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Library for Professional Programs: Trends and Best Practices

Sara Holder McGill University, Canada

A volume in the Advances in and Information Science (ALIS) Book Series Managing Director: Lindsay Johnston Senior Editorial Director: Heather A. Probst Book Production Manager: Sean Woznicki Development Manager: Joel Gamon Assistant Acquisitions Editor: Kayla Wolfe Typesetter: Jennifer Romanchak Cover Design: Nick Newcomer

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Library of Congress Cataloging-in-Publication Data Library collection development for professional programs: trends and best practices / Sara Holder, editor. pages cm Summary: “This book addresses the challenging task of collection development in modern academic and contains practical advice and innovative strategies for current collection development and future librarians seeking guidance in this complex position”--Provided by publisher. Includes bibliographical references and index. ISBN 978-1-4666-1897-8 (hardcover) -- ISBN 978-1-4666-1898-5 (ebook) (print) -- ISBN 978-1-4666-1899-2 (print & perpetual access) (print) 1. Academic libraries--Collection development--United States--Case studies. 2. Academic libraries--Collection development--Canada--Case studies. 3. Collection development (Libraries) I. Holder, Sara, 1967- Z675.U5L5185 2013 025.2’1877--dc23 2012009488

This book is published in the IGI Global book series Advances in Library and Information Science (ALIS) Book Series (ISSN: 2326-4136; eISSN: 2326-4144)

British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. 209

Chapter 13 Developing a Juvenile Literature Collection in an

Todd Shipman Auburn University, USA

Greg Schmidt Auburn University, USA

Susan Bannon Auburn University, USA

ABSTRACT Maintaining a juvenile collection in a university setting requires a careful consideration of both the juve- nile materials market and the academic uses of juvenile materials. Because juvenile materials can range from pre-reader items to young adult literature and may exist in different locations and under different authorities within the academy, juvenile collection management can be a complex task. The purpose of this chapter is to serve as a guide to collection managers charged with developing and maintaining a juvenile collection for use by professional programs in education and librarianship. Discussions on the nature and uses of juvenile materials in the academy, collection policies, and evaluation strategies for juvenile collections, selection tools, and resources available to librarians, and emerging issues in juvenile collection management are included.

INTRODUCTION public and school libraries, professional programs in the university often include courses that require In the field of education, both K-12 educators students to evaluate and incorporate juvenile and school librarians are expected to be well literature into their projects and assignments. In acquainted with juvenile literature, including its professional programs for school librarianship interpretation and effective use in teaching and where entire courses are built around juvenile reading for personal enjoyment. While juvenile literature and media, the need for the university literature and materials are usually associated with to provide a comprehensive juvenile collection

DOI: 10.4018/978-1-4666-1897-8.ch013

Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Developing a Juvenile Literature Collection in an Academic Library

is even greater. Librarians charged with develop- The primary reason for collecting juvenile ing juvenile collections must consider not only literature in the academy is to support academic the professional programs, which may require programs in the field of education. For most use of the materials, but also the tools and ven- teacher education programs, students are encour- dors needed to successfully maintain a relevant aged to gain a general knowledge of the history juvenile collection. The charge of managing a and development of children’s literature as well juvenile collection can appear to be a daunting as a basic understanding of child development task for academic librarians who may not have and how children typically respond to what they taken children’s literature courses in expectation read based on their level of maturity. As a result of collecting juvenile materials for their college of these studies, teacher education students often or university. However, given the right tools and come to the library to check out books to com- a good amount of determination, academic librar- plete assignments and prepare lesson plans using ians may develop their knowledge and skills to resources that meet specific pedagogical criteria. become quite successful as juvenile literature Juvenile collections support not only the students, librarians (Hirsch, 2006). but they also support the faculty who teach courses This chapter provides a brief review of: the on children’s literature and conduct related re- need for juvenile literature collections in academic search (Bay, 2001). Therefore, it is important libraries, the nature of juvenile collections and for academic libraries that support programs in their role in the academy, the establishment of education to build and maintain an up-to-date collection development policies to meet the needs juvenile collection in order to adequately serve of educators and librarians, workable collection their students and faculty. evaluation measures, selection tools and resources Another academic program which requires the available to juvenile collection managers, and study of juvenile literature is school librarianship. current issues in juvenile materials. After reading In the same manner as those enrolled in teacher this chapter, academic librarians charged with education programs, students in school librari- developing and maintaining juvenile collections anship programs must become familiar with the will be able to advocate for these collections and general corpus of children’s literature so that as effectively manage them. library professionals they may develop collections to support the curricula and personal reading in- terests for patrons at the schools where they will BACKGROUND work. These university students will likely refer to items in a juvenile collection as they learn Why Juvenile Literature Collections about evaluating collections, assessing needs, in Academic Libraries? identifying selection criteria, avoiding bias and censorship, promoting literacy, and using informa- As children represent a significant portion of tion resources to support classroom instruction. patrons in public and school libraries, few people The use of children’s literature for academic would question the need to maintain a juvenile study may also extend beyond the fields of edu- collection at these locations. However, the jus- cation and . Crosetto and Horan tification for collecting juvenile literature at an (2007) write that researchers in other academic academic library may not be readily apparent. For fields, especially in the social sciences, may choose that reason, it is important to answer questions as to to study juvenile literature. They add that “Aca- why an academic library would collect children’s demics are conducting research about children’s books and other juvenile materials. literature. Statistics document this activity and

210 Developing a Juvenile Literature Collection in an Academic Library

further indicate that this research is increasing” • Intermediate: Ages 8-11, grades 3-6 (p. 104). As a result, the use of juvenile literature • Middle School: Ages 10-13, grades 5-8 in new fields of research only adds to the value of • Junior High: Ages 12-14, grades 7-9 having a juvenile collection in academic libraries. • Secondary: Ages 12-19, grades 7-12 Finally, one must consider the growing cultural • Young Adult: Ages 12-19, grades 7-12 influence of children’s literature in western soci- • High School: Ages 14-19, grades 9-12 ety. To illustrate this point, Crosetto and Horan (2007) mention the enduring popularity of the Another factor to consider is the level of de- Harry Potter series by J. K. Rowling. The books velopment in regard to fine motor skills as well have been culturally significant enough to inspire as how rough a small child might treat a book or some universities to offer courses or seminars that other item. Consequently, juvenile material is often study Rowling’s writing. They also add that the produced in a wide range of sizes and structural publication of the Norton Anthology of Children’s properties related to age and development. Board Literature is an additional sign that juvenile lit- books, for example, are made for very small erature has gained greater acceptance as a valid children because they are easier for little hands to literary genre for academic study. Consequently, manage, and they endure rough treatment better the fact that the English departments of several than paperback books. colleges and universities are expressing greater Finally, an additional factor for consideration interest in children’s literature presents yet another is the question of genre and form. As with adults, significant reason for academic libraries to collect juvenile users are motivated by the choice of children’s books and other juvenile materials. reading content. This issue goes beyond simple classifications such are fiction and non-fiction, Understanding the Nature or even subject genres such as romance, humor, of Juvenile Literature adventure, fantasy, or science fiction. Some subgenres become current trends and new ones For the who lacks experience or educa- develop periodically. The unprecedented popular- tion related to juvenile literature, an initial review ity of young adult literature demonstrates that the of the wide variety of children’s materials may current trend in young adult genres is expanding be somewhat overwhelming. When evaluating the body of readers beyond that of the age range a potential resource, academic librarians who intended by the publishers. Consumers of all ages select for various academic fields primarily have are reading the popular young adult book series to consider information content and item format. such as Harry Potter, as well as Percy Jackson However, when selecting juvenile materials, ad- and the Olympians, Twilight, the Southern Vampire ditional factors should be considered. Children’s Mysteries, and the Hunger Games trilogy. books are produced in a variety of different types Along with subject genre, librarians should based on certain key factors. The most important also be familiar with the literary form. Of par- factor is the reading level of the child, which ticular importance is the graphic novel, which usually corresponds to the grade level and age. during the last decade “exploded in popularity and Williams (2010) provides the following examples began to appear on recommended reading lists” of terms relating to reading level: (Williams & Peterson, 2009, p. 166). Although there is some debate as to the precise definition • Preschool: Ages birth to 5 and specific characteristics of a graphic novel, a • Primary: Ages 5-8, grades 1-3 review of the literature reveals that the form is • Elementary: Ages 6-12, grades 1-6 distinguished from comics, particularly due to

211 Developing a Juvenile Literature Collection in an Academic Library

the fact that graphic novels are monographs as in decline due to their skill and familiarity with opposing to ongoing episodic serials. As Williams searching for information on the Internet. These and Peterson (2009) indicate, graphic novels are print reference books may still be needed in the often placed with manga in the bookstores, but academic library so that students can learn to they are not the same since manga books are a use them effectively in the modern classroom or specific style of “Japanese comic books” (p. 167). . What is essential to know is that the use of graphic A final type of print resource to consider is the novels in education is increasing. As Downey journal or magazine. Several popular children’s (2009) describes, “What was once disregarded magazines contain news, stories, puzzles, games, as a lower form of literature has evolved into hands-on activities and other creative ideas. Sev- pop culture artifact, then into a tool to lure the eral noteworthy children’s magazines are juvenile reluctant reader, and now a medium to increase editions produced by publishers or organizations literacy comprehension” (p. 186). The growing known for their popular magazines for adults. body of literature in education concerning the Examples include: National Geographic Explorer, pedagogical use of graphic novels demonstrates Time for Kids, and Sports Illustrated for Kids. that this form of juvenile literature has earned a School librarians and classroom teachers frequent- place in the academic juvenile collection. ly use magazines not only to teach their students about subjects covered in the publications, but Print Resources also to begin teaching them the basics of research and how to use periodicals for writing reports and Traditionally, the juvenile collection at an aca- other papers. While children’s magazines may be demic library consists of print materials, the vast intended for home subscription, library subscrip- majority of which are books. These may include tions to children’s magazines form an essential part the following varieties: toy books, alphabet books, of a well-developed juvenile collection. counting books, wordless books, big books, pic- ture books, controlled-vocabulary books, chapter Electronic Resources books, and graphic novels. Because familiarity with the various types of children’s books is With the ongoing shift from the use of print to important, academic librarians who manage ju- electronic resources, children’s literature has venile collections may need to develop a whole also been experiencing a move to the digital new vocabulary of book terms. They may wish medium. As with print books, children’s e-books to consult an education textbook on children’s may also be classified by criteria such as read- literature in the classroom or audit a children’s ing level or whether they are picture books or literature course. chapter books. Children’s e-books are available Another print resource for children is the ju- to be read via a computer, an e-reader, or one of venile reference collection. Children’s reference many commercially available handheld devices. collections almost always include encyclopedias, Users may access e-books via online subscrip- dictionaries, thesauri, and various multi-volume tion or free online digital libraries such as the reference sets oriented toward young readers. International Children’s (http:// Additional items often include books on topics of en.childrenslibrary.org). E-books may also be interest such as nature, sports, games, entertain- purchased online and downloaded to a computer ment, and children’s literature itself. However, or portable device. Most modern academic librar- the use of print reference books by children is ies subscribe to e-book collections for their adult

212 Developing a Juvenile Literature Collection in an Academic Library

users, and many of the same providers can include Audiovisual Resources children’s books as part of their subscription pack- ages. Some services provide children’s e-books Up to the present, audiovisual resources for chil- with animation and sound to enhance the reading dren have primarily been available on a physical experience. More recent innovations in e-books medium such as a compact disc, a DVD, a Blu-ray include the sales of books on USB flash drives disc, or a USB flash drive. However, the com- and the digital distribution of books by libraries. mercial market for music and movies is currently The latter service allows library patrons to down- moving toward digital delivery rather than the use load e-books on their computers, e-readers, and of physical media. Music, audiobooks, movies, portable devices with access for the duration of and instructional videos for children are easily the circulation period. available with content designed for the different Juvenile reference books are also often avail- interests and development levels of all ages. In- able in electronic format. Academic libraries may structional videos may combine text, image, and find that they have been granted access to a broad sound that corresponds to a viewer’s vocabulary array of juvenile electronic resources through and reading level much in the same way pic- membership in a consortium. Electronic resources, ture books or chapter books do for pedagogical or e-resources as they are often called, include purposes. Educational programs, feature films, online dictionaries, encyclopedias, almanacs, television programs, and music may be purchased biographical databases, news, image collections, online for home use or bought through specific maps, and other online reference sources on spe- vendors for classroom and library collections. cialized topics. Several of these e-resources are produced by ProQuest, Gale/Cengage Learning, Curriculum Materials EBSCO, and Britannica. Contrary to the current situation with academic It may appear odd to consider curriculum materi- serials, children’s serials remain more accessible als (textbooks, readers, etc.) as juvenile literature, in print than in electronic format. This may be a but these materials are designed to be used by reflection of children’s reading styles and prefer- children. The main difference that distinguishes ences. Popular juvenile magazines typically have curriculum materials from commercial literature related websites with sample articles, games, and is that curriculum materials are produced for peda- other fun materials, but these sites usually lack an gogical reasons and not for entertainment alone. electronic edition of a full issue of the publication. Curriculum materials include all of the formats Digital editions for teachers can be purchased with and varieties mentioned earlier: books, serials, classroom print subscriptions to certain magazines electronic resources, and audiovisual material. such as those published by Weekly Reader. For Curriculum materials should be considered an popular children’s titles marketed primarily toward essential part of an academic juvenile collection, individual subscriptions, the print edition is often as teacher education students are often required to the only option available to libraries. Libraries may access them for graded assignments and projects. get access to some titles through online databases. The drawback to this is that online databases often provide the text without the associated images or JUVENILE COLLECTIONS graphics that are found in the print versions. Since IN THE ACADEMY children’s serials make great use of illustrations, the text-only editions suffer a loss of significant An important factor to consider when developing content in comparison to the print, thereby limiting and managing juvenile collections is the locations their utility in a professional education program. where they may be found in the academy. In survey

213 Developing a Juvenile Literature Collection in an Academic Library

data on sixty academic libraries, Frierson-Adams to find bound print editions of children’s maga- (2001) reported that almost two-thirds of respond- zines in academic libraries. Because the focus of ing institutions house their juvenile materials in many college and university libraries has been to separate collections within their main libraries. extend access via electronic databases, existing Other locations for separate juvenile collections print subscriptions may often be found in edu- included education department buildings and cur- cation libraries or curriculum materials centers riculum labs. Only 17 percent of libraries interfiled serving as branch libraries of a single university their juvenile materials with the main collection library system. (p. 31). The location of the juvenile collection(s) Although curriculum materials may be placed within the academy will impact both collection within a general circulating collection, it is most policies and circulating policies. In some cases common to find them as a separate collection. of separate collections within the academy, there These materials are collected to be used specifi- will be separate collection managers in charge of cally by teacher education students and faculty. collecting different types of juvenile materials. In Universities may instead choose to place them such cases, coordinated collection development in locations close to the facilities housing their and management policies are crucial to efficiently teacher education program. At other institutions, managing collecting budgets and effectively however, curriculum materials and other juvenile meeting user needs. Understanding the specific literature are acquired and maintained in a depart- purpose for each specialized collection begins mental collection as described below. with an examination of their locations. Departmental Collections Library Circulating Collections While some academic libraries house the juvenile Undoubtedly most juvenile print materials ac- collection within the library, the academic librarian quired by academic libraries are located in general may need to become familiar with departmental circulating collections. This is especially true collections housed elsewhere on the campus. for audiovisual materials and children’s books, Departmental collections may be found in cur- excluding curriculum materials. The placement riculum materials centers, learning resources of these items in the circulating collection allows centers, or education libraries. The purpose for students and faculty to have more accommodating these collections is to provide resources to aid physical access to them. In many cases, teacher the educational and professional development education students who are working in school of pre-service professional education students. classrooms via field experience placements may Departmental collections usually contain juve- take books and other materials they have borrowed nile materials used for teaching such as subject from their college or university library for use with specific kits, games, study prints, audio and video school children in the field. More often they may resources, etc. Professional educational materi- need to use the items in their university classes als covering aspects of teaching children and as part of a presentation or simulated classroom youth, K-12 textbooks, classroom management, instruction. In any case, the majority of the items and assessment materials may also be found in placed into circulation are there to support the a departmental collection. Access to digital cur- academic programs for which they were acquired. ricular resources such as Discovery Education Children’s print periodicals are typically (www.discoveryeducation.com) and Learn360 shelved with the circulating books but do not (www.learn360.com) may be provided through a circulate. However, it is becoming less common department. The academic librarian should look

214 Developing a Juvenile Literature Collection in an Academic Library

for opportunities to collaborate with the profes- library’s circulating collections so that they may sional staff supporting a departmental collection be used more fully in professional programs. to ensure patrons are well served and efforts are Finally, rarity, value, provenance, or a mix not duplicated. of these elements may be reasons for a juvenile item to become part of a rare books collection. Library Juvenile works from the 17th and 18th centuries are exceedingly rare and, when available, com- Another location in the academic library that may mand very high prices. For education students house a significant collection of juvenile print and teacher educators, these early juvenile works, materials is the special collections department. though rare, may be critical for their research. Juvenile materials may be located in special col- Even more modern juvenile works, such as first lections for a number of reasons related to rarity, editions and author-inscribed volumes, may also value, physical properties, provenance, and sub- be found in special collections. For example, first ject. Fundamentally, the placement of material in edition, first printing editions of J. K. Rowling’s special collections adds an extra level of security first book, Harry Potter and the Philosopher’s to the material at the expense of a degree of access Stone, command between 25 and 50 thousand to users. Materials in special collections generally dollars from collectors. As lesser-valued editions do not circulate and may be restricted to use within and printings can be made available in circulating the special collections reading room. This should collections, collectable volumes have less util- not, however, remove them from consideration ity for professional education and librarianship when accounting for useful juvenile materials programs in the university. available in the academy. The location of juvenile materials within special collections depends on the collection ESTABLISHING COLLECTION policies of the unit and a number of intrinsic DEVELOPMENT POLICIES FOR qualities of the materials themselves. In some JUVENILE LITERATURE cases, a juvenile collection may exist as a distinct collection within special collections. A number Many academic libraries have a general collection of special collections departments in the United development policy in place that may be found States have built very strong juvenile collections in print or online. Unfortunately, these policies numbering in the tens of thousands of volumes may need revision and may be underutilized by and ranging from the 17th century to the present. librarians as they select and purchase new items. In other cases, juvenile materials may be found Often this has much to do with the generality within topic collections focused on a particular of most plans in contrast to the specific needs subject rather than a class of materials. Special of individual subject selection. Some academic collections departments often identify subjects libraries do prepare subject-area policies includ- (e.g. aviation, civil rights, or Alabama history) ing policies for juvenile materials. The culture and build comprehensive collections around of the individual library will play a key role in them. Juvenile materials on these subjects are an determining whether an officially approved policy important piece of the subject collection, even if for juvenile materials is required or even desired. they are neither rare nor valuable. In both of the In any case, it is wise at least to create a written above cases, juvenile acquisitions to the special plan for collecting juvenile literature that follows collections may be duplicated in the academic the institution’s general collection development

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policy, if one exists. For that purpose, the fol- literature as a key resource for stakeholder input. lowing section describes some important factors He adds that “probably the most important step to consider and include when preparing either a towards effective management of such a collection plan or an approved library policy. is identifying these faculty members and speaking with them at the earliest opportunity. Not only do The Professional Curricula these people know a great deal about the art and science of selecting books for children, but they As library collections are created to support re- are also probably very familiar with the strengths search and teaching in the academy, a collection and weaknesses of the collection” (p. 2). policy should acknowledge the curricula of the programs it supports. While only a few of the Determining the Location of courses in education and school librarianship may Juvenile Materials in the Academy directly address juvenile literature, the collection policy for juvenile literature should acknowledge As noted earlier, juvenile materials may be located that these courses exist and that they need a strong, in several units within the academy, both inside current juvenile collection to support their objec- the library and outside it. The collection policy, tives. A published policy should give the collection as a public document, can also serve to clarify to manager the broad selection guidelines to build users the process by which locations for juvenile a collection that meets professional development materials are selected. Explaining the process by needs. As changes occur in the program curricula, which materials are selected for general collec- the collection policy will need revision. Future tions, special collections, and departmental col- modifications to the requirements for accreditation lections can pre-emptively answer the inevitable will also require changes to the policy to ensure “Why is this item located here?” questions that that library resources are sufficient for maintaining can arise. Where juvenile resources exist outside target levels during accreditation review. of the library, as in departmental collections, the collection policy can guide users to those materi- Stakeholder Input als. It may also assist staff in the acquisitions unit of the library in correctly choosing the proper Acknowledging in the collection policy that the location for newly acquired items. library welcomes acquisitions suggestions from stakeholders serves several purposes. First, it is General De-Selection Guidelines an acknowledgement of reality. Most academic libraries have mechanisms for faculty, staff, and Finally, if the juvenile collection is occasionally students to make purchase requests and collection weeded, it is very advisable to include de-selection policy should acknowledge this. Second, because guidelines in the collection policy. While a collection policy is as much as a public state- collections is a routine task in public libraries, ment as it is a guideline for collection develop- academic libraries have traditionally shown great ers, acknowledging the role of stakeholder input reluctance to discard items from their collections. serves as a solicitation for suggestions. Accepting Rather than discarding items in poor condition, input from knowledgeable and engaged juvenile or those that are unused or superseded by newer collections users can both save time and build a editions, academic libraries have often chosen base of support for continued development of the closed stacks or remote storage for these materi- collection. Bay (2001) strongly suggests using als. Weeding of materials from academic library education faculty who teach and research juvenile collections can be a highly controversial activity,

216 Developing a Juvenile Literature Collection in an Academic Library

exposing the library to charges of censorship or ing and maintaining the collection (Hoffman & poor stewardship of resources (Metz & Gray, Wood, 2005). At the beginning of the evaluation 2005). Dubicki (2008) recommends convincing process, it is recommended that the purpose for not only librarians but also faculty and adminis- such a collection in the academic library be re- trators that the contents of the collection would viewed and quantitative and qualitative sources be improved if some materials were withdrawn. of evaluative data be collected. Determining the Whether the collecting policy is public or internal, collection’s strengths, how it compares to simi- an established policy for weeding can blunt poten- lar collections at peer institutions, and how the tial criticism by explaining the rationale behind it collection meets patrons’ needs are important and addressing user concerns over access and cen- to consider. Conducting a collection evaluation sorship. Metz and Gray (2005) advocate a strong process for the juvenile collection in an academic public-relations approach to weeding, including library can be a systematic way to learn what is advance publicity, engagement with faculty and in the collection and to determine what items to administrators, and a willingness to be flexible purchase (Kerby, 2006). with demands from within and outside the univer- Traditional and easily available evaluation sity. If possible, de-selection guidelines may also measures include determining the average copy- include a statement regarding the disposal of the right age of the collection and examining circula- weeded material, assuring readers that discarded tion statistics from an integrated library system materials are made available to other institutions report. The data yielded in these reports may not and the public rather than being destroyed. be as important for a juvenile collection in an academic library that supports research, but the Collection Development average copyright data could yield useful results Policies as a Helpful Tool if the collection needs to maintain current topics related to science, technology, and social studies. A collection development policy serves as a While circulation statistics may provide valuable general guideline to aid selecting librarians in information about areas of the juvenile collection their task of building the collection. Written poli- that are heavily used, these data should be used cies will fail to help if they are so rigid that they cautiously for evaluative purposes. Disadvantages hinder the librarians in doing their job to support of relying on circulation data to evaluate a col- the academic programs they serve. Likewise, lection include the fact that in-library use of the general and vaguely written collection policies materials is usually not included and such data only provide no guidance whatsoever. When drafting shows what a user found in the collection not what a new collection policy, it is helpful to examine the user may have desired to find (Bishop, 2007). the policies of several other peer libraries to note Quantitative and qualitative patron satisfac- what constitutes a useful policy. The policy should tion survey data may help determine how well be re-examined regularly to keep it up-to-date and the collection functions to serve patron needs. If to maintain its effectiveness as a tool. the academic librarian collaborates with faculty who use juvenile books and resources in the cur- riculum, data collected from the collaboration can COLLECTION EVALUATION be used to evaluate the collection. For example, MEASURES such data may include, but are not limited to, syllabi with assignments and activities, reading Evaluating the juvenile collection in an academic or resource lists, and faculty comments regarding library is an important aspect of the develop-

217 Developing a Juvenile Literature Collection in an Academic Library

how well the collection meets the requirements Teel (2008) reported on the success of using a of academic assignments. collaborative collection development model to Another evaluation method is to compare a achieve a useful collection of juvenile literature sample of the juvenile collection to professional and curriculum resources. The collection was col- bibliographic selection tools such as those in laboratively developed based on identified needs The Wilson Core Collections (e.g., Children’s and suggestions for resources that correlated to Core Collection, Middle and Junior High Core coursework, classroom units of instruction, and Collection, and Senior High Core Collection). curriculum standards. Meyer (2012) discussed the Just how much the collection should match the changing perspective in education to emphasize items found in a bibliographic selection tool is the learner and learner characteristics in terms of a subjective decision for the academic librarian; information storage and information dissemina- however, a high match should generally indicate tions. Working collaboratively to select resources the quality of the collection. that support student learning, the collection man- Collection mapping offers a systematic method ager “in a learner-centered collection serves as a to determine how a collection meets curriculum guide for the learner” (p. 79). needs. Bishop (2007) states that “Collection mapping is a visual display of the strengths and weaknesses of a library collection” (p. 155). The SELECTION TOOLS collection map will indicate the average age of AND RESOURCES the books, classification areas for the materials, number of juvenile titles in each classification Having evaluated the juvenile collection to iden- area, number of quality titles recommended for tify current needs, selecting librarians should then the classification area, and the number of items consider how their materials budget may best be needed for curriculum purposes. When using a used to address any weaknesses. If done carefully, collection mapping process, the academic librarian selection is not a quick and easy process. It requires will gain knowledge of the curriculum where the time to research available resources and to evalu- juvenile materials are used. With this knowledge, ate the ones, which appear to be most appropriate the academic librarian can develop the juvenile to meeting the needs of the library. However, the collection to meet specific emphasis areas. process is made easier by the availability of sev- Academic librarians should review national eral selection tools, which may provide essential and state curriculum standards to develop an un- information about potential acquisitions. This derstanding of K-12 curriculum. Oftentimes these section describes many of the tools available to standards are published with suggested activities academic librarians for selecting juvenile materi- for integrating them into the curriculum. A review als. The information provided is not exhaustive, of these sources can provide information on which and there are many similar resources available book titles and audiovisual materials are covered to academic librarians beyond those mentioned at various grade levels. With this information a in this section. librarian can then examine his or her juvenile collection in order to determine potential gaps. Reviews in Periodicals Recent trends with evaluating curriculum materials center collections have included col- Since it is not possible to physically examine ev- laborative strategies and emphasis related to how ery title available for purchase, the use of written learners would use a collection. In addition to reviews is essential to the selection process. An using traditional collection assessment strategies, important factor to keep in mind is the source of

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the review. Academic librarians usually prefer • Horn Book Guide to Children’s and reviews written by other librarians, especially Young Adult Books: published bian- other academic librarians. Academic experts in nually by The Horn Book (1989-; ISSN juvenile literature and school librarians are also 1044-405X). The Horn Book Guide con- valuable reviewers. However, general reviews tains only reviews of children’s and young from reputable sources such as the New York Times adult hardcover trade books published in Book Review should not be ignored either. Local the United States. The Horn Book Guide newspapers may be a good source for regional Online (http://archive.hbook.com/guide/ and state authors. guideonline.asp) is a fully searchable sub- The following are some helpful resources for scription database of more than 80,000 au- finding reviews of children’s literature. Many thoritative and concise reviews. academic libraries carry a print subscription, • Horn Book Magazine: published six times especially those who serve a program in school a year by The Horn Book (1924-; ISSN librarianship. However, electronic access is avail- 0018-5078). The Horn Book Magazine able through many databases including those from publishes insightful reviews for books EBSCO, Gale, ProQuest, and Lexis Nexus. and audiobooks valuable to children’s and young adult literature. • ALAN Review: published by the • Library Media Connection: published Assembly on Literature for Adolescents, six times a year by Linworth Books/ABC- National Council of Teachers of English CLIO (2003-; ISSN 1542-4715). Library (1979-; ISSN 0882-2840). The ALAN Media Connection (LMC) provides over Review is published three times a year; it 1,500 reviews to books, software, videos, contains articles on young adult literature and online resources to guide purchase and its teaching, interviews with authors, decisions. reports on publishing trends, current re- • School Library Journal: published twelve search on young adult literature, a section times a year by Media Source Inc. (1954-; of reviews of new books, and ALAN mem- ISSN 0362-8930). School Library Journal bership news. An electronic of past (SLJ) is a primary resource for reviews of issues is available. juvenile materials including books, audio- • Booklist: published twice each month by visual material, and electronic resources. the American Library Association (1905; • Voice of Youth Advocates or VOYA: pub- ISSN 0006-7385). Considered the premier lished bi-monthly April through February book review journal, Booklist annually by E. L. Kurdyla Publishing (1978-; ISSN publishes over 8,000 recommended-only 0160-4201). VOYA annually publishes reviews of books, audiobooks, reference more than 2,200 reviews of young adult sources, video, and digital video titles. literature, and it is the leading library jour- • Booklist Online: published and updated nal dedicated to the needs of young adult daily or weekly by the American Library librarians, the advocacy of young adults, Association (http://www.booklistonline. and the promotion of young adult litera- com/). Booklist Online is a free website ture and reading. Online exclusive reviews and a subscription database to Booklist appear on VOYA’s website, http://www. content. The subscription database con- voya.com. tains archived reviews.

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Bibliographies of • BooksInPrint.com™ (R. R. Bowker): The Juvenile Resources electronic version of a traditional resource, this database provides easy searching with Bibliographies are useful collection development a variety of options and limiters. The re- tools and can provide a benchmark for evaluating sulting records provide bibliographic data, or maintaining a current juvenile collection. These publisher information, reviews, author resources can also be useful when developing a biography, variety of formats, and stock core juvenile collection. Timely access to the lat- availability. est bibliography of juvenile resources can present • Children’s Core Collection (EBSCO a challenge, because by the time a bibliography Publishing): This database features a se- appears in print format, the resources may be lected collection of children’s books for dated. The academic librarian will need to criti- preschool readers through sixth grade. cally appraise sources to determine if they provide Fiction and nonfiction works, story col- the best resources for their patrons. While some lections, picture books and magazines of these are available in print format, electronic recommended for readers are included. access is becoming a trend. Professional literature for the librarian— both periodicals and books—is also cov- • A to Zoo: Subject Access to Children’s ered. The records provide bibliographic Picture Books (Libraries Unlimited) data with annotations and citations to re- • Best Books for Children (Libraries lated reviews. Unlimited) • Children’s Literature Comprehensive • Best Books for Middle School and Junior Database (Children’s Literature High Readers, Grades 6-9 (Libraries Comprehensive Database Company): A Unlimited) subscription database providing a treasure • Best Books for High School Readers, trove of information about children’s books grades 9-12 (Libraries Unlimited) and their authors, it features many search • Best Books for Boys (Libraries Unlimited) options and limiters including awards data, • Best New Media, K-12 (Libraries reading lists, best books, and subject head- Unlimited) ings. Review records are generally from • Beyond Picture Books (Libraries 1993 to present. The records provide bib- Unlimited) liographic data, biographical information • Children’s Core Collection (Salem Press; on authors, annotations, lexile data, call print and online subscription) numbers, links to MARC and WorldCat re- • Middle and Junior High Core Collection cords, and more. (Salem Press; print and online subscription) • FirstSearch / WorldCat (Online Computer • Senior High Core Collection (Salem Press; Library Center—OCLC): Librarians print and online subscription) should never forget the powerful tool they have in the OCLC FirstSearch database. Online Resources The records for all varieties of juvenile ma- terials can help selectors find the physical There is a wealth of information on children’s description of the item, the important bib- literature and children’s authors in several of liographic data, the various editions avail- databases to which academic libraries subscribe. able, and which libraries have acquired Some of these databases are electronic equivalents them. to print publications of the same name.

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• Gale’s Literary Index (Gale Cengage sands of book, DVD, website, and soft- Learning): A free index that provides quick ware package reviews, designed to help and easy access to author and title listings librarians efficiently navigate the modern from over 130 literature products from Gale information landscape. and the imprints Charles Scribner’s Sons, • Senior High Core Collection (EBSCO): A St. James Press, and Twayne Publishers. selective list of books recommended for Searching by author, users will find a bib- young people in grades 9 through 12 that liography of works along with references is invaluable for collection development to Gale publications that contain entries on and maintenance, reader’s advisory and the author. The bibliographies are especial- curriculum support. It contains more than ly helpful when researching a particular se- 40,500 entries for fiction and nonfiction ries or the author’s works in general. works, including listings of review sources • Graphic Novels Core Collection (EBSCO): and other aids for librarians. Entries pro- A searchable database of nearly 2,000 rec- vide complete bibliographic data, price, ommended titles with descriptive and eval- subject headings, a descriptive annotation, uative annotations plus the cover art of this and evaluative quotations from a review popular literary format. when available. • Literature Resource Center (Gale Cengage Learning): This source is a comprehensive In addition to searching the subscription da- and reliable online database that covers all tabases, academic librarians may also search free types of literature, including juvenile titles. Internet websites for information about resources Search results include articles of literary they are considering. However, it is important criticism, biographical articles, reviews, to use cautious judgment when reading reviews and related news. posted on the Internet. Some reviews are the • Middle and Junior High Core Collection products of paid reviewers from a newspaper (EBSCO): This searchable database of or magazine. Others are posted by the general over 9,000 entries provides indispens- public and often lack accuracy and credibility. able help with collection development and Frequently the reviews do not provide details, maintenance, curriculum support, readers’ but state that the reader liked it or did not like it. advisory and general reference for fiction Sometimes reviewers use the review process to and nonfiction materials suitable for use in express inappropriate opinions and bias. Never- grades five through nine. Entries provide theless, online reviews can be of value for careful complete bibliographic data, price, subject research of children’s books and other materials. headings, a descriptive annotation, and The following are examples of websites that can evaluative quotations from a review when be helpful with selection. available. • SB & F / Science Books & Films (American • Amazon.com: The giant bookseller on the Association for the Advancement of Web, Amazon.com has become one of the Science - AAAS): SB&F is an online global most successful online businesses in the critical review journal devoted exclusively world. Buyers can find all sorts of items to print and non-print materials in all of beyond just books, e-books, and audiovi- the sciences for all age groups (K-college, sual materials. The reviews for items are teaching and general audience). Offered as heavily used and librarians are undoubt- an online-only format, SB&F offers thou- edly among the users who read them.

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Although they can be helpful, it is impor- Awards tant to be cautious since there is no sure way of identifying the reviewers to check One resource essential to librarians selecting juve- for bias or to verify how well they really nile literature is the rather large group of awards, know the resource they are evaluating. medals, and honors given each year for children’s • Barnesandnoble.com: Still the leader in books and other juvenile materials. The awards brick and mortar bookstores, Barnes and are used by teachers as well as school and public Noble provide online shopping with re- librarians to select items that have been deemed views similar to those of Amazon.com. It as distinguished works in children’s literature. is not a bad idea to compare reviews for the Academic libraries collect titles from these lists same item from both websites along with because students and faculty will need them for any other bookstore chains who provide course assignments, resource evaluation, and for user reviews online. Librarians may also use in instructional design projects. wish to search barnesandnoblereview.com. Due to the large number of awards for children’s Unlike the reviews found at the Barnes and books, selecting librarians need to remember that Noble online store, the Barnes and Noble it neither necessary nor advisable to collect the Review is an online publication with cred- winners of every award. As part of the collection ible reviewers. However, the bulk of the development policy or plan, librarians should reviews do not pertain to children’s litera- consult faculty who teach juvenile literature for ture and a review may not be available for their recommendations concerning which award many titles. winners should be acquired annually. Table 1 • Goodreads.com: Online social networks represents a sample list of significant awards can also be informative about potential ac- and medals. quisitions. Goodreads is a reader’s online network. Users may search for titles to Reading Lists find a summary, read others’ reviews, rate the book themselves, and post their own If the selecting librarian is new to the field of reviews. education, it is easy to forget about reading lists • NYTimes.com: The New York Times on- as helpful selection tool. Reading lists provide the line website provides access to the news- titles that teachers are having students read. A list paper’s book reviews dating back to 1981. may be part of a reading program such as Acceler- This is a very helpful resource since the re- ated Reader or it may be published by the state viewers are more qualified and carry more or by a local school district. It is recommended credibility than many reviewers online. to search the websites of districts in the region near the college or university to find titles that There are literally dozens of other websites with teachers will be using in class. Selectors should reviews for juvenile literature. One may simply also search for the reading lists from their state to search the title of the resource in a search engine see if the titles are part of the library collection. and find a number of reviews in the results list. But it is still best to pick websites wisely and not Peer Libraries depend on the results of a broad Internet search. In conclusion, librarians should start first with Another information resource for collecting the information found in the databases and then juvenile literature is a comparison of the library proceed to the Internet for supplemental research. collection to that of peer institutions. There are

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Table 1. Sample selection of awards and medals for juvenile literature

Name Scope Batchelder Award Foreign language books translated and published in English Boston Globe - Horn Book Award Children’s and Young Adults book; (Picture books, fiction, and poetry, nonfiction) Caldecott Medal Picture books Carnegie Medal Children’s video productions Coretta Scott King Award African American authors and illustrators; diversity-related books Geisel Award Beginning readers books Golden Kite Award Children’s books; awarded by peers Great Graphic Novels for Teens Top ten list produced annually by the Young Adult Library Services Association (YALSA) Green Earth Award Children’s books on environmental issues Newbery Medal Children’s chapter books Odyssey Award Audio-books for children Printz Award Young adult books Pura Belpré Award Latino/Latina authors; Latin culture books Sibert Medal Informational books for children Wilder Award Authors and illustrators with long-lasting contributions to children’s literature some important criteria to remember when deter- is but one data point among many to evaluate when mining which libraries should qualify as peers. making decisions. It can also be useful to note The size of the institution along with the size of if a particular items is being acquired by a large the programs in education and school librarian- number of academic libraries or by only very few. ship is a primary consideration. Geography can In these cases, the selector should consider what also be a factor. It can be helpful to look first characteristics of the item may be influencing at peer libraries within the same state or region the decisions of other librarians in other places. since reading lists and local interests (especially in regard to regional and local authors as well as Input from Stakeholders cultural/historical materials) are more likely to be similar than those of institutions in other regions. Finally, one of the key resources for selecting new Though comparison can be instructive, select- items is input from the stakeholders in the juvenile ing librarians need to use caution when research- collection. At this point, academic librarians must ing the collections of peer libraries for collecting use good communication skills and collegiality purposes. It is not uncommon for some librarians with the faculty of the college of education who to select titles solely because certain peers have teach courses that address the use of juvenile acquired them already. Whereas others do not literature in schools. The liaison responsibilities acquire items owned by peers because they strive require that librarians strive to maintain the best to build a more unique collection. In either case, it possible relationship with the both faculty and defeats the true purpose of building the collection students so that the stakeholders know that they to base decisions solely on what the peer institu- may have input into the acquisition of materials tions have or do not have. Comparison with peers and that they feel comfortable and welcome in

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maintaining a conversation about the collection lection management and to expand the body of with their library liaison. published literature. It is also important to identify which faculty members are the primary experts on children’s New Technologies literature and its use in schools. These individuals can become the most treasured allies in developing As with all other areas of librarianship, recent a collection that effectively serves the institution developments in technology are a driving force as a whole. Of course, there may be additional in the direction of the profession. As mentioned experts from outside the college or university who before, both children’s monographs and serials are are willing to provide helpful information. The still predominantly found in print. However, with assistance of knowledgeable people is of great the growing popularity of e-books and portable value in the process of selecting and purchasing. wireless e-readers, consumers are beginning to Of the resources outside of the college or switch their preference to electronic format. At university, the most significant may be the local present, the transition is occurring more rapidly and state school districts. In addition to the afore- in the public libraries where services are common mentioned reading lists, the resources used by the that allow for downloading e-books directly to an districts are important materials to be considered e-reader. Academic libraries likely will follow this for collection. For example, the current textbooks trend in the near future as more academic materials and ancillary materials adopted by the schools are become available via these services (Tomlinson invaluable resources for any curriculum materials & Lynch-Brown, 2010). collection. Supplementary materials including Of equal significance is the development of audio-visual and online resources are also impor- newer instructional technologies. The current use tant items that will support the teacher education of interactive electronic whiteboards for instruc- and school librarianship programs. tion in many K-12 classrooms is particularly important since this technology allows teachers to “add interest and depth to their lessons by ac- CURRENT ISSUES AND cessing photographs, drawings, maps, video and FUTURE TRENDS audio clips and related sources of information” (Tomlinson & Lynch-Brown, 2010, p. 243). New The charge of collecting juvenile literature ac- compatible curriculum materials will find a vibrant companies a number of important issues that market of consumers and compatible children’s greatly affect juvenile collection development and literature will undoubtedly appear as well. Indeed management in academic libraries. The meager devices with interactive children’s books have amount of published literature on juvenile collec- already been in the stores for several years. The tions in academic libraries does not aid in precisely librarian collecting juvenile literature will need to identifying issues and trends which academic keep abreast of how these materials are being used librarians may be encountering. Nonetheless, in the schools and how they may be collected by librarians managing juvenile collections should the library for the students in teacher education. consider a number of important issues such as: (1) new developments in technology; (2) innova- Promoting the Juvenile Collection tive methods of promoting juvenile collections in academic libraries; and (3) licensing and digital Another current issue is the effort to promote rights. Growing research interest in children’s the juvenile collection to the general audience of books should foster fresh ideas to facilitate col- library patrons. Even some users in the teacher

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education programs may not be fully aware of Another issue relates to the technologies and the juvenile holdings and their location. Hirsch strategies for controlling access and use of digital (2008) suggests traditional tactics such as direct media. When acquiring digital media or digital communication with students and faculty in which content stored on vendors’ servers through a the librarian promotes new acquisitions or makes subscription, the question of enduring access announcements. She also encourages librarians is important to address. The individual library to create displays and exhibits for which the must determine how comfortable they feel about “visual attractiveness of children’s literature is spending funds for access that is not granted in a wonderful asset to aid its promotion” (p. 14). perpetuity. Academic librarians should be knowl- On the other hand, new and creative ideas for edgeable about current policies, practices, and promotion may increase both awareness of the issues related to the use of digital media. collection and stakeholder input. Charnigo and Until licensing and digital rights issues are Suther (2007), for example, describe an annual clarified in both and law and commercial prac- event called “Popcorn n’ Picture Books” in which tice, juvenile collection managers may be at an a year’s worth of new acquisitions are promoted advantage relative to their colleagues charged while students and faculty are invited to “sit back, with managing traditional academic collections. relax and enjoy pizza and popcorn during an eve- The demand for digital juvenile content lags ning of readings, book browsing a preview of the behind the demand for digital scholarly materi- year’s Andrew Carnegie Medal for Excellence in als normally associated with academic libraries. Children’s Video winner” (p. 24). Juvenile collection managers may be able to look to the experiences of the academic publishing Licensing and Digital Rights Issues industry as a foreshadowing of what is to come and learn from the experiences of their academic With the increased use of emerging technologies library colleagues. to enhance instruction in professional education programs, faculty and pre-service teacher educa- tion students have easier access to digital content SUMMARY AND CONCLUSION and multimedia materials. Determining what is and is not permissible presents new challenges. The information and guidelines of this chapter While it has been acceptable practice to checkout provide a basic foundation for academic librar- a juvenile book and use it with K-12 students, ians who are unfamiliar with managing juvenile does that same practice hold true for sharing an collections and are newly assigned to the task. A e-book? The management of digital rights presents clear understanding of the purpose for developing issues for all collection managers, especially in the collection and the nature of the wide range regard to access and fair use. Digital copyright is of materials is the essential starting point. It is an emerging international issue and one that has highly recommended that collection managers not been settled and standardized across national begin educating themselves right away concern- borders. The right for purchasers of digital media ing all of the different types of juvenile materials to migrate to modern formats and to conduct and how they are used by the students and faculty digital preservation is a technical issue best left in the professional programs. After acquiring a to legal professionals. As legal issues surrounding fundamental understanding of the nature and use digital rights evolve, collection managers must of the materials, a collection development policy rely on counsel from the academy’s legal staff or plan should be drafted and reviewed at least when appropriate. once a year.

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The evaluation of the collection is an ongoing Bishop, K. (2007). The collection program in process—it is what is occurring when librarians schools: Concepts, practices, and information select items to fill specific needs. However, a more sources. Westport, CT: Libraries Unlimited. organized and formal measure of the collection is Charnigo, L., & Suther, C. (2007). Popcorn n’ needed from time to time. It is also important to picture books: Promoting children’s books in remember that portions of the collection should be academic libraries. The Southeastern Librarian, evaluated each year for selection and de-selection 55(3), 23–27. purposes. The primary question to continue asking is whether or not the collection is currently meeting Crosetto, A., & Horan, M. (2007). The juvenile the needs of the related professional programs. collection in the academic library. International The selection tools and resources discussed Journal of the Book, 4(4), 101–107. in this chapter are but a sample to help one get Downey, E. M. (2009). Graphic novels in cur- started. The examples given are representative of riculum and instruction collections. Reference the most influential and most frequently used tools and User Services Quarterly, 49(2), 181–188. at present. There are, however, more resources available and even more will come with time. Dubicki, E. (2008). Weeding: Facing the The habit to avoid is to narrow one’s focus on fears. Collection Building, 27(4), 132–135. a handful of tools and not expand the resources, doi:10.1108/01604950810913689 which one consults when selecting items. As Frierson-Adams, V. (2001). Cataloging, housing, mentioned before, the help of an experienced and using juvenile collections in academic librar- manager of juvenile collections is of very high ies. The Southeastern Librarian, 48(1), 27–35. value. The experts can help guide others in the art and science of using selection tools. Hirsch, E. G. (2006). On becoming a children’s In conclusion, it is obvious that juvenile litera- literature librarian in an academic library. OLA ture is a unique area of collection for academic Quarterly, 12(2), 2–3. libraries. It may provide equally unique issues Hirsch, E. G. (2008). You have kids’ books?! and opportunities in collection management that Promoting children’s literature in an academic collectors of other academic fields might not en- library. Education Libraries, 31(1), 13–16. counter, but as noted above, the importance of the use of juvenile literature in education along with Hoffman, F. W., & Wood, R. J. (2005). Library col- the growing interest in it for academic research lection development policies: Academic, public, will work to preserve the ongoing presence of and special libraries. Lanham, MD: Scarecrow children’s books and other related materials in Press. the academy. Metz, P., & Gray, C. (2005). Perspectives on public relations and library weeding. Journal REFERENCES of Academic Librarianship, 31(3), 273–279. doi:10.1016/j.acalib.2005.01.005 Bay, M. T. (2001). Selecting children’s literature Meyer, N. (2012). Collection development and for academic librarians: Tips from the trenches. budgets: Methods to keep the curriculum center Behavioral & Social Sciences Librarian, 19(2), current. In Kohrman, R. (Ed.), Curriculum Mate- 1–6. doi:10.1300/J103v19n02_01 rials Collections and Centers: Legacies from the Past, Vision of the Future (pp. 75–100). Chicago, IL: Association of College and Research Libraries.

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Teel, L. M. (2008). Applying the basics to improve reading level, read them, and take quizzes on the collection. Collection Building, 27(3), 96–103. them. The students receive rapid feedback about doi:10.1108/01604950810885997 their performance. Alphabet Books: Picture books written to Tomlinson, C. M., & Lynch-Brown, C. (2010). teach letter sounds to young children. Alphabet Essentials of young adult literature (2nd ed.). books typically provide each letter accompanied Boston, MA: Pearson Education. by selected words that begin with that letter. The Williams, V. (2010). Building and evaluating ju- pictures usually correspond to the sample words. venile collections in academic libraries. College Big Books: Large editions of books that are & Undergraduate Libraries, 18(1), 58–76. doi:1 designed so that a large number of children can 0.1080/10691316.2010.550530 see the words and pictures within a group or classroom setting. Williams, V. K., & Peterson, D. V. (2009). Graphic Board Books: Books made for very small novels in libraries supporting teacher education children that have few pages, all of which are and librarianship programs. Library Resources made of thick firm paperboard. & Technical Services, 53(3), 166–173. Chapter Books: Books that are intended for readers between the ages of 7 and 10. They are divided into short chapters and may range in length ADDITIONAL READING typically between 50 and 150 pages. Controlled-Vocabulary Books: Picture books Armstrong, W. W. (2003). The creation of a for which the text is written using only words German language children’s literature col- from selected basic vocabulary lists. Typically, lection. Collection Building, 22(2), 60–67. the words are repeated several times within the doi:10.1108/01604950310469985 text to help reinforce learning. Counting Books: Picture books written to Kirby, M. (2006). Collection development for teach basic numbers to young children. Since the the school library media program: A beginner’s books are intended for very young readers, most guide. Chicago, IL: American Library Association. cover the numbers 1 to 10. Kohrman, R. (Ed.). (2012). Curriculum materials Curriculum Standards: Statements that ex- collections and centers: Legacies from the past, press the expected learning outcomes for students vision of the future. Chicago, IL: Association of in specific grades or courses in schools. College and Research Libraries. Digital Rights: Legal rights, copyrights in particular, which address the permissions indi- Thornton, E. (2011). Globalizing children’s viduals may have to access and/or use digitized literature in academic libraries using automatic content available online or via other computerized acquisition. Collection Building, 30(1), 47–52. communications systems. doi:10.1108/01604951111105014 Graphic Novels: A narrative work of literature presented in “sequential art” format similar to comics. Unlike comics, graphic novels are mono- KEY TERMS AND DEFINITIONS graphic works and not on-going episodic serials. Graphic novels may consist of multiple volumes. Accelerated Reader: A reading program Picture Books: Books for which the illustra- produced by Renaissance Learning, Inc. In this tions play an equally significant role as the text program students select books at the appropriate does in presenting the story to the reader.

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Toy Books: Books that have features, which Wordless Books: Picture books that do not allow them to be manipulated as well as read. have any text, but the narrative is told only through Examples include pop-up books or books with illustrations. any movable features.

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