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Abstract. Do school, public, and academic library collections in the United States provide the children, young adults, and future teachers we serve with books that reflect diverse families and life experiences? Using checklists and OCLC holdings, the authors assessed the extent to which libraries collect youth literature that includes characters from racial and ethnic minorities, characters with disabilities, and characters who identify as LGBTQ. They also assigned public libraries to Conspectus levels and compared youth-diversity holdings by collection expenditures. They found that more than one-third of public libraries spending over $100,000 annually on materials did not achieve the minimal level for representations of diversity in their youth collections, indicating a need for local assessments and additional efforts to provide diverse youth collections.

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Although many college and university libraries support teacher education programs, relatively little attention has been paid to developing juvenile literature collections that support these programs. This paper discusses needs of education students and characteristics of juvenile literature which academic librarians should consider when developing collections. It examines standard tools for selecting children's and young adult materials and analyzes their usefulness for building collections that support teacher preparation programs. Finally, it provides practical advice for evaluating juvenile collections and selecting materials to fill gaps in support for teacher preparation programs in mathematics, art, and other subjects. This manuscript has not been published elsewhere and has not been submitted simultaneously for publication elsewhere. 2 Building and Evaluating Juvenile Collections in Academic LibrariesVirginia K. Williams ABSTRACT. Although many college and university libraries support teacher education programs, relatively little attention has been paid to developing juvenile literature collections that support these programs. This

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