Beginning in 1994 we began also keeping track of the numbers of books we were receiving by asian/pacific and asian/pacific american, first/native nation and latinx book creators as well.Examples of cognitive learning theory in the classroom we also began documenting not only the number of books created by people of color and first/native nations authors and illstrators, but the number of books about people of color and first/native nations, including the many titles that have been created by white authors and/or illustrators.Examples of cognitive learning theory in the classroom

The CCBC receives most, but not all, of the trade books published annually in the united states by large corporate publishers. The CCBC also receives books from some smaller trade publishers in the united states and a limited number of series or formula non-fiction books published here.Examples of cognitive learning theory in the classroom we also receive books from several trade canadian publishers that distribute in the united states. More recently, we've begun receiving a small number of books distributed by a few U.S.Examples of cognitive learning theory in the classroom trade publishers with a U.S. Price label, but not in a U.S. Edition.We also receive a small number of independently published and self-published books.Examples of cognitive learning theory in the classroom

Starting in 2018, we've embarked on an intensive effort to document the content of every book coming into the library. This will enable a more complex analysis not only of the content of the books included in these numbers, but also of books that are not by or about people of color and from first/native nations.Examples of cognitive learning theory in the classroom for example, we can identify how many books we received were contemporary versus historical fiction, or picture books versus non-fiction. We can identify how many had main characters who were white, or animals as opposed to people.Examples of cognitive learning theory in the classroom in addtion to what we are documenting regarding race and ethnicity, we are also documenting content such as LGBTQ, disability, and gender across all the books we receive.Examples of cognitive learning theory in the classroom

The four broad groupings we use for our statistics here do not represent cultural specificity, although we do document this for individual titles and creators.Examples of cognitive learning theory in the classroom so a book about a cuban american child will be reflected in the latinx numbers, while the information for the specific book will include the fact that the main character is cuban american.Examples of cognitive learning theory in the classroom books with multiracial and multiethnic characters will be noted as such, and included in the numbers for each aspect of identity, so that a single book with an afro-latinx character will be reflected in both the african/african american and latinx "about" numbers.Examples of cognitive learning theory in the classroom as a result, as an individual book may be counted more than once across the four broad categories.

We count a book as "about" if the main character/subject is a person of color or from a first/native nation, or if we are able to determine that a person of color/indigenous character features significantly in the narrative.Examples of cognitive learning theory in the classroom so a novel in which the main character is white will be included in these numbers if we are able to determine a secondary character of color is important in the story.Examples of cognitive learning theory in the classroom we do not count a book if the principal character is white and there are a range of secondary characters, including characters of color, but none of the characters of color seem to play a significant role.Examples of cognitive learning theory in the classroom this is, of course, somewhat subjective; we talk about the books that we can't easily discern. We do not want to misrepresent a book as having multicultural content; likewise, we make every effort not to miss those that do.Examples of cognitive learning theory in the classroom

Additionally, the number of books we document each year created by authors and illustrators of color does not represent the number of individual book creators of color—often a single individual has written or illustrated more than one book published in a given year.Examples of cognitive learning theory in the classroom and not every book created by an author or illustrator of color, counted in the "by" cateogry, contains cultural content. If it doesn't, it is not included in the "about" number.Examples of cognitive learning theory in the classroom likewise, if a book about an african american family is illustrated by a chinese american illustrator, it would be counted as "by" in the asian pacific category, and "about" in the african american category.Examples of cognitive learning theory in the classroom if the author of the book is black, then the book would also be counted in the "by" category for africans and african americans.

In recent years, we have seen more paperback series and this has had an impact on the numbers, as had the fact that some publishers outside the realm of traditional trade books are now sending us their titles because they are aware that we are maintaining these statistics.Examples of cognitive learning theory in the classroom so, too, has the fact that we continue to refine our process. We now check kirkus reviews, for example, to find out from the review if a longer book we haven't read includes a character of color.Examples of cognitive learning theory in the classroom we might have missed logging books like this in the past. Similarly we were once likely to count a book with a brown-skinned child, most often as african american, whereas now we track books with brown-skinned characters in which there are no apparent clues of the characters' specific race or ethnicity, but we do not count them as part of these statistics.Examples of cognitive learning theory in the classroom it is also important to note the number of books we receive can change, so converting these annual numbers to percentages is most telling.

Do the numbers of books we document that are about people of color and from first/native nations mean the remaining books are all about white people?Examples of cognitive learning theory in the classroom no. Some of the remaining books are about people, including many with white characters, and, as noted above, an increasing number of brown-skinned characters with no cultural or racial specificity.Examples of cognitive learning theory in the classroom but every year there are numerous picture books books published featuring animal characters or trucks or other high-interest topics; and nonfiction about aspects of the natural world, animal fantasy in fiction, etc.Examples of cognitive learning theory in the classroom

At the same time, the numbers are far from the only important thing to consider when it comes to multicultural publishing for children and teens, of course.Examples of cognitive learning theory in the classroom the books themselves matter. And every year we see amazing books by and about people of color and first/native nations people published. There just aren't enough of them.Examples of cognitive learning theory in the classroom the more books there are, especially books created by authors and illustrators of color, the more opportunities librarians, teachers, and parents and other adults have of finding outstanding books for young readers and listeners that reflect dimensions of their lives, and give a broader understanding of who we are as a nation.Examples of cognitive learning theory in the classroom

And we know the difference we all can make in purchasing and sharing books by people of color and first/native nations individuals in our professional and personal lives.Examples of cognitive learning theory in the classroom sales matter to publishing. The books themselves matter to children and teens, who deserve to see the rich diversity of their lives and the world in which they live reflected in the books around them each and every day.Examples of cognitive learning theory in the classroom

Essays.) the statistics below may not always correspond to those in the choices commentary for that publishing year. Discrepancies occur when we receive books after the deadline for including the numbers in the print publication.Examples of cognitive learning theory in the classroom the table below represents the most accurate accounting. We update these statistis as additional titles trickle in.