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Abstract

Through their work as instructors in a master of library science program, the authors observed a sharp increase in students' desire to adopt the reader-interest classification approach of genrefication for their school libraries' fiction collections. In order to better understand this trend, the researchers interviewed seven school librarians regarding their motivations for genrefying their libraries' fiction collections; the challenges they encountered during or after the genrefication process; and any benefits they perceived as having resulted in the implementation of genrefication. The data suggest that the librarians' interests in genrefication stem mostly from the lack of time they have to help individual students find materials, and the lack of time students are given out of the instructional day to explore the libraries' fiction collections. The participants felt that reclassifying the library's fiction collection by genre gave students more ownership of the fiction collection and allowed them to find ma-terials that genuinely interested them. The significant challenges the librarians faced in the reorganization process speak to challenges regarding the ways in which librarians attempt to provide access to diverse materials for all patrons.

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Abstract

In recent years, many school librarians have been scrambling to build and expand their graphic novel collections to meet the large and growing demand for these materials. For the purposes of this study, the term graphic novels refers to volumes in which the content is provided through sequential art, including fiction, nonfiction, and biographical material. As the library field has not yet arrived at a set of best practices or guidelines for institutions working to classify and catalog graphic novels, this study seeks to record the ways in which school librarians are handling these materials as well as issues and questions at the forefront of their minds. A survey of school librarians in the United States revealed that almost all of them collect fiction and nonfiction graphic novels, while 67% collect manga. Most respondents indicated that they are partly or solely responsible for the cataloging and classification decisions made in their media centers. For classification purposes, most have elected to create separate graphic novel collections to house their fictional graphic novels. Some include nonfiction graphic novels in this section, while others create a nonfiction graphic novel collection nearby or shelve nonfiction graphic novels with other items that deal with similar subject matter. Many school librarians express uncertainty about how best to catalog and classify longer series, adapted classics, superhero stories, and the increasing number and variety of inventive titles that defy categorization. They also struggle with inconsistent vendor records and past practices and suffer from a lack of full confidence in their knowledge of how to best classify and catalog graphic novels so that they are both searchable in the library catalog and easily accessible on the shelves.