Narrative
Non Fiction Initiative Proposal for a Public Library
Why
Narrative Non Fiction?
As stated by Richie Partington, (2012), “Readers gain
knowledge. With quality narrative nonfiction,
the stuff they read about causes them to grow, to think, and to experience. The authors of quality narrative nonfiction seek
to engage readers and provide sensory information to enhance that experience.” This couldn’t be more accurate. Narrative nonfiction is important, especially since
as a reader, this class has broadened my personal horizons where nonfiction is
concerned. That is proof enough.Collection Development
How can collection development promote narrative nonfiction within the library? For most young readers, the importance of titles being visually appealing plays a great role in their choices of reading materials. It is therefore very important to focus nonfiction collection development on graphic novels, Eyewitness Books series, and other titles that are also visually appealing. Scientists in the Field Series is a great example of this, since each title is chock full of enormous and beautiful photographs of the subject of the study. Where else would readers get to see a Kakapo Parrot or a Snow Leopard so close up? These titles also offer updates on the current study beyond the publication date of the title via websites listed in the back. Readers can find out the current state of the Kakapo population, as well as what is currently happening with the Mars Rovers, Spirit and Opportunity. This helps to expand the learning beyond the text, so these titles are an excellent addition to any library. In Sing a Song of Science (2011), Erica Zappy talks about what draws readers to these books and is exciting about this series: “The amazing thing about science books is that the reader is generally being transported somewhere real, with real people, doing real (scary, gross thrilling, innovative) things. Things that the reader could maybe do” (35). When young readers enter the library and browse the nonfiction section, one of the most popular series is Eyewitness Books. The pages filled with photographs and small snippets of text are perfect for browsing and leisure reading. In Compelling Students to Read with Compelling Nonfiction, Marie Kelsey discusses the popularity of the Dorling Kindersley Eyewitness books. Kelsey explains, “The intent was to focus the reader on the details and the information that goes with it. With the cutout shapes, words fit closely to the picture, making the words and pictures blend on the page and focus the reader’s attention” (36). I believe that this approach keeps readers from being overwhelmed by large amounts of text. They can look at each picture and read the text that goes along with it. This is a great way to manage chunks of informational text.
Graphic novels are very popular right now and are a great vehicle for getting kids of all ages to read about material that they wouldn’t normally choose. This format opens up a whole new world to readers, especially reluctant readers. Collection development must include a plan to reach these types of readers. Titles such as David Small’s Stitches, Marjane Satrapi’s Persepolis, and Drawing from Memory by Allen Say are so easily enjoyed since they are offered in a graphic novel format that they are very likely to entice reluctant readers. After reading and enjoying Satchel Paige: Striking out Jim Crow by James Sturm for another class, I immediately knew that I would be interested in Kadir Nelson’s We Are The Ship: The Story of Negro League Baseball. This leap from a nonfiction graphic novel to a narrative nonfiction title wasn’t a large one, and it could easily happen if students find a topic that they enjoy.
While developing the nonfiction collection, purchasers must keep their eyes out for new materials at all times. If I am considering a new title or series, sometimes it helps to utilize Interlibrary Loan to borrow one from another library within our consortium so that I can get a look at and feel for the book. Not all libraries have this opportunity, but if you do, why not use it to your advantage?
Books are not the only format that is available for narrative nonfiction. Magazines, playaways, audiobooks, and digital downloads should also be added to the collection in order to promote reading of these materials. Readers absorb materials in many different ways, and for some readers, listening to a book works best for them. We all learn so differently, and it is important to keep this in mind when purchasing materials. Russell Freedman’s, Lincoln: A Photobiography is offered in an audiobook version that includes all of the photos from the physical book, along with an interview of the author. This format is appealing for individual or family listening. Playaways can offer the privacy of listening for a tween or teen.
Of course, last and certainly not least, is making the most of your collection resources and reviewing issues of Booklist or School Library Journal to read reviews and to get feedback on recent and upcoming nonfiction releases. Another principal nonfiction resource for librarians, according to Kelsey, is to review award winning nonfiction titles by looking at the Sibert Awards and Orbis Pictus Award (39).
Cataloguing
Cataloguing is something that can work to any librarian’s advantage in promoting narrative nonfiction. Making sure that titles are linked when they are part of a series can make an enormous impact on circulation and accessibility of these titles. For example, in a perfect world, each of the titles in the Scientists in the Field Series would have the following listed under its Catalog Record:
Series: (Scientists in the field)
The area highlighted in yellow would be an active
link that would take interested readers to all of the possible titles available
within the library and/or its consortium.
Showing patrons the holdings in all libraries increases accessibility
and promoting the use of these materials. If this isn’t available, or items are not
catalogued, then it is frustrating and sometimes impossible for patrons to
locate the materials that they want.
This easy link makes things more user friendly.
Additionally, in most libraries, librarians can
choose how they would like things catalogued.
This means that all of the Eyewitness books or other series books could
be catalogued so that they are contained within the same area as far as
shelving is concerned. This makes a big
difference and saves patrons wasted time in trying to hunt out these titles that
would be scattered throughout the nonfiction section since these books cover
various topics, from the title Eyewitness:
Christianity, which is normally catalogued as J230 WIL to Eyewitness: Medieval Life, catalogued as
J940.1 LAN.Permalinks offered in catalogs are also helpful, since they offer an easy way to link to specific titles. For example, if a public library has a blog in which it promotes juvenile and young adult materials, the permalink for these items could be provided in the blog and readers could click on the link and be immediately directed to the item in the catalog which would let them know where to find it within the actual library, or to put the item on hold.
Programming
This is an excellent place to showcase nonfiction
titles to young readers. Currently at
our story times for ages 4-6 at the library, reading a nonfiction book on the
weekly theme comes before picture books are read on the subject. This not only introduces a topic to young
readers, but supplements and reinforces the stories that follow. This idea of pairing is not a new one. In her article, Marie Kelsey points out
“Pairing nonfiction with fiction in school library displays is also a good way
to promote content integration with enjoyable reading” (38). Furthermore, “Reading aloud about these
topics engages and interests young readers” (Kelsey, 37). They listen and learn some facts about a
topic while looking at wonderful illustrations and/or photographs. More often than not, these preschoolers want
to borrow the nonfiction titles that I have read to them so that they can enjoy
them again. Programming is also a way to meet the needs of diverse populations within your community. Be sure to consider who the audience for programming will be and plan accordingly. For example, in a booktalk, be sure to offer a variety of titles to young readers, such as Kadir Nelson’s We Are The Ship, Philip Hoose’s Claudette Colvin: Twice Toward Justice, or James Rumford’s Sequoyah: The Cherokee Man Who Gave His People Writing.
Author visits can have an enormous impact upon readers. Find one that has written titles for tweens/teens and schedule a visit. This is also a good opportunity to promote that author’s books and try to do some community outreach by inviting a class that is studying a topic the author has written about. Author visits can be expensive, but many times authors are also available for a smaller fee if the visit via Skype.
Themed programming related to calendar dates such as
Lincoln’s Birthday, the birthday of Martin Luther King, Jr., holidays around
the world, or the migration of butterflies, is a simple yet educational way of
sharing important nonfiction titles with younger readers outside of story time,
as well as meeting the needs of diverse populations.
Connect the use of technology with a program about
some nonfiction titles. Have young
readers create a book trailer or taped book talk or review themselves or with a
group to be shared on the library website.
Kids love any excuse to use technology and voice their opinion, and this
also gets them talking about books! This
idea could also be posed as a contest.
The book trailer or book talk that gets the most views wins an iTunes
gift card, etc.
Book talk programs are also a good way to introduce narrative
nonfiction titles. A stack of books and
a few words to say about each one are all that is needed. Asking a question to get an audience thinking
about the topic of the book and get them hooked. Keep it short and sweet.
Connecting
with library and web based reader communities
Book displays are essential in order to connect with
library patrons of all ages. A well
thought out book display entices readers to try something new. Displays of nonfiction materials can be
arranged to coincide with important calendar dates in order to highlight
certain topics. For example, this past
spring marked the 100 year anniversary of the sinking of the Titanic. This was the perfect opportunity to display
an enormous collection of nonfiction materials for juvenile, young adult and
adults alike. Students were looking for
books on the topic for an assignment for school. Another idea is provide items of interest
along with displays. In the article, There is More to Reading than Fiction!
Enticing Elementary Students to Read Nonfiction Books, Cheryl T. Vent &
Julie A. Ray discuss this very topic, “Other strategies to interest readers in
nonfiction include giving students opportunities to use nonfiction books for
authentic purposes; bring in hands-on materials that relate to the nonfiction
topics, such as insects or magnets…” (42). This strategy draws readers in to
the topic and to the nonfiction titles. Many of the opportunities for
programming (listed above) are also ways to connect with both library and web
based reader communities.
A way to connect with the web based reader
communities is by posting available nonfiction items on the library website
and/or blog. If the Children’s Dept. of
a public library has their own page, this is a good way to promote these
items. The website has to become a
virtual book display for those web based communities. Patrons that do not have the time to come in
to the library to browse are looking for the opportunity to browse online. A library needs to provide that opportunity
in order to reach communities beyond the physical library building. A blog dedicated to reviewing children’s
books and giving book reviews is a great resource for students and
parents. The topic could change weekly
or monthly and the topic could include a spotlight on nonfiction. It is also very easy to create book trailers
to put on a library website, or to simply share book trailers from other
sources. The public library where I work
uses Library Thing on the adult page, the young adult page, the tween page, as
well as the children’s page. This
enables librarians to easily change the titles and use Library Thing to promote
titles for specific reasons.
Cyber book clubs are another way to connect to these
groups of readers that aren’t regular visitors within the physical library. Creating
a conversational space or blog in order to post and discuss highlighted
nonfiction books is a great way to promote these titles. Additionally, patrons can join in when it is
convenient for them.
Connecting
with local schools
In order to encourage the reading of narrative nonfiction
in schools, it is important for public librarians to make curriculum
connections. Knowing the topics of study
is crucial, since this offers the opportunity to provide and suggest nonfiction
titles that will help students to study and understand a topic. For example, the 4th grade class
at Paradise Knoll Elementary School is studying space, and most specifically,
Mars. There are so many excellent titles
available on this subject at the public library. Why not create a bibliography for this
subject? Or designate a web page on the
library website that links to all of the possible titles? Teachers can then request them and check them
out for use within their classroom. In
every elementary school in West Milford, 6th grade classes do an in
depth study on Ancient Civilizations.
Dedicate a web page for this topic as well. If classes cannot come into the public
library in order to do research, bring the library to them. It is quite easy to provide a bibliography of
relevant materials, such as books, audiobooks, videos and websites that
students can use. Another unit of study
that is a yearly occurrence is the study of the Holocaust by 8th
grade students. This is the perfect
opportunity to suggest titles such as Terezin:
Voices of the Holocaust by Ruth Thompson and Hitler Youth: Growing Up by Susan Campbell Bartoletti. Not only are
students learning about the history of this time, but they are also being
provided with a perspective that is different from that of a textbook. These texts are rich with personal accounts,
historical photographs and details that a textbook cannot provide. It is these types of text that will enrich
and nurture a students’ learning experience.
If they are engaged, students are inspired to seek out more learning and
reading opportunities.
Teachers need librarians in order to fulfill Common
Core Standards. In The End of Nonfiction (2012), Christopher Harris simply
states:
The textbook is
dead. While some textbooks may wander
your school halls like zombies for the next couple of years, make no
mistake…the textbook as we know it is dead.
Common Core calls for shorter, well-crafted texts that kids can consider
more deeply. The focus is on primary (or
maybe secondary) sources, not the predigested tertiary writing found in many of
today’s textbooks (28).
It is obvious that slowly but surely, narrative nonfiction
can take the place of a textbook. There are so many quality nonfiction materials
out there for all ages that will better engage students than a textbook.
Don’t forget your homeschool communities either. Many homeschoolers will seek out the
assistance of the librarian when creating their lessons. They will ask for book and material
suggestions. This is definitely an area
where librarians have the opportunity to promote narrative nonfiction materials.
Discussing summer reading assignments is necessary
in this proposal. Our township puts a
lot of emphasis on summer reading for all students, K-12. There are some nonfiction titles on the
summer reading list; however, it is in need of more, especially for the middle
school and high school students. Why not
submit a suggested list to the Language Arts Supervisor, especially for grades 7-12?
This would be a place for many of the narrative
nonfiction titles that the class has read.
These stories are exciting, engaging, and in many cases gross! This is the kind of reading that will most
definitely interest this age group.
Web
page development
Many public libraries are moving towards the use of
websites that can be edited and created by library staff. These web 2.0 sites enable libraries to
collaborate and share with their users whatever information they would like to
distribute, including book reviews, program information, interactive blogs,
etc. It is also a good way to encourage
young readers to post their own book reviews.
Sometimes a face to face environment to discuss books is intimidating to
tween or teen individuals, but if an online forum is offered where they can
freely share their ideas and opinions, it may encourage others to read the
titles that they are suggesting.
Publicity
Publicity for new nonfiction titles as well as any
related programming that is available at your local library can be dispensed in
so many ways. Traditional avenues, such
as press releases for programming in the local paper(s) or signs inside and
outside of the library are great ideas.
To reach a more extended audience, the use of social media such as Facebook
and Twitter are great ways to get publicity for library materials and
programming out to current and/or prospective patrons. Additionally, if the library is using a web
2.0 site, then it is easy to promote whatever nonfiction services and materials
that they have to offer by posting it on the appropriate web page(s). This is a
great location since patrons can comment and ask questions.
"You can't learn much from books that don't
matter to you, and you can't learn much from one book" (Ivey, 20).
These words should be every librarian’s mantra as
they work to promote narrative nonfiction materials to readers of all ages.Resources:
Harris, C.
(2012). The end of nonfiction. School Library Journal, 58(3), 16.
Ivey, G. (2010). Texts that matter. Educational
Leadership, 67(6), 18-23.
Kelsey, M. (2011). Compel students to read with
compelling nonfiction. Knowledge Quest, 39(4), 34-39.
Vent, C. & Ray, J. (2007). There is more to
reading than fiction! Enticing elementary students to read nonfiction. Teacher
Librarian, 34(4), 42-44.
Partington, Richie. “What
do readers get from reading quality narrative nonfiction?” San Jose State University [Lecture]. San
Jose. 1 Sept. 2012.
Zappy, E. (2011). Sing a song of science: Scientists
in the field. The Horn Book, 87(2), 33-38.
No comments:
Post a Comment