From Book Appeal to Reading Appeal: Redefining the Concept of Appeal in Readers’ Advisory

Dali, Keren

doi:10.1086/674034

Cited by 44 publications

(49 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…She mentions additions to the concept of appeal factors, such as the inclusion of linguistic style, learning potential, format, genre, and subject. Dali's (2014) expansion of appeal factors includes both book appeal factors, as indicated by Saricks and others, reader-driven appeal factors such as a reader's curiosity, the process of reading, and the role of reading in a reader's life (pp. 32-33).…”

Section: Appeal Factors and Multicultural Literaturementioning

confidence: 99%

“…173-175) under crime, a brief review of ethnic romance, and another brief review of Asian fantasy. As noted by Dali (2014), appeal factors are intended to be a universal language to describe fiction; what unites, rather than what separates. Saricks (2005) explains that this was a conscious choice, speaking to the universal nature of the elements of appeal:…”

Section: Appeal Factors and Multicultural Literaturementioning

confidence: 99%

See 1 more Smart Citation

Exploring Reader-Generated Language to Describe Multicultural Literature

Adkins¹,

Bossaller²,

Sandy³

2019

IJIDI

View full text Add to dashboard Cite

How do readers describe multicultural fiction works? While in library and information science (LIS) we have the language of appeal factorsand genre trendsto describe works of fiction, these linguistic choices may not be used by readers to describe their own responses and reactions to works that provide cultural affirmation of one’s own culture or exposure to learning different cultures. In this research, text mining processes are employed to harvest reader-generated book reviews and subsequently analyze the words readers use to describe award-winning multicultural fiction on the retailer site Amazon.com. Our goal with this study is to provide LIS professionals an insight into readers’ perspectives related to multicultural fiction. We describe our methodology of engaging in topic modeling as described by Jockers and Mimno (2013) as applied to multicultural fiction reviews. First, we explore the construction and processing of a corpus of reader reviews of multicultural fiction titles, then we model topics using a topic modeling toolkit to generate topics from these reviews. Through this analysis, we determine consistent terms used to describe multicultural fiction that can be used to indicate common reader experience and identify topics. Closing discussion reflects on whether librarians can use text mining of reader reviews to enhance their reader advisory services for readers seeking books that represent multiple and/or diverse cultures.

show abstract

Section: Appeal Factors and Multicultural Literaturementioning

confidence: 99%

Section: Appeal Factors and Multicultural Literaturementioning

confidence: 99%

Exploring Reader-Generated Language to Describe Multicultural Literature

Adkins¹,

Bossaller²,

Sandy³

2019

IJIDI

View full text Add to dashboard Cite

show abstract

“…Placing the reader center-stage suggests that Readers Advisory's book-based appeal factors may need to be revised in favour of the reader's overall reading experience, taking into account how she connects with a book, how it feels, etc., (Dali, 2014). This prevents the thinking -often held by educators who wish to recommend books to students -that because a student enjoyed reading Harry Potter, they will also enjoy reading other books with wizards in them (Beard & Thi-Beard, 2008).…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

Book Reading Choices of University Students in Jordan

Kamhieh¹

2018

IJL

View full text Add to dashboard Cite

It is widely believed that today’s university students are so enamoured of social media and other online attractions that book reading is no longer included in their leisure-time activities, particularly in the Arab world where smartphone penetration is high and interest in reading is perceived to be low. As teachers, we have an obligation to ensure our students are reading books of their own choosing. This study investigates the book-reading choices of a convenience sample of 100 male and female students attending a private university in Jordan to determine 1) what those choices are, 2) what patterns we can detect among their choices and 3) what language and format they prefer to read in. Results show that students look West for most of their book choices, at the expense of their own literature and authors, that their gendered choices reflect many of the patterns already established in the literature, that they prefer to read printed rather than digital books and that third-person narrator voice is most commonly used in the novels they read. The study also suggests that book choice may have less to do with book-based appeal factors (such as, author, protagonist, etc.,) and more to do with the overall reading experience, and that the narrator voice used in the novels students read can contribute to the richness and overall value of that reading experience.

show abstract

“…“Genre readers say they know exactly what reading experience they want at any given time and are often prepared to go to some considerable work to seek out the books they know will provide that experience” (Ross, 2001: 82). The very language used by librarians to promote books, such as the “appeal factors” of pacing, characterization, story line, and frame used to help describe the feel of a book (Saricks, 2005) and the “doorways” of character, story, setting and language (Pearl, 2012), articulates what Keren Dali (2014) invites us to re-envision as reading appeal, a combination of book-related appeal and reader-driven appeal. Beyond attending to the attributes of books, reader-driven appeal contributes information regarding the reading context and the reading experiences of individuals to reader’s advisory deliberations.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-selecting books in a children’s fiction collection arranged by genre

Taylor

Hora²,

Krueger

2017

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

Given school librarians promote reading and assist students in the self-selection of texts, this case study examines youth information-seeking practices, specifically book selection, within the context of a genrefied fiction collection. It examines how sixth grade students interacted with the collection along with their teachers’ perceptions of the collection’s recent genrefication. Data includes observation and video recording of 16 sixth grade students’ browsing activity during four checkout times, interviews with eight students, and survey responses from eight classroom teachers. Findings include that students used prior knowledge of genre for beginning book selection, preferred browsing with a peer and were more likely to leave with a book when they did, and tended to browse across genres even when coming to the library with a particular genre in mind. Classroom teachers viewed genrefication as a means for supporting students as readers, and appreciated that the library’s organization reinforced their curricular goals around teaching the concept of genre.

show abstract

From Book Appeal to Reading Appeal: Redefining the Concept of Appeal in Readers’ Advisory

Cited by 44 publications

References 8 publications

Exploring Reader-Generated Language to Describe Multicultural Literature

Exploring Reader-Generated Language to Describe Multicultural Literature

Book Reading Choices of University Students in Jordan

Self-selecting books in a children’s fiction collection arranged by genre

Contact Info

Product

Resources

About