outlets with the Most Coretta Scott King Award Books

Number of CSK Books Outlet Name (n = 139)a Percentb Cleveland Main Library 136 97.84% Akron Main Library 121 87.05% Shaker Heights Main Library 113 81.29% Akron Odom Boulevard Branch Library 109 78.42% Kent Free Library 109 78.42% Cleveland Heights-University Heights Lee Road Library 107 76.98% Warren Main Library 107 76.98% Euclid Public Library 105 75.54% East Cleveland Public Library 102 73.38% Rodman Public Library Main 100 71.94% Note. aNumber of library outlet holdings of Coretta Scott King Award books in study. bPercent of total Coretta Scott King titles in study.

Table 11 displays the Coretta Scott King Award titles that were in the collections of the most library outlets in the study.

Table 11

Top Ten Coretta Scott King Award Booksa

Library Library Systems Outlets Title Author; Illustrator Award (n =36) (n = 172) Bud, Not Buddy Christopher Paul CSK Author Winner, 36 147 Curtis 2000 The Watsons Go to Christopher Paul CSK Author Honor, 1996 36 142 Birmingham—1963 Curtis Martin’s Big Words Doreen Rappaport; CSK Illustrator Honor, 34 128 Bryan Collier 2002 Elijah of Buxton Christopher Paul CSK Author Winner, 34 123 Curtis 2008 P. S. Be Eleven Rita Williams- CSK Author Winner, 26 116 Garcia 2014 The First Part Last Angela Johnson CSK Author Winner, 33 113 2004 Rosa Nikki Giovanni; CSK Illustrator Winner, 33 113 Bryan Collier 2006 Moses: When Harriet Tubman Carole Boston CSK Illustrator Winner, 33 111 Led Her People to Freedom Weatherford; Kadir 2007 Nelson Tears of a Tiger Sharon Draper John Steptoe New Talent 30 109 Author Award, 1995 Monster Walter Dean Myers CSK Author Honor, 2000 32 108 Copper Sun Sharon Draper CSK Author Winner, 31 108 2007 One Crazy Summer Rita Williams- CSK Author Winner, 30 108 Garcia 2011 Note. aThree books tied for the number 10 spot; all three titles are listed.

Pura Belpré Award

There were 80 Pura Belpré Award winner or honor books included in the study.

All 36 of the library systems in the study had at least one Pura Belpré Award winner or honor book. The number of Pura Belpré Award books included in the study in a single library system ranged from a high of 74 of the 80 titles, or 92.50%, to a low of three books, or 3.75%. The average number of Pura Belpré Award holdings in the library systems in the study was 29.67 titles, or 37.08% of the 80 Pura Belpré Award titles. The five library systems with the most Pura Belpré Award titles were Cleveland Public

Library, with 74 titles; Akron-Summit County Public Library, with 71 titles; Warren-

Trumbull County Public Library, with 63 titles; Cuyahoga County Public Library, with

61 titles; and Stark County District Library, with 60 titles.

The number of Pura Belpré Award titles held by individual library outlets in the study ranged from a high of 69, or 86.25% of the 80 Pura Belpré Award books, to a low of zero books. Nine library outlets did not have any Pura Belpré Award books. The average number of Pura Belpré Award titles at library outlets in the study is 13.85 books, or 17.31%.

The library outlet holdings for the Pura Belpré Award are displayed in Figure 4, and the frequency distribution of the percentage of Pura Belpré Award holdings by the library systems and library outlets in the study is displayed in Table 12.

As shown in Table 12, three of the 172 library outlets in the study had 70% or more of the 80 Pura Belpré Award titles in the study, and nine outlets had 50% or more of the Pura Belpré books. Conversely, 163 of the outlets had fewer than 50%, 149 outlets had fewer than 30%, and 107 outlets had fewer than 20% of the Pura Belpré Award titles that were used in the study.

30 Pura Belpré Award Books Award Belpré Pura 20

1 6

11 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96

101 106 111 116 121 126 131 136 141 146 151 156 161 166 171 Library Outlet

Figure 4. Library Outlet Holdings of Pura Belpré Award Books

Table 12

Percentage of Holdings of Pura Belpré Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 1 0 80.00% - 89.99% 1 2 70.00% - 79.00% 4 1 60.00% - 69.99% 2 1 50.00% - 59.00% 4 5 40.00% - 49.99% 3 4 30.00% - 39.99% 4 10 20.00% - 29.99% 6 42 10.00% - 19.99% 6 47 0.01% - 9.99% 5 51 0 0 9 Note. There were 80 Pura Belpré Award books in the study.

Table 13 displays the ten outlets that had the most Pura Belpré Award books in their holdings. The information is listed in number of books and in percentage of the 80

Pura Belpré Award books in the study.

Table 13

Ten Outlets with the Most Pura Belpré Award Books

Number of Belpré Books Outlet Name (n = 80)a Percentb Cleveland Main Library 69 86.25% Akron Main Library 67 83.75% Warren Main Library 60 75.00% Mansfield Main Library 48 60.00% Cleveland Heights-University Heights Lee Road Library 47 58.75% Lorain South Branch Library 47 58.75% Reed Memorial Library 43 53.75% Rodman Public Library Main 40 50.00% Stark County Main Library 40 50.00% Shaker Heights Main Library 39 48.75% Note. aNumber of library outlet holdings of Pura Belpré Award books in study. bPercent of total Pura Belpré titles in study.

Table 14 displays the Pura Belpré Award titles that were in the collections of the most library outlets in the study.

Table 14

Top Ten Pura Belpré Award Books

Library Library Systems Outlets Title Author; Illustrator Award (n =36) (n = 172) Esperanza Rising Pam Muñoz Ryan Belpré Author Winner, 33 99 2002; Américas Honor, 2000 Aristotle and Dante Discover Benjamin Alire Belpré Author Winner, 28 84 the Secrets of the Universe Sáenz 2013 The Living Matt de la Peña Belpré Author Honor, 22 71 2014 The Cazuela that the Farm Samantha Vamos; Belpré Illustrator Honor, 19 66 Maiden Stirred Rafael López 2012 Niño Wrestles the World Yuyi Morales; Yuyi Belpré Illustrator 15 64 Morales Winner, 2014 The Dreamer Pam Muñoz Ryan; Belpré Author Winner, 26 63 Peter Sís 2011; Américas Winner, 2011 Just a Minute: A Trickster Tale Yuyi Morales; Yuyi Belpré Illustrator 21 60 and Counting Book Morales Winner, 2004; Américas Winner, 2003; Tomás Rivera Winner, 2004 Martina, the Beautiful Carmen Agra Belpré Author Honor, 19 58 Cockroach: A Cuban Folktale Deedy; Michael 2008 Austin Yaqui Delgado Wants to Kick Meg Medina Belpré Author Winner, 21 58 Your Ass 2014 Gracias Pat Mora; John Belpré Illustrator Honor, 16 51 Parra 2010

Asian/Pacific American Award for Literature

There were 54 winner and honor books for the Asian/Pacific American Award for

Literature included in the study. All 36 of the library systems in the study had at least one of the Asian/Pacific American Award winner or honor books. The number of

Asian/Pacific American Award books included in the study in a single library system ranged from a high of 45 of the 54 titles, or 83.33%, to a low of four books, or 7.41%.

The average number of Asian/Pacific American Award holdings in the library systems in the study was 19.06 titles, or 35.29% of the 54 Asian/Pacific American Award titles. The

79 four library systems with the most Asian/Pacific American Award titles were Cleveland

Public Library, with 45 titles; Akron-Summit County Public Library, with 42 titles;

Cuyahoga County Public Library, with 40 titles; and Warren-Trumbull County Public

Library, with 37 titles. The Cleveland Heights-University Heights Public Library and the

Stark County District Library tied for fifth place with 35 titles each.

The number of Asian/Pacific American Award titles held by individual library outlets in the study ranged from a high of 39, or 72.22% of the 54 Asian/Pacific

American Award books, to a low of zero books. Twelve library outlets did not have any of the Asian/Pacific American Award books in the study. The average number of

Asian/Pacific American Award titles at library outlets in the study is 8.1 books, or 15%.

The library outlet holdings for the Asian/Pacific American Award are displayed in

Figure 5, and the frequency distribution of the percentage of Asian/Pacific American

Award holdings by the library systems and library outlets in the study is displayed in

Table 15.

As shown in Table 15, one of the 172 library outlets in the study had 70% or more of the 54 Asian/Pacific American Award titles in the study, and four outlets had 50% or more of the Asian/Pacific American Award books. Conversely, 168 of the outlets had fewer than 50%, 157 outlets had fewer than 30%, and 124 outlets had fewer than 20% of the Asian/Pacific American Award titles that were used in the study.

20 AAPAL AAPAL Award Books

1 6

11 16 21 26 31 36 41 46 51 56 61 66 71 76 81 86 91 96

101 106 111 116 121 126 131 136 141 146 151 156 161 166 171 Library Outlet

Figure 5. Library Outlet Holdings of Asian/Pacific American Award for Literature Books

Table 15

Percentage of Holdings of Asian/Pacific American Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 1 0 70.00% - 79.00% 2 1 60.00% - 69.99% 3 3 50.00% - 59.00% 1 0 40.00% - 49.99% 7 6 30.00% - 39.99% 3 5 20.00% - 29.99% 13 33 10.00% - 19.99% 3 46 0.01% - 9.99% 3 66 0 0 12 Note. There were 54 Asian/Pacific American Award books in the study.

Table 16 displays the ten outlets that had the most Asian/Pacific American Award books in their holdings. The information is listed in number of books and in percentage of the 54 Asian/Pacific American Award books in the study.

Table 16

Ten Outlets with the Most Asian/Pacific American Award Books

Number of APAAL Books Outlet Name (n = 54)a Percentb Cleveland Main Library 39 72.22% Akron Main Library 35 64.81% Warren Main Library 35 64.81% Cleveland Heights-University Heights Lee Road Library 34 62.96% Rocky River Public Library 25 46.30% Rodman Public Library Main 25 46.30% Hudson Library and Historical Society 24 44.44% Mansfield Main Library 24 44.44% Kent Free Library 23 42.59% Cuyahoga Falls Library 22 40.74% Note. aNumber of library outlet holdings of Asian/Pacific American Award for Literature (APAAL) books in study. bPercent of total APAAL titles in study.

Table 17 displays the Asian/Pacific American Award titles that were in the collections of the most library outlets in the study.

Table 17

Top Ten Asian/Pacific American Award Books

Library Library Systems Outlets Title Author; Illustrator (n =36) (n = 172) Kira-Kira Cynthia Kadohata APAAL Youth Literature 33 111 Winner, 2006 A Single Shard Linda Sue Park APAAL Youth Literature 32 107 Honor, 2003 Wabi Sabi Mark Reibstein; APAAL Picture Books 27 71 Ed Young Winner, 2009 Apple Pie 4th of July Janet Wong; APAAL Picture Books 25 70 Margaret Chodos- Winner, 2003 Irvine The Thing About Luck Cynthia Kadohata; APAAL Children’s 28 67 Julia Kuo Literature Winner, 2014 The House Baba Built: An Ed Young; APAAL Picture Books 22 65 Artist’s Childhood in China Ed Young Winner, 2012 Heart of a Samurai: Based on Margi Preus APAAL Children’s 22 53 the True Story of Nakahama Literature Winner, 2011 Manjiro A Step from Heaven An Na APAAL Youth Literature 24 50 Winner, 2003 The Great Wall of Lucy Wu Wendy Wan-Long APAAL Children’s 16 49 Shang Literature Winner, 2012 Year of the Dog Grace Lin APAAL Youth Literature 24 46 Honor, 2007

American Indian Youth Literature Award

There were 25 American Indian Youth Literature Award winner or honor books included in the study. Thirty-five of the 36 library systems in the study had at least one

American Indian Youth Literature Award winner or honor book. The number of

American Indian Youth Literature Award books included in the study in a single library system ranged from a high of 12 of the 25 titles, or 48%, to a low of zero books. The average number of American Indian Youth Literature Award holdings in the library systems in the study was 4.83 titles, or 19.33% of the 25 American Indian Youth

Literature Award titles. The five library systems with the most American Indian Youth

Literature Award titles were Warren-Trumbull County Public Library, with 12 titles;

Akron-Summit County Public Library, Cuyahoga County Public Library, and Stark

County District Library, all with 11 titles; and Cleveland Public Library, with 10 titles.

The number of American Indian Youth Literature Award titles held by individual library outlets in the study ranged from a high of 12, or 48% of the 25 American Indian

Youth Literature Award books, to a low of zero books. Thirty-seven library outlets did not have any American Indian Youth Literature Award books. The average number of

American Indian Youth Literature Award titles at library outlets in the study is 2.1 books, or 8.40%.

The library outlet holdings for the American Indian Youth Literature Award are displayed in Figure 6, and the frequency distribution of the percentage of American

Indian Youth Literature Award holdings by the library systems and library outlets in the study is displayed in Table 18.

As shown in Table 18, none of the 172 library outlets in the study had 50% or more of the 25 American Indian Youth Literature Award titles in the study. Conversely, all 172 of the outlets had fewer than 50%, 167 outlets had fewer than 30%, and 148 outlets had fewer than 20% of the American Indian Youth Literature Award titles that were used in the study.

10 AIYLA AIYLA Books

1 7

91 13 19 25 31 37 43 49 55 61 67 73 79 85 97

157 103 109 115 121 127 133 139 145 151 163 169 Library Outlet

Figure 6. Library Outlet Holdings of American Indian Youth Literature Award Books

Table 18

Percentage of Holdings of American Indian Youth Literature Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 0 0 70.00% - 79.00% 0 0 60.00% - 69.99% 0 0 50.00% - 59.00% 0 0 40.00% - 49.99% 5 2 30.00% - 39.99% 3 3 20.00% - 29.99% 8 19 10.00% - 19.99% 6 22 0.01% - 9.99% 13 89 0 1 37 Note. There were 25 American Indian Youth Literature Award books in the study.

Table 19 displays the nine outlets that had the most American Indian Youth

Literature Award books in their holdings. The information is listed in number of books and in percentage of the 25 American Indian Youth Literature Award books in the study.

Table 19

Nine Outlets with the Most American Indian Youth Literature Award Booksa

Number of AIYLA Books Outlet Name (n = 25)b Percentc Warren Main Library 12 48.00% Akron Main Library 10 40.00% Cleveland Main Library 8 32.00% Cuyahoga County Strongsville Branch Library 8 32.00% Elyria Central Library 8 32.00% Cuyahoga County Fairview Park Branch Library 7 28.00% Kent Free Library 7 28.00% Mansfield Main Library 7 28.00% Rodman Public Library Main 7 28.00% Note. aOnly nine outlets are included in this table because eight outlets tied for tenth place. bNumber of outlet holdings of American Indian Youth Literature Award (AIYLA) books in study. cPercent of total AIYLA titles in study.

Table 20 displays the American Indian Youth Literature Award titles that were in the collections of the most library outlets in the study.

Table 20

Top Ten American Indian Youth Literature Award Books

Library Library Systems Outlets Title Author; Illustrator Award (n =36) (n = 172) The Absolutely True Diary of a Sherman Alexie AIYLA Young Adult 34 104 Part-Time Indian Winner, 2008 The Birchbark House Louise Erdrich AIYLA Middle Grades 28 53 Winner, 2006 If I Ever Get Out of Here Eric Gansworth AIYLA Young Adult 19 35 Honor, 2014 Killer of Enemies Joseph Bruchac AIYLA Young Adult 11 34 Winner 2014 How I Became a Ghost: A Tim Tingle AIYLA Middle Grades 9 24 Choctaw Trail of Tears Story Winner, 2014 A Coyote Solstice Tale Thomas King; Gary AIYLA Picture Book 10 21 Clement Winner, 2010 Crossing Bok Chitto: A Choctaw Tim Tingle; Jeanne AIYA Picture Book 15 19 Tale of Friendship and Freedom Rorex Bridges Winner, 2008 The Christmas Coat: Memories Virginia Driving AIYA Picture Book 10 19 of My Sioux Childhood Hawk Sneve; Ellen Winner, 2012 Beier Hidden Roots Joseph Bruchac AIYA Young Adult 10 14 Winner, 2006 Counting Coup: Becoming a Joseph Medicine AIYA Middle Grades 9 13 Crow Chief on the Reservation Crow, with Herman Winner, 2008 and Beyond Viola

Américas Award

There were 64 Américas Award winner or honor books included in the study. All

36 library systems in the study had at least one Américas Award winner or honor book.

The number of Américas Award books included in the study in a single library system ranged from a high of 53 of the 64 titles, or 82.81%, to a low of one book. The average number of Américas Award holdings in the library systems in the study was 17.06 titles, or 26.65% of the 64 Américas Award titles. The five library systems with the most

Américas Award titles were Cleveland Public Library, with 53 titles; Akron-Summit

County Public Library, with 45 titles; Cleveland Heights-University Heights Public

Library and Stark County District Library, with 38 titles each; and Warren-Trumbull

County Public Library, with 33 titles.

The number of Américas Award titles held by individual library outlets in the study ranged from a high of 48, or 75% of the 64 Américas Award books, to a low of zero books. Sixteen library outlets did not have any Américas Award books. The average number of Américas Award titles at library outlets in the study is 6.65 books, or

10.39%.

The library outlet holdings for the Américas Award are displayed in Figure 7, and the frequency distribution of the percentage of Américas Award holdings by the library systems and library outlets in the study is displayed in Table 21.

As shown in Table 21, one of the 172 library outlets in the study had 70% or more of the 64 Américas Award titles in the study, and three outlets had 50% or more of the

Américas books. Conversely, 169 of the outlets had fewer than 50%, 162 outlets had fewer than 30%, and 148 outlets had fewer than 20% of the Pura Belpré Award titles that were used in the study. Sixteen outlets did not have any Américas Award books in their collection.

20 Américas Américas Award Holdings 10

1 7

37 13 19 25 31 43 49 55 61 67 73 79 85 91 97

163 169 103 109 115 121 127 133 139 145 151 157 Library Outlet

Figure 7. Library Outlet Holdings of Américas Award Books

Table 21

Percentage of Holdings of Américas Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 1 0 70.00% - 79.00% 1 1 60.00% - 69.99% 0 0 50.00% - 59.00% 4 2 40.00% - 49.99% 0 1 30.00% - 39.99% 8 6 20.00% - 29.99% 6 14 10.00% - 19.99% 8 39 0.01% - 9.99% 8 93 0 0 16 Note. There were 64 Américas Award books in the study.

Table 22 displays the ten outlets that had the most Américas Award books in their holdings. The information is listed in number of books and in percentage of the 64

Américas Award books in the study.

Table 22

Ten Outlets with the Most Américas Award Books

Number of Américas Books Outlet Name (n = 64)a Percentb Cleveland Main Library 48 75.00% Akron Main Library 38 59.38% Cleveland Heights-University Heights Lee Road Library 36 56.25% Warren Main Library 29 45.31% Rodman Public Library Main 24 37.50% Stark County Main Library 24 37.50% Kent Free Library 23 35.94% Reed Memorial Library 21 32.81% Cuyahoga Falls Library 20 31.25% Shaker Heights Main Library 20 31.25% Note. aNumber of library outlet holdings of Américas Award books in study. bPercent of total Américas titles in study.

Table 23

Top Ten Américas Award Books

Library Library Systems Outlets Title Author; Illustrator (n =36) (n = 172) Esperanza Rising Pam Muñoz Ryan Belpré Author Winner, 33 99 2002; Américas Honor, 2000 The Dreamer Pam Muñoz Ryan Belpré Author Winner, 26 63 2011; Américas Winner, 2011 Cendrillon: A Caribbean Robert San Souci; Américas Honor, 1998 26 60 Cinderella Brian Pinkney Just a Minute: A Trickster Tale Yuyi Morales; Yuyi Belpré Illustrator 21 60 and Counting Book Morales Winner, 2004; Américas Winner, 2003; Tomás Rivera Winner, 2004 Just in Case Yuyi Morales; Yuyi Belpré Author Honor, 16 48 Morales 2009; Belpre Illustrator Winner, 2009; Américas Winner, 2009 Harvesting Hope: The Story of Kathleen Krull; Belpré Illustrator Honor, 24 47 Cesar Chavez Yuyi Morales 2004; Américas Honor, 2003; C.G. Woodson Elementary Honor, 2004 Return to Sender Julia Alvarez Belpré Author Winner, 17 41 2010; Américas Winner, 2010 Martín de Porres: The Rose in Gary Schmidt; Belpré Illustrator 18 41 the Desert David Diaz Winner, 2013; Américas Honor, 2013 Little Night Yuyi Morales; Américas Honor, 2008 17 36 Yuyi Morales The Surrender Tree: Poems of Margarita Engle Belpré Author Winner, 19 35 Cuba’s Struggle for Freedom 2009; Américas Winner, 2009

Tomás Rivera Mexican American Children’s Book Award

There were 23 Tomás Rivera Mexican American Children’s Book Award winner or honor books included in the study. Thirty-five of the 36 library systems in the study had at least one Tomás Rivera Award winner or honor book. The number of Tomás

Rivera Award books included in the study in a single library system ranged from a high of 20 of the 23 titles, or 86.96%, to a low of zero books. The average number of Tomás

Rivera Award holdings in the library systems in the study was 7.06 titles, or 28.26% of the 23 Tomás Rivera Award titles. The five library systems with the most Tomás Rivera

Award titles were Akron-Summit County Public Library and Cleveland Public Library, with 20 titles each; Warren-Trumbull County Public Library, with 16 titles; and

Cuyahoga County Public Library and Stark County District Library, with 14 titles each.

The number of Tomás Rivera Award titles held by individual library outlets in the study ranged from a high of 19, or 82.61% of the 23 Tomás Rivera Award books, to a low of zero books. Twenty-eight library outlets did not have any Tomás Rivera Award books. The average number of Tomás Rivera Award titles at library outlets in the study is 3.11 books, or 13.52%.

The library outlet holdings for the Tomás Rivera Award are displayed in Figure 8, and the frequency distribution of the percentage of Tomás Rivera Award holdings by the library systems and library outlets in the study is displayed in Table 24.

As shown in Table 24, two of the 172 library outlets in the study had 70% or more of the 23 Tomás Rivera Award titles in the study, and four outlets had 50% or more of the Tomás Rivera books. Conversely, 168 of the outlets had fewer than 50%, 152 outlets had fewer than 30%, and 130 outlets had fewer than 20% of the Pura Belpré Award titles that were used in the study.

5 Tomás Tomás Rivera Award Holdings

1 7

43 67 13 19 25 31 37 49 55 61 73 79 85 91 97

103 109 115 121 127 133 139 145 151 157 163 169 Library Outlet

Figure 8. Library Outlet Holdings of Tomás Rivera Award Books

Table 24

Percentage of Holdings of Tomás Rivera Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 2 2 70.00% - 79.00% 0 0 60.00% - 69.99% 3 0 50.00% - 59.00% 3 2 40.00% - 49.99% 3 2 30.00% - 39.99% 7 14 20.00% - 29.99% 2 22 10.00% - 19.99% 7 37 0.01% - 9.99% 8 65 0 1 28 Note. There were 23 Tomás Rivera Award books in the study.

Table 25 displays the seven outlets that had the most Tomás Rivera Award books in their holdings. The information is listed in number of books and in percentage of the

23 Tomás Rivera Award books in the study.

Table 25

Seven Outlets with the Most Tomás Rivera Award Booksa

Number of Tomás Rivera Books Outlet Name (n = 23)b Percentc Akron Main Library 19 82.61% Cleveland Main Library 19 82.61% Warren Main Library 13 56.52% Cleveland Heights-University Heights Lee Road Library 12 52.17% Euclid Public Library 10 43.48% Mansfield Main Library 10 43.48% Elyria Central Library 9 39.13% Note. aOnly seven outlets are included in this table because six outlets tied for the next place. bNumber of outlet holdings of Tomás Rivera Award books in study. cPercent of total Tomás Rivera Award titles in study.

Table 26 displays the Tomás Rivera Award titles that were in the collections of the most library outlets in the study.

Table 26

Top Ten Tomás Rivera Award Books

Library Library Systems Outlets Title Author; Illustrator (n =36) (n = 172) Los Gatos Black on Halloween Marisa Montes; Belpré Author Honor, 17 76 Yuyi Morales 2008; Belpré Illustrator Winner, 2008; Tomás Rivera Winner, 2008 Just a Minute: A Trickster Tale Yuyi Morales; Yuyi Belpré Illustrator 21 60 and Counting Book Morales Winner, 2004; Américas Winner, 2003; Tomás Rivera Winner, 2004 Becoming Naomi León Pam Muñoz Ryan Belpré Author Honor, 24 52 2006; Tomás Rivera Winner, 2005 Diego Rivera: His World and Duncan Tonatiuh; Belpré Illustrator 20 48 Ours Duncan Tonatiuh Winner, 2012; Tomás Rivera Winner, 2012 Sylvia and Aki Winifred Conkling Tomás Rivera Winner, 13 38 2012 Tomás and the Library Lady Pat Mora; Raúl Tomás Rivera Winner, 21 36 Colón 1998 Pancho Rabbit and the Coyote: Duncan Tonatiuh; Belpré Author Honor, 13 33 A Migrant’s Tale Duncan Tonatiuh 2014; Belpré Illustrator Honor, 2014; Tomás Rivera Winner, 2014 Under the Mesquite Guadalupe Garcia Belpré Author Winner, 17 29 McCall 2012; Américas Honor, 2012; Tomás Rivera Winner, 2013 Chato’s Kitchen Gary Soto; Susan Belpré Illustrator 16 25 Guevara Winner, 1996; Américas Honor, 1995; Tomás Rivera Winner, 1996 Diego Rivera: An Artist for the Susan Goldman Tomás Rivera Winner, 13 25 People Rubin 2014

Carter G. Woodson Book Award

There were 109 Carter G. Woodson Book Award winner or honor books included in the study. All 36 library systems in the study had at least one Carter G. Woodson

Award winner or honor book. The number of Carter G. Woodson Award books included in the study in a single library system ranged from a high of 86 of the 109 titles, or

78.90%, to a low of four books, which is 3.67%. The average number of Carter G.

Woodson Award holdings in the library systems in the study was 34.31 titles, or 31.47% of the 109 Carter G. Woodson Award titles. The five library systems with the most

Carter G. Woodson Award titles were Cleveland Public Library, with 86 titles; Akron-

Summit County Public Library, with 76 titles; Cleveland Heights-University Heights

Public Library, with 67 titles; Warren-Trumbull County Public Library, with 64 titles; and Stark County District Library, with 58 titles.

The number of Carter G. Woodson Award titles held by individual library outlets in the study ranged from a high of 83, or 76.15% of the 109 Carter G. Woodson Award books, to a low of zero books. Six library outlets did not have any Carter G. Woodson

Award books. The average number of Carter G. Woodson Award titles at library outlets in the study is 14.23 books, or 13.06%.

The library outlet holdings for the Carter G. Woodson Award are displayed in

Figure 9, and the frequency distribution of the percentage of Carter G. Woodson Award holdings by the library systems and library outlets in the study is displayed in Table 27.

As shown in Table 27, one of the 172 library outlets in the study had 70% or more of the 109 Carter G. Woodson Award titles in the study, and four outlets had 50% or more of the Carter G. Woodson books. Conversely, 168 of the outlets had fewer than

50%, 158 outlets had fewer than 30%, and 141 outlets had fewer than 20% of the Carter

G. Woodson Award titles that were used in the study. Six outlets did not have any of the

Carter G. Woodson Award books in their collection.

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20 Carter Carter G. Woodson Award Holdings

1 7

13 19 25 31 37 43 49 55 61 67 73 79 85 91 97

145 103 109 115 121 127 133 139 151 157 163 169 Library Outlet

Figure 9. Library Outlet Holdings of Carter G. Woodson Book Award Books

Table 27

Percentage of Holdings of Carter G. Woodson Book Award Books

Class Interval Library Systems Library Outlets (n = 36) (n = 172) 90.00% - 100.00% 0 0 80.00% - 89.99% 0 0 70.00% - 79.00% 1 1 60.00% - 69.99% 2 1 50.00% - 59.00% 3 2 40.00% - 49.99% 5 4 30.00% - 39.99% 6 6 20.00% - 29.99% 8 17 10.00% - 19.99% 8 58 0.01% - 9.99% 3 77 0 0 6 Note. There were 109 Carter G. Woodson Award books in the study.

Table 28 displays the ten outlets that had the most Carter G. Woodson Award books in their holdings. The information is listed in number of books and in percentage of the 109 Carter G. Woodson Award books in the study.

Table 28

Ten Outlets with the Most Carter G. Woodson Award Books

Number of C.G.Woodson Books Outlet Name (n = 109)a Percentb Cleveland Main Library 83 76.15% Akron Main Library 68 62.39% Warren Main Library 59 54.13% Cleveland Heights-University Heights Lee Road Library 58 53.21% Rodman Public Library Main 52 47.71% Mansfield Main Library 51 46.79% Euclid Public Library 46 42.20% Youngstown Main Library 44 40.37% Kent Free Library 41 37.61% Shaker Heights Main Library 40 36.70% Note. aNumber of library outlet holdings of Carter G. Woodson Book Award books in study. bPercent of total Carter G. Woodson titles in study.

Table 29 displays the Tomás Rivera Award titles that were in the collections of the most library outlets in the study.

Table 29

Top Ten Carter G. Woodson Award Books

Library Library Systems Outlets Title Author; Illustrator Award (n =36) (n = 172) Through My Eyes Ruby Bridges C.G. Woodson 29 96 Elementary Level Winner, 2000 Claudette Colvin: Twice Phillip Hoose C.G. Woodson Middle 30 94 Toward Justice Level Winner, 2010 Sit-In: How Four Friends Stood Andrea Davis C.G. Woodson 27 82 Up by Sitting Down Pinkney; Brian Elementary Level Pinkney Winner, 2011 Dave the Potter: Artist, Poet, Laban Carrick Hill; CSK Illustrator Winner, 28 81 Slave Bryan Collier 2011; C.G. Woodson Elementary Level Honor, 2011 Freedom Walkers: The Story of Russell Freedman C.G. Woodson Middle 28 81 the Montgomery Bus Boycott Level Winner, 2007 The Voice that Challenged a Russell Freedman C.G. Woodson Middle 31 74 Nation: Marian Anderson and Level Winner, 2005 the Struggle for Equal Rights A Nation’s Hope: The Story of Matt de la Peña; C.G. Woodson 25 72 Boxing Legend Joe Lewis Kadir Nelson Elementary Level Honor, 2012 Bad News for Outlaws: The Vaunda Micheaux CSK Author Winner, 25 65 Remarkable Life of Bass Reeves, Nelson; R. Gregory 2010; C.G. Woodson Deputy U. S. Marshal Christie Elementary Level Honor, 2010 Fifty Cents and a Dream: Young Jabari Asim; Bryan C.G. Woodson 22 63 Booker T. Washington Collier Elementary Level Winner, 2013 Let It Shine: Stories of Black Andrea Davis CSK Author Honor, 2001; 24 60 Women Freedom Fighters Pinkney; Stephen C.G. Woodson Middle Alcorn Level Winner, 2001

Alternative Formats

The researcher gathered information on library holdings of alternative formats of the award-winning titles included in the study. The alternative formats include audiobooks, e-audiobooks, e-books, large print, braille, and foreign language versions of a title. Audiobooks come in a variety of formats, such as cassettes, CDs, or audio recordings of the books on preloaded digital devices. Some libraries may have separate

99 catalogs for digital media. The researcher only looked in the libraries’ regular OPAC for holdings, so it is possible that the libraries may have more digital holdings than those the researcher found. Patrons of libraries that are members of the CLEVNET consortium have access to e-audiobooks and e-books through CLEVNET. Thirty-three of the 36 library systems in the study have at least one title in the study in an audio format in the libraries’ regular OPAC. Ten of the 36 library systems in the study had at least one of the books in the study in large print format. Two library systems each had one book in the study available in braille format. Twelve library systems had at least one of the books in the study available in a foreign language. Cleveland Public Library had 22 of the titles available in a foreign language. Most of the foreign language versions were in Spanish.

Cleveland Public Library had one book in Marathi. The book is Born Confused by

Tanuja Desai Hidier, a 2003 honor book for the Asian/Pacific American Award for

Literature in the youth literature category.

Summary

This chapter analyzed and described the library system and outlet holdings of the winner and honor books of the seven ethnic-specific youth literature awards that were included in the study. The next chapter will discuss the findings.

CHAPTER V

DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS

The purpose of this descriptive study was to analyze and describe the availability and accessibility of award-winning multicultural youth literature in public libraries in

Northeast Ohio by answering the following question: To what extent are children’s and young adult books that won ethnic-specific literary awards available and accessible in the youth literature collections of selected public libraries in Northeast Ohio? The researcher checked Online Public Access Catalogs (OPACs) of 36 library systems for the presence or absence of winner and honor books of the following seven ethnic-specific youth literature awards: American Indian Youth Literature Award, Américas Award for

Children’s and Young Adult Literature, Asian/Pacific American Award for Literature,

Carter G. Woodson Book Award, Coretta Scott King Book Awards, Pura Belpré Award, and Tomás Rivera Mexican Children’s Book Award.

The researcher noted whether or not the 449 award-winning books in the study were present in the libraries’ collections at the library system level and at the library outlet level. Like the Institute of Museum and Library Services (2013), the researcher uses the term public library to mean “the administrative entity, either a single-outlet library or a library system,” and the term outlet “to refer to central libraries, branch libraries, and bookmobiles” (p. 3), or the place where a patron goes to get books. There were 36 public libraries and 172 library outlets in the study.

The results of this study confirm that the multicultural children’s and young adult books used in this study may be difficult to find on the shelves at most of the Northeast 100 101

Ohio public library outlets that were included in this study. Only six of the 172 outlets in the study had more than 50% of the books, while 148 outlets had fewer than 30% and 107 outlets had fewer than 20% of the titles. The average number of books held by library outlets was 85.4 titles, a mere 19% of the books. While not as many books about people of color are published as could be expected in a diverse country such as the United States, some multicultural books do exist. When preparing this list of books, the researcher used ethnic-specific youth literature awards to prepare a list of 449 multicultural books that have gone through a formal selection process and been deemed high-quality culturally authentic books by selection committees qualified to make that determination. These books should be available and accessible in the collections of public libraries.

This chapter will begin with a discussion of the findings of the study as they relate to the research question, followed by a discussion of the implications of the findings, recommendations for future research, and limitations.

Discussion of the Findings

Library System Holdings. The researcher recorded a book as owned by a library if there was at least one copy of the title in any print or non-print format at any outlet in the library system. Figure 1, Table 3, Table 4, and Table 38 display information about the total holdings of books in the study at library systems in the study. The holdings of those books by library systems ranged from a high of 382 books, which is 85% of the 449 books, to a low of 36 titles, which is 8% of the books. The average number of books held by library systems was 173.61, or 39% of the books. Only four of the 36 library systems had more than 300, or 67% of the 449 books. Of the other 32 library systems, 10 had

102 between 200 and 299 of the books, 12 had between 100 and 199 titles, and 10 library systems had between 1 and 99 of the books.

Very few of the libraries studied have an adequate number of the books available in their collections, while the majority of those libraries do not have enough of the books to meet the needs of diverse communities. The numbers presented above highlight the fact that there is a wide range in the number of books available in the libraries. The library system with the most books has 346 more of the books than the library system with the fewest books. There is even a wide range within the top five libraries, as the library with the most holdings of the books has 83 more titles than the fifth-ranked library.

The researcher gathered information at the system level regarding library holdings of alternative formats of the award-winning titles. The alternative formats include audiobooks, e-audiobooks, e-books, large print, braille, and foreign language versions of titles. Libraries that are members of the CLEVNET consortium have access to digital books and audiobooks through CLEVNET. Some libraries may have separate catalogs for their digital media. The researcher only checked regular OPACs for titles in this study, and acknowledges that data she recorded about alternative format holdings may not be accurate for that reason. There were few large print and braille editions of the books considered. Twelve library systems had at least one title available in a foreign language. All of the foreign language books were in Spanish, with the exception of one book in Marathi. The researcher only looked up titles in English. Libraries may have

103 books catalogued by their foreign language titles. If so, these titles would have been missed by the researcher.

Library Outlet Holdings. The holdings of books by library outlets ranged from a high of 363 books, which is 81% of the 449 books, to a low of three books, which is

0.67%. The average number of books held by library outlets was 85.4 books, or 19%.

Only two library outlets had more than 300, or 67% of the 449 books. Of the other 170 library outlets, seven had between 200 and 299 of the books, 40 had between 100 and 199 titles, and 123 library outlets had between 1 and 99 of the titles. Figure 2, Table 3, and

Table 4 display information about the total holdings of books at library outlets. These figures are evidence that the award-winning multicultural children’s and young adult books studied here are scarce in the collections of the vast majority of the library outlets researched.

There is great variation in the number of books available in the holdings of library outlets. The library outlet with the most books in the study has 360 more books than the library outlet with the fewest. The range within the top five outlets in the study is very wide, as the outlet with the most holdings has 132 more titles than the fifth-ranked outlet.

Even when library systems have many of these books, there is still a wide range of books at library outlets within the same multiple-outlet library system, as can be seen in Tables 39, 40, 41, 42, and 43 in Appendix B. For example, as displayed in Table 39, the Cleveland Public Library, the highest-ranking library system in this study in terms of the number of books in the study in its holdings, has a central library, 27 branches, and a bookmobile. The Cleveland Main Library outlet in the Cleveland Public Library system

104 has 363 of the 449 books, which is the highest number of any of the 172 library outlets in the study. Holdings of the books in the study at the other outlets in the Cleveland Public

Library system vary, ranging from a high of 115 to a low of 35 of the titles. Variation in the number of books at library outlets is to be expected because different outlets have different needs, and librarians take into consideration the resources of the library and the needs of the communities they serve when they make decisions about which multicultural books to purchase and at which outlets to place them. Unlike some of the other central library outlets in multiple-outlet library systems, Cleveland Main Library has at least one copy of most of the books in the study owned by that library system, a practice that is beneficial to the community. When one centrally located outlet in a library system has many multicultural books, patrons of outlets with fewer books have the option of going to the outlet with a larger selection, and books can easily be sent to other outlets when needed.

Award-Winning Books

The Coretta Scott King Award is unique among the awards in that all 172 of the library outlets studied have at least one of the 139 Coretta Scott King Award titles. The

Coretta Scott King Award is the oldest and best-known ethnic-specific award in the

United States (Short et al, 2014; Yokota, 2011), so it is not surprising that winners of that award would be in more libraries and library outlets than books that won the other awards. Table 6 lists 18 books that are in the collections of 100 or more of the researched outlets. Fifteen of the 18 books are Coretta Scott King Award books, which is confirmation of the popularity of the award. Of the three other books on that list, two are

105

Asian/Pacific American Award for Literature winners that also won the Newbery Medal, the most prestigious children’s literature award in the United States. The third book on the list is The Absolutely True Story of a Part-Time Indian by Sherman Alexie, an

American Indian Youth Literature Award winner.

Library outlet holdings for the Pura Belpré Award are displayed in Figure 4 and

Table 12; holdings for the Asian/Pacific American Award for Literature are displayed in

Figure 5 and Table 15; holdings for the American Indian Youth Literature Award are displayed in Figure 6 and Table 18; holdings for the Américas Award are displayed in

Figure 7 and Table 21; holdings for the Tomás Rivera Award are displayed in Figure 8 and Table 24; and holdings for the Carter G. Woodson Book Award are displayed in

Figure 9 and Table 27. These figures and tables show that, with few exceptions, the books in the study are largely absent from the library outlets in the study. One hundred forty-nine of the 172 library outlets have fewer than 30% of the Pura Belpré Award books, and 150 or more outlets have fewer than 30% of the books for the Asian/Pacific

American Award for Literature, the American Indian Youth Literature Award, the

Américas Award, the Tomás Rivera Award, and the Carter G. Woodson Award. Over

100 of the library outlets have fewer than 20% of all of the awards in the study, with one exception. Forty-six library outlets have fewer than 20% of the Coretta Scott King

Award books in the study.

It is noteworthy that several libraries do not have any of the books that won some of the awards. Nine outlets do not have any of the Pura Belpré Award books, 12 outlets do not have any of the Asian/Pacific American Award books, 37 outlets do not have any

106 of the American Indian Youth Literature Award books, 16 outlets do not have any of the

Américas Award books, 28 outlets do not have any of the Tomás Rivera Award books, and six outlets do not have any of the Carter G. Woodson Award books that were included in the study.

Table 7 lists 15 books are not held by any library system studied. Of these books, one is a Pura Belpré Award book, two are Asian/Pacific American Award books, six are

American Indians in Youth Literature Award books, one is an Américas Award book, and five are Carter G. Woodson books. Table 8 lists 11 books that are only held by one of the studied outlets. Those books include four American Indian in Youth Literature

Award books, three Américas Award books, and four Carter G. Woodson books.

Although the booklist used for this study included books as far back as 1995, only five of the books in Table 7 and Table 8 are from the 1990s. Books as recent as 2010, 2011, and

2012 are included on those lists. Most of the titles on the lists of books that are in none or only one of the library outlets are from the American Indian Youth Literature Award, the Américas Award, and the Carter G. Woodson Award, which might indicate that these awards are not used as book selection resources for librarians as much as the other awards discussed here.

Access and Availability

Availability. Only 15 of the 449 books were not available at any of the libraries.

Cleveland Public Library, the library system with the most books from the list, had 382, or 85% of the 449 books, and Cleveland Main Library, the library outlet with the most books in this study, had 363, or 81% of the books. This means that 434 titles, or 97% of

107 the 449 books, are in the holdings of at least one library studied. Additionally, all of the libraries considered are members of either the CLEVNET library consortium or the

SearchOhio library consortium. Patrons can easily request books from any other library in the consortium through their library’s OPAC. Thus, books can be said to be available through the library consortia, as well as through the library outlet or library system.

When the ability to request books through consortia is taken into consideration, even more of these can be said to be to be available. CLEVNET and SearchOhio have member libraries that were not included in this study because they are not located in a

Northeast Ohio county that was considered. Patrons using the OPAC of their local library can easily request books from any CLEVNET or SearchOhio library, including libraries that were not included here. Additionally, patrons of SearchOhio libraries can also easily request books from OhioLINK, a consortium of academic libraries in the state of Ohio, which further expands the number of books in the study that are available to library patrons.

As mentioned earlier, Table 7 lists the 15 books in the study that are not in the collections of any library system researched here. Also included in that table is information about the availability of the books through CLEVNET, SearchOhio, and

OhioLINK. Ten of the 15 books were available through at least one of the three consortia. Therefore, 444 of the 449 books in the study, or 99% of the books, are available in the holdings of at least one CLEVNET, SearchOhio, or OhioLINK library, and thus can be said to be easily available to patrons who know how to search for them.

108

Librarians at any of the outlets should be able to order any of the remaining five books through interlibrary loan.

Access. The previous section established that 99% of the books considered here are easily available to patrons who know how to find them. The problem is that although the books are available to those with the knowledge and skills to search for them, they are not accessible to the average person, including the children who need the books the most.

When considering the availability and accessibility of books in public libraries, it is important to consider the way people look for books. Most people find library books by going to their local public library outlet and browsing for something interesting. The information gathered in this study and presented here provides evidence that whether or not library patrons will find the books in this study at their local library outlet depends on which outlet they use. Cleveland Main Library, Akron Main Library, the Warren branch of the Warren-Trumbull County Public Library, and the Stark County Main Library consistently ranked in the top ten outlets for all seven awards considered, so patrons who use those outlets have access to books that won those awards. However, patrons who use the vast majority of the researched libraries are not likely to find very many of these books on the shelves of their local library outlet.

In order to gain access to books that are not at their local outlet, patrons must first know that the books exist, and then know how to request them from other outlets in the library system, from other libraries in the consortium, or through interlibrary loan.

Librarians can help with that process, but patrons, especially children, may not realize that high quality, culturally accurate multicultural books, such as the books discussed

109 here, exist and are available at other libraries for them to request. When patrons do not see multicultural books on the shelves at their local outlet, they may become frustrated because they cannot find what they were looking for and may not think to ask a librarian for assistance, or may not know what to ask for.

Implications of the Findings

There are many reasons why multicultural children’s and young adult literature should be available in public libraries. The United States is becoming increasingly diverse (U.S. Census Bureau, 1992a, 1992b, 2010), and African American, American

Indian, Asian Pacific American, and Latino children are from cultural and ethnic groups that have historically been and are currently underrepresented in children’s literature

(Cooperative Children’s Book Center, 2014; Horning, 2014; Horning, Lindgren, &

Schliesman, 2013; Larrick, 1965). Children and their families, teachers, and the general public should be able to find multicultural books at their local public library. This is the case in diverse communities, as well as in communities that are not diverse. Children of color need to have access to culturally authentic books about people who share their culture. White children, teachers, preservice teachers and librarians, as well as children of color, should be able to find culturally authentic books about people who are from other cultures (Bishop, 1990a; Horning, 2014; Howard, 1993; Overall, 2009).

Many students of color score lower than their white peers on reading assessments

(National Center for Education Statistics, 2013; Snyder & Dillow, 2012), and can benefit by reading more (Krashen, 2004, 2011). Research suggests that students who have access to books tend to read more (Ramos & Krashen, 1998), and public libraries are an

110 important source for reading material (Krashen, 2004, 2011). Students of color want to read books about people who share their culture (e.g., Adkins & Hussey, 2006; Barry,

2013; Parker, 2008; Sims, 1983). Authors have reported that multicultural books are often not found in schools (Baker, 2002; Gray, 2009; Sims, 1983), or bookstores

(Horning, 2010, 2014). Public libraries are important community resources for the access they provide to books that may be difficult to obtain elsewhere (Krashen, 2013), and multicultural children’s and young adult literature should be available and accessible in local public libraries (Garrison, 2012; Horning, 2010, 2014; Kurz, 2012).

Unfortunately, the results of this study show that, with very few exceptions, library outlets do not have enough award-winning multicultural books in their collections to meet the needs of people in the community who require access to high quality, culturally authentic, multicultural children’s and adult literature.

It is important for educators of future teachers and librarians and professors of children’s literature to be aware of whether or not multicultural children’s and young adult books are available in public libraries in order to make instructional decisions.

Preservice teachers and librarians need to learn about book selection strategies and resources that will help them select high quality, culturally authentic multicultural children’s and young adult books to share with their future students and library patrons.

Practicing teachers should include multicultural literature in their courses, even when these books are not available in their classroom or school libraries or bookstores.

It is important for professors of children’s literature, education, and library science courses to teach their students how to use literary awards, booklists, and other

111 book selection resources to identify titles they might want to read, and how to request books if they are not at their local library outlet, or not owned by their library system or the consortium to which their library belongs.

Recommendations for Future Research

The central purpose of this study was to determine whether or not children’s and young adult books that won ethnic-specific literary awards were owned by the library systems considered, and, if so, if the books were on the shelves of the local public library outlets. It was beyond the scope of this study to find out the reasons why the books were or were not at any library system or outlet. A future study could do more in-depth research to find out why librarians decide which multicultural books to purchase for their library, and which outlets get them. Future studies could also research school libraries to see if they have the multicultural books used in the study in their collections, or research bookstores for multicultural books on their shelves.

Limitations of the Study

This study is not meant to be generalizable. It describes the holdings of a specific set of books at a specific set of libraries at the time the study was conducted. This study does not claim to make any assumptions about holdings by the libraries in the study of books that are not included in the study. It is probable that the libraries may have in their collections other high quality multicultural children’s and young adult books that were not winner and honor books of the ethnic-specific awards that were considered here.

Library collections can change daily, as librarians add new books to their collections, and as books are weeded out, become lost or missing, or are otherwise removed from

112 collections. The researcher acknowledges that libraries may have had some of the books in the study prior to the period of time that the researcher collected the data for this study, and may have acquired some of the books after the researcher collected the data. This study is only a snapshot of the way things were at the time the study was conducted. The researcher also acknowledges that the data are only as accurate as the Online Public

Access Catalogs (OPACs) that she consulted.

Conclusion

Media attention on the lack of diversity in youth literature raises the public’s awareness of this very important issue (Blair, 2013; Kirch, 2013; Mantle, 2013; “Why hasn’t the number,” 2013). Along with the call for more books that promote diversity, it is important to realize that high quality multicultural literature already exists, and should be on the shelves of library outlets in diverse and non-diverse communities across the country. Ethnic-specific youth literature awards are valuable tools that librarians can use to help identify books to include in their collections, and that professors of children’s literature, education, and library science courses can use to help introduce their students to multicultural literature.

APPENDICES

APPENDIX A

BOOKS USED IN STUDY

Appendix A

Table 30

American Indian Youth Literature Award

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) The Absolutely True Diary of a Part-Time Indian Sherman Alexie AIYLA Young Adult Winner, 34 104 2008 Awesiinyensag: Dibaajimowinan Ji-Gikinoo’amaageng Anton Treuer AIYLA Middle Grades Honor, 0 0 2012 Beaver Steals Fire: A Salish Coyote Story Confederated Salish and AIYLA Picture Book Winner, 3 4 Kootenai Tribes; Sam Sandoval 2006 Between the Deep Blue Sea and Me Lurline Wailana McGregory AIYLA Young Adult Winner, 0 0 2010 The Birchbark House Louise Erdrich AIYLA Middle Grades Winner, 28 53 2006 Caribou Song Tomson Highway; John AIYLA Picture Book Winner, 2 5 Rombough 2014 The Christmas Coat: Memories of My Sioux Childhood Virginia Driving Hawk Sneve; AIYLA Picture Book Winner, 10 19 Ellen Beier 2012 Counting Coup: Becoming a Crow Chief on the Reservation Joseph Medicine Crow, with AIYLA Middle Grades Winner, 9 13 and Beyond Herman Viola 2008 A Coyote Solstice Tale Thomas King; Gary Clement AIYLA Picture Book Winner, 10 21 2010 Crossing Bok Chitto: A Choctaw Tale of Friendship and Tim Tingle; Jeanne Rorex AIYLA Picture Book Winner, 15 19 Freedom Bridges 2008 Danny Blackgoat Navajo Prisoner Tim Tingle AIYLA Middle Grades Honor, 1 4 2014 Free Throw Jacqueline Guest AIYLA Middle Grades Winner, 1 1 2012 Hidden Roots Joseph Bruchac AIYLA Young Adult Winner, 10 14 2006 How I Became a Ghost: A Choctaw Trail of Tears Story Tim Tingle AIYLA Middle Grades Winner, 9 24 2014 I See Me Margaret Manuel; Margaret AIYLA Picture Book Honor, 2012 0 0 Manuel If I Ever Get Out of Here Eric Gansworth AIYLA Young Adult Honor, 2014 19 35

115 116 Table 30 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Jordin Tootoo: The Highs and Lows in the Journey of the First Melanie Florence AIYLA Middle Grades Honor, 1 1 Inuit to Play in the NHL 2012 Killer of Enemies Joseph Bruchac AIYLA Young Adult Winner, 11 34 2014

Kohala Kuamo’o = Nae’ole’s Race to Save a King Kekauleleana’ole Kawai’ae’a; AIYLA Picture Book Honor, 2012 0 0 Aaron Kawai’ae’a Meet Christopher: An Osage Indian Boy from Oklahoma Genevieve Simermeyer AIYLA Middle Grades Winner, 0 0 2010 Mohala Mai ‘O Hau = How Hau Became Hau’ula Robert Lono Kiuwā; Matthew AIYLA Picture Book Honor, 2012 0 0 Kāwika Ortiz Native Defenders of the Environment Vincent Schilling AIYLA Middle Grades Honor, 1 1 2012 Pipestone: My Life in an Indian Boarding School Adam Fortunate Eagle AIYLA Young Adult Winner, 2 2 2012 Saltypie: Choctaw Journey from Darkness into Light Tim Tingle; Karen Clarkson AIYLA Picture Book Honor, 2012 7 7 Triple Threat Jacqueline Guest AIYLA Middle Grades Winner, 1 1 2012

117 Table 31

Américas Award for Children’s and Young Adult Literature

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n=172) Barrio: José’s Neighborhood George Ancona; George Ancona Belpré Illustrator Honor, 2000; 5 5 Américas Winner, 1998 Before We Were Free Julia Alvarez Belpré Author Winner, 2004; 14 17 Américas Winner, 2002 Behind the Mountains Edwidge Danticat Américas Honorable Mention, 4 4 2002 The Best Gift of All: The Legend of La Vieja Belén Julia Alvarez Américas Honorable Mention, 1 1 2009 Breaking Through Francisco Jiménez Belpré Author Honor, 2002; 14 18 Américas Winner, 2001; Tomás Rivera Winner, 2002 Call Me María Judith Ortiz Cofer Américas Honorable Mention, 2 3 2004 Cendrillon: A Caribbean Cinderella Robert San Souci; Brian Pinkney Américas Honorable Mention, 26 60 1998 Chato’s Kitchen Gary Soto; Susan Guevara Belpré Illustrator Winner, 1996; 16 25 Américas Honorable Mention, 1995; Tomás Rivera Winner, 1996 Cinnamon Girl: Letters Found Inside a Cereal Box Juan Felipe Herrera Américas Winner, 2005 2 4 The Circuit: Stories from the Life of a Migrant Child Francisco Jiménez Américas Winner, 1997 11 12 Clemente! Willie Perdomo; Bryan Collier Américas Winner, 2011 12 32 The Color of My Words Lynn Joseph Américas Winner, 2000 8 8 The Composition Antonio Skármeta; Alfonso Américas Winner, 2000 3 3 Ruano CrashBoomLove: A Novel in Verse Juan Felipe Herrera Américas Winner, 1999 2 5 Cuba 15 Nancy Osa Belpré Author Honor, 2004; 6 6 Américas Honorable Mention, 2003 Cuba: After the Revolution Bernard Wolf; Bernard Wolf Américas Honorable Mention, 7 7 1999 Dark Dude Oscar Hijuelos Américas Honorable Mention, 9 12 2009 Down by the River: Afro-Caribbean Rhymes, Games and Songs Grace Hallworth; Caroline Binch Américas Honorable Mention, 7 8 for Children 1996

118

Table 31 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n=172)

The Dreamer Pam Muñoz Ryan; Peter Sís Belpré Author Winner, 2011; 26 63 Américas Winner, 2011 Esperanza Rising Pam Muñoz Ryan Belpré Author Winner, 2002; 33 99 Américas Honorable Mention, 2000 The Face at the Window Regina Hanson; Linda Saport Américas Winner, 1997 1 1 The Firefly Letters: A Suffragette’s Journey to Cuba Margarita Engle Belpré Author Honor, 2011; 9 15 Américas Honorable Mention, 2011 Frida Jonah Winter; Ana Juan Américas Honorable Mention, 16 30 2002 Fruits: A Caribbean Counting Poem Valerie Bloom; David Axtell Américas Honorable Mention, 4 4 1997 Gringolandia Lyn Miller-Lachman Américas Honorable Mention, 3 3 2010 Harvesting Hope: The Story of Cesar Chavez Kathleen Krull; Yuyi Morales Belpré Illustrator Honor, 2004; 24 47 Américas Honorable Mention, 2003; C.G. Woodson Elementary Honor, 2004 Heart of a Jaguar Marc Talbert Américas Honorable Mention, 2 2 1995 Hurricane Dancers: The First Caribbean Pirate Shipwreck Margarita Engle Belpré Author Honor, 2012; 11 25 Américas Winner, 2012 I Know the River Loves Me Maya Christina Gonzalez Américas Honorable Mention, 2 3 2010 In the Days of the Vaqueros: America’s First True Cowboys Russell Freedman Américas Honorable Mention, 16 25 2001 In My Family Carmen Lomas Garza; Carmen Belpré Illustrator Honor, 1998; 9 9 Lomas Garza Américas Winner, 1996; Tomás Rivera Winner, 1997 An Island Like You: Stories of the Barrio Judith Ortiz Cofer Belpré Author Winner, 1996; 2 3 Américas Honorable Mention, 1995 Josias, Hold the Book Jennifer Riesmeyer Elvgren; Américas Winner, 2006 2 2 Nicole Tadgell

119 Table 31 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n=172) Just in Case Yuyi Morales; Yuyi Morales Belpré Author Honor, 2009; 16 48 Belpré Illustrator Winner, 2009; Américas Winner, 2009 Just a Minute: A Trickster Tale and Counting Book Yuyi Morales; Yuyi Morales Belpré Illustrator Winner, 2004; 21 60 Américas Winner, 2003; Tomás Rivera Winner, 2004 Little Night Yuyi Morales; Yuyi Morales Américas Honorable Mention, 17 36 2008 Magic Windows Carmen Lomas Garza; Carmen Belpré Illustrator Winner, 2000; 8 12 Lomas Garza Américas Honorable Mention, 1999; C.G. Woodson Elementary Honor, 2000 Mama and Papa Have a Store Amelia Lau Carling; Amelia Lau Belpré Illustrator Honor, 2000; 5 5 Carling Américas Winner, 1998 Martín de Porres: The Rose in the Desert Gary Schmidt; David Diaz Belpré Illustrator Winner, 2013; 18 41 Américas Honorable Mention, 2013 Mayeros: A Yucatec Maya Family George Ancona; George Ancona Américas Honorable Mention, 7 7 1997 The Meaning of Consuelo Judith Ortiz Cofer Américas Winner, 2003 3 3 A Movie in My Pillow Jorge Argueta; Elizabeth Gómez Américas Winner 2001 9 13 My Name is Celia: The Life of Celia Cruz Monica Brown; Rafael López Belpré Illustrator Honor, 2006; 9 14 Américas Winner, 2004 My Papa Diego and Me: Memories of My Father and His Art Guadalupe Rivera Marín; Diego Américas Honorable Mention, 6 10 Rivera 2010 My Very Own Room Amada Irma Pérez; Maya Américas Honorable Mention, 5 11 Christina Gonzalez 2000; Tomás Rivera Winner, 2001 Pablo Neruda: Poet of the People Monica Brown; Julie Paschkis Américas Winner, 2012 10 19 Parrot in the Oven: Mi Vida Victor Martinez Belpré Author Winner, 1998; 7 11 Américas Winner, 1996 The Poet Slave of Cuba: A Biography of Juan Francisco Margarita Engle; Sean Qualls Belpré Author Winner, 2008; 11 26 Manzano Américas Winner, 2006 The Queen of Water Laura Resau and Virginia Américas Honorable Mention, 18 24 Farinango 2012 Raining Sardines Enrique Flores-Galbis Américas Honorable Mention, 1 4 2008

120 Table 31 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n=172) Red Glass Laura Resau Américas Winner, 2008 15 15 Return to Sender Julia Alvarez Belpré Author Winner, 2010; 17 41 Américas Winner, 2010 The Revolution of Evelyn Serrano Sonia Manzano Belpré Author Honor, 2013; 11 23 Américas Winner, 2013 Sammy and Juliana in Hollywood Benjamin Alire Sáenz Américas Winner, 2004 8 11 A Season for Mangoes Regina Hanson Américas Honorable Mention, 3 4 2005 So Loud a Silence Lyll Becerra de Jenkins Américas Honorable Mention, 1 1 1996 The Storyteller’s Candle Lucía González; Lulu Delacre Belpré Author Honor, 2009; 11 22 Belpré Illustrator Honor, 2009; Américas Honorable Mention, 2009 The Surrender Tree: Poems of Cuba’s Struggle for Freedom Margarita Engle Belpré Author Winner, 2009; 19 35 Américas Winner, 2009

The Tequila Worm Viola Canales Belpré Author Winner, 2012; 7 10 Américas Honorable Mention, 2005 Tonight, by Sea Frances Temple Américas Winner, 1995 0 0 Under the Mesquite Guadalupe Garcia McCall Belpré Author Winner, 2012; 17 29 Américas Honorable Mention, 2012; Tomás Rivera Winner, 2013 What Can You Do With a Paleta? Carmen Tafolla; Magaly Morales Américas Winner, 2010; Tomás 11 22 Rivera Winner, 2010 What the Moon Saw Laura Resau Américas Honorable Mention, 9 12 2006 Yum! Mmmm! Que Rico!: America’s Sproutings Pat Mora; Rafael López Américas Winner, 2008 11 26

121 Table 32

Asian/Pacific American Award for Literature

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) 1001 Cranes Naomi Hirahara APAAL Youth Literature Honor, 10 16 2009 Apple Pie 4th of July Janet Wong; Margaret Chodos- APAAL Picture Books Winner, 25 70 Irvine 2003 Bamboo People Mitali Perkins APAAL Children’s Literature 20 24 Honor, 2011 Barbed Wire Baseball Marissa Moss; Yuko Shimizu APAAL Picture Books Honor, 15 29 2014 Beacon Hill Boys Ken Mochizuki APAAL Youth Literature Honor, 2 3 2003 Born Confused Tanuja Desai Hidier APAAL Youth Literature Honor, 14 13 2003 A Boy of Heart Mountain Barbara Bazaldua; Willie Ito APAAL Young Adult Literature 0 0 Honor, 2011 Bread Song Frederick Lipp; Jason Gaillard APAAL Picture Books Honor, 0 0 2006 Brothers Yin; Chris Soentpiet APAAL Picture Books Honor, 12 15 2007 Chengli and the Silk Road Caravan Hildi Kang APAAL Children’s Literature 3 6 Winner, 2013 Coolies Yin; Chris Soentpiet APAAL Picture Books Honor, 19 21 2003 Cora Cooks Pancit Dorina Lazo Gilmore; Kristi APAAL Picture Books Winner, 5 16 Valiant 2010 Everything Asian Sung Woo APAAL Youth Literature Winner, 7 7 2010 The Firekeeper’s Son Linda Sue Park; Julie Downing APAAL Picture Books Winner, 14 20 2006 Fly Free! Roseanne Thong; Eujin Kim APAAL Picture Books Honor, 8 18 Neilan 2011 Gadget Girl: The Art of Being Invisible Suzanne Kamata APAAL Young Adult Literature 4 4 Honor, 2014 Good Enough Paula Yoo APAAL Youth Literature Honor, 13 17 2009

122 Table 32 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Good Fortune in a Wrapping Cloth Joan Schoettler; Jessica Lanan APAAL Picture Books Winner, 3 3 2013 The Great Wall of Lucy Wu Wendy Wan-Long Shang APAAL Children’s Literature 16 49 Winner, 2012 Heart of a Samurai: Based on the True Story of Nakahama Margi Preus APAAL Children’s Literature 22 53 Manjiro Winner, 2011 Hiromi’s Hands Lynne Barasch; Lynne Barasch APAAL Picture Books Honor, 16 19 2008 Hiroshima Dreams Kelly Easton APAAL Youth Literature Winner, 3 3 2008 Hot, Hot Roti for Dada-ji F. Zia; Ken Min APAAL Picture Books Honor, 7 20 2012 The House Baba Built: An Artist’s Childhood in China Ed Young; Ed Young APAAL Picture Books Winner, 22 65 2012 Ichiro Ryan Inzana; Ryan Inzana APAAL Young Adult Literature 10 13 Honor, 2013 Jet Black and the Ninja Wind Leza Lowitz and Shogo Oketani APAAL Young Adult Literature 6 20 Winner, 2014 Keeping Corner Kashmira Sheth APAAL Youth Literature Honor, 16 22 2008 Kira-Kira Cynthia Kadohata APAAL Youth Literature Winner, 33 111 2006 The Legend of Hong Kil Dong, the Robin Hood of Korea Anne Sibley O’Brien; Anne Sibley APAAL Picture Books Winner, 7 9 O’Brien 2007 Level Up Gene Luen Yang; Thien Pham APAAL Young Adult Literature 14 29 Honor, 2012 Monsoon Afternoon Kashmira Sheth; Yoshiko Jaeggi APAAL Picture Books Honor, 8 13 2009 Nothing But the Truth (And a Few White Lies) Justina Chen APAAL Youth Literature Winner, 15 16 2007 Orchards Holly Thompson APAAL Young Adult Literature 13 21 Winner, 2012 A Path of Stars Anne Sibley O’Brien; Anne Sibley APAAL Picture Books Honor, 5 7 O’Brien 2013 Project Mulberry Linda Sue Park APAAL Youth Literature Honor, 27 45 2006 Red Kite, Blue Kite Ji-li Jiang; Greg Ruth APAAL Picture Book Winner, 12 26 2014

123

Table 32 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Roots and Wings Many Ly APAAL Youth Literature Winner, 3 4 2009 Shanghai Messenger Andrea Cheng; Ed Young APAAL Youth Literature Honor, 9 9 2006 The Shark King R. Kikuo Johnson; R. Kikuo APAAL Children’s Literature 15 32 Johnson Honor, 2013 Shooting Kabul N. H. Senzai APAAL Young Adult Literature 12 22 Winner, 2011 A Single Shard Linda Sue Park APAAL Youth Literature Honor, 32 107 2003 Sixteen Years in Sixteen Seconds: The Sammy Lee Story Paula Yoo; Dom Lee APAAL Picture Books Honor, 14 22 2006 A Step from Heaven An Na APAAL Youth Literature Winner, 24 50 2003 Surfer of the Century: The Life of Duke Kahanamoku Ellie Crowe; Richard Waldrep APAAL Picture Books Winner, 14 17 2008; C.G. Woodson Elementary Honor, 2008 Tan to Tamarind Michelle Malathi Iyengar; Jamel APAAL Picture Books Honor, 9 23 Akib 2010 Tanuki’s Gift Tim Myers; Robert Roth APAAL Picture Books Honor, 8 8 2003 The Thing About Luck Cynthia Kadohata; Julia Kuo APAAL Children’s Literature 28 67 Winner, 2014 Tina’s Mouth: An Existential Comic Diary Keshni Kashyap; Mari Araki APAAL Young Adult Literature 10 14 Winner, 2013 Tofu Quilt Ching Yeung Russell APAAL Youth Literature Honor, 5 12 2010 Vanished Sheela Chari APAAL Children’s Literature 11 30 Honor, 2012 The Vine Basket Josanne La Valley APAAL Children’s Literature 11 26 Honor, 2014 Wabi Sabi Mark Reibstein; Ed Young APAAL Picture Books Winner, 27 71 2009 Yasmin’s Hammer Ann Malaspina; Doug Chayka APAAL Picture Books Winner, 4 7 2011 Year of the Dog Grace Lin APAAL Youth Literature Honor, 24 46 2007

124

Table 33

Carter G. Woodson Book Award

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Alec’s Primer Mildred Pitts Walter; Larry C.G. Woodson Elementary Level 6 8 Johnson Honor, 2005 Alvin Ailey: Celebrating African-American Culture in Dance Bárbara Cruz C.G. Woodson Secondary Level 4 4 Honor, 2005 Ang Lee Clifford Mills C.G. Woodson Secondary Level 1 1 Honor, 2010 Atlas of Asian-American History Monique Avakian C.G. Woodson Secondary Level 3 3 Honor, 2003 Bad News for Outlaws: The Remarkable Life of Bass Reeves, Vaunda Micheaux Nelson; CSK Author Winner, 2010; C.G. 25 65 Deputy U.S. Marshal R. Gregory Christie Woodson Elementary Honor, 2010 Battlefields and Burial Grounds: The Indian Struggle to Roger Echo-Hawk and Walter C.G. Woodson Secondary Level 3 3 Protect Ancestral Graves in the United States Echo-Hawk Honor, 1995 Black and White Airmen: Their True History John Fleischman C.G. Woodson Middle Level 12 19 Winner, 2008 Black and White: The Confrontation between Reverend Fred Larry Dane Brimner C.G. Woodson Secondary Level 14 43 L. Shuttlesworth and Eugene “Bull” Connor Winner, 2012 Black Hands, White Sails: The Story of African-American Patricia McKissack and Frederick CSK Author Honor, 2000; C.G. 17 22 Whalers McKissack Woodson Secondary Honor, 2000 Booker T. Washington and Education John Wukovits C.G. Woodson Middle Level 1 1 Honor, 2009 A Boy Named Beckoning: The True Story of Dr. Carlos Gina Capaldi; Gina Capaldi C.G. Woodson Elementary Level 19 33 Montezuma, Native American Hero Honor, 2009 Buffalo Days Diane Hoyt-Goldsmith; Lawrence C.G. Woodson Elementary Level 11 11 Migdale Honor, 1998 Carter G. Woodson: The Man Who Put “Black” in American James Haskins and Kathleen C.G. Woodson Middle Level 10 17 History Benson; Melanie Reim Honor, 2001 Celebrating Chinese New Year Diane Hoyt-Goldsmith; Lawrence C.G. Woodson Elementary Level 22 55 Migdale Honor, 1999 Celebrating Hanukkah Diane Hoyt-Goldsmith; Lawrence C.G. Woodson Elementary Level 14 27 Migdale Honor, 1997 César Chávez: A Voice for Farmworkers Bárbara Cruz C.G. Woodson Middle Level 1 1 Winner, 2006

125

Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) César Chávez: The Struggle for Justice Richard Griswold del Castillo; C.G. Woodson Elementary Level 1 1 Anthony Accardo Winner, 2003 Children of the Civil Rights Era Catherine Welch C.G. Woodson Elementary Level 7 7 Honor, 2002 Children of the Relocation Camps Catherine Welch C.G. Woodson Elementary Level 5 5 Honor, 2001 Children of the Tlingit Frank Staub; Frank Staub C.G. Woodson Elementary Level 4 4 Honor, 2000 The Children of Topaz: The Story of a Japanese-American Michael Tunnell and George C.G. Woodson Secondary Level 11 11 Internment Camp Chilcoat Honor, 1997 The Civil Rights Act of 1964 Robert Mayer C.G. Woodson Secondary Level 6 7 Winner, 2005 Claudette Colvin: Twice Toward Justice Phillip Hoose C.G. Woodson Middle Level 30 94 Winner, 2010 Coming Home: A Story of Josh Gibson, Baseball’s Greatest Nanette Mellage; Cornelius Van C.G. Woodson Elementary Level 9 14 Home Run Hitter Wright and Ying-Hwa Hu Winner, 2002 The Daring Escape of Ellen Craft Cathy Moore; Mary O’Keefe C.G. Woodson Elementary Level 9 14 Young Honor, 2003 Dave the Potter: Artist, Poet, Slave Laban Carrick Hill; Bryan Collier CSK Illustrator Winner; C.G. 28 81 Woodson Elementary Level Honor, 2011 Dear Benjamin Banneker Andrea Davis Pinkney; Brian C.G. Woodson Elementary Level 20 40 Pinkney Honor, 1995 Dear Miss Breed; True Stories of the Japanese American Andrea Davis Pinkney; Brian C.G. Woodson Secondary Level 18 29 Incarceration During World War II and a Librarian Who Pinkney Honor, 2007 Made a Difference Denied, Detained, Deported: Stories from the Dark Side of Ann Bausum C.G. Woodson Secondary Level 19 31 American Immigration Winner, 2010 Don’t Throw Away Your Stick Till You Cross the River: The Vincent Beach and Anni Beach C.G. Woodson Secondary Level 2 2 Journey of an Ordinary Man Winner, 2008 Drama of African-American History: The Rise of Jim Crow James Haskins and Kathleen C.G. Woodson Middle Level 2 2 Benson, with Virginia Schomp Winner, 2009 Early Black Reformers James Tackach C.G. Woodson Secondary Level 5 8 Winner, 2004 Edmonia Lewis: Wildfire in Marble Rinna Evelyn Wolfe C.G. Woodson Secondary Level 0 0 Winner, 1999

126 Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Ella Fitzgerald: First Lady of Song Katherine Krohn C.G. Woodson Secondary Level 4 4 Honor, 2002 A Fence Away from Freedom: Japanese Americans in World Ellen Levine C.G. Woodson Secondary Level 3 3 War II Winner, 1996 Fifty Cents and a Dream: Young Booker T. Washington Jabari Asim; Bryan Collier C.G. Woodson Elementary Level 22 63 Winner, 2013 The Flight of Red Bird: The Life of Zitkala-Ša Doreen Rappaport C.G. Woodson Secondary Level 7 10 Honor, 1998 Freedom Walkers: The Story of the Montgomery Bus Boycott Russell Freedman C.G. Woodson Middle Level 28 81 Winner, 2007 Gordon Parks: No Excuses Ann Parr; Gordon Parks C.G. Woodson Elementary Level 2 2 Honor, 2007 Growing Season: The Life of a Migrant Community David Hassler; Gary Harwood C.G. Woodson Secondary Level 13 24 Honor, 2007 Gwendolyn Brooks: Poet from Chicago Martha Rhynes C.G. Woodson Secondary Level 3 4 Honor, 2004 The Harlem Renaissance James Haskins C.G. Woodson Secondary Level 9 16 Winner, 1997 Harlem’s Little Blackbird: The Story of Florence Mills Renée Watson; Christian C.G. Woodson Elementary Level 16 44 Robinson Honor, 2013 Harriet: The Life and World of Harriet Beecher Stowe Norma Johnston C.G. Woodson Secondary Level 6 8 Honor, 1995 Harvesting Hope: The Story of Cesar Chavez Kathleen Krull; Yuyi Morales Pura Belpré Illustrator Award 24 47 Honor, 2004; Américas Award, Honor, 2003; C.G. Woodson Elementary Level Honor, 2004 I Am Rosa Parks Rosa Parks with James Haskins; C.G. Woodson Elementary Level 26 59 Wil Clay Honor, 1998 In America’s Shadow Kimberly Komatsu and Kaleigh C.G. Woodson Middle Level 2 2 Komatsu Winner, 2004 Issues in Racism Mary Williams C.G. Woodson Secondary Level 7 11 Honor, 2001 The Japanese American Family Album Dorothy Hoobler and Thomas C.G. Woodson Secondary Level 10 12 Hoobler Honor, 1997 Jim Thorpe’s Bright Path Joseph Bruchac; S. D. Nelson C.G. Woodson Elementary Level 17 25 Winner, 2005 John Lewis in the Lead: A Story of the Civil Rights Movement James Haskins and Kathleen C.G. Woodson Elementary Level 14 27 Benson, with Virginia Schomp; Winner, 2007 Benny Andrews

127 Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Konnichiwa! I Am a Japanese-American Girl Tricia Brown; Kazuyoshi Arai C.G. Woodson Elementary Level 6 7 Honor, 1996 Langston Hughes Milton Meltzer; Stephen Alcorn C.G. Woodson Secondary Level 9 16 Winner, 1998 Leon’s Story Leon Tillage; Susan Roth C.G. Woodson Elementary Level 20 31 Winner 1998

Let It Shine: Stories of Black Women Freedom Fighters Andrea Davis Pinkney; Stephen CSK Author Honor, 2001; C.G. 24 60 Alcorn Woodson Middle Level Winner, 2001 Let Them Play Margot Theis Raven; Chris C.G. Woodson Elementary Level 11 17 Ellison Winner, 2006 The Life and Death of Crazy Horse Russell Freedman; Amos Bad C.G. Woodson Elementary Level 21 33 Heart Bull Honor, 1997 Life in a Japanese American Internment Camp Diane Yancey C.G. Woodson Secondary Level 12 14 Honor, 1999 Lincoln and Douglass: An American Friendship Nikki Giovanni; Bryan Collier C.G. Woodson Elementary Level 18 54 Winner, 2009 Louis Sockalexis: Native American Baseball Pioneer Bill Wise; Bill Farnsworth C.G. Woodson Elementary Level 12 26 Winner, 2008 Magic Windows Carmen Lomas Garza; Carmen Belpré Illustrator Winner, 2000; 8 12 Lomas Garza Américas Honorable Mention, 1999; C.G. Woodson Elementary Honor, 2000 Marching to the Mountaintop: How Poverty, Labor Fights, Ann Bausum C.G. Woodson Middle Level 12 40 and Civil Rights Set the Stage for Martin Luther King, Jr.’s Winner, 2013 Final Hours Master of Mahogany: Tom Day, Free Black Cabinetmaker Mary Lyons C.G. Woodson Elementary Level 4 4 Honor, 1995 Matthew Henson: Co-Discoverer of the North Pole Laura Baskes Litwin C.G. Woodson Middle Level 6 8 Honor, 2002 Maya Angelou: More Than a Poet Elaine Slivinski Lisandrelli C.G. Woodson Elementary Level 9 19 Honor, 1997 The “Mississippi Burning” Civil Rights Murder Conspiracy Harvey Fireside C.G. Woodson Secondary Level 3 3 Trial: A Headline Court Case Winner, 2003 Multiethnic Teens and Cultural Identity: A Hot Issue Bárbara Cruz C.G. Woodson Secondary Level 0 0 Winner, 2002 Music Was It: Young Leonard Bernstein Susan Goldman Rubin C.G. Woodson Middle Level 21 41 Winner, 2012

128 Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) A Nation’s Hope: the Story of Boxing Legend Joe Louis Matt de la Peña; Kadir Nelson C.G. Woodson Elementary Level 25 72 Honor, 2012 No Easy Answers: Bayard Rustin and the Civil Rights Calvin Craig Miller C.G. Woodson Secondary Level 0 0 Movement Winner 2006 The Power of One: Daisy Bates and the Little Rock Nine Judith Bloom Fradin and Dennis C.G. Woodson Middle Level 12 22 Fradin Honor, 2005 Prince Estabrook: Slave and Soldier Alice Hinkle C.G. Woodson Middle Level 0 0 Winner, 2002 Princess Ka’iulani: Hope of a Nation, Heart of a People Sharon Linnéa C.G. Woodson Secondary Level 8 10 Winner, 2000 Princess of the Press: The Story of Ida B. Wells-Barnett Angela Shelf Medearis C.G. Woodson Elementary Level 7 15 Honor, 1998 Ramadan Suhaib Hamid Ghazi; Omar C.G. Woodson Elementary Level 22 43 Rayyan Winner, 1997 Reaching Out Francisco Jiménez Belpré Author Honor, 2009; C.G. 8 9 Woodson Secondary Level Winner, 2009 Red Bird Sings: The Story of Zitkala-Ša, Native American Gina Capaldi and Q. L. Pearce; C.G. Woodson Elementary Level 12 21 Author, Musician, and Activist Gina Capaldi Winner, 2012 Red-Tail Angels: The Story of the Tuskegee Airmen of World Patricia McKissack and Fredrick C.G. Woodson Secondary Level 20 33 War II McKissack Honor, 1996 Remembering Manzanar: Life in a Japanese Relocation Camp Michael Cooper C.G. Woodson Middle Level 10 15 Winner, 2003 Riches of Osceola McCarty Evelyn Coleman; Daniel Minter C.G. Woodson Elementary Level 6 10 Honor, 1999 The Rise and Fall of Jim Crow: The African-American Struggle Richard Wormser C.G. Woodson Secondary Level 13 16 Against Discrimination, 1865-1954 Honor, 2000 Roberto Clemente: Baseball’s Humanitarian Hero Herón Márquez C.G. Woodson Middle Level 4 6 Honor, 2006 Roberto Clemente: Pride of the Pittsburgh Pirates Jonah Winter, Raúl Colón C.G. Woodson Elementary Level 21 41 Honor, 2006 Sacagawea Lise Eldrich; Julie Buffalohead C.G. Woodson Elementary Level 15 21 Winner, 2004 Saga of the Sioux: An Adaptation from Dee Brown’s Bury My Dwight Jon Zimmerman C.G. Woodson Middle Level 14 26 Heart at Wounded Knee Honor, 2012 Shining Star: The Anna May Wong Story Paula Yoo; Lin Wang C.G. Woodson Elementary Level 5 6 Winner, 2010 Simeon’s Story: An Eyewitness Account of the Kidnapping of Simeon Wright with Herb Boyd C.G. Woodson Secondary Level 9 24 Emmett Till Honor, 2011

129 Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Sit-In: How Four Friends Stood Up By Sitting Down Andrea Davis Pinkney; Brian C.G. Woodson Elementary Level 27 82 Pinkney Winner, 2011 Sitting Bull and His World Albert Marrin C.G. Woodson Secondary Level 20 29 Winner, 2001 Slavery Time When I Was Chillun Belinda Hurmence C.G. Woodson Secondary Level 14 17 Honor, 1998 Sojourner Truth: From Slave to Activist for Freedom Mary Butler C.G. Woodson Middle Level 6 13 Honor, 2004 Songs from the Loom: A Navajo Girl Learns to Weave Monty Roessel; Monty Roessel C.G. Woodson Elementary Level 7 7 Winner, 1996 Sophisticated Ladies: The Great Women of Jazz Leslie Gourse; Martin French C.G. Woodson Middle Level 8 11 Honor, 2008 The Sound That Jazz Makes Carole Boston Weatherford; C.G. Woodson Elementary Level 11 22 Eric Velasquez Winner, 2001 Stolen into Slavery: The True Story of Solomon Northup Judith Bloom Fradin and Dennis C.G. Woodson Secondary Level 15 37 Fradin Winner, 2013 Story Painter: The Life of Jacob Lawrence John Duggleby C.G. Woodson Elementary Level 14 24 Winner, 1999 Strong Right Arm: The Story of Mamie “Peanut” Johnson Michelle Green C.G. Woodson Middle Level 15 18 Honor, 2003 Surfer of the Century: The Life of Duke Kahanamoku Ellie Crowe; Richard Waldrep APAAL Picture Books Winner, 14 17 2008; C.G. Woodson Elementary Level Honor, 2008 Through My Eyes Ruby Bridges C.G. Woodson Elementary Level 29 96 Winner, 2000 Till Victory Is Won: Black Soldiers in the Civil War Zak Mettger C.G. Woodson Secondary Level 10 18 Winner, 1995 Tuskegee Airmen: Black Heroes of World War II Jacqueline Harris C.G. Woodson Secondary Level 10 12 Honor, 1997 Uh Huh!: The Story of Ray Charles John Duggleby C.G. Woodson Secondary Level 7 12 Honor, 2006 United States v. Amistad: Slave Ship Mutiny Susan Dudley Gold C.G. Woodson Secondary Level 2 2 Honor 2008

An Unspeakable Crime: The Prosecution and Persecution of Elaine Marie Alphin C.G. Woodson Secondary Level 8 9 Leo Frank Winner, 2011 Up Before Daybreak: Cotton and People in America Deborah Hopkinson C.G. Woodson Middle Level 17 22 Honor, 2007

130 Table 33 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) The Voice that Challenged a Nation: Marian Anderson and Russell Freedman C.G. Woodson Middle Level 31 74 the Struggle for Equal Rights Winner, 2005 What I Had Was Singing: The Story of Marian Anderson Jeri Ferris C.G. Woodson Elementary Level 6 12 Winner, 1995 When the Children Marched: The Birmingham Civil Rights Robert Mayer C.G. Woodson Secondary Level 11 38 Movement Honor, 2009 With One Sky Above Us: The Story of Chief Joseph and the Nez Nancy Plain C.G. Woodson Middle Level 0 0 Perce Indians Honor, 2010

131 Table 34

Coretta Scott King Book Awards

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Almost to Freedom Vaunda Micheaux Nelson; CSK Illustrator Honor, 2004 21 44 Colin Bootman Another Way to Dance Martha Southgate John Steptoe Author Award, 5 7 1997 Ashley Bryan’s ABC of African-American Poetry Ashley Bryan; Ashley Bryan CSK Illustrator Honor, 1998 16 34

Bad News for Outlaws: The Remarkable Life of Bass Reeves, Vaunda Micheaux Nelson; CSK Author Winner, 2010; 25 65 Deputy U.S. Marshal R. Gregory Christie C.G. Woodson Elementary Level Honor, 2010 The Bat Boy and His Violin Gavin Curtis; E. B. Lewis CSK Illustrator Honor, 1999 17 30 The Battle of Jericho Sharon Draper CSK Author Honor, 2004 30 98 Bayard Rustin: Behind the Scenes of the Civil Rights James Haskins CSK Author Honor, 1998 9 9 Movement Beautiful Blackbird Ashley Bryan; Ashley Bryan CSK Illustrator Winner, 2004 22 71 Becoming Billie Holiday Carole Boston Weatherford; CSK Author Honor, 2009 13 31 Floyd Cooper Before John Was a Jazz Giant: A Song of John Coltrane Carole Boston Weatherford; CSK Illustrator Honor, 2009 19 37 Sean Qualls Bird Zetta Elliott; Shadra Strickland John Steptoe Illustrator Award, 18 38 2009 Black Cat Christopher Myers; Christopher CSK Illustrator Honor, 2000 26 51 Myers Black Diamond: The Story of the Negro Baseball Leagues Patricia McKissack and Fredrick CSK Author Honor, 1995 18 33 McKissack Black Hands, White Sails: The Story of African-American Patricia McKissack and Fredrick CSK Author Honor, 2000; 17 22 Whalers McKissack C.G. Woodson Secondary Level Honor, 2000 The Blacker the Berry: Poems Joyce Carol Thomas; Floyd CSK Author Honor, 2009; 20 77 Cooper CSK Illustrator Winner, 2009 Breaking Ground, Breaking Silence: The Story of New York’s Joyce Hansen and Gary McGowan CSK Author Honor, 1999 7 11 African Burial Ground Brendan Buckley’s Universe and Everything in It Sundee Frazier John Steptoe Author Award, 18 47 2008 Bronx Masquerade Nikki Grimes CSK Author Winner, 2003 26 76

132 Table 34 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Brothers in Hope: The Story of the Lost Boys of Sudan Mary Williams; R. Gregory CSK Illustrator Honor, 2006 16 30 Christie Bud, Not Buddy Christopher Paul Curtis CSK Author Winner, 2000 36 147 The Captive Joyce Hansen CSK Author Honor, 1995 7 7 Carver, A Life in Poems Marilyn Nelson CSK Author Honor, 2002 24 54 Chill Wind Janet McDonald John Steptoe Author Award, 8 12 2003 Christmas in the Big House, Christmas in the Quarters Patricia McKissack and Fredrick CSK Author Winner, 1995 25 39 McKissack; John Thompson Copper Sun Sharon Draper CSK Author Winner, 2007 31 108 The Creation James Weldon Johnson; James CSK Illustrator Winner, 1995 11 18 Ransome Darius & Twig Walter Dean Myers CSK Author Honor, 2014 24 107 Dark Sons Nikki Grimes CSK Author Honor, 2006 21 50 Dave the Potter: Artist, Poet, Slave Laban Carrick Hill; Bryan Collier CSK Illustrator Winner; C.G. 28 81 Woodson Elementary Level Honor, 2011 Day of Tears: A Novel in Dialogue Julius Lester CSK Author Winner, 2006 26 55 Days of Jubilee: The End of Slavery in the United States Patricia McKissack and Fredrick CSK Author Honor, 2004 22 53 McKissack Duke Ellington: The Piano Prince and His Orchestra Andrea Davis Pinkney; Brian CSK Illustrator Honor, 1999 30 77 Pinkney Each Kindness Jacqueline Woodson; E. B. Lewis CSK Author Honor, 2013 30 87 Elijah of Buxton Christopher Paul Curtis CSK Author Winner, 2008 34 123 Ellen’s Broom Kelly Starling Lyons; Daniel CSK Illustrator Honor, 2013 18 49 Minter Ellington Was Not a Street Ntozake Shange; Kadir Nelson CSK Illustrator Winner, 2005 24 62 The Faithful Friend Robert San Souci; Brian Pinkney CSK Illustrator Honor, 1996 23 49 The First Part Last Angela Johnson CSK Author Winner, 2004 33 113 Forged by Fire Sharon Draper CSK Author Winner, 1998 23 90 Fortune’s Bones: The Manumission Requiem Marilyn Nelson CSK Author Honor, 2005 17 27 Francie Karen English CSK Author Honor, 2000 11 19 Freedom River Doreen Rappaport; Bryan Collier CSK Illustrator Honor, 2001 22 60 Freedom Summer Deborah Wiles; Jerome John Steptoe Illustrator Award, 25 53 Lagarrigue 2002 From the Notebooks of Melanin Sun Jacqueline Woodson CSK Author Honor, 1996 12 28 God Bless the Child Billie Holiday and Arthur CSK Illustrator Honor, 2005 18 46 Herzog, Jr.; Jerry Pinkney

133

Table 34 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Goin’ Someplace Special Patricia McKissack; Jerry CSK Illustrator Winner, 2002 27 75 Pinkney The Great Migration: Journey to the North Eloise Greenfield; Jan Spivey CSK Author Honor, 2012 25 93 Gilchrist H.O.R.S.E.: A Game of Basketball and Imagination Christopher Myers; Christopher CSK Illustrator Honor, 2013 19 54 Myers Hand in Hand: Ten Black Men Who Changed America Andrea Davis Pinkney; Brian CSK Author Winner, 2013 23 69 Pinkney Harlem: A Poem Walter Dean Myers; Christopher CSK Illustrator Honor, 1998 23 46 Myers Heart and Soul: The Story of America and African Americans Kadir Nelson; Kadir Nelson CSK Author Winner, 2012; 30 107 CSK Illustrator Honor, 2012 Heaven Angela Johnson CSK Author Winner, 1999 26 70 Her Stories: African American Folktales, Fairy Tales, and True Virginia Hamilton; Leo Dillon CSK Author Winner, 1996; 32 76 Tales and Diane Dillon CSK Illustrator Honor, 1996 The Hunterman and the Crocodile: A West African Folktale Baba Wagué Diakité; Baba CSK Illustrator Honor, 1998 17 35 Wagué Diakité I Hadn’t Meant to Tell You This Jacqueline Woodson CSK Author Honor, 1995 20 44 I Have a Dream Martin Luther King, Jr.; Kadir CSK Illustrator Honor, 2013 28 87 Nelson I Have Heard of a Land Joyce Carol Thomas; Floyd CSK Illustrator Honor, 1999 17 29 Cooper I See the Rhythm Toyomi Igus; Michele Wood CSK Illustrator Winner, 1999 17 28 I Thought My Soul Would Rise and Fly: The Diary of Patsy, a Joyce Hansen CSK Author Honor, 1998 30 78 Freed Girl I, Too, Am America Langston Hughes; Bryan Collier CSK Illustrator Winner, 2013 19 85 In Daddy’s Arms I Am Tall: African Americans Celebrating Various Authors; Javaka Steptoe CSK Illustrator Winner, 1998 23 47 Fathers In the Time of the Drums Kim Siegelson; Brian Pinkney CSK Illustrator Winner, 2000 20 28 Jazmin’s Notebook Nikki Grimes CSK Author Honor, 1999 12 25 Jazz Walter Dean Myers; Christopher CSK Illustrator Honor, 2007 22 78 Myers Jazz on a Saturday Night Leo Dillon and Diane Dillon; Leo CSK Illustrator Honor, 2008 21 64 Dillon and Diane Dillon Jazzy Miz Mozetta Brenda Roberts; Frank Morrison John Steptoe Illustrator Award, 15 28 2005

134 Table 34 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Jimi & Me Jaime Adoff John Steptoe Author Award, 13 20 2006 Keeping the Night Watch Hope Anita Smith; E. B. Lewis CSK Author Honor, 2009 18 44 Knock Knock: My Dad’s Dream for Me Daniel Beaty; Bryan Collier CSK Illustrator Winner, 2014 22 94 The Land Mildred Taylor CSK Author Winner, 2002 29 81 The Legend of Buddy Bush Sheila Moses CSK Author Honor, 2005 15 40 Let It Shine: Stories of Black Women Freedom Fighters Andrea Davis Pinkney; Stephen CSK Author Honor, 2001; C.G. 24 60 Alcorn Woodson Middle Level Winner, 2001 Let It Shine: Three Favorite Spirituals Ashley Bryan; Ashley Bryan CSK Illustrator Winner, 2008 24 68 Like Sisters on the Homefront Rita Williams-Garcia CSK Author Honor, 1996 12 19 Lockdown Walter Dean Myers CSK Author Honor, 2011 25 72 Locomotion Jacqueline Woodson CSK Author Honor, 2004 29 61 March: Book One John Lewis and Andrew Aydin; CSK Author Honor, 2014 19 49 Nate Powell Mare’s War Tanita Davis CSK Author Honor, 2010 12 22 Maritcha: A Nineteenth-Century American Girl Tonya Bolden CSK Author Honor, 2006 20 45 Martin’s Big Words Doreen Rappaport; Bryan Collier CSK Illustrator Honor, 2002 34 128 Meet Danitra Brown Nikki Grimes; Floyd Cooper CSK Illustrator Honor, 1995 15 23 The Middle Passage: White Ships/Black Cargo Tom Feelings; Tom Feelings CSK Illustrator Winner, 1996 14 22 Minty: A Story of Young Harriet Tubman Alan Schroeder; Jerry Pinkney CSK Illustrator Winner, 1997 27 67 Miracle’s Boys Jacqueline Woodson CSK Author Winner, 2001 23 71 Missy Violet and Me Barbara Hathaway John Steptoe Author Award, 9 20 2005 Money Hungry Sharon Flake CSK Author Honor, 2002 19 59 Monster Walter Dean Myers CSK Author Honor, 2000 32 108 Moon Over Star Dianna Hutts Aston; Jerry CSK Illustrator Honor, 2009 20 60 Pinkney The Moon Ring Randy DuBurke; Randy DuBurke John Steptoe Illustrator Award, 9 16 2003 Moses: When Harriet Tubman Led Her People to Freedom Carole Boston Weatherford; CSK Illustrator Winner, 2007 33 111 Kadir Nelson My People Langston Hughes; Charles R. CSK Illustrator Winner, 2010 24 96 Smith, Jr. My Rows and Piles of Coins Tololwa Mollel; E. B. Lewis CSK Illustrator Honor, 2000 18 44 Neeny Coming, Neeny Going Karen English; Synthia Saint CSK Illustrator Honor, 1997 6 6 James The Negro Speaks of Rivers Langston Hughes; E. B. Lewis CSK Illustrator Honor, 2010 17 46 Nelson Mandela Kadir Nelson; Kadir Nelson CSK Illustrator Honor, 2014 27 96

135

Table 34 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Never Forgotten Patricia McKissack; Leo Dillon CSK Author Honor, 2012 24 74 and Diane Dillon Ninth Ward Jewell Parker Rhodes CSK Author Honor, 2011 22 57 No Crystal Stair: A Documentary Novel of the Life and Work Vaunda Micheaux Nelson; CSK Author Honor, 2013 15 38 of Lewis Michaux, Harlem Bookseller R. Gregory Christie November Blues Sharon Draper CSK Author Honor, 2008 25 61 One Crazy Summer Rita Williams-Garcia CSK Author Winner, 2011 30 108 Only Passing Through: The Story of Sojourner Truth Anne Rockwell; R. Gregory CSK Illustrator Honor, 2001 27 72 Christie The Other Side: Shorter Poems Angela Johnson CSK Author Honor, 1999 9 20 P. S. Be Eleven Rita Williams-Garcia CSK Author Winner, 2014 26 116 The Palm of My Heart: Poetry by African American Children Davida Adedjouma; R. Gregory CSK Illustrator Honor, 1997 7 13 Christie The People Could Fly: The Picture Book Virginia Hamilton; Leo Dillon CSK Illustrator Honor, 2005 22 82 and Diane Dillon The Piano Man Debbi Chocolate; Eric Velasquez John Steptoe Illustrator Award, 4 8 1999 Poetry for Young People: Langston Hughes Langston Hughes, edited by CSK Illustrator Honor, 2007 21 75 Arnold Rampersad and David Roessel; Benny Andrews Rap a Tap Tap: Here’s Bojangles Think of That! Leo Dillon and Diane Dillon; Leo CSK Illustrator Honor, 2003 27 52 Dillon and Diane Dillon Rebels Against Slavery, American Slave Revolts Patricia McKissack and Fredrick CSK Author Honor, 1997 15 31 McKissack The Red Rose Box Brenda Woods CSK Author Honor, 2003 15 25 Remember, The Journey to School Integration Brenda Woods CSK Author Winner, 2005 28 68 The Road to Paris Nikki Grimes CSK Author Honor, 2007 22 60 The Rock and the River Kekla Magoon John Steptoe Author Award, 17 39 2010 Rosa Nikki Giovanni; Bryan Collier CSK Illustrator Winner, 2006 33 113 Running the Road to ABC Denizé Lauture; Reynold Ruffins CSK Illustrator Honor, 1997 9 11 The Secret Olivia Told Me N. Joy; Nancy Devard CSK Illustrator Honor, 2008 10 23 Seeds of Change: Planting a Path to Peace Jen Cullerton Johnson; Sonia John Steptoe Illustrator Award, 17 54 Lynn Sadler 2011 The Singing Man: Adapted from a West African Folktale Angela Shelf Medearis; Terea CSK Illustrator Honor, 1995 10 11 Shaffer

136 Table 34 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) The Skin I’m In Sharon Flake John Steptoe Author Award, 17 77 1999 Slam! Walter Dean Myers CSK Author Winner, 1997 24 57 Standing Against the Wind Traci Jones John Steptoe Author Award, 9 18 2007 Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman Nikki Grimes; E. B. Lewis CSK Author Honor, 2003; CSK 26 60 Illustrator Winner, 2003 Tears of a Tiger Sharon Draper John Steptoe Author Award, 30 109 1995 Thunder Rose Jerdine Nolen; Kadir Nelson CSK Illustrator Honor, 2004 19 55 Twelve Rounds to Glory: The Story of Muhammad Ali Charles R. Smith, Jr.; Bryan CSK Author Honor, 2008 23 60 Collier Underground Shane Evans; Shane Evans CSK Illustrator Winner, 2012 27 93 Uptown Bryan Collier; Bryan Collier CSK Illustrator Winner, 2001 18 30 Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard; CSK Illustrator Honor, 2001 20 36 E. B. Lewis Visiting Langston Willie Perdomo; Bryan Collier CSK Illustrator Honor, 2003 17 37 The Watsons Go to Birmingham—1963 Christopher Paul Curtis CSK Author Honor, 1996 36 142 The Way a Door Closes Hope Anita Smith; Shane Evans John Steptoe Author Award, 12 21 2004 We Are the Ship: The Story of Negro League Baseball Kadir Nelson; Kadir Nelson CSK Author Winner, 2009; 29 105 CSK Illustrator Honor, 2009 When the Beat Was Born: DJ Kool Herc and the Creation of Laban Carrick Hill; Theodore John Steptoe Illustrator Award, 17 53 Hip Hop Taylor, III 2014 Who Am I Without Him? Short Stories about Girls and the Sharon Flake CSK Author Honor, 2005 18 53 Boys in Their Lives Words with Wings Nikki Grimes CSK Author Honor, 2014 21 75 A Wreath for Emmett Till Marilyn Nelson; Philippe Lardy CSK Author Honor, 2006 21 49 Yummy: The Last Days of a Southside Shorty G. Neri; Randy DuBurke CSK Author Honor, 2011 20 44 Zora and Me Victoria Bond and T. R. Simon John Steptoe Author Award, 20 60 2011

137 Table 35

Pura Belpré Award

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) 90 Miles to Havana Enrique Flores-Galbis Belpré Author Honor, 2011 12 28

Aristotle and Dante Discover the Secrets of the Universe Benjamin Alire Sáenz Belpré Author Winner, 2013 28 84 Arrorró, Mi Niño: Latino Lullabies and Gentle Games Lulu Delacre; Lulu Delacre Belpré Illustrator Honor, 2006 11 18

Barrio: José’s Neighborhood George Ancona; George Ancona Belpré Illustrator Honor, 2000; 5 5 Américas Winner, 1998 Baseball in April and Other Stories Gary Soto Belpré Author Honor, 1996 14 16 Becoming Naomi León Pam Muñoz Ryan Belpré Author Honor, 2006; 24 52 Tomás Rivera Winner, 2005 Before We Were Free Julia Alvarez Belpré Author Winner, 2004; 14 17 Américas Winner, 2002 Book Fiesta! Celebrate Children’s Day Pat Mora; Rafael López Belpré Illustrator Winner, 2010 20 50 The Bossy Gallito Lucía Gonzalez; Lulu Delacre Belpré Author Honor, 1996; 13 18 Belpré Illustrator Honor, 1996 Breaking Through Francisco Jiménez Belpré Author Honor, 2002; 14 18 Américas Winner, 2001; Tomás Rivera Winner, 2002 The Cazuela that the Farm Maiden Stirred Samantha Vamos; Rafael López Belpré Illustrator Honor, 2012 19 66 César: Sí, Se Puede! Yes, We Can! Carmen Bernier-Grand; Belpré Author Honor, 2006; 12 15 David Diaz Belpré Illustrator Honor, 2006 Chato and the Party Animals Gary Soto; Susan Guevara Belpré Illustrator Winner, 2002 16 26 Chato’s Kitchen Gary Soto; Susan Guevara Belpré Illustrator Winner, 1996; 16 25 Américas Honorable Mention, 1995; Tomás Rivera Winner, 1996 Cuba 15 Nancy Osa Belpré Author Honor, 2004; 6 6 Américas Honorable Mention, 2003 Dear Primo: A Letter to My Cousin Duncan Tonatiuh; Belpré Illustrator Honor, 2011 17 38 Duncan Tonatiuh Diego Rivera: His World and Ours Duncan Tonatiuh; Belpré Illustrator Winner, 2012; 20 48 Duncan Tonatiuh Tomás Rivera Winner, 2012 Diego: Bigger than Life Carmen Bernier-Grand; Belpré Author Honor, 2010; 14 31 David Diaz Belpré Illustrator Honor, 2010

138

Table 35 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Doña Flor: A Tall Tale about a Giant Woman with a Great Big Pat Mora; Raúl Colon Belpré Author Honor, 2006; 15 31 Heart Belpré Illustrator Winner, 2006 The Dreamer Pam Muñoz Ryan; Peter Sís Belpré Author Winner, 2011; 26 63 Américas Winner, 2011 Esperanza Rising Pam Muñoz Ryan Belpré Author Winner, 2002; 33 99 Américas Honorable Mention, 2000 Family Pictures Carmen Lomas Garza; Carmen Belpré Illustrator Honor, 1996 7 9 Lomas Garza Federico García Lorca Georgina Lázaro; Enrico Moreiro Belpré Author Honor, 2010 3 3 Fiesta Babies Carmen Tafolla; Amy Córdova Belpré Illustrator Honor, 2011 19 46 The Firefly Letters: A Suffragette’s Journey to Cuba Margarita Engle Belpré Author Honor, 2011; 9 15 Américas Honorable Mention, 2011 First Day in Grapes L. King Pérez; Robert Casilla Belpré Illustrator Honor, 2004 6 10 Frida: Viva la vida! Long Live Life! Carmen Bernier-Grand Belpré Author Honor, 2008 10 14 From the Bellybutton of the Moon and Other Summer Poems Francisco X. Alarcón; Maya Belpré Author Honor, 2000 9 19 Christina Gonzalez Gathering the Sun: An Alphabet in Spanish and English Alma Flor Ada; Simón Silva Belpré Illustrator Honor, 1998 18 24 The Golden Flower: A Taino Myth from Puerto Rico Nina Jaffe; Enrique Sánchez Belpré Illustrator Honor, 1998 15 20 Gracias Pat Mora; John Parra Belpré Illustrator Honor, 2010 16 51 Grandma’s Gift Eric Velasquez; Eric Velasquez Belpré Illustrator Winner, 2011 14 49 Harvesting Hope: The Story of Cesar Chavez Kathleen Krull; Yuyi Morales Belpré Illustrator Honor, 2004; 24 47 Américas Honorable Mention, 2003; C.G. Woodson Elementary Level Honor, 2004 Hurricane Dancers: The First Caribbean Pirate Shipwreck Margarita Engle Belpré Author Honor, 2012; 11 25 Américas Winner, 2012 Iguanas in the Snow and Other Winter Poems Francisco X. Alarcón; Maya Belpré Author Honor, 2002 11 25 Christina Gonzalez In My Family Carmen Lomas Garza; Carmen Belpré Illustrator Honor, 1998; 9 9 Lomas Garza Américas Winner, 1996; Tomás Rivera Winner, 1997 An Island Like You: Stories of the Barrio Judith Ortiz Cofer Belpré Author Winner, 1996; 2 3 Américas Honorable Mention, 1995 Juan Bobo Goes to Work: A Puerto Rican Folktale Marisa Montes; Joe Cepeda Belpré Illustrator Honor, 2002 14 32

139

Table 35 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Just a Minute: A Trickster Tale and Counting Book Yuyi Morales; Yuyi Morales Belpré Illustrator Winner, 2004; 21 60 Américas Winner, 2003; Tomás Rivera Winner, 2004 Just in Case Yuyi Morales; Yuyi Morales Belpré Author Honor, 2009; 16 48 Belpré Illustrator Winner, 2009; Américas Winner, 2009 Laughing Out Loud, I Fly: Poems in English and Spanish Juan Felipe Herrera; Karen Belpré Author Honor, 2000 3 4 Barbour Laughing Tomatoes and Other Spring Poems Francisco X. Alarcón; Maya Belpré Author Honor, 1998 14 17 Christina Gonzalez The Lightning Dreamer: Cuba’s Greatest Abolitionist Margarita Engle Belpré Author Honor, 2014 14 19 The Living Matt de la Peña Belpré Author Honor, 2014 22 71 Los Gatos Black on Halloween Marisa Montes; Yuyi Morales Belpré Author Honor, 2008; 17 76 Belpré Illustrator Winner, 2008; Tomás Rivera Winner, 2008 Magic Windows Carmen Lomas Garza; Carmen Belpré Illustrator Winner, 2000; 8 12 Lomas Garza Américas Honorable Mention, 1999; C.G. Woodson Elementary Honor, 2000 Mama and Papa Have a Store Amelia Lau Carling; Amelia Lau Belpré Illustrator Honor, 2000; 5 5 Carling Américas Winner, 1998 Maria Had a Little Llama Angela Dominguez; Angela Belpré Illustrator Honor, 2014 17 43 Dominguez Marisol McDonald Doesn’t Match Monica Brown; Sara Palacios Belpré Illustrator Honor, 2012 15 44 Martín de Porres: The Rose in the Desert Gary Schmidt; David Diaz Belpré Illustrator Winner, 2013; 18 41 Américas Honorable Mention, 2013 Martina the Beautiful Cockroach Carmen Agra Deedy; Michael Belpré Author Honor, 2008 19 58 Austin Maximilian and the Mystery of the Guardian Angel: A Xavier Garza; Xavier Garza Belpré Author Honor, 2012 6 19 Bilingual Luche Libre Thriller Me, Frida Amy Novesky; David Diaz Belpré Illustrator Honor, 2011 14 29 My Abuelita Tony Johnston; Yuyi Morales Belpré Illustrator Honor, 2010 15 34 My Colors, My World Maya Christina Gonzalez; Maya Belpré Illustrator Honor, 2008 14 38 Christina Gonzalez

140 Table 35 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) My Diary from Here to There Amada Irma Pérez; Maya Belpré Author Honor, 2004 8 9 Christina Gonzalez My Name is Celia: The Life of Celia Cruz Monica Brown; Rafael López Belpré Illustrator Honor, 2006; 9 14 Américas Winner, 2004 My Name is Gabito: The Life of Gabriel García Márquez Monica Brown; Raúl López Belpré Illustrator Honor, 2008 12 21 Niño Wrestles the World Yuyi Morales; Yuyi Morales Belpré Illustrator Winner, 2014 15 64 Ole! Flamenco George Ancona; George Ancona Belpré Author Honor, 2011 13 32 Pablo Remembers: The Fiesta of the Day of the Dead George Ancona; George Ancona Belpré Illustrator Honor, 1996 10 12 Pancho Rabbit and the Coyote: A Migrant’s Tale Duncan Tonatiuh; Duncan Belpré Author Honor, 2014; 13 33 Tonatiuh Belpré Illustrator Honor, 2014 Papá and Me Arthur Dorros; Rudy Gutierrez Belpré Illustrator Honor, 2009 16 48 Parrot in the Oven: Mi Vida Victor Martinez Belpré Author Winner, 1998; 7 11 Américas Winner, 1996 The Poet Slave of Cuba: A Biography of Juan Francisco Margarita Engle; Sean Qualls Belpré Author Winner, 2008; 11 26 Manzano Américas Winner, 2006 The Pot that Juan Built Nancy Andrews-Goebel; Belpré Illustrator Honor, 2004 19 36 David Diaz Reaching Out Francisco Jiménez Belpré Author Honor, 2009; C.G. 8 9 Woodson Secondary Level Winner, 2009 Return to Sender Julia Alvarez Belpré Author Winner, 2010; 17 41 Américas Winner, 2010 The Revolution of Evelyn Serrano Sonia Manzano Belpré Author Honor, 2013; 11 23 Américas Winner, 2013 The Secret Stars Joseph Slate; Felipe Dávalos Belpré Illustrator Honor, 2000 4 4 Snapshots from the Wedding Gary Soto; Stephanie Garcia Belpré Illustrator Winner, 1998 11 15 Spirits of the High Mesa Floyd Martínez Belpré Author Honor, 1998 0 0 The Storyteller’s Candle Lucía González; Lulu Delacre Belpré Author Honor, 2009; 11 22 Belpré Illustrator Honor, 2009; Américas Honorable Mention, 2009 The Surrender Tree: Poems of Cuba’s Struggle for Freedom Margarita Engle Belpré Author Winner, 2009; 19 35 Américas Winner, 2009 The Tequila Worm Viola Canales Belpré Author Winner, 2012; 7 10 Américas Honorable Mention, 2005 Tito Puente: Mambo King Monica Brown; Rafael López Belpré Illustrator Honor, 2014 9 19

141 Table 35 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) Under the Mesquite Guadalupe Garcia McCall Belpré Author Winner, 2012; 17 29 Américas Honorable Mention, 2012; Tomás Rivera Winner, 2013 Under the Royal Palms: A Childhood in Cuba Alma Flor Ada Belpré Author Winner, 2000 6 7 What Can You Do With a Rebozo? Carmen Tafolla; Amy Córdova Belpré Illustrator Honor, 2009 10 23 Yaqui Delgado Wants to Kick Your Ass Meg Medina Belpré Author Winner, 2014 21 58

142 Table 36

Tomás Rivera Mexican American Children’s Book Award

Title Author; Illustrator Award and Year Library Library Systems Outlets (n = 36) (n = 172) Bait Alex Sanchez Tomás Rivera Winner, 2011 11 21 Becoming Naomi León Pam Muñoz Ryan Belpré Author Honor, 2006; 24 52 Tomás Rivera Winner, 2005 Breaking Through Francisco Jiménez Belpré Author Honor, 2002; 14 18 Américas Winner, 2001; Tomás Rivera Winner, 2002 Chato’s Kitchen Gary Soto; Susan Guevara Belpré Illustrator Winner, 1996; 16 25 Américas Honorable Mention, 1995; Tomás Rivera Winner, 1996 Diego Rivera: An Artist for the People Susan Goldman Rubin Tomás Rivera Winner, 2014 13 25 Diego Rivera: His World and Ours Duncan Tonatiuh; Duncan Belpré Illustrator Winner, 2012; 20 48 Tonatiuh Tomás Rivera Winner, 2012 Downtown Boy Juan Felipe Herrera Tomás Rivera Winner, 2007 2 2 The Farolitos of Christmas Rudolfo Anaya; Edward Gonzales Tomás Rivera Winner, 1996 5 5 Harvesting Hope: The Story of Cesar Chavez Kathleen Krull; Yuyi Morales Belpré Illustrator Honor, 2004; 24 47 Américas Honorable Mention, 2003; C.G. Woodson Elementary Level Honor, 2004 He Forgot to Say Good-bye Benjamin Alire Sáenz Tomás Rivera Winner, 2009 9 12 The Holy Torilla and a Pot of Beans: A Feast of Short Fiction Carmen Tafolla Tomás Rivera Winner, 2009 1 1 In My Family Carmen Lomas Garza; Carmen Belpré Illustrator Honor, 1998; 9 9 Lomas Garza Américas Winner, 1996; Tomás Rivera Winner, 1997 José! Born to Dance: The Story of José Limón Susanna Reich; Raúl Colón Tomás Rivera Winner, 2006 6 9 Just a Minute: A Trickster Tale and Counting Book Yuyi Morales; Yuyi Morales Belpré Illustrator Winner, 2004; 21 60 Américas Winner, 2003; Tomás Rivera Winner, 2004 Library for Juana: The World of Sor Juana Inés Pat Mora; Beatriz Vidal Tomás Rivera Winner, 2003 5 5 Los Gatos Black on Halloween Marisa Montes; Yuyi Morales Belpré Author Honor, 2008; 17 76 Belpré Illustrator Winner, 2008; Tomás Rivera Winner, 2008 My Land Sings: Stories from the Rio Grande Rudolfo Anaya; Amy Córdova Tomás Rivera Winner, 2000 2 2

143 Table 36 Continued

Library Library Systems Outlets Title Author; Illustrator Award and Year (n = 36) (n = 172) My Very Own Room Amada Irma Pérez; Maya Américas Honorable Mention, 5 11 Christina Gonzalez 2000; Tomás Rivera Winner, 2001 Pancho Rabbit and the Coyote: A Migrant’s Tale Duncan Tonatiuh; Duncan Belpré Author Honor, 2014; 13 33 Tonatiuh Belpré Illustrator Honor, 2014 Sylvia and Aki Winifred Conkling Tomás Rivera Winner, 2012 13 38 The Three Pigs: Nacho, Tito, and Miguel Bobbi Salinas; Bobbi Salinas Tomás Rivera Winner, 1999 1 3 Tomás and the Library Lady Pat Mora; Raúl Colón Tomás Rivera Winner, 1998 21 36 Under the Mesquite Guadalupe Garcia McCall Belpré Author Winner, 2012; 17 29 Américas Honorable Mention, 2012; Tomás Rivera Winner, 2013 What Can You Do With a Paleta? Carmen Tafolla; Magaly Morales Américas Winner, 2010; Tomás 11 22 Rivera Winner, 2010

APPENDIX B

LIBRARIES USED IN STUDY

Appendix B Table 37

Libraries Used in Study

Library System a County Consortium b Holdings Population of Books Central Total of Legal Juvenile Print Print in Study Library Name Library Branches Bookmobiles Outlets Service Area Circulation Holdings Expenditures n=449 Rankc Akron-Summit County 1 17 3 21 377,588 1,668,723 1,548,320 $1,437,578 Summit SearchOhio 364 2 Barberton 1 1 0 2 26,385 82,150 72,579 $60,407 Summit CLEVNET 166 19 Bristol 1 0 0 1 2,910 32,843 52,381 $58,655 Trumbull CLEVNET 36 36 Cleveland Heights 0 4 0 4 57,867 473,437 269,434 $456,387 Cuyahoga CLEVNET 299 5 Cleveland 1 28 1 30 398,453 747,526 3,283,319 $3,438,474 Cuyahoga CLEVNET 382 1 Cuyahoga County 0 28 0 28 616,527 6,378,235 1,756,053 $4,930,993 Cuyahoga SearchOhio 291 6 Cuyahoga Falls 1 0 0 1 49,652 294,400 150,438 $325,033 Summit SearchOhio 173 18 East Cleveland 1 0 0 1 20,869 32,798 175,356 $58,541 Cuyahoga CLEVNET 159 20 Elyria 1 4 1 6 63,650 188,506 289,927 $330,841 Lorain CLEVNET 216 13 Euclid 1 0 0 1 48,850 263,950 168,772 $345,273 Cuyahoga CLEVNET 207 14 Girard 1 0 0 1 11,018 29,350 68,873 $68,368 Trumbull CLEVNET 102 25 Hubbard 1 0 0 1 13,552 39,946 53,629 $61,195 Trumbull CLEVNET 61 34 Hudson 1 0 0 1 22,262 342,673 141,482 $128,195 Summit CLEVNET 175 17 Huron 1 0 0 1 10,551 35,763 55,723 $55,597 Erie CLEVNET 42 35 Kent 1 0 0 1 34,257 115,009 166,407 $113,029 Portage SearchOhio 223 12 Kinsman 1 0 0 1 6,496 36,954 73,426 $44,920 Trumbull CLEVNET 66 33 Lorain 1 5 1 7 135,275 546,972 456,695 $602,784 Lorain CLEVNET 224 11 Louisville 1 0 0 1 18,769 140,747 98,408 $56,859 Stark SearchOhio 82 32 Mansfield/Richland County 1 8 0 9 111,419 346,257 394,691 $401,841 Richland SearchOhio 247 7 Massillon 1 2 1 4 33,407 394,504 111,981 $141,124 Stark SearchOhio 88 30 McKinley Memorial 1 1 0 2 19,183 67,229 63,771 $128,529 Trumbull CLEVNET 90 29 Milan-Berlin 1 1 0 2 9,462 86,568 71,061 $33,561 Erie CLEVNET 100 26 Newton Falls 1 0 0 1 8,739 64,559 46,405 $39,047 Trumbull CLEVNET 95 27 Peninsula 1 1 0 2 2,572 24,207 43,103 $20,184 Summit CLEVNET 84 31 Portage County 0 5 0 5 106,237 111,487 174,292 $112,882 Portage SearchOhio 122 22 Reed Memorial 1 0 0 1 20,925 102,750 117,460 $79,754 Portage SearchOhio 187 15 Ritter 1 0 0 1 19,275 63,579 59,762 $96,895 Erie CLEVNET 113 23 Rocky River 1 0 0 1 20,582 260,701 130,428 $229,478 Cuyahoga SearchOhio 142 21 Rodman 1 1 1 3 36,572 189,330 198,082 $221,980 Stark SearchOhio 233 10 Sandusky 1 1 0 2 42,523 85,539 114,795 $95,409 Erie CLEVNET 111 24 Shaker Heights 1 1 0 2 32,311 257,020 194,484 $242,709 Cuyahoga CLEVNET 238 8 Stark County 1 9 5 15 240,131 1,147,642 673,064 $762,974 Stark SearchOhio 300 4 Twinsburg 1 0 0 1 24,453 414,318 132,002 $171,087 Summit CLEVNET 184 16 Warren- Trumbull County 1 5 1 7 148,414 151,097 405,880 $364,591 Trumbull SearchOhio 317 3 Westlake Porter 1 0 0 1 32,680 454,283 159,810 $287,102 Cuyahoga SearchOhio 95 27 Youngstown-Mahoning 1 14 0 15 238,823 239,550 722,183 $710,759 Mahoning SearchOhio 236 9 Note. aInformation from State Library of Ohio (2012). bInformation from State Library of Ohio. cRank of number of holdings of books in study, from most titles to fewest titles. Libraries with the same number of holdings received the same rank and an appropriate number was skipped.

145 146 Table 38

Library System Holdings

Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong Library System (n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Cleveland Public Library 382 137 74 45 10 53 20 86 Akron-Summit County Public Library 364 138 71 42 11 45 20 76 Warren-Trumbull County Public Library 317 123 63 37 12 33 16 64 Stark County District Library 300 120 60 35 11 38 14 58 Cleveland Heights-University Heights Public 299 122 49 35 8 38 13 67 Library Cuyahoga County Public Library 291 113 61 40 11 32 14 53 Mansfield-Richland County Public Library 247 100 49 28 7 19 11 56 Shaker Heights Public Library 238 120 40 19 6 21 8 47 Public Library of Youngstown and Mahoning 236 111 41 23 4 25 11 49 County Rodman Public Library 233 101 40 26 8 24 8 52 Lorain Public Library 224 98 58 21 4 25 12 34 Kent Free Library 223 109 35 23 7 23 6 41 Elyria Public Library 216 101 34 23 8 21 13 41 Euclid Public Library 207 105 26 16 4 15 10 46 Reed Memorial Library 187 91 43 13 6 21 8 31 Twinsburg Public Library 184 96 27 20 5 14 8 33 Hudson Library and Historical Society 175 82 20 24 4 14 6 38 Cuyahoga Falls Library 173 71 34 22 5 20 7 36 Barberton Public Library 166 89 31 12 4 16 7 29 East Cleveland Public Library 159 102 15 4 6 9 4 31 Rocky River Public Library 142 63 22 25 5 9 4 27 Portage County District Library 122 56 24 12 2 18 7 26 Ritter Public Library 113 61 12 12 2 10 1 26 Sandusky Library 111 66 16 12 2 6 4 16 Girard Free Library 102 63 12 9 2 7 3 13 Milan-Berlin Township Public Library 100 60 13 8 4 7 3 17 Newton Falls Public Library 95 47 12 11 1 9 2 23 Westlake Porter Public Library 95 46 18 11 2 8 3 16 McKinley Memorial Library 90 41 20 11 2 6 3 15 Massillon Public Library 88 36 16 12 2 7 2 17 Peninsula Library and Historical Society 84 41 4 13 2 4 1 23 Louisville Public Library 82 41 6 14 1 5 2 16 Kinsman Free Public Library 66 35 7 11 2 5 1 9

147 Table 38 Continued

Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong Library System (n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Hubbard Public Library 61 38 3 7 2 2 1 13 Huron Public Library 42 20 9 5 2 4 1 4 Bristol Public Library 36 23 3 5 0 1 0 6 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

148 Table 39

Cleveland Public Library

Library Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong (n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Cleveland Public Library (System) 382 137 74 45 10 53 20 86 Cleveland Main Library 363 136 69 39 8 48 19 83 Memorial-Nottingham Branch Library 115 66 22 3 2 11 5 20 Rice Branch Library 105 70 9 9 2 6 2 15 Walz Branch Library 95 50 20 9 2 10 2 13 Martin Luther King Jr. Branch Library 94 69 7 5 1 4 1 11 Collinwood Branch Library 92 71 7 6 1 4 1 8 Fleet Branch Library 90 61 12 7 0 2 2 11 Langston Hughes Branch Library 90 70 6 4 0 3 2 13 Addison Branch Library 89 63 8 5 1 3 2 12 Cleveland Union Branch Library 89 61 7 5 1 5 2 12 Woodland Branch Library 85 58 11 5 0 3 0 10 Sterling Branch Library 79 55 6 7 1 1 1 9 Brooklyn Branch Library 77 36 20 4 1 6 4 15 Garden Valley Branch Library 73 60 4 4 1 0 2 4 Eastman Branch Library 71 28 14 15 3 2 3 9 Fulton Branch Library 70 35 21 4 2 6 3 8 Rockport Branch Library 67 31 16 5 2 6 3 14 Hough Branch Library 66 45 5 6 1 3 1 8 Jefferson Branch Library 65 39 16 3 1 7 3 5 Mt. Pleasant Branch Library 65 51 3 5 0 0 0 6 Harvard-Lee Branch Library 62 46 4 3 1 2 2 7 East 131st Street Library 61 43 4 6 0 2 0 7 Glenville Branch Library 59 43 5 3 0 2 2 7 Lorain Branch Library 55 34 13 2 0 5 2 6 Carnegie West Branch Library 54 30 14 4 0 4 4 5 Cleveland Mobile Unit 54 44 3 4 0 1 0 2 Cleveland West Branch Library 54 27 8 8 4 3 1 8 Cleveland South Branch Library 43 18 18 1 1 4 4 3 Cleveland South Brooklyn Branch Library 35 17 8 5 1 2 2 4 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

149

Table 40

Cuyahoga County Public Library

Library Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong (n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Cuyahoga County Public Library (System) 291 113 61 50 11 32 14 53 Strongsville Branch Library 119 59 20 13 8 5 4 16 Solon Branch Library 111 46 26 19 4 9 4 16 Parma Branch Library 110 47 21 15 6 12 3 20 Mayfield Branch Library 107 51 16 12 6 8 5 17 Fairview Park Branch Library 96 38 19 8 7 10 2 21 Maple Heights Branch Library 95 51 17 10 0 5 0 17 Beachwood Branch Library 92 46 20 11 2 8 4 10 North Royalton Branch Library 89 35 25 14 2 12 4 10 Warrensville Heights Branch Library 89 48 18 6 3 7 3 14 North Olmsted Branch Library 85 38 18 9 4 5 1 17 Brecksville Branch Library 80 33 17 9 3 5 2 18 Garfield Heights Branch Library 79 47 13 5 2 2 0 13 Berea Branch Library 74 37 13 13 1 4 1 9 Parma-Snow Branch Library 72 28 12 9 6 4 4 15 Bay Village Branch Library 70 28 17 9 1 7 4 15 Brooklyn Branch Library 70 35 16 6 2 6 3 11 Middleburg Heights Branch Library 68 27 19 9 5 5 6 9 Parma Heights Branch Library 67 27 17 9 2 7 6 10 Southeast Branch Library 65 36 12 3 2 6 5 10 Brook Park Branch Library 63 30 12 11 3 6 5 4 Chagrin Falls Branch Library 60 25 10 9 5 7 5 9 South Euclid-Lyndhurst Branch Library 60 34 13 5 0 4 3 9 Orange Branch Library 54 21 18 7 0 7 5 8 Independence Branch Library 50 18 10 9 3 6 3 7 Olmsted Falls Branch Library 18 8 1 3 2 1 0 3 Gates Mills Branch Library 15 4 3 3 0 1 1 5 Richmond Heights Branch Library 4 2 0 1 1 0 0 0 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

150

Table 41

Akron-Summit County Public Library

Library Name Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong (n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Akron-Summit County Public 364 138 71 42 11 45 20 76 Library (System) Akron Main Branch Library 322 121 67 35 10 38 19 68 Odom Boulevard Branch Library 178 109 22 7 4 15 7 33 Akron Mobile Services 155 91 26 15 3 14 7 16 Maple Valley Branch Library 152 97 12 11 4 3 6 31 Fairlawn-Bath Branch Library 131 71 23 17 1 13 8 14 Norton Branch Library 128 73 23 8 2 13 4 19 Highland Square Branch Library 127 68 20 7 3 15 6 23 Tallmadge Branch Library 116 62 24 8 2 10 5 17 North Hill Branch Library 114 74 18 4 0 6 6 16 Firestone Park Branch Library 111 79 13 5 1 5 4 11 Ellet Branch Library 104 64 23 9 1 10 3 9 Northwest Akron Branch Library 101 56 15 8 2 10 8 16 Richfield Branch Library 88 47 19 7 1 8 5 10 Goodyear Branch Library 83 58 11 4 1 2 3 10 Mogadore Branch Library 82 48 18 7 1 3 5 7 Nordonia Hills Branch Library 79 47 12 7 1 3 2 14 Green Branch Library 68 44 10 5 2 2 2 8 Kenmore Branch Library 64 39 8 5 2 3 2 10 Portage Lakes Branch Library 35 20 6 3 2 1 2 4 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

151 Table 42

Public Library of Youngstown and Mahoning County

Library Outlet Name Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong

(n = 449 (n =139 (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n = 109) Public Library of Youngstown 236 111 41 23 4 25 11 49 and Mahoning County (System) Youngstown Main Library 185 97 29 12 3 12 7 44 Newport Branch Library 135 86 14 1 0 10 2 31 Boardman Branch Library 118 59 16 13 1 4 1 26 Austintown Branch Library 104 53 14 12 1 9 5 21 East Branch Library 98 56 25 0 0 10 5 13 Poland Branch Library 69 38 6 8 1 4 1 15 West Branch Library 34 19 3 2 1 0 1 8 Canfield Branch Library 31 16 1 6 1 1 0 7 Brownlee Woods Branch Library 28 17 0 3 1 1 0 7 Campbell Branch Library 24 15 4 0 1 1 0 4 Springfield Branch Library 19 14 1 0 1 0 0 3 Struthers Branch Library 18 11 0 3 0 0 0 4 Tri-Lakes Branch Library 17 13 0 2 1 0 0 1 Sebring Branch Library 14 12 0 0 0 0 0 2 Greenford Branch Library 9 6 0 0 2 0 0 1 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

152 Table 43

Stark County District Library

Library Outlet Name Total CSKa Belpréb APAALc AIYLAd Américase Riveraf Woodsong

(n = 449) (n = 139) (n = 80) (n = 54) (n = 25) (n = 64) (n = 23) (n =109) Stark County District Library 300 120 60 35 11 38 14 58 (System) Stark County Main Library 178 79 40 19 5 24 8 24 Lake Community Branch Library 99 44 17 14 6 8 4 15 Jackson Township Branch 92 42 16 13 2 8 6 11 Library Stark County Bookmobile 90 54 19 7 2 10 3 4 Plain Community Branch Library 74 43 12 5 0 6 4 13 Perry Sippo Branch Library 69 36 10 9 5 3 1 9 North Branch Library 68 27 11 13 1 4 3 14 DeHoff Memorial Branch Library 67 52 5 1 0 1 1 13 Sandy Valley Branch Library 48 33 2 3 0 0 0 12 Madge Youtz Branch Library 40 29 5 2 0 1 2 5 East Canton Branch Library 25 17 4 3 0 3 1 0 Note. aCoretta Scott King Book Awards. bPura Belpré Award. cAsian/Pacific American Award for Literature. dAmerican Indian Youth Literature Award. eAméricas Award. fTómas Rivera Mexican American Book Award. gCarter G. Woodson Book Award.

APPENDIX C

COMMUNITIES USED IN STUDY

Appendix C Table 44

Race Demographics by Zip Code

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 43438 312 98.4 0.3 0.3 0.6 0.0 0.6 1.3 44011 21,193 93.6 2.7 0.4 3.7 0.1 0.9 3.4 44017 19,161 90.9 7.9 0.8 2.0 0.1 0.9 2.8 44022 16,516 94.3 3.2 0.3 2.9 0.1 0.3 1.1 44028 8,467 98.5 0.7 0.6 0.6 0.0 0.4 1.7 44035 64,263 83.8 16.3 1.1 1.1 0.1 1.6 4.7 44039 29,563 96.4 2.0 0.7 1.7 0.0 0.8 3.3 44040 3,020 94.2 1.6 0.1 4.9 0.0 0.5 1.7 44050 6,118 98.5 1.1 1.2 0.4 0.1 0.4 2.0 44052 29,850 70.2 24.7 1.6 0.6 0.1 9.1 21.1 44054 12,591 95.4 3.1 1.0 1.4 0.1 1.4 5.2 44055 19,846 68.8 20.0 2.0 0.4 0.2 14.9 38.9 44067 20,441 90.3 6.7 0.4 3.3 0.0 0.7 1.4 44070 32,902 94.1 2.6 0.5 3.2 0.1 1.3 3.5 44087 20,221 77.1 17.8 0.7 6.2 0.0 0.6 1.2 44089 15,899 98.8 0.8 1.0 0.5 0.0 0.6 2.7 44102 45,014 59.9 28.0 1.7 2.2 0.3 13.4 25.2 44103 18,123 14.0 82.5 0.7 2.3 0.1 2.3 3.8 44104 22,640 2.3 97.8 0.6 0.2 0.0 0.4 1.0

154 155 Table 44 Continued

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 44105 40,089 25.1 74.6 0.9 0.3 0.1 1.4 2.5 44106 26,896 42.0 48.6 0.7 10.2 0.1 0.8 1.8 44108 25,679 5.1 94.9 0.7 0.4 0.1 0.3 0.7 44109 40,646 72.0 16.8 1.3 1.4 0.2 12.7 24.5 44110 20,136 14.8 85.3 0.7 0.3 0.1 0.6 1.3 44111 39,778 75.5 16.3 1.0 3.1 0.2 7.8 15.4 44112 23,073 5.9 94.3 0.8 0.4 0.1 0.3 0.9 44113 19,213 56.7 34.4 1.2 2.0 0.2 9.0 17.7 44115 8,307 19.8 78.1 0.7 2.7 0.1 8.0 2.1 44116 20,268 96.6 1.4 0.3 2.4 0.1 0.5 1.8 44118 40,438 59.5 38.5 0.9 3.1 0.1 0.8 2.1 44120 38,196 21.9 75.2 0.7 3.6 0.1 0.7 1.5 44121 33,220 47.9 50.7 0.6 2.5 0.1 1.1 2.1 44122 37,057 59.6 36.2 0.6 5.3 0.1 0.7 1.9 44123 17,637 50.0 50.0 0.6 1.4 0.0 0.7 1.9 44124 38,282 86.0 9.2 0.3 5.4 0.1 0.7 1.7 44125 28,730 70.5 28.3 0.6 1.8 0.1 0.8 2.4 44126 16,771 95.6 2.2 0.4 2.1 0.0 1.0 3.3 44128 29,274 3.5 96.4 1.0 0.4 0.0 0.6 1.2 44129 29,090 94.6 2.9 0.5 2.1 0.1 1.5 4.0 44130 50,639 92.3 3.3 0.6 4.2 0.1 1.2 3.3 44131 20,469 96.7 0.8 0.4 2.6 0.0 0.3 1.3

156 Table 44 Continued

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 44133 30,394 95.6 1.4 0.4 3.2 0.0 0.5 1.5 44134 38,800 95.0 2.2 0.5 2.3 0.1 1.3 3.2 44135 26,861 70.5 23.3 1.1 2.9 0.1 6.0 11.6 44136 25,608 93.1 2.5 0.4 4.9 0.1 0.7 2.2 44137 23,240 29.8 69.8 0.7 1.3 0.0 0.8 1.5 44138 22,332 95.7 2.2 0.5 2.2 0.0 0.7 2.8 44139 24,356 78.0 11.9 0.3 10.7 0.0 0.6 1.5 44140 15,651 98.0 0.9 0.3 1.4 0.1 0.4 1.6 44141 13,945 94.4 1.9 0.3 4.1 0.0 0.4 1.4 44142 19,201 94.0 4.3 0.5 2.0 0.1 1.2 3.4 44143 24,499 69.0 26.2 0.4 5.4 0.1 0.5 1.5 44144 21,089 85.8 7.1 1.0 3.2 0.1 5.9 13.0 44145 32,729 92.7 2.0 0.2 5.8 0.1 0.9 2.5 44146 29,761 42.8 56.6 0.8 1.2 0.1 1.0 2.1 44202 19,561 93.6 4.1 0.3 2.9 0.1 0.4 1.3 44203 41,248 94.6 5.2 0.8 0.7 0.1 0.5 1.2 44221 29,587 95.6 3.4 0.7 1.6 0.0 0.3 1.3 44231 8,308 99.0 0.7 0.4 0.4 0.1 0.2 0.6 44236 25,296 92.7 3.0 0.4 4.9 0.1 0.4 1.7 44240 37,927 89.4 8.3 0.9 3.7 0.1 0.5 1.7 44241 16,428 89.5 8.5 0.8 2.6 0.1 0.5 1.6 44260 13,450 99.3 0.5 0.7 0.3 0.1 0.2 0.6

157 Table 44 Continued

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 44264 2,315 97.7 1.8 0.5 1.0 0.0 0.1 0.5 44265 51 100.0 0.0 0.0 0.0 0.0 0.0 0.0 44266 33,581 95.1 4.9 0.9 0.6 0.1 0.4 1.1 44278 17,868 95.3 3.9 0.7 1.3 0.1 0.3 1.0 44286 6,109 96.8 1.4 0.3 2.5 0.0 0.2 0.8 44288 4,118 96.4 4.7 0.7 0.4 0.0 0.5 1.0 44301 15,340 71.5 27.6 1.2 2.5 0.1 1.0 1.9 44303 7,700 81.0 16.0 0.5 3.5 0.1 0.7 1.5 44305 22,294 76.7 23.8 1.2 1.3 0.1 0.8 1.6 44307 7,643 15.0 86.3 1.1 0.9 0.1 0.7 1.2 44310 22,786 66.5 29.0 1.2 4.8 0.1 2.6 4.7 44312 31,919 96.3 2.8 0.7 1.4 0.1 0.4 1.1 44313 24,935 74.9 24.0 0.7 2.4 0.1 0.7 1.9 44314 18,825 85.1 14.3 1.2 2.0 0.1 0.6 1.4 44319 22,686 97.3 1.9 0.7 0.9 0.1 0.3 0.9 44320 19,937 22.8 77.6 0.9 0.7 0.0 0.7 1.3 44333 18,763 90.2 6.7 0.4 4.0 0.1 0.4 1.6 44402 3,352 99.3 0.9 0.6 0.5 0.0 0.1 0.6 44403 3,820 98.6 1.3 0.3 0.3 0.0 0.2 0.5 44405 8,229 72.3 24.0 0.8 0.8 0.2 6.1 15.8 44406 22,054 96.5 1.5 0.4 1.9 0.0 0.5 1.7 44410 17,409 98.1 1.4 0.4 0.8 0.1 0.3 0.8

158 Table 44 Continued

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 44420 15,429 94.8 5.3 0.8 0.6 0.1 0.4 2.1 44425 14,898 96.7 2.9 0.6 0.7 0.1 0.4 1.2 44428 3,290 98.5 0.5 0.8 0.6 0.0 0.4 0.9 44442 4,006 99.4 0.2 0.4 0.3 0.1 0.4 1.8 44444 10,454 98.3 1.7 0.7 0.3 0.0 0.2 0.9 44446 20,955 95.5 4.6 0.8 0.9 0.1 0.5 1.3 44451 3,032 98.6 0.7 0.8 0.3 0.0 0.4 0.8 44471 11,097 96.2 3.8 0.7 0.4 0.1 0.8 3.0 44481 10,408 94.1 5.6 0.5 0.5 0.0 0.3 0.7 44483 26,006 87.8 13.0 0.8 0.6 0.0 0.6 1.6 44484 22,991 87.5 11.8 0.7 1.4 0.0 0.6 1.6 44505 19,357 45.5 51.3 1.3 1.2 0.2 4.5 11.2 44507 5,863 28.3 71.0 1.6 0.3 0.3 4.0 8.6 44509 11,975 78.5 21.4 1.3 0.4 0.1 2.7 7.0 44512 34,424 89.1 9.1 0.6 1.9 0.1 1.2 3.4 44514 22,472 97.3 1.7 0.3 1.1 0.0 0.5 2.2 44515 27,766 91.8 7.6 0.6 0.9 0.1 0.9 2.7 44601 35,294 91.5 9.2 0.7 0.8 0.1 0.5 1.4 44641 20,349 99.0 0.6 0.4 0.5 0.0 0.2 1.0 44643 3,239 99.3 1.0 0.9 0.2 0.0 0.1 0.6 44646 47,525 91.3 8.4 0.7 1.2 0.1 0.7 1.9 44662 9,656 99.1 0.8 0.4 0.2 0.0 0.1 0.5

159 Table 44 Continued

Race alone or in combination with one or more other races Native Black or American Hawaiian or African Indian or Other Pacific Some other Hispanic of Zip Code Population White American Alaska Native Asian Islander race any race 44672 4,874 98.9 0.9 0.6 0.5 0.0 0.4 0.7 44685 27,556 97.3 1.5 0.6 1.4 0.1 0.3 1.1 44705 18,772 70.5 31.2 2.0 0.6 0.1 1.1 1.9 44707 9,208 69.3 33.2 1.8 0.2 0.1 0.7 1.4 44708 25,109 92.0 7.6 0.8 1.7 0.1 0.7 1.6 44709 18,905 90.3 9.5 0.7 1.1 0.0 1.0 2.3 44721 13,560 95.1 4.6 0.5 1.0 0.0 0.4 1.5 44730 6,050 94.6 5.0 1.8 0.2 0.0 0.5 1.1 44805 32,345 97.8 1.5 0.5 1.0 0.2 0.3 1.0 44813 8,051 99.1 0.7 0.8 0.4 0.0 0.2 0.6 44814 2,929 98.8 0.7 0.9 0.5 0.0 0.5 2.8 44822 3,240 98.5 0.8 0.7 0.3 0.2 0.3 1.2 44839 12,519 97.5 1.5 0.7 0.9 0.0 0.9 3.2 44843 2,387 98.9 0.7 0.9 0.7 0.0 0.0 0.5 44846 3,301 98.1 1.3 0.7 0.7 0.0 0.6 1.8 44865 3,434 97.5 0.8 0.5 0.3 0.0 1.7 3.8 44870 41,030 82.0 18.9 1.1 1.0 0.0 1.3 4.0 44902 5,432 64.0 38.3 1.4 0.6 0.2 0.6 1.7 44904 13,906 96.6 2.8 0.5 1.3 0.0 0.3 1.2 44905 14,513 86.1 14.0 0.7 0.5 0.2 0.5 1.5 44906 16,718 90.8 7.7 0.8 1.9 0.1 0.9 1.9

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