Discovery Bay International School

A step by step
learning
programme
designed to assist
you in meeting the
school wide
library core
expectations.

Library
Teaching
Modules
Compiled by Anna Shere
2008/2009\
 Introduction

Hi everyone
A set of library teaching modules has been developed to coincide with the development of our new library and
Discovery Centre. The idea being that the modules will provide you with an easy to follow set of teaching points to
assist you in:
• Meeting our core library expectations.
• Maximising use of the resources available to you in the library.
• Ensuring consistency occurs across the school with regard to the teaching of and application of information
literacy.
• Ascertaining what your students are able to do and what they need to be taught next.
• Working smarter not harder.

The modules are in draft form and will require your input to assist us in refining them further. They are designed to
compliment your library programme and should be delivered at a pace that is manageable for you and your class.
Each module may take one or several library sessions to complete and may require some adaptation to better
meet the identified learning needs in your class. Coverage of the content within the modules is not designed to be
taxing; it is intended that you spend a portion of your time in the library teaching library skills while still allowing
ample time for book exchanging or listening to stories etc.
Thanks everyone – Anna Shere

Module Content Overview

The following page outlines the UK Library Assocation guidelines and the key areas of learning for each year level.
These key areas of learning have been classified as DBIS 'core expectations'. Please note that the modules are
flexible and can be taught as appropriate or in the suggested order. You may wish to revisit the modules on more
than one occasion with your class adjusting the activity content accordingly to support your current classroom
studies.
Teacher pre reading / preparation:
• Familiarisation with our core library expectations.
• Establishing a starting point.
• Access It training or refamiliarization courses where necessary.
• Review the library resources we have available that will support your teaching of library skills.
• Generating resources to support a module where deemed appropriate.
 Introduction

The Primary School Library Guidelines

The Association for Librarians and Information Managers

The UK Primary School Library Guidelines provide a wealth of support for the development of and maintenance
of a school library. It is intended that this set of library modules will assist us, as a school, in ensuring we are
able to best meet our student needs. The guidelines are noted below for your reference:

Developing a Library Appropriate to the Needs of the School

(Page 6: The Primary School Library Guidelines)

A key learning environment

• Pupils need to develop appropriate learning strategies and become independent and lifelong learners.
the school library is the cornerstone to this process.
• Libraries empower pupils, not only by supporting the teaching and learning in the school, but by giving
them the freedom to make their own choices about reading and learning experiences.
• Library skills need to be introduced to pupils from an early age and practised throughout their school
career.
• Libraries in schools give children the opportunity to:
- extend their reading experiences
- discover and use information
- learn research skills
• School libraries are important to the learning outcomes of the whole school and the impact goes beyond
its walls to the family and the wider community.
• As a base for family learning activities, the school library may be the only contact some parents have
with the world of books and learning resources.

Good school libraries

• Enrich pupils' reading experiences and develop pupils' skills as independent learners.
• Provide resources and information that teachers and pupils need.
• Support the teaching and learning process, and extend the school's curriculum.
• Have skilled, enthusiastic staff with time allocated for library duties.
• Have up-to-date, attractive and suitable resources in a range of media.
• Are adequately funded to ensure continuing maintenance and development.
• Are planned and designed to be pleasant and stimulating environments.
• Are monitored regularly to assess their use.
• Are guided by a whole school policy for the library.
• Make good use of the expertise and stock of a Schools Library Service, and develop ongoing links with
the local public library.
 Introduction

The Primary School Library Guidelines

The Association for Librarians and Information Managers

Good school libraries

Library planning must:
• Be part of the school's policies for teaching and learning.
• Be included in curriculum planning that promotes the development of literacy and reading
for information.
• Reflect the school's profile of teachers and pupils and the nature of the local community.
• Complement styles of teaching and learning in the school.
• Recognise the need for staffing, support, accommodation and funding.
• Set targets which are realistic and achievable within an agreed period of time.
• Establish an agreed policy and development plan for the library.
• Ensure the support and formal endorsement of the governing body and staff.
• Contribute to school improvement.
• Keep abreast of ICT developments.

Reference List

• Thomas, R. & Sydenham, S. (2006). Using the Library. A Resource for Teachers. Australia:
Phoenix Education Pty Ltd.
• Price, J. (1990). Enjoying the Library. Australia: R.I.C. Publications.
• www.kidcyber.com.au?topics/book1resources.html
• www.kidcyber.com.au/bibliog.html
• Gawith, G. (1983). Library Alive: Promoting Reading and Research in the School Library. New
Zealand: Longman Paul.
• The Association for Librarians and Information Managers. (2000). The Primary School Library
Guidelines. London: The Professional Practice Department of the Library Association.
 D.B.I.S. Core Library Expectations

Year 1
• Demonstrate an understanding of the different areas of the library.
• Demonstrate a respect and care of the library and its resources.(eg: clean hands,
handling CD Roms, turning pages, spine care etc.)
• Independently select reading material.
• Borrow and return resources.
• Replace a book correctly by using alphabetical skills or browsing cards.
• Can name and find parts of a book: front cover, spine, title page, page numbers.
• Use resources as a source of information.
• Explain the role of the author and illustrator.
• Discuss how words and illustrations combine to tell a story.

Year 2
• Can name and find parts of a book:
• dedication
• introduction
• table of contents
• index
• synopsis (blurb)
• preface
• Identify the role of the publisher.
• State whether a resource tells a story or gives information: fiction / non fiction.
• Begin to use non fiction material for information.
• Locate fiction by author.
• Locate non fiction by topic.
• Locate and use audio visual resources.
• Talks about styles of various authors / illustrators.
• Develops an awareness of / utilises Access It with assistance

Year 3 & 4
• Use non fiction for research:
• using tables of contents
• keywords
• index
• glossary
• guide words
• publication date
• Demonstrate an awareness of categories within the Dewey Decimal system.
• Locate non fiction using Dewey numbering system.
• Use Access It to locate resources.
• Begin to access information using the reference collection, independently borrow, return,
renew and reserve resources.
• Compare and contrast styles of authors.
 Core Expectations

Year 5 & 6
• Uses Access It to access information in a variety of ways:
• subject
• title
• author
• keyword etc.
• Able to cross reference.
• Select the appropriate resource for information needed.
• Evaluate the relevance of resources to topic of study.
• Able to process and use information effectively.
• Can identify acknowledgements within a resource.
• Create bibliography for own research topics.
• Appraise the quality of a resource:
• use of language
• illustration
• text
• targeted audience
• Independently shelve books correctly.
 Please Keep
Our Library Tidy
Hi everyone - to help keep our library tidy could you please make sure that, where
possible, the following areas are tidied at the end of each visit:

Area Task Names

Chairs and tables Tuck chairs in
Tidy table tops

Cushions and Put away neatly

beanbags

Browsing cards Collect and put away

Magazines / Put away neatly

periodicals

Reference section Check books are shelved neatly, fill

any display spaces

Picture books Put books away in the right place with

covers facing forward

Laptops Tidy area, put away books, return

pencils and paper, return laptops

Issue desk Everything neat and tidy, all issuing

and return complete

Fiction shelves Check all shelves are tidy, place hard

cover books in empty spaces to make
a display, clear books from the floor
and under cushions

Non fiction shelves Check all shelves are tidy, place hard
cover books in empty spaces to make
a display

CD's, DVD's Video's Ensure all items are put away neatly

Secondary area Check all shelves are tidy