Arranging books and other resources on the shelves

Within the Library Resource Centre, it is vital that pupils and staff can be easily directed to the
subject areas they need.

As previously mentioned, it is essential that clear guiding and adequate signposting directs
users to access information easily. Posters displaying the Dewey Decimal Classification and
notices of ‘How to find a book’ will be helpful to users.

The main areas within your library should be:

• Reference – these are resources that may not be borrowed or removed from the
library, such as encyclopaedias, dictionaries, atlases and topic files (shelved in
Dewey order).
• Non-fiction (information books or resources) – resources shelved in Dewey
order.
• Fiction – novels or stories, shelved in alphabetical order, by author surname.
• Careers Library – career-related material/college and university
prospectuses/post-16 school advice.

As most of the resources are books, appropriate thought needs to be given for the storage
and accessibility of non-book materials, such as computer software, CD-ROMs, videos,
maps, tapes and compact disks. Some material can be shelved with books, but in most cases
this material needs separate storage. Most libraries display just the video and tape cases and
keep the actual videos and cassettes in the library office or locked in a cabinet or drawer until
they are required.

Displays of new books are always appealing. Arrange resources on the shelves, giving plenty
of space between each section. Standing a few new hardback books up, or purchasing book
displays at a small cost, and positioning these within the sections, adds to the appearance
when entering the library.

A quiet corner of the library may be considered for other materials such as audio visual aids
and tapes, and other resources like magazines and newspapers.

If space allows, a good display on a chosen theme is always appealing. A few examples
could include: fiction displays on a chosen genre/literary style, like ghost stories or fantasy.

Non-fiction displays could include subjects like: Medieval realms, or science, or film and
media.

When pupils have completed a project on a given topic, a display of their work supported by a
range of resources available in the library, is always welcomed. Pupils love to see their work
on display.
Keeping a record of your stock
A complete inventory, or record, of the stock in the library, available in whatever format that
suits the users' needs, should be compiled by the librarian. This centralised catalogue should,
ideally, be retained in the Library Resource Centre at all times to avoid unnecessary
duplication.

The catalogue can be kept and maintained in card, or strip index, using an accession register
or increasingly, the school library catalogues may be computerised.

Compiling an accession register and card index

A large strong hardback book or ledger is recommended for this purpose. To make an entry in
the register, start with number 1 (this will be the accession number for the first resource).
Write this number inside the book. In the register, record:

Title
Author
Publisher/date of publication
ISBN/ISSN (International Standard Book Number/International Standard Serial Number)
Format (for example, hardback/paperback/video etc.)
Dewey number
Any other relevant information

For the next resource, write number 2, and so on.

Inside the book: fix a date label, preferably with pockets to accommodate a card; stamp or
write an identification, for example Parkway School Library; write in the Dewey number. On
two catalogue cards write: the author's surname; beneath this write the title of the book,
Dewey number and accession number. One card is removed from the book when the
resource is borrowed. The other card is filed alphabetically to compile a card catalogue for
users to browse. These cards can be duplicated and filed in Dewey number, to form a subject
catalogue. A label should be fixed to the spine of the book, displaying the Dewey number.
The book is then ready for shelving.

Fiction is catalogued, as ‘fiction’. No Dewey number is required on fictional titles, as fiction is

shelved by author surname. It is helpful when shelving or looking for fiction, to fix the initial of
the author’s surname on the spine of the book, for example Dickens, ‘D’.

Reference books such as encyclopaedias, dictionaries and atlases do not need a date label,
but should be marked ‘For reference only’ or ‘Do not remove from the library’.

Readers will require a library ticket, preferably with a pocket in which to keep the ticket. These
can be prepared by writing the user's name, surname first, upon the ticket, and these can be
filed in trays by class, awaiting collection.

When a user borrows a resource, the catalogue card is removed from the book, and placed
inside the reader's ticket, the book is stamped with a due back date, and the ticket is filed
alphabetically in trays under the due date. When the resource is returned, the ticket is found
under the due date, then by author surname of the resource borrowed.

Computer cataloguing
Where finances allow, computerising resources is the most favourable method of maintaining
an inventory, or catalogue, especially in larger libraries or libraries where stock is increasing.
There are many reputable companies worldwide that provide computerised library software
packages. Many will give demonstrations and discuss installation and costs.

Computerisation of all library stock enables data to be either used on stand-alone personal
computers (PCs) or on a network system to be used in the library and within the school.
The computerised catalogue, once key-worded, provides an effective retrieval system with
built in cross-referencing.

All resources need a barcode (purchased in bulk). The barcode acts as the resource
accession number, enabling the librarian to identify and locate a given resource.

All borrowers are put on the system, in alphabetical order, by surname. Library cards are then
produced for each borrower. Each card has the user's name and a barcode. This barcode is
used when registering a user on the system. When a resource is borrowed the reader ticket is
scanned for the user's barcode. A screen brings up the borrower. The barcode is then
scanned from the resource and this remains on the borrower’s record until the resource is
returned. Due back dates can be set on the system and the resource stamped accordingly.
Lending books and other resources
In order to borrow books and other materials, all users need a library card. The librarian can
obtain a list of staff and pupils from the school office or personnel department in order to
prepare library cards.

Issuing resources manually

Library tickets can be purchased in pocket format. Names are written on the tickets and
distributed.

The normal length of borrowing depends on the person running the library, but two weeks is
the suggested period of loan. The book to be borrowed is stamped two weeks in advance.
The catalogue card is removed from the book, placed inside the reader ticket, and the tickets
are then filed alphabetically in trays displaying the due back date. Readers can renew any
resource if not requested by another user.

Usually, fines are set if users fail to return items on or before the due date. The librarian sets
the fines if chosen to do so.

Some items such as videos or reference-related materials might be borrowed on an overnight

loan; again, librarians can set the rules on how resources may be borrowed.

Issuing resources using an automated system

Details of all pupils and staff using the library are imported on the system. Any new additions
can be entered in the 'borrower' record field.

All users are issued with a library ticket. These may be made manually. The following
suggestions may be helpful in producing library tickets for your school:

• The tickets could be designed by the pupils (as a competition) and copied.
• The school logo and the name of the school should be included.
• The tickets could be colour copied or just photocopied on to card. You should be
able to get at least eight tickets per A4 sheet. The tickets can then be cut and
barcoded.
• Write the users' names on the tickets.
• Go to the borrower records on the system. Find the borrower's name and scan in
the barcode to register the user.
• When all the borrowers have been registered the library tickets can be laminated or
put into plastic wallets.

Alternatively, there are reputable companies, many have websites, for example the Plastic
Card Company, who produce plastic library cards for schools and other organisations tailored
to the purchaser's needs. Although these may work out more costly, the cards are more
durable, and reduce valuable librarian time.

When a resource is loaned, the barcode on the reader ticket is scanned, which brings up a
screen with the borrower details, the barcode on the resource is then scanned, thus recording
the loan. Due back dates can be set within the system.

Items may be renewed, if there are no requests from other users.

Borrowers may request certain resources that are out on loan. The librarian can put a hold on
that resource by using the user's reader ticket to reserve that item.

Fines can be set for overdue items. The librarian can administer these charges. If fines are
set, the extra income can contribute to library funds. Some school librarians feel that charging
pupils delays the return of items. Many pupils do not have extra money to pay fines, and are
reluctant to bring the resource back. The view of most librarians is the safe return of the
resource.
Maintaining resources in good condition/withdrawing unwanted
information/material
To maintain the efficient running of the school library, constant maintaining of resources
should be an ongoing procedure.

Resources should be kept clean and any minor repairs dealt with. All paperbacks should be
covered with plastic jackets or a plastic covering. This prolongs the life of the book, especially
when heavily borrowed, and the cover can be easily cleaned. Ideally, maps and posters
should be covered too or should be laminated. Avoid using sellotape on any resource; instead
use recommended book tape, clear tape or ‘magic tape’ especially made for carrying out any
maintenance or minor repairs on books. These can be obtained from most stationery
suppliers.

The librarian should constantly be renewing and withdrawing stock, to provide the user with
an up-to-date centre of information.

An annual stocktake is recommended. The purpose of a stocktake is to ascertain missing

resources, resources in need of repair, and resources to be withdrawn from stock.

Criteria for withdrawal of stock can be any of the following:

Condition: Although some resources may be older than ten years, the content may still be
relevant. The librarian has to decide whether the resource is still being used; a decision
might be made to withdraw the resource from stock but to keep a copy in the library office
for reference only. Alternatively, the resource may be withdrawn from stock and offered to
the relevant department.
Currency: The information contained in the resource may be out of date and it would
therefore be misleading to leave the resource in the stock.
Lack of use: If a resource has sat on the shelf for ages without being borrowed, the
librarian has to decide whether to withdraw the item. If the material is old, or especially if it
is fiction and the topic is dated and uninteresting, the librarian may remove the resource
from stock.
Quality and sensitivity: Certain information may be out of date, but can be retained for
future reference, especially material referring to sensitive issues, for example, abortion or
homosexuality. This material should be withdrawn from stock and kept out in the library
office. Ensure that all fiction that needs to be identified, is duly marked with ‘readership
intended for 14+’ or marked ‘adult fiction’. This is an important exercise when stocktaking.
It prevents unnecessary complaints from parents.
Unnecessary duplication: Multiple copies that may be sitting on the shelf unused could
be withdrawn from stock. This stock may be offered to departments.
Unsuitable format: for example slides, microfiche, tapes, outdated videos. This stock
may be withdrawn because it has no further use. Files regarding, for example, murder
cases, should be kept in the library office, as they are unsuitable to put in stock. They are
retained and available to older pupils who may be researching on that particular topic.
Availability of information/material elsewhere: Some resources may be maintained for
the archive. This material may consist of news and articles regarding the school, for
example newspaper cuttings, old photographs, newsletters, and any resource that may be
of future interest. The collection may be stored in a locked room elsewhere in the school.
Some material withdrawn from stock may be sent to the archive if users request the
content at a future date.

Another reason to withdraw material from stock is changes in the (national) education policy.
Some resources may be unused and unwanted due to the changes. Resources regarding
issues are constantly being updated and re-written. New policies and laws affect the content
of these resources, for example anti-apartheid laws.

Some withdrawn library stock may be offered for a few pence in library book sales. Remaining
stock could be offered to charities.
When resources are removed from the shelves, they should be deleted from the library
catalogue.
Providing user education
Part of the role of the teacher-librarian or librarian is to deliver library skills to all new pupils
and staff. It is essential that users receive information and the confidence to see the library as
a place of enjoyment and a support for schoolwork.

The induction programme can start as a possible link with feeder primary schools.

All new pupils starting secondary school should receive induction training at the beginning of
the new school year. This training equips pupils with knowledge of how to use the Library
Resource Centre for all their subjects. Training sessions assist pupils to work independently
and do their homework in the library.

Arrangements are made with staff to bring in classes. Induction usually begins with the
librarian giving a short talk about the library. This could include behaviour expectations, rules
and regulations, security, opening times, facilities available and library layout. The pupils'
attention should be drawn to the display boards where opening times and library rules are
posted. A suggested list of library rules for your school is given below.

****************************
Library Rules of Our School
• Our library is a Learning Resource Centre.
• Please respect that this is a quiet working area.
• Talking should be quiet; consideration should be given to those who are working.
• The library should be used for reading, research and homework.
• The library should NOT be considered a meeting place for chat.
• Sorry, no games!
• Books and magazines and other resources removed from the shelves, must be
returned by the user to the correct place.
• Furniture rearranged, must be returned to its original order.
• NO FOOD OR DRINK ALLOWED IN THE LIBRARY.

PLEASE LEAVE THE LIBRARY TIDY

****************************

During the induction, the librarian will issue pupils with their library cards and explain how to
use them. If the resources are catalogued, pupils should be taught how to use the automated
catalogue and the Dewey Decimal Classification system. Most librarians produce their own
worksheets and activities for pupils to work through, over a series of library lessons, held in
the Library Resource Centre. Lessons should be planned well in advance, and the librarian
should use well-designing library handouts and worksheets. To encourage pupils, and to
make training sessions more appealing, some librarians focus library induction using a theme,
such as animal welfare, going on holiday, etc. Pupils can work at their own level and are
rewarded for good work.

When preparing to organise a training session, the librarian should ensure there are adequate
resources in the library and explain the use of various types of media needed to encourage
pupils to research for information.

The quality of delivering a user-education session depends on good presentation, to keep

pupils' interest, with attractive worksheets and work booklets.

All new staff should receive induction sessions on how to use the library and on what
resources are available to support teaching and learning. Librarians should promote the
library and encourage its use.

Induction for new parents and the governors should also be considered. These groups can be
loyal library supporters and an essential asset to developing a successful library.
Using ICT in the Library Resource Centre
Where financial resources allow, the secondary school library should be a centre for ICT
(Information and Communication Technology), which is used to enrich teaching and learning
and to prepare pupils for a technological society. Provisions for the following should be made
available for the whole school:

• on-line facilities, such as the Internet/e-mail;

• CD-ROMs and multimedia applications;
• An automated catalogue – giving flexible access to the library and the school’s
resources;
• Intranet and word-processing facilities;
• use of FAX facilities;
• possible links with primary feeder schools, higher education, local businesses and
organisations.

Using the World Wide Web or Internet

These are useful sources of retrieving information. Publications are available, listing useful
websites for teachers and librarians, to support class research. Pupils can search information
for projects and homework. Careful monitoring and supervision of use is advisable. Install
recommended software that is available (if funds permit), to prevent pupils searching
unwanted and unsuitable sites, for example Cyber control.

If e-mail facilities are available, use of these should be carefully monitored.

Using CD-ROMs
Many CD-ROMs are cross-curricular and are an important library resource. They can easily
be installed on computers. If they are networked, staff need to be aware of licensing
arrangements associated with networked products. Pupils can access information and print
off relevant findings. Staff will need to monitor and supervise use.

ICT skills
Computers can be networked to teaching areas for IT. Pupils can learn how to use word
processing, spreadsheets and other IT applications and multimedia. Pupils can learn how to
use scanners and FAX facilities to assist with the learning and understanding of
communication.

Library management system

– providing access to all resources in the library. Users search by keyword to enable a
comprehensive list of available resources. A well-managed system can be beneficial and
helpful to the development of the Library Resource Centre and the effectiveness of the
school.

Links with the community

The computer resources in the Library Resource Centre can be used to classes for
community education. Opportunities to use the computer suite fosters links with feeder
primary schools, enabling children to work with older pupils and introducing them to ICT in
secondary schools. Links with other organisations are possible given the availability of ICT.
Library housekeeping
Checklists and routines
As part of the role of librarian, or person in charge, routine library housekeeping tasks should
be an essential part of running the school library.

Whether the library is run manually or a computerised system used, statistics need to be
collected:

• keep a record of monthly issues;

• investigate what types of resources are being borrowed;
• compile a list of popular titles;
• Note borrowing statistics between boys and girls;
• find out what girls and boys are reading;
• keep a list of those resources being used for staff project loans.

If a computerised system is in use, it is easy to print off the required statistics. If using a
manual system, it is important to keep a record of daily borrowing on a sheet, and use this to
predict a monthly figure. These statistics are useful when required by specialists, sometimes
government agencies, examining changing patterns in education. Also, they reflect the use of
the library and assist the librarian when purchasing new stock.

Suggestions for boosting issues and raising the profile of the school library can be found
earlier in this booklet.

Overdue resources
When a resource is borrowed, it is stamped with a date of its return. The borrowing period is
usually for two weeks. (The librarian can set a time limit for loans.)

After a month, if the resource is overdue, subsequent reminder letters are sent. Usually, if a
pupil fails to return a resource after two reminders, a third letter is sent home to the parents.
The library’s policy should be to charge for lost and damaged resources. An invoice should be
sent home requesting the due amount.

Some librarians choose to set fines for overdue items. This can be another way of collecting a
small income towards the library fund. Other librarians feel that many pupils choose not to
bring back the resource because they cannot afford the fine. The decision of setting fines
should lie with the librarian.

Stock checks
It is advisable that a full library stock check is carried out annually. This should ideally be
done at a time when the library is closed to users. Some librarians may choose to carry out a
stock check in school holidays, thus causing no disruption to the school day. If that is not
possible, then the library may have to close for a couple of days in order for the task to be
completed uninterrupted.

The procedure is best done with extra help, depending on the size of the stock.

If using a computerised system, the scanning of every resource is required. There are many
ways of performing this task. Hand-held scanners can now be purchased, which enable an
easier approach. Manual stock checks obviously take a little longer, as each resource has to
be checked against the accession register, and the librarian must not forget to include all
resources out on loan.

The final results should establish what resources are missing. These statistics should be kept
in a file. It is a good idea to publish lost items in the staff room and to approach staff. Some
resources may turn up, and are usually found in classrooms!
If funds allow, and the library is using a computerised system, having a good security system
installed noticeably reduces losses.

Other ongoing library housekeeping tasks, for example renewing, repairing and withdrawing
stock should be part of the librarian's normal work activities. This has been discussed
previously in this booklet.
Raising the profile of your Library Resource Centre
Displaying library opening times
Library opening times should be clearly displayed on the outside door of the library and also
within the library, close to the issue desk. Some librarians choose to create leaflets that users
can take away, displaying library opening times and any other relevant information.

Planning and running a promotional event

The purpose of organising a promotional event is to raise the profile of the Library Resource
Centre; to promote reading, books, and other resources and services the library offers.

As part of the role of library manager or librarian, this person should organise and hold regular
events in the library. These could be:

• book fairs;
• a celebration of World Book Day;
• book weeks;
• quizzes, competitions;
• author visits;
• special events like parents evenings or prospective parents evenings.

Running an event always needs prior planning, communication and organisation.

If you have never run an event before, start by organising a small successful event and target
on bigger promotional events at a later date.

Some of the following criteria might be considered:

• What could we do?

• What do we hope to achieve?
• What groups do we target?
• How much preparation time do we need?
• Recruit staff support?
• How do we notify staff, pupils, parents and other groups?
• Do we need to budget for any costs?
• Are the profits to go back into library funds?

Book fairs
These are very popular events to hold in the school library.

Local bookshops or a book supplier may provide books on a sale or return basis. You should
be able to negotiate commission on book sales. Bookshops have good contacts with
publishers and may be able to provide posters and display stands.

Withdrawn stock from the school library can also be offered at a small cost when holding book
events. This can be a useful way of generating a little income.

Celebrating World Book Day

Information and publicity for this event is available on-line or information can be posted out to
individuals.

Quizzes and competitions

Pupils are always enthusiastic and enjoy well-publicised competitions, with prizes. Ideas
might be:

• Invite pupils to come to school dressed as a character from a book. The

competition could be judged by the head teacher or by one of the visitors.
• Design a bookmark/library card/poster.
 • Write a poem or short story.
• Design a Web page.
• Quick quizzes with answers in displays.

Author visits
Your visitor does not have to be an author. There are many other people concerned with the
world of books, reading and language that visit schools and will come and talk to pupils.
Alternatively, some bookshops will invite small groups of pupils to the shop, when an author is
visiting the store. As Jan Clements MBE, Chair of the UK's Northern Children's Book Festival,
says:

a fresh face, a new voice, a slightly glamorous and mysterious figure, the author is a new
personality, who can make a direct appeal to the children’s imagination and honesty
Source: Jan Clements MBE and Marjorie Taylor Read On! The NCBF Guide to promoting
author visits and book events, Northern Children’s Book Festival, revised edition, 1997.

giving youngsters the chance to meet an author provides a powerful stimulus to their interest
in books and reading
Source: Jan Clements MBE, Chair Northern Children’s Book Festival, School Librarian 45(4),
November 1997.

Ensure pupils and staff are informed of forthcoming events, by displaying posters, sending
letters home to parents via pupils, and informing staff at staff meetings.

Ensure all resources at the event meet the needs of the educational curriculum, and that the
reading material is suitable for an 11–16 age group. Liaise with organisations supplying
materials ensuring resources are aimed at a mixed ability, ranging from special needs to more
able readers.

Ensure there is adequate space when ordering displays, bearing in mind that all exits from the
Library Resource Centre are to be kept free, to comply with Health & Safety regulations.
Consideration for those with special needs and pupils with disabilities must be catered for.

After any promotional event, evaluate whether the activity was successful and note changes
for improvement for future events. Examine statistics of loan activity. These figures usually
increase during book weeks. Promotional events in the school library create a positive
atmosphere among pupils and staff. They are met with interest and enthusiasm and raise the
profile of the school library.
List of other useful resources
Web sites
Amazon: www.amazon.com
Autolib : www.autolib.co.uk
Books for Students: www.bfs.co.uk
Carel Press – Educational Publisher – essential learning resources: www.carelpress.co.uk
CILIP (Chartered Institute of Library and Information Professionals): www.cilip.org.uk
Dewey Decimal Classification system: www.oclc.org/dewey/
Heritage 1V: www.isoxford.com
Heinemann: www.heinemann.co.uk
Librex Educational – suppliers of library stationery and books: www.librex.co.uk
Scholastic School Book Fairs: e-mail: enquiries@schoolbookfairs.co.uk
Softlink Europe Limited – ALICE: www.softlink.co.uk
Plescon Security Products: www.plescon.co.uk
World Book Day: www.publishers.org.uk
World Newspapers: www.thepaperboy.com

Popular search engines (may include):

www.google.com
www.msn.com
www.yahoo.com

Publications/charities
th
Abridged Dewey Decimal Classification & Relative Index/with supplement (13 Edition) –
‘Abridged 13’ (1997) by Melvin Dewey, Joan S Mitchell and Gregory R New (Eds)
Published by OCLC Forest Press
ISBN: 0910608598

On-the-Job Sourcebook for School Librarians (1998) by Anthony Tilke

Published by The Library Association
ISBN: 1856042707

SLA Guidelines – several guides available – published by The School Library Association
E-mail: publications@sla.org.uk

Directories
Telephone directories
Yellow Pages
Local directories
Bibliography
Dewey, Melvin, Mitchell, Joan S and New, Gregory R Abridged 13, OCLC Forest Press, 1997.

Dubber, Geoff and Scott, Elspeth (Eds) SLA Guidelines, The School Library Association,
2000.

Tilke, Anthony On-the-Job Sourcebook for School Librarians, The Library Association, 1998.

Tilke, Anthony Secondary School Libraries, The Library Association, 1998.