Improving Graphic Novel Collections in schools

In the latest issue of INCITE magazine by ALIA (Australian Library and Information Association), I read a case study on Barker College Library’s efforts to expand and update its graphic novel and manga collections. In 2024, the library undertook a review to ensure those collections align with student interests and to encourage diverse reading experiences. The process involved forming a committee, gathering data and consulting students. 

As a result, they made informed decisions to refresh displays, shorten loan periods (two weeks to one week) and introduce new, age-appropriate titles.  

One of the changes implemented by Barker College has been reducing the loan period from two weeks to one week. At my school, graphic novels are loaned for two weeks, and to encourage greater engagement with graphic novels, I should consider whether a shorter loan period would work for them.

Selecting age-appropriate manga is a challenge that confronts school libraries. While manga titles have a rating system, some of the themes may not be consistent with the rating, so it does need to be scrutinised. It also needs to align with the values and ethos of the school, whether it is a public or private school. 

Wide Reading - Reading boxes

This week, I made a decision to apply a strategy that worked effectively several years ago when running secondary school wid reading sessions.

While it is great to see libraries with shelves full of books, some students might find their choices to be overwhelming. This is normal behaviour for humans as sometimes making a choice between many options can be difficult.

Sometimes it needs to be narrowed down, especially if kids are reluctant readers or require direction.

Yesterday, I had a small group of students from a Year 9 English class drop in for a wide reading session. Their teacher indicated that they can only read at a stage 2 level. I am already aware that options are limited for recommending books at that level and currently ordering more items suited to those students.

But I managed to load up a small cubed trolley with a selection of books - many with illustrations, humour or short stories. I even threw in graphic novels.

I placed the books on the table and students were allowed to choose books from the table to read. A few elected to browse the shelves to broaden their choices.

I was impressed with the response to graphic novels with three students (out of nine) electing to give a graphic novel a try. Their teacher was impressed with the choice of manga that requires them to read from back to front.