Nowadays, libraries have perfected their services to readers (Moyer & Stover, 2010). The main goal of this essay is to describe Readers’ Advisory as one of those services. In order to achieve this goal successfully, such key elements as a definition, strategies, techniques and others were carefully analyzed and described.
Readers’ Advisory is considered to be a very fast-growing service. This kind of service does not just suggest the books to library patrons, but it also comprises a lot of reading formats and means of communication. However, there is a great increase in digital formats and in demands for programming so the libraries are required to possess new skills and tools in order to provide their readers with the extremely high level of service (Moyer & Stover, 2010).
Analyzing Readers’ Advisory service it is necessary to describe the strategies, which are used in it. The easiest strategy, which helps the readers to get to know their collections, is called Read a Book in Ten Minutes. This strategy is used in different workshops and conference programs and it is considered to be the primary element of Readers’ Advisory skill set. This strategy suggests readers to pick the book, which they have not read before, and by the author whom they do not know. It is advised to choose advance reading copies because they consist of such elements as descriptions and author information. Then, the readers must follow several steps and make notes during ten minutes. Those steps include different questions regarding the book and readers must answer and note them. When readers are done with making notes, they must organize them in some sort of reading log, which helps readers to remember their ten-minute books and review them when necessary. As soon as readers are accustomed to this strategy, they will have the opportunity to expand their book and author knowledge and learn about other different books (Moyer & Stover, 2010).
Another strategy is called Nonfiction Speed Dating and it helps the readers to deals with nonfiction books. This strategy consists of six steps, which will make readers’ acquaintance with the book fast and easy. Firstly, readers must consider the color of the title and make notes about title and subtitle. Secondly, it is needed to note the summary of the book and author’s credentials. Thirdly, readers must study the summary of the book and its structure. Fourthly, it is needed to make notes regarding the literary style of the book while browsing it and read acknowledgments for the background. Fifthly, the readers must take into account other nonfiction books and note their shapes and sizes. Finally, readers should decide what they can say about this book and whether they have the intention to read it (Cords, 2010).
Different genres of fiction and nonfiction are considered to be the basis of Readers’ Advisory. Readers must hesitate when they are to choose among the variety of different genres. They may ask themselves whether they want to learn more about some particular genres. However, some readers may say that they have all the necessary knowledge about romance, true crime, western, etc. Genre appeals to the titles, which can be both fiction and nonfiction. These titles can be connected with the help of similar concepts, such as character, setting, or plot. It is of great importance to understand the difference between various genres because it gives readers the great opportunity to increase the level of their personal knowledge concerning fiction and nonfiction. It is important for readers to study the genres. Moreover, there are a lot of sources, which can be helpful in accomplishing this goal. These sources include print tools, websites, and readers’ advisory electronic discussion lists. Readers will have the opportunity to learn more about their own reading tastes, and about the areas, which require readers to have more knowledge. There is one simple method, which is very effective in studying genres. This method is the participation in a genre-specific book discussion group. However, readers must remember that these discussion groups sometimes do not cover the topic with all that deepness, which readers need. The reason is that deep discussion is not always the main purpose of these groups. For instance, the group members may speak about some specific genre, but not include other aspects of the genre itself. Nevertheless, these discussions give the opportunity to get the information from the reader’s point of view. It is something, which a lot of library science publications do not manage to provide (Lockley, 2010).
There are sources, which are useful in consulting for readers’ advisory. Among these sources are library websites, which give readers the opportunity to observe the needed information about some particular library. Moreover, these websites also provide readers with the information about the services, events, and resources. Accordingly, readers will be aware of the events, which are available for them to visit. Lots of librarians understand the importance of providing services with the help of digital channels, which users are prone to use (Burke & Strothmann, 2015).
Providing readers’ advisory services online is very effective for library patrons. Moreover, it gives them a lot of advantages. Online readers’ advisory gives the librarians the opportunity to provide their clients with the high level of service. Moreover, online readers’ advisory is not only useful in promoting the readers’ advisory service. It can be also effective in promoting the contents of library’s collection thus focusing clients’ attention on the books, which are overlooked. There are mechanisms, which the libraries can use in order to provide the clients with the information or recommendations about different books. This category includes such elements as reviews, annotations, or book lists. Accordingly, readers will receive high-quality service and are able to find everything they need (Burke & Strothmann, 2015).
References
Burke, S., & Strothmann, M. (2015). Adult Readers' Advisory Services through Public Library Websites. Reference & User Services Quarterly, 55(2), 132-143.
Cords, S. (2010). Nonfiction Speed Dating. In J. Moyer & K. Stover, Readers' advisory handbook (pp. 8-16). Chicago, IL, USA: ALA Editions.
Lockley, L. (2010). Keeping Up: Genre Studies as Continuing Education. In J. Moyer & K. Stover, Readers's advisory handbook (pp. 29-36). Chicago, IL, USA: ALA Editions.
Moyer, J., & Stover, K. (2010). Readers' advisory handbook. Chicago, IL, USA: American Library Association.
