Native American literature for young people: a survey of collection development methods in public libraries

Evaluation criteria were also an important ingredient of jane Califf's (1977) article where she described her experiences in sensitizing fourth and fifth graders to Native American stereotypes. Her strategy of approach consisted of two distinct phases. The first component focused upon Native American culture and history as well as the interaction of Indian peoples with European settlers. The second instructional segment pertained to an examination of children's books. To stimulate student discussion, Califf brought materials collected from local libraries to class and presented the following set of questions:

1. Look at the illustrations. Do they show all Native Americans looking

alike, red in color or as savages?

2. Listen to the words. Do they imply that Native Americans were/are

naturally wild, warlike and bothered peaceful settlers or other Native

peoples for no reason?

3. From what you've studied about Native American peoples, does the

author seem to be portraying their lives accurately?

4. Does the author give the national name of the people such as Navajo,

Hopi, Mohawk, or Cherokee; or does the book just say "Indians",

implying that all Native Americans are the same?

5. Do the Native people speak in pidgeon English, in grunts, or do

they speak in sentences as all people do? (p. 5) Another evaluative standard generated from the class interaction was that her students generally agreed "that Native American people would be more likely to know about their own cultures than someone who was an outsider to these cultures" (p. 5).

The periodical literature clearly identified the problem areas encountered in children's and young adult literature in the treatment of Native American peoples. Consistently, authors have attempted to sensitize readers to such issues as stereotypical characterizations, historical inaccuracies, prejudicial use of illustrations, insensitive stylistic language, and cultural ignorance. Another theme reflected in these articles was the debate pertaining to authorship. Namely, the belief that only Indian writers effectively relay an understanding of the Native American reality. These issues have also been restated in a series of criteria for assessing materials. Many aspects of these evaluative standards mirrored criteria established in the professional literature pertaining to library services. However, the extent to which these guidelines are used in the selection process has not been studied, nor have collection development techniques been investigated.

SELECTION CRITERIA-ESSAYS AND BIBLIOGRAPHIES

The remaining portion of the professional literature can be classified in two categories. The first grouping are essays contained in monographs concerning cultural pluralism and juvenile literature. The second category are annotated lists or bibliographies of American Indian literature prepared for librarians and teachers. A common thread interwoven throughout these publications comprises discussions pertaining to selection criteria. These evaluative standards are articulated either to inform readers of the reasons for materials to be included or excluded in a particular compilation or to establish guidelines in creating and managing collections.