Introducing Students to Dystopian Literature Through Library Displays Mary Lambert LIS 640 Final Project Dr. Archer-Capuzzo Introduction For years, the number of young adults interested in reading has fluctuated. According to a study completed by the Kaiser Family Foundation, The average time spent reading books for pleasure in a typical day rose from 21 minutes in 1999 to 23 minutes in 2004, and finally to 25 minutes in 2010 (Withers and Ross). Much of this is a direct result of the marketing of young adult fiction to teens in a way that grabs their attention. Because of recent blockbusters, like The Hunger Games and The Maze Runner, dystopian literature is becoming a genre that is on the rise and could possibly lead to an increase in the number of young adult readers. To make this a reality, it will require the assistance of libraries and librarians. However, it will not be an easy task. As professionals who essentially specialize in knowledge and literature, how can librarians market reading dystopian literature to teenagers in a way that will keep them interested and coming back for more? How can librarians decrease the number of obstacles that a student might face when conducting a catalog search for this specific type of literature? Checking Out Displays in Libraries To find out how current libraries are addressing this problem, I visited a local public library, a high school library, and several book stores to observe displays they had and question the staff member(s) involved in the presentations. I also took brief notes on the number of patrons who visited the displays within a specific amount of time Observation Results 0 The display at the local library was poorly constructed and not aesthetically pleasing. Very few patrons took notice. 0 The displays at the school library were considerably nicer. Although students who frequent the library regularly took time to browse the books displayed, the majority of the students using the library for a social area did not seem to notice. 0 The displays at the bookstores ranged from terrible to amazing. As one might expect, the displays that were created to push new novels were very detailed, creative, and flashy. Many shoppers were quickly attracted to these presentations and spent several minutes browsing. Conducting Some Searches Next I investigated the size of the dystopian literature collections at the Mount Airy Public Library, the North Surry High School library, and the UNCG library. I also analyzed the complexity of searching for works in this genre. The results were quite shocking. Although it was no surprise that UNCG would have a more diverse collection, it was surprising to learn that many subject search terms related to dystopian literature produced few results. It was also disheartening to discover that many of the results were not dystopian novels. Perhaps the most unsettling realization was that the average teenager would have difficulty finding a dystopian novel by completing a basic search. It is very likely that these obstacles would deter someone from continuing a search and, as a result, prevent a reader from enjoying this genre of literature. Knowing this, I decided it would be vital to include a list of dystopian novels in my display to assist students who might conduct searches in the future. Getting to Know My Audience To better understand the needs, interests, and reading habits of young adults, I created a reading interest survey and placed copies at the local public library and at a local public high schools media center. These forms were to be completed anonymously and voluntarily. Upon completion, the questionnaires were to be submitted to the librarian on duty. I also included a bowl of candy hoping to pique the interests of the patrons and motivate them to complete the survey. Reading Interest Survey Pg. 1 Reading Interest Survey Pg. 2 Results of the Survey 26 young adults completed the survey, which I counted as a success. I learned a lot about the interests and reading habits of students by analyzing the results. 0 Q1: Rate the following booksthe results varied; however, the majority marked no opinion for dystopian literature. I believe this due to a lack of familiarity with the term or the genre. 0 Q2: What do you read the mostInstructions/manuals ranked the lowest among survey takers. Books and comic books tied as read most often. 0 Q3: Where books are acquired most oftenthe majority reported they typically borrow books from the school or public library. However, only 2 of 26 stated they purchased them online. Survey Results Continued 0 Q4: How to select a book I look at the cover and I read the description on the back were the most chosen responses. Very few gave any weight to I only read what Im required to read at school, which is a clear indicator that the majority of the survey takers were somewhat avid readers. 0 Q5: Rate the following activities The results for this question, much like Q1, varied. Although reading ranked high on the list of favorites, it could not beat watching TV, playing video games, or texting. Shopping and camping earned the least votes. Survey Results Continued 0 Q6: The final query was extremely insightful. Only 5 of 26 students favored the OPAC. 9 preferred asking the librarian and 12 selected browsing shelves as superior. This leaves me wondering if they avoid the OPAC because it is too complex, if they are simply intimidated by it, or if they arent aware of its helpfulness. Of course, its also possible that they prefer to browse the shelves because they arent searching for a specific title and are hoping to find something that stimulates their interests. The Plan After completing research on the effectiveness of catalog searches and the basic interests of students, I planned to create an exciting display about dystopian literature at North Surry High School. 0 The display would be ready by 9 A.M. on Tuesday, November 25 th. 0 2 former co-workers (English teachers) would bring their classes to the media center to view the display and discuss this genre. All teachers were welcome to do the same if interested. 0 The display would remain until December 5 th. I would then return to dismantle it. The Problems 0 Setting a date was difficult as the library is frequently used by classes. During class sessions, very little area is not being utilized, which makes it difficult to secure an area for a display. Additionally, I wanted to avoid creating a distraction for the teachers and their students. 0 Unfortunately, tragedy struck North Surry High School on Monday, November 24 th when 4 students were involved in a fatal wreck on Highway 52. As a result, the media coordinator and I decided that it might be best to postpone my display and instruction, especially since it would relate to an often dark topic, while the school was in mourning. The Best Solution Because the project still needed to be completed, I decided to improvise and create a display using my own supplies. Once the exhibition was finished, I sent a picture of the finished product, a copy of the information handout, and basic instructions for creating the display to the media coordinator at North Surry High School. I also asked her to consider allowing me to attempt the display in the Spring if at all possible. The Display A Little Bit About the Display The display is decorated with flames to represent the chaos, destruction, and death that typically dominates this genre of literature. I used black as the background to help the flames stand out. On display are 11 dystopian novels. A laptop is located at the center of the table that plays clips from The Hunger Games. It also provides a slide show of pictures relating to the novels. The display also includes free handouts listing Dystopian novels and websites for additional information about this genre. And One Last Thing On the front, surrounding Dystopian Fiction, are dynamic quotes from each of the novels. I tried to pick quotes that were audience-friendly but were also interesting enough to pique their curiosity. The Handout In hopes of increasing the likelihood of finding similar books when searching the catalogs in the future, the display also included printed copies of lists of dystopian novels for patrons to take with them. This handout also included a list of websites that provide additional information about the genre. Reflection & Conclusion Although the process did not go exactly as planned, this project has been extremely insightful. Examining the results of the student interest surveys and the basic catalog searches helped me understand not only the passions of todays youth, but also the obstacles they face when searching for works of literature. The research itself was invaluable. I originally proposed to create a display that gets young adults excited about reading and helps answer how librarians can market reading dystopian literature to teenagers in a way that keeps them interested and coming back for more. Although I didnt get to put my display to the test, I feel confident that it would have been successful. Bibliography 0 Bryant, Ann. Interview by Mary Lambert. 8 Oct Loye, Kim. Interview by Mary Lambert. 10 Oct Rippel, Chris. "What Libraries Can Learn from Bookstores." Web Junction. OCLC, 21 Mar Web. 9 Oct "Selling Your Library--Creative Displays." Northern Lights Library System. Econolution, 26 Feb Web. 9 Oct Withers, Hannah, and Lauren Ross. "Young People Are Reading More than You." Timothy McSweeney's Internet Tendency. McSweeney's, 8 Feb Web. 8 Oct