Prompt #9 - Marketing the Fiction Collection

I currently don’t work in any library setting, but I’m pretty happy with the way my local library displays its fiction collection.  I don’t think I would change anything right now (but then again, I’m not known for my imagination or creativity). My library is currently under renovation and with it closed due to COVID, I’m sure there will be new policies in place when it reopens which might affect the way collections are displayed.  There are several ways the fiction collection can be ‘marketed’ - displays, bookmarks, poster/banner, spinal labels/stickers, carts/bins, book talks/ clubs, or digitally (blogs, vlogs, podcasts, social media [Twitter, FaceBook, Pinterist, Instagram, GoodReads, or Tumblr]). Many of the ideas for the marketing of the fiction collection are inspired by the ALA’s list of Celebration Weeks & Promotional Events.  Since these are national events, many promotional items are already created and thus will be cost efficient for the library and can also make it easier for patrons who visit more than one library.

1. Bookmarks - This is a great and fairly cheap way to promote the various types of fiction books, TV shows, movies, music, periodicals, video and boardgames. These can be used to promote specific genres, ‘most requested’, seasonal, and bundles. They should be small, light, and sturdy enough to slip within a book, game, or disc cover when said resource is checked out. Bookmarks can also be placed at strategic locations within the library to catch the patron’s attention. These are designed to be taken home for further perusal because most have pertinent information regarding the title of the bookmark.  A few examples are listed below.
• Genre specific novels - Young Adult, New Adult, Historical Romance, Historical Fiction, Suspense/Thriller, Western, SciFi/Fantasy, Inspirational, Urban, Comics/Graphic Novels, LGBTQ
• Genre specific Movies/TV shows (Thematic) - Suspense, Drama, Comedy, YA, Chick Flick, Comic Based, International
• Subject/Special Day/Week/Month -  President’s Day, MLK Day, Teen Tech Week, Freedom of Information Day, Money Smart Week, Preservation Week, Earth Day, LGBTQ Book Month, Banned Books Week, International Games Week, International (Women) Authors Month, Black History Month, Women’s History Month, National Poetry Month
• 'Most Requested" - novel, author, movie, TV Show, documentary, music artist, book series, audiobook
• Bundle Collections - list of novels and movies and/or music that tie in together
2. Displays - This is another great but even cheaper way to promote the fiction collection in the same way bookmarks are used.  Whereas bookmarks are a small list of resources to be taken home, displays are large, bold, and updated as resources are checked out. Depending on how detailed a bookmark is, it can only have a few items on it; a display can have up to 20-30 items. “The key {to a good display} is to make sure that enough good titles are available beyond the first twenty so that the display can be properly stocked for the expected time it will run” (Saricks, 2005, p.141). Displays should be easy to put together and take apart; it can be on a flat or tiered table, tiered or rotating stand, or anything.  The examples of displays are the same as those above for bookmarks. However, a ‘most requested’ display would be difficult to maintain.
3. Book Clubs - These have become very popular over the past several years and libraries would be remiss not to include them in their programming.  Many authors and publishers even have discussion questions at the end of their books for the purpose of a book club.  Most clubs are led by a staff librarian and discuss one book the entire time.  Others have a theme and allow the attendees to decide what they will read within the theme (like the one I attended for this class, see my post).  Some meet at the library, whereas others meet at a pub, coffee place or restaurant.  Clubs that meet elsewhere are an excellent way to market not only the club but the library itself as it can attract others to join the club or go to the library later.

Works Cited:

Saricks, J. (2005). Promoting and Marketing Readers’ Advisory Collections and Services. Readers’ Advisory Service in the Public Library. Chicago: ALA. 136-160.

Reference:

Celebration Weeks & Promotional Events. (Mar. 29, 2007). American Library Association.

Prompt #8 - Genrefication

Should LGBTQ and Urban fiction be separated from the library’s general collection? This is a loaded question and each library’s response and action will ultimately be different depending on its physical size and community requirements.

Being on the southwest side of Indianapolis with a population of just under 34,000, my local community is not that large according to STATSIndiana.  The library itself has been remodeled, renovated and grown since I moved here back in 1999.  I have seen many changes over the past 20 years including the additions of the IndianaRoom, TeenCentral, the current Children's room, and the expansion and diversification of its various collections. However, in spite of all this, I would not recommend my library separate the LGBTQ and Urban fictions from the rest of its fiction collection.  The top three reasons why I am against this are listed below.

1. Enforces the idea that one genre is more ‘special’, ‘legitimate’, or important than another.  Categorizing and separating fiction books into genres and subgenres although might make it easier to find what one is looking for, it nonetheless infers that one fiction genre has more value than another.  And while it might be easier for patrons, separating the genres creates a library where readers can ignore parts of the collection because of its ‘labels’ (science fiction/fantasy, mystery, thriller/suspense, inspirational, romance, etc).  “As readers’ advisors, this should give us pause because our goal is to make connections between readers and books and not to artificially wall off parts of the collection” (Trott, 2008, p. 34).  LGBTQ and Urban fiction easily fall into this dilemma.
2. Confusion of which genre to classify a book.  Many authors tend to write multiple genres,  thus making it difficult to find their books if the library has the books separated (Pros and Cons).  Also, any specific novel tends to be a combination of several genres.  So how do we know in which genre to classify it?  If the library separates books into genres, then will it need to have several copies of it to place within each genre it might represent?  To do this would be highly impractical and expensive.  “Assigning one label to the book could misrepresent it, and prevent readers of a certain genre from finding it if it has been assigned to another genre” (Should Libraries) “because librarians {tend} to make up their own genre categories.  Or patrons may be confused by a vaguely named section” (Pros and Cons).
3. Key research skills are not learned and discourages browsing. Patrons won’t know how to use the online catalog and Dewey Decimal System if novels are separated out into genres.  Not learning how to use these systems which are universal can become difficult for the patron when they go to another library.  This will be especially true for research purposes when patrons will have to use “keywords, narrow searches, adjust search parameters, etc” (Pros and Cons).  When books are grouped together within their genres, patrons tend to just look specifically there and not anywhere else.  This limits the patron’s chances of finding something interesting by another author they might not have considered before (or the same author just writing in a different genre.)

There are some things the library can do to ‘showcase’ both the LGBTQ and Urban fiction once they

have decided not to separate these genres from the rest of the fiction literature.

1. The library already places labels on the novel’s spines indicating which genre a specific novel falls under.  These can also be done for the LGBTQ and Urban fiction novels.  In order not to bias the genre classification of a novel, the library will continue to use the Library of Congress’s or the SCIC guidelines on how to classify books ‘correctly’.
2. The library needs to create displays during special weeks/months to promote books that fall under the LGBTQ and Urban ‘genre’.  Posters, bookmarks, book/author lists, and reading guides can be created and placed in strategic areas.
3. Carts and bins can be placed in strategic areas with novels from these genres placed on them.  Signs can be placed on the shelves directing patrons to similar books based on subject or author.

Below are resources not cited but read to help back up my reasonings.

Resources:

Dewey or Don't We? Dewey Decimal vs. Genrefication. (Mar 19, 2019). Alexandria. Retrieved April 21, 2020,

from https://www.goalexandria.com/dewey-decimal-vs-genrefication/

Hamm, Sereena. (Aug. 5, 2019). Why I Chose not to Genrify the Fiction Section. Teen Services Underground.

Retrieved April 21, 2020, from https://www.teenservicesunderground.com/why-i-chose-not-to-genrify-the-fiction-section/

Works Cited:

Annual Population Estimates for Indiana Townships by County. (n.d.). STATSIndiana. Retrieved April 21, 2020,

from http://www.stats.indiana.edu/population/sub_cnty_estimates/2018/e2018_townships.asp

Pros and Cons of the Push for Shelving by Genre in Libraries. (Sept. 30, 2019). Pages Unbound Reviews.

Retrieved April 21, 2020, from https://pagesunbound.wordpress.com/2019/10/01/pros-and-cons -of-the-push-for-shelving-by-genre-in-libraries/

Should Libraries Shelve by Genre? (Feb 9, 2019). Pages Unbound Reviews. Retrieved April 21, 2020, from https://pagesunbound.wordpress.com/2019/02/09/should-libraries-shelve-by-genre/

Trott, Barry & Novak, Vicki. (2008). A House Divided? Two Views on Genre Separation. Reference & User Services Quarterly. Retrieved April 21, 2020, 

from https://journals.ala.org/index.php/rusq/article/viewFile/2993/3091;A

Prompt #7 - "Legitimate" Genres?

Libraries do have an obligation to serve those adults who enjoy reading YA, NA, and GN.  This is not something the library or a librarian can control; each patron is unique in that they have their own preferences and moods.  One week they might want a GN, but the next week a Western. It is the library’s job to remain unbiased towards a patron’s preferences and be able to provide resources for what the patron wants.  For a full description of the library's obligation to a patron, one just needs to read the ALA Standards and Guidelines and Bill of Rights.

Because these genres, especially YA and GN, are considered mostly for tweens/teens, they are placed separate from the children and adult collections.  My library has a separate room for teens where children are not allowed unless accompanied by an older sibling. However, new and older adults feel out of place going in there to browse the collections.  I do believe there should be a separate area for tweens/teens, just as there are for children and adults; however, don't make it so blatant that adults would feel intimidated going in there to find what they are looking for.  Just as there are labels for other genres (Romance, Fantasy, Western, Inspirational, Thriller/Suspense, etc.) along the novel’s spine, there should also be one for YA and NA novels so they can be easily found.

I would be very disappointed if YA novels were not available at my library.  Yes, disappointed as a librarian, but also as an adult and parent. I try to read the novels my kids are reading to keep up to date and for ‘censoring’ purposes.  Since I currently work at the high school as a Special Ed assistant, this also allows me to converse with the students on topics other than just school and give suggestions to the teacher on what next to read to the class.  I also like reading these because they are great recommendations to others who know nothing about a YA author or subject. Today, there are so many new ethnically diverse authors writing from their cultural perspectives that I, my daughter and older sons, and many others didn’t have growing up.  We would have loved to see ourselves in the books we read. It’s a great advantage that today's youth and new adults have representation in literature (YA, NA, and GN) and it’s the library’s job to make sure it has the collections that represents its diverse community.

Young Adult (Realistic) Annotation

All-American Muslim Girl

by Nadine Jolie Courtney

Publisher: Farrar Straus Giroux, NY (Nov. 2019)

Type: Hardcover, 419 pages.

Geographical Setting: Suburbs of Atlanta and Dallas

Time Setting: Contemporary

Summary:

“What if I’m not always a good Muslim? I’m still a Muslim.  And I’m still good.”

Sophomore Allie Abraham has it all.  Awesome parents, straight A’s, new school, new friends, and a super cute and understanding new boyfriend, Wells.  So why does she still feel alone and lost? Like she's keeping her real self from everyone; like she’s keeping a ‘secret’.  But is it a ‘secret’? Allie’s just never openly told anyone she’s Muslim and people don’t automatically assume it - because she ‘doesn’t look like one’.  It also helps that her parents don’t practice. So why does Wells's dad, the famous TV "conservative shock jock" get on her nerves and pushes her buttons when he encourages Islamophobia?

As she observes growing hatred against Muslims (and immigrants) across the country and in her town, Allie starts questioning why she’s ‘hiding’.  She’s upset her dad didn’t teach her about Islam, or Arabic, or their Circassian heritage. As Allie starts to study and practice her religion, she now faces the same Islamophobia she silently observed. What will happen when Wells and his dad find out she’s a Muslim? More importantly, will she remain ‘a good Muslim’?  And will she ever truly fit in as an American Muslim girl?

Elements of a Realistic YA Novel:

Own Voice: Because the novel is based loosely after the author, she and Allie share the same  marginalized identity. Both are blonde-haired, green-eyed Circassian Muslims, raised to ‘hide’ the truth about their religion.

Authentic/Realistic: Allie and her school friends, the girls in her Qur’an group, her parents, and extended family all behave according to their respective ages, nationalities, and backgrounds.  The issues faced by each character reflect everyday lives and conflicts of present day teens.

Reflective: Allie and the girls in her Qur’an group think seriously about their lives and places within school, their families and communities.

Introspective: Allie seriously thinks about Islam and openly practicing it.  She takes ‘baby steps’ towards this goal and sees how it affects her relationships with her family and friends.

Thoughtful: Although Islamophobia, religion, racism, prejudices and LGBTQ issues are covered in the novel, it is discussed with respect and insight.  Readers will see (or, hopefully not, relate to) Wells's dad’s ultra conservative attitude and the naiveté of teenagers considering these topics. 

Coming of Age: Allie’s character development and evolvement is the main focus.

Young Adult Read-A-Likes:

Fiction:

Love, Hate, & Other Filters by Samira Ahmed

A Very Large Expanse of Sea by Tahereh Mafi

Does My Head Look Big in This? by Randa Abdel-Fattah

NonFiction:

Yes, I’m Hot in This: The Hilarious Truth about Life in a Hijab by Huda Fahmy

The Muslim Next Door: The Qur’an, the Media, and That Veil Thing by Sumbul Ali-Karamali

Our Stories, Our Voices: 21 YA Authors Get Real about Injustice, Empowerment, and Growing up Female in America edited by Amy Reed

Prompt #6 - RA Matrix for Nonfiction

 

The Compassionate Warrior: Abd El-Kader of Algeria

by Elsa Marston, Barbara Petzen (Foreword)

Publisher: Wisdom Tales Press, Bloomington, IN (2013); Paperback (162 pages).

1. Where is the book on the narrative continuum?  This book is highly narrative mixed with fact based prose based on solid documentation.
2. What is the subject of the book? The life of Emir Abd el-Kader, the resistance leader against the French conquest of Algeria in the 1800’s.  Contemporary world leaders regarded Abd el-Kader as a profound military strategist, statesman, philosopher, and a reputable Muslim leader who showed kindness and tolerance towards his adversaries.  Today, he is known as a founder of interfaith dialogue. 
3. What type of book is it?  This book is a biography.
4. Articulate appeal:
1. What’s the pacing? The book is a fast read and the story of Abd el-Kader unfolds fast as well.  The political intrigues and dealings, and battles and conflicts within Abd el-Kader’s lifespan happens within 142 pages.
2. Describe the characters: Because this is a biography, all the ‘characters’ are real, very active, and public (Napoleon III, Pope Pius IX, Abraham Lincoln) figures.
3. How does the story feel? It feels like someone is telling the reader a story about a brave and famous, yet religious freedom fighter.
4. What’s the author’s intent? Her intention is to educate readers about the life of Emir Abd el-Kader by showing him to be a positive role model for both Muslim and non-Muslim youth, who embodies “the highest ideals of what it means to live a life of dignity and purpose {and} inspires us all to a greater sense of humanity and justice no matter what religion {the reader} may practice.”
5. What’s the story’s focus? The focus of the book is Emir Abd el-Kader’s life and how he led the resistance against France’s brutal colonial policies.  Although he was a prominent leader and military man, Abd el-Kader preached tolerance and coexistence among the communities of various faiths as is shown later in his life.
6. Does the language matter? Language does matter, especially to the targeted audience, which in this case are young adults.  “Readers need...clear explanations when they read, especially in works from which they want to learn” (p. 20).
7. Is the setting important and well described? Yes, the setting is very important and well described.  It’s important for readers to know events took place in Northern Africa and France in the 1800’s with fighting between them.  The author therefore gives a short introduction into the animosity between the two nations dating back to the 1500’s.
8. Are there details? If so, what? There are details of the French oppression, life in Algeria among the various religious communities, political dealings within France and Algeria, and later the United States.
9. Are there sufficient charts and other graphic materials that are useful and clear?  There are many tables, photos, and maps that are very useful and clear.  At the beginning of the book, there’s a list of illustrations and a map of what Northern Africa looked like during Abd el-Kader’s life.  There’s eight pages of colored plates showing life in Algeria, Abd el-Kaber and other world dignitaries. After the epilogue, the author has her pages of footnotes for each chapter, a detailed timeline (1807-1883), a glossary of Arabic, Turkish, Berber, French, and religious words used throughout the book, a selected bibliography, and an index.  The last page contains a website for free educational resources to encourage further independent study or use in the classroom. Another website guides readers to more information and resources about Emir Abd el-Kader.
10. Does the book stress moments of learning, understanding, or experience?  Readers will learn much about Abd el-Kader’s life and the French’s obsession of conquering Algeria and the surrounding area, experiencing life in Algeria during the 1800’s, and understanding the world view at the time.
5. Why would a reader enjoy this book (rank appeal)? (1) Subject; (2) Details; (3) Learning

Works Cited:

Wyatt, Neal.  (2007). The Reader’s Advisory Guide to Nonfiction.  Chicago: ALA.

Prompt #5 - Ebooks and Audiobooks Experience

I personally haven't had much experience with either ebooks or audiobooks just because I’m too much of a traditionalist when it comes to reading.  It’s not that I haven’t tried either; I have, but don’t enjoy it as much as having the actual book in my hand. I will say that even having to have a physical book, I’m particular as to what kind.  It has to be paperback and regular print because the large print hardcover ones won't fit in my bag. Don’t get me wrong, I’ll still read large print and hardcovers - if that’s the only choice available.

The first time I tried ebooks was in 2016 when I traveled to Egypt to join my sister on our first (and last) “sisters only” trip.  My daughter saw me pack a bunch of books (as usual) to read and she was flabbergasted I wasn’t using the Kindle I just received as a gift.  Per my preferences, she downloaded a few books and I left with a much lighter carryon. Needless to say, on this trip I didn’t even finish one book!!  (I’m usually able to finish at least 3-5 depending on the duration of the flights, transits, and downtime on the trip.) From the beginning I had trouble.  I needed internet and at the time Frankfurt airport only allowed one hour of free WiFi (I found this out too late); what was I going to do for the other 3 hours?  Plus, the wire wasn’t long enough so I needed to stay ridiculously close to an outlet to charge the Kindle; for that I needed to keep my international adapter close by (try finding an empty outlet for 4 hours at Frankfurt).  Then in Egypt, there was no WiFi on the Nile cruise, except in the lounge. I had no problem at the hotel in Cairo. Once I was able to start reading, the novel’s appearance wasn’t appealing; it was a pdf version, the pages were not straight, and I couldn’t tell where one chapter ended and the next began.  Since then I have read only short novels I can get done within an hour or two. I believe my first experience has scarred me from reading a full length novel again on any device. I know since my first attempt to read ebooks, there have been many improvements to the platforms and various devices. However, a phone screen is just too small for me, a laptop can get pretty cumbersome in bed (I’ve tried both several times), and a new reading device is not worth it when what I want to read is free at my library.

As for audiobooks, there are too many obstacles for me to be able to successfully listen to a complete novel.  I wear the hijab (Muslim headcover) which makes it uncomfortable with AirPods and wired earbuds; I have yet to find a durable, lightweight headphone set.  Any suggestions? Plus with four kids and the hubby at home now, it’s impossible (but ideal) to have one’s ears ‘plugged’ even for a short while. I can’t openly listen to audiobooks because we all have different genre tastes, hence we never used this on our many long road trips when the kids were younger.  I work less than five minutes from home, so listening to a book while driving to work is pretty impractical. When I go on solitary walks, I try to find podcasts or listen to NPR; but again I can’t listen for too long. I recently tried audiobooks for this assignment. I listened to the first chapter of a romance novel, which was a mistake because I had read it when it first came out. I already had formed the voices and characters in my head.  Listening to the narrator voice the two main characters in different voices and with their mannerisms than what I had imagined them to be was not something I enjoyed. I also noticed that the ‘reading’ was over ten hours long. I couldn’t listen for that long. Needless to say, I stopped that and listened to Little House on the Prairie.  The novel started out with music in the background but only until the first chapter began.  I found it slightly confusing to follow because the narrator didn’t alter her voice for the various characters.  I would like to try to listen to more audiobooks once I find a suitable headset, especially as the weather gets nicer and as long as we can still go out for walks.