There is increasing research that demonstrates classroom libraries lack diversity, even as publishers are providing more diverse titles (Crisp et al., 2016; Gambrell, 2011; Howlett & Young, 2019), and as student populations are becoming increasingly diverse.
In a study performed in Atlanta preschools researchers found that books by or representing People of Color accounted for no more than 6% of all books in classroom libraries where nearly all teachers self-identified as a Person of Color or identified students as non-White, and even fewer featured content, themes or topics representative of class, ability, gender identity, and linguistic diversity (Crisp et al., 2016).
Teachers reported including diverse, relevant titles that would represent their students was to prioritize having large libraries, with the perception that quantity would beget variety, and variety would beget relevance to and interest from students.
New York City school teachers who participated in the study prescribed to the perception that having more books would support variety, as over half reported that a goal of increasing the number of books in their classroom library would also “provide more variety and ample exposure to all genres” (Lao, 2005, p. 182), believing this would ensure that the library included something of interest for every student (Lao, 2005).
In book lists constructed by teachers and librarians at a private, tuition-based preparatory school, having the right quantity of books was a priority, wanting them to be “not exhaustive” but “inviting” and having enough options to ensure variety (Scott & Inskip, 2017, p. 18).
Other studies recommended quantity to address variety in classroom libraries as well but suggested that book title selection must also be performed with the lens of increasing genre and format, particularly in informational texts (Coppens, 2018; Rop & Rop, 2005).