A School Librarian’s Journey Through Manga Collection Development

 INFO 266

Jared Miller

A School Librarian’s Journey Through Manga Collection Development - Link to Article

Summary: This article argues that manga does indeed belong on the shelves of school libraries and provides information and help for librarians on building a collection of Manga. Beginning by simply defining the genre or topic, the author explains that Manga is a comic originally published in Japan and is read from right to left. The author includes common misconceptions and definitions for librarians to aid in their own research and collection development. It also justifies the inclusion of Manga in a collection. Common to the work of librarians is pushback from particular parties, and having a clear rationale for why Manga is included in the collection is crucial. Manga is generally marketed toward younger readers, but has a vast following over all ages. 

Evaluation: This article is a valuable resource for high school librarians interested in building a manga collection. In regards to collection development, the article provides a list of recommended manga titles specifically for high school students, categorized by genre. This makes it an extremely useful source for getting started in building a manga library. In case there is any pushback with spending money to include manga, it offers arguments for the educational value of manga, which can be helpful when advocating for budget allocation for a manga collection. This includes building visual literacy skills analysis of literary devices such as plot, theme, symbolism, foreshadowing, conflict, and character development, as well as aiding in communication skills. All of which English teachers are generally desperate to do in their classrooms. The article also suggests ideas for creating manga-themed events and clubs, promoting engagement with the library. Looking at the current make-up of my own students, I think that a club like this would dramatically increase readership at my school. Overall, this article is a valuable resource for high school librarians who want to provide their students with access to engaging and educational materials like manga.

Naruto Manga - Phossil - https://www.flickr.com/photos/phossil/4811921029

Rudes, J. (2022). A SCHOOL LIBRARIAN'S JOURNEY THROUGH MANGA COLLECTION            DEVELOPMENT. Knowledge Quest, 50(4), 36+. https://link-gale-       com.libaccess.sjlibrary.org/apps/doc/A697577819/AONE?u=csusj&sid=bookmark-    AONE&xid=bb6497df

Understanding the text genre preferences of third-grade readers.

Gallo, G. & Ness, M. K. (2013). Understanding the text genre preferences of third-grade readers. Journal of Language and Literacy Education [Online], 9(2), 110-130. Available at http://jolle.coe.uga.edu/

Summary: Many have reported that reading success stems from curiosity, enjoyment, and interest.  With an eye towards reading success, building stamina and making personal connections to subject matter the authors use a study of 78 students to explain the importance of teaching reading with informational text. They monitor daily instruction, attitudes, and preferences between fiction and non-fiction. Then the study compares students' self-report against actual reading during Relax and Read programs in 3rd-grade classrooms. Most often students expressed their preference in selecting non-fictional text because the topic was already important to them.  Across the board, students demonstrated a preference and familiarity for fictional text more often than the other.  The review also sheds light on the importance of this genre by stating, "More specifically, through exposure to informational text, children built their background knowledge of the works and of domain-specific topics".

Evaluation: This study reminds me of our role as librarians, to support a learners "entry point" into a genre. Students interest may change but we can support learning success and positive reading habits by incorporating informational text into our daily routines.  Additionally, with more exposure to media and social media sharing, non-fictional stories may be shaping the learning of "domain-specific topics" in a way we have never seen before. Collections management needs are shifting to more informational text.