COLUMN Dr. Grace Enriquez | Editor Evaluating the Narrative Authenticity of Informational Nonfiction for Children Denise Dávila, Sarah Elovich I s it safe to assume that informational nonfiction books for children are accurate? Unfortunately, accuracy is not a guarantee. Even when the content of a nonfiction book is substantiated with research, the discussion and delivery of the information could be inauthentic, if not disingenuous. Unlike informational texts, the authenticity of children’s fictional texts has been analyzed for decades. In fact, scholars Dana Fox and Kathy Short (2003) curated an influential collection of educators’ and children’s literature authors’, illustrators’, and editors’ perspectives on the topic of cultural authenticity, primarily within the realms of fiction for children. Here, we expand the conversation and apply a critical lens in analyzing the authorial authenticity of informational nonfiction texts for children. We begin with the genre of informational children’s books. As described by the English Language Arts Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010), this genre includes “biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics” (ELA Standard 10: Range of Text Types for K-­5). As a sub-­ genre, informational fiction books employ fictional literary, narrative, and/or illustrative devices to present content. Often, these texts deliver factual information through fictionalized characters. For example, in the informational fiction book Arlene Sardine, writer/illustrator Chris Raschka (1998) provides factual information about the sea-­to-­ sardine tin process via a fictional protagonist, a brisling fish named Arlene (see Figure 1). Similarly, in Redwoods, writer/illustrator Jason Chin (2009) dispenses information about the ancient coastal redwood trees of California and Oregon via a child protagonist who finds a book about redwoods on the subway (see Figure 2). Conversely, as a sub-­genre, informational nonfiction books deliver factual information sans fictional narrative or literary devices. Take, for example, Candace Fleming and Eric Rohmann’s (2020) Honeybee: The Busy Life of Apis Mellifera, the 2021 winner of the American Library Association’s (ALA’s) Robert F. Sibert Informational Book Medal Award and an honor book of National Council for The Reading Teacher Vol. 75 No. 4 pp. 505–511 505 Teachers of English (NCTE’s) Orbis Pictus Award (see Figure 3). This stunningly illustrated picturebook presents information about honeybees through the voice of a third-­p erson narrator who reports facts grounded in research. In Traci Sorell and Frané Lessac’s (2018) We Are Grateful: Otsaliheliga, both a 2019 Sibert and Orbis Pictus honor book, Sorrell offers a research-­based, first-­person account of the ways in which citizens of the Cherokee nation engage in expressions of gratitude on a daily basis through each season of the year (see Figure 4). Her narrative stems from her family’s own lived experiences as Cherokee Nation citizens as well as her extensive interviews with Cherokee Nation artisans, storytellers, cultural bearers, and language speakers. Sorrell’s research and status as member of the Cherokee community supports the cultural authenticity and accuracy of the text as a work of informational nonfiction. Nonetheless, not all authors of informational nonfiction are like Sorrell in writing about their own cultural groups. Many write about groups with whom they do not personally identify. For example, the Cooperative Children’s Book Center (2021) found that in 2019 a total of 451 U.S. children’s books were published about ­m embers of the Black community. At the same time, only 224 ­children’s book were published by Black people. In terms of evaluating books about cultural groups to which the author and/or illustrator do not belong, we are reminded of Elizabeth Noll’s (2003) observation, “Writers and illustrators have a responsibility to ensure that they are providing accurate information and authentic cultural images” (p. 10). In other words, book creators should not mislead readers with inaccurate information or content, especially when they are writing about cultural groups. Expanding upon Noll’s observation, we propose that authors of informational nonfiction undermine the Denise Dávila is an assistant professor in the Language and Literacy Studies program at the University of Texas, Austin, TX, USA; email ddavila@utexas.edu. Sarah Elovich is an early childhood literacy consultant and writer in the San Francisco Bay Area, CA, USA; email sarahelovich@gmail.com. doi:10.1002/trtr.2078 © 2022 International Literacy Association Column Figure 1 Arlene Sardine Figure 2 Redwoods Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. authenticity of their work when they write from the perspectives or viewpoints of groups to which they do not belong. In informational texts, when the identities of the narrators are inconsistent with the identities of the writers, can such text be classified as nonfiction? To discuss this matter of authorial authenticity, here we examine a highly respected trade book series by one of the most widely recognized and trusted brands in children’s nonfiction, National Geographic (NG). The NG books in the “Holidays Around the World” series are distributed and accepted as nonfiction even though the narrators’ ages, ethnicities, and cultural–­religious identities significantly differ from those of the authors, as described later. Brand Recognition: National Geographic for Kids Teachers looking for informational nonfiction books that accurately describe the many different cultures of national and international, global communities understandably turn The Reading Teacher Vol. 75 No. 4 January/February 2022 Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. to trusted distributors of nonfiction children’s books by publishers like National Geographic for Kids (NGKids). In fact, according to the privately owned data intelligence company Morning Consult, 2020), National Geographic ranked as the 20th most trusted brand in the United States in 2020. Nearly one-­third (32.8%) of survey respondents indicated that they have a lot of trust in National Geographic to “do what is right” (n.p.). Correspondingly, the trustworthiness of National Geographic is reinforced in each NGKids publication, including the books in the “Holidays Around the World” series for young children in grades 1–­4 (hereafter, “Holidays”). On the copyright pages of these “Holidays” books are two statements: (a) “Since 1888, the National Geographic Society has funded more than 12,000 research, exploration, and preservation projects around the world” and (b) “National Geographic supports K-­12 educators with Common Core Resources.” They assure that NGKids books 506 literacyworldwide.org Column Figure 3 Honeybee: The Busy Life of Apis Mellifera Figure 4 We Are Grateful: Otsaliheliga Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. and Fireworks (Heiligman, 2008), Celebrate Ramadan & Eid Al-­fitr with Praying, Fasting, and Charity (Heiligman, 2010), Celebrate Passover with Matzah, Maror, and Memories (Heiligman, 2016), Celebrate Rosh Hashanah & Yon Kippur with Honey, Prayers, and the Shofar (Heiligman, 2016), Celebrate Hanukkah with Light, Latkes, and Dreidels (Heiligman, 2016), Celebrate Easter with Colored Eggs, Flowers, and Prayer (Heiligman, 2016), and Celebrate Christmas with Carols, Presents, and Peace (Heiligman, 2016). It highlights other holidays in titles such as Celebrate Chinese New Year with Fireworks, Dragons, and Lanterns (Otto, 2015), Celebrate Valentine’s Day with Love, Candy, and Cards (Otto, 2016), Celebrate Cinco de Mayo with Fiestas, Music, and Dance (Otto, 2008), and Celebrate Kwanzaa with Candles, Community, and Fruits of the Harvest (Otto, 2017). At the heart of our discussion is the series’ narrative style. Regardless of the author or subject matter of the text, each “Holidays” series book adheres to the same formula of storytelling. Each presents information through the voice of a young, first-­person narrator who is a member of the focal cultural group. Celebrate Christmas (Heiligman, 2016) opens, “On December 25th… We celebrate with carols and presents, with prayers and thoughts of peace. We celebrate the birth of Jesus provide reliable research-­based information for youth that aligns with educational standards. The “Holidays” series absolutely corresponds with the Common Core English Language Arts Standards for grades 1–­5. The series also aligns with many states’ social studies curricular standards for exploring the themes of families, holidays, and celebrations, including those of religious significance. For example, in the state of Nevada, kindergarteners are expected to “Identify diverse cultural events, holidays, and symbols and where appropriate, identify these celebrations on a calendar,” while first graders are expected to “Describe ways in which students and families are alike and different across cultures” (Nevada Academic Content Standards for Social Studies, SSK.11; SS1.12). Social studies curricular standards like these provide a springboard for learning about the celebrations associated with varied world religions in the context of understanding different families’ cultures and traditions. Hence, NGKids’ “Holidays” series could be a valuable resource for both literacy and social studies instruction. The “Holidays” series includes books about religious celebrations, including Celebrate Diwali with Sweets, Lights, The Reading Teacher Vol. 75 No. 4 January/February 2022 507 literacyworldwide.org Column Christ, the Son of God” (p. 3). Similarly, Celebrate Valentine’s Day (Otto, 2016) opens, “On February 14, we celebrate Valentine’s Day with love, cards, and candy. This celebration of friendship and affection, of sweethearts and love, goes far back in time” (p. 3). Following the same pattern, Celebrate Thanksgiving (Heiligman, 2006) begins, “… In the United States on the last Thursday of November, we celebrate Thanksgiving. We celebrate with turkey, families, and counting blessings” (p. 3). Collectively, all of the books reflect a common perspective of an informed spokesperson of celebrants, which raises questions about the authenticity of the narrative voice of each text. demonstrate their respect for the group through the integrity of their writing. Teacher can use these and other recommendations from the FAC guidelines to inform their evaluation of nonfiction books. Examining the Narrator: A Case Study Evaluating the Representation of Cultural Groups in Children’s Nonfiction What should teachers do to evaluate the legitimacy of nonfiction writers’ and publishers’ representations of religious and/or cultural celebrations in communities to which they do not belong? For advice, we turn to “A Teacher’s Guide to Religion in the Public Schools” by the First Amendment Center (FAC; Haynes, 2007). The FAC guide offers a concise overview of the ways in which religion can and should be discussed in public schools, which has implications for how religious and/or cultural celebrations should be discussed in children’s informational books. According to the FAC guidelines, informational materials should support students’ education about all religions, but neither privilege nor denigrate any religion with inaccurate representations. The FAC urges adults to “guard against injecting personal religious beliefs” into their discussions about religion with children (p. 4). Adults should avoid statements that essentialize or speak on behalf of any group. Instead, they should make research-­based observations such as, “most Buddhists believe… or according to the Hebrew scriptures…” (p. 4). In this way, adults in public school settings neither promote nor denigrate any religion or religious group to children. By extension, the adults who produce nonfiction children’s books about religious customs, and traditions should not denigrate any religious group with inaccurate representations. They, too, should employ neutral, non-­ essentializing observations with statements such as, “many Christians celebrate el Día de los Reyes Magos/ Three Kings Day on January 6.” They should avoid the use of narrators who speak on behalf of any cultural group. Moreover, writers should presume that their reading audiences include members of the focal group and The Reading Teacher Vol. 75 No. 4 January/February 2022 To model our evaluation of informational nonfiction texts, we applied the aforementioned FAC guidelines to two of the “Holidays” series books, Celebrate Kwanzaa and Celebrate Chinese New Year (see Figures 5 and 6). We began by examining the peritext, the textual elements of the book that are not part of the narrative (e.g., author’s note, dedication, acknowledgments) to see what we could learn about the author. A short author’s bio appears on the back cover of all of the books in the “Holidays” series. According to the bio, Otto “grew up in Colorado and holds a bachelor’s degree from Colorado College. After a number of years working for a major New York publishing company—­w hile earning a master’s degree Figure 5 Celebrate Kwanzaa with Candles, Community, and Fruits of the Harvest 508 Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. literacyworldwide.org Column Figure 6 Celebrate Chinese New Year with Fireworks, Dragons, and Lanterns be with our family and friends. Long before the festival begins, we have things to do. We shop for presents, new clothes and food. We clean our houses, stores, and streets so we can start fresh in the new year. We sweep away bad luck… (pp. 7–­8) Specifically, the narrator is a person who lives in China. The narrator’s family and friends live in China, too. The literary device of the collective “we” used across the “Holidays” series books, as described in the excerpts above, implies that the narrator speaks from personal lived experience as a member of the community. In other words, the identities of the narrators are fabricated and inconsistent with the identities of the writers who created the texts, undermining the integrity of the books’ classification as informational nonfiction. Moreover, the “Holidays” series books engage in the kind of discourse that the FAC guidelines discourage by speaking on behalf of communities instead of making observations. Although the literary use of first-­p erson narratives can help to make texts feel more intimate to readers, the fabrication of narrators, implied or otherwise, is problematic in informational nonfiction materials for children. Had National Geographic followed the First Amendment Center’s (FAC’s) guidelines, the narrative about preparing for Chinese New Year could have been framed as an observation: Note. The color figure can be viewed in the online version of this article at http://ila.onlinelibrary.wiley.com. China is a big country, with over one billion people. During the holidays, there are times when the whole country seems to be on the move! Some people may travel back to their homes, even if they are far away, so that they can be with their family and friends. Long before the festival begins, many people have things to do. Some shop for presents, new clothes and food. Many clean their houses, stores, and streets so they can start fresh in the new year. Most sweep away bad luck… (pp. 7–­8) from New York University—­s he returned to Colorado.” Next, we looked for additional information in online about Otto. We learned that her graduate degree was in English. Moreover, she was a white woman who enjoyed books and snow-­skiing and who was the daughter of a Protestant minister (Swan-­Law Funeral Directors, 2011). Knowing a bit about Otto’s background, we then examined the identities ascribed to the narrator of Celebrate Kwanzaa (Otto, 2017). Here, the narrator is positioned as a member of the Black community, as suggested by this passage from the opening page, “Each day [of Kwanzaa] we join our friends and families to light a special candle. We think about what it means to be part of the black community, in America and in the world. We celebrate our ancestry” (p. 3, sic). In Celebrate Chinese New Year (Otto, 2015), the narrator is positioned as a cultural spokesperson: Certainly, this neutral observation about the practices of many Chinese people during Chinese New Year does not imbue the same aesthetic intimacy as a first-­person narrative. It does, however, model a respectful approach to representing the traditions of many, but certainly not all, members of a broad cultural group. What does it All Mean? What does it mean when a trusted nonfiction children’s publisher sidesteps the kind of neutrality that is expected of U.S. public-­school teachers and produces a series in which fictitious narrators speak on behalf of several historically marginalized cultural groups in the United States? National Geographic’s approach to content delivery in the “Holidays” series is suggestive of China is a big countr y, with over one billion people. During the holidays, there are times when the whole country seems to be on the move! We may travel back to our homes, even if they are far away, so that we can The Reading Teacher Vol. 75 No. 4 January/February 2022 509 literacyworldwide.org Column a tacit perspective that publishers need not adhere to the basic tenets of nonfiction if they so choose. Such a view demeans the cultural groups depicted in the texts and disregards the readers who expect accuracy in nonfiction. Thus, as teachers and teacher educators, it is important that we guard against the assumption that popular trade book brands are transparent in their presentations of information for young readers. In addition to evaluating the quality of the informational content, here are a few suggestions for also examining the genuineness of the narrative elements of informational nonfiction books: ■ Remember that Library of Congress classifications are supplied by publishers. Although a book might be classified as juvenile literature (e.g., informational nonfiction), the publication might still include fabricated or fictional elements in the narrative. ■ Search for information about the writer in an author’s note, acknowledgment section, and other resources in the back matter of the book and/or on via affiliated websites and social media. ■ Compare the information about the author with the perspective of the narrator. How does the writer construe the narrator? Does the narrative point-­of-­view correspond with the author’s stated identity? ■ Use the FAC guidelines as a lens for examining the ways in which the author discusses the cultural group. Does the text include generalizations or essentializing statements about the group, employing terms such as all, every, none, never, always, etc.? How does the text recognize the diversity within any group? Does the narration make neutral observations about the group or does it speak on behalf of the group? ■ Involve students in the evaluation process. The ELA-­Literacy Common Core State Standards expectations for grades K–­5 require students to investigate the author’s identity, role, arguments, and point-­of-­view in narrative texts. At the same time, the expectations for grades 3–­5 require students to examine the narrator’s point-­of-­view, the differences between first-­and third-­person narrations, and the influence the narrator has on the description of events. Together, these expectations provide a framework for elementary school students’ interrogation of the narrative qualities of informational fiction and nonfiction and analysis of writers’ delivery of information to readers. The Reading Teacher Vol. 75 No. 4 January/February 2022 ■ Engage students in discussions about cultural authenticity and authorship by asking them, “Who gets to tell your story?” or “Who do you want to tell your story?” ■ Finally, pair informational nonfiction texts with a variety of additional sources including relevant books, media, visits by local experts, and field trips to provide multiple perspectives on a topic. In the end, when it comes to presenting accurate literature to students, it is just as important to analyze the authorial voice and genuineness of the narrative in informational nonfiction as it is to evaluate the cultural authenticity of realistic fiction for young readers. REFERENCES Cooperative Children’s Book Center. (2021). Books by and/or about Black, Indigenous and People of Color 2018 -­. University of Wisconsin. Retrieved from https://ccbc.education.wisc.edu/liter ature-­r esour ces/ccbc-­d ivers ity- ­s tatis tics/ b ooks- ­by-­a nd-­o r-­ about-­p oc-­2 018/ Fox, D., & Short, K. (2003). Stories matter: The complexity of cultural authenticity in children’s literature. National Council of Teachers of English. Haynes, C. (2007). A teacher’s guide to religion in the public schools. First Amendment Center. National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards. Author. Noll, E. (2003). Accuracy and authenticity in American Indian children’s literature: The social responsibility of authors and illustrator. In D. Fox & K. Short (Eds.), Stories matter: The complexity of cultural authenticity in children’s literature (pp. 182–­ 197). National Council of Teachers of English. Morning Consult. (2020). Most Trusted Brands. Retrieved from https://morningconsult.com/most-­trusted-­brands/ Swan-­ Law Funeral Directors. (2011). Carolyn B. Otto. Retrieved from https://www.dignit ymemorial.com/obituaries/c olorado-­ springs-­co/carolyn-­otto-­4548098 C H I L D R E N ’ S L I T E R AT U R E C I T E D Chin, J. (2009). Redwoods. Neal Porter. Fleming, C. (2020). Honeybee: The busy life of Apis Mellifera. (E. Rohmann, Illus.) Neal Porter. Heiligman, D. (2016). Celebrate Christmas with carols, presents, and peace. National Geographic. Heiligman, D. (2008). Celebrate Diwali with sweets, lights, and fireworks. National Geographic. Heiligman, D. (2016). Celebrate Easter with Colored eggs, flowers, and prayer. National Geographic. Heiligman, D. (2016). Celebrate Hanukkah with light, latkes, and dreidels. National Geographic. Heiligman, D. (2016). Celebrate Passover with Matzah, Maror, and Memories. National Geographic. Heiligman, D. (2010). Celebrate Ramadan & Eid Al-­fitr with Praying, Fasting, and Charity. National Geographic. Heiligman, D. (2016). Celebrate Rosh Hashanah & Yon Kippur with honey, prayers, and the shofar. National Geographic. Heiligman, D. (2006). Celebrate Thanksgiving with Turkey, family, and counting blessings. National Geographic. 510 literacyworldwide.org Column Otto, C. (2008). Celebrate Cinco de Mayo with fiestas, music, and dance. National Geographic. Otto, C. (2015). Celebrate Chinese New Year with fireworks, dragons, and lanterns. National Geographic. Otto, C. (2016). Celebrate Valentine’s Day with love, candy, and cards. National Geographic. Otto, C. (2017). Celebrate Kwanzaa with candles, community, and fruits of the harvest. National Geographic. Raschka, C. (1998). Arlene sardine. Scholastic. Sorell, T. (2018). We are grateful: Otsaliheliga. (F. Lessac, Illus.) Charlesbridge. Literacy Today—Your source for classroom inspiration and innovation Literacy Today, ILA’s digital member magazine, empowers and inspires educators in every stage of their career. Issues focus on hot topics in the field and how they relate to high-quality instruction, examine the latest literacy research, and share stories from our global literacy network. Upcoming themes include ■ Children’s and Young Adult Literature ■ Play in the Literacy Classroom ■ Global Literacy Instruction Not an ILA member? Read a free sample issue at: literacyworldwide.org/literacytoday To join ILA, visit: literacyworldwide.org/membership The Reading Teacher Vol. 75 No. 4 January/February 2022 511 literacyworldwide.org Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
