Affiliation: School of Information and Library Science
This study is a content analysis of climate change in children’s books. Prior research has found that certain depictions may make the issue feel far away from children’s daily lives. Others have been criticized for assigning the weight of responsibility of the problem to children. This study elaborated by analyzing how climate communication via children’s books compares to scientific knowledge, ecocritical frameworks, and research on effective communication with children. Using a rubric based on these standards, 20 children’s books from recommended reading lists were assessed. Overall, common themes showed a lack of comprehensive explanations of the causes, mechanisms, and solutions and underrepresentation for the most impacted groups. Publishers, authors, librarians, and teachers can address these issues through selecting and advocating for high quality books on climate science and by designing programming to fill the gaps until there is more impactful, informative, and inclusive climate literature.