Genrefying your Library Collection

 Krumme, Kelsey

Source: 

Sultanik, A. G. (2020). Genrefying the children’s fiction collection. School Library Research, 23. http://www.ala.org/aasl/slr/volume23/sultanik

The Study:

The article, "Genrefying the Children’s Fiction Collection" by Alyssa G. Sultanik, details a research study that looks at how organizing a school library's fiction collection by genre impacts student success and self-efficacy. Traditionally, school libraries use a "FIC" label system from the Dewey Decimal system. In this system the books are arranged alphabetically by the author’s last name, which can be difficult to navigate for young children who may know a topic (like dinosaurs) but not specific authors or the number within the Dewey Decimal system. The study observed the activity of students browsing using the original system to get a baseline. They also completed a Likert scale and interview to measure their confidence. The library was then "genrefied" into 11 categories (such as Adventure, Mystery, and Animal Fiction). The books were labeled with colors based on genre and there was signage posted as well. The observations were repeated using the new system.

Findings:

The findings showed that students could locate books significantly faster, with average search times dropping from eight minutes and thirty seconds to five minutes and thirty seconds. Qualitative data from interviews indicated a massive jump in positive sentiment, with 35 positive responses post-intervention compared to only 6 beforehand. Mapping data also revealed that students made fewer random stops and could navigate directly to sections of interest. Sultanik concludes that while genrefication is time-consuming, the benefits of reduced library anxiety and increased student independence outweigh the costs.

Evaluation and Opinion of the Research:

I think it is an important look at some of the possible benefits of genrefying. The study was of a very small sample size of only 5 students. It would be interesting to see the results from a wider pool of students from different areas and backgrounds. The students noted the that the color-coded stickers were a very helpful visual. This research provides a compelling, evidence-based argument for genrefication as a tool to empower young readers. By moving away from technical labels that "alienate patrons," the study demonstrates how school libraries can foster self-directed learning and a love for reading by making the collection more accessible and easy to navigate for children.

Too Many Books? How One Librarian Took Control of Her Library

 Stevens, Tyler

Source:
Montana State Library, (2024, October 4). 3 Keys to Collection Development [Video]. Youtube. https://www.youtube.com/watch?v=wbonz8Lnt0w

Summary: In this 58-minute seminar video hosted by the Montana State Library features Jonna Underwood, the Sheridan County Library Director in Plentywood, Montana. She shares her experience taking over the local public library from the previous director and frames it in the context of three key principles which she used to create a welcoming community space for her community, which are:

1. Quality vs Quantity: the primary issue with the library initially was an overcrowding of books, which led directly to issues such as an unaligned physical and digital catalog, literal decomposition of books, and a space that was not easily navigable for patrons.
2. 
   Know Your Patrons: Some larger collections which were rarely touched by the community (in this case, nonfiction) were deaccessioned from the library collection, spaces were created to invite patrons to engage with the material in the way they wanted to, and informal conversations with patrons identified favorite chunks of the collection (such as mystery/thriller/suspense).
3. Get Creative: Methods which Underwood used to inform her decision-making over this multi-year cleanup included visiting other libraries for curatorial inspiration, using book displays, a semi-regular newspaper column, and programming such as Blind Date With A Book (which she used to get patron feedback on less-used books to identify hidden gems and buried stinkers in the collection).

The seminar concludes with a Question & Answer session. One of the questions Underwood answered was on the subject of how the community responded to her efforts to clean up the clutter. She answered that the community didn't have much of a reaction beyond an acknowledgement that changes were happening. Underwood felt that the extension of trust by the community may have resulted partially from her own upbringing within the Plentywood community; the community might not have extended trust as easily if she had been a stranger to the community.

Evaluation: This seminar took my attention because my hometown is relatively close to Plentywood. I found it interesting that in order to handle the library collection, certain things needed to be removed, up to and including major pieces of furniture like entire bookshelves and collection chunks. For the latter, Underwood and her patrons would rely on library Connections in order to meet infrequent but specific needs. For example, she removed a significant amount of the nonfiction collection, shrinking it significantly and removing many books which were outdated or specific and seldom checked out by the community. Nonfiction as a subject was still kept available to researching community members through interlibrary loan, a library Connection to other libraries in the larger MSL network. In this way, Underwood was able to expand the physical space in the library so her patrons could more comfortably peruse the shelves without sacrificing the overall offerings of the library itself.

To reflect on my earlier post about Iceland, Underwood understands that there is a unique relationship between the human community and the objects within the library which they interact with; one of the neglected objects in this library was physical space. The lack of space made the library more difficult to navigate and directly impacted the accessibility of the items within the library collection. By increasing the space and introducing elements such as corner bean bags, Underwood strengthened the library's agency to impact the Plentywood community. Underwood understands that preservation and storage both have a cost, both financial and spacial. While both are limited, space defines the relationship the patrons have with the books. In other words, you can't have everything physically available, so you need to select what you need and make space for people to interact.

Case Study: Sorting Your Collection Into Chunks

Stevens, Tyler

Mímisson, K., & Ólafsson, D. (Eds.). (2025). Objects in the Archives: Modern Material Culture and Heritage in the North (1st ed.). Routledge. https://doi.org/10.4324/9781003350293

Runarsdottir, A. (2025). "In pursuit of modernity? On collecting and aesthetics in Iceland." Objects in the Archives: Modern Material Culture and Heritage in the North (1st ed.) 85-99. Routledge. https://doi.org/10.4324/9781003350293

Summary: Objects in the Archives is a collection of articles written by a team of historians, archaeologists, and archivists examining several collections which have been gathered by the National Archives of Iceland. Mímisson and his team's primary claim is that there exists a unique relationship between humans and the things which they gather; things possess a certain agency which transforms and informs the personality and identity of people they're around.

In the article by Runarsdottir, "In pursuit of modernity?" she examines this relationship while breaking down the National Archives' first collection, which was gathered by its first national antiquarian, Matthias Þórðarson. By breaking the collection down into chunks and assessing it in the context of Þórðarson's past, Runarsdottir examines the value judgements made in determining what should be kept and observed that many of his choices included items which aligned Iceland culture with Western modernist values. As an example, she notes that 18% of his collected artifacts were "costumes or clothing," with preference towards womenswear and finer clothing with beautiful embroidery over everyday clothing (which would have been passed down and worn down to their bare threads, but could have reasonably been collected) and claims that this was an intentional preservation choice made by Þórðarson to inform his message that Iceland should be considered as a respectable Western nation.

Evaluation: Our focus on collections development in this class is primarily in the discipline of librarianship. While this essay focuses primarily on collections in a museum context, Runarsdottir provides an excellent example of breaking down a comprehensive inventory of a multi-media collection into chunks as she evaluates the original collector's value judgements. She assesses the collection as a whole and identifies chunks which were considered significant, such as costumes and clothing (a general chunk). Runarsdottir further identifies specialized chunks like womenswear within costumes and clothing. The comprehensive breakdown alone makes this article valuable for our study of these concepts. This further connects to the larger anthology's hypothesis to elaborate on humanity's unique relationship with the objects around them by demonstrating how we use objects to project identity and define culture. Likewise, library collections have similar agency impact identity and define culture. It may be useful for us to consider books and collection chunks as possessing similar agency as Runarsdottir describes: being able to inform and transform using more than just the text on their pages. I will go further into this in a future blog post on 3 Keys to Collection Development.

Building a Library Community for Students

I found Catherine Masrour’s article a solid reminder that innovation does not have to be groundbreaking or expensive to change the culture or climate of a library.  In a time where education feels like “we must innovate or become obsolete”  (Dickey, 2023) it was nice to have a reminder that having the right people in the right place makes an impact on our students. Creating a space where students feel welcomed, and they can see themselves in that space makes it a welcoming place. 

After hiring the assistant basketball coach to be a library TA, the environment and clientele of the library changed for the better.  It wasn’t that the athletes of the school didn’t feel welcome before their coach started working in the library; it was that they didn’t yet understand that the library is for everyone.  But once someone like them opened the door they realized that the space had so much to offer them.  Especially in high school, where who your friends are and what activities you participate in define you as a person, it is so easy for students to see themselves as only one type of person.  And if the only reason a student goes to the library is because their English teacher takes them, they don’t see they have ownership in the library space too.  The article resonated because it can be so difficult to make students “suddenly curious about what goes on” in the library, but if more teachers and staff use the library as a space where all students can learn, they will see themselves as learners too. 

Masrour, C. (2024). A coach in the library makes an impact. School Library Journal, 70(8), 19. https://www.slj.com/story/basketball-coach-scores-at-library-reasons-to-love-libraries

Building and Maintaining Manga Collection - No Flying No Tights

 Devon Vail

B, R. (2021, November 28). Ask the Comics Librarians: Manga FAQ – No Flying No Tights. https://noflyingnotights.com/blog/2021/11/28/ask-the-comics-librarians-manga-faq/ 

    The article explains how different librarians define, organize, and manage manga collections in public libraries. Overall, they agree that manga is usually understood as comics created in Japan for a Japanese audience, though some libraries use a broader definition based on format or reader expectations. The librarians describe a range of shelving practices, with some interfiling manga with all graphic novels and others keeping it in a separate section. They also note that manga collections often span multiple age groups, with placement decisions based on publisher age ratings, reviews, colleague input, and reader demand.

    A major theme is that manga requires different collection practices than other comics because most series tell one long, continuous story. This affects both ordering and weeding. Librarians often rely on standing orders, reviews, and patron requests to keep up with ongoing series. When weeding, they usually remove an entire series rather than single missing volumes, since incomplete runs are less useful to readers. Condition, circulation, available space, and replacement options all shape these decisions.

    The article also emphasizes the importance of understanding readers and challenging stereotypes about manga. Librarians note that patrons often ask for manga by title, plot, or anime adaptation rather than by author. They recommend that librarians new to manga listen to patrons, read some manga themselves, and approach the format as a diverse storytelling tradition rather than a narrow style. In short, the article presents manga collection development as reader-centered, flexible, and dependent on both professional judgment and community interest.

I love everything from No Flying, No Tights, but I think think this FAQ/article is a great starting point for librarians with questions about manga and how to handle it in their library.

Book Banning and Burning: A Historical Evolution

 

The article Bannings and Burnings in History traces how censorship has taken different forms across centuries, from bans that restrict access to outright destruction through burning. Both practices often stem from fears that certain ideas are dangerous, inappropriate, or offensive, yet they differ in intensity: banning removes works from circulation, while burning seeks to erase them entirely. Modern examples include challenges to J.K. Rowling’s Harry Potter series in the United States, where critics objected to depictions of magic and witchcraft. Earlier history shows how powerful voices could escalate censorship into destruction, such as Savonarola’s “bonfires of the vanities” in Florence, which consumed books and art created by the city’s greatest talents. By presenting a timeline that spans ancient bans of Homer’s Odyssey to contemporary challenges of works like The Handmaid’s Tale and I Am Malala, the article demonstrates that censorship is a recurring phenomenon across cultures. Whether through banning or burning, the result is the same: ideas are silenced, and cultural heritage is diminished.

Reference

Freedom To Read. (2023). Bannings and Burnings in History. Freedom to Read. https://www.freedomtoread.ca/resources/bannings-and-burnings-in-history/

Reimagining Teen Services: What The Future of Library Services for and with Teens Calls Us to Do

By Kat Foster

Braun, L. W., Hartman, M. L., Hughes-Hassell, S., Kumasi, K., & Yoke, B. (2014). The Future of Library Services for and with Teens: A Call to Action. YALSA. https://www.ala.org/sites/default/files/yaforum/content/YALSA_nationalforum_Final_web_0.pdf

Summary:

This YALSA report makes a strong argument that libraries cannot serve today’s teens using yesterday’s models. Braun et al. emphasize that libraries must shift from simply providing books and quiet study areas to becoming dynamic learning environments where teens can explore interests, build digital and media literacies, and connect with supportive adults. The report highlights the persistent equity gaps that shape young people’s daily lives, especially around technology access, educational opportunity, and representation. It stresses that teen services must be culturally relevant, socially just, and intentionally designed to meet the needs of marginalized youth.

A major theme throughout the report is the importance of connected learning, experiences that link teens’ academic, social, and personal worlds. The authors call for libraries to redesign programs, spaces, staffing, and partnerships so they actively support teen-driven inquiry, creation, and leadership. Libraries should no longer be “for teens,” but with teens, centering their voices in decision-making and service design.

Evaluation:

I appreciated how directly this report names the structural inequities that shape teen experiences. It’s easy to talk about libraries as welcoming spaces, but Braun et al. remind us that teens’ real needs go far beyond access to books. When we think about collection development and connection development, the report pushes us to look at whether our collections actually reflect the cultures, identities, and digital realities of the youth we serve. It also challenges us to think beyond formal programming. Informal learning, spontaneous collaboration, and teen-led projects are equally important pieces of a modern library ecosystem.

This focus on digital and media literacy feels especially relevant. Many teens rely on the library for technology support, and the report makes it clear that providing devices is just the first step. Libraries should be preparing young people to analyze information, create media, navigate online spaces safely, and advocate for themselves in digital environments. That kind of work reshapes the role of staff as well, moving from gatekeepers to mentors and co-learners.

Overall, the report serves as both a critique and an inspiration. It reinforces that meaningful teen services require flexibility, community partnerships, and a willingness to rethink traditional models. I can see this framework shaping how librarians approach everything from space design to collection development to day-to-day interactions with teens. It’s a call to build libraries where all teens feel seen, supported, and genuinely invited to participate.