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Thanks so much for all the advice. Much of it echoed what I was thinking, but is is great to have the collective wisdom of this group supporting my thoughts. Thanks again. ************************************************************************ I was in a similar position in my last job. The first year I weeded very little so I could get a feel for what was used even though I knew what the circulation figures showed. If any "old" titles are on the required reading list, try replacing them with attractive paperbacks. Even when books are required I found students would choose the editions that LOOKED shorter, lol, or that had more interesting covers, even though the text inside was exactly the same. Also you should discuss with the English teachers and let them know what you are thinking of discarding; do they have problems with that or are there any authors/books they would like to see added? If they want you to hold on to certain authors/titles I would also slowly order new paperback editions. I did not get too far with my project but I totally understand that it's hard to get rid of "classics" but if they're just sitting on the shelf and not being read, it's time for a different approach! ********* We've tried to gradually replace our scruffy classics with newer, brighter editions of titles that our teachers are teaching in class, titles that make the lists such as "Outstanding Books for the College Bound," and titles that are needed for such things as the AP English test. As for culturally literates & oldies, we replace the ones that students are currently reading. The others usually end up as brand new shelf-sitters. ********* I went through the non-moving books (classics) and purchased new rebound or paperback copies of about half of them. I deleted the old copy when the new one arrived - if we were replacing it. Some went out because of the "new face" and some did not. I did have the help of the other high school librarian (she was an English Teacher before getting her MLS) because I was an Elementary Librarian for 15 years before I changed. The Jungle by Sinclair went out, Defoe did not. ********* Here's what I'd do in your position. Remember that this advice is worth exactly what you paid for it. I'd start by weeding paperbacks that are candidates for the trash can just based on appearance. Before you toss them, check their circulation history, just in case. If you happen to find one that actually has circulated recently you can put that title on your next book order. Once you've cleaned up the ratty paperbacks you can do the same with the hardbound books. Your "classics" probably fit in this category, which is why I separated them from paperbacks. You might want to talk to your teachers about whether or not anyone would use any of the "classics" if you had decent copies available. Be creative in your thinking - don't just go to the English teachers. Would a science teacher be interested in recommending Moby Dick along and other books for an environmental unit? As for replacements, look at what your kids are reading now, and let that guide you. If you have some reluctant readers, but still kids that you have a good relationship with, ask them if they would like to pick some books for the library. In exchange for their help they will get first chance at the new books when they come in. Then BUY THE BOOKS! You can do the same with the teachers. In fact, most new textbooks include suggested additional readings. Get those lists and buy some of those books. Then let those teachers know their books are in. ****** For the most part, I think they just like to read new stuff - it is really hard to get them to read classics or other titles that in the past have been major titles. It is also difficult to find many students that really like to read these days - they want to watch a movie instead or play video games. They are programmed to be entertained - not to entertain themselves with a quiet book, which makes me very sad, because they are missing out on so much! ********* Have you compared your listing with the English dept.'s required reading list? My first suggestion on purchasing would be to buy new copies of the required reading lists. I would also offer the older "ought to reads" to your instructors, for their personal classroom libraries. If no one at your school will touch them with a ten-foot pole, why are you keeping them? Find them a new home---offer them on Freecycle---or let the students know they are theirs for their reading ********* I came into a school with a similar record. Here's what I did--not saying that it's THE answer, but it worked for me. First thing I did was throw out all of the old nasty, dirty, smelly books. As soon as I did that, fiction checkout picked up. Then I purchased as many current fiction books that I could afford. I just kept them coming in all the time so that there were always "new" books sitting out everywhere. (I purchased a great book rack that shows the fronts of 80 books at a time and that's where I put my new books now) The kids were not used to new, current fiction--they loved it and mentioned frequently that they never used to have any good books in the library. I did feel that I probably needed to keep most of the classics in the library, but didn't want to spend much money on books that rarely or never moved. I bought them from BMI Educational Services, Inc. (website www.bmionline.com). They have them already put into groups and you can just purchase the groups. That makes them really, really cheap to put on the shelves. Now those teachers that think the classics are the only books fit to read are happy because they're still there--and new; and the kids are happy that they are paperbacks (if they're forced to read them). Surprisingly, the classics are also moving now by student choice--could it be because they're new books that they think they're newly written? ********** I felt like I had written your message three years ago! I was in exactly the same position -- replaced a librarian with health/attitude problems who still lived in the 70's in terms of what was "good" fiction. We had about 1000 fiction books (in a small library for 350 students), most of which were unusable. My first year I weeded 1500 books (from a collection of about 4000), including what I think was the definitive collection of 1950's teenage fiction! These books were older than I was (and I was 55 at the time!), and yes, I remember reading many of them, but I know that none of these kids is interested in anything that isn't set in a current time (and even I saw them as dated). This is another issue, but one that we must face -- if we want kids to read, we must give them what they'll read. Anyway, I did keep the classics (the real classics, as I see them -- Hemingway, Dickens, Twain, Faulkner, etc.) and got rid of most of the rest. I am glad I kept the classics, because we do have one teacher who insists that her students read one "classic" for a book report, and these have been helpful. You do have to anticipate future teachers' needs and requirements. Otherwise, I bought heavily my first year, with my principal's blessing -- he realized what a mess the library was and how few students used it for anything. I bought many young adult books and some popular adult authors and some fantasy, such as Eddings and Salvatore, and behold -- the kids actually started reading! In fact, I still get comments three years later from teachers about how surprised and pleased they are to see kids opening a book when they have a few minutes to kill. To save money (we have funding issues in rural Ohio), I used an open P.O. to buy cheap paperbacks at Half-Price Books (they give a 10% discount to teachers) and at Barnes and Noble (my local Pittsburgh store gives a 20% for books used in a school). That way I can take more of a risk as I seek out authors that the kids like (and that are somewhat appropriate for school -- another issue). On the whole, the kids are surprised that an old lady will buy "cool" books on teenage issues and have responded favorably. Good luck -- don't be afraid to throw things out. Dirty, torn books are a turnoff to anyone, but esp. to a kid who hasn't learned to love books anyway. ********* I think you and I inherited the same collection. After a year and a half and a couple of weeding mistakes (reducing our astronomy section by half because everything had been published before 1965), I've reached the conclusion that you have to move slowly. I would definitely dump the Brancatos. They are ridiculous. Otherwise, do not replace with copies of the same thing--no one you mentioned is so important that kids will be deprived if you are without copies. I would work on updating with new stuff so that the shelves are bulging with bright, colorful, up-to-date hardbacks. Replace your classics (Dickens, Wells, London, etc.) with new paperback copies that can easily be tossed when they wear out. DON'T invest in JF Cooper or Pearl Buck. Go for the new, wow books and your fiction section will start circulating. Do you have a state award? The lists of nominees can be very useful as far as determining which authors are exciting kids in your area. We have a nice selection of our past and current nominees (Sequoyahs in Oklahoma) which circulate constantly. You need a selection of S.E. Hinton and Lois Lowry. I'd keep those up--no one reads Herman Wouk or James Michener, for heaven's sake. Have you read them? Talk to your English teachers--what would they like to see on your shelves? What would they bring their kids down to check out? ********** A librarian friend of mine at a high school has found that book talks are a good way to generate some new interest in old material. Perhaps if you focused on 2 - 3 from each collection, it would spark some interest in those and others like them. ********** I am in a very similar situation. I started my new library media specialist job this September after being a classroom teacher. I am in a high school with a VERY old fiction collection – it is very small and no one used it, ever. Apparently the previous librarian who had been here since 1982 didn’t see the value of reading for pleasure. She only bought reference materials and books that “supported the curriculum”. So, the average publication date for the fiction is the 1960’s!!! It is really awful. So far I have weeded like crazy; removing as much as I can that hasn’t gone out in the last 5 years. However, this is almost everything. What I did do was keep some of the classics that are in better condition – many of the authors you named. I ordered new copies of the really smelly ones. I went to www.teenreads.com and looked at some of their lists. They had a good must have ultimate reading list. I ordered a lot from that. Basically, when it comes to YA titles, I think the more current ones are more appealing and will be read. My goal is to buy as much current YA as I can. I also have been buying the Alex Award books – the ALA awards for Adult books for teens. Their website is very helpful – the YALSA site. I think that weeding all the old stuff is essential. If no one has read it in five years, it is time for it to go. I still have a lot of old fiction on the shelves – I couldn’t remove everything. But already I have seen more and more kids coming in a looking for the new books – they are very excited about them. ********** When I weeded my collection several years ago I put new plastic covers on all the books that I kept. It helps make the library look nicer. ********** I have never been a HS librarian---so I may be just talking through my "hat". How about pulling the "new" and exciting novels into a section—knowing that these will circulate. Next, the musty oldies--place a dot on the top of the spine--if it is checked out, remove the dot and then shelf with the "new" section. Of the ones that after 1 year have NOT circulated AGAIN, determine if it is because of the trappings, or if it is because of dated material. May need to talk to teachers and see if they are planning a unit around the books in the near future. Otherwise, you have good justification for weeding the titles. Noncirculating data for several years, contacting teachers for future needs. Then chuck away those that are worn, decide to replace those that you think are still relevant to today's students. ********* I "inherited" the same situation. My average age of the collection was 1961 for NF and 1980 for entire collection. I have books on the shelves that are over 100 years old. Hard to believe. I keep at least one of each of the main stream classics. I kept Moby Dick but nothing else by the same author that is not well known. You just have to have the "classics". As far as the popular authors from a while ago, hang on to one copy of them. Often I will get a student reading one of those authors and they tell their friends, etc. I promote those good ol' books. We put new Mylar covers on some of them so they look nice and new. We got rid of the beat up books. So far in 1.5 years I have weeded over 1500 yucky old books. Can't even sell them used. I had a book sale and the rest got sent to the recycle plant. ********** My classics generally circulate when they are needed in concert with an English assignment. If the teachers aren't pushing them and the students aren't reading them, perhaps you could replace them with other titles. It is difficult to deselect a classic but my target is to have the collection reflect closely what is in the curriculum. Of course if I did the age versus circulation check I'm certain I would find lots of titles that you'd have to pry from the shelves. I have been dismayed by the popularity of the "A-List" and similar books that I would never have considered high school reading. But, they circulate so I keep buying them. I suppose you have to find the level that your students and teachers are happy with on the classics vs. popular reading. ********** I have just faced your dilemma with fiction. And, I wholeheartedly agree about the dilemma with uncirculating classics. I used my background as a veteran high school English teacher and pragmatic high school librarian and weeded and gave away for free titles which students will never and probably don't ever have to read. I kept duplicate copies of the oldies but goodies. Then, I went through available books at Baker and Taylor and Follett and replaced the must-reads with new, not dusty or yellowed flashy versions of them (mostly in paperback). The major problem that I encountered is that many classics are no longer available for purchase, so my advice is don't weed until you find if you can locate replacements for what you want to toss. Your list of classics and culturally literate reads are the precise ones I kept. The YA stuff I gave away. The response to my free giveaway was terrific from students and basically ignored by faculty, which in itself was very interesting. ********* I read your post on LM_NET (which I have been reading for a class in library school) and I just wanted to say that most of the authors you listed besides SE Hinton never check out at my urban public library. I think the best way to approach your situation is ordering the new authors like M.T. Anderson (Burger Wuss and Feed) ... well let me just list what I remember either title or author..... "Fat Kid Rules the World” wonderful book but beware there is a lot of cussing. "City of Ember" "Sweetblood" by Pete Hautman...any of his books I really like Walter Dean Myers' "Monster" if you need more urban fiction you should get "Flyy Girl" even though it is adult title. My 14 yr old nephew loved "Hatchet" of course...so any Gary Paulson Gay fiction -- "Keeping you a Secret" by Julie Ann Peters "Blood and chocolate" --the movie is coming out but it is a YA novel "Companions of the Night" and any of her other books For Horror titles --the "Cirque du Freak" series For Anime "oh my goddess" series (with anime just read them first to check for violence or nudity but this series is pretty tame) There are so many more look on ALA's website for quick picks then read them or have a student be your guinea pig to read them and give opinions. *********************** Paul D. Birkby Media Specialist Penfield High School 25 High School Drive Penfield, NY 14526 Paul_Birkby@penfield.monroe.edu The pessimist complains about the wind, the optimist expects it to change, the realist adjusts the sails. -William Arthur Ward, college administrator, writer (1921-1994)