Hello, All,
It may be that I am not paying attention, but I got some information this week from the American Library Association about weeding the library. I am really interested in this, because it is hard to know what to weed and what to keep sometimes. One person has simplified the * CREW method for school libraries down to one page. I downloaded it and printed it out. In the Astronomy section she mentioned weeding out all Astronomy books that mention Pluto as a planet. This morning I did just that. I went through the Astronomy books (520s) and pulled each one off the shelf. I checked the published date. If it was earlier than 2004, I put it to be discarded. If it was after 2004, I checked the index and looked at the Pluto pages to see how they were treating Pluto. Some said that Pluto was being considered to not be a planet, but they still included Pluto in the planet list. Tossed. Some said that Pluto was no longer a planet, but a dwarf planet instead. Keep.
If you haven’t done this yet, please do so very soon. If you have already weeded out incorrect Pluto information, why didn’t you tell me to do it too!?
Poor Pluto!
Have a great weekend.
Audrey
• The CREW method is a complete weeding manual for public libraries. I’ve used it to help weed in my library and also when giving advice to you in the past. It is free and you can download it online. https://www.tsl.texas.gov/ld/pubs/crew/index.html
Friday, October 11, 2019
Wednesday, October 2, 2019
Magazines in the library
Hello,
I got an email last week wondering how we manage our magazines for check out. This is a great question. We put a barcode on the magazine on the bound edge as shown below. You may also notice that we write the issue date on the barcode. This helps us and students quickly locate the issue they need.
We process magazines as magazines in the computer. There is a place on our Alexandria program for magazine subscriptions. If your library is automated, you likely have something similar. I am the one who inputs the information into the computer. There is a place in the subscription page to list tags. I look through magazines quickly and type information that will help us find the magazine quickly. For example, I look through a Ranger Rick magazine. I see an article about pandas, so I type “panda” “pandas” or even the specific kind of panda “Red panda”. I see an article about insects so I type “insect” and the names of the insects that are in bold font or have photos. I might get a Cobblestone magazine about presidents with short stories about 10 presidents. I list “presidents” and the names of the presidents. I don’t do this for ALL magazines. For the car, bike, sports, etc. I don’t put any tags. I only tag the magazines that have information used for curriculum. This way if a student needs an article or information on pandas, the computer will direct them to the magazines that have the information they want.
We keep most magazines for 3 – 5 years. A couple of the titles I receive (Cobblestone and Faces) are kept always like we keep books. Nearly all of the rest we discard as they lose pages or are getting old. You need to decide what magazines are important to your school. If the Radio Control magazine is a vitally important one, then keep it as long as it is useful to you.
We keep the newest issues on a magazine slanted shelf and the older issues in labeled magazine cartons on shelves in the stacks. Students check magazines out and we provide a plastic envelope to put them in to keep them clean and cared for in backpacks. I splurged a few years ago and bought some with our school logo printed on them so parents wouldn’t be as likely to toss the magazine in the trash.
I hope you have a great end of the week and a good weekend. I have family coming in and am going to enjoy visiting for a couple of days.
Audrey
Monday, May 6, 2019
New Books
Hello!
I have a few more new books for you. I will begin with my favorite one.
Baby Monkey, Private Eye. Selznick, Brian, and Serlin, David. Illus. by Brian Selznick. Scholastic, 2018. Gr. Prek – 2. RL 1.0. 191 pp.
If you happened to actually read the last two lines, you might notice on line 2 that this book has 191 pages and a reading level of first grade. That is not a mistake. Brian Selznick is known for his thick, heavily illustrated books. He won the Caledcott medal for The Invention of Hugo Cabret in 2007. The book is just over 2 inches thick. Most of the book is his amazing pencil/charcoal drawings with some text telling the story. I have one copy of that title and it seldom stays on the shelf.
Anyway, on to Baby Monkey. Chapter One’s text is:
“Baby Monkey! Someone has stolen my jewels!”
Baby Monkey can help.
Baby Monkey looks for clues.
Baby Monkey writes notes.
Baby Monkey eats a snack.
Baby Monkey puts on his pants.
Now Baby Monkey is ready.
Baby Monkey solves the case.
Hooray for Baby Monkey!
Sounds a bit boring, doesn’t it!?
However, YOU cannot see the hilarious illustrations. There are nine pages of Baby Monkey trying to put on pants, each one funnier than the next one. Baby Monkey writing notes sitting in a huge office chair with a large pencil in his hand. There are five chapters with five stories of crimes. Each crime is different. Baby Monkey’s office has artwork and statues that fit the different subjects. At the end of the book are items to locate on the pages like a treasure hunt. The snack is different in each of the five stories, but the text for each story is almost identical. It is a thick chapter book that even beginning readers will be able to read. If you look this book up on Amazon, you can read nearly all the first chapter and see most of the illustrations. Once I saw this book, I knew I had to have it. I also thought about my first and second graders and knew that they would all be clamoring for the book, so I bought four copies. For the last two months, I have not had a copy on the shelf yet because each copy goes out as soon as it comes in.
I almost never say this, but I think you need a copy or two in your library. If you follow my recommendation, let me know how your students like Baby Monkey, Private Eye.
Can I Be Your Dog? Cummings, Troy. Illustrated by the author. Random House, 2018. 32 p. Gr. PreK – 3. RL 1.9.
I like books and stories told in letters or diaries. Arfy, a cute black and white mutt, lives in a cardboard carton at the end of an alley. He writes a letter to one of the residents on Butternut Street asking if he could be their dog. Arfy points out his good qualities: potty trained, owns his own squeaky toy, loves to play, and is willing to overlook the fact that they have a cat. He receives a return letter declining his request since the cat is allergic to dogs. Arfy does not give up. He write to each house in turn asking if he can be their dog. Each householder answers Arfy’s letter and turns him down. What will happen to Arfy?
If you teach letter writing and more particularly, persuasive letters, this would be a great book to read as you begin your unit for any grade.
I hope you have a great week and I hope you enjoy both of these books.
Audrey
I have a few more new books for you. I will begin with my favorite one.
Baby Monkey, Private Eye. Selznick, Brian, and Serlin, David. Illus. by Brian Selznick. Scholastic, 2018. Gr. Prek – 2. RL 1.0. 191 pp.
If you happened to actually read the last two lines, you might notice on line 2 that this book has 191 pages and a reading level of first grade. That is not a mistake. Brian Selznick is known for his thick, heavily illustrated books. He won the Caledcott medal for The Invention of Hugo Cabret in 2007. The book is just over 2 inches thick. Most of the book is his amazing pencil/charcoal drawings with some text telling the story. I have one copy of that title and it seldom stays on the shelf.
Anyway, on to Baby Monkey. Chapter One’s text is:
“Baby Monkey! Someone has stolen my jewels!”
Baby Monkey can help.
Baby Monkey looks for clues.
Baby Monkey writes notes.
Baby Monkey eats a snack.
Baby Monkey puts on his pants.
Now Baby Monkey is ready.
Baby Monkey solves the case.
Hooray for Baby Monkey!
Sounds a bit boring, doesn’t it!?
However, YOU cannot see the hilarious illustrations. There are nine pages of Baby Monkey trying to put on pants, each one funnier than the next one. Baby Monkey writing notes sitting in a huge office chair with a large pencil in his hand. There are five chapters with five stories of crimes. Each crime is different. Baby Monkey’s office has artwork and statues that fit the different subjects. At the end of the book are items to locate on the pages like a treasure hunt. The snack is different in each of the five stories, but the text for each story is almost identical. It is a thick chapter book that even beginning readers will be able to read. If you look this book up on Amazon, you can read nearly all the first chapter and see most of the illustrations. Once I saw this book, I knew I had to have it. I also thought about my first and second graders and knew that they would all be clamoring for the book, so I bought four copies. For the last two months, I have not had a copy on the shelf yet because each copy goes out as soon as it comes in.
I almost never say this, but I think you need a copy or two in your library. If you follow my recommendation, let me know how your students like Baby Monkey, Private Eye.
Can I Be Your Dog? Cummings, Troy. Illustrated by the author. Random House, 2018. 32 p. Gr. PreK – 3. RL 1.9.
I like books and stories told in letters or diaries. Arfy, a cute black and white mutt, lives in a cardboard carton at the end of an alley. He writes a letter to one of the residents on Butternut Street asking if he could be their dog. Arfy points out his good qualities: potty trained, owns his own squeaky toy, loves to play, and is willing to overlook the fact that they have a cat. He receives a return letter declining his request since the cat is allergic to dogs. Arfy does not give up. He write to each house in turn asking if he can be their dog. Each householder answers Arfy’s letter and turns him down. What will happen to Arfy?
If you teach letter writing and more particularly, persuasive letters, this would be a great book to read as you begin your unit for any grade.
I hope you have a great week and I hope you enjoy both of these books.
Audrey
Tuesday, April 2, 2019
Weeding the Library
Hello,
Winter is finally gone and people are beginning to work in their yards and gardens. A lot of weeding is just beginning. If you haven’t weeded your library lately, it might be time to do some weeding in your library. A yard doesn’t look nice with many weeds in it crowding the books, and the same with a shelf of books that is crowded with outdated books. Let’s give our bookshelves some room to breathe and weed out books that have served their time and now need to be retired.
I started with my largest section – the stories. You might be using the Dewey number 813 for these or you might have the label ‘FIC’ for them. Here’s what I did to help me make decisions as to what to keep and what to discard.
WEEDING THE 813s
First, I printed a list of all the titles in this section. This is easy to do if your library is automated. On my list, I have the call number, the title, the year published (if available), the number of times the book has been checked out, and the year it was last checked out. At my desk, I used a ruler and only looked at the last use column. I highlighted each book that had not been checked out since 2014. I chose that date by making a judgement call on the amount of time a book just took up space in my library. Then I took my list, a pencil, and a book cart and went to the shelves. I looked for each book whose title I had highlighted. I picked up the book in my hands and I looked for these things:
1. CONDITION OF THE BOOK. Was it grimy, dirty, worn cover, torn pages, or missing pages?
2. INSIDE TEXT. Is it tiny print? Any illustrations or photos? Are the photos black and white and tiny or larger and colorful? Is the text attractive to children?
3. CONTENT. Is this story interesting or boring? Would I read it aloud? Do I know this story at all? Do I WANT to read this book myself? Do I think my students would enjoy the story? In addition, do I think I can ‘sell’ this to students?
4. Last Date Used. What was the last time this book was checked out? Why is it not being used?
As I held each book, I considered all of these things. I stacked the books into stacks for discard, for mending or cleaning, to take a second look at and skim or read, or for out of place. (Some had been shelved incorrectly.) I also made judgement calls on whether or not to keep the book anyway. Some of my judgement calls included the following scenarios:
a. Uncle Arthur’s series books haven’t been checked out a lot, but I still feel it is valuable to our SDA school library. Keep.
b. Do I really need five copies of Paul Harvey’s books (not checked out since 2007)? No. Keep one or two and discard the others.
c. Do I need duplicates of this book? Usually the answer is no. Discard the one in poorer condition.
d. Does an elementary school need a copy of The Country Diary of an Edwardian Lady from 1906? It was checked out last in 1995 and only once. No. Discard.
e. Do I need a battered copy of The Incredible Journey last checked out in 2005 and checked out 2 times? This is a hard one. After all, it IS The Incredible Journey! I saw that movie as a child and loved it, but sitting on the shelf for 13 years and not being touched? Also, in poor condition? My answer was NO. If I DO need a copy, I can get a nice new copy and book talk it.
f. What about discarding a Newbery Medal Winner that hasn’t been used since 2007? Keep. I keep all medal winners and honor books. If the book is in poor condition, I get a new copy. These will always be in print.
g. I have over 200 poetry books with few checked out. Do I need duplicates? Probably not. I got rid of any duplicates. There were a few big thick ones clearly meant for adults. Choose one that I feel may be used, and discard the others. Five copies of Stevenson’s Child’s Garden of Verses? Nope. Pick the one or two (or three) that have lovely illustrations.
It takes much longer to tell it than to actually do it. Once I got started, I moved right along and was able to get a shelf of about 50 – 60 books done in about 20 minutes. Remember, I am ONLY looking at the books that haven’t been read for the last 4 or 5 years. The rest stay on the shelf.
As I am in the weeding process, I also try to remember that there will be some books that are worthwhile even if they aren’t used often. If a book has been donated by someone in the community, we usually keep it. If the topic of the book is something that is in the school curriculum, I usually keep it. One book I pulled due to low usage was a copy of Monkey Island by Paula Fox. Last check-out date was 2014, but it had been checked out 15 times which is a lot. I took it home to read and realized it was a book about homelessness, and decided to keep it. I will make a note in the computer on the list of subjects for that book and when someone searches for homeless people, we have a story to fit.
At any time, I do not hesitate to keep a book that is shelf-worthy no matter what the last date used is. I also don’t worry about tossing a book if I feel it is no longer useful to our school or curriculum.
Let me know if you have any questions about weeding the library. You can also look at my blog sdalibrarian.blogspot.com for previous posts on weeding. Check out March 2015 – May 2015 where I give hints on weeding each Dewey section. You can also check out October 2016 and January 2017 for more weeding information.
Don’t get discouraged. This is an ongoing process. Set small goals and do what you can to make your library attractive and inviting to students and parents.
Have a great week.
Audrey
Winter is finally gone and people are beginning to work in their yards and gardens. A lot of weeding is just beginning. If you haven’t weeded your library lately, it might be time to do some weeding in your library. A yard doesn’t look nice with many weeds in it crowding the books, and the same with a shelf of books that is crowded with outdated books. Let’s give our bookshelves some room to breathe and weed out books that have served their time and now need to be retired.
I started with my largest section – the stories. You might be using the Dewey number 813 for these or you might have the label ‘FIC’ for them. Here’s what I did to help me make decisions as to what to keep and what to discard.
WEEDING THE 813s
First, I printed a list of all the titles in this section. This is easy to do if your library is automated. On my list, I have the call number, the title, the year published (if available), the number of times the book has been checked out, and the year it was last checked out. At my desk, I used a ruler and only looked at the last use column. I highlighted each book that had not been checked out since 2014. I chose that date by making a judgement call on the amount of time a book just took up space in my library. Then I took my list, a pencil, and a book cart and went to the shelves. I looked for each book whose title I had highlighted. I picked up the book in my hands and I looked for these things:
1. CONDITION OF THE BOOK. Was it grimy, dirty, worn cover, torn pages, or missing pages?
2. INSIDE TEXT. Is it tiny print? Any illustrations or photos? Are the photos black and white and tiny or larger and colorful? Is the text attractive to children?
3. CONTENT. Is this story interesting or boring? Would I read it aloud? Do I know this story at all? Do I WANT to read this book myself? Do I think my students would enjoy the story? In addition, do I think I can ‘sell’ this to students?
4. Last Date Used. What was the last time this book was checked out? Why is it not being used?
As I held each book, I considered all of these things. I stacked the books into stacks for discard, for mending or cleaning, to take a second look at and skim or read, or for out of place. (Some had been shelved incorrectly.) I also made judgement calls on whether or not to keep the book anyway. Some of my judgement calls included the following scenarios:
a. Uncle Arthur’s series books haven’t been checked out a lot, but I still feel it is valuable to our SDA school library. Keep.
b. Do I really need five copies of Paul Harvey’s books (not checked out since 2007)? No. Keep one or two and discard the others.
c. Do I need duplicates of this book? Usually the answer is no. Discard the one in poorer condition.
d. Does an elementary school need a copy of The Country Diary of an Edwardian Lady from 1906? It was checked out last in 1995 and only once. No. Discard.
e. Do I need a battered copy of The Incredible Journey last checked out in 2005 and checked out 2 times? This is a hard one. After all, it IS The Incredible Journey! I saw that movie as a child and loved it, but sitting on the shelf for 13 years and not being touched? Also, in poor condition? My answer was NO. If I DO need a copy, I can get a nice new copy and book talk it.
f. What about discarding a Newbery Medal Winner that hasn’t been used since 2007? Keep. I keep all medal winners and honor books. If the book is in poor condition, I get a new copy. These will always be in print.
g. I have over 200 poetry books with few checked out. Do I need duplicates? Probably not. I got rid of any duplicates. There were a few big thick ones clearly meant for adults. Choose one that I feel may be used, and discard the others. Five copies of Stevenson’s Child’s Garden of Verses? Nope. Pick the one or two (or three) that have lovely illustrations.
It takes much longer to tell it than to actually do it. Once I got started, I moved right along and was able to get a shelf of about 50 – 60 books done in about 20 minutes. Remember, I am ONLY looking at the books that haven’t been read for the last 4 or 5 years. The rest stay on the shelf.
As I am in the weeding process, I also try to remember that there will be some books that are worthwhile even if they aren’t used often. If a book has been donated by someone in the community, we usually keep it. If the topic of the book is something that is in the school curriculum, I usually keep it. One book I pulled due to low usage was a copy of Monkey Island by Paula Fox. Last check-out date was 2014, but it had been checked out 15 times which is a lot. I took it home to read and realized it was a book about homelessness, and decided to keep it. I will make a note in the computer on the list of subjects for that book and when someone searches for homeless people, we have a story to fit.
At any time, I do not hesitate to keep a book that is shelf-worthy no matter what the last date used is. I also don’t worry about tossing a book if I feel it is no longer useful to our school or curriculum.
Let me know if you have any questions about weeding the library. You can also look at my blog sdalibrarian.blogspot.com for previous posts on weeding. Check out March 2015 – May 2015 where I give hints on weeding each Dewey section. You can also check out October 2016 and January 2017 for more weeding information.
Don’t get discouraged. This is an ongoing process. Set small goals and do what you can to make your library attractive and inviting to students and parents.
Have a great week.
Audrey
Wednesday, March 6, 2019
Annual Reports
Hello,
This should be a short post this week. I just got an idea that might be very helpful along with being fun. I get emails from a group that I subscribe to and the latest one had members talking about creating Annual Reports. My first thought was, “What in the world is that?” and “Why should I do this?” I decided to do a little research to see what an annual report is and decide for myself if this is worth adding to my already full list of things to do.
An annual report (I was looking at ones for the library) consists of a report of what has happened in the library over the school year. I clicked on Google and found images of annual reports on Pinterest. I noticed that they show data from the library such as how many books had been checked out over the school year, how many patrons visited the library, the programs the library participated in, activities that were supported, etc. You can check some of these out for yourself if you like. I am going to do one and will share mine with you so you can see what we are doing here.
I am also sharing this idea with you because this kind of report is something that school boards like to see. I have a vibrant library going along with teaching technology classes and I assume that the board knows what is happening in the library. However, as I begin thinking realistically, I realized that the School Board likely has only an inkling of an idea of what happens in our library.
I also was thinking about YOU! This would be a great way to show your school board what you do in your classrooms on a day-to-day basis, and any extra programs you do. You could do one for your classroom or school and it would be good to put in a church bulletin or print up for promoting the school to new families. Imagine letting people outside your classroom or school learn that your class learns 50 or more memory verses each year, or that you took six field trips, traveled to another state, taught 23 units, etc. You get the picture.
Look at a few different annual reports and see if this is something that would benefit you and your school.
Have a great week!
Audrey
This should be a short post this week. I just got an idea that might be very helpful along with being fun. I get emails from a group that I subscribe to and the latest one had members talking about creating Annual Reports. My first thought was, “What in the world is that?” and “Why should I do this?” I decided to do a little research to see what an annual report is and decide for myself if this is worth adding to my already full list of things to do.
An annual report (I was looking at ones for the library) consists of a report of what has happened in the library over the school year. I clicked on Google and found images of annual reports on Pinterest. I noticed that they show data from the library such as how many books had been checked out over the school year, how many patrons visited the library, the programs the library participated in, activities that were supported, etc. You can check some of these out for yourself if you like. I am going to do one and will share mine with you so you can see what we are doing here.
I am also sharing this idea with you because this kind of report is something that school boards like to see. I have a vibrant library going along with teaching technology classes and I assume that the board knows what is happening in the library. However, as I begin thinking realistically, I realized that the School Board likely has only an inkling of an idea of what happens in our library.
I also was thinking about YOU! This would be a great way to show your school board what you do in your classrooms on a day-to-day basis, and any extra programs you do. You could do one for your classroom or school and it would be good to put in a church bulletin or print up for promoting the school to new families. Imagine letting people outside your classroom or school learn that your class learns 50 or more memory verses each year, or that you took six field trips, traveled to another state, taught 23 units, etc. You get the picture.
Look at a few different annual reports and see if this is something that would benefit you and your school.
Have a great week!
Audrey
Tuesday, February 12, 2019
American History Books
Hello,
This week I thought I would share my list of books I use for American History. Most of these books will work for all ages, but I suggest you take a look at each book before using it in your classes.
Also, you will likely notice that I have more than enough for the school year if I read one a week. This way I get to choose which ones will work and which ones I like best to read.
My table has a column for the spine label where the book is located in my library. This way I can find it quickly. All I have for the book is the title. I am planning to add the author later on. I started this as a table before I had really worked with Excel. I still am learning to manipulate Excel, but this would also be great in Excel format rather than a Word table. If and when I put it in Excel, I would add another layer to show if the book has resources that I can use such as Reading Rainbow, or photos to supplement, maybe a YouTube clip, etc.
I also have included local history. I think it is interesting to know what was happening here during the same time period. For example, when families traveled on the Oregon Trail in the 1840s, early Adventists experienced the Great Disappointment, The Sabbath message was accepted, and the Whitmans and others were killed here in our area at Whitman Mission. When the Gold Rush began, the Review and Herald paper began to be published, and soon after the first SDA church school was established. I really think this is very interesting.
This is an ever-changing project for me. I actually added a few more books this year and took a couple off. What you are getting is the current project, but I am very likely to change it to suit me as books come and go. There are a few books that I will never take off this list. Louise Borden has written some excellent books for historical events and I love them all. Sleds on the Boston Common, Henry and the Cannons, The Little Ships, and Across the Blue Pacific are all her books. I love The Cats in Krasinski Square even though it is from Europe during the war and not American History. Knit Your Bit shows how everyone participated in helping to knit even girls and boys. Yes, boys. The Memory Coat helps to see immigration through Ellis Island from another point of view. America is Under Attack is a little bit long, but tells the story of the Twin Towers and the people who helped others escape. Seven and a Half Tons of Steel is the story of how they used the center beam of the World Trade Center to create the hull of a ship. Amazing!
I am always on the lookout for new titles or new information to add to this to make my lessons even better, so if you have any information that you would like to share with me, I would be happy to know about it.
Have a great week,
Audrey
This week I thought I would share my list of books I use for American History. Most of these books will work for all ages, but I suggest you take a look at each book before using it in your classes.
Also, you will likely notice that I have more than enough for the school year if I read one a week. This way I get to choose which ones will work and which ones I like best to read.
My table has a column for the spine label where the book is located in my library. This way I can find it quickly. All I have for the book is the title. I am planning to add the author later on. I started this as a table before I had really worked with Excel. I still am learning to manipulate Excel, but this would also be great in Excel format rather than a Word table. If and when I put it in Excel, I would add another layer to show if the book has resources that I can use such as Reading Rainbow, or photos to supplement, maybe a YouTube clip, etc.
I also have included local history. I think it is interesting to know what was happening here during the same time period. For example, when families traveled on the Oregon Trail in the 1840s, early Adventists experienced the Great Disappointment, The Sabbath message was accepted, and the Whitmans and others were killed here in our area at Whitman Mission. When the Gold Rush began, the Review and Herald paper began to be published, and soon after the first SDA church school was established. I really think this is very interesting.
This is an ever-changing project for me. I actually added a few more books this year and took a couple off. What you are getting is the current project, but I am very likely to change it to suit me as books come and go. There are a few books that I will never take off this list. Louise Borden has written some excellent books for historical events and I love them all. Sleds on the Boston Common, Henry and the Cannons, The Little Ships, and Across the Blue Pacific are all her books. I love The Cats in Krasinski Square even though it is from Europe during the war and not American History. Knit Your Bit shows how everyone participated in helping to knit even girls and boys. Yes, boys. The Memory Coat helps to see immigration through Ellis Island from another point of view. America is Under Attack is a little bit long, but tells the story of the Twin Towers and the people who helped others escape. Seven and a Half Tons of Steel is the story of how they used the center beam of the World Trade Center to create the hull of a ship. Amazing!
I am always on the lookout for new titles or new information to add to this to make my lessons even better, so if you have any information that you would like to share with me, I would be happy to know about it.
Have a great week,
Audrey
Monday, February 4, 2019
In Library Class with Audrey
Hello,
I have had a few people ask about my library classes wondering what happens here at Rogers Adventist School. I thought I would just let you know what a regular library time is like for me.
If you came here to visit me on Monday, Tuesday, or Wednesday, I would most likely be teaching computer classes. I teach all the K – 6 students. Our Junior High teachers handle the 7th and 8th graders. If you are interested in what I teach in our computer classes, I’ll be happy to share this with you, also.
Thursdays and Fridays are Library Days here. Each class has a specific time slot for library class. Students can come at other times during the week to check out, but on these days, we have a scheduled time for a class to come and we try to save that time just for that class. We don’t charge fines for overdue books, instead we don’t allow students to continue to check out until either the book is found and returned or we have heard from a parent. If we haven’t heard from a parent after a while we will call the parents to double check that they are aware of missing library books. I used to have students sit and wait while the others checked out books. They had a box that they could pull books from to read quietly. Only those who had returned all their books were allowed to browse and check out. This year I decided to try something different. I just remind students who are missing their books that they can’t check out, but they can browse quietly so they will know what they want when they bring their books back.
Our Kindergarteners have a unique situation. We have two Kindergarten classes, and one has a library time while the other has a computer time. The next day they switch classes so each will have had a library time and a computer time. On Thursdays I have a 30 minute story time with both Kindergarten classes together. I do author units with them. I pick out authors such as Tomie dePaola, Russell Hoban, Kevin Henkes, and more and I read books by that author with them.
With the 1st and 2nd graders I read to them from a picture book for about 10 – 15 minutes while my assistant checks their return books in and generates a list of those who are missing books. The second half of the library class is time to browse and check out. I use the books from the Washington Children’s Choice list that I feel is appropriate for our school and read one each week until they have all been read. Then we have a voting day and I send out votes to the WCC committee.
Our 3rd and 4th graders begin to learn the kinds of books that are found in each Dewey hundred. I also read from a series of books written by a librarian about using the library and the Dewey Decimal System. Phyllis J. Perry has written a nice series about a mouse named Fribble. I read these books to the students and they try to solve the mystery. Each book has ten chapters and takes about 12 – 15 minutes to read. They then browse to find books to check out. At Thanksgiving and Christmas, I stop the Fribble book and read holiday stories to all the classes. To the 3rd and 4th graders one year I read “The Story of Holly and Ivy” by Rumer Godden and the next year I read “A Certain Small Shepherd” by Rebecca Caudill. These are two of my very favorite Christmas stories. I have a nice display case where I try to recreate the toyshop window from Holly and Ivy. Older students walk by and remember the story from previous years.
The 5th and 6th graders study American History or countries in the world in alternate years. A few years ago I found picture books that supports this curriculum so this year I have books on American History. I read the books in chronological order. So far we are in the mid to late 1800s. Two years ago I decided to add a new component to this unit; I add in what happened in our SDA history around that time period plus local Walla Walla/College Place history. For example: The Statue of Liberty (1875), J.N. Andrews is the first missionary (1874), Pacific Press Publishing begins (1875), and the first Walla Walla SDA church is established (1874). When they study countries of the world, I read picture books about the countries as they are studying about them. I have a great book about the recycled orchestra of Cateura, Paraguay and read it to them when they are learning about South America. I also bring up a YouTube link so they can see the students and their instruments and hear them play. That is just one example of the two dozen or so throughout the school year.
Our 7th and 8th graders are so busy that I only get them every other week. It is hard to read a continued story to students who have two weeks between each segment so I decided to teach some online safety with them. I also do book talks with them.
I hope you enjoyed learning about what I do in library classes. I know this doesn’t work with all schools, but this is what works here for us at this time.
Have a great week! Keep warm.
Audrey
I have had a few people ask about my library classes wondering what happens here at Rogers Adventist School. I thought I would just let you know what a regular library time is like for me.
If you came here to visit me on Monday, Tuesday, or Wednesday, I would most likely be teaching computer classes. I teach all the K – 6 students. Our Junior High teachers handle the 7th and 8th graders. If you are interested in what I teach in our computer classes, I’ll be happy to share this with you, also.
Thursdays and Fridays are Library Days here. Each class has a specific time slot for library class. Students can come at other times during the week to check out, but on these days, we have a scheduled time for a class to come and we try to save that time just for that class. We don’t charge fines for overdue books, instead we don’t allow students to continue to check out until either the book is found and returned or we have heard from a parent. If we haven’t heard from a parent after a while we will call the parents to double check that they are aware of missing library books. I used to have students sit and wait while the others checked out books. They had a box that they could pull books from to read quietly. Only those who had returned all their books were allowed to browse and check out. This year I decided to try something different. I just remind students who are missing their books that they can’t check out, but they can browse quietly so they will know what they want when they bring their books back.
Our Kindergarteners have a unique situation. We have two Kindergarten classes, and one has a library time while the other has a computer time. The next day they switch classes so each will have had a library time and a computer time. On Thursdays I have a 30 minute story time with both Kindergarten classes together. I do author units with them. I pick out authors such as Tomie dePaola, Russell Hoban, Kevin Henkes, and more and I read books by that author with them.
With the 1st and 2nd graders I read to them from a picture book for about 10 – 15 minutes while my assistant checks their return books in and generates a list of those who are missing books. The second half of the library class is time to browse and check out. I use the books from the Washington Children’s Choice list that I feel is appropriate for our school and read one each week until they have all been read. Then we have a voting day and I send out votes to the WCC committee.
Our 3rd and 4th graders begin to learn the kinds of books that are found in each Dewey hundred. I also read from a series of books written by a librarian about using the library and the Dewey Decimal System. Phyllis J. Perry has written a nice series about a mouse named Fribble. I read these books to the students and they try to solve the mystery. Each book has ten chapters and takes about 12 – 15 minutes to read. They then browse to find books to check out. At Thanksgiving and Christmas, I stop the Fribble book and read holiday stories to all the classes. To the 3rd and 4th graders one year I read “The Story of Holly and Ivy” by Rumer Godden and the next year I read “A Certain Small Shepherd” by Rebecca Caudill. These are two of my very favorite Christmas stories. I have a nice display case where I try to recreate the toyshop window from Holly and Ivy. Older students walk by and remember the story from previous years.
The 5th and 6th graders study American History or countries in the world in alternate years. A few years ago I found picture books that supports this curriculum so this year I have books on American History. I read the books in chronological order. So far we are in the mid to late 1800s. Two years ago I decided to add a new component to this unit; I add in what happened in our SDA history around that time period plus local Walla Walla/College Place history. For example: The Statue of Liberty (1875), J.N. Andrews is the first missionary (1874), Pacific Press Publishing begins (1875), and the first Walla Walla SDA church is established (1874). When they study countries of the world, I read picture books about the countries as they are studying about them. I have a great book about the recycled orchestra of Cateura, Paraguay and read it to them when they are learning about South America. I also bring up a YouTube link so they can see the students and their instruments and hear them play. That is just one example of the two dozen or so throughout the school year.
Our 7th and 8th graders are so busy that I only get them every other week. It is hard to read a continued story to students who have two weeks between each segment so I decided to teach some online safety with them. I also do book talks with them.
I hope you enjoyed learning about what I do in library classes. I know this doesn’t work with all schools, but this is what works here for us at this time.
Have a great week! Keep warm.
Audrey
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