Week Sixteen Prompt

            The experience of reading has become more complicated since I was a child in the late 1990s to early 2000s in the United States. I feel that books strongly reflect current trends in American culture, such as the trend of equally representing all individuals in pieces of information and the trend of placing a stronger emphasis on the group of persons of GBLTQ in novels. The aspect of social justice is also more prominent towards the creation of books in the present time, since the concept of social justice has been heavily emphasized by the culture of the internet. Since my childhood, more formats for books have been developed, such as digital ebooks and audiobook CDs, as opposed to physical books and the audio cassette tapes of books in my past. In addition, the general shift towards the digitization of printed information in books and widespread accessibility and acceptance of electronic text is a massive change from reading during my childhood. Also, books are presently available in a multimedia formats. During my childhood, books could only be constructed around one specific format.

            Also, I don’t know what trends in reading will occur in twenty years, so I can only give guesses based on my observations and on certain readings from the class. I think that publishing will become more intense in twenty years of time. Many authors currently try to sell their individually published novels through online publishers, such as Amazon.com, so I would argue that authors will continue to publish their novels through companies that utilize the internet or through online retailers. In some ways, reading will become more interactive with the stronger incorporation of multimedia formats and the integration of the idea of having multiple endings in the process of reading books. This idea may stem from the idea of authors not assuming responsibility towards certain events or the ending of a certain novel. However, the idea of an interactive book may merely arise from letting readers decide their own ending or allowing the readers to be excited by sudden twists in the book’s narrative by permitting the readers to directly choose the outcome of the book’s events.

            I also believe that traditional publishing will greatly diminish, since a greater emphasis will be placed on online publishing or independent publishing. Traditional publishers of books will slowly go out of business, as authors publish titles under massive corporations, such as Barnes & Noble. However, traditional publishers will still appeal to old-fashioned readers or to readers from a group of individuals from approximately forty to ninety years of age, since these individuals will be used to the idea of reading physical novels from traditional publishers. So, there should be a small following of individuals who will sustain the profits of traditional publishers in the future.  

            In addition, I believe that the activity of reading books will be extremely popular among a teenage demographic or a demographic group of individuals in their twenties and thirties, since I have observed that these demographic groups read at great rate in the present day. Individuals will read more a considerable amount more than they currently do, since I believe that the amount of current reading from ordinary individuals has exploded with online publishing. Also, if escapism is heavily emphasized as a reason for today’s reading culture, then it is probable that individuals will desire to read at an extremely high degree in the future in order to escape the hardships of a technologically progressing world.

            Personally, the strong possibility of this occurring in twenty years disgusts me. I feel that a dramatic increase in reading will be a double-edged sword in the future. The increase in the amount of published works may promote an increase in knowledge when facts and parallels to real life are incorporated in books, but the effect from individuals reading a great amount of fiction titles will be devastating. Individuals will become obsessed over details that are meaningless. Tropes will be worn thin in fictional novels. Characters will also feel flat and uninspired, since the attributes of the characters have been created by other authors in the past, and the characters will lack a quality that is truly appealing in horde of online and physical books that have been published. Nevertheless, the classic tropes in the titles of fiction will beckon to masses of fans, and the fans will continue to read.

            In addition, the act of reading books will be often accomplished in order fulfill “a social need” (Le Guin, 2008, p. 3). Specifically, individuals will desire “to experience and share great stories” to fulfill their social needs (Hollands, 2016, p. 27). So, individuals will read in order to better appeal socially to their friends and to remain self-absorbed. These individuals will desire books that “everybody is reading” (Le Guin, 2008, p. 3), and the individuals will utilize the content of the books for a mere opportunity to connect themselves with other human beings (Le Guin, 2008, p. 3).

            I also believe that many individuals currently read for themselves, and they will continue to read for themselves in twenty years. Individuals don’t usually read for knowledge or wisdom, but they will read for an emotional release. Some individuals will read for critical analysis, but few individuals will think for themselves. Due to the ubiquitous presence of the internet in the future, individuals will primarily rely on the opinions and reviews of others in relation to reading books and ignore arriving at their unique conclusions of certain books. Individuals will often follow unanimous opinions of the crowd and avoid writing controversial statements on social media websites, such as Goodreads or Facebook, when discussing their opinions on certain books.

            It should also be noted that publishers currently “get away with making boring, baloney-mill novels into bestsellers via mere P.R. because people need bestsellers” (Le Guin, 2008, p. 3). So, in twenty years, I would expect popular series, such as The Hunger Games, to drastically fade from human memory from the books’ sheer dissonance with reality and from the author’s reliance on serving the needs of the public through the aspects of the books in order to sell a suitable amount of printed or electronic copies. If this trend does not occur in the future, then a hollow sense of nostalgia towards the books will likely triumph.

            In addition, the world of reading will continue to remain as a pointless and fanatical juggernaut in twenty years. Within the last twenty years, the internet has probably exacerbated the problem of reading fiction at a drastic rate, but the popularity of reading fictional titles of different genres has always remained fanatical. The fanaticism about Frank Herbert’s Dune in the past is hardly different from the zeal of fans towards the newest Game of Thrones novel in the present day, so I expect that spirit of fanaticism towards books to remain in the next twenty years. Individuals will pointlessly compare aspects of fiction with elements of reality through relating reality back towards fantasy and making fantasy adhere to reality. Both women and men will be pointlessly drawn to the allure of fiction and will be mysteriously excited by its promise of relief and of satisfaction in relation to a real world that unfortunately appears boring or meaningless to those readers.

            Nevertheless, the unique voices of literature and the sole impact of an individual or a group effort in a work never appears to die. If the voices and impact do die, then the deaths will be slow. The content of literary materials will transcend time, since individuals will need “to be able to have books to suit” their every mood (Saricks, 2009, p. 11).

            Since timeless stories and snapshots of authors’ voices have been created in the past for certain novels, the future will also reflect this unique occurrence. Individuals will not primarily focus on the aspect of fondly remembering works of great fiction, but they will focus on the achievement of the voices who created the works. The books will be viewed as a recording of the past and of the knowledge, memories, and beliefs of the individuals who created the books.

            Titles of true literature will not only serve the needs of the public in the future, and there will be sparks of inspiration and life-like qualities within the titles. Titles will be constructed that reflect a triumph of human freedom. The construction of titles will celebrate life in a general sense and will make one more deeply consider the various elements of life in the future. These titles will be stories “that feed our spirits, our emotions, and our intellects” (Saricks, 2009, p. 11).

References:

Hollands, N. (2016). Every book its reader: after the renaissance. Booklist, (7). 27. Retrieved

from http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=6&sid=9c3128f8-8641-43cf-80c9-80ba08196ebd@pdc-v-sessmgr01

Le Guin, U. K. (2008). Staying awake: notes on the alleged decline of reading. Harper's

Magazine, 316(1893). Retrieved from

https://iu.instructure.com/courses/1702577/files/folder/Week%2016?preview=75530224

Saricks, J. G. (2009). The readers’ advisory guide to genre fiction (2^nd ed.). Chicago, IL:

            American Library Association.

Week 15 Prompt

            I believe that one of the most beneficial ways to market the fiction collection of the Georgetown library branch of the Allen County Public Library system is to create displays for the fiction collection. The act of using displays can function as passive advisory for the Georgetown library branch’s service for the public (Hilyard, 2010, p. 12). The books of the fiction collection should be revealed in designed displays in certain areas of the library. These areas should be strategically placed in order to attract the most attention and to be the most accessible to library patrons. The displays of books should also be located in areas that are relevant to the genre and audience of the books. For example, adult fantasy books should be placed in a makeshift display near the two library shelves in the adult section where adult fantasy books are placed in the library’s collection. Also, novels that influenced later titles in respect to one genre or multiple genres could be paired together. For example, The Vampyre by John William Polidori could be paired with Bram Stoker’s Dracula and Stephanie Meyer’s Twilight in a display; this pairing could be displayed to promote the books and to further educate the public on the origins of the literary idea of vampires in the horror, romance, and fantasy genres.

            Physical displays could also connect the library’s fictional and physical books in its collection with film adaptations of popular novels of fiction. The Georgetown library branch could especially focus on promoting film adaptations of young adult novels, since they are popular with children and teenagers. For example, the library could reveal DVDs of film adaptations of the Harry Potter novels or the Percy Jackson books in specific displays. Also, using a display with both paperback and electronic materials will show that the library provides more than one type of medium for its resources in its entire collection of fiction. The provision of a DVD and a book could additionally be used in a display for the comparison of the film adaptation of the book and the actual book that the film utilized. For example, the young adult novel, The Maze Runner, could be placed alongside a DVD of the novel’s film adaptation, The Maze Runner, in a display.

            The Georgetown library branch of the Allen County Public Library could also utilize online readers’ advisory to market the library’s collection of fictional works. Utilizing online readers’ advisory would be highly beneficial, since it “offers many advantages to library patrons” (Burke & Strothmann, 2015, p. 133). For instance, online readers’ advisory distinctly appeals “to patrons because of the privacy and convenience it affords” (Burke & Strothmann, 2015, p. 133). In addition, online readers’ advisory would be beneficial for library employees to utilize, since online readers’ advisory can “offer librarians an opportunity to provide better service” (Burke & Strothmann, 2015, p. 133). Also, online readers’ advisory can assist librarians that operate as advisors by allowing them “to consult with their colleagues and peruse appropriate tools without stress” (Burke & Strothmann, 2015, p. 133). So, utilizing online readers’ advisory for marketing the library’s fiction collection appears to be a suitable choice for the Georgetown library branch.

            Specifically, the Georgetown library branch could display the fiction collection of the Georgetown library branch on the Allen County Public Library’s website. The library branch’s fiction collection on the website could utilize online readers’ advisory in order to “promote the contents of a library’s collections, bringing attention to books that might otherwise go overlooked” (Burke & Strothmann, 2015, p. 133). The use of the Allen County Public Library’s website with the Georgetown library branch’s online display of its fiction collection would be beneficial, since it would alert library users “to the services, events, and resources that will be available to them when they visit” (Burke & Strothmann, 2015, p. 132). The presence of the website would also attract the attention of library patrons, since the patrons could learn of online readers’ advisory “if they visit a library website that highlights it” (Burke & Strothmann, 2015, p. 133). In addition, displaying the Georgetown library branch’s fiction collection on the Allen County Public Library’s website would function as part of online readers’ advisory, since it would assist library users in easily finding materials that are part of the library’s collection.

            Also, the Georgetown library branch could use online readers’ advisory by promoting specific fictional novels on certain social media websites. Social media websites are significant for the Georgetown library branch to use, since they incorporate the communication of “ideas, products, and services across the spectrum of industries and services” (Herther, 2013, p. 38). For instance, the Georgetown library branch could use the Goodreads website in order to form recommendations for a list of fictional books that are physically and electronically present at the library’s physical location. Using the Goodreads website would be beneficial, since the Goodreads website can be used to “connect users to one another based on common interests and create communities of readers online” (Burke & Strothmann, 2015, p. 134). In addition, the Goodreads website provides “avid readers with a forum for learning about hooks, connecting with authors, sharing reading tastes, and keeping track of their own reading and book ownership in a social setting” (Herther, 2013, p. 39). Furthermore, the Goodreads website utilizes recommendations, reader reviews, and discussion groups in order to “fuel the interest and ongoing commitment of members of this free service” (Herther, 2013, p. 39). Also, the Goodreads website is at least considered valuable to a certain degree with its “user data, reviews, successful software, and community” (Herther, 2013, p. 39). So, the library’s use of the Goodreads website is highly beneficial towards connecting ordinary library patrons with the resources of its collection of fictional titles.

            Also, the Georgetown library branch could utilize online tools as part of its online readers’ advisory. The Georgetown library branch could utilize Web 2.0 tools, such as “blogs, wikis, RSS feeds, and podcasts to promote books and communicate with patrons” (Burke & Strothmann, 2015, p. 133). Additionally, the Georgetown library branch could use the online tool of “LibraryThing to keep track of what other librarians are reading” and to create online lists of reading materials for library patrons (Hilyard, 2010, p. 11). These online readers’ advisory tools could be promoted and listed in the physical library system by having at least one computer with an evident web layout of an online readers’ advisory tool, such as NoveList for library patrons.

            In addition, the Georgetown library branch could employ the use of signs in order to promote its fiction collection. The use of signs at the library’s physical location could encourage the reading of books in the library’s collection of fictional titles (Saricks, 2005, p. 137). Also, the Georgetown library branch’s supply of “good, clear signage and an inviting and efficient physical arrangement are the first steps in creating an atmosphere conducive to readers’ advisory activities” (Saricks, 2005, p. 138). In addition, the act of library patrons looking at signs with a long list of reading options would likely result “in increased visibility and a more accessible readers’ advisory service” for the library (Saricks, 2005, p. 138). Librarians could also utilize social media websites, such as Pinterest, to gather ideas about how to design signs at the library’s physical location in order to attract the most attention from library patrons. In addition, the Georgetown library branch could utilize Pinterest to create online signs for certain books in its fiction collection (Burke & Strothmann, 2015, p. 133).

References:

Burke, S. K., & Strothmann, M. (2015). Adult Readers' Advisory Services through Public

Library Websites. Reference & User Services Quarterly, 55(2), 132-143. Retrieved from http://eds.a.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=cdb71d90-35c8-44f0-822e-e04ad92ef75e@sessionmgr4008

Herther, N. K. (2013). Good reads. Online Searcher, 37(4), 38. Retrieved from

http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=6&sid=562dbb8e-77e6-4c03-9cf3-dfd6cdea193c@sessionmgr101

Hilyard, N. B. (2010). The Expanding Scope of Readers' Advisory. Public Libraries, 49(1), 10-

25. Retrieved from http://eds.a.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=4&sid=78198b61-1447-4e49-bdb2-310ddc2da8a8@sessionmgr4010

Saricks, J. (2005). Promoting and marketing readers’ advisory collections and services [PDF

file]. In Readers’ Advisory Service in the Public Library. Chicago: ALA. 136-160.

Retrieved from

https://iu.instructure.com/courses/1702577/files/folder/Week%2015?preview=75530157

Week Fourteen Prompt

            Personally, I would like to acquire a position at the Allen County Public Library system at the location of the Georgetown library branch. Specifically, I could work at a position that involved shelving materials. In relation to African American materials, I believe that it is not necessary to separate African American materials from the collection unless there exists sensitive feelings from the public towards certain racial groups. However, I can understand that the portion of street lit books from African American materials would be controversial in a library’s collection; I believe that the risky or violent nature of the books should be addressed in the library’s main collection. The library system could label all of its books from different genres with books from the specific genre of street lit with a rating towards the amount of violence and sexual content in the novels (Honig, 2011, pp. xvi-xvii). Other African American materials without high levels of sex or violence should be accepted into the main portion of the collection without any issues.

            Another reason why I desire to include African American materials into the collection is due to the uniqueness of the street lit genre. The street lit genre has not gained much recognition due to its controversial nature (Munshi, 2015, n.p.), so it is likely that the genre is not widely known in average bookstores or libraries. Incorporating titles from street lit would allow many local residents to be surprised and refreshed by the novelty of the content of the titles.

            In addition, a third reason for including African American materials into a library’s collection is to better represent the demographic of young black individuals. The inclusion of African American materials would provide for the reading needs of these young black individuals and would represent the individuals in familiar living areas in the novels (Munshi, 2015, n.p.). Also, street lit has recently become popular (Honig, 2011, p. ix), so including titles from the street lit genre would reflect and satisfy the needs of the public.

            In relation to GBLTQ fiction, I strongly feel that GBLTQ fiction should be separated from the main collection. One reason why I wish to separate GBLTQ fiction from the main collection is centered on the idea of public libraries remaining unbiased. I believe that pushing for the inclusion of GBLTQ literature is encouraging social justice. Public libraries should reflect the will of the public; they should not advocate for causes of social justice. While some areas explored in public libraries can cross lines of morality in relation to the public, public libraries should remain as unbiased as possible.

            Another reason for separating GBLTQ books from the collection is the great probability of no adverse effects. For example, separation of GBLTQ materials will not matter, since there is still access to the materials. The accessibility of GBLTQ materials are a much greater issue than the separation of the materials from the collection. The promotion of the idea of segregation is also not problematic, since GBLTQ materials are not human beings. Also, the rights of the materials are not restricted by being separated from the rest of the books. So, due to the sensitive content of the subject of GBLTQ novels, the novels should be separated from the collection in order to appease public feelings about the novels.

            A third reason for keeping GBLTQ novels in a separate location is the expectation that individuals can still find beneficial authors that are different from the reader. I don’t think that separating materials with subjects about GBLTQ from the main collection of a public library would prevent the beneficial discovery of an author who might be different from the reader. There is still a considerable amount of access to materials if the GBLTQ novels are separated from the collection. I don’t see any tremendous benefit towards discovering an author who might be different from the reader in a library’s large collection in relation to finding an author who might be different from the reader in a separated and small collection. A reader will still make a beneficial discovery of an author, since the reader has a fair degree of access to materials to make the decision.

             In addition, it is evident that GBLTQ materials span across a number of genres, since “a broad range of fiction has emerged that effectively captures” the concerns of gays and lesbians (Thomas, 2007, p. 40). Also, the GBLTQ materials exhibit historical importance with classic titles, so the library system should not deliberately censor the materials or remove them entirely from the library’s collection (Thomas, 2007, p. 40). So, it is acceptable to place the GBLTQ items in an isolated area of the library. 

            Personally, I find the subject of GBLTQ to be repulsive, especially since homosexuality goes against my beliefs and the idea of regular reproductive biology. Also, I think that many American communities are uncomfortable and do not agree with the ideas presented in GBLTQ materials. So, in a perfect world, books with GBLTQ content would be removed from the shelves of libraries. However, life is controversial in many ways, and books help us to understand the differences between right and incorrect types of thinking. Therefore, I will still respect the right of library patrons to read the content of GBLTQ materials. So, GBLTQ books should be included in the library’s collection, but the books should be separated from the main portion of the collection due to the books’ controversial nature in most local communities.

            Also, conservative or heterosexual couples will likely not enjoy seeing homosexual books in the children’s section of a library’s primary collection. The culture of the internet is changing opinions about homosexuality, but the majority of Americans will still be distressed to openly see such materials in a library system. These materials can last a long time, so their importance is felt in a community. Therefore, libraries should consider placing GBLTQ materials in a labeled and separate section of the library.

             The only problem that arises from separating GBLTQ materials from the collection is the issue of placing labels on materials. Labels will have connotations. It is also believed that labeling certain items will restrict access to the items, since “libraries tend to avoid special labels because they believe people should have access to as much material as possible” (Lenzini, 2018, n.p.). However, I believe that labeling materials does not substantially restrict access to the materials if the materials are still within the library space. The materials’ separation from the collection does not mean that the materials are inaccessible to the public. Therefore, I don’t think that these labels matter in relation to their use in public libraries.

References:

Honig, Megan. (2011). Introduction. In Urban Grit: A guide to street lit. Santa Barbara: Libraries

Unlimited. Retrieved from https://iu.instructure.com/courses/1702577/files/folder/Week%2014?preview=75530098

Lenzini, J. (2018, Mar. 20). Orange City, IA public library to test trial-run of separately labeling

books with LGBTQ themes. Retrieved from http://www.ktiv.com/story/37771686/2018/03/Tuesday/orange-city-ia-public-library-to-separately-label-books-with-lgbtq-themes

Munshi, Neil. (2015, Nov. 13). Urban fiction: words on the street. Financial Times. Retrieved

            from https://www.ft.com/content/08785ece-86ee-11e5-9f8c-a8d619fa707c

Thomas, D. (2007). A place on the shelf. Library Journal, (8). 40. Retrieved from

http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=5&sid=c4399ec5-8fb0-4540-84fd-48b90beafed2@sessionmgr4007

Week Thirteen Prompt

            Librarians should always work hard to serve adults that enjoy young adult literature or graphic novels. I believe that it’s acceptable to promote books to any age group. I think that it’s strange that individuals consider young adult novels or graphic novels to be unacceptable, since I believe that young adult novels or graphic novels are subgenres. Subgenres may not be promoted as much as primary genres in libraries and bookstores, but they are significant parts of genres. Also, all books from all genres are legitimate literary choices. Unless there are immoral ideas present in a book, pieces of conveyed information in a book are worth promoting in relation to the pursuit of gaining knowledge. So, I strongly feel that it is ridiculous that individuals believe that capital shouldn’t be utilized towards the purchase of the materials of young adult books or graphic novels and the promotion of the materials for adults.

            In addition, I believe that there is a certain stigma attached to reading materials below one’s age, since reading below one’s age can seem immature. So, a common belief exists that adults shouldn’t read young adult literature or graphic novels. Also, I feel that there is a perception that materials for children exhibit less information or quality and that materials for adults exhibit more information and a high quality. This perception is completely subjective and irrelevant in relation to books of literature, since these books are merely containers of information.

            Another reason that the common belief exists may be due to the culture of the internet and the demographic of millennials, since I believe that there is much misunderstanding and negativity towards the culture of the internet and millennials in relation to appreciating young adult materials and graphic novels. I feel that individuals may view appreciating young adult materials and graphic novels as a juvenile behavior or mentality. Also, I would argue that popular culture is closely tied to young adult literature and graphic novels, which naturally makes young adult literature and graphic novels popular for millennials. At the same time, some adults may view popular culture and any associations with popular culture as pointless and irrelevant in relation to real life, so these adults may view materials that are associated with popular culture in a negative manner.

            However, declaring that adults shouldn’t read unsuitable books for an inferior audience for adolescents or individuals of the demographic of millennials is ridiculous, since the young adult books or graphic novels are merely repositories of information. Reading the books or novels has nothing to do with one’s maturity level, since these materials contain only plots and information for one to experience and comprehend. Meaning in these books is conveyed by one’s own experiences and beliefs and by relating these experiences and beliefs to the characters and events of a fictional plot.

            While it is understandable that young adult literature or new adult literature may be shunned from its liberal ideas, such as the idea of “getting out from under the proverbial thumb of controlling families” (NA Alley – Books, Art, Education, and Learning about a Healthy Home, 2018, n.p.), young adult literature is still information that is being conveyed to individuals. Whether a product of young adult books or graphic novels is originally hated or loved will become irrelevant as time passes on. New rhetorical narratives will be created by the public for the product. Sometimes, the narratives will focus on negative aspects of the plots, but the narratives will often be positive, as nostalgia and the need to recognize the product as being culturally relevant takes over the public’s original experience or perception of the plots. So, the public disapproval towards adults reading young adult materials or graphic novels will likely deteriorate over time.

            As librarians, we should strive to make every effort towards serving adults by addressing their needs for young adult novels or graphic novels. Librarians have a duty to shape reader’s advisory in the current time, since they helped to respond “to social concerns articulated by forces outside the profession” in the past (Burek Pierce, J., 2006, p. 42). There is still a “popular concern today about teens’ time with computers, television, and music rather than with books” (Burek Pierce, J., 2006, p. 42), so librarians need to be ready to defend the freedom to read young adult literature and graphic novels in the face of criticism and censorship.   

            Librarians can promote young adult literature and graphic novels in a positive manner or emphasize the timeless quality of the story of the materials by setting up posters in public libraries. In addition, librarians can schedule events or meetings that include community involvement to promote young adult novels or graphic novels. For instance, a public library could schedule a festival that involves local adults selling or showing their young adult or graphic novels at certain booths; this festival would raise awareness of young adult or graphic novels and display the books’ significance towards the public. Furthermore, by showing that the young adult books and graphic novels are significant, the public library will encourage ordinary individuals to view young adult books and graphic novels in a more positive manner and be more accepting of other age groups to read the content of the young adult books and graphic novels.

            Also, since a number of young adult novels appear to be marketed for an adult audience under the label of the new adult subgenre, librarians could promote materials of young adult novels with the title of new adult books. The new adult genre, which is “aimed at an adult audience”, would exhibit a strong appeal for adults (Brookover, Burns, & Jensen, 2014, p. 42). Also, it has been claimed that works of the new adult genre “have mass appeal among teens and adults” (Cataldi, 2015, p. 42), so it is suitable to promote a number of maturely written young adult books as part of the new adult genre for adults. In addition, authors of new adult books “have amassed huge followings and on average write several books a year each” (Cataldi, 2015, p. 42), so librarians can easily advertise the popularity of the authors and their new adult books in a beneficial manner for the public. Additionally, adults would likely present themselves as “an audience of dedicated, loyal, even ravenous readers” for the new adult books (Brookover, Burns, & Jensen, 2014, p. 42).

References:

Brookover, S., Burns, E., & Jensen, K. (2014). What's New About New Adult?. Horn Book

Magazine, 90(1), 41. Retrieved from http://eds.a.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=4b56ecee-bacd-4729-89b5-dd70316dcdaf@sessionmgr4009

Burek Pierce, J. (2006). The Borderland Age and Borderline Books: The Early Practice of

Reader's Advisory for Youth. Young Adult Library Services, 5(1), 42-47. Retrieved from

http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=ce1c3c19-8ca4-4ca0-8a59-787b0296ad6c@sessionmgr103

Cataldi, E. (2015). Betwixt and between. Library Journal, (14). 42. Retrieved from

http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=aab00f0c-ceaf-4f6e-ada7-cacc7b09f18a@sessionmgr103

NA Alley – Books, Art, Education, and Learning about a Healthy Home. (2018). FAMILY-TIES

IN NEW-ADULT FICTION. Retrieved from http://www.naalley.com/2013/07/match-5-lucas-1-vs-trent-17.html

Week Twelve Prompt

Author: Bill Bryson (Bryson, 1998, n.p.).

Title: A Walk in the Woods: Rediscovering America on the Appalachian Trail (Bryson, 1998, n.p.).

Publication Date: 1998 (Bryson, 1998, n.p.).

Number of Pages: 397 (Bryson, 1998, n.p.).

Geographic Setting: The Appalachian Mountains and the Appalachian Trail in North America (Bryson, 1998, n.p.).

Time Period: March of 1996 to October of 1996 (Bryson, 1998, pp. 49, 391).

Subject Headings: 1. Appalachian Trail--Description and travel. (Bryson, 1998, n.p.; SirsiDynix, 2016b, n.p.). 2. Bryson, Bill—Journeys—Appalachian Trail. (Bryson, 1998, n.p.). 3. Natural history--Appalachian Trail. (Bryson, 1998, n.p.; SirsiDynix, 2016b, n.p.).

Type: Nonfiction; Travel; Essays; Humor (Nonfiction) (SirsiDynix, 2016a, n.p.).

Series Notes: This is mostly not applicable towards this novel. However, there are similar books that are based on the subject of traveling in certain countries or areas. A few examples include: Neither Here nor There: Travels in Europe by Bill Bryson, In a Sunburned Country by Bill Bryson, and The Lost Continent: Travels in Small Town America by Bill Bryson (goodreads, 2018, n.p.).

Book summary:             Bill Bryson, a man of forty years old, decides to travel the Appalachian trail with his old friend, Stephen Katz. So, Bryson travels with his friend along the Appalachian trail near the end of the 20th century. As the two travelers briskly hike through the Appalachian trail, they encounter a number of humorous characters and situations through the perils of their travels. During his travels along the trail, Bryson gives an engaging and witty perspective to the book and a funny tone to the novel. Also, Bryson discusses the natural history of subjects related to nature, and the book’s humorous writing allows the book to serve as a suitable adult book for young adults.

Reading elements: Pacing:             The pace slows when the narrator describes facts at the beginning of each chapter, and the pace of the chapter speeds up when the author utilizes irony. In addition, the pace of the novel quickens when the narrator encounters trouble on the trail. Characterization:             The characters of the book are eccentric and amoral. The narrator is not likeable and often appears to exhibit anti-hero traits; however, the narrator is also engaging and witty in his written narrative. Additionally, the narrator has a friend who thinks about girls and swears. Some characters appear in an episodic nature. One character, Mary Ellen, functioned as a stupid individual, and a drunk couple to be married was present in the story.   Story line:             The story line involves a long journey with intervals of description. The story line also consists of a personal narrative that is primarily written from a first-person point of view from the author. Detail:             The book is filled with many details. The detail is more intricate at the beginning of at least some of the chapters, and the detail is lessened during the sections of dialogue and the author’s casual description of the narrative.   Learning/Experiencing:             The novel contains several paragraphs of explanatory information about subjects of nature; the topics involve subtopics in relation to famous botanists, plant life, animal life, and the destruction of nature. The explanatory information’s description helps one to understand certain facts about the topics of nature. In addition, the book contains experiences of nature through the narrator’s personal experiences of traveling through the Appalachian mountains and trail.    Language:             The language is somewhat crude, since it comes from the perspective of a somewhat amoral and middle-aged man. The language may also be a bit colloquial, since part of the story takes place in the South-eastern United States.   Setting:             The setting of the novel takes place in an actual environment. The setting is also situated in nature and in an outdoor environment. Specifically, the setting primarily takes place in the Appalachian mountains and in the Appalachian trail. Also, the setting takes place from spring to autumn, and the setting is prominently situated in the woods.   Tone:             The tone of the novel is sarcastic and ironic. The tone is also sympathetic to nature and is thoughtful by contemplating the destruction of nature.

1-3 Annotation: Bill Bryson and his friend, Stephen Katz, decide to travel the Appalachian Trail together in 1996.

Similar works: 1. A journey north by Hall, Adrienne.             The reason for this title’s inclusion involves a similar depiction of humor and engaging “accounts of walking the Appalachian Trail” to A Walk in the Woods: Rediscovering America on the Appalachian Trail (EBSCO Industries, Inc., 2018, n.p.). 2. Walking to Vermont by Wren, Christopher S. (Christopher Sale), 1936-             The reason for this title’s incorporation is its sense of reflectiveness and wit and a travel memoir of America's natural landscape (EBSCO Industries, Inc., 2018, n.p.). 3. Frost on my moustache : the Arctic exploits of a lord and a loafer by Moore, Tim, 1964-             The reason for including this title as a similar work involves being “humorous, rollicking accounts of the author's attempt at a physically challenging journey for which he is laughably unprepared” (EBSCO Industries, Inc., 2018, n.p.). Also, the book shares “a self-deprecating tone and robust good humor” with A Walk in the Woods: Rediscovering America on the Appalachian Trail (EBSCO Industries, Inc., 2018, n.p.).

Name of annotator: Megan Kammeyer

References Used:

Bryson, B. (1998). A walk in the woods: Rediscovering america on the appalachian trail. New

            York, Random House, Inc..

EBSCO Industries, Inc.. (2018). Read-alikes for A walk in the woods. Retrieved from

http://web.a.ebscohost.com/novp/detail?sid=c3e887a4-5e55-44e4-9350-175fc18b5502%40sessionmgr4007&UI=UI+175386&vid=3

goodreads. (2018). Books by Bill Bryson. Retrieved from

            https://www.goodreads.com/author/list/7.Bill_Bryson

SirsiDynix. (2016a). Title: A Walk in the Woods Rediscovering America on the Appalachian

Trail. Retrieved from http://alpl.ent.sirsi.net/client/en_US/default/search/results?qu=A+Walk+in+the+Woods&te=

SirsiDynix. (2016b). Title: A walk in the woods : rediscovering America on the Appalachian

Trail. Retrieved from http://alpl.ent.sirsi.net/client/en_US/default/search/results/?q=A+Walk+in+the+Woods%3A+Rediscovering+America+on+the+Appalachian+Trail

Week Eleven Prompt

            The recent medium of ebooks means serious business in relation to public libraries. The change has affected the role of libraries, since libraries “have struggled to understand their role in communities as technology has changed.” (Vinjamuri, 2012, n.p.). Library patrons will also have an increased dependence on public libraries from the great and increasing amount of ebooks that are curated in libraries (Vinjamuri, 2012, n.p.). In addition, librarians will need to observe how a new “format affects the reader’s approach to the material” (Katie, 2011, p. 325).

            The change in the medium of paperback or hardback books to the medium of visual and electronic content in ebooks or the audio and electronic content in audiobooks does not significantly alter the appeal factors of the content of genres for stories or information. However, the presentation of the content is altered in a specific manner, so a new context or new information is created in relation to the original information of physical books. In other words, a new context or new information can lead to a different perception of the original content for a story or information. So, appeal factors will still have a great significance in ebooks and audiobooks; the use of the appeal factors has only altered through the presentation of content.

            Personally, the lack of concreteness or a tactile sense of a book’s physical weight or feel is disturbing and significant in relation to ebooks. Readers may be discouraged by the lightness of an ebook and may prefer to read the content of a certain item in a physical hardback or paperback book (Katie, 2011, p. 327). Nevertheless, the sensation of not being able to feel the physical weight of a book in one’s hands does not significantly affect one’s knowledge of a genre.

            Also, a minor reason for the impact that the knowledge of the genre exerts on a reader is “the lack of physical indication as to how much left you have of the book to read” (Katie, 2011, p. 328). The lack of physical indication can cause readers to shun detailed books (Katie, 2011, p. 328), since the readers can’t scan the ebook quickly and don’t know how to jump between certain areas in an ebook (Katie, 2011, p. 328). Readers that appreciate reading an ebook more than once may also become frustrated from not being able to physically guess where certain parts of the ebook are (Katie, 2011, p. 328).

            One’s knowledge of a genre is primarily affected by the difference in weight between a physical book and an ebook, and there is only a difference of a degree of weight and no weight at all in respect to the difference in weight between a physical book and an audiobook. Physical weight can alter one’s perception or one’s remembered associations with an object. So, I think the idea of nostalgia or recognizing distinct associations with an item at a certain time and place or multiple times and places can shape one’s perception or memories of the content of a story or information.

            In relation to ebooks, readers should be able to affect the pacing and tone of the content of ebooks in a number of significant ways. In relation to both pacing and tone, one should recognize that the “impact of digitization of books and stories on appeal factors is most prominently felt with pacing” (Katie, 2011, p. 328). So, pacing is the most impressionable appeal factor of ebooks. In addition, the digital format in ebooks has altered “some appeal factors considered inherent to the book reading experience” (Katie, 2011, p. 328).

            In general, changing the font of ebooks will create a dramatic emphasis on certain words or will create a distinct feel or association towards the text. It should be noted that display “options are the most easily understood component in determining appeal factors in regards to e-book readers” (Katie, 2011, p. 327). Also, pacing is impacted “by how much text is visible on the screen, so the larger the text, the less there is to indicate how quickly the story is moving” (Katie, 2011, p. 328). In addition, the tone of ebooks is affected by the font size of the text, since the layout of a page can “affect the tone of the story” (Katie, 2011, p. 328).

            In general, altering the line spacing will create dramatic pauses and tension at distinct places in the text. Also, the tone of ebooks is affected by the positioning of “large blocks of text” (Katie, 2011, p. 328), since the amount of text can display a detailed story (Katie, 2011, p. 328). In addition, the tone of ebooks is impacted by line spacing through short paragraphs with dialogue that can create “snappy or quick-witted characters” (Katie, 2011, p. 328).

            Also, changing the color of the text will form certain associations with the text. Changing the color of the text may also make reading easier or more difficult for library patrons. For instance, from my own experience and judgment, altering the color of the text to red will increase the difficulty of reading the text while changing the color of the text to green will make the text easier to read.

            The pacing and tone of audiobooks is greatly altered by track length, narrator choice, and the presence of music. In terms of audiobooks, the track length for each section can make an individual section of an audiobook easily speed up or slow in relation to pacing. If an audiobook’s audible chapters are short, the pacing of the chapters is quick. However, if an audiobook’s chapters are long, the pacing of the chapters is slow. Also, in a similar fashion to ebooks, audiobooks’ application of the presence of short paragraphs with dialogue can form “snappy or quick-witted characters” in audiobooks’ track lengths (Katie, 2011, p. 328). So, I would argue that these short paragraphs can affect tone in audiobooks’ track lengths, since characters are given distinct attributes that help establish the tone of audiobooks.

            From my experience, the effect of a narrator on appeal terms for an audiobook is highly subjective and is based on a user’s own memories, experiences, and knowledge of common or universal perceptions in relation to stereotypes and the construction of words and names in conveyed information. Nevertheless, if an individual has experienced a large amount of common or universal perceptions in a stereotypical manner, there is a noticeable effect on appeal terms from a narrator of an audiobook.

            So, the choice of a narrator can impact the pacing of an audiobook. One should note that pacing operates “differently in audiobooks than in print” (Saricks, 2015, p. 131). Narrators can create a positive impact towards pacing by speeding up “the reading of suspenseful chases” in audiobooks (Saricks, 2015, p. 131). However, if narrators read “too quickly for comprehension” (Saricks, 2015, p. 131), they may be difficult for patrons to understand. Narrators can create a feeling of danger through reading rapidly and form a contemplative mood and pace during detailed areas of information in the audiobooks (Saricks, 2015, p. 131). In addition, it should be noted that “a poor match between the pace of the story and the pace the narrator uses can cause a reader to stop listening to an audio book” (Mediatore, 2003, p. 319). So, the pace of the story “must be matched to the pace the narrator uses” (Mediatore, 2003, p. 319).

            Also, the choice of a narrator has an impact on the tone of audiobooks. The choice of narrators can affect tone by mirroring and enhancing the author’s tone (Saricks, 2015, p. 131). Also, narrators’ accents can assist in creating geographical settings in relation to the tone’s aspects of background and setting (Saricks, 2015, p. 131).

            The presence of music in audiobooks affects the frame or tone of the audiobooks. For instance, the tone is enhanced by music or certain sound effects (Mediatore, 2003, p. 319), and these audible additions can ultimately “elevate the quality of the recorded book” (Mediatore, 2003, p. 319). However, pacing is not tremendously impacted by the style of music that is utilized in audiobooks. Although, the speed of the music can affect the aspect of pacing by being fast or slow.

            In addition, the choice of a narrator affects certain appeal factors besides pacing and tone. Notably, there are three other appeal factors for audiobooks; these factors are: storyline, characterization, and audible presentation (Saricks, 2015, p. 131). For instance, narrators need to effectively organize the story line (Saricks, 2015, p. 131), and narrators must also “interpret visual cues from the print version” of a text during the track of an audiobook (Saricks, 2015, p. 131). Also, characterization can be effectively conveyed by narrators when narrators adopt “a persona from which to relate the story” (Mediatore, 2003, p. 319). In addition, the audible presentation of audiobooks depends tremendously on narrators’ skill in avoiding mispronunciations, creating accents to form characters’ identities, and forming an effective cadence of the audiobooks’ prose through their unique rhythm of speech (Saricks, 2015, p. 131).

References:

Katie, D. (2011). E-books and Readers' Advisory. Reference & User Services Quarterly, (4),

325. Retrieved from http://eds.b.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=cc48cb01-ceab-463b-a048-5487de401e17@sessionmgr103

Mediatore, K. (2003). Reading with Your Ears: Readers' Advisory and Audio Books. Reference

& User Services Quarterly, 42(4), 318-23. Retrieved from http://eds.a.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=3&sid=bba02510-4317-4971-87a8-309ce3f9c95e@sessionmgr102

Saricks, J. (2015). At leisure with Joyce Saricks: listening for the appeal of audiobooks. Booklist,

(19-20). 131. Retrieved from http://eds.a.ebscohost.com.proxy.ulib.uits.iu.edu/eds/pdfviewer/pdfviewer?vid=2&sid=a6e0abf2-0684-4d40-bcf6-2f91ea6555e2@sessionmgr4007

Vinjamuri, D. (2012, Dec. 11). The wrong war over ebooks: Publishers vs. libraries. Forbes.

         Retrieved from http://www.forbes.com/sites/davidvinjamuri/2012/12/11/the-wrong-war-over-ebooks-publishers-vs-libraries/ 

Week Eleven Fantasy Genre Annotation

The Book of Three

By Lloyd Alexander

Brief Summary:

Taran, an orphan and keeper of a white and magical pig, aspires to become a hero and to fight mighty battles in the land of Prydain; however, Taran is ordered to maintain his ordinary farm life at Caer Dallben from his master, Dallben. So, when Taran accidently stumbles away from the farm to find the runaway white pig, he seizes the chance to seek companionship with the legendary prince, Gwydion. When Gwydion is taken hostage at Spiral Castle, Taran soon meets new friends, such as the enchantress, Eilonwy, and the bard and former king, Fflewddur Fflam, that assume the new quest of warning Gwydion’s residence of Caer Dathyl of a threat from gathered forces in league with the evil kingdom of Annuvin.

Elements of the Fantasy Genre:

Pacing: The pacing in The Book of Three starts slowly in relation to displaying “elaborately developed locales and multiple characters”, such as the introduction of the location of Spiral Castle and the characters of Eilonwy and Fflewddur Fflam (Saricks, 2009, p. 273). However, the pacing in the novel speeds up “when the forces of good engage those of evil in battle” in respect to Taran’s friends fighting against some of the forces of Annuvin (Saricks, 2009, p. 274). Also, the pacing is greatly slowed with lengthy chapters of detail during the middle of the novel (Saricks, 2009, p. 274), and the book’s pacing becomes rapid near the end of the book with an increase in action from Taran and his friends encountering the gathered forces of evil (Saricks, 2009, p. 274).

Storyline: The storyline in The Book of Three involves a story about “the forces of good eventually conquering evil” (Saricks, 2009, p. 269). The storyline exhibits a hopeful outcome, despite the presence of grievous trials during the story (Saricks, 2009, p. 269). Also, The Book of Three consists of a single and continuous story (Saricks, 2009, p. 269). In addition, the storyline involves “a quest of some sort with a band of characters embarking on a dangerous mission and, after a series of adventures, succeeding in attaining their goal” (Saricks, 2009, p. 269). Additionally, the fate of the land of Prydain is at the center of the story (Saricks, 2009, p. 270), and Taran and his friends battle against the gathered forces of evil in a final confrontation (Saricks, 2009, p. 270).  

Characterization: In general, the characters in The Book of Three are stereotypically good or evil (Saricks, 2009, p. 272). However, there is at least one exception during the story to these established stereotypes, and the stereotypical characters are also “carefully and interestingly drawn” (Saricks, 2009, p. 272). In addition, there is a strong emphasis placed on Taran as the protagonist of the story (Saricks, 2009, p. 272); Taran is a complex character on a journey of discovering his own self-worth and potential through his quest of traveling to Caer Dathyl to warn the location of a future attack from the gathered forces of evil (Saricks, 2009, p. 272). Additionally, there are nonhuman characters with human characteristics in the book’s story (Saricks, 2009, p. 273).

Frame/Setting: The frame of the story contains magical elements, such as a magical pig or a magical sword (Saricks, 2009, p. 266). There are also creatures, such as dwarfs, that only exist in a magical world (Saricks, 2009, p. 266). In addition, the setting includes an emphasis on landscape and “elaborate, easily visualized settings” (Saricks, 2009, p. 267). Also, The Book of Three involves the application of an alternate medieval world in its setting (Saricks, 2009, p. 268).

Tone/Mood: In general, there is an optimistic tone that pervades throughout The Book of Three (Saricks, 2009, p. 270), since humor is prominently featured throughout the book (Saricks, 2009, p. 271). The humorous mood in The Book of Three assists in handling significant problems in an intelligent and light-hearted manner (Saricks, 2009, p. 272). However, there is also an elegiac tone in The Book of Three (Saricks, 2009, p. 270), since there are at least a couple of scenes where Taran believes that a certain character is dead.  

Style/Language: The language of The Book of Three varies from being somewhat elegant and stylized in its simple descriptions of locations to being more conversational and stereotypical in its dialogue (Saricks, 2009, p. 274). In addition, cadence in relation to the pronunciation of names and words is significant in the story (Saricks, 2009, p. 274), and the pronunciation is displayed in a list of names at the end of the novel (Saricks, 2009, p. 274). Additionally, the language is colorful, dramatic, atypical, and sparsely and efficiently utilized (Saricks, 2009, p. 274). In addition, there is a certain amount of the description of unusual names and social and political structures in the book’s story (Saricks, 2009, p. 274). Also, the novel contains an illustrated map of the story’s primary locations and brief pictures of characters or creatures at the beginning of each chapter (Saricks, 2009, p. 274).

Read A Likes:

The hobbit, or, there and back again by J. R. R. Tolkien. This novel has been influenced by Celtic mythology and legend (EBSCO Industries, Inc., 2018, n.p.). In addition, the book has been intelligently written and contains a completely developed setting (EBSCO Industries, Inc., 2018, n.p.). Also, the novel exhibits memorable characters that include “heroes on quests with friends” (EBSCO Industries, Inc., 2018, n.p.).

The ship of the dead by Rick Riordan. This book shares the same incorporation of the genre of fantasy fiction and the subject of quests with The Book of Three (EBSCO Industries, Inc., 2018, n.p.).

Talons of power by Tui Sutherland. The novel shares the same inclusion of the genre of fantasy fiction and the subject of good and evil with The Book of Three (EBSCO Industries, Inc., 2018, n.p.).

References:

EBSCO Industries, Inc.. (2018). Read-alikes for The book of three. Retrieved from

http://web.a.ebscohost.com/novp/detail?sid=8605e92e-e465-4450-8c5c-0cc40e774e1a%40sessionmgr4007&UI=UI+085175&vid=2

Saricks, J. G. (2009). The readers’ advisory guide to genre fiction (2nd ed.). Chicago, IL:

            American Library Association.

Week Nine Book Club Experience

Megan Kammeyer

Professor Erin Cataldi

LIS S524

9 Mar 2018

Book Club Experience at the Hessen Cassel Branch of the Allen County Public Library

            For this assignment, I observed the “Novel Ideas Book Club” event at the Hessen Cassel Branch of the Allen County Public Library on February 13, 2018. The event involved a discussion about The Nest, by Cynthia D’Aprix Sweeney. I did not have the desire or the time to read the book, although I did glance through reviews on the Goodreads website for The Nest. So, I mostly observed the conversation, spoke a small amount of comments, and asked a few questions in relation to the discussion or towards other aspects of the conversation.

            The leader of the book club was a librarian from the Hessen Cassel Branch, who was named Edith. There were also five other individuals besides Edith and myself at the meeting. These individuals were: Bob, Betty Yoder, Sue Kienzle, Sue, and Joan. These individuals were additionally over fifty years of age.

            Edith began the discussion by asking: “How did you like the book?”. Edith then allowed the attendees to respond first to the question. The leader also attempted to answer questions or comments from the group by giving out explanations. Specifically, Edith voiced an explanation to one of Joan’s arguments or discussions at one point during the book club event. The leader additionally tried answering questions for the group from her list of questions about The Nest at the end of the discussion. However, this action was after almost everyone had said their opinions and thoughts on the novel’s content, so the leader was being quite respectful. In addition, instead of primarily utilizing questions to generate discussion, Edith often used informal comments about certain aspects of the novel to create conversation among the group’s members.

            Overall, Edith’s involvement as a leader in the discussion of the book club was fairly limited and brief. She seemed to operate as a guiding force within the group, as opposed to an actual leader. So, without much involvement from the group’s leader, individuals within the group frequently took turns. However, while most of the group’s individuals were polite enough to take turns at times, some individuals tended to dominate the discussion and talked for longer periods of time. Also, the leader permitted the group’s attendees to respond first to any direct question that she offered to the group.

            The leader asked at least three open-ended questions. She asked the group certain questions, such as: “How did you like the book?”, “Anyone have anything else?”, and “Does anyone want to talk about the place, the setting?”. However, besides these specific questions, there were actually not many direct questions in the group’s conversation. The group’s leader attempted to check through any questions on her list that needed to be addressed at the end of the conversation, but she didn’t really ask the questions on the list to the group. Also, there were no questions that required a positive or negative answer, such as saying, “yes” or “no”.

            Most or all of the group’s members participated in the conversation, although Bob gave brief comments and talked the least. Generally, the group participated in the discussion by giving comments that were related to the subject of the event’s book. Specifically, Joan was quite talkative and delivered in-depth details of her experiences of the book to the group and related the novel to her own life. She discussed that the book’s content about family issues over the funding in a trust was plausible, since she had experienced or knew about a trust situation where family members were shafted. Also, Joan related to the book’s location on the East Coast, since she was from the East Coast of the United States. In addition, Betty believed that the book was true to real life, and she said that she had laughed at a section on chapter forty-two of the book. Also, there was at least a bit of discussion about the book’s theme about wealth.

            In terms of active participation, Joan was the most vocal and dominating of the group. Sue Kienzle and the other person named, “Sue”, also gave some lengthy content to the discussion. So, Joan and both of the individuals, who were named “Sue”, tended to swoop in and steal some of the spotlight from other members of the group. The other individuals of the group also based their discussions on comments and insights that Joan and the two individuals, who were named, “Sue”, had formed during the event.   

            The atmosphere of the discussion was very analytical. Also, the discussion was friendly, talkative, productive, and laidback. In general, the discussion did not focus on individuals debating the content of the book in an overly obsessive manner. The discussion occurred at the Hessen Cassel Branch of the Allen County Public Library; the discussion took place specifically at the large meeting room of the library, which was located near the library’s front entrance.

            There was a diverse amount of drinks provided for the event. The leader had a pitcher of hot water on a small table or cart. There were tea pouches in small containers or boxes in a medium-sized box next to the pitcher. The types of tea included: herbal tea, black tea, and a specific kind of Celestial Seasonings tea. A specific example of tea present at the meeting was mint tea. There were mugs supplied to hold the hot water with the tea pouches. In addition, the event also provided some snacks for the group. There was a box of donuts at the middle of the table, and there were plates and napkins provided for the donuts.

            The “Novel Ideas Book Club” typically discussed best sellers from previous years, or the group occasionally discussed the content of classic books. The book club did not discuss the books from the most recent best sellers, since it took time for the Allen County Public Library to receive copies of novels from the current year’s best seller list. The book club would meet once a month to discuss the best sellers from prior years. However, the book club has attempted to create a special event during the month of December for each year. During the month of December, each member of the group would bring and discuss a single title that the person has read earlier in the year. This event is called, “Reader’s Choice”.       

Special Topics Paper Summary

            I focused on the topic of the role of donated items in libraries in my paper. Specifically, I centered on discussing how donated items can play a pivotal role towards connecting with a public library’s local community by operating as a tool and a component of passive reader’s advisory. I began the paper with a relevant beginning paragraph with indirectly listed points in my thesis statement to help guide readers through the paper and to smoothly coordinate the individual components of the paper. I also finished with a relevant ending paragraph to reflect the beginning paragraph and the thesis statement in a pertinent manner.

            In relation to the role of donated items as a tool, I discussed four main elements and developed paragraphs around these elements for this first half of the role of donated items. The four elements related to the role of donated items as a tool were: augmenting the number of books in public libraries through the participation and charitable acts of wealthy celebrities and organizations, increasing the number of donated books by appealing to specific and meaningful causes, utilizing books for a public library’s collection or for personal use by the public, and further educating foreign countries through certain ideas or the use of materials and connecting these countries to the United States. I discussed these elements in the first half of the body of my paper.

            In the first half of the paper, I discussed the element of augmenting the number of books in public libraries through the participation and charitable acts of wealthy celebrities and organizations. I cited the charitable acts of Dolly Parton and the novelist Doris Lessing to prove my point about wealthy celebrities. Also, I cited the Friends of the Library organization and the Charles Taylor Foundation to support my point about the charitable acts of organizations.

            In addition, I addressed the aspect of increasing the number of donated books by appealing to specific and meaningful causes. I cited the example of local donations of books that were given to the Algiers Regional Branch in New Orleans to prove my point. Also, I discussed the element of utilizing books for a public library’s collection or for personal use by the public. When I was discussing this aspect, I cited examples and sources from library websites and documents to support my points. Also, I discussed the element of further educating foreign countries through certain ideas or the use of materials and connecting these countries to the United States by citing an example of an American Embassy’s impact of donating books to the Maun Public Library in Botswana, an instance of the First City Monument Bank donating books to the Bethesda Nursery and Primary School in Lagos, and an example of the United Kingdom creating an exchange program in Nairobi to donate books at a local library.

            Also, in relation to the role of donating items as a component of passive reader’s advisory, I discussed four main aspects and developed paragraphs around these elements for the second half of the role of donated items. The four elements associated with the role of donated items as a component of passive reader’s advisory were: transcending identification of genres, encouraging impoverished individuals to read and learn skills by allowing individuals to receive free books for personal use, focusing on the impact of the unique stories of donated items, and centering on the transformative elements associated with the escapism and leisure reading provided by donated items. I addressed these aspects in the second half of the body of my paper.

            In the second half of the paper, I addressed the aspect of transcending identification of genres by citing the course’s textbook. In addition, I discussed the element of encouraging impoverished individuals to read and learn skills by allowing individuals to receive free books for personal use. When I addressed this element, I did not cite any sources. Instead, I utilized logic and my own observations to create a reasonable argument to support my point.

            In addition, I discussed the aspect of focusing on the impact of the unique stories of donated items by citing relevant snippets of text from the course’s textbook. In addition, I addressed the element of centering on the transformative elements associated with the escapism and leisure reading provided by donated items by utilizing one of the course’s online readings.               

            Also, I cited at least fourteen sources to support all of the elements of the role of donated items in the main body of the paper. Specifically, I utilized sources from databases, library websites, the course’s textbook, one of the online readings from the course, and documents or webpages associated with library websites to prove the credibility of my paper’s points. In addition, the primary database that I utilized was Opposing Viewpoints in Context. I decided to use this database, since its sources can be easily accessed in relation to other databases that require more precise queries. I also preferred utilizing the database, since it often gathers information from a wide variety of newspapers, magazines, and other sources.

References Utilized in Paper:

Allen County Public Library. (2018a). Donate. Retrieved from

            http://www.acpl.lib.in.us/home/donate

Allen County Public Library. (n.d.b). srp-2016-reading-log-english.pdf [PDF file]. Retrieved

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