Covers that Bind Us: The Irony of Fiction Selection Practices in School Libraries

Angela Bulloch

The English idiom: Don’t judge a book by its cover is a grandfather among useful

phraseology. First coined in 1880 by Author George Eliot in The Mill on the Floss, the

imperative sentence has been widely used since the early 1900s. Like librarians of the ages,

Elliot understood that a book’s value lies beyond the cover—in pages fervently turned…over

desktops, under lamplight, and from favorite arm chairs. Not only does the phrase remind us that

views are often deceiving, but it provides clarity—a moral mirror for humane existence. Despite

the inherent wisdom of the old adage, one must not forget the actual message from which the

figure of speech evolved. The fact that a fictional character uttered these immortal words about

an unimpressive book cover, demonstrates the power of pivotal words contained in a single

book. Moreover, this ironic truth reflects the adage back upon itself—a double-mirror of infinite

meaning.

Such phrases endure to educate the masses about looking beyond facades, yet the

metaphor has literal merit. More than a century has passed since the novel’s debut. However,

hasty judgments of actual books are the norm in school libraries everywhere. Like the naïve

characters in The Mill on the Floss, “book covers play a prime role in the choices of readers”

(Jones 44). The Young Adult Library Services Association conducted a survey that yielded

surprising results about student selection habits. Researchers found that “covers impacted the

selection of fiction books more than any other factor” (Jones 45). Of students surveyed,

“seventy-six percent said that covers usually influence their selection of fiction books, and only

four percent responded that they ‘rarely’ consider covers” (Jones 45). Consequently, “covers are

the number one factor that impacts the selection of fiction books no matter if the student is a boy

or a girl” (Jones 46). If these results are accurate, what are school librarians to do with “ugly”

fiction and outdated materials?

Some suggestions include book-talking, displaying, and spotlighting less attractive books

to propel fresh interest. For example, a librarian may purchase diamond-shaped stickers and

adhere them to spines of less-flashy books. Those who read ‘diamond- in-the-rough’ books may

sign the Diamond Log, become a member of the League of Diamonds, and be rewarded for their

choices. Book clubs featuring diamond books may lure new readers, and media specialists may

design contests that include student art, book trailers, and a variety of projects that highlight and

advertise these works. Those who read a specific number of diamond books may earn a

bookmark with a rhinestone diamond attached. Such ideas create intrigue for neglected books,

increase circulation, and reinforce the value of withholding one’s judgment. Another method to

gain readership of less-attractive materials is to wrap diamond books in colorful paper and

display them throughout the library with accompanying statistics that include story teasers, book

awards, and compelling author information.

Ultimately, librarians must dispel the prevailing myth that interesting covers equal quality

selections—the judging of books by their covers. It isn’t surprising that most students evaluate

classic book covers as boring, even though these works have earned their distinctions for valid

reasons. Students don’t understand that during the past few decades, cover designs have become

pivotal marketing tools for publishers to sell more books. Many youth believe that authors select

cover designs and don’t know that actual artists rarely communicate with writers or even read the

materials they depict. School librarians must educate youth on the matters of cover propaganda,

for once students see the ironies and realize their reliance on covers is invalid, they may look

beyond a book’s façade and broaden their selections.

Some researchers suggest that adolescent views are unlikely to change, due to image and

appearance values. Thus, school librarians must view covers, library spaces, and collections as if

they are bookstores. In essence, librarians must think of circulation as sales (Jones 47). By

utilizing display windows, shelf tops, and tables in similar ways to retail businesses, librarians

can gain customers and promote circulation of stagnant books. Librarians can also gain ideas by

visiting some of the few remaining bookstores in existence and incorporate designs, posters,

displays, and layouts that lure readers. Minor changes may reap immediate circulation benefits or

sales, which encourages consistent library habits among teen customers who tend to return to the

spaces they enjoy.

School librarians are the historic hunters, gatherers, and dispensers of books for

educational purposes and are the primary information advocates in schools. Thus, it’s critical to

understand how and why collection materials are being utilized—and to what extent covers play

a role. Librarians can gain valuable information by surveying students about their choices of

materials through formal and informal questioning practices. They can also compel students to

seek quality recommendations from credible sources, as they are shown to increase reading

enjoyment. Though there are plenty of great books with alluring cover designs, media specialists

can promote information literacy and increase circulation for materials that may otherwise

become weeded by focusing on underutilized books that have inherent value. To do so, media

specialists must not whisper, but must shout barbaric yawps from the shelf tops of the school:

Don’t judge a book by its cover.

Incidentally, the ultimate irony of the timeless phrase, attributed to George Eliot, does not

belong to him at all, as “he” is a pseudonym for woman writer named Mary Ann Evans. She is

the origin of the widely popular idiom, whose work would not have gained the attention it did in

Victorian England, had her true name appeared on the cover.

References

George Eliot. (2014). Retrieved February 20, 2014, from The Literary Network: http://www.online-literature.com/george_eliot/.

Jones, Leigh Ann. “The Great Cover-up.” School Library Journal (2007): 44-47.