Week 15 Prompt - Marketing Fiction

"I saw your stats and want to know, what are you doing there?" a branch manager asked me recently. Her question startled me since I'd expect her to ask it of my manager, but it was clearly weighing on her mind and I happened to be the staff person from our branch she saw first. Initially, I responded that we were just doing what we always do, but her question did cause me to think more specifically about how we routinely market books to our patrons. 

What does focusing on books look like day-to-day? Small things --  like quickly moving recently returned new materials out of the workroom so they are available to patrons, even if they cannot be re-shelved immediately -- contribute to a focus on getting books into the hands of patrons, but three of the most important efforts are:

Roving - 

Regularly getting out from behind the desk, greeting patrons and asking if they would like help finding a particular book, (or magazine, or DVD) often results in patrons responding that they are just browsing, but sometimes it does elicit a, "well since you asked I heard about a book I'm interested in but can't remember the title." Also I may ask a patron if they'd like some help on several different visits and get the "just browsing" response. Then, one day, they'll approach me and ask for help tracking down a title or for a recommendation. Talking to patrons about books, without disturbing those who like to browse in peace, identifies staff as readers' advisors and not just fixers of machines, collectors of fines, and enforcers of rules.

Displays -

Earlier this week I heard two patrons asking one another, "where did that go?" I asked if I could help  and they asked where the Staff Picks display was. Unfortunately, I had to tell them it had been replaced by a gardening display. They were polite but clearly disappointed, noting that "you are the ones that know what's good."

While we do topical and seasonal displays, over the past year we have increased display space for new materials. We are fortunate to have a large table devoted to new fiction, and another "recent bestsellers" table for popular titles from the past year. Our regulars routinely make these tables their first stop to see what's new and available and even patrons new to our branch can hardly miss this giant display table and often at least glance at its contents. From observation (the table is across from the service desk) and anecdotes, I believe this regular display often results in patrons picking up a couple extra books on their way into or out of the branch. 

Book Group -

Several community book clubs meet in our facility monthly, so instead of creating another book club, we hold a monthly book group centered on a half dozen or so book talks prepared by staff and a listing of other recommendations. Over nearly two years the monthly program has remained popular, averaging about 20 attendees each month year around.  After staff present their titles, patrons are encouraged to share what they've been reading. We talk about new books, upcoming titles from popular authors, older titles that others may be unfamiliar with, books made into movies, and a number of other topics all of which lead to most of them leaving with an armful of books. Although we stress this is a casual (no "assigned" book to read each month) book group, several members routinely keep me updated on their travel plans so I don't think they've become disinterested if they miss a month, and ask me to email the handout and a list of titles recommended by fellow patrons. Clearly they have come to rely on these monthly discussions for ideas of what to read next.

Overall, as with so many library topics, specific services need to be tailored to the particular library's community. For our branch, regular displays, a readers' advisory focused book group, and approachable staff ready and willing to talk about books have proven successful in marketing fiction.

Week 14 Prompt - Separating Genres

How and when to separate genres in library shelving is admittedly a subject of much debate, but the wording of this week's prompt --  "some patrons have requested it, yet many staff are uncomfortable with the idea" -- makes answering the question in this context fairly straightforward for me. I would strongly advocate for honoring the patrons' request. While there are cases in which the wishes of patrons cannot or should not be followed, how to shelve fiction seems to me to be an excellent opportunity to give the patrons what, at least some of them, want.

Creating separate sections of Urban and GBLTQ fiction is a practical response to patron interest, while staff discomfort with such a plan is more theoretical. Are we really marginalizing a group by breaking down the fiction collection into more browsable sections? Or does creating more fiction subgroupings actually highlight and elevate these genres? Designating sections for Urban and GBLTQ fiction also is likely to raise awareness and knowledge of those titles among staff, who can then offer better readers' advisory to patrons.

Our branch focuses on building and maintaining an easily browsable popular collection. Our Urban readership and collection is small but growing. I'm noticing more requests for Urban fiction and those patrons have been happy to be shown a specific location where they can browse books most likely to be of interest to them, even if that collection is not nearly as large as mystery or romance. Similarly, our GBLTQ collection is small but growing. Again, I believe having an identifiable, browsable section is considerate of patrons' time and interests. With good signage, these genres also will be more easily discovered by patrons who don't or won't ask for staff assistance.

Herald supports patrons who ask for genre groupings in the introduction to the 2000 edition of Genreflecting. "... most common readers (who know what they like and don't care about others' opinions of their reading tastes) like the chance to browse a manageable segment of the collection and find a number of books from their favorite genre all in one place." (xviii).

Overall, for the patrons in my current location, I would advocate for designated sections for both Urban and GBLTQ fiction, as ultimately I believe it best serves the needs of patrons, highlights portions of the collection that would be less visible mixed into the large fiction pool, and increases staff awareness of and familiarity with Urban and GBLTQ fiction. Lyttle and Walsh's summary accurately reflects my opinion, "making sure your decision is the right one for your community is ultimately the most important thing" not which books sit next to one another on a particular shelf.

Resources

Herald, D.T. (2000). Genreflecting: A Guide to Reading Interests in Genre Fiction. Englewood, Colo: Libraries Unlimited.

Lyttle, M.A. & Walsh, S.D. (2015, May 5). Separate or Keep Together? Retrieved April 18, 2016, from http://publiclibraries.org/2015/05/separate-or-keep-together/

Week 13 Prompt - Role of YA and Graphic Novels

While I'm no longer surprised by the things someone will find to complain about in the library, I have not heard criticism of the size or mere existence of our teen or graphic novel collections. As both are on the outer perimeter of our branch, maybe potential protestors just haven't wandered far enough to find them, or were distracted by the X-box (which does generate complaints).

As for whether adults "should" be reading either genre, I honestly haven't heard or sensed that type of judgment either. We have adult patrons who are fans of both genres. From conversations we've shared, I know not all the middle-aged women checking out teen titles are picking up books for their children. Many started reading Harry Potter with their kids, then moved on to Twilight, if they have daughters, or possibly the Divergent trilogy, or The Hunger Games. They then discovered they liked the quick-moving, easy-to-finish even with a busy schedule teen novels. In 2012, Publishers Weekly reported on a survey which found 55% of YA books were being purchased by adults, and of those books, 78% were for the adults' personal use (New Study, 2012).  

Personally I'm extremely grateful to work with an avid YA reader. Not only does she help me keep up with YA authors, series and trends, she loves the dark, dystopian, and fantasy YA titles which would be at the bottom of my personal reading pile. Often she'll ask, "have you read (insert name of teen fantasy title)?" only to quickly add, "of course you wouldn't read that!" We both laugh and I ask her to tell about her latest read. I reciprocate with reviews of literary fiction which she has tried but, in most cases, just does not enjoy. Win-win! We both read what we enjoy and share information to provide better readers' advisory to our patrons.

Just as I appreciate the wide-ranging reading tastes of my co-workers, I respect and do my best to assist adult patrons searching for YA or graphic titles. Not only is it good customer service, but it is the foundation of librarianship and readers' advisory found in Ranganathan's Laws -- "Every reader his (or her) book. And, "the library is a growing organism" hopefully making room for new and growing genres for all our patrons.

Resources:

New Study: 55% of YA Books Bought by Adults. (2012, September 13). Publishers Weekly. Retrieved April 10, 2016, from publishersweekly.com

YA Annotation - Calvin

Calvin

by Martine Leavitt

Genre: Realistic Teen Fiction

Setting: Ontario, Lake Erie, Cleveland

Time Period: 2012

• Hardcover: 192 pages

• Publisher: Farrar, Straus and Giroux (BYR) (Nov. 17, 2015)

• Age Range: 12 - 18 years

• Grade Level: 7 and up

• Lexile Measure: 680

Synopsis:

At age 17 Calvin begins talking to the cartoon tiger, Hobbes, a distraction that puts high school graduation and college plans in jeopardy.  While Calvin knows he is too old for an imaginary friend, his life is full of connections to the popular comic strip. Born the day the final Calvin and Hobbes cartoon was published, his grandfather gave him a stuffed tiger that became his constant companion through childhood, and his best friend is named Susie.

Eventually even his intellect and determination cannot keep the interloping tiger at bay, resulting in a public breakdown and hospitalization. Real-life Calvin rejects pharmaceutical treatment for his schizophrenia, believing instead that all he needs to regain equilibrium is to convince cartoonist Bill Watterson to draw one more strip depicting a healthy, grown-up Calvin without Hobbes. Soon Calvin, Hobbes, and a real or imagined Susie are trekking across frozen Lake Erie in a hasty quest to meet with the reclusive cartoonist.

Throughout the story, the reader is pulled into Calvin's uneven grasp of reality. Wondering what is imagined and what is real sets a quick pace for this witty but honest portrait of a young man grappling with mental illness on his own terms. 

Appeal:

Realistic Fiction
Ability Diverse (Mental Illness)
Character Driven

Genre Characteristics:

Story Told from Teens' Viewpoint

Fast-Paced Plot

Addresses Issues/Emotions Important to Teens

Read Alikes:

Challenger Deep - Neal Shusterman

Teenage boy struggles with schizophrenia.

Chasing Shadows - Swati Avasthi

Teen friends deal with death and mental illness.

The White Darkness - Geraldine McCaughrean

A teen's fixation on a doomed explorer becomes too real as she fights to survive her own Antarctic trek.

The Battle for Room 314: My Year of Hope and Despair in a New York City High School

The Battle for Room 314: My Year of Hope and Despair in a New York City High School

 by Ed Boland 

Non-fiction: Memoir 

Setting: New York City, 2008

Hardcover: 256 pages
Publisher: Grand Central Publishing (Feb. 9, 2016)
ISBN-10: 1455560618

Synopsis: Setting aside a successful career as a Yale admissions officer and nonprofit executive, the author decides to answer a mid-life call to teach. Rejecting short-term programs set-up to move degreed professionals quickly into the classroom, he spends two years in a master's program and, after student teaching and consulting veteran teachers, especially his sister, he begins his first assignment teaching ninth grade history in a lower Manhattan high school.

Classroom management is a challenge from Boland's first moments on the job when his attempts to start class are met with a calculator thrown at the blackboard, a fist fight, and an obscene gesture from one of his most challenging female students. All this happens before he meets the student who truly frightens him. His efforts to make lessons more interesting leave him frustrated and the class no more engaged in learning.

Despite assignment to an "autonomous" school, partially funded by the Gates Foundation and given freedom in curriculum and administration, Boland is soon overwhelmed. Exhaustion and discouragement lead him to resent his students, their circumstances, the education bureaucracy, and even his own inability to provide quality instruction in the midst of chaos. The author honestly depicts the trials and challenges of an urban classroom where there are no Hollywood school-year endings of miraculous test scores achieved and relationships built. Rather, Boland is left to contemplate his own failures as a teacher, the ineffectiveness of seemingly progressive reform efforts,  and the circumstances stacked against the most needy students.

Appeal:
Highly Narrative
Detailed Look Inside a Classroom
Personalizes Urban Public Education

Read Alikes:

I'd Like to Apologize to Every Teacher I Ever Had - Tony Danza
Television actor recounts his year teaching in a Philadelphia high school.

Getting Schooled: The Re-education of an American Teacher - Garret Keizer
Teacher-turned-writer returns to the classroom after 14 years.

Letters to a Young Teacher - Jonathan Kozol
Former teacher and longtime education advocate Kozol shares advice and observations in letters to a new teacher.

The Death and Life of the Great American School System: How Testing and Choice are Undermining Education - Diane Ravitch
Former assistant secretary of education critiques policies she once supported but now views as detrimental to students.

Week 12 Prompt - Non-Fiction RA Matrix

Reader's Advisory Matrix

The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics

By Daniel James Brown

Narrative Continuum - Highly narrative overall, with some fact-based sections explaining rowing and the construction of rowing shells.

Subject: The University of Washington's rowing crew in the mid-1930s and their struggle for respect and recognition in their sport, culminating with competing in the 1936 Olympics in Berlin, under the gaze of Hitler and Goebbels.

Type: History of the University of Washington rowing team in the mid-1930s.

Appeal:

• Pacing - falls between leisurely and swift. Chapters and sections move along, but overall the story is told in great detail, including events years before the team comes together.
• Characters - Rower Joe Rantz is the focus of the book. Others include his wife, Joyce; coach Al Ulbrickson; boat builder George Pocock; and Rantz' teammates.
• Feel - Compelling, personal, and detailed.
• Author Intent - To tell the personal story of the rowers, particularly Joe Rantz.
• Focus - Joe Rantz, his rowing teammates, and coaches at the University of Washington as they strive for respect in their sport in the mid-1930s.
• Language - descriptive but not overly sentimental.
• Setting Role and Description - the Pacific Northwest setting reinforces the team's position as an outsider in the sport centered on the East Coast and in Europe. Historical impact of the Great Depression and coming world war are supported by the story's locations.
• Details - heavily researched, with a selection of notes included and the full set accessible online. Brown describes Rantz' life before college in great detail, as well as the history of the sport, and construction of rowing shells.
• Graphic Support - Photos of the story's people and settings appear occasionally throughout the book. A later middle grade edition includes a list of characters, a timeline, and introduction to rowing.
• Learning/Understanding/Experience - All three - learning about competitive rowing; understanding the effects of historical events on individuals; and experiencing the hard work and emotional toll of competitive sport.

Top Appeals - 1. Characters  2. Learning/Understanding/Experience 3. Details