Researching graphic novels and their teenage readers

Collecting Community Stories: Local Studies Collections and What They Can Tell You About the Community

This article examines current usage of comics and graphic novel collections in public libraries, including shelving practices, merchandising, promotion, and how readers interact with comics collections. It explores how public libraries can utilise these collections for outreach efforts, creating partnerships with local schools, and fostering a sense of community among comics readers. This article argues that public libraries can and should leverage comics collections to engage comics readers of all ages and specifically explores potential funding opportunities through grants in order to create comics-related programmes that promote comics as literacy tools, such as a Comic Book Club that was formed by the Toledo Lucas County Public Library in partnership with local schools.

PurposeThe purpose of this paper is to present the current state of digitization and digital collection development in public libraries in Croatia.Design/methodology/approachThis paper is based on an online survey of public libraries in Croatia on digital collection development and digitization. In total, 165 public libraries were invited to participate in the survey, and Web survey was chosen as the most appropriate tool for surveying geographically dispersed libraries.FindingsThe findings indicate that public libraries in Croatia have taken steps towards enlargement of digital content in their holdings by digitizing their existing library collections. Although the number of digital collections in public libraries in Croatia is still rather small, it is expected that it will increase in the near future. It is also encouraging that public libraries started digitization projects on their own, thus gaining the necessary experience and skills that would help them and other libraries in future digitization projects. Still, they need additional education about digital collection development and process of library material digitization.Originality/valueThe paper article contributes to the growing body of knowledge about digital collections development and digitization in public libraries, as well as about benefits digital collections can provide for libraries in general.

Responding to the Lifelong Learning Targets: collaborative Efforts of Public and School Libraries

The least developed and developing countries are combating against digital divide in order to keep the wheel of development rolling and escape from the vicious circle of poverty as digital divide is one of the key factors that can lead the poverty situation of these nations to an extreme level. In Bangladesh, the digital divide condition is severe. Therefore it is imperative for Bangladesh to take fruitful steps to bridge the digital divide and to ensure ICT facilities at the national level. Recently as government pledged to convert Bangladesh into Digital Bangladesh by 2021 which is the golden jubilee year of Bangladesh independence, several initiatives have been taken to overcome the digital divide and to produce future qualified generations. However, it has been observed that no worth mentioning project has been taken by any government that ensures proper development of public, school and college libraries. Government should realize the fact that complete development of the country is never possible unless we concentrate library based education. It is not possible for any government to ensure computer with internet connection to each and every family in Bangladesh, however, it is possible to ensure ICTs at school, college and public libraries. The author of this paper firmly believe that ensuring ICTs to public, school and college libraries will greatly reduce digital divide at the national level and will produce qualified, efficient, ICT competent future generations. In this paper an attempt has been made by the authors to show the existing digital divide in the country, current ICT scenario and core projects that have taken by government, non-government, donor agencies and other development organization. The main object of this paper is to show how public, school and college libraries can reduce digital divide at the national level. It is believed that coordinated, long-term, effective projects/programme to reduce digital divide will ensure peaceful, educated, qualified, ICT competent future generations. Key words: Digital Divide; ICT Scenario Bangladesh; Government Initiatives; Non-government initiatives; Public libraries; School libraries; College libraries.DOI: 10.3329/jbayr.v1i1.6839Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.49-77

Abstract
 
 Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. 
 
 Design – The design is mixed methods: tests, interviews and surveys. 
 
 Setting – Eleven US sites involving school and public library partners.
 
 Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included.
 
 Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns.
 
 An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls.
 
 In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs. 
 
 In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff.
 
 Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools.
 
 The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home. 
 
 Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year.
 
 Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores.
 
 In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established. 
 
 The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.

While both school and public libraries cater for young people and share common goals in supporting their communities, there is limited research about how they interact with each other. Using a replication study methodology, this article discusses the findings from two surveys of staff in Australian public and school libraries to gain insight into how they operationalise their relationship with each other, identify their levels of interactions and understand the factors impacting those interactions. Quantitative and qualitative findings from 119 public and 120 school library participants working throughout Australia suggest variance in the interactions between sectors but mostly reported low levels across the last 5 years. Identified factors impacting these collaborations positively and negatively included staffing, time and budget. Staffing was a big issue and many public libraries noted that local school libraries were not being staffed or even included in newly built schools as noted by one participant. Another interesting finding was participants’ perspective of the need for the interaction which was greatly shared by school library staff who felt their school collection and programs were adequate for their students or public library staff who’s outreach attempts have gone unanswered. This could be problematic in ensuring that students understand the value of the public library after they leave school. There were also clear misunderstandings identified between responses from both sectors with regards to factors like the budget and communication about collaboration opportunities. Despite these challenges, participants from both sectors shared a recognition of the potential benefits of collaboration in supporting lifelong learning in their communities and “the value of libraries” in general.

Abstract
 
 Objective – The objective of this study was to survey American public libraries about their collection and use of graphic novels and compare their use to similar data collected about video games. 
 
 Methods – Public libraries were identified and contacted electronically for participation through an open US government database of public library systems. The libraries contacted were asked to participate voluntarily.
 
 Results – The results indicated that both graphic novels and video games have become a common part of library collections, and both media can have high levels of impact on circulation. Results indicated that while almost all libraries surveyed had some graphic novels in their collections, those serving larger populations were much more likely to use graphic novels in patron outreach. Similarly, video game collection was also more commonly found in libraries serving larger populations. Results also showed that young readers were the primary users of graphic novels.
 
 Conclusion – Responses provided a clear indicator that graphic novels are a near-ubiquitous part of public libraries today. The results on readership bolster the concept of graphic novels as a gateway to adult literacy. The results also highlight differences between larger and smaller libraries in terms of resource allocations towards new media. The patron demographics associated with comics show that library cooperation could be a potential marketing tool for comic book companies.

Collection evaluation completes the cycle of a collection development process in a library. This activity generates data including how useful it is to provide collections for certain groups such as children. There is no debate that many benefits of reading books for children include developing language skills and creative thinking. Therefore, the availability of access to collections and suitability for children's needs are important to consider in collection management. This paper evaluates the use of the children's collection held at the Pidie District Public Library. The aim is to assess the use of children’s collections by elementary school students who visited the public library in Pidie district. Fiction collection circulations were analysed based on its genre. The method used is descriptive with a qualitative approach. Data obtained through circulation statistic, interview and observation.The result of research based on usage statistics from November 2021 to Oktober 2022 showed that total usage of children collections were 672 books per year and fiction usage collection for 456 times. The most frequent- used of fiction collection was fairytale, followed by the storybooks, short stories, poetry, novels and folklore. Students can borrow only 2 to 3 title of the books within a week. Students really appreciate the availability of children's collections in public libraries due to the limitation of their school libraries’ collections. Nevertheless, students suggest that public library should develop the variety of fiction collections. Holdings of fiction collections only 193 titles or 470 copies from total holdings 247 titles or 730 copies of children collections. Therefore, this result can assist the Pidie Regent Public Library to manage children collection development decisions in future

This report details the findings of a survey series conducted to better understand parent and guardian views of public and school libraries and the library profession. Between September and November of 2023, The EveryLibrary Institute and Book Riot polled 3,206 parents and guardians of children under eighteen about their perceptions of library book content and the professional trust placed in public and school librarians to curate library collections and library spaces. One survey focused on perceptions of school libraries, one on perceptions of public libraries, and a third on perceptions of librarians as a profession. The results indicate that libraries are generally seen as safe and librarians as trustworthy. Opinions are divided on the need for policies that restrict access to library materials, as well as the implementation of content ratings and increased external oversight of libraries. The controversy surrounding book bans and censorship has increased in the United States since the November 2021 elections in Virginia and Texas, when parents’ rights bills won at the state level and began to gain national momentum. The issue of “parents’ rights” has since dominated political and social discussions about book bans and censorship, with numerous pro-censorship groups claiming “parental concerns” about book themes, topics, and characters as their authority to justify book bans and censorship. To better understand if the attitudes of American parents and guardians toward book bans, censorship, and library practices line up with these special interest groups’ rhetoric, The EveryLibrary Institute and Book Riot conducted an extensive survey of parents and guardians of children under eighteen across the United States. The survey series was fielded in three parts during September, October, and November 2023. It aimed to uncover the truth about the current political and social moment for libraries and librarians, as well as to provide a more nuanced understanding of public opinion that might not be represented in mainstream media or political rhetoric. We asked parents and guardians across America about their attitudes toward school and public libraries, their attitudes toward and their comfort with library book contents. The findings indicated that most American parents oppose book bans and censorship. They value the expertise of librarians and believe that these professionals play an important role in helping children navigate sensitive content. Furthermore, the survey results highlighted the importance of parental involvement in children’s reading and education. Most parents believe they, the parent, should have the final say in what their children read and that they should also be involved in selecting books for school and public libraries. Survey results showed deep divisions on how to handle books with topics repeatedly challenged in libraries. This includes books with Black, Indigenous, People of Color, and LGBTQ+ characters; those discussing race, racism, and social justice; and those about puberty and sexuality. Some parents indicated wanting these books banned entirely from libraries; others felt they should be available with adequate labeling or permission. Still, others believed children should have unrestricted access to age-appropriate books on these topics (EveryLibrary Institute, 2023b). The nuanced responses underscore the complexity of public opinion compared to the more polarized views often presented by so-called parents’ rights groups. These results have important implications for policymakers, educators, librarians, and the public. The survey offers data to support librarians’ professional expertise and help them gauge their level of support from parents. The results can also guide policymakers and educators in making decisions that reflect the actual views of parents rather than those of special interest groups. Sharing the results contributes to a more informed discussion among the general public about the role of libraries and the nature of censorship.

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.

Graphic novels have been growing in popularity and demand since they were first introduced as a format in 1978 by Will Eisner with his publication of A Contract with God (“Will Eisner”, n.d.). Graphic novels (GN) are a format of writing and illustration that spans fiction and non-fiction genres with many classic works being adapted into the format to encourage more young adult engagement. Yet, many libraries nationwide, including school and public libraries, lack a strong graphic novel collection. The American Library Association (ALA) is a national authority on issues related to intellectual freedom including the increase of challenges and censorship of books. During the research timeframe for this study, the ALA reported large increases in the number of challenges and censorship in libraries with a 14% increase from 2018 to 2019 (“Infographics,” 2024). Graphic novels are not immune to challenges and the perception is that graphic novels have become targets for challenges as the popularity of the format has grown. This study is intended to examine the ALA’s Top 100 Frequently Challenged Books Lists and Top 10 Most Challenge Lists to determine if graphic novels are experiencing an increase in challenges, whether the challenged graphic novels are recognized for their literary work by comparing the medium-specific Will Eisner Award and Harvey Award for graphic novels, and the reason graphic novels are being challenged through content analysis.

Proposition 13—America's Second Great Tax Revolt: A Forty Year Struggle for Library Survival

<<r tITHOUT being too precise about Xf/ dates we may say that twenty-five-year period during which Library Quarterly has flourished roughly constitutes span between two monumental library surveys United States. In 1926, only five years before first issue of new periodical appeared, American Library Association published its four-volume of Libraries United States;' 1950 Columbia University Press issued General Report of Public Library Inquiry, Leigh's The Public Library United States.2 The period also was noteworthy for many surveys of individual libraries which were conducted during this time. In public library field Chicago, Cleveland, Los Angeles, and a host of smaller institutions underwent intensive scrutiny; libraries at Cornell, Notre Dame, Stanford, and numerous other universities were also subjected to careful evaluation. And perhaps overriding all these surveys importance were activities which led to formulation of standards for public, school, and college and university libraries. The library survey, for better or worse, is with us, and we may well subject it to scrutiny which surveyors themselves are accustomed to devote to libraries they examine. It would be difficult to find two surveys of identical institutions which vary more widely method and approach than do ALA and Public Library Inguiry.3 The director's introduction to first volume of stated its object to be presentation of an honest, fair, unbiased statement of facts, based on actual conditions library work America, concerning every phase of library maintenance, administration, and service. Critical comment of whatever sort was deliberately eschewed: Criticism and evaluation... have been studiously avoided, and no statement that is made report should be taken as either representing or reflecting, to slightest extent, opinions or views of anyone connected with Survey (pp. 10-11). The sole aim was to describe prevailing practicethe typical form and variants-and to provide illustrations of it. The Public Library Inquiry was no less interested presenting an honest, fair, unbiased statement of facts; but its major charge was to appraise in sociological, cultural, and human terms . . . extent to which librarians are achieving their objectives, and to assess the public library's actual and potential contribution to American society.4 Furthermore, although included school, college, and university libraries, Inquiry with few exceptions was limited to public libranres only. But beyond ' A of Libraries United States, Conducted by American Library Association (Chicago: American Library Association, 1926).

In 2005 the Diputació de Barcelona (Barcelona Provincial Council) set up a Laboratory to strengthen the collaboration between public libraries and school libraries at an suitable time for school libraries in our country, such is the interest in promoting them. The Laboratory’s first phase has now concluded and the institutions involved in the public library and school library services have set up a second phase for the Laboratory, which is currently under way. The presentation focuses on the results of the two phases of the “The School Library-Public Library Laboratory”, held in 2005 and 2006. The first Laboratory set out the framework for collaboration between public libraries and school libraries. The working sessions enabled consideration, discussion and analysis of the following questions: the model and functions of the school library within the framework of the school’s educational project; the elements and resources necessary to carry out its functions; the framework for collaboration between the public library and the school library; the services and activities to be carried out jointly; and the steps to take to advance together towards a reading society that is empowered in the use of information.&#x0D; The aim of the Laboratory’s second phase is to consolidate the framework for collaboration between the public and the school library around three core areas: the consolidation of the areas and methods for collaboration between public and school libraries and the necessary resources; the drawing up of a working protocol for each method so as to facilitate its implementation; and to define the structure for collaboration between the various institutions and services involved by setting out the steps showing what the framework for long-term collaboration between the public and the school library should be like.