Information matters for children.<\/p>\n
This is most obviously the case for education, as children learn about the world around them, progressively broadening their horizons, and discovering new opportunities.<\/p>\n
But it also matters for health and wellbeing, from helping find solutions in response to specific mental or physical issues, but also in supporting young people to form their identity and become comfortable with themselves.<\/p>\n
Crucially, it is also key if today\u2019s children are to become the full adult citizens of tomorrow, able to engage meaningfully in civic, economic and social life.<\/p>\n
This reality is recognised in the Convention on the Rights of the Child<\/a>, whose anniversary is marked by World Children\u2019s Day.<\/p>\n Article 13, mirroring Article 19 of the Universal Declaration of Human Rights, underlines that: \u2018The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice<\/em>\u2019.<\/p>\n Similarly, Article 17 notes that \u2018States Parties [\u2026]shall ensure that the child has access to information and material from a diversity of national and international sources, especially those aimed at the promotion of his or her social, spiritual and moral well-being and physical and mental health<\/em>\u2019.<\/p>\n Clearly, the creation of relevant information is crucial to delivering on these goals. Article 17 goes on to note that the production of children\u2019s books and other relevant programming should be encouraged.<\/p>\n Yet it also stresses the need for dissemination \u2013 i.e. making sure that this information ends up in the hands of the children who can benefit from it. While some children are lucky enough to live in households which can buy sufficient materials to fulfil their information needs, this is not the case for all. This is where libraries come in.<\/p>\n Indeed, we know that children at risk of marginalisation \u2013 for example those from immigrant<\/a> or second-language<\/a> backgrounds, who have fewer resources at home<\/a>, or whose parents have less formal education<\/a> \u2013 depend more on libraries.<\/p>\n The COVID-19 pandemic has raised serious concerns here. Children who rely on libraries \u2013 at school or in the community \u2013 have not been able to use physical locations, access physical materials or benefit from in-person services, from reference to storytimes.<\/p>\n Libraries have of course responded, recognising that for access to information to fulfil its potential as a force for equality and social mobility, it is vital to ensure that all children can continue to benefit.<\/p>\n As such, there are many examples<\/a> of how libraries have sought to support teachers in providing education during the pandemic, as well as carrying out activities such as storytimes online. Take a look at IFLA\u2019s COVID-19 page<\/a> for more.<\/p>\n