Abstract

The Children’s and Young Adult Literature Collection at Michigan State University is more than five years old and was born out of a need to support the teacher education curriculum. The collection focuses on award-winning books as well as those with a diverse aspect either in author, character, and/or subject. The collection was started in collaboration with faculty in the College of Education’s teacher education department and initially funded through a diversity grant. At the time the collection was built, it was decided that it would be classified in LCC call numbers as it is housed within a main academic library as a specialty sub-collection (rather than in a curriculum materials center or a dedicated education library). This collection is among the most widely circulated in the library and is robustly used by students in the program. The focus for these past few years has been on building the collection and maintaining the relationships that the collection supports. Over time, the collection has grown substantially and more space was allotted to accommodate it. Using LC classification made sense initially but as the collection expanded, it became somewhat unwieldy. After observing students using the collection, it was apparent that a reorganization of the collection would remove numerous pain points including obstacles to discovery. The timing was serendipitous; a new education librarian with teaching experience and expertise in children’s literature had just started and was eager to undertake such a project. This case study will explain all the steps of undertaking this project and include both public services and technical services perspective. Both are essential in considering such an undertaking. Early discussions of the project resulted in a decision to reclass titles from LCC to Dewey, and to abandon the somewhat arbitrary division of picture books and chapter books in favor of an array of shelving categories: fiction, nonfiction, poetry, and graphic novels, with age range designations of children’s, middle grade, and young adult. These decisions involved cataloger re-training, changes to labeling and shelving procedures, and space considerations. The authors will explain the rationales behind these decisions and methods used to implement them.

摘要

密歇根州立大学的儿童和青少年文学收藏已有五年多的历史，是出于支持教师教育课程的需要而诞生的。该系列侧重于屡获殊荣的书籍以及在作者、人物和/或主题方面具有不同方面的书籍。该系列是与教育学院教师教育系的教师合作开始的，最初是通过多元化赠款资助的。在建立该馆藏时，决定将其分类为 LCC 索书号，因为它作为专业子馆藏存放在主要学术图书馆中（而不是在课程资料中心或专门的教育图书馆中）。该馆藏是图书馆中流传最广的馆藏之一，并被该项目的学生广泛使用。过去几年的重点是建立收藏和维护收藏所支持的关系。随着时间的推移，该系列已大幅增长，并分配了更多空间来容纳它。最初使用 LC 分类是有意义的，但随着集合的扩展，它变得有些笨拙。在观察学生使用该馆藏后，很明显，对馆藏进行重组将消除许多痛点，包括发现障碍。时机是偶然的。一位具有儿童文学教学经验和专业知识的新教育图书馆员刚刚开始工作，并渴望开展这样的项目。本案例研究将解释开展该项目的所有步骤，包括公共服务和技术服务的观点。在考虑这样的承诺时，两者都是必不可少的。对该项目的早期讨论导致决定将书名从 LCC 重新分类为杜威，并放弃对图画书和章节书的随意划分，转而支持一系列搁置类别：小说、非小说、诗歌和图画小说，以及儿童、中年级和青年的年龄范围指定。这些决定涉及编目员的再培训、标签和上架程序的更改以及空间考虑。作者将解释这些决策背后的基本原理以及用于实施它们的方法。小说、非小说、诗歌和图画小说，具有儿童、中年级和青年的年龄范围。这些决定涉及编目员的再培训、标签和上架程序的更改以及空间考虑。作者将解释这些决策背后的基本原理以及用于实施它们的方法。小说、非小说、诗歌和图画小说，具有儿童、中年级和青年的年龄范围。这些决定涉及编目员的再培训、标签和上架程序的更改以及空间考虑。作者将解释这些决策背后的基本原理以及用于实施它们的方法。