The Value of GNs to the Collection
Library collections must meet the needs of their community;
consequently, GNs meeting student needs must be included in fiction
collections.
Including GNs in a fiction collection respects the essential
element of reading diversity (Goldsmith, 2010, p.20 - 21) for example, through
manga, and its visual representation
of a culture very different to Western culture, (Herald, 2011, p. xi). GNs can respond
quickly to cultural changes, offering different perspectives on history and
life (Gretchen & Schwartz, as cited in Laycock, 2011, p.9), also contributing
to library collections’ diversity. Diversity is an important consideration in library collections. I think the important issue here is that through diversity books can introduce children to different perspectives, different points of view. The danger in a school community is that children are exposed to only the views of that community and it is important that children realise there are other valid viewpoints on issues to be considered.
Libraries should capitalise on the GN’s popularity as their appeal may
entice students to experience previously unexplored genres (Laycock, 2011,
p.9). It is true that many children sometimes find a genre and stick with it - this might be a way of broadening their reading experiences.
GNs also have great value for teaching and learning. However Goldsmith (2010, pp. 2-4) cautions it is a myth that English as a
Second Language (ESL) students and struggling readers can easily read GNs as
the reader first needs the necessary pre-requisite visual and text literacy
skills in order to understand what they are reading. I think generally people seriously underestimate the skills needed to get the most out of a GN. Visual Literacy needs to be taught to students as our world keeps expanding visually and the interpretation of images becomes inherent in our daily lives.
Research has shown GNs can promote higher-order thinking
(Cooper, Nesmith & Schwarz, 2011, p.6 and Laycock, 2007, p.3). Research has
also found that GNs can promote the understanding of curriculum content through
graphics and features like diagrams, and be used to introduce or reinforce
learning (Cooper, Nesmith & Schwarz, 2011, p.6). This is where evaluation of GNs by the TL is crucial though, the content will only support teaching and learning if the plot through which it is delivered is plausible. Not all GNs are worth using to support the curriculum.
Laycock’s research (2007, p.4) importantly showed that the
use of GNs in lessons improved the amount and quality of boys’ learning engagement
and enabled visual literacy and critical thinking skills. Boys often achieve at lower levels than girls and are less
engaged in learning activities (Laycock, 2007, p.1) so if GNs being used for curriculum
support improves boys’ engagement in learning that is a strong case for
including GNs in the library’s fiction collection. This is a really important reason to include GNs in the fiction collection. It is awful to think there are many bys in particular who will never develop a love of reading fiction. We need to be a lot more open-minded and give boys what they want to read (within reason - I would not advocate including books with gratuitous violence for example).
GNs are in my collection but I need to do some good hard work to improve the collection, both in quality and quantity, before I can expect the borrowing stats to improve.
Ever since I just set up the aforementioned extra three shelves for GN face outs I have noticed the face outs keep getting borrowed and I have to keep topping up the shelves. It's a start, but I have a long way to go with this collection and don't even have the time to evaluate it and start thinking about ordering new GNs just yet - I am trying t be patient, but I can't wait!!!
References: See Sept 7th Post
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