Library/Book Store Observation

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Library/Book Store Observation by Mind Map: Library/Book Store Observation

1. I observed my school's elementary book fair open house event this week. The open house event was implemented from 5:30-7:00 pm after the second day of the book fair during regular school hours. I feel the time of the event was appropriate and allowed for working parents of students to participate in the school-related event. Attendance was immense and much of the inventory sold out and had to be replenished through overnight delivery to the school.

2. Books, writing accessories, and reading accessories were available for purchase. Some of the accessories included erasers, bookmarks, posters, pointers, and marker/pen/pencil sets. The children were interested in purchasing books, but chose more accessories than books with each purchase. I feel this is typical for elementary students. They view the accessories as toys and are attracted to their immediate colorful and functional appearances.

3. This observation was an informative experience that allowed me to consider how extensive marketing research and visual stimulation are used to encourage book purchases. I think in the future audio stations might be helpful to help students select books based on a sample reading from various books. This observation led me to plan for future book orders to be sent home with teacher-suggested book selections for their children. The parents did not always select age and ability appropriate books for their children.

4. The displays of the within the book fair were organized well by age, interest, and ability. Signs were displayed to also indicate various ages, interests, and abilities. Poster flyers were posted throughout the school to promote the event. Also, all students Pre-K-5th received a flyer containing the inventory of the book fair. An indentation to the open house event was attached to the flyer. Books were displayed on multi-level carts and tables from ankle-height to adult eye level.

5. The age groups of the students varied from ages 4-10. For students ages 4-7, I noticed the children did not interact with each other and were mostly concerned with what items their parents would agree to purchase. The older students were interacting to compare and recommend purchases to their peers.