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Graphic Novel Section in Dever School

Graphic Novel Section in Dever School. Heath MILLS. What is a Graphic Novel?. A graphic novel is not a specific genre of literature. Graphic novels can be fiction, history, fantasy, non fiction or a combination of these. They are stories that have complex plots (Hoffman, 2013)

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Graphic Novel Section in Dever School

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  1. Graphic Novel Section in Dever School Heath MILLS

  2. What is a Graphic Novel? • A graphic novel is not a specific genre of literature. Graphic novels can be fiction, history, fantasy, non fiction or a combination of these. They are stories that have complex plots (Hoffman, 2013) • Typically, graphic novels are placed in the non-fiction section of the library; 741.5 to be exact. • They may also be shelved in the fiction section, but shelved in their specific genre or by author.

  3. The Problem • The problem is that since graphic novels are included in a place that is counterintuitive (nonfiction) or almost all possible genres, one must look the through all the other library sections in order to find graphic novels. If a person does not find a graphic novel that they like in one section then they have to go look through an entirely different section (Chang, 2012). • In the Dever Library the students who gravitate to graphic novels tend to not be avid library users or strong readers. They easily give up when they cannot find a book. • This decreases my library circulation and does not promote reading and literacy among my students. • It would make much more sense for both the end user and library student helpers if graphic novels could be located in their own section. • In addition, students have a profound interest in graphic novels and if they had their own section it would be easier for students to find them and read them.

  4. Goal • The desired goal is to create a section specifically for graphic novels within the Dever School library.

  5. AASL Standards • 4.1.1 Read, view, and listen for pleasure and personal growth. • 4.4.1 Identify own areas of interest. • 4.1.8 Use creative and artistic formats to express personal learning.

  6. Cutter’s Objects • According to Cutter’s standards for cataloging literature the ultimate goal for placing literature within the library is so that a person can find it (Mortimer, 2007). • Another goal is for the library to show visitors what is has (Mortimer, 2007).

  7. Ranganathan’s Laws • Support the idea that graphic novels should have their own section in the K-8 library. • Books are for use (Ranganathan, 1931). If graphic novels had their own section, they would certainly get used more as they would be easily accessible. • Save time for the user (Ranganathan, 1931). It graphic novels had their own section, it would certainly save time as compared to the current system.

  8. Rationale for Graphic Novel Section • Students can easily find them. • It promotes literacy among my male students and reluctant readers. • Graphic novels are popular and if students easily find them, they are more apt to check them out and read them. • In a K-8 setting, younger students can be taught that the graphic novels are for a specific age group or for those with parent permission. It is easier to monitor if the graphic novels are in one section (Haynes, 2009).

  9. Solution • The problem that arises from placing graphic novels in a library stems from counterintuitive placement or the many genres that graphic novels encompass. • The solution is to create a section within the DeverLibrary just for graphic novels. • The section could be created in similar fashion to nonfiction or fiction where there are labeled shelving.

  10. Solution • The best solution would be to create a graphic novels section on rotating book racks. These racks could be placed wherever there is room and since they are mobile they can be moved around when necessary. • The racks are easily accessible and attention can easily be drawn to the racks by creating an entire display. • They can also be split up by age groupings.

  11. References Chang, J. (2012). Cataloging and shelving [Web log post]. Retrieved May 25, 2014, from http:// courseweb.lis.illinois.edu/~chang88/andreas07/andreas07/cataloging.html Getgraphic.org(n.d.). What are graphic novels? Retrieved May 26, 2014, from http:// www.getgraphic.org/whatisagraphicnovel.php Haynes, E. (2009, January). Getting started with graphic novels in school libraries. Retrieved May 26, 2014, from http:// www.librarymediaconnection.com/pdf/lmc/reviews_and_ar ticles/featured_articles/haynes_january_february2009.pdf Hoffman, B. (2013, May 5). The collection development challenges facing public libraries in the emerging genres of erotic fiction, new adult and graphic novels [Scholarly project]. Retrieved May 27, 2014, from http://briannakhoffman.weebly.com/uploads/2/0/6/0/20602418/ hoffman_research_paper_li855xo.pdf MIller, S. (2012, August 5). We spiced up ourselves and ditched Dewey. Retrieved May 27, 2014, from http://vanmeterlibraryvoice.blogspot.com/2012/08/we-spiced-up-shelvesand-ditched- dewey.html Mortimer, M. (2007). The catolog. In Learn descriptive cataloguing (pp.9-12).Friendswood, TX: Total Recall. Retrieved from: https://login.proxy.olivet.edu/login?url=http://site.ebrary.com/lib/olivet/Doc? id=10266325&page=9 Ranganathan, S. R. (1931). The five laws of library science. London, England: Edward Goldston. Taylor, A. G. (2004). Wynar's introduction to cataloging and classification: revised ninth edition (9th ed.). New York, NY: Libraries Unlimited.

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