1. Focusing on Quality in Queer Children’s Literature MOVING BEYOND CONTENT Craig A. Young, PhD Bloomsburg University of PA NCTE Annual Convention Boston, MA | 24 November 2013

2.  Nancy Larrick uncovers the All White World of Children’s Literature  Founding of the Council on Interracial Books for Children  An initial list of criteria is created. AN EARLY LOOK...

3. CIBC EVALUATIVE CRITERIA  Check the illustrations.  Check the story line.  Look at the lifestyles.  Weigh the relationships.  Note the heroes.  Consider a child’s self-image.  Consider the author’s or illustrator’s background.  Check out the author’s perspective.  Watch for loaded words.  Look at the copyright date.

4. CRITERIAQUESTIONS TO ASK No Stereotyping Are cultural depictions based on overgeneralizations? Are depictions of minority characters three-dimensional? Are settings accurate or based on mainstream society’s assumptions? Are characters seen as individuals or token representatives of the group? Are minority characters dependent upon majority intervention? Are minority characters glamorized or fetishized? Authenticity Does the cultural group depicted agree with how they are presented? Are the author(s) and/or illustrator(s) members of the minority groups? If outsiders have created the text, has the story been well-researched? Is the language used legitimate? Does dialect serve a purpose? Is offensive or degrading vocabulary present? Accuracy Does the story present aspects of culture (i.e. food, clothing, ceremonies, etc.) accurately and in context? Are characters and settings recognizable? Are historical details true? Are historical customs and dress confused with contemporary settings and situations? Is the information regarding cultural groups presented up-to-date and factual? Positive Images Is the changed status of minorities in society depicted? Are characters depicted with whom minority children can identify? Does the story offer a sense of hope with regard to minority groups? Are individuals within groups multi-dimensional and representative of intra-group diversity? PRIMARY EVALUATIVE CRITERIA FOR MULTICULTURAL BOOKS

5. CRITERIAQUESTIONS TO ASK Cultural Authenticity How inclusive are cultural representations in the text? Are cultural representations accurate and significant? Interest Does the story include cultural details that “hook” the reader? Do cultural representations overshadow the central theme of the story? Representation Is the full diversity of a cultural group shown in a story or collection? [It is impossible for a single book to adequately represent a culture.] Balance Are marginalized groups shown as exactly the same as each other? Is the physical diversity with a group portrayed honestly? Theme Does the intended message of the story reach a wide audience? Is the theme so didactic that it refers to cultural education rather than a universal lesson? SECONDARY EVALUATIVE CRITERIA

6. Culturally specific Texts with the highest levels of detail and accuracy when representing the lives and experiences of marginalized groups. Culturally generic Texts that possess diverse characters and cultural elements, but that do not include enough accurate details to provide any real insight into minority experiences. Culturally neutral Texts that include minority representations that may appear more incidental than purposeful. A CLOSER LOOK AT CULTURAL AUTHENTICITY

7. CriteriaQuestions to Ask Self-esteem Are there positive images of queer youth and their families? Do the books present an accurate portrayal of the hope and love present in queer families? Characterizations Do the text and illustrations depict queer characters in both main and secondary roles? Are the characters dynamic, well-rounded, and complex? Language Is the language authentic and accurate while remaining respectful of the queer experience? Does the text contain loaded words (e.g. homosexual instead of gay, lesbian, or queer)? Relationships Are the interactions between characters assumed to be sexual? Are queer relationships and interactions always central to the plot of the story? Stereotypes Does the text or illustrations contain inaccurate or inappropriate depictions? Homophobia/ Heterosexism Are there depictions of homophobia or heterosexism? Are queer characters presented as individuals to be feared or avoided? Are queer experiences depicted as subordinate to/compared unfairly to Straight experiences? Erasure When dealing with non-fiction texts: Does the author gloss over or ignore the Queer identities? Are Queer individuals portrayed as heterosexual or asexual? QUEER CRITERIA (FOR BOOKS)

8. CriteriaQuestions to Ask Omission Despite the growing number of queer titles available, are these titles excluded from the collection? Diversity Is the diversity inherent in the queer community represented in the books included in the collection? Are characters of various races, ages, genders, sexes, classes, and abilities depicted in the queer literature present in the collection? QUEER CRITERIA (FOR COLLECTIONS)