... easier browsing of fiction |
Studies have shown that the majority of library patrons locate materials by browsing (Baker, 1986). Thus, it makes sense that library collections should be made optimally user-friendly for browsers. It is common that fiction collections account for a large percentage of modern collections. Yet, without genrefication, these massive collections are traditionally browsable only by author, and there is little argument about the Dewey system fails to provide adequate direction in this regard (Kaplan, 2013, p. 46). By shelving fiction collections using genres, users may have an easier time locating materials that interest them since similar materials are grouped together. Also, having the ability to focus on smaller sub-sections may reduce information overload and ease users' frustration levels (Baker, 1988, p. 366).
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... easier browsing of nonfiction |
Regarding nonfiction, Dewey works well in many instances, but there are still examples of how Dewey classifications may seem counterintuitive to current library users. For instance, “'Why are railroads under 383, but other transportation is in the 620s?' and 'Why is astronomy in 520, but space flight is in 629.4?' (Kaplan, Giffard, Still-Schiff, & Dolloff, 2013, p. 32)." When libraries have chosen to implement either an alternative to or adaptation of Dewey, the goal is to address these types of questions. By grouping items that users may more naturally associate, the nonfiction section may ideally become more amenable to browsing and connection-building.
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... empowerment of users |
Building upon facilitated browsing, perhaps the greatest benefit of genrefication is user empowerment. Libraries that have successfully implemented alternative classification systems consistently highlight increased user independence in locating materials as a key outcome. Secondary librarian Stephanie Sweeney (2013) explained: "Before [genrefication], many students did not know where to start looking for books they might like in the fiction section - the new subsections give them that starting point" (p. 45). She also highlighted an unexpected outcome of "what appears to be an increase in discussions among students when looking for independent reading books...students seem to be be making more specific recommendations to each other than in the past" (p. 45). This level of interaction suggests that library users are far from passive within the genrefied library setting, but are in fact empowered to form more active connections with both books and one another.
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... more time for quality reader's advisory and research instruction |
Since users are able to locate materials more independently, librarians may be freed up to spend more time providing in-depth assistance such as meaningful reader's advisory or instruction on using materials for research (Bateman, 2013). Buchter (2013) indicated that the time gained through user empowerment, and also from the fact that shelving takes less time, has meant that the "librarian can be devoted to activities that more directly benefit students, activities such as coteaching and collaboration with other school staff" (p. 54).
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... developmentally appropriate navigation for young children |
For both elementary school libraries and children's areas of public libraries, it is important to recognize that younger users may not even have an understanding of decimals until later elementary age. "According to Colorado Academic Standards, decimals are not taught until the second half of fourth grade," and thus students without this number sense may become easily frustrated by the Dewey system (Buchter, 2013, p. 49). In contrast, using subject and whole-word classification systems, such as WordThink or Metis, may help children develop an understanding of keyword identification, which transfers well to online searching of digital resources.
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... increased circulation |
With great consistency, librarians report increased circulation after genrefying their collections. For example, librarian Susan Gregerson shared: "In the first full year of implementation, our circulations rose from 2,599 to 4,996 books per year, representing a 92 percent increase...By the end of our fourth year with the genre system, annual circulation had increased to 12,117 books, representing a cumulative 366 percent increase from inception" (Hembree, 2013, p. 65). Some people may attribute the increase to improved signage and marketing efforts. Regardless, the results are overwhelming positive regarding generification and circulation rates.
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... increased and improved reading |
By inference, increased circulation should also correlate with an increase in reading. Returning to the example of Susan Gregerson, she reported that the implementation of genrefication not only aligned with an increase in circulation, but that "in the same year, third- and fourth-graders meeting the standard in our state’s reading test rose by 20 percent and 24 percent respectively" (Hembree, 2013, p. 65). While there may be a number of factors that could potentially contribute to the boost in reading test scores, the suggestion is that genrefication may be related to reading success. And, when thinking about reading success, contributing factors may not only be an increase in the quantity of reading, but also improvement in the quality of the reading experience. Anecdotes suggest improvements in attitudes about reading, which may represent the most important gain of all: "Conversations about books happened naturally as students mingled at genre sections...it’s amazing how the kids just come right in and walk to their favorite area" (Hembree, 2013, p. 65).
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... improved familiarity with collection |
Working on genrefication is labor-intensive and librarians report that the process requires them to handle every book one-at-a-time. While this may be tedious, it also affords the opportunity for librarians to get to know their collections much better than ever before, While sorting books, additional tasks may be accomplished concurrently such as weeding and building of acquisitions lists.
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... at-a-glance collection development |
Once a library collection has been genrefied, a tangible benefit is that librarians may quickly and easily identify collection development needs at a glance. If shelves are overcrowded, this may be evidence that a section needs to be weeded or that it is not circulating well. Conversely, when seeing literal gaps on shelves (e.g., Bremen Middle's Sports Books), librarians may recognize the need to purchase more materials because they are either circulating heavily or are lacking altogether.
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... an improved user experience |
At the heart of those who are implementing genrefication and other alternative classification systems is a desire to approach library service from a user-centered approach. The goal is to make navigating library collections more user-friendly, and this becomes just one component of improving the overall user experience. This is more than a discussion about Dewey and goes beyond books. This is, as Anythink suggests, about "revolution." Building upon Anythink's philosophy, it's about approaching every aspect of service with the mindset that "The more imaginative and collaborative we can be, the better we can serve our customers." And, the better that libraries can serve their customer users, the more valuable they will be to their shared communities.
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"Positive user experiences translate into repeat customers, and in our business that means lifelong readers and learners, the ultimate goal in what we do" (Miller, 2013, p. 26). |