Introduction

The library I am looking at is a main county library, part of a much larger library
system. The community is metropolitan and suburban with a fair amount of diversity. As
part of a countywide system, it is expected that there is a regular amount of materials
sharing between the various branches. The subject I am looking at is non-fiction graphic
novels, particularly for young adults from ages 12-15.
As I am specifically looking at non-fiction specimens, the value of the collection
is primarily meant to inform and educate, perhaps even persuade the reader on the subject
presented. However, it is hoped that through the format of being a graphic novel that
along with these other benefits the learning process may be more interesting and
entertaining, helping the reader to better enjoy the learning and to remember what they
have learned.
Intellectual Scope
First, some general terminology needs to be discussed. Graphic novels are a
format, not a genre. They are novel length books of sequential art with words (FletcherSpear et. al., 2005). It is the length that makes these books different from traditional
comics that kids by off the rack, though they are often collected into novel-length books
themselves. There is some debate whether such works are truly graphic novels, or
whether the initial length must be novel length.
One sub-genre of graphic novel that is becoming increasingly popular here in the
US is manga. These are graphic novels from Japan that have a very distinctive style. It is
also beginning to be used to refer to non-Japanese graphic novels done in the same style.
Manga is divided into two basic groups: shonen is manga primarily for boys and tends to

be action driven; shojou is manga primarily for girls and tends to focus more on
relationships. Within these two broad categories, there are even further subdivisions.
There are naturally exceptions to all these rules and works that defy categorization.
Often, popular manga are made into cartoon versions known as anime. (Manga, 2007)
Manhwa (Manhwa, 2007) are graphic novels from Korea. Manhua are graphic novels
from China (Manhua, 2007). Neither of these has made much of an impact here in the
U.S. yet. You never know.
Going back to American graphic novels and comics, they have generally catered
to boys and have focused on the superhero genre: Superman, Batman, Spiderman, Xmen, and more. However, thanks to the manga boom, which has been driven in great part
by the ladies, the major American publishers are beginning to take note and respond.
Further, just because the superhero genre has dominated in large part comics and graphic
novels in the U.S., that doesnt mean it is the only genre available.
In particular, in the last few decades non-fiction graphic novels have become
increasingly known, and for good reason. They often tackle serious subjects that are
difficult to handle in any medium or format. The advantage to using the graphic novel
format is that the visuals make things like the Holocaust or 9/11 more real than words can
alone.
While it is possible to divide non-fiction graphic novels by the traditional Dewey
decimal or Library of Congress systems, much of what is currently being published are
histories and biographies/autobiographies. So not only could graphic novels be used for
English/literature/foreign language classes, they also could be used in history/government

classes. While not so prominent, there are some non-fiction graphic novels that focus on
science or individuals who made important contributions to science.
Now we come to the question, why have a collection of graphic novels in general
and of non-fiction graphic novels in particular. First, not everyone learns well with just
words. Todays young adults especially are increasingly visual. Not surprising given the
internet, TV, movies, video games and more. Graphic novels are the perfect format to
cater to these individuals.
Graphic novels can be especially effective for reluctant readers or English
language learners or heritage language learners since the pictures help tell the story
giving effective clues to the words that are there (Cho et. al, 2005; Fletcher-Spear et. al.,
2005).
Certainly there are plenty of other books with pictures that could be and should be
considered for young adults. The problem with using some of these books, however, is
that picture books are thought to be for children. And no young adult wants to be
thought of as a child, no matter how much a book with pictures might help them in the
reading process. Graphic novels are popular and considered cool, even and especially by
teen standards. And since they are a format and not a genre, it is possible to find
something for everyone. This is truer for fiction, but it is increasingly becoming true for
non-fiction as well.
Collection Policy
This collection policy is the won approved by the Washoe County Library System
December 15, 2004. It can be found at: http://www.washoe.lib.nv.us/mod.php?

mod=userpage&menu=1510&page_id=13, and was accessed April 19, 2007. It is fairly

typical for this type of public library. These are the guidelines I will use for this project.
Introduction
The Board of Trustees of the Washoe County Library System has adopted the following
Collection Development Policy to guide librarians and to inform the public about the
principles upon which library collections are developed and maintained.
The library collection supports the mission of Washoe County Library System (WCLS).
"The Library is a cultural center, offering lifelong enrichment
opportunities through access to ideas, information and the arts."
The WCLS acquires and makes available materials that inform, educate, entertain and
enrich individuals within the County. Since no library can possibly acquire all print and
non-print materials, every library must employ a policy of selectivity in acquisitions. The
Library provides, within its financial limitations, a general collection of reliable materials
embracing broad areas of knowledge. Included are works of enduring value and timely
materials on current issues. Within the framework of these broad objectives, selection is
based on community demographics and evidence of areas of interest.
Other community resources and area library resources are taken into consideration when
developing collections. Through interlibrary loan, librarians may obtain materials from
other sources. Additional information may be obtained through electronic access and the
Internet. Information sources made available to the public through the Internet will be
selected using the same principles that are applied to books and other formats. New
formats will be considered for the collection when a significant portion of the community
population has the necessary technology to make use of the format.
Impartiality and judicious selection will be exercised in all materials acquisitions
practices. Allocation of the materials budget and the number of items purchased for each
area of the collection will be determined by indicators of use, the average cost per item
and objectives for development of the collection as expressed in the WCLS's Collection
Development Plan.
WCLS supports the individual's right to access ideas and information representing all
points of view. To this end, the library welcomes and solicits patron suggestions,
comments and ideas about the collection and its development. The Board of Trustees of
the Washoe County Library System has adopted the American Library Association's
Library Bill of Rights, The Freedom to Read Statement and Freedom to View Statement.
Library Roles
WCLS serves a community comprised of a wide range of ages, ethnic backgrounds,
educational levels and interests. To meet this diversity, the library must fill a number of
service roles for the community. After considering building and materials use, current and
past strengths, local demographic trends, citizen expectation as expressed in surveys,
other library resources in the area and current resources of the Library, the Washoe
County Library System chooses to emphasize the following service roles:

CURRENT TOPICS AND TITLES - The library helps to meet our public's need
for information about popular cultural and social trends as well as their desire for
satisfying recreational experiences.

LIFELONG LEARNING - The library helps address our public's desire for selfdirected personal growth and development opportunities.

GENERAL INFORMATION - The library helps to meet our public's need for
information and answers to questions on a broad array of topics related to work,
school and personal life.

COMMONS - The library provides an environment and space that helps our
public meet and interact with others and to participate in public discourse about
community issues.

COLLECTION DEVELOPMENT OBJECTIVES

Provide materials that meet the patrons' interest and needs in a timely manner.

Provide materials for preschool and grade school children to encourage and
promote continued use of the library.

Provide a broadly based and diverse collection that can support the roles of the
library as a popular materials center, a reference center and an independent
learning center.

Provide a variety of viewpoints on all subjects in its collections

Participate in cooperative collection development programs

Material Selection Plan

Responsibility for Selection
Ultimate responsibility for material selection rests with the Director who operates within
the framework of policies determined by the Board of Library Trustees.

The Collection Development Librarian oversees the selection process and

provides professional support for material selectors.

Managers oversee the selection of materials that meet the Material Selection Plan
and the Collection Development Plan. They are responsible for choosing,
replacing and deselecting materials that reflect community demand and library
service roles, while keeping the the collection in good condition.

The Internet Services Librarian oversees the information sources made available
to the public through the Internet.

Placement of Material

The placement of material within WCLS is determined by several factors. The library
uses Dewey Decimal Classification. This classification scheme divides material by
subject. Professional catalogers using Dewey Decimal Classification and Library of
Congress subject headings place materials ordered in the proper subject area and assign
them to Adult, Juvenile, Young Adult, Reference, etc. areas of the library. Reviews by
professionals in the field recommending age appropriateness of material aid librarians in
choosing and locating material.
Although the library facilities are divided into sections such as Juvenile, Reference,
Fiction, Nonfiction, etc. for the convenience of the public, patrons of any age may use all
parts of the library. The classification scheme, reviews by professionals and the librarians'
expertise contribute to the proper placement of material. It is the responsibility of the
parents, not the library staff, to monitor library use by children.
Various material formats other than print materials are purchased by WCLS. To offer ease
of use to our patrons, these formats are usually shelved in separate areas from print
materials. These collections may include audiobooks, videocassettes/DVDs, video and
computer games, multimedia kits, music CDs and cassettes, maps, vertical files, and
magazines and newspapers.
Methods for Selection
Selection is a discerning and interpretive process, involving a general knowledge of the
subject and recognition of the needs of the community. Material is judged on the basis of
the content and style of the work as a whole, not by selected portions or passages. The
library strives to collect and make available differing points of view. Among standard
criteria applied are: literary merit, enduring value, accuracy, authoritativeness, social
significance, importance of the subject matter to the collection, cost, scarcity of material
on the subject and availability elsewhere. Quality and suitability of the format are also
considered. Specific considerations for each area of the collection are noted in the
Collection Development Plan. At all times selectors should select material that will build
a well-rounded collection, which includes varying viewpoints and opinions that will meet
supplementary study needs.
Material Format
Material is purchased in the most appropriate format for library use.
Textbooks may be purchased in areas where there is little or no material in any other
format or where they add substantially to the collection. WCLS does not necessarily buy
the textbooks used by the local schools regarding it as the responsibility of the school,
community college or university library to provide copies of these course materials for
their students.
Non-book materials, such as audiocassettes, CDs, videos, DVDs, video games, CD-ROM
discs, microforms and electronic databases are selected and deselected according to the
same criteria as book materials, in line with library roles.
New formats will be considered for purchase as demand and use dictates. Some titles
may be purchased in several formats in order to serve the most patrons. Availability of
items in the format, the cost per item and the library's ability to acquire and handle the

items will also be factors in determining when a new format will be collected. Similar
considerations will influence the decision to delete a format from the library's collection.
Assessment of Collection
In order to maintain a collection of current, relevant library materials that meets the needs
of our diverse, changing constituents, WCLS engages in an ongoing process of continual
assessment. WCLS has established a set of criteria, the Collection Development Plan, to
determine when an item should be transferred from one location to another, or removed
from the collection entirely.
The collection needs continuous evaluation in order to be sure that the library is fulfilling
its mission to provide material in a timely manner to meet patrons' interests and needs.
Gifts of Library Materials
Gifts added to the collection must meet the same selection criteria as materials purchased
for the collection. If gifts do not meet this criteria, they may be conveyed to the Friends
of Washoe County Library, sold or otherwise disposed of.
WCLS accepts unrestricted, irrevocable gifts of books and other library materials. Gifts
are accepted with the understanding that they will be considered for addition to the
collection in accordance with the Material Selection Plan (see above). The library
reserves the right to sell or otherwise dispose of gifts and donated materials through
branch book sales, the Friends of the Library book sales and stores, Read and Exchange
services, recycling or disposal services.
WCLS will not assign a value to donated gift materials. However, the library will make
available to patrons a receipt for X number of books, boxes of books, books-on-tapes,
etc., which can be used for tax purposes.
Monetary Donations
Gifts of money are always welcome and appreciated. Specific recommendations from the
donor are honored as far as the suggestions enhance subject areas of need within the
collection ad are in accordance with the Material Selection Plan.
Special Collections
WCLS will not establish a "Rare Book Room," however the library may maintain special
collections. A special collection is defined as a collection of materials that focuses on one
topic to provide more in-depth coverage of that topic than may otherwise be found in the
general public library collection. In general special collections will be limited to topics
that fulfill a specific community need or library role. Priority will be given to maintaining
those special collections that the library has a contractual or special commitment to
maintain. Individual branches may collect materials in subject areas of interest to their
local constituents and will be development to the extent that space and budget allow.
Reconsideration of Library Material
A singular obligation of the public library is to reflect within its collection differing
points of view. WCLS does not endorse particular beliefs or views, nor does the selection
of an item express or imply endorsements of the viewpoint of the author. Library material
will not be marked or identified to show approval or disapproval of the contents, nor will
items be sequestered, except for the purpose of protecting them from theft or damage.

Comments from members of the community about the collection or individual items in
the collection frequently provide librarians with useful information about interest or
needs that may not be adequately met by the collection. The library welcomes expression
of opinion by patrons, but will be governed by the Collection Development Policy in
making additions to or deleting items from the collection.
Patrons who request the reconsideration of library material will be asked to put their
requests in writing by completing and signing a form, appended to this policy, entitled
"Request for Reconsideration of Library Material."
Upon receipt of a formal written request, the Director will ask for background
information from the library staff as to criteria used in ordering the material in question,
its place in the collection and reasons for having the material in the collection. Outside
consultants may be asked for additional information as is pertinent to the subject in
question.
The Director will, at the earliest possible date, study the information provided by the
library staff and respond, in writing, to the person who initiated the request for
reconsideration. The Director will keep the Board of Library Trustees informed of all
requests for reconsideration of library material and disposition of their requests.
In the event that the person(s) who initiated the request is not satisfied with the decision
of the Director, he/she may request a meeting before the Board of Library Trustees by
making a written request to the Chair of the Board. Upon receipt of the request, the Board
may make the request an agenda item and the person(s) will be notified of the time and
place of the Board meeting. The Board of Library Trustees reserves the right to limit the
length of presentation and number of speakers at the meeting.
After hearing from the person(s) making the reconsideration request, the Board will
determine whether the request for reconsideration has been handled in accordance with
stated policies and procedures of WCLS, will review the background information
provided by the library staff, will review the position of the patron and will also review
the decision of the Director. Based on the information presented, the Board may vote to
uphold or override the decision of the Director.
The Collection
(2006) Barefoot Gen The Movies (1&2). ASIN: B000FFJ8W6, Geneon [Pioneer], format
DVD NTSC region 1, languages Japanese & English.

The anime based on the manga of the same name, for those who would rather watch than
read.
(2006) Hooked on Comix, Vol. 1. ASIN: B000FJRWF2, studio CustomFlix, format DVD
NTSC all regions.

This has bios on prominent artists and writers in the industry. The perfect format for those
who learn visually.
(2006) Hooked on Comix, Vol. 2. ASIN: B000FJOZKW, studio CustomFlix, format
DVD NTSC all regions.
More of the same above.

(2006) The Charlie Rose Show: Stanley Crouch with Brent Scowcroft, William Webster,
Abe Rosenthal, & Nadine Strossen; Art Spiegelman; James Carter (July 30,
1996). ASIN: B000IU36K8, studio Charlie Rose, format DVD NTSC all regions.
Among other things, it has an interview with Art Spiegelman, best known for his work on
Maus: A Survivors tale.
Anderson, Ho Che. (2005) King (The Complete Edition). ISBN-10: 1560976225, ISBN13: 978-1560976226, publisher Fantagraphics Books, format paperback.
The Comics Journal, 10 issues a year, format journal.
The journal to find out what is being published outside the mainstream. It features
reviews, author interviews, and more.
Delisle, Guy. (2005) Pyongyang: A Journey in North Korea. ISBN-10: 1896597890,
ISBN-13: 978-1896597898, publisher Drawn & Quarterly, format hardcover.
The perfect graphic supplement to those who are studying North Korea.
Delisle, Guy. (2006) Shenzhen: A Travelogue from China. ISBN-10: 0224079913, ISBN13: 978-0224079914, publisher Jonathan Cape, format hardcover.
The same but for China.
Gertler, Nat & Lieber, Steve. (2004) The Complete Idiots Guide to Creating a Graphic
Novel. ISBN-10: 1592572332, ISBN-13: 978-1592572335, publisher Alpha,
format paperback.
The perfect reference for those interested in making their own graphic novel.
Gonick, Larry. (2006) Cartoon History of the Modern World Vol. 1: From Columbus to
the U.S. Constitution. ISBN-10: 0060760044, ISBN-13: 978-0060760045,
publisher Collins, format paperback.
The fun way to learn about notable events in modern history.

Gonick, Larry & Criddle, Craig. (2005) The Cartoon Guide to Chemistry. ISBN-10:
0060936770, ISBN-13: 978-0060936778, publisher Collins, format paperback.
A great supplement for those interested in Chemistry.
Jacobson, Sid & Colon, Ernie. (2006) The 9/11 Report: A Graphic Adaptation. ISBN-10:
0809057387, ISBN-13: 978-0809057382, publisher Hill & Wang, format
hardcover.
For interested parties who cant make it through or understand the original report.
Katin, Miriam. (2006) We are on Our Own. ISBN-10: 1896597203, ISBN-13: 9781896597201, publisher Drawn and Quarterly, format hardcover.
Find out about what the Holocaust was like for those who survived.
Kubert, Joe. (1998) Fax from Sarajevo: A Story of Survival. ISBN-10: 1569713464,
ISBN-13: 978-1569713464, publisher Dark Horse, format paperback.
A collection of pictures and letters from children in Sarajevo. War is no joke.
Laird Jr., Roland Owen & Laird, Taneshia Nash. (1997) Still I Rise: A Cartoon History of
African Americans. ISBN-10: 039331751X, ISBN-13: 978-0393317510,
publisher W. W. Norton & Co., format paperback.
An alternate perspective on history.
Library Journal, year subscription, paper & online versions, format journal.
Tons of reviews, including for graphic novels.
Llywelyn, Morgan & Scott, Michael. (1995) Ireland: A Graphic History. ISBN-10:
1852306270, ISBN-13: 978-1852306274, Element Books Ltd., format paperback.
The fun way to learn about the Emerald Island.
McCloud, Scott. (1994 reprint) Understanding Comics: The Invisible Art. ISBN-10:
006097625X, ISBN-13: 978-0060976255, publisher Harper Paperbacks, format
paperback.
The book to read for those wondering, why comics/graphic novels?
Nakazawa, Keiji, Spiegelman, Art, & Project Gen. (2004) Barefoot Gen Volume 1: A
Cartoon Story of Hiroshima. ISBN-10: 0867196025, ISBN-13: 978-0867196023,
publisher Last Gap, format paperback.

Nakazawa, Keiji, Spiegelman, Art, & Project Gen. (2004) Barefoot Gen Volume 2: The
Day After. ISBN-10: 086719619X, ISBN-13: 978-0867196191, publisher Last
Gap, format paperback.
Nakazawa, Keiji, Spiegelman, Art, & Project Gen. (2005) Barefoot Gen Volume 3: Life
After the Bomb. ISBN-10: 0867195940, ISBN-13: 978-0867195941, publisher
Last Gap, format paperback.
Nakazawa, Keiji, & Project Gen. (2005) Barefoot Gen Volume 4: Out of the Ashes.
ISBN-10: 0867195959, ISBN-13: 978-0867195958, publisher Last Gap, format
paperback.
Ottaviani, Jim, Barr, Donna, Fleener, Mary, & Fradon, Ramona. (2003) Dignifying
Science: Stories About Women Scientists. ISBN-10: 0966010647, ISBN-13: 9780966010640, publisher G. T. Labs, format paperback.
Pawuk, Michael. (2006) Graphic Novels: A guide to Comic Books, Manga, and More.
ISBN-10: 159158132X , ISBN-13: 978-1591581321, publisher Libraries
Unlimited, format hardcover.
Pekar, Harvey, Brabner, Joyce, & Stack, Frank. (1994) Our Cancer Year. ISBN-10:
1568580118, ISBN-13: 978-1568580111, publisher Four Walls Eight Windows,
format paperback.
A true story of fighting cancer.
Sacco, Joe & Hitchins, Christopher. (2002) Safe area Gorazde: The War in Eastern
Bosnia 1992-1995. ISBN-10: 1560974702, ISBN-13: 978-1560974703, publisher
Fantagraphic Books, format paperback.
A reporters first hand account of the war.
Sacco, Joe & Said, Edward. (2002) Palestine. ISBN-10: 156097432X, ISBN-13: 9781560974321, published by Fantagraphic Books, format paperback.
A reporters first hand account of the area and the issues.
Satrapi, Marjane. (2003) Persepolis: The Story of a Childhood. ISBN-10: 0375422307,
ISBN-13: 978-0375422300, publisher Pantheon, format hardcover.
Alex Awards winner. A true account of what it is like to live in Iran.
Satrapi, Marjane. (2005 reprint) Persepolis 2: The Story of a Return. ISBN-10:
0375714669, ISBN-13: 978-0375714665, publisher Pantheon, format paperback.
A continuation of the story.

School Library Journal year subscription, format journal.

Tons of reviews, including for graphic novels.
Siegel, Siena Cherson & Siegel, Mark. (2006) To Dance: A Ballerinas Graphic Novel.
ISBN-10: 0689867476, ISBN-13: 978-0689867477, publisher Atheneum/Richard
Jackson Books, format hardcover.
A practical look at what it takes to become a ballerina.
Spiegelman, Art. (1993) Maus: A Survivors Tale: My Father Bleeds History/Here my
Troubles Began. ISBN-10: 0679748407, ISBN-13: 978-0679748403, publisher
Pantheon, format paperback dual set.
Pulitzer Prize winner. A stunning true story of the Holocaust.
Various Artists. (2002) 9-11: Artists Respond. Vol. 1. ISBN-10: 1563898810, ISBN-13:
978-1563898815, publisher Dark Horse, format paperback.
What the artist community think of 9-11.
Various Artists. (2002) 9-11: Stories to Remember. Vol. 2. ISBN-10: 1563898780, ISBN13: 978-1563898785, publisher DC Comics, format paperback.
The stories of heroes from this fateful day.
Weiner, Stephen & DeCandido, Keith R. A. (2001) The 101 Best Graphic Novels. ISBN10: 1561632848, ISBN-13: 978-1561632848, publisher Nantier Beall
Minoustchine Publishing, format paperback.
With so many to choose from, this is a great place to start. Complete with reviews.
Winick, Judd. (2000) Pedro & Me: Friendship, Loss, & What I Learned. ISBN-10:
0805064036, ISBN-13: 978-0805064032, publisher Henry Holt & Co., format
paperback.
The true story of how AIDS and friendship transformed a life.
Sources for Selection
The good news for graphic novels, even non-fiction ones, is that there are plenty
of reviews available, both online, and from journals such as School Library Journal and

Library Journal. There are even reviews on Amazon, which has short blurbs both from
publishers and purchasers about an item.
It is interesting that the best starting place I found was from a free search on the
internet, which got me several lists, primarily from libraries, suggesting various nonfiction graphic novels. These included a section on sequential art from Berkeley Public
Library, http://berkeleypubliclibrary.org/teen/graphic.html, Tulsa City-County Library
had suggested graphic novels, a fair number of which were non-fiction at
http://www.tulsalibrary.org/booksandreading/fiction/graphicnovels.htm, and No Flying,
No Tights has non-fiction lists as well at: http://www.noflyingnotights.com/realdeal.html
at the main site and http://www.noflyingnotights.com/lair/real.html for older teens.
One source that I wish had been available is Graphic Novels: A Genre Guide to
Comics, Manga, and More. It only came out at the end of last year, and not all librarians
are convinced of the value of graphic novels, so it is not too surprising that neither Pima
County Public Library or the University of Arizona Main Library have copies yet. This
book is a part of the genreflecting series for librarian, which is very useful. It divides the
book into sub-genres, has reviews and lists of works by author, award winning lists, and
discussions of the value and character of each sub-section. In the case of this particular
reference, I know at least that there is a section devoted specifically to non-fiction in
graphic novels. While it would not have information on the newest publications in this
format, this would be an excellent resource to look at to build any part of a graphic novel
collection. This is why I specifically included this item for purchase for the collection.

General Themes
The items in this collection only scratch the surface of non-fiction graphic novels.
aiThere are many subjects that have not been included, and more information particularly
about the authors would be appreciated. Additions to the collection will be evaluated
according to the maintenance plans below. Hopefully, the maintenance plan will allow the
young adult librarian over collection development to keep up with new publications that
should be considered for the library.
Another issue is the fact that because graphic novels are visual, there is very little
available in formats as examples of graphic novels besides book format, but this is in the
nature of the collection. The exception, of course, is any manga has a good chance of
having an accompanying anime. Some even have drama CDs, though since these are in
Japanese it is doubtful how much use they would be to the collection. More variety may
be possible in items about graphic novels. It would be good to look for interviews on CD
or DVD. If there is a local artist, perhaps a handful of original drawings from their works
would be something to consider.
Graphic novels have a reputation for featuring sex and violence. While this is
certainly an overgeneralization, it is a reputation that is not entirely unwarranted. Many of
the items in this collection deal with subjects such as the Holocaust or 9/11 that are by
their very nature violent, and it would dishonor the memory of those lost to cheapen what
happened to them. Because of this, however, it is also expected that concerned parents
may be worried about their children reading about such intense subjects and viewing
potentially graphic images. We will remind all parents that they have the right to monitor
what their children read, but we do not have the right to refuse access to minors. For any

who wish to issue a complaint, there is a process in place that will allow the item in
question to be reevaluated.
These concerns also mean that thought needs to be given to where non-fiction
graphic novels should be placed. In general, they should probably be placed with other
non-fiction items, though an argument could be made that they should be placed in the
general graphic novel area of the teen section of the library. In either case, the library will
avoid putting graphic novels of any kind in the childrens section unless there is a
compelling reason to do so. Users will expect most of these items to be with other nonfiction items of similar subject or to be in the teen section of the library.
Maintenance Plans
Actual evaluation of the collection as a whole would take place yearly, probably
during the summer. Every item in this collection will be evaluated on several levels: is the
item physically still up to being circulated? Does the item still fit the goals of the
collection? How much has the item in question been circulating? This is primarily when
lost or damaged items would be replaced, assuming of course that they still fit the needs
of the collection and have been circulating well enough to justify replacement (which if
they are lost or damaged, they probably have been circulating well). If items have been
circulating particularly well, and are never in the library, it may be time to consider
buying a second copy. This is also the ideal time to reevaluate whether the item is where
it belongs, or whether it should be moved to a new location. This will also naturally be
done when collections are moved around the library building or renovations are done, in
which case this yearly evaluation may have already been done ant therefore may not be
necessary.

This is also the time to get rid of ruined copies and items that no longer fit the
collection or have not been circulating. Finally, older items that the library does not yet
have will also be considered at this point in light of the collections goals, especially if a
library user suggests the item be purchased by the library. There will be an easy process
available where library users can make such suggestions, which will then be evaluated in
terms of content and format. These suggestions will be evaluated monthly as well to help
ensure timely response to our users requests.
Also monthly, the young adult librarian over collection management will evaluate
reviews of various kinds to keep in touch with new works being published in the field of
interest. Those that fit the collections criteria may be purchased from the young adult
services limited continuing funds to help ensure timely availability of new products for
the library users.

Bibliography
Cho, G., Choi, H., & Krashen, S. (2005, March/April). Hooked on comic book reading:
How comic books made an impossible situation less difficult. Knowledge Quest,
33(4), 32-34.
Fletcher-Spear, K., Benson-Benjamin, M, & Copeland, T. (2005, Winter). The truth
about graphic novels: a format, not a genre. Alan Review, 31(2) pp. unknown.

Manga from Wikipedia, last modified 4/24/2007. Found at

http://en.wikipedia.org/wiki/Manga on 4/26/2007.
Manhua from Wikipedia, last modified 4/15/2007. Found at
http://en.wikipedia.org/wiki/Manhua on 4/26/2007.
Manhwa from Wikipedia, last modified 4/21/2007. Found at
http://en.wikipedia.org/wiki/Manhwa on 4/26/2007.