Article

1. 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

2. 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fiction and outdated materials?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.

3. 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

4. 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.