Library conceptions and practices regarding non-fiction picture books
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Abstract
Although the rise of non-fiction picture books in children’s and young adult literature has become consolidated in recent years as a relevant line of research, their presence in public libraries has received little scholarly attention. This study aims at contributing to this field through a qualitative investigation which, within the framework of an intrinsic case study, analyses the situation of such books in the Provincial Library of Cádiz based on the beliefs and experiences of three librarians with diverse professional profiles. Semi-structured interviews were conducted, with the interview guide validated by expert judges. The responses were analysed through categorical coding supported by artificial intelligence software (ChatGPT) and computer-assisted qualitative analysis (NVivo). The findings reveal a positive assessment of the genre grounded in the perceived benefits of its reading, well-defined selection criteria, strengths and weaknesses of the collection, low borrowing frequency, and shortcomings in promotional activities. The study concludes with proposals to enhance the visibility and promotion of this type of material, with potential applicability to other library contexts.
Article Details
INTRODUCTION
In a context characterised by a lack of civic engagement, building fairer and more sustainable societies requires new ways of thinking and participating (). According to , a lack of critical thinking when assessing the consequences of one’s own decisions limits one’s ability to engage with and transform one’s environment. This concern, reflected in initiatives such as the 2030 Agenda, has placed reading in a strategic position for developing social awareness and fostering a citizenry equipped to understand today’s challenges ().
A model of reading is therefore proposed that goes beyond literal comprehension and promotes the ability to apply what has been read in a variety of contexts (). Reading is understood as a social practice that involves developing the ability to interpret and reflect on the implicit meanings within a text, as well as to question, engage in dialogue and take a stance on reality. However, in the digital age, fostering critical readers is a complex task (). Area and highlight a form of neo-illiteracy that hinders the management of hypertextuality and the evaluation of information, due to superficial reading that impairs comprehension.
In fact, prestigious reports on education, such as the one produced by the consultancy firm McKinsey (), indicate that seven out of ten pupils in low- and middle-income countries live in ‘learning poverty’, unable to read a simple text by the end of primary school. This situation is reflected in international assessments such as PIRLS () and PISA (), where Spain ranks below the OECD average for reading literacy, as well as in the Barometer of Reading Habits and Book Purchasing in Spain (), as 34.5 % of the population state that they do not read books. In light of this, it is necessary to rethink the reading model from a biliteracy perspective (), promoting both print and digital reading to encourage in-depth reading through new media and adapted formats.
In this context, non-fiction picture books (hereinafter NFPB) offer a hybrid reading experience that combines elements of analogue and digital culture (). Furthermore, it retains the physicality and sensory aspect of the book as an object, encouraging the kind of attentive and in-depth reading characteristic of the analogue format, whilst incorporating features from the digital environment, such as illustrations, links between content and interactive elements that encourage a reading experience similar to navigating on screens ().
These proposals have reinforced contemporary interest in this type of work, owing to the increase in its production, the broadening of its themes, and its visual and textual sophistication (). From an approach centred on presenting factual content from a scientific and objective perspective, they have evolved into initiatives that take questions as their starting point and distance themselves from officialised knowledge (), featuring a wide range of textual forms (), an artistic approach to illustration () and originality in the presentation of content, much of which is linked to the SDGs (). Furthermore, they often incorporate fictional strategies to capture the reader’s attention, combining elements from both genres that offer different ways of reading ().
Therefore, it is not surprising that numerous studies confirm the benefits of reading. Among other aspects, its ability to stimulate creativity and critical thinking (), consolidate reading habits (), develop information literacy (), improve linguistic behaviour (), facilitate access to curricular knowledge () and familiarise pupils with academic language ().
Despite their potential, they are not widely represented in the main forums for promoting reading. What calls ‘fictioncentrism’ persists, referring to the dominance of the fiction genre in the world of reading. This trend, rooted in the historical divide between scientific and literary culture, is fuelled by beliefs that associate non-fiction with technical and unappealing content, contributing to these books remaining little known and rarely incorporated into reading habits ().
However, research analysing the non-fiction corpus (; ) refute these conceptions by demonstrating that these books are not limited to an efferent reading aimed at gathering information, but also encourage an aesthetic reading linked to enjoyment and engage a curious reader seeking to be surprised, in line with Rosenblatt’s () transactional theory. Studies based on the implementation of reading sessions point in the same direction, highlighting the participants’ positive attitude during shared reading and their favourable assessment of these experiences (; ).
Whilst ‘fictioncentrism’ affects all areas of reading promotion, it is in schools that the NFPB have established the strongest presence. National () and international () studies on teachers’ perceptions show that teachers rate these books highly for their aesthetic richness and educational potential. Schools that operate according to a social constructivist approach use them to carry out research and supplement the knowledge covered in the curriculum, in line with the role of the school library as a resource centre for teaching and learning (). However, its use remains limited due to a lack of training and a shortage of financial resources.
In the field of public libraries, there are very few studies analysing library staff’s perceptions of non-fiction, despite their crucial role in the selection, organisation and promotion of collections, and the influence their beliefs have on the shaping of library practices and services (; ). The only evidence recorded in the Spanish context comes from the study by Campos-Bandrés and , whose findings highlight the benefits these professionals attribute to the genre and the link they establish between its educational function and the role of the public library in information literacy. They also highlight the need for qualified mediators and for closer collaboration with schools to raise their profile, suggesting that the programme is limited in scope. However, the testimonies give these books a prominent place in the collection thanks to the recent editorial revamp, without mentioning funding issues. In Chile, Montenegro and arrive at similar results. However, they have noted concerns about the lack of up-to-date qualifications due to budgetary constraints. These limitations have a parallel in Spain, where statistics on public libraries from the reveal significant regional inequalities and show that many libraries are operating with budget deficits, which may affect the size of their non-fiction collections.
There are also few studies on the presence of this genre in the collections of Spanish public libraries. One exception is the documentary analysis carried out at the Cádiz Provincial Public Library —the setting in which this study was conducted—, which reveals a collection with up-to-date trends, although characterised by the presence of outdated titles and a clear predominance of fiction (). The situation in the rest of the country is unknown, as there are no statistics breaking down the total number of books by genre (). However, all the evidence suggests that their availability is limited due to the lack of universal standards () and recommendations setting the proportion of non-fiction works for children at 7 per cent (). Nor are there any guides to help with the selection of these books. Although the scientific literature has established clear criteria — such as aesthetic value, the reliability of the content, the appeal of the format and the ability to engage the reader () — these are rarely translated into tools that are accessible for professional practice. This situation reduces the representation of non-fiction collections, despite the work that public libraries are required to carry out in collaboration with local schools to support curricular needs, as well as with other institutions to bring the knowledge of the world contained in these books within the reach of the public (; ).
Although funding is essential, it is meaningless unless it is channelled through promotion and revitalisation strategies. These initiatives include the creation of special interest sections, themed exhibitions, new arrivals displays, newsletters, reading guides, book presentations, engagement workshops and reading clubs (). However, these books are not usually included in public libraries’ reading promotion activities, despite being in line with their core objectives (). It should not be forgotten that, since their inception, public libraries have provided the public with information resources and have contributed to the development of information literacy and critical thinking, including through specific programmes designed to develop skills in searching for, selecting, organising, interpreting and evaluating information, thereby ensuring equitable access to knowledge, information and culture ().
Therefore, given the crucial role that public libraries play in fostering a love of reading and the importance of NFPB in this endeavour, it is essential that these works feature prominently in library collections and are incorporated into initiatives aimed at children and young people. To make progress in this direction, it is essential to understand the current situation of this genre within the library sector. This study therefore aims to fill a geographical gap in the Spanish context and contribute to a line of research that has been little explored. The aim of this study is to analyse the status of children’s and young adult non-fiction books at the Cádiz Provincial Public Library, based on the beliefs and experiences of library staff, exploring their views on the genre, its place within the collection, how users make use of it, and the activities and services promoted in relation to these works.
METHODOLOGY
Adopting a qualitative approach () and within the constructivist-interpretative paradigm (), this study is a belief-centred investigation () and forms part of a broader project conducted as an intrinsic case study, the focus of which lies in the uniqueness of the context rather than in the generalisation of the results (). Accordingly, the aim is to understand the meanings and perceptions that library staff construct regarding their practice, based on the premise that reality is shaped and interpreted through experience.
Participants
The research was carried out at the Cádiz Provincial Library, which was selected because it met the criteria of ease of access and willingness to participate, and because it offered the potential for learning which, according to , must be present in any case study. Its status as a provincial public library – which centralises services for the province’s local libraries and serves as a benchmark – provides an ideal setting for analysing the situation at the NFPB and formulating proposals for improvement that could have an impact on the provincial library network as a whole. This is an institution run by a team of 20 professionals, serving a community of over 50,000 users, and featuring a dedicated reading room for children and young people, which houses a total of 27,518 items, of which 6,108 are non-fiction (), making it one of the library’s key areas from which lending services, reading promotion activities and collaboration with socio-educational institutions are organised.
Using purposive sampling (), three librarians took part whose professional backgrounds and roles within the institution were well suited to the research objective (Table 1).
Note. Prepared by the authors.
With regard to ethical considerations, informed consent was obtained from the librarians, who authorised the inclusion of the institution’s name in the publications, even whilst accepting the risk of losing their anonymity. The data was processed in accordance with current data protection regulations and, prior to publication, the results were shared with the participants for review and validation. In this way, the ethical principles relating to negotiation, confidentiality, collaboration, impartiality, fairness and a commitment to knowledge were upheld ().
Instrument
Semi-structured interviews were conducted because of their ability to foster a fluid dialogue in which participants’ contributions unfold naturally without straying from the study’s objectives ().
The guide was drawn up on the basis of Patton’s () typology of questions, incorporating biographical, experiential, knowledge-based, opinion-based, evaluative and illustrative questions. Its content was based on previous studies on the subject under investigation (; ).
In order to ensure the validity of the guide’s content, a validation process based on expert judgement was carried out as part of a preliminary study, in which five specialists from different universities took part to assess the relevance and comprehensibility of the questions (). This procedure yielded a Content Validity Coefficient of 0.959092 —indicating an excellent level of validity and consistency— along with observations and suggestions that led to the reorganisation, reformulation and addition of questions to improve clarity and comprehensibility (). As a result, the final questionnaire1 consisted of 35 questions categorised into seven dimensions: 1) biographical details; 2) views on reading and libraries; 3) knowledge of NFPB; 4) the NFPB collection; 5) NFPB users; 6) promoting reading through NFPB; 7) the 2030 Agenda and NFPB.
The interviews, which lasted between two and three hours per participant, were audio-recorded for subsequent transcription and analysis. Throughout the study, the methodological recommendations set out by were followed, adapting the order and content of the questions to each interviewee’s discourse and incorporating emerging issues where necessary.
Procedure
The data were analysed using a thematic-categorical approach that combined deductive and inductive coding strategies (). To this end, the computer-assisted qualitative analysis software NVivo 15 and the artificial intelligence tool ChatGPT (version 4.0) were used in conjunction, following the procedure and prompts proposed by Lopezosa and . The process was structured in three phases () to study representations, beliefs and knowledge in the professional sphere (Figure 1).
AI was used in accordance with ethical and responsible criteria, with all personal data removed beforehand and the software operated in an environment configured to prevent the storage of such information. Its role was purely exploratory; it was neither definitive nor automated.
RESULTS
This section begins with a descriptive summary of the occurrence and distribution of the categories and subcategories identified in the interviewees’ statements. The analysis made it possible to group the content into four main categories and twelve subcategories (Table 2). The frequency with which each theme occurs is reflected both in the number of references – that is, the coded text excerpts – and in the number of cases or interviews in which they appear.
Note. Produced in-house using Nvivo 15 software.
The results obtained are presented below, broken down into the four main categories: conceptions, resources, uses and practices.
Views on non-fiction picture books
This category examines library staff’s perceptions of NFPBs, considering their training in the field, their characterisation of these resources, and their assessment of their benefits and limitations.
The librarians demonstrate up-to-date knowledge of the genre, despite stating that they have not received any specific training, either during their university studies or at the courses, conferences or presentations on children’s and young adult literature which they frequently attend. They are self-taught, apart from the odd reference: “At the last few events we went to, they did show us some books that we loved – I mean, they set up a stand and provided information […] but mainly I did it on my own” (B2). Furthermore, their testimonials show a clear interest in furthering their education: “We need training because it has always focused on fiction and, of course, there are many things we don’t know” (B1).
This understanding is reflected in the way they characterise NFPB, as they describe these works as a revitalised genre that has continued to evolve. They emphasise that today’s books “are no longer boring; they used to focus on pure, dry facts – a real bore” (B1) and argue that, thanks to more appealing approaches, “they’re now gripping” (B2).
In this regard, a key feature is the move away from traditional encyclopaedic formats, which have been replaced by more creative and dynamic approaches: “The non-fiction books we like are the ones that stand out by presenting everything in a different way, by thinking outside the box, by changing the rules” (B2). This transformation is linked to the blurring of genre boundaries: “For example, there’s a lovely collection called *The Fox and the Stars* [...] it reads like a story, but it weaves in factual information very naturally” (B3).
The playful, creative and interactive approach is another noteworthy aspect. The librarians appreciate that these books move away from passive reading and “present information in an engaging way that encourages experimentation, observation and interaction” (B1). They even refer to materiality: “with features and attractions [...] knowledge has to reach the child visually, through sounds, flaps and textures” (B3); “it should be playful” (B2).
These aspects are linked to the programme’s educational and informative role, as they reflect an effort to tailor the content to the interests and needs of the target audience: “They present a topic in a more accessible way, from a different angle, and they’re great for learning” (B2). In this regard, they highlight the role of illustrations in explaining content, considering them an engaging and motivating resource: “The illustrations should be eye-catching […] it’s the visual appeal that makes you want to read the book” (B2); “With illustrations that are so simple yet illuminating, children can understand things that would otherwise be very difficult” (B1).
They also highlight the emergence of innovative topics that go beyond the usual clichés: “Not just a maths book, but nature itself – but from the point of view of geometry” (B1). Furthermore, one of the librarians links the topics to the SDGs: “There are many that focus on sustainable development and raising awareness of water issues” (B3).
As for the assessment of NFPBs, as can be seen from the hierarchical map shown in Figure 2, they are considered to offer far more benefits than limitations. The benefits stem from their ability to spark curiosity, open up avenues to information and knowledge, create enjoyable reading experiences that stimulate thought, and encourage the development of a reading habit.
As for limitations, the prevailing view is that they do not present any obstacles. However, they tend to refer to older titles that are overly curriculum-based and proposals that do not reflect the current characteristics of the genre (Figure 3).
Collection of non-fiction picture books
This section examines the NFPB collection, looking at its appraisal by library staff, the criteria guiding its selection, and the organisational strategies that affect its accessibility and circulation.
In this regard, the assessment of the collection reveals a significant process of transformation in recent years, characterised by a contrast between the shortcomings of the past and the improvements observed today (Table 3).
Note. Prepared by the authors.
The background’s positive rating is linked to the selection criteria applied. They prioritise new releases in the publishing market, alongside the value of the illustrations, the rigour of the content and the aesthetic quality (Figure 4). When making decisions, they draw on both external sources — such as catalogues, bookshops and recommendations on social media — and personal criteria based on intuition, emotion and experience, reflecting a deliberate selection process aimed at offering an appealing collection.
With regard to the organisation of the collection, they highlight issues of accessibility and visibility (Figure 5). They explain that these books are kept separate from the fiction books, situated at the far end of the room on high shelves, displayed spine-out and classified by subject according to the UDC. Their testimonials all agree that this provision has a negative impact on both borrowing and on-site consultation. They take a critical stance towards criteria such as grouping by age – an approach they consider obsolete given the importance of illustration – classification by subject, given the interdisciplinary nature of the works, and the rigid distinction between fiction and non-fiction, which is inconsistent with the increasingly blurred boundaries seen today. Faced with this situation, they resort to alternative strategies to increase the visibility and circulation of these works, such as cataloguing these books in the fiction section or displaying them on new releases shelves.
User interaction with non-fiction picture books
This category focuses on users’ interaction with the NFPBs, based on the perceptions of library staff, considering the profiles of those who use them, the uses attributed to them and the lending dynamics linked thereto.
The testimonials enable us to identify the profiles of users who most frequently use NFPBs, as well as the various uses they attribute to them (Table 4).
Note. Prepared by the authors.
Although these books serve a wide range of purposes, librarians have expressed concern about the low number of loans, attributing this to the fact that many users still associate this type of book with the school environment, the widespread preference for fiction as escapist reading, and structural barriers relating to the organisation of the collection. However, they do not believe these books are of no interest; rather, they regard them as a ‘forgotten collection’ (B3), for which the low demand is due more to contextual factors than to the quality or appeal of the works themselves. This situation is further reinforced by users’ requests, which focus almost exclusively on works of fiction.
Even so, they identify a specific, regular readership — “boys and girls with very specific interests” (B3) — and rely on the knock-on effect of good books: “When we put a really attractive one in the new arrivals section, people borrow them and they start going out much more often [...] we should do that more often” (B1). The books most frequently borrowed are those dealing with topics related to the natural sciences and featuring interactive formats.
Practices for promoting and bringing to life non-fiction picture books
The final category examines the practices used to promote and revitalise the NFPBs, considering the strategies implemented, the activities carried out and collaboration with other institutions.
In this regard, the librarians reflect on strategies for promoting the reading of NFPBs, distinguishing between initiatives currently underway and other proposals they consider necessary to increase their circulation (Table 5).
Note. Prepared by the authors.
As for the activities, some statements highlight the limited place that non-fiction occupies in the programme schedule, being used mainly as supplementary material to provide context for works of fiction. They attribute this secondary role to a lack of human resources and to preconceptions about the dull nature of these works, which might not be well received. Even so, they mention specific examples, such as creative activities using activity books or reading biographies alongside fun group activities. They all express dissatisfaction with the current provision, and the potential they see in these books – which offer various ways of revitalising the programme – is significant. They repeatedly mention book clubs, creative writing workshops, activities relating to environmental issues and shared readings to mark special occasions.
As a result of the above, the discussions highlighted the need to strengthen inter-institutional collaboration in the promotion of non-fiction, as the participants pointed out that such collaboration was sporadic and focused exclusively on fiction. However, collective lending stands out as an effective strategy for enriching school library collections. They also put forward proposals aimed at diversifying and expanding these partnerships: “Collaborating with museums would enable us to organise activities based on the history books in the collection” (B2); “running short workshops on topics covered in the classroom to build on what they are learning” (B1); “up-to-date catalogues so that they know what we have here” (B3).
DISCUSSION AND CONCLUSIONS
This research has shed light on library practices and approaches to non-fiction picture books, based on the testimonials of three professionals from the Cádiz Public Library, with the aim of providing a contextualised assessment of the current situation. As well as describing a specific case, the findings enable us to reinterpret debates already present in the specialist literature, open up new lines of discussion on the role these books can play in public libraries, and implement proposals to guide future improvement initiatives.
Firstly, the results show that librarians recognise the educational and aesthetic value of the NFPB, demonstrating an up-to-date understanding of the genre by distinguishing, in line with , between the encyclopaedic approach of traditional works and the innovative approach of contemporary ones. This knowledge, acquired through self-study, reflects a strong personal commitment, but also highlights the fragility of such qualifications if they are not institutionally supported. Consequently, it is essential to review the initial and continuing training of library staff, where content relating to non-fiction () continues to take a back seat to technical subjects such as the organisation and management of collections. Strengthening their role as mediators requires a more balanced training programme, as noted by .
With regard to the composition of the non-fiction collection, the findings of this study are consistent with those obtained in the previous documentary analysis carried out at the same library (). In this regard, it is clear that library staff are making an effort to update the non-fiction collection with engaging, interactive and original titles, in line with current publishing trends (). The quality, variety and up-to-date nature of the collection are based on selection criteria in line with . However, this revamp is hampered by structural limitations that hinder access and navigation: the distinction between fiction and non-fiction, the library’s peripheral location, age-based classification and the use of the UDC all reflect traditional organisational approaches that are out of step with the actual needs of young readers. This tension reinforces Garralón’s () point regarding the risk of rendering valuable books invisible and highlights the urgency, as noted by , of reorganising the space to facilitate free access and spontaneous discovery, in line with children’s communicative and cognitive needs.
As for the uses and demand for NFPBs, the study highlights the contradiction between the value attributed to the genre and its limited circulation. As and et al. point out in their studies on conceptions of this type of book, he argues that this gap is not solely due to a lack of reading habits, but to a still deeply ingrained perception that links non-fiction to school. This view forms part of the phenomenon of ‘fictioncentrism’, which is still present both in children’s imaginations and amongst those who facilitate access to books (). Overcoming this perspective requires a cultural shift that goes beyond simply renewing the content, but involves constructing new understandings of what it means to read and why we read. Mediation spaces must highlight the playful nature of non-fiction and employ strategies that reframe it as an aesthetic and enjoyable reading experience, but also as a learning experience ().
This requires the development of specific promotional and outreach initiatives that bring non-fiction closer to young readers through experience and enjoyment. However, the results highlight a discrepancy between the positive view held of the genre and its limited inclusion in the programme of activities, which can be attributed both to work-related constraints and to entrenched habits that still link reading promotion exclusively to fiction (). In light of this situation, librarians propose strategies to promote the collection — reading guides, themed exhibitions and digital resources to showcase the collection — and to bring it to life — reading clubs, workshops and the celebration of special occasions — in line with the playful and emotional approach advocated by . Furthermore, strengthening collaboration with schools is seen as a key strategy for integrating these books into the curriculum (), thereby reinforcing the impact of public libraries on the development of reading skills through effective institutional cooperation ().
The study provided an overview of the current situation regarding non-fiction picture books at the Cádiz Public Library, offering suggestions for improvement that could be applied to other similar library contexts, and reinforcing the arguments in favour of including them as a fundamental element of the reading ecosystem in public libraries. However, there are still some limitations that are worth considering. Including other professional roles, such as front-of-house staff, would enable us to gather valuable insights derived from their direct contact with the public, thereby enriching the analysis conducted. Furthermore, the report highlights the need to make progress in triangulating the results using techniques such as observation, document analysis and focus groups, as well as to open up new lines of research aimed at assessing the impact of specific interventions, exploring the perceptions of the users themselves and comparing the results across different libraries.
NOTE
[1] It can be found at: Sánchez Arjona, E. (2026). Interview guide to explore librarians’ views on non-fiction picture books within the framework of the 2030 Agenda. In Hacia una Educación basada en las evidencias de la investigación y el desarrollo sostenible (1st ed., pp. 149-156). Zenodo. https://doi.org/10.5281/zenodo.20485054
FUNDING
This work is linked to two doctoral theses funded by the Spanish Government’s Ministry of Universities’ Grants for the Training of University Teaching Staff (FPU21/01358 and FPU21/01360) as part of the R&D&I project PID2021-126392OB-I00 “Lecturas no ficcionales para la integración de ciudadanas y ciudadanos críticos en el nuevo ecosistema cultural (LENFICEC), funded by the Spanish Ministry of Science and Innovation.
AUTHORS’ CONTRIBUTIONS
Roberto Saiz-Pantoja: Project management; Fundraising; Formal analysis; Conceptualisation; Data curation; Writing – original draft; Research; Methodology; Resources; Validation; Visualisation.
Eva Sánchez-Arjona: Project management; Fundraising; Formal analysis; Conceptualisation; Data curation; Writing – original draft; Research; Methodology; Resources; Validation; Visualisation.
Ester Trigo-Ibáñez: Project management, Fundraising; Concept development; Writing – review and editing; Research; Methodology; Resources; Supervision; Validation; Visualisation.
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