Ecological systems connected to non-English language picture books for children under 5 years: Insights from a public library system

Finding books that reflect linguistic and cultural backgrounds that align with families’ home language(s) can be a meaningful way to support children’s early language and literacy development. In the United States, where English is the dominant societal language, one common recommendation to help families find books in non-English language(s) is to turn to public libraries. In light of this suggestion, what do library staff see in everyday practice when supporting families seek linguistically-diverse books? We used both quantitative and qualitative approaches to analyze survey responses of 70 library staff across 25 library branches in a linguistically-diverse urban U.S. setting. Library staff shared their perspectives when supporting families who seek books (e.g., concept books, floppy books, board books, and picture books) in non-English languages for children under 5 years. We drew on principles of directed content analysis and summative analysis to code participants’ open-ended responses regarding families’ awareness of and barriers to non-English children’s books, mapping coding categories to Bronfenbrenner’s Bioecological Model. We illustrated a complex network underlying access to linguistically-diverse children’s books in library settings, which highlighted the roles of families, library staff, the library system, community attitudes and ideologies, and changes over time. Library staff noted numerous resources available, as well as resources needed, to continue supporting families who seek non-English language children's books. Finally, we identified considerations of library staff when selecting books for children under 5 years, which highlighted the triadic alignment of the book, the child, and adult involvement to support early book sharing interactions.