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To Genre or Not To Genre

To Genre or Not To Genre. Annie Miers, Riser Middle School miers@opsb.net Elizabeth Dumas, West Ridge Middle School dumas@opsb.net Jan McGee, West Monroe High School jmcgee@opsb.net Ouachita Parish School System. To Genre or Not to Genre?. Why We chose . . . To Genre. What is Genre?.

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To Genre or Not To Genre

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  1. To Genre or Not To Genre Annie Miers, Riser Middle School miers@opsb.net Elizabeth Dumas, West Ridge Middle School dumas@opsb.net Jan McGee, West Monroe High School jmcgee@opsb.net Ouachita Parish School System

  2. To Genre or Not to Genre? Why We chose . . . To Genre

  3. What is Genre? • Genre, n. [fr. genre kind] a category of literary composition characterized by a particular style, form or content.

  4. Typical Library, Typical Shelves

  5. Typical Bookstore Display

  6. Bookstores tell us that… • …books displayed “face out” sell the most.

  7. Known Facts • Middle school & high school students seldom have a designated library period just for “selecting books.” • When they do want a book, they have very little time to make a selection • Even when they are required to read, they don’t know what they want and can’t find something that interests them

  8. They are overwhelmed by:

  9. Reasons in Favor • Patrons Browse Smaller “Chunks” of Books better • Small chunks allow students to be more independent because they can go to their specified areas more easily • Construct as many entry points as possible to bring a reader into library as possible

  10. Studies to Support Genre Arrangement • 1902 Study • portion of public library collection arranged by genre • Circulation patterns studied for two years • 57% of circulated books came from the genre-arranged fiction, a significant increase

  11. Studies to Support • 1973 Jr. High Students in California • 88% of students found genre class system easier to use than alphabetical system for fiction

  12. Studies to Support Genre Organization • 1980 Sharon Baker’s Experiments • Arrangement of Fiction Genres (in a 2,500 volume library increased circulation by 39%) • Discovered that merely placing a red dot to indicated “recommended” panels, increased by 9% • Books on display by the front desk checked out 300 to 1000% more frequently than books on the shelf

  13. The Genre Process

  14. Select Genre Categories Genre Percent of Teens Mentioning 1. Decide Genre Categories Using: • Comprehensive Curriculum • Standard Genres • Most Popular Genres • Student Requests

  15. Classics Graphic Novels The West Humor Romance Horror Adventure Fantasy Mystery Science Fiction Sports Christian Fiction Realistic Fiction Historical Fiction Realistic Fiction Genres We Selected

  16. Order Genre Labels

  17. Look at Automation System Adaptations

  18. Begin Identifying Genres for Books • Read Blurb on Back of Jacket • Read CIP • Personal knowledge of book and/or author • Read reviews on Follett, Sunlink, Amazon, or web • Last resort (read or skim book) *Note: Many books are more than one genre. Choose a primary genre or where it will most likely be read.

  19. Cataloging • Add subject heading to catalog entry • Add third line to call number in card catalog to identify genre & assist in locating book on shelf • Change “Material Type” if automation programs calls for this

  20. Book • Add genre sticker and label protector

  21. Create Signage for Shelving

  22. Advertising & Promoting Genres • Displays • Signs • Book/Movie/TV Connections PPT • Brochures • Bookmarks • Booklists • Library Wiki • Promoting with teachers in relation to Comprehensive Curriculum

  23. When New Books Come In: • Determine Genre • Add genre sticker & protector to book • Add extra line to call number in Card Catalog • Add extra subject heading • Change Material Type

  24. Benefits • You learn your collection & WEED your collection because you handle and evaluate EVERY book • Helps to identify weaknesses in collection • Helps identify what the students like to read • Helps makes students aware of other types of genres—instead of locking students in to one type, it broadens their reading scope

  25. Criticisms Addressed • In working with students, you teach students that there may be differences in every library—especially in the areas of biography, and sometimes, in fiction. • Phase I, the initial setup, is very time consuming and a lot of work. • Once it is set up, it requires minimal effort.

  26. Merchandising Tips • Face-out Books Sell More • Smells • Sounds • Lighting

  27. Differences Between Libraries & Bookstores • Smell • Music • Lighting • Layout • Power Aisles

  28. Music • Music Makes a big difference in customer behavior

  29. Cinnamon, coffee, apples—homecooking, warm family, cozy Orange—healthy and bright Lemon—fresh, clean Wood—general country hardware store Mildew—damp, basement Associations with Smells Design for Effective Selling Space, Joesph Weishar

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