Creating+a+Selection+Policy


 * Introduction || Creating a Selection Policy || Selection Criteria || Selection Tools || Censorship & Challenges || Questions || Other Considerations || References ||

With graphic novel collections being relatively new to many libraries, selection policy and tools for these items are also relatively new. Graphic novels encompass a range of fiction and non-fiction genres and are a unique medium for conveying information. It may be necessary to decide if items will be selected following general criteria (fiction for example) or if they need to be selected according to more medium-specific criteria (artwork/illustration quality, for example). There are varying philosophies on this issue and there is no hard and fast rule. Some libraries include graphic novels in the category of fiction, some determine selection by age groups, and some specify distinct criteria for their selection. Regardless of the method Goldsmith recommends that "a library's collection development policy should identify the purpose and criteria for including graphic novels just as such policies address the inclusion of any other medium" (2005, p.41).
 * Selection Policies and Graphic Novels**

It is important to select a balance of formats, replace older works, select new materials, and ultimately connect readers with the selections (Goldsmith, 2005). Dependent on a school's or library's particular hierarchy, the ultimate decisions may rest with the school administration, the head librarian, or an individual specifically designated to select materials. Selection is a professional responsibility (Freeman, 2006; Goldsmith, 2005) and can be performed by a variety of individuals and these persons are often identified in policies. General selections need to be based on professional considerations, not political, moral or religious views, and should include human rights and values, a variety of cultures, support the curriculum and provide for patrons' personal growth (Trafalgar Castle School, 2002).

A recent meeting with eleven teacher-librarians in Kuala Lumpur, Malaysia, revealed that all of them selected graphic novels according to the general criteria for fiction. Not one of their libraries had a specific policy or criteria for selecting graphic novels, but did include graphic novels as materials that would be selected for the collection. It is important to be clear about the use and value of graphic novels in our collections, just as we would for other materials (Goldsmith, 2005). The value of graphic novels may include:
 * supporting curricula
 * creating high-interest
 * aiding reluctant readers
 * aiding visual learners
 * generally interesting to students

Goldsmith (2005) offers some basic questions to consider when developing a selection policy for graphic novels:
 * "For which members of my library's community will we be collecting graphic novels? Children? Adults? Teens? English-language learners? Adult literacy students? Users of the special visual arts collection? Several of those diverse groups or another group altogether?"
 * "What does my budget allow? Do I have seed money to purchase a sizable start-up collection? Will ongoing funds be available for additions to the collection? Is a reliable source of money available to replace lost and damaged materials?"
 * "Does my library's collection development policy already address issues related to graphic novels, or does it need to be reworked to accommodate that particular format?" (p. 28)
 * Does my collection development policy need to be broad enough to allow for purchase of new formats, or does it need to specify selection criteria by category?

By determining the value of graphic novels in relation to the users and in relation to the collection as a whole, criteria for selecting items that meet those requirements can be established, written into policy and followed.