Collection Development: Graphic Novels

An interesting question was posted to the EBSS List Serv this afternoon concerning graphic novels and collection development policy. Is anyone including graphic novels in their juvenile or regular circulating collection? If so, what type of policy is being used to select and incorporate this genre into academic collections? I am curious as to how others are handling graphic novels in their collections.

I started including graphic novels after asking the professors teaching children and young adult literature at AU. The young adult class is required to read graphic novels, so I have a ready audience. One issue I have encountered is the placement of the books when cataloged. Some of them are in the juvenile collection. Others, because of graphic nature of the illustrations, content, or language, have been added to the regular circulating collection. Making that determination has not been simple. We spend time perusing each purchase individually to make sure location in the library is appropriate (adhering to development policy). With that in mind, our cataloger has added 'graphic novels' as a subject heading to each book, making it easier for students to locate within the catalog.

Note: Special thanks to Andrea Williams, Curriculum Materials Librarian at Midwestern State University for posting her inquiry on the EBSS List.

"Best sites for information literacy tools"

The December 2005 issue of Teacher Librarian has an interesting article by Joanne Troutner in the Web Wonders section. Detailed are several web sites to be used as information literacy tools, evaluating information. What is so great about these sites? They are "bogus web sites to use for practice activities." Click on the post title to view the article

Note: The link is an OhioLINK proxy persistent link. You will be directed to login before viewing.

Electronic Textbooks in the CMC

If you have electronic (CD/online) textbooks for K-12 in your collection, please share your experiences. How did you acquire them or access to them? How do you circulate them or monitor access? How do faculty and students use them? Are local schools using them? How have patrons responded to these resources?