UNIVERSITY OF IBADAN LIBRARY
"U"nderstanding the School Library
Media Centre
Fadekemi Omobola Oycwusi
UNIVERSITY OF IBADAN LIBRARY
Stirling-Horden Publishers Ltd.
GaafBuilding, 110-°112 Oyo Road,
. Orogun, Off University ofIbadan,
Second Gate, Ibadan, Oyo State,
Nigeria.
Phone: 08023519154
stirlinghorden@ymai1.col1l, info@stirlinghorden.col1l
www.stirlinghorden.com
University Post Office 7 lkioda Street
Box20984 Jattu- U zairue
Ibadan Edo State, Nigeria
Oyo State, Nigeria
© Fadekemi Omobola Oyewusi
Published 2014
rSBN 978-978-032-329-5
All Rights Reserved
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sent to the publishers and the author.
Stirling-Horden Publishers Ltd.
Lagos, Ibadan, Benin City, Jattu-Uzairue.
UNIVERSITY OF IBADAN LIBRARY
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Dedication
UNIVERSITY OF IBADAN LIBRARY
Acknowledgements
UNIVERSITY OF IBADAN LIBRARY
Foreword
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UNIVERSITY OF IBADAN LIBRARY
Preface
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Contents
Dedication v
Acknowledgments vi
Foreword vii
Preface VIll
i. School Library Media Centre 1
Philosophy of aSchool Library Media Centtre '.))
Mission of the School Library Media Centre 3
Effective School Library Media Centre 5
Importance of School Libraries 6
2. Organisation of School Library Media Centre 11• Circulation Policies 11
Tasks Performed at the Circulation Unit 13
FW1CtiOnsof the Acquisition Unit 14
Guidelines before Acquisitions of
Children's Books 15
Inventory Procedures 17
Reference Service at the School Library
Media Centre 17
Responsibility and Procedures for Selection of
Reference Resources 23
Selection Criteria for Specific Reference Genres 24
Access and Management of Reference Resources 27
3. Collection Development in a School Library
Media Centre 29
Collection Development Policy 29
. TheNeed for Collection Development Policy 30
Selection Objectives 31
Criteria for Selction 31
General Selection Criteria for Learning Resources 35
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I 4. Cataloguing and Classification in SchoolLibrary Media Centre 39
The Catalogue 39
Rules Governing Catalogue Fannat 43
Classification of School Library Media 50
Number Building in Dewey 51
School Library Cataloguing and Classification
Standard 52
Methods of Obtaining Standardised Cataloguing 53
5. Best Practices in School Library Media
Centres Operations 59
Basic Things to Note when Setting a Standard
I . for the School Library Media Centre 60Indicator of Best Practices in School Library
f Media Centres 61
[-
I. Evaluating the School Library Media Centre 70
6. Automating a School Library Media Centre 73
Library Cataloguing System 74
School Library System. Configuration 80
Benefits of the School Library Media Centre
Automation 83
Barries to Library Automation 84
7. The School Library Media Specialist 87
Roles of the School Library Media Specialist 88
The Library Staff 92
The School Library Media Specialist's Job
Description 97
8. Importance of Multimedia in a School
Library Media Centre 103
What is Multimedia? 103
Types of Multimedia 105
Function of Multimedia Resources 106
The Role ofICT in the School Libray 109
9. ICT Application in the School Library
Media Centre 113
Challenges ofU sing the Internet by School Librarians 116
Use of the Internet by School Library Users 117
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10. Collaboration between the School Library
.Media Specialists and Special Educators 119
What is Special Education? 119
I' . What is a Disability? 120
Who are Special Education Personnel? 121
-I 11. Public Relations in School Library
.Media Centre
I 125What is Public Relations? "125
i Strategies for Promotion of Library Activities 126
I Readership and Promotion Techniques 128
I Performance and Craft Activities 132
12. Contributions of the School Library
Media Centres to Reading Development 135
I How the SLMS can Assist in Reading 136
f " School. Library Support 138
13. Children's Literature 143
Evaluation of Children's Literature 146
Children's Literature and Language Curriculum
Implementation 147
14. Funding and Budgeting for the School
Library Media Centre 149
f General Guidelines as Regards to SMLC Budgeting 149
! Responsibility for the School Library Media
I·
Centre Budget ISO
. The School library Budget Content 153
Budget Management and Review 154
References 157
Index 160
Apendices
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School Library Media Centre
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The school library now referred to as the School Library Media Centre
I (SLMC) is a major educational resource for the teachers and students. It
;
I is primarily a learning and information centre that includes print (books,
. r magazines,joumals, comics), non-print (projectors, slides, films, CD,
DVD) and electronic (computers, Internet, televisions, radios) resources.
The term "media" was attached to school libraries with the 1969 "Standards
for School Media Programs" (Widzinski, 2001) and has since become
synonymous with schoollibrarianship. The inclusion of media materials in
libraries began atthe end of the 19th century and the beginning of the 20th
century with the development of academic slide libraries, motion picture
and music libraries and record collections in public libraries. Through the
1960s and 1970s·, traditional library services and media services continued
to merge and develop into the "instructional resource centres," "learning
resource centres," and "media centres". Schools, especially in developed
countries, had films, videos and sound recordings playing a central role in
I the teaching and learning processes and they also served as auto-tutorialmaterials. As a result of the introduction and utilisation of Information,
I Communication Technology (lCT) into school libraries, school libraries
i are now called "learning resource centres" "school library media centres"
r and the school librarians assumed the name "learning resource centre
I
i . managers", "school library media specialists". In this book, the schoollibrary media centre refers to the school library or children's library while
f . the school library media specialist refers to the school librarian, the teacher
I librarian or the librarian in charge of children's library,
I, The school is a gateway to knowledge; it plays an important role in
I, building up a love for reading and the school library media centre is integral
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to this educational process. Encouraged at the right age to use the school
UNIVERSITY OF IBADAN LIBRARY
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library, children are sure to develop a love for books. According to IFLA/
. UNESCO School Library Manifesto (2000), the school library media
centre provides information and ideas that are :ftrndamental to functioning
successfully in today's information and knowledge-based society. The
school library media centre equips students with life-long learning skills
and develops the imagination enabling them to live as responsible citizens.
It plays this role by selecting, acquiring and providing access to appropriate
sources of information. The School Library Media Centre (SLMC) offers
(. books and other resources ranging from print to electronic media for the
t completion of various school projects and assignments, for acquisition of
I knowledge on a topic taught in class, for fmding information about a hobby
I or current events and news, etc.
I. The School Library Media Specialist (SLMS) helps the students in
I
I finding the books/information on the topics of their interest. The SLMCs
i also act as laboratories for students and the school librarians should function
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1 as guides to help the students in learning and using the books for
f; improvement of knowledge and scholarship. School library media centres, provide services, personnel, materials, equipment and information system
that helps in teaching and disseminating information to children and 'young
adults. School library media centres vary greatly in size from the large,
stiffed complex with extensive resources to the special cupboard or corner
in small schools.
I Every school should have a school library media centre and studentsshould be encouraged to visit the library regularly either through separatef, library period or as part of integrated lesson work. Infants and primary
I children should also be encouraged to borrow books for home use on a
regular basis in order to inculcate this learning behaviour early.
i Why Use the School Library Media Centre?
I
I School library media centres enhance teaching and students' Iearning by:
.,I • cooperating with teachers in the planning, implementing and
I evaluation oflearning programmes;
~' • providing opportunities for students to develop information
I skills and use them c?mpetently and confidently;
I
( • extending and enlivening students' learning experiences and
I enriching their lives through the effective use of resources;
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• providing experiences to stimulate reading and developing
desire to read;
• promoting the social and recreational development of
students;
• . ensuring that resources in the library are consistent with
government policies relating to equality of opportunity;
• involvement in the selection, acquisition and organisation of
materials to support the school curriculum;
. •. extending the resources available to each school through
cooperation with other school libraries and the community; and
• providing a variety of teaching/learning environments for
classes, small groups or individuals.
Philosophy of a School Library Media Centre
The primary objective of education is to learn how to identify, locate,
organise and present needed information in a clear, concise and persuasive
.marmer. The school library media centre progranune, as an integral part of
the total curriculum, is the vehicle that provides opportunities for students
to achieve these skills and to foster a lifelong interest in both reading and
knowledge. Eachstudent, therefore, should have access to an effective,
integrated school library programme that reflects the curriculum and the
needs of the school community and the world in general.
Mission of the School Library Media Centre
The mission ofthe School Library Media Centre is to ensure access to all
available information so that members of the school community will become
effective, independent and discriminate users of ideas and information.
Based on the statement above, In a SLMC, .
• students are the primary focus of the school library media
progranune;
• teachers and the media specialist working together form a
vital link to the success of the school library media programme
and the curriculum;
• . access to information and ideas is indispensable to the
development ofhuman potential;
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I 4• all members of the school community should have access to
information offered in a variety of formats that include leT,
print and non-print materials;
• a certified school library media specialist is essential to the
.. instructional programme of every school; andthe school library media centre is the hub for technology .
Goals and Objectives of the School Library Media
Centre
.i The following are some goals and objectives of a school library media
centre:
• the school library media centre provides access to an organised
collection of di verse learning resources that incorporates a
variety offonnats; these resources will encompass a variety
of learning styles, cultures, points of view and interests of the
school community;
• the school library media centre provides current information
that is of extensive quality and sufficient quantity to meet the
needs ofthe school community;
• the school library media prograrnme will function as the
technology and information centre of the school;
• to facilitate the right of every child to:
- information;
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I - functional, visual, digital and media literacy;
- cultural development;
! -lifelong learning; and- creative programmes in leisure time.
• to provide children with open access to all resources and
media;
• to provide various activities for children, parents and
caregivers;
• to facilitate families-entry into the community;
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I • to empower children and to advocate their freedom and safety;
and
t • to encourage children to become confident and competent
people.
Characteristics of a Quality School Library Media
1 ·Centre
I , School library media centres have important characteristics which includethe following:
f:
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I • the school library media centre atmosphere should stimulate
! interest and enthusiasm for leaming through reading, listening
and viewing;
school library media centres should be attractive and
welcoming to students, staff and parents/caregivers and be
seen as a modem learning environment;
the school library media centre should maintain its relevance
to users by including and assimilating advances in technology;
the media centre environment encourages the use of various
media and motivates students to use the materials and services
provided;
.1 • the media centre is fully integrated into the educational
i programme;
• an open schedule is maintained;
r • the personnel must include a well-educated professional staff
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l and a strong technical and clerical staff; and
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i • provides materials and services to teachers in support of the
curriculum and the state's standards.
Effective School Library Media Centre
According to Frances and Webster (2002), an effective school library
media centre:
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fI. . • is accessible to the school community, on site or remotely;
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. t • is cost effective because one book is used by many;
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• provides flexible scheduling and timely access to the collection
by all students; .
F- • offers a broad range of materials which includes reference,
I fiction and non-fiction;• addresses a broad range of reading levels;r • minimises loss through cost-effective tracking systems;
~I • supports learning to read and reading to learn with
I informational and imaginative text arid literature; .
t' • adds new resources throughout the school year to keep
I collections dynamic; and .• creates a sense of ownership that is shared by the entire schoolcommunity. .
Importance of School Libraries
,
School libraries are critical for students' achievement
.All over the world, research has shown that students in schoo Is with good
school libraries learn more, get better grades and score higher on
standardised test scores than their peers in schools Without libraries. Also,
this is clear evidence that there is a connection between student achievement
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I and the presence of school libraries with qualified school library rriedia
I specialists.
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School libraries have an important role in teaching
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I School library media specialists are important instructional partners or
I consultants in supporting and expanding the existing curriculum. These
specialists work with teachers to change what is possible in the classroom
f and support exciting learning opportunities with books, computers and
I other resources.School libraries are leading the way for technology use in schools
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School libraries are no longer just for books, they have become "school
library media centres" with computer resources that enable children to
engage meaningfully with a wide variety of information. These centres
I' with trained and qualified staff support the use of electronic information
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, resources not just in the centre but help to integrate these resources in
classrooms and throughout the curriculum.
School libraries inspire literacy
When learners of all ages have the opportunity to read stories and explore
information that matters to them; various forms ofliteracy and numeracy
can emerge. Research has shown that school libraries have the tools to
il1spi~eliteracy in learners. of all ages.
School library media centres matter with only highly qualified
. library media specialists
Research has shown that school libraries staffed by qualified library media
specialists are needed to have a positive impact on student academic
achievement.
School Library Media Centre Programmes Influence Learning
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1 Outcomes and Student Achievement When:
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• library media specialists collaborate with classroom teachers
I to teach and integrate literature and information skills into thecurriculum;
I • library media specialists partner with classroom teachers onprojects that help students use a variety of resources, conduct
I research and present their findings; and
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I • , library media specialists are supported fiscally andprogrammatically by the educational community to achieve
I the mission of the school.Library Media Specialists Enrich the Teaching and Learning
I
,I Process When:t
• they teach skills and strategies that students need to learn;
• they are partners in educating students, developing curricula
and integrating resources into teaching and learning;
• they teach the skills that students need to become effective
• users of ideas and information; and
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• they seek, select, evaluate and utilise electronic resources
and tools and instruct teachers and students in how to use
them.
School Library Media Centres are True Place of Opportunity When:
• all students can strive for and achieve success;
• quality collections are provided, in print and online, they
support the curriculum and address a variety ofleaming needs;
• . students can develop a love of reading and literature;
• library media specialists help students explore the world
. around them through print and electronic media; and
• students can work individually or in small groups on research
and collaborative projects.
The positive impact of school library media ccntrc
programmes on student achievement includes the
following:
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t • a strong library programme that is adequately staffed;resourced and funded can lead to higher student achievement
f regardless of the socioeconomic or educational levels of the
adults in the community;
• a strong computer network connecting the library's resources
to the classroom and laboratories has an impact on student.
achievement;
• the quality ofthe collection has an impact on student Jeaming;
• test/examination scores of the students are higher when there
is.higher usage of the school library;
• collaborative relationships between classroom teachers and
school librarians have a significant impact on leaming,
particularly in relation to the planning of instructional units,
resource collection development and the provision of
professional development for teachers;
• a print-rich environment leads to more reading and free
voluntary reading is the best predictor of comprehension,
UNIVERSITY OF IBADAN LIBRARY
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vocabulary growth, spelling and grammatical ability and writing
style;
• integrating information literacy into the curriculum can improve
students' mastery of both content and information seeking
skills; and
• libraries can make a positive difference to students' self-
esteem, confidence, independence and sense of responsibility
in regard to their own learning.
Rules and Regulations in the School Library Media
Centre
. School Library Media Centres must have guiding rules and regulations for
i
f their users. Every student/user must be made aware of the existing schoo 1
/., library media centre rules and regulations. These rules could include some
or all ofthe following:
• students must always bring with them the school or library
LD. in order to use the school library's resources and services;
'. bags and stuffed toys cannot be taken inside the school library;
• Items like bags, binders, fillers and big envelopes brought
inside should be subjected to inspection by the library staff
before they are taken out. Books are inspected when leaving
the premises of the school library;
• order is to be maintained by returning books borrowed from
the library;
• smoking, eating, littering, playing and napping are prohibited
in the library;
• silence must be properly observed;
• students who willfully mutilate or steal the school library's
materials will be subjected to disciplinary action; and
• misbehaviour will cause the withdrawal or suspension of the
school library media centre use.
UNIVERSITY OF IBADAN LIBRARY
Organisation of School Library
Media Centre
I Threemajor issueswould be looked intowhile considering the organisationof a school media centre. These are the circulation policies, referenceservices and the acquisition procedure of a school media centre,
Circulation Policies
School library media centre circulation or library lending comprises the
• f.
t activities around the lending oflibrary books and other materials to the
I library users. The circulation department of a library is the area wherepatrons check out items, receive library cards and settle their account.The circulation section is one of the key departments of a library. The
circulation desk or loans desk is the main public services point of the
library, usually found near the main entrance of the library. It provides
lending services and facilities for return ofloaned items. Renewal of
materials and payment of fines are also handled at the circulation desk,
Circulationstaff provides basic search and reference services to the children
that visit the library. The circulation desk is, in most cases, staffed by
library aides instead of professional librarians.
Most library materials circulate for a three-week loan period,
although it varies from library to library. Three-week loans apply to all
children's books, all audio cassettes and back issues of magazines, as
well as most adult books. Materials can be renewed at the library for an
additional three weeks if no other patron has reserved the item. There is a
maximum of one renewal allowed for any item; however, renewing an
i overdue item does not erase any accrued fine. New books, because of
/' their higher demand, may circulate for a one-week period or be placed on
the reserved shelf. New books are clearly marked to help users return
UNIVERSITY OF IBADAN LIBRARY
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materials on time. Video cassettes may also circulate for a three-day period
with no renewals and no reserves, First-time borrowers may check out
up to three items in most libraries, On subsequent visits, there is no limit on
t how many books and! or audio cassettes may be checked out but this may
I not apply to school library media centre with limited resources. However,the library may restrict the number of books to one subject depending on
the library collection. Books and materials designated "Reference" and
f issues of periodicals do not circulate. It should be noted that loan periods
I· vary by library, material type and user category. In other words, each
I
I- individual library has its loan periods. Loan periods at all libraries are
I superseded by the expiry date of the library card, if that date precedes the
I
1, due date of the loan period.
I Circulation staff works under the direction of the library director orI, head oflibrary, who oversees the work of support staff. The staff ensures
. r that the children receive courteous and efficient service when visiting the
circulation desk. .
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I Functions of the circulation desk staff include:
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I • lending materials to children;r • checking in materials returned;
• monitoring materials for damage and routing them to the
.appropriate staff for repair or replacement;
• troubleshooting circulation technology, i.e. library circulation
software, scanners, printers, etc; and
• collecting statistics on library use, i.e. patron transactions,
I material checkouts, etc.
I
I Job/Duties of circulation Head of Unit
• The circulation manager or head oflibrary hires the staff
I working at the circulation desk. The manager plans the traini ngfor circulation staff, schedules employees and performsemployee appraisals.• A circulation manager resolves issues with patrons such as
fine collection and complaints. The manager works at the
circulation desk checking materials in and out of the library.
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• The circulation manager provides patrons with information
regarding library policy. The manager plays a role in the
planning and implementation oflibrary policy. He works with
the library director to evaluate current library policies and
make changes when necessary.
• He also makes decisions on materials to purchase for the
library and can make recommendations to patrons. He can
assist patrons in finding materials in the library.
• Library circulation managers must have verbal and written
communication skills to present information to library patrons,
The manager must have basic computer skills and knowledge
in using library software and databases. He/she should have
knowledge of the library's policies and procedures.
• Managers must have strong leadership skills and the ability
. to direct the activities oflibrary staff.
Tasks Performed at the Circulation Unit
Overdue Notices
Books are considered due by closing time of the library on the due date.
All library materials may have a one-day grace period with no fines assessed
after the due date. Fines will be assessed against the library user for any
book not returned by the closing time on the day after the due date, no
I matter the reason for the non-return.The library will send out reminder notices when books are overdue;however, prompt return is the responsibility of the borrower whether noticesare received or not. Returning overdue books stops the daily increase in
I
the fme, whether the patron pays the fine at that time or not.
I Lost or Damaged MaterialsWhen library materials are lost or damaged beyond use, the patronchecking out the materials will be charged for the value of the materials.
I Any item that is overdue for about six weeks is considered lost and must. be paid for before borrowing privileges are restored. Parents arcresponsible for the loss or damage to materials checked out on theirchildren's cards.' .
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Audio-Visual Services
The school library media centre has in its collection audio cassettes and
video cassettes for both children and adults. Audio cassettes and video
cassettes may circulate on the same terms as print materials or be placed
on reserve .
. Photocopying and Copyright
Copiers should be made available at the school library for the convenience
of patrons. Cost of copies and restrictions on use will be determined by
the school library management and clearly posted at the copier centre or
room. Compliance with copyright laws should be taken into consideration
before making the copies.
Acquisitions Procedure in School Library Media Centre
The school library media centre acquisitions unit is the department of a
library responsible for the selection and purchase of materials or resources
. for the library. Acquisitions Unit of the SLM C may select vendors, negotiate
consortium pricing, arrange for standing orders and/or select individual
titles or resources (depending on the size of the library or system) .
.
. f . Functions of the Acquisition Unit
[ \ a. Ordering, claiming, receiving, preservation and payment of
I
! all library materials.
b. Monitoring, coordinating, implementing and evaluating all
collection-related activities.
I c. Check-in of children's materials, control, organisation and
I shelf preparation.d. Providing management and financial reports/statistics.e. Selecting and evaluating sources of supply.
I f.. Organising gift and exchange activities with other libraries ..g. Providing current awareness services.All librarians responsible for selecting books for children would prefer to
see books before ordering. However, those who live and work in small
towns and locations have little access to many children's books and must
depend upon reviews and selected lists. They see books only when they
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go to cities with good book stores, when they attend professional meetings/
.conferences where book exhibits are held or when they visit Book Fairs,
Book Week celebrations and other special exhibitions. School library media
specialist should be allowed to visit such exhibitions. One of the challenges
in the acquisition of books for children is the availability of books for
examination before a decision to purchase them must be made.
Book selection and recommendation of books are done by all
professionals in the school and children's librarians in a system. They are
appointed to book reviewing committees for periods of time. All members
of the staff have an opportunity, therefore, during a year to participate in
this basic activityconnected with book acquisition. Appointment may be
to a general book reviewing committee or a subject committee; in either
case, the librarian's interests and particular knowledge are used. Specialists
in subject fields are often invited to review books and in the schools,
teachers, elementary supervisors and often administrators are members
of the review committees.
Guidelines before Acquisitions of Children's Books
These steps below are a general guideline to be followed during acquisition
of children's books:
Weeding
In order to have a tel evant and appealing collection, the media specialist
must select materials to correlate with the topics and standards being
addressed by the classroom teachers and weed books that are beyond
repair, soiled, in poor condition or do not meet the needs of the school.
The copyright dates of books are to be considered when weeding the
non-fiction books. Ideally, non-fiction books should not be more than five
to ten years old. Library patrons should be excited about entering the
school library media centre and weeding the collection regularly is
paramount in having a relevant and desirable collection .:
Guidelines on Weeding of School Library Collection
Why Weed
• to remove outdated, obsolete items and make room for newer
more valuable items;
UNIVERSITY OF IBADAN LIBRARY
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• to make the library more user- friendly;
• to strengthen the collection alignment with the classroom
curriculum; and
• to remov~ the illusion of awell-rounded, well-stocked
collection.
How to Weed
• identify objective criteria;
• target circulation date (e.g., two years, five years); or target
copyright date, either a general copyright date or dates
specific to Dewey areas (e.g., Fiction, 20 years; 600s, 3
years). History books are always relevant. In case of
any question or doubt, library staff should discuss.
• Pull materials for further evaluation based on subjective
criteria (e.g., condition, format, content).
• Include lead teachers, school head and so forth, to evaluate
the identifiedrnaterials and assist in preliminary determination .
of items for possible discard.
Objective Criteria
• Exceeds target copyright date
• Low circulation rate
• Subjective Criteria
• Physical Condition
• Pages tom
• Book covers tom-not repaired or not repaired appropriately
• Ragged bindings, poorly repaired bindings
Content
• Out-of-date
• Trivial subject matter or approach to subject matter
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; • Inaccurate information
• Newer editions available
• Not on a standards list
•• Not circulated
• Not used for reference
• Urineeded duplicate
• Biased, depicts inappropriate stereotypes
• Interest or reading level- inappropriate for the children
Inventory Procedures
It is a normal procedure for each school library to conduct an inventory at
some point during each school year, although this is not regularly done in
developing countries due to several constraints like finance. In developed
countries, this is done through the use oftechnology with a portable scanning
unit. The school library media specialist can decide to do a complete
inventory of all bar coded materials or may decide to exclude some material
types. At the end of the inventory procedure, a report can be printed that
will list the items that are lost. This information can also be quite useful in
the selection of materials the following year:
Reference Services at the School Library Media Centre
An information age school is distinctively different from the traditional school
that most of us are used to. In an information age school (ALA Presidential
Committee on Information Literacy, 1991), there will be more interactions
as students pursue questions of personal interest and interact with other
students and teachers. Both students and teachers will be familiar with the
need to ask productive questions, gather data of all kinds and synthesise,
analyse, interpret and evaluate information in all its forms. There will be
more coaching than teaching as teachers recognise the importance to arouse
curiosity, ask the right questions at the right time and stir up debate and
serious discussion. With a vast array of information resources, learning
. will also be more self-initiated. This paradigm shift sees the teachers no
longer as merely reservoirs of knowledge but also as guiding hands to
. information resources beyond the classrooms. However, the school library
UNIVERSITY OF IBADAN LIBRARY
18
maintains a core collection of reference materials for patrons' use; in
addition, the library staff will gladly assist with the reference needs 0 f the
patrons. Assistance is not limited to designated reference materials but
may involve any materials in the library. Information an interlibrary loan
request or referral to another library for assistance.
Procedures for Checkout to Elementary Students
. Students must have parents ~osign permission slips in order for them to
check books out of the school library media centre. Books are checked
out from one week to three weeks depending on each library policy. Upon
returning to the school library media centre, students place their books in
a designated area. The library assistant checks the materials. When
students come as a class, the students are informed ifthey have failed to
return due library books. In addition to visiting the school library media
'~entre as a class, the students also visit individually.
Procedures for Checkout to Secondary School Students
Length of circulation period: one -v- three weeks depending on each library.
• Number of items: students may have a maximum oftwo books
checked out at one time.
• Overdue fine rate (differs from library to library).
• Periodicals, reference, non-print materials are not taken out
of the school library by the students but used inside the library.
Procedure for checkout:
I • Student presents school or library LD. badge when checkingoutmaterial(s).
I • Media centre staff member checks material(s) and performscheckout.• Media centre staff member places Date Due Card in pocket
of book.
• Upon returning item( s), student places item (s) in book return
area.
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• Media centre staff member checks item( s) in, removes Date
Due Card from pocket and places in "To Be Shelved" area.
• Media centre staff member re-shel ves material( s) .
Payment for Fines and LostlDamaged Books
A student will be charged if a book is overdue for thirty days or more
(depending on each library). If a book is lost or damaged, the cost of the
book will be charged to the student. The money paid for a library book
lost during the school year will be returned in full only when the book is
returned during that school year .
. Reference Services in the School Library Media Centre
Reference services are the efforts made by a library and librarians to assist
patrons to find the information they want or need. Reference service
librarians assist, advice and instruct users in accessing all forms of recorded
knowledge. This service includes both direct and indirect services to
patrons. Library users can consult the staff at the reference desk for help
in finding information. Using a structured reference interview, the school
librarian works with the students to clarify their needs and determine what
information sources will fill them. The help provided may consist of reading
material in the form of a book or journal article, instruction in the use of
specific searchable information resources such as the library's online catalog
or subscription bibliographic/full text databases or simply factual
information drawn from the library'sprint or online reference collection.
Typically, a reference desk can be consulted either in person, by telephone,
through email or online chat, although a library user may be asked to
come to the library in person for help with more involved research questions.
A staffed and knowledgeable reference desk is an essential part of a school
library. The services that are provided at a reference desk may vary
depending on the type oflibrary, its purpose, its re.sources and its staff.
Resources that are often kept at a school library reference desk may
include: .
• a small collection of reference books that are most often used, so .
that the librarians can reach them quickly, especially when they
UNIVERSITY OF IBADAN LIBRARY
20
. are on the phone and so that the books will be retumed in time for
someone else to use later the same day. The library's full reference
collection is usually nearby as well;
•. newspaper clipping files and other rare or restricted items that
must be returned to the reference desk;
• index cards with the answers to frequently asked questions and/
or drawers with folders of pamphlets and photocopies of pages
that, froni previous experience, were difficult to find. These enable
librarians to find such information quickly without leaving the desk--
even faster than they could look it up in a reference book or using
the Intemet;
• books and other items that are being held for library users who
asked the librarian by phone to set them aside for them to pick up
later the same day or within the next few days;
• books from the circulating collection that have been set aside for
students working on a special assignment and are temporarily
designated to be used only within the library until the project is
due; and
• printed lists of items in the library that are not in the catalogue,
such as newspapers, school yearbooks, old telephone directories,
college course catalogues and local history sources.
Services that are often available at a school library media centre reference
desk include:
• a signup sheet for reserving computers with Internet access or
word processing software;
• the ability to place the book' on hold' , which prevents the person
who has borrowed it from renewing it. The person who placed
the 'hold' is notified when the book has been returned. Some
libraries provide this service at the circulation desk;
• the ability to request inter -library loan of books and other materials
from other branch libraries in the same library system or from a
cooperating library anywhere in the world. Some libraries provide
this service at the circulation desk; and
/
UNIVERSITY OF IBADAN LIBRARY
21
• the opportunity to recommend that the library purchase something
for its collection that it does not have, which may be needed or of
interest to other library users.
The librarian in charge of the reference desk can usually do the following
by virtue of'their professional training and experience:
• the school library media specialist can look up a brief, factual
answer to a specific question;
• the school library media specialist can use the catalogue to find
out whether or not the library owns an item with a particular title
or author or that contains a short story, chapter, song or poem
with a particular title or to compile a list of books by a particular
author or ona particular subject; .
• the school library media specialist can briefly teach the user how
to use the catalogue and its advanced features or recommend the
proper subject words or terms that are used in the catalogue for
the topic the user has in mind;
• the school library media specialist can often take the library user
directly to the shelves with books on a certain topic without using
the catalogue;
• the school library media specialist is familiar with the contents 0 f
hundreds of reference books and can recommend books that might
contain the answer to a particular question;
• the school library media specialist can teach the library user to use
online databases such as magazine and newspaper articles and
recommend words and search strategies for the topic the user bas
inrnind;
• the school library media specialist can recommend reliable web
sites, give advice on searching the internet for information and
evaluate the reliability of the information on web sites; and
• if the library does not have information on a given topic or iftbe
library user wants more information, the librarian can refer the
library user to another library or to an organisation that can be
contacted by phone or mail.
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22
Competencies and Skills of the Reference Services
Librarian
The reference services librarian should possess a number of competencies
and skills. These competencies fall into five broad categories:
• Access: a librarian effectively designs and organises reference
and user services to meet the needs oflibrary patrons;
• Knowledge Base: a librarian effectively uses new knowledge to
enhance reference and user services practices;
• Marketing, Awareness and Informing: a librarian conducts
research to determine what types of reference services to provide
and to what types of users these services will be provided;
• Collaboration: a librarian treats the user as a collaborator and
partner in the information-seeking process; and
• Evaluation and Assessment of Library Resources and
Services: a librarian assesses and evaluates resources in all formats
in terms of objective standards and how well the resource-meets
the library user needs.
Selection- of Reference Resources
Selection of reference resources includes both print and online materials
that support all areas of the curriculum and the recreational interests of
staff and students in schools. It may include:
• access to online databases that provide quick, current information,
e.g. weather; _
• access to relevant websites;
• general encyclopedias - online / single volume / multi-volume;
• subject-specific encyclopaedias, e.g. Science, Music, History;
• language dictionaries -languages taught as part of the school
curriculum and languages used by members of the school
community;
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• subject dictionaries for specific curriculum areas, e.g. Science,
Arts; .
• Thesauri;
• maps and atlases - contemporary and historical, local (e.g, country
maps);
• local information - telephone directories, community directories;
• books offacts / records; and
• indexes, yearbooks, almanacs and directories as appropriate.
Responsibility and Procedures for Selection of
Reference Resources
Selection, development and maintenance of school library media centre's
reference resources are the responsibilities of the library staff, with input
from staff and students.
To select reference resources:
• . identify present and future needs;
• identify the strengths and weaknesses of your school library media
centre's current collection;
• research currently available resources - print and online - and
identify which ones will support your school community's needs;
• prioritise needs and include in the library's buying plan and budget
for the coming year;
• allocate the budget; and
• identify and select reference resources.
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. General Criteria for Selection of Reference Resources
Reference resources must be:
• dependable, authoritative, up-to-date, concise and systematically
arranged;
• user-friendly, relevant to the school curriculum; and
• able to cater for a range of reading/ability levels and learning styles.
When selecting print and electronic reference resources consider:
• whether the print or the electronic version is suitable for your users;
• how frequently and thoroughly both print and electronic versions
are updated to ensure currency of information;
• overall quality of the resource
• subscription, networking and supplier's back-up support costs
for electronic r.esources (if charges apply) versus purchase price
for print copy;
• ease of access to the resources and how many users can access it
simultaneously;
• ease of access to the information within the resource;
• the quality and speed of the library's leT and the stability and
reliability of your computer network (in a computerised school
library); and .
• with all print reference materials, consider durability of paper and
binding; suitability of shape and size; and warranty details.
Selection Criteria for Specific Reference Genres
Encyclopaedias
• Appropriateness of scope, presentation and reading level of the
users are important.
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25
• Date of publication. After approximately five years, much of the
content may be outdated in print versions.
•. Assess the formats available (i.e. book and online) and decide
which version is more appropriate for your students or whether
you could use both.
• Comprehensiveness of indexing, cross-referencing and/or
electronic links.
Dictionaries and Thesauri
• Definitions are easily understood by the intended age group.
• Different meanings are numbered and easy to follow ..
• Headwords in a thesaurus are words commonly used, with
synonyms, alternative words, slangs and antonyms identified.
• Definitions given in a dictionary and synonyms in a thesaurus reflect
current language styles. Idioms change and new words are coined
so dictionaries may become dated after 8-10 years.
• Thesauri and dictionaries from North America will reflect North
American spelling and usage while the British or Queens English
spelling is used in Nigeria.
• Differences in spelling are indicated, e.g. disk/disc, program/
programme; and that etymology and pronunciation are indicated,
where applicable.
Atlases
Publication date (atlases may become outdated after about five years),
.dates of sources given for any statistical information and names of cities
and countries currently in the news should be put into consideration.
• Scope and proportion of space given, for example, to different
geographical and political regions.
• Range of place-names suitable for intended users.
• Maps divided into continents giving a logical browsing approach;
UNIVERSITY OF IBADAN LIBRARY
26
overview of the world included which enables students to see
countries in relation to each other.
• The grid system should be easy to follow.
• A good index in alphabetical sequence with references to exact
page, map, latitude and longitude and grid information, font size
and spacing to make index easy to read.
• Colour used for geological features, etc. has good contrast;
symbols are easy to use; and the binding allows an atlas to be
opened easily so that sections of the maps are not obscured.
• Labelling of maps for legibility - i.e. font, style, size, colour and
contrast.
• In addition, make an electronic atlas with current functionality,
e.g. Google Earth, available on library computers.
Yearbooks,Almanacs and Directories
The general purpose of yearbooks, almanacs and directories is to update
informationbyproviding current data including statisticsand current names
and addresses. Before considering items for purchase, assess who is
likely to use them (that is, the age range ofthe students) and evaluate
. whether or not costs are justified in each case.
• Increasingly current information of this type is located on the
Internet but check how much of this information comes free of
charge and how often it is updated.
• Secondary schools should consider purchasing the print version
of these resources annually.
. Supplementary Reference Material
Some publishers produce single volume reference works on a variety of
subjectswhich are ideal for school libraries. These include companions to
rr:usic,literature and art; pocket books of statistics; handbo?ks on wildlife,
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28
Loans Policy for Reference Resources
Reference material is usually not available for loan outside the library,
although exceptions may be allowed in special circumstances.
Processing Reference Resources
• Classify, catalogue and process your reference resources in the
same way as other library resources. You can include catalogue
records for websites on your school library online catalogue.
• Identify print items as Reference on catalogue records and add an
'R' or 'REF' sticker to the spine above or below the Dewey
classification number to aid shelving and retrieval.
Maintaining the Reference Collection
• Monitor and evaluate your reference resources to ensure they arc
meeting student and staff needs.
• Identify the gaps and take these into account when you arc
reviewing your school library's budget.
• Iriclude reference resources in the ongoing process of weeding
outdated or inappropriate materials from the print collection and
review your subscriptions to online reference sources, checking
URLs for currency.
UNIVERSITY OF IBADAN LIBRARY
Collection Development in a
School Library Media Centre
Collection Development Policy
It is said that the library is a trinity of books, users and staff. Books are of
various types and formats generally known as collection. Books are
published in increasing number every year. Therefore, the School Library
Media Specialist (SLMS) should be able to choose those relevant to his
library, especially considering the curriculum and budget of the school.
Advances in information communication technology (lCT) and the
emergence of electronic resources have added a new dimension of digital
booksand other media to the increasing number of books worldwide.
Librarians always like to acquire as many books as they can while the
users would like to have all the books of their interest in the school library
with which they are associated. Unfortunately, library budgets are not
very much. At the same time, other needs such as open access computers,
multimedia services have to be met. The best-way of facing these problems
is to have a well-written collection development policy.
The school library is judged according to the strength of her collection.
Pupils (and teachers) who fmd what they want will return to use the library
and will trust the library to meet their needs. The stock reflects a balance
between supporting the curriculum and providing resources to meet
'individllal needs and interests. As well as providing all users with resources
that they know they want and need, the library can take them beyond the
known into new worlds. Selection is not just responsive to need; its role is
also 'to inspire and challenge. Where better can a child learn to discover
new resources, new authors, genres and interests, than in the school library?
Selecting and withdrawing resources need to be systematic to ensure
currency and relevance.
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. 30
- .. What is Collection Development Policy?
TheAmerican LibraryAssociation (2009) defines collection development
policies(CDP) as documents which define the scope of a library's existing
collections, plan for the continuing development of resources, identify
collection strengths and outline the relationship between selection
philosophy and the institution's goals, general selection criteria and
intellectualfreedom.
The Need for Collection Development Policy
..The primary purpose of awritten collection development policy is to lay
down guidelines for selecting materials for the collection of the library. It
also describes steps on weeding (de-selection), retention, preservation
and archiving. It helps in identifying gaps in collections and providing
orientation to new staff. It can help the library users to know what to
expect from the library and recommend what can be added to the
.collection. Collection development policy statement focuses on the
. communication function which is internally, with the users, staff and
administrators and externally, with other libraries and institutions .
.Communication embraces a wide range of operations, including training,
budgeting cooperative acquisitions, interaction with users and shared
. services. It is like a road map which outlines the steps to be taken to
accomplish the goals of the business. Collection development policies act
as aplanning tool, guide to selectors, ensures consistency and defence for
challenges.
How to Write a Collection Development Policy for a
School Library Media Centre
Collection development policy may be written either for the entire library
or to a specific subject such as Chemistry, Economics, Biology, etc. The
policy is usually drafted by a committee set up by the school administrator
(Headmaster, Headmistress, Principal, Director or school Administrator).
This Committee includes the school librarymedia specialist and teachers.
UNIVERSITY OF IBADAN LIBRARY
31
Selection Objectives.
School library media centre's materials will be selected by the School
Media Specialist with collaboration from subject teachers; this selection is
done to support and enrich the educationalprogram. Materials will serve
both the curriculum and the needs and interests of the teachers and students.
Responsibility for Selection .
Responsibilities for actual selection of school library media centre materials
shall rest with the certified school librarian and other professionally trained
personnel, who shall discharge this obligation consistent with the adopted
selection criteria and procedures. The librarian will work cooperatively
with staff members to interpret and guide the application of the policy in
•making day-to-day selections.
Criteria for Selection
The school librarian/school library media specialists have overall
responsibility for selection and acquisition of children's books. The range
and balance of stock in the library should follow an agreed plan that is a
part of the school's library policy.
Issues to Consider
Do all staff have opportunities to recommend titles?
Are specialist curriculum and interest ar'eas recognised?
Can parents, carers and other adults also recommend titles?
.How can pupils contribute to the process?
Is the special expertise of both adults and pupils recognised?
Does the collection reflect the cultural diversity of the community?
Also Consider
• the ratio of fiction to non-fiction;
• the proportion of curriculum resources to leisure reading;
• the proportion of stock for early years;
UNIVERSITY OF IBADAN LIBRARY
32
• the relationship of classroom collections and literacy resources
to the central library; and
• equal opportunities, including multicultural provision and
special needs provision.
CILIP (2002) also outlines some selection criteria for leaming resources.
These are classified into different categories which are as follows:
CD-ROMSlWeb Sites: General selection criteria for CDROMs and
Websites must include content, coverage/currency and accuracy.
Other considerations include:
Compatibility: will it runon existing equipment?
Ease of Use
• clarity of screen and instructions
• available search strategies, e.g. keyword, topic, illustration
and/or [Boolean] searching
• help prompts
• time required to train staff and pupils
Functions and Facilities Available as a Part of the
Software, e.g.
• dictionary;
• print;
• download to disk;
• notepad;
• search record; and
• cro ss- references.
Networking capability includes use of medium, e.g. sound, music, video,
photographs; etc.
UNIVERSITY OF IBADAN LIBRARY
33
Non-Fiction
The following should be considered/asked when selecting non-fiction
learning resources:
Content
• Wide-ranging or specific?
• Stimulus material or full information for topic research?
• At an appropriate level for the intended audience?
• Introducing new concepts or assuming prior knowledge?
Style and Language
• Clear and. grammatically correct
• Convey an enthusiasm for the subject
• Matchedto reading abilities and interests of the intended
audience
• Are differentiated texts available?
Information Accuracy
• Correct and current
• Avoids errors and bias
• Any instruction for activities or experiments should be
workable and safe
• Author credentials.
Illustrations
• should interact well with the text;
• .should positively convey accurate information in an
appropriate form, e.g. photographs, diagrams, maps, charts
and drawings; and
• . have appropriate captions which are written at the same level
as the text. .
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34
Format
• Suitable for the subject matter and intended users.
Information-finding Aids
• Contents pages should use sensible terms and assist in using
the resource.
.•. Indexes should contain relevant tenus and useful references.Glossaries should explain difficult terms .
. Fiction and Picture Books
While quality is important, so too is balance of stock and having the right
book for the right child. Arich reading experience includes access to 'fast
food' reads as well as the more challenging like series: short stories and
novelty books. The content should be appropriate to the maturity ofthc
reader. In selecting fiction and picture books, the following selection criteria
should be put into consideration:
Plot
• Originality
• Creation of a sense of time and place
• Sensitive handling of controversial themes
• Imaginative handling of familiar themes .
• Suited to the intended readers.
Characterisation
• How do the characters interact with other characters in the
story?
• How appropriate are they within the geme?
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35
Style and Language
• Stimulating use oflanguage
• Language level for the intended readership
• Authentic dialogue, particularly the use of patois and dialect
• Avoid stereotyped language use. Use of slang should not be
gratuitous but appropriate to the plot and readership.
Illustrations
• .Artistic merit
• Illustrations which complement the text
• Cover and pictures appeal to the intended readers.
• Illustrations reflect the nature of the story.
·Big Books
• Will it last? Look at paper quality and binding.
• Is the print size large enough to use with a whole class?
General Selection Criteria for Learning Resources
111efollowing general selection criteria will apply to all materials, including
electronic, print, and non-print resources that are useful for the use of
school children: -
• library materials should SUppOltand be consistent with the
general educational goals of the nation, state and local
governments and the aims and objectives of the individual
schools and specific courses;
• library materials should meet high standards of quality in
factual content,artistic and literary value and presentation;
• library materials should be appropriate for the subject area
and for the age, emotional development, ability level, learning
styles and social development of students for whom materials
are selected;
UNIVERSITY OF IBADAN LIBRARY
36
library materials should meet the needs and interests of
students and school;
• physical format and appearance oflibrary materials should
be suitable for their intended use;
• library materials should be current and up-to-date;
• library materials should be selected to help students gain an
awareness of our diverse society;
• library materials should be selected for their strengths rather
than rejected for their weaknesses; and
• the selection oflibrary materials on controversial issues wi II
be directed towards maintaining a diverse collection
representing various views.
Criteria for Gifts and Unsolicited Children Materials
Gifts and unsolicited materials must meet the following general selection
criteria in order to be accepted and become a part of the school library
collection:
• gifts and unsolicited materials must support and be consistent
with the general educational goals of the state and local
governments and the aims and objectives of the individual
schools and specific courses;
• gifts and unsolicited materials must meet high standards of
quality in factual content, artistic and literary value and
presentation;
• gifts and unsolicited materials must be current and up-to-date;
• gifts and unsolicited materials must be appropriate for the
subject area and for the age, emotional development, ability
level, learning styles and social development of students for
whom materials are selected;
• physical format and appearance of gifts and unsolicited
materials must be suitable for their intended use; and
• gifts and unsolicited materials must help students gain an
awareness of our diverse society.
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37
Procedures
Materials for school library media centres will be selected by the
professional library staff in collaboration with the faculty, parents and
students. Professionally recognised reviewing periodicals, standard
catalogues and other selection aids will be used by the librarian and faculty
to guide them in their selection. To this end, the American Association of
School Librarians (1995) asserts that the responsibility of the school library
..media centre is to provide:
• a comprehensive collection of instructional materials selected
in compliance with basic written selection principles and to
provide maximum accessibility to these materials;
• materials that will support the curriculum, taking into
consideration the individual's needs and the varied interests,
abilities, socio-economic backgrounds and maturity levels of
the students served;
• materials for teachers and students that will e!1courage growth
in knowledge, and that will develop literacy, cultural and
aesthetic appreciation and ethical standards;
• a written statement, approved by the local Boards of
Education, of the procedures for meeting the challenge of
censorship of materials in school library media centres; and
• qualified professional personnel to serve teachers and
students. .
Responsibility for Selection
Selection of materials involves many people: principals, teachers, librarians
and department chairmen. The responsibility for coordinating the selection
of'instructionalmaterials and making the recommendation for purchase
rests with the professionally-trained school library-media personnel.
Criteria for Selection
Needs of the individual school based on knowledge ofthe curriculum and
of the existing collection are given first consideration. Materials for
Purchase into the School Library Media Centre are Based on the Following:
UNIVERSITY OF IBADAN LIBRARY
38
• overall purpose;
• timeliness of permanence;
.• importance ofthe subject matter;
• quality of the writing/production;
• readability and popular appeal;
'. ,
• authoritativeness;
• reputation of the.publisher/producer;
• reputation and significance of the author/artist/composer/
producer, etc;
• format and price;
• requests from teachers and students; and
• procedures for selection.
In selecting materials for purchase, the school library media specialist
evaluates the existing collection and consults reputable, unbiased and
professionally-prepared selection aids as well as specialists from all
departments and/or all.grade levels, In specific areas, the school library
media specialist follows these procedures:
• gift materials are judged by basic selection standards and arc
accepted or rejected by the standards highlighted above;
• multiple copies of items much in demand are purchased as
needed;
• wom or missing standard items are replaced periodically;
• out-of-date materials or those no longer useful are withdrawn
from the collection;
• sets of materials and materials acquired by subscription are
examined carefully and are purchased only to fill a definite
need; and
• salesmen must have permission from the administrative office
before going into any of the schools.
UNIVERSITY OF IBADAN LIBRARY
Cataloguing and Classification
in School Library Media Centres
The Catalogue
Cataloguing is the way the library is organized; it acts as an index to the
library collection, just like a book index. Instead of page number, it gives
call number, location number and classification number. Catalogues are
organised sets of bibliographic records that represent the holdings of a
particular collection in the library. The library catalogue is primarily an
index to a library's collection. It provides a complete list of all the materials
the library contains. For proper use of the school library media centre, it
cannot be ignored completely (Going straight to the shelves has its
advantages; but then, the student will not get to know very well the library's
resources by doing that alone. For one thing, books can be borrowed
. out, misplaced or they could be in the bindery, on reserve or in the work
room, etc.). Apart from indicating where to find the books in the library,
the catalogue is always there to show whether the library has a particular
book or not and it also shows the strength of the library collections.
Cataloguing and classification are used to develop an index of the library
collection to enable users to determine the availability of resources. Also,
to create a card or manual system with two different files that have a shelf
list file for staff use and a dictionary catalogue for use by staff and students,
most library catalogues are made of 3" x 5" card arranged in drawers but
there are some in printed book forms.
Catalogue entries may also be available in forms as magnetic tapes
and discs to be fed into computers. Therefore, cataloging is the process of
preparing and maintaining such lists. It is restricted or limited to the stock
of a library or in the case of a union catalogue to a group library. Effort has
been made to have a universal bibliographic control that will describe
UNIVERSITY OF IBADAN LIBRARY
40
.
books in a standardised form universally. Many school libraries abroad
.are now computerising everything in the library, e.g. the use of internet to
get access to school libraries in the u.S. School libraries have the importan t
function of helping to prepare students for the future through access to
high quality learning resources that complement curricular outcomes. The
school librarian has the work of providing access to the school library
through author, title or subject information. Simple and easy procedures
are essential forthe effective organisation and use of the school library.
Books, and other resources, need to be organised in a logical sequence
and labelled clearly.
Functions of the School Library Media Ccntrc
Catalogue
• It enables the library user to find a book or other library
materials of which the author, title and the subject is known.
, • It shows what the library has by a given author, on a given
subject and in a given type ofliterature.
• It assists in the clro ice of a book (books, journals, etc) as to
its edition and/or to its character as regards to the topical.
• It helps to retrieve information efficiently.
• It assists in the selection, ordering and checking of resources
efficiently. '
• It helps to acquire and apply information retrieval skills that
are transferable from.one school library to other school, publ ie,
college, university and special libraries.
In a school library, the catalogue is a tool to:
• display the resources available in the school;
• describe these resources;
• direct users to similar materials;
• record purchasing and publishing history;
• indicate the location of the resources;
• provide users with connections to the curricula; and
• support student's inquiry.
UNIVERSITY OF IBADAN LIBRARY
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Features of a School Library Media Centre Catalogue
Include the Following:
• the ability to organise, catalogue and classify information and
resources for library, archives or other major collections;
• the catalogue shows subject relation to each other (broader,
narrower, etc.) and specific place in the schedule;
• it serves as a key to the classification schedule; and
• . the library professional who engages in the process of
cataloguing and classifying library materials is called a
cataloger or catalogue librarian. The cataloguer examines a
book and decides what kind of book it is, whether corporate
or notte.g. ministries). The work of the librarian is to make
the work easily available.
General Rules for Cataloguing in a School Library
Divide the library into fiction and non-fiction resources and label bays,
shelves and sections clearly.
Arranging the Non-Fiction Books
• Classify books according to the Dewey Decimal Classification
System. Dewey organises knowledge into ,10 num bercd
categories, e.g. 900: Geography and History.
• ,As well as the Dewey system, co loured labels can be used to
indicate broad categories.
• Shelve non-fiction resources in a single sequence, from left
to right within bays and in numerical order.
• Provide an alphabetical subject index in a range of formats,
e.g. wall chart; computer search screen; booklet; drawer of
cards.
Arranging Fiction Books
Shelve alphabetically by author's last name, left to right, within bays.
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Arranging the Picture Books
• . Generally these are shelved separately from the fiction books,
or displayed in bright kinder boxes.
An issue system can be useful in order ta:
• keep track of books as they are borrowed;
• record and assess children's reading habits;
'. facilitate the issuing of bulk loans of reading materials to classroom
book corners;
• encourage children to be responsible;
• familiarise children with library routines which will give them a genetic
understanding of all libraries, e.g. public libraries; and
• reduce stack lass.
CILIP (2002) recommends that a school library uses a computerised library
management system which includes cataloguing and loan functions. If a
computerised library management system is too expensive, ather options
far recardinj?; loans include:
• an exercise (or similar) book in which the pupils write the titles of the
books they have borrowed. Mast schools allocate a page of the
book to each child and when books are retumed, the child ticks off
the record of the loan. Same schools like to note bath the date of the
loan and of the return; and
• a book-card for each child, which is used ta record items borrowed.
The cards are kept in book-pockets in the classroom, arranged by
the children's names, The book title is written an the card, sometimes
with the date; when books are returned, the child ticks off the record.
Four Basic Steps to Creating a Manual Card Catalogue
Four basic steps are involved that are similar either to creating a manual
card catalogue or to gathering information for an automated system. The
steps are to:
• record the bibliographic information for the item;
UNIVERSITY OF IBADAN LIBRARY
43
'. assign classification numbers;
• assign subject h.e.adings; and
• determine other indexing terms.
What is Descriptive Cataloguing?
Descriptive cataloguing consists of two elements: describing the physical
item and determining the main entry and added entries. Describing a book
is recording the bibliographic information (author, title, publisher, date and
number of pages) for each book on a 3 x 5 inch slip. This information is
recorded exactly from the title page of each book. It is necessary to follow
the punctuation style precisely as it is described inAACR2 and to write
the information clearly to enable the data processor/typist to process it
accurately.
The details inAACR2 specifications include:
• exact spacing and punctuation; and
• the elements of cataloguing and their spatial relationships.
1st indention: 9 spaces from left margin
2nd indention: 13 spaces from left margm
Added entry
(Do not leave a line space)
Call Main Entry.
No. Title proper [GMD] .- parallel title : other title information I
first statement of responsibility. -- Edition statement I
statement of re s ponsrbrhry ref atmq to edition. -- Place of
publication: publisher, date of publication
Extent of item: other physical cfetatfs : phys.rciJl dime nstons
+ accompanyIng material. -- (Series, numbering).
Notes
ISBN
1. Subject headings. I. Added entries. II. Title. III. Series.
Fig 1: Catalogue card layout (Culled from Manitoba Education and
Training, 1997)
.Rules Governing Catalogue Format
.Author Main Entry
The author's name appears on the top line ofthe card four lines from
the top of the card and indented nine spaces from the left margin to
UNIVERSITY OF IBADAN LIBRARY
44
allow for the entry oflong Dewey numbers. The surname is given first,
followed by a comma and then the given names of the author in the
usual order. Inclusion of birth and death dates is optiona
Corporate Body Main Entry
The school library may have materials that are the products of a corporate
group such as associations, governments, business firms and conferences.
AACR2 defmes a corporate body as an organisation or a group that acts
as an entity and is identified by a particular name. When a corporate
body is responsible for the intellectual content of a work, the main entry is
listed under the corporate body. It is rare that a school library finds itself in
possession oflarge numbers of government documents or works emanating
from corporate groups. Ifthere is doubt on the part of the cataloguer,
main entry is by title -. Always enter governments and government
departments and committees under the name of the country, province or
local jurisdiction.
Personal NameAdded Entry
Ifthere is more than one author or an illustrator listed on the title page,
record only the first author as the main entry. An added entry is made for
the second and third author or illustrator. If four or more authors appear
on the title page, main entry is by title .
. Main Entry by Title
If no author is listed or three or more persons or corporate bodies are
listed, the main entry is by title. Make an added entry only for the first
author named. The remaining authors or corporate bodies are not recorded
by name in the statement of responsibility but grouped under the heading
[et al.]; neither are they traced.
Works entered under title are typed in a form called a hanging
indention. The main entry begins on the fourth line from the top of the
card. The call number begins on the fourth line and is indented one space
from the edge of the card. The title begins nine spaces from the left margin
and continues at the second indention.
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Books with Editors or Compilers
Books without a clearly identifiable author are treated as title main entries.
In cases where an editor or compiler is named as responsible for the
work, main entry is again by title. Note that the title of the item is recorded
first in the statement of responsibility area and is followed by the edi tor.
The editor is traced at the bottom of the card. The indention pattern is
different when the slip begins with the title. The second and succeeding
lines are indented two spaces under the first line.
Books with Re-tellers orAdaptors
In cases where there is an adaptor, this individual is given the main entry
and an added entry is given to the original author (if there is one). Once
the f011nof the main entry has been determined, add the title information
to the slip.
Title
a. The title is recorded on the next line and is indented two
spaces under the author.
b. The first letter of all proper names is capitalised, otherwise
lower case letters are used except for the first letter of a title.
c. Subtitles follow the main title and are preceded by a space-
colon-space ( : ).
d. The full title is the beginning of the "title paragraph."
Statement ofResponsibiJity
A statement of responsibility is required for persons or bodies with major
responsibility for the item (e.g., an author, corporate body, illustrator, editor
or translator). If the person or body named in this first statement 0 f
. responsibility is recognisably the same as that chosen for the main entry
heading and the rest of the statement consists only of the word "by," omit
the statement.
A first statement of responsibility follows the title and is preceded
by a space-slash-space (/). Each additional statement of responsibility is
preceded by a space-semi colon-space (;). A statement of responsibility
UNIVERSITY OF IBADAN LIBRARY
46
is required when there is an author(s), an illustrator or an editor being
traced.
Any author, editor; illustrator or corporate author, who may be
recorded in this area, should be traced at the bottom of the card, although
this is at the discretion of the library. Added entry cards are produced for
inclusion in the catalogue. .
Edition
The edition statement, if necessary, is next.
It is preceded by a period-space-dash-dash-space (. -- ).
The edition statement is included to indicate a revised edition
or a numbered edition. Use abbreviations: Rev. ed., 3rd cd.
Place ofPublication, Distribution Area
Information regarding the place of publication, the name of publisher and
date of publication is recorded collectively; this is known as the imprint.
This information will generally be found on the title page. The area is
preceded by a period space- dash-dash-space. (. -).
The city of publication is noted first.Transcribe the first named place
as the source of the publication. The rule holds even if two or more places
arenamed. e.g., Lagos (Source of information reads: Lagos,Accra, Lome).
Ifthe city of publication is uncertain, supply the probable place in
the language of the chief source of information, followed by a question
mark. The city is to be enclosed in square brackets when the cataloguer is
uncertain, e.g., [Lagos?]
Name of Publisher, Distributor
Record the name of the publisher or distributor next. It is preceded by a
space, colon, space ( : ). Give the name of the publisher in the shortest
form in which it may be understood, e.g. Ibadan :University ofIbadan
Press. The publisher's name may be shortened to eliminate terms such as
Ltd., Co., and Inc.
Date of Publication
• The date follows the publisher and is preceded by a comma-
space (,).
UNIVERSITY OF IBADAN LIBRARY
47
• Ifthere is no date on the title page, select the most recent
copyright date. These dates are most commonly found on
the back (verso) of the title page. Do not use the printing
date, unless there is absolutely nothing else.
• If no publication date is available, provide an approximate
date of publication. These approximate dates are to be
surrounded by square brackets. e.g., [19697] probable date
or [197~ 7] decade uncertain
• The date completes the title paragraph.
Physical Description
• Begin a new paragraph for the physical description and indent
it two spaces. The information for this area may be taken
from any source:
• Record the last numbered page, leave a space and then record
the abbreviation "p." i.e., 357 p.
• The last numbered page of a preface paginated with Roman
numerals should be recorded, followed by a comma, then
followed by the last numbered page with Arabic numerals,
i.e., xiii, 357 p.
• Record the number of physical units, the components and
the total playing time as appropriate, e.g., 1jigsaw puzzle
(30 pieces), 4 filmstrips
• In the case of multi-volume works, record the number of
volumes e.g., 5 v.
Illustrative Matter
• Record the abbreviation "ill." after the number of pages when
the book is illustrated with pictures, diagrams, drawings, tables
or maps. It should be preceded by a space-colon-space ( : ).
i.e., xii, 120 p. : ill.
Dimensions
• Measure and record the physical size of the text in centimetres.
It should be preceded by a space semicolon- space. (;), i.e.
xii, 120 p. : ill. ; 24 cm.
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48
• Record items where the width is greater than the height as
follows i.e., xii, 120p. : ill.; 16 x 24 em,
Note: The height is listed before the width.
Series Area
• The series, if any, is recorded next. It should be preceded by
a period-space-dash-dash-space. (. -).
• Each series is enclosed in round brackets.
• An item which is a numbered part of a series should be
recorded after the series title. Punctuation is space-semi-
colon-space. ( ; ) i.e. (The ship; v. 6)
Note Area
• Leave two lines after the physical description before beginning
note entries.
• Record here bibliographies or indexes, if present. Contents
notes, summaries, multivolume works, in another language,
audience level and local note are also entered in this area,
i.e., include bibliographical references (p. 116) and index.
Multiple Copies of the Same Book
If the library possesses two or more copies of an identical item, note it on
the slip. Record "c. 1" (for copy I), "c.2", etc. (for as many copies as the
library has) in the near left-hand edge of the card near the middle ofthc
card. Subject headings consist of words, groups of words or acronyms
that are used to describe the subject of a work. As access points in the
catalogue, these headings are extremely important in communicating the
holdings of a library
Add subject headings to the slips to provide access to the intellectual
content of the material. In selecting subject headings, the cataloguer decides
what index terms appear in the dictionary catalogue for the book. The
chosen headings are numbered with Arabic numerals and are recorded.
. It is important to use consistently the same terminology to designate
a particular subject. For this reason, libraries have developed standard
lists of subject headings. The 1110stcommonly used list in school libraries
are the Sears List of Subject Headings.
UNIVERSITY OF IBADAN LIBRARY
49
A supplemental choice would be the most recent edition ofthc
Library of Congress Subject Headings. Note that subject headings are
never assigned fromthe Dewey Decimal Classification.
Before assigning subject headings, the main subject or subjects of
the book must be determined, This is done by examining the title, (able of
contents, description on the dust jacket, preface, text and illustrations.
The next step is to write down the subject and check to see if that choice
is permitted in the standardised list. Ifthe subject selected is not in the list,·
the related subjects must be consulted. It is possible, although not advisable,
to add a local subject heading. This should be done only when all other
avenues have been exhausted. The standard subject lists represent a
controlled vocabulary that has been carefully constructed over a number
of years. Local subject creativity - if taken to excess -- results in a
garbled catalogue. Iflocal headings are added to the catalogue, write
.. them in your copy of Sears or LCSH for future reference.
Typically, two subject headings per item is sufficient for most school
libraries, although there are occasions when three or more may be required
to cover the scope of the item. Select as specific a heading as possible. A
book about bears should be given the subject heading BEARS rather
than the general heading ANIMALS. For a book about several different
animals, the more inclusive heading ANIMALS should be used rather
than separate headings for each animal mentioned in the text. Determining
whether to use a specific or a general subject entry can pose difficulties.
The introduction to Sears describes how to designate them correctly.
The subject heading IS listed at the bottom of the slip preceded by
anArabic numeral. Such a notation is called a tracing and tells the cataloguer
what other cards exist. School libraries often find it valuable to include
subject headings for Fiction and Easy materials. This makes it easier to
identify storybooks about a particular subject or theme. In general, add
the word FICTION as a subdivision of other subjects to indicate that the
item is a work of fiction.
UNIVERSITY OF IBADAN LIBRARY
)V
VIMY RIDGE, BATTLE OF,1917
9.:10.4 Berton, Pierre. 1920-
BER Vitny I Pierre Berton .• - Toronto: tv1cCleliand and
Stewart, c1986:
336 p, : maps; 25 em
Includes bibliographical references (p. 317-355) and index.
ISBN 0771013396
.1. VilllY Ridge Battle of, 1917. I. Title.
C86-0937070
Fig 2: Example of a catalogue card (Manitoba Education and
Training, 1997)
Classification of School Library Materials
A classification number now should be added to the slip. It appears in the
upper left-hand comer opposite the author. In classifying library collections,
numbers or letters are assigned to the books to represent the subject of
the book. These notations, which are called "call numbers," are also used
to arrange the books on the shelves. Generally, library collections are
separated into four major categories: easy, fiction, non- fiction and reference:
Please note that "a", "an" and "the" are to be omitted when filing by title
(e.g., for A Promise is a Promise, the book would be filed under the word
"Promise").
School libraries primarily use the Abridged Dewey Decimal
Classification scheme to organise their non-fiction materials. It is a
. hierarchical classification scheme which uses the decimal principal for
subdivision. There are ten main classes into which all areas of knowledge
are subdivided. Each main class is broken down into 10 subdivisions and
each subsequent division is further broken down into I0 more subdi visions.
Examples:
900 History
970 North Ainerican History
971 Canadian History
971.2 - Canadian Prairie History
971.27 -ManitobaHistOlY
UNIVERSITY OF IBADAN LIBRARY
Number Building in Dewey
As a general rule, the Dewey classification number should be kept as brief
as possible. Assignment of class numbers begins with determining the
general subject of the book and the treatment it requires. Clues may be
gathered from the title, 'the table of contents, the description on the dust
jacket, the preface and the text. Titles can be misleading and classification
by title alone is not recommended. If a book has two or more subjects, try
to determine which subject best describes the contents of the item. Then
select the classification number accordingly.
The Dewey Decimal Classification scheme classifies materials
primarily by a disciplinary approach to the subject. For example, the subject
"corn" as a farm product goes under the number for farming. "Com" as a
grain may go in a number in the Pure Sciences, the 500s. "Corn" as a
basis for designing decorative displays for fall goes in the 700s.
Once the subject area of the book has been determined, a class
number is assigned in the following manner. Use the current unabridged or
abridged edition of Dewey to:
• tum to the outline of the ten main classes provided at the
beginning of the classification scheme and determine in which
main class the item belongs;
• turn to the outline ofthe 100 divisions of the .I 0 main classes,
(also provided at the start of the classification scheme) and
determine in.which division of the main class the item belongs;
and
• tum to the schedules (i.e., the detailed outline of the
classification numbers) and select the most specific number
for the item. For all but the very largest school collections, a
maximum of three places beyond the decimal point, or the
first logical break, should be sufficient.
.Reference
. Most libraries will have a reference section for materials such as
encyclopaedias, dictionaries, atlases and almanacs. These items are housed
'in a separate section for materials which normally do not circulate. To
indicate an item as a reference book includes the notation "REF" with the
call number.
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52
Oversized Materials
Inmany cases, libraries possess big books and oversized documents which
donot fit comfortably on shelves. Frequently, these items are laid on their
sides and gravity eventually pulls the text out of its binding. A common
solution is to create an oversized section in the library to house such items.
To alert users to where these items are located, it is necessary to add the
prefix OS above the call number. The result is greater longevity for the
books and a neater overall appearance. An oversized item may be any
monograph over 30 em high.
School Library Cataloguing and Classification Standards
DescriptiveCataloguing
• Anglo-American Cataloguing Rules 2nd Edition Revised
(AACR2rev)
ClassificationSchemes
• Dewey Decimal Classification (DDC)
.• Library of Congress Classification (LCC)
Subject Heading Schemes
• Library of Congress Subject Headings
• Sears List of Subject Headings
Metadata Standards
• The MARC (MAchine Readable Cataloging) specification for
encoding bibliographic data is prevalent in developed libraries.
Use of the MARC 21 standard is recommended also in school
library systems. Other variations of MARC include MARC 2] ,
UKMARC, AUSMARC, CN-MARC (for China Mainland),
Chinese-MARC (for Taiwan), UNIMARC, etc.
• Dublin Core (15 elements for describing document-like objects).
Related emerging standards: XML (for Data Markup), RDF (for
Resource Description)
UNIVERSITY OF IBADAN LIBRARY
53
Character Sets
• BigS, GB 2312-80, EACC, CCCIl, Shift lIS
• Unicode
UCS2, UTF-8, etc .
. Protocol for Information Retrieval
• Z3 9 .50 Information Retrieval Protocol
Methods of Obtaining Standardised Cataloguing
To obtain standards-based records, school libraries and school divisions
have a number of options. They may:
a. Purchase commercially produced cataloguing
Wherever possible, high-quality cataloguing should be obtained through
derived or commercial sources. No matter what options are used,
consumers of cataloguing should be knowledgeable about accepted
practices and standards. Original cataloguing can be very time-
consuming and requires trained library technicians (officers) to ensure
that it aligns with standards. .
• Non-standards-based locally devised methods of library
cataloguing are discouraged as users may require specific
training for use of the collections and the knowledge would
not be transferable to other libraries. Further, with changes in
personnel, the data in these systems could become
inconsistent, making it difficult and expensive to convert the
data to a standard format.
• Training in cataloguing is essential to ensure the capabilities
needed to handle bibliographic data in a MARC f0D11atand
to understand relevant school division and school level
policies.
b. Derived or Copy Cataloguing
Derived or copy cataloguing refers to the process of cataloguing
items by using existing bibliographic records obtained from various
UNIVERSITY OF IBADAN LIBRARY
54
sources and altering those records to conform to local cataloguing
standards. Cataloguing information may be found in:
cataloguing-in-publication (CIP) data available within
the book; and
. other library catalogues.
Note: Z39.50 searches can be imported directly into compatible
catalogues. TIns applies to an Integrated Library System.
Derived or copy cataloguing does result in definite catalogu ing
savings, both in terms of cost and time. Cataloguing standards
and formats, however, may vary somewhat from catalogue to
catalogue. This variance will, of course, affect the amount of editing
required to conform with locally established practices.
c. Original Cataloguing
It refers to cataloguing an item by examining certain parts of it to
obtain information needed to describe it. Where derived
cataloguing is not available, school libraries must provide original
cataloguing. While original cataloguing allows for on-site,
immediate cataloguing, some drawbacks are:
it requires certified library officers or staff with
specialised cataloguing training;
it is time-consuming (often resulting in a backlog of
uncatalogued resources); and
it is difficult for inexperienced cataloguers (often
resulting in errors and inconsistencies).
d. Combination
Most schools in developed countries opt for a combination of
commercial and original cataloguing, purchasing commercial
cataloguing whenever possible and doing original cataloguing for
items in the collection for which commercial cataloguing is not
available.
In organising the location of resources in the collection, the policy and
. guidelines at both the school division level and the school level need to be
UNIVERSITY OF IBADAN LIBRARY
55
considered. The filing of various types of media and their circulation is a
local decision. Some school libraries may choose to interfile media types
(e.g., DVDs and books). A few general guidelines should be followed .
•Arrange picture book resources in alphabetical order by author's
surname on the shelves.
Arrange fiction resources in alphabetical order by author's
surname on the shelves.
Divide the non-fiction resources into broad groups using the
10 main Dewey classes as a guide.
Separate any books that can be used as quick references
(e.g., encyclopaedias, dictionaries, almanacs and atlases).
These items will form the core of the library's reference
collection.
Arrange serials alphabetically by title on the shelf.
• . Shelve multimedia resources separately if desired or interfilc
with print material in alphabetical order by the author's
surname (fiction) or by the Dewey Decimal call number (non-
fiction). .
Shelve professional resources and other specialty collections
separately in alphabetical order by the author's surname or
by call number.
MARC Cataloguing for School Libraries
A MARC or MAchine-Readable Cataloguing record has been encoded
in a specific format. A formatted bibliographic record contains extensive
information which typically includes:
• a description of the item;
• main entry and added entries;
• subject headings; and
• the classification and call number
UNIVERSITY OF IBADAN LIBRARY
56
Local call numbers may appear in a variety of fields that are often
determined by the software. The call numbers need to be applied
". consistently throughout the school division. All school library personnel
need to be familiar with MARC records. The use of MARC 21 records
allows for the electronic sharing of bibliographic records, thus facilitating
resource sharing among school libraries, 'preventing duplication of work
and enabling libraries to exchange cataloguing data that is predictable and
reliable.
Why is MARC Necessary?
Integrated Library Systems (ILSs) provide a means of building, managing
and searching bibliographic databases that include each library resource
in MARC format records. The MARC record contains machine-readable
fields before each piece of bibliographic information to advise the cataloguer
and the computer software what type of data is to be found in a specific
field. Author, title and subject are examples of the various field types.
MARC Terms and Definitions
To understand MARC records, there is a need to be acquainted with
fields, tags, indicators, subfields, subfield codes, delimiters and punctuation.'
Fields
. bibliographic records are divided logically into a number offields to facilitate
retrieval. Each field ~epresents a different type of information (e.g., author,
title, publisher).
Tags.
a tag is a three-digit number that precedes each field in a MARC record.
The tag identifies the field and the kind of data that follows to the computer
software. There are many fields that may be used in a MARC record but
only a fraction of the possible fields are ever used in a single record.
Indicators
indicators act as signals to the ILS. They define how the software should
treat the information within a specific field. Correct use of indicators is
critical. Two spaces follow each tag. One or both or none of these spaces
may be used for indicators. In some fields, only the second space is used.
Sometimes, only the first is used; and sometimes, both are assigned. Current
UNIVERSITY OF IBADAN LIBRARY
57
MARC resources provide details. Each indicator will be blank or hold a
number from 0 to 9. Each individual digit has a meaning. In the following
example, the first three digits are the tag (245 being the title field tag) and
the.next two digits 1 and 4 are indicators. The 1 is the first indicator and
the 4 is the second. For Example, 245 14 $The man died I$Wole Soyinka.
The first indicator of 1.in the title field indicates that there should be a
separate title entry in the catalogue. A 0 as a first indicator means that this
is a main entry by title.
Subfields, Subfield Codes and Delimiters
subfields are marked by punctuation, delimiters, and subfield codes. Most
fields contain several related pieces of data. Each type of data within a
field is entered into a subfield and each subfield is preceded by a subfield
. code. For example, the physical description field (300 tag) typically contains
asubfield for the number of pages, one for physical details such as illustration
and a further subfield for dimensions in centimetres. An example follows:
300 __ $a 234 p. :$bill. ;$c24 cm. Subfield codes are one lowercase
letter preceded by a delimiter. The delimiter is a character such as a $
which is inserted by the software program and indicatesa new subfield.
Each subfield indicates what type of data follows it. In the example above,
the subfield codes are $a for extent, :$b for other physical details and ;$c
for dimensions.
Punctuation
Spacing and punctuation are display constants of MARC coding that are
readable by all MARC-compatible ILSs. They are either system- or
operator-generated. These display constants are dictated by the
International Standard for Bibliographic Description (ISBD). The spacing
and punctuation (periods, slashes, colons, semi-colons, parentheses, square
brackets, etc.) are unique to each tag and subfield. For example, the 100
and 245 fields end with a period.
Control Fields (OOX)
Control numbers and other kinds of coded data appear in the MARC
Control Fields. Data in these fields allow the ILS to process bibliographic
UNIVERSITY OF IBADAN LIBRARY
Best Practices in School Library
Media Centres Operations
The intention of the section is to inform readers what constitutes good
practice in school library provision and to provide ideas that can be
transposed to any school setting. The library is seen as a vibrant and
central part of pupils' learning experiences and staff and pupils now have
the opportunity to work in a stimulating leaming environment. By providing
awide range of materials and activities, school library media centres provide
an opportunity for children to experience the pleasure of reading and the
excitement of discovering knowledge and works of the imagination.
Children and their parents should be taught how to make the best use of a
library and how to develop skills in the use of printed and electronic media.
School libraries have a special responsibility to support the process of
learning to read and to promote books and other media for children. The
library must provide special events for children, such as storytelling and
activities related to the library's services and resources. Children should
be encouraged to use the library from an early age, as this will make them
more likely to remain users in future years.
Definition of Best Practices
A best practice is a technique or methodology that, through experience
and research, has proven to reliably lead to a desired result. A commitment
to using the best practices in any field is a commitment to using all the
knowledge and technology at one's disposal to ensure success. Best
practices mean the recognised methods of correctly running businesses or
providing services (Collins English Dictionary, 2011). In other words, it
refers to those practices that have produced outstanding results in another
situation! place and that could be adapted into your own situation.
UNIVERSITY OF IBADAN LIBRARY
60
Basic Things to Note When Setting a Standard for the
School Library Media Centre
• The school library media centres are essential for literacy,
education and information provision as well as for economic,
social and cultural development of a nation. Hence, the school
library media centres must have adequate and sustained
funding for trained staff, materials, technologies and facilities.
• Library standards are used to measure and evaluate the
condition of the libraries as well as the degree of their
development.
• The standards, which are developed professionally, indicate
a direction for the libraries as to what tasks and 0bj ecti ves it
should strive for. They provide school management with
information on the management of libraries.
• Standards can have an intemational, national and regional
scope. Intemationally, standards are not only developed by
the library organisations, such as IASL (International
Association of School Libraries) and IFLA but also by
organisations like UNESCO.
• Effective library media programmes are creative, dynamic,
enthusiastic and committed to the development of a community
ofleamers that is centred on the student. Library media
specialists connect students, teachers and others with the
information resources they need. The effective library media
specialist draws upon a vision for the student-centred library
media programme that is based on three central ideas:
collaboration, leadership and technology.
Successful Library Media Centre Programmes
Demonstrate that:
• the programme supports the mission, goals, objectives
and continuous improvement of the school;
• the library media centre is staffed appropriately with at
least one full-time certified media specialist who is
supported by additional qualified staff;
L•. 1
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_".t-.,. __ ,,",
61
• administrative support is ongoing;
• funding supports a large, diverse, in-depth, school-wide
.collection;
• state-of-the-art technology is integrated into the
learning/teaching and information-seeking processes;
and
• cooperation with other libraries is practised.
Indicator of Best Practices in School Library Media
,Centres
Best practices must be maintained in thefollowing areas in the SLMC:
a. LibraryLocation/Accommodation
The strong educational role of the school library must be reflected in the
. facilities, furniture and equipment. It is of vital importance that the function
. and use of the school library media centre is incorporated when planning
new school buildings and reorganising existing ones. There should be no
.one universal measurement for school library media centre facilities but it
isuseful and helpful to have some kind of fonnuIa on which to base planning
estimates so that any new or newly designed library meets the needs of
the school in the most effective way. According to CILIP (2002), the size
ofthe school media centre accommodation is important. There are a number
offactors to consider when calculating the ideal size ofthe library, for
example, the number of shelves and waIIlfloor space required to house
reconunended number of books and accommodate study, group or class
activities.
·The library should be located centrally and accessible to all pupils
and staff. There is adequate light, heat and ventilation and safe, suitable
flooring. The library environment should also be very welcorning, friendly
and eye-catching. The walls are brightly decorated and used to display
pupils' work. The library can be used for a variety of activities and is
conducive to learning and teaching. Access to resources is good and the
layout ofthe library can be changed as necessary. The library should bc
large, with clearly defined areas for fiction, non-fiction and other library
. resources.
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62
. Pupils and staff should be proud of their library. Pupils should display
a sense of responsibility when using library resources-and a sense of
ownership would be fostered by encouraging them to become involved in
the day-to-day running of the library. This, in turn, would help create an
atmosphere in which pupils work conscientiously and co-operatively with
each other; and standards of behaviour and discipline would be high. The
pupils mayalso design suspended banners (using colour crayons or water
colours) in the ceiling to promote reading and general library use. This
would give the children more ownership and pride in the utilisation of the
library.
According to the IFLA /UNESCO school guidelines (2002), the
following considerations need to be included in the planning process 0 f a
school library media centre:
• central location, on the ground floor if possible;
• accessibility and proximity that is close to all teaching areas;
• noise factors, with at least some parts of the library free from
external noise;
• appropriate and sufficient light, both through windows and
artificialli ght;
• appropriate room temperature (e.g. air-conditioning) to
ensure good working conditions all year round as well as the
preservation of the collections;
• appropriate design to meet the special needs of physically
.challenged library users;
• adequate size to give space for the collection of books , fiction,
non- fiction, hardback and paperback, newspapers and
magazines, non-print resources and storage, study spaces,
reading areas, computer workstations, display areas, staff
work areas and a library desk; and
• flexibility to allow multiplicity of activities and future changes
in curricul urn and technology.
The following list may also be considered when planning a new library:
.• study and research area space for information desk,
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63
catalogues, on-line stations, study and research tables,
reference materials 'and basic collections;
• informal reading area space for books and periodicals that
encourage literacy, lifelong learning and reading for pleasure;
• instructional area space with seats catering for small group,
large groups and whole classroom formal instruction, '
'teaching wall' with appropriate instructional technology and
display space;
• production and group project area space for functional work
and meetings of individuals, teams and classes, as well as
facilities for media production; and
• administrative area space for circulation desk, office area,
space for processing oflibrary media materials, audio-visual
equipment storage and storage space for supplies and
materials,
b. Library Environment
The overall library environment should be well maintained and brightly
decorated, There should be good quality fumiture and plenty of shelves.
Informal seats could be provided ill the library to create an informal reading
area,
Modem fixtures and fittings encourage formal and informal use by
classes, small groups, schools and individuals, The library should be
.. centrally located in a school or within a location easily accessed by schools.
Attractive library shelving with clear shelf guiding provides accommodation
for non-fiction resources and displays of new resources, Tables and chairs
create a:comfortable working environment; there should be sufficient space
for children to move about the library. Pupils should have colourful 3D
displays on space, weather and animals, etc, linked to environmental studies
topics. Dewey classification numbers should also be suspended from the
ceiling to remind pupils of the most commonly used topics and the re levan t
numbers, The lighting system of the school library should be taken into
consideration. Wherever possible, make the most of natural light. Strip
. lighting may be used and placed appropriately for even distribution of
light
s;
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64
. c. Performance Indicators
Performance indicators were used to take a broad view of library
performance across key areas and 'identify priorities for l ibrary
development. A detailed development plan should be drawn up for the
library and this outlines the following targets:
• criteria for success;
• implementation of strategies;
• staff responsibilities; and
• procedures for evaluation.
Library Furniture
Quality library furniture like chairs, tables and shelves would bring big
improvement in the school library services and help to create a more
welcoming, pleasant and stimulating work environment, which would also
encoi r gethe reading culture of the children.
. The shelves should be low and be of average height to accommodate
non-fiction books, picture books, etc. Shelving should be purchased from
aspecialist library supplier. According to CILIP (2002), shelving may be
eitherwall mounted or freestanding. Ideally, shelving should be:
• .a maximum height of1200mm (and never higher than 1500nU11).
TIllS will provide three shelves per bay;
• . 250mm deep;
• '900 - 1OOOmmin length with a minimum one front -facing display
shelf per bay; and
• arninimum of 1OOOmmcirculation space in front of and between
shelving units. This is a Health and Safety requirement.
Shelvingmust provide:
• safe, back-edge book supports;
• shelf guiding;
• .adjustable shelves; and
• options for face-on book display.
Otherforms of shelving include:
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65
• kinder boxes for picture books;
• big book storage; and
• paperback carousels,
_The design of the school library plays a central role in how well the library
serves the school. The aesthetic appearance contributes to the feeling of
, welcome as well as the desire for the school community to spend time in
.theIibrary, An appropriately equipped school library should have the
following characteristics (IFLAIUNESCO, 2002):
• safety resources;
, • good lighting;
• designed to accommodate furniture that is sturdy, durable
and functional as well as meeting the specific space, activity
and user requirements of the library;
designed to accommodate the special requirements of the
school population in the least restrictive manner;
• _designed to accommodate changes in library programmes,
the school's instructional programme as well as emerging
audio, video and data technology;
• designed to enable proper use, care and security of furnishings,
equipment, supplies and materials;
• arrangedand managed to provide equitable and timely access
to an organised and diverse collection of resources; and
,. arranged and managed so that it is aesthetically appealing to
the user and conducive to leisure and leaming, with clear
attractive guiding and signposting.
CILIP (2002) also lists some features that furniture and equipment in school
libraries should have; these include:
• tables and chairs of a size appropriate for most of the children;
• workstations for CD-ROM, Internet use, access to
computerised library catalogue;
• sufficient power points and network connections for ICT desk
and other audio-visual equipment;
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• a table for issuing and retum of books with room for a
computer; .
• easy chairs, bean bags or cushions for 'comfy reading';
• carpets, curtains and other soft furnishings - all create a
welcoming and comfortable environment;
• listening stations with headphones;
• storage for audiovisual resources, other media formats,
posters/charts; and .
• display facilities.
d. Staffing
The school library personnel should be qualified educationally. The school
should have committed and dedicated staff members that see the
development of their library as a main priority. Strong leadership by the
He: JTeacher/Principal would mean that the development of the library
would remain on course despite challenges. Teaching staff should be
consulted at every stage in library development and all staff should work
as a team to ensure that targets are met.
c. Student's Role
.Research has shown that pupils enjoyusing the library on a regular basis
and are confident of their ability to find information and work independently
on projects. The school library media centre is an effective resource centre
that supports teaching and leaming activities. Under the direction of their
. teachers, pupils could produce attractive displays for the library; this would
make them to feel that they have a stake in the development and upkeep
of the library, .
f. . Publicity/ Other Activities
The school and the school library media centre should organise activities
that would promote the use of the library and encourage independent
reading. Book fairs, author visits and other interesting programmes should
also be organised by the school library. Schools should have information
skills programme in place and classes should have library periods on thci r
timetable.'
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g. Library Resources/ Materials
A high standard oflibrary accommodation and a Wide range of high quality
resources are essential. For this reason, a collection management policy is
vital. TIns policy defines the purpose, scope and contents of the collection
. aswell as access to external resources. Staff should also encourage students
to use the library to pursue their extracurricular interests. All resources in
the library should be clearly labelled and shelf guiding to allow pupils to
independently retrieve resources.
h. Target Groups
Different target groups are welcomed by the school library media centre,
either individuallyor in groups. These target groups include:
• babies and toddlers;
• pre-school children;
• school cl1ildl~enof up to 13years old;
• special needs groups (young adults as the case may be);
• parents and other family members;
• caregivers; and
• other adults working with children, books and media.
i. Funding
. Children are a worthwhile "investment"; thus, school library media centres
need a budget to maintain and improve the quality of materials and services
. offered to the public. Standard budgets can be supplemented with outside
.sources of funding, such as:
• .government grants (for special programmes and new
initiatives);
• cultural organisations (for music, dance, drama, arts, historical
and ethnic presentations);
• publishers (for visits by authors or illustrators and for other
give-aways); .
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68
• sponsorship (local businesses and volunteer organisations to
support specific events);
• non-governmental agencies; and
• matching funds.
,j. Materials
School library media centres should include a variety of developmentally
.appropriate materials in all formats, including printed materials (books,
periodicals, comics, brochures), media (CDs, DVDs, cassettes), toys,
learning games, computers, software and connectivity.
k. Space
Children of all ages should find the library an open, inviting, attractive,
. challenging and non-threatening place to visit. Ideally, schools need their
own llDralYarea which must be easily recognisable (e.g. special furnishings,
deCo~ions and colours) and distinct-from other parts of the library.
Libraries offer a public space where children can meet one another or Call
meet others in cyber-space.
I., Services
Children's services should be taken as important and treated equally with
those for adults. School library media centres should meet the information,
cultural and entertainment needs of the community's children by:
• lending a variety of materials;
• offering information and reference services;
• helping children select materials;
• offering training in library skills and information literacy;
• doing motivating activities (e.g. reading promotion);
• offering creative programming and storytelling;
• educating parents and caregivers;
• providing reference and training for caregivers, pre-school
teachers, school teachers and librarians;
• ,?o-operating with and supporting community organisations
and institutions;
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m. . Networking
The school library media centre should form a network with other
.organisations and institutions in the local community. This is done in the
.. followingways:
• investigating the information and cultural needs of the
community and trying to match those needs with library
resources ensures that local institutions do not compete but
co-operate to the benefit of children;
• schools are important partners. The school library media
centre provides support for the educational process and the
children's library deals with self-education and leisure reading;
and
• . healthcare centres, day-care centres, kindergartens and other
care giving places are institutions which are necessary and
welcome partners, especially in reading promotion activities
for children, parents and professionals.
n. Publicity
A positive, public profile for children's libraries is most important as
competition for a child's time and attention: grows. Reading and literacy
.are necessary skills in order to communicate and their value must be
.constantly reinforced.
o. Human Resources
Effective and professionally run children's libraries require trained and
committed children's librarians. Desired skills include:
• enthusiasm;
• strong communication, interpersonal, team working and
problem-solving skills;
• the ability to network and co-operate;
• the ability to initiate, be flexible and be open to change;
• the ability to analyse user needs, plan, manage and evaluate
services and programmes; and
• . an eagerness to learn new skills and develop professionally.
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p. Management andEvaluation
Itis important that those who manage children's services participate in the
planning process for the library as a whole, to ensure an awareness and
support for children's services in the overall goals and long-term plans of
the library. Reliable performance information is a necessary tool for
evaluation and improvement in that it:
• collects statistics related to resources, staff, services,
circulation, activities, etc., to provide data for planning,
showing accountability and making informed management
decisions; and
• measures staff performance based on standardised
competencies.
Evaluating the School Library Media Centre
~hebest way to find out is to pay a visit and ask the following questions
suggested by the American Association of School Librarians (1995).
•. Is there a state-certified full-time school library media
specialist?
• Does your child have access to the school library anytime
during the day that he/she needs to use its resources?
• .Does the library offer remote access from home via computer?
• Does your child visit the school library media centre frequently
with his/her class? Individually or in small groups?
• Does the school library media centre have a wide range of
resources in a variety of formats (that is books, computers,
audio and videotapes) that appeal to different learning styles?
.. • Are the resource materials in the school library current?
• Are children encouraged to read, view and listen both for
understanding and enjoyment?
• Are school administrators knowledgeable and supportive 0 I'
the school library?
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• Does the school provide ongoing training to support teachers
and staff in learning about new technologies?
• Are teachers encouraged to work with the school library
media specialist to extend learning opportunities beyond the
textbook and classroom?
Earlier standards for libraries relied heavily upon resource and programme
."inputs" such as financial support, space, materials and staff activities.
New standards continue to consider "inputs" but they also take into
consideration "outputs" and "outcomes". In order to create uniformity,
j, thedefinitions as described in theACRL Task Force on Academic Library
OutcomesAssessment Report could be used. These include:
• inputs are generally regarded as the raw materials of a library
programme - the money, space, collection, equipment and
staff, out ofwhich a programme can arise;
• outputs serve to quantify the work done, i.e., number of
books circulated, number of reference questions answered;
and
, • outcomes are the ways in which library users are changed
as a result of their contact with the library's resources and
programmes.
These standards provide both quantitative and qualitative approaches to
assessing the effectiveness of a library and its librarians; and they should
beused when evaluating the school library media centre .
.[Check standards in the computer and internet for references]
UNIVERSITY OF IBADAN LIBRARY
Automating a School Library
Media Centre
Automating a School Library Media Centre
There is a need for school library media centres to automate their library
functions. The benefits of an automated school library include improved
circulation of resources, extensive reporting facilities, efficient book hire
system and increased access to the resource collection. Educational benefits
derived from the automation ofIibrary functions include opportunities for
students to develop information skills, achieve greater success in locating
resources and become independent and lifelong leamer. School library
media centre's management has to take note of the fast generating
information and its growth rate and the importance of having the information
resources properly bibliographical controlled and disseminated to users.
In order to contribute towards the objectives of building an information
rich society among students in both primary and secondary schools, it is
suggested that there is a need for schools to be involved in Information
Teclmology (IT) education strategies which would embody a long-term
. plan to automate the school libraries.
What is Library Management System (Library'
Automation)?
Library automation can be defined simply as the use of computer and
networking technologies in the library, An efficient computerised library
management system will enhance the effectiveness of the library. The system
makes the recording ofloans simple and provides useful information abou t
library use. Keywords make finding information easy. When assessing
different systems cost, installation, operation and maintenance all need to
" . be considered, e.g. printing subject specific lists and producing statistics.
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Areas of Library Automation include:
• automation oflibrary functions (e.g. circulate, serials,
cataloguing and classification);
• use of electronic resources within the library (e.g. CD-
ROMs);
• accessing remote electronic resources (e.g. the Internet);
• office automation (e.g. word-processing, spreadsheets,
databases, etc.); and
• patron services (e.g. computer laboratory, multimedia centre) .
.Objectives of Library.Automation
• To improve the level of service and quality of output; and
• To fulfill needs that cannot be achieved by manual system:
• sharing of resources; and
• information that appears only in electronic format (e.g. CD-
ROM, Internet resources, databases, etc.
Automation can be visualised at four levels:
.• library cataloguing system;
• housekeeping operations and networking;
• development of CD-ROM library/products; and
• e-mail system and internet.
Library Cataloguing System
The library catalogue or index to the collection forms the base for most 0 f
. the library activities such as acquisition, reference, bibliographic service,
inter-library loan, etc. The users oflibrary card catalogue will appreciate
how fast the retrieval, search and printing in automated environment arc.
If the same system is available in network environment, users can have
simultaneous access to the S3111edatabase. From the library staffpoint of
view, the cumbersome job of printing the cards and their subsequent filing
gets eliminated; it also conserves space and saves stationary.
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Housekeeping Operation and Networking
The second level of automation will be to use software which can handle
the entire housekeeping operations of the library such as acquisition,
circulation and serial control, thus creating a network within the library or
.becoming part ofthe existing network of the institution. Networking of
computers within an organisation helps the users to browse the cataloguing
system from any of the workstation/terminal.
The Development of CD-ROM Library/Products
The development of CD-ROM collection not only conserves space but
also provides multi-user access in network environment. There are many
self-tutorial CD-ROMS available with multi-media effect. Libraries facing
high incidence of mutilation of materials will benefit from such electronic
products. Also, people doing empirical research can download data and
directly take i~to other software platform for analysis and making graphical
presentation.
Email and Internet
Other teclmology which libraries can make use of is the e-mail system.
This not only reduces the recurring expenditure but it is also effective and
fast. Sending reminders for non-receipt ofjoumals bye-mail has proved
to be very cost -effective and sharing of resources among libraries becomes
easy. Few public domain e-mail software (e.g. Gmail, yahoo, etc.) arc
available and there will be no additional expenditure incurred. Another
technology which has revolutionised the information world is the
development of the internet. Subscribers of the internet, in addition to
getting access to various public domain databases and services, will also
get free e-mail and fax facility. Some publishers have started giving content
pages ofjoumals; and libraries having subscription to such journals can
also have full text of the articles. Many academic and research institutes
have given free access to their working papers.
Steps to Take during Library Automation
Planning for school library automation is time-conswning but it is usually
cost-effective because time spent planning reduces the amount of time
required for system implementation. Cohn; Kelsey and Fiels (1997) list
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76
r.,
"'" the following steps to be taken during automation:
:,
Step 1: Understanding Existing Library Services and Technology
I,
• Identifying existing services and functions provided by the library
'.
;. • Identifying existing technology being used in the library
. .:.
• Collecting and organising basic statistical data
\:,. Step 2: Assessing Needs and Setting Priorities:.'
• . Who should be involved in planning?
-:.
:.... • Needs assessment
:'., • Identifying approaches to satisfy the heeds,
• Setting priorities
• Developing a preliminary budget
Step 3: TranslatingNeeds and Priorities into Specifications
r i\ • Designing specifications
• Preparing and distributing the Request for Proposal (RFP)
Step 4: Evaluating Proposals and Selecting a System
c' • Making the first cut
, ::~ • Seeing system demonstrations
• Analysing vendor responses
• Costs
• Obtaining responses from vendor's clients
• Making the final cut
Step 5: Putting your System into Place
• Contract negotiations
.• Hardware and software installation
• Training
Step 6: Retrospective Conversion and Bar Coding
"
,~I
1.
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The following procedure would also assist the school library during
automation:
a. Decide which functions to automate.
Automation isn't "all or none". Choose whether to automate:
• administration;
• inventory;
• circulation;
• self-service circulation;
• patron catalogue/OPAC; and
• web-accessible patron catalogue.
b. Research and select automation software
Make a plan to organise your research and choose programs to evaluate .
. Note that some automation software is most suitable to large public
libraries, college libraries or school; other programs may cost less and be
abetter fit for your school. You should also try the programs and talk to
references. Finally, understand price structure as well as one-time and
annual costs.
c. Furnish work area
Installelectrical outlets. Obtain Intemetiintranet access as needed. Arrange
furniture for both work area and patron catalogue search station. Purchase
administrative computer, laser printer and scanner.
d. Install automation software and hardware
If you want assistance and do not have a technician on staff, the library
could use parents, youth corps members or Industrial Training students
professional expertise at a lesser cost to the school. Read through
documentation, usually found on the software company's Web site. Install
automation software at circulation desk. Connect scanner and printer at
circulation desk. Install software at catalogue search station. Test alI
software and hardware. Determine how you will back-up data; create a
. system and stick to it.
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e. Weed the collection
Weeding makes space for valuable items to create an appealing, relevant
and up-to-date collection. Evaluate the collection. Maintain a list for new
materials as you weed. Remove materials that are no longer needed.
Replace lost and worn out materials. Repair damaged but usable materials.
f. Enter materials
Each item on the library collection needs a "record" in the software. There
are several methods to use. Cataloguing is a process in which you hand
enter/type bibliographic information printed in the material. Copy
cataloguing is a method in which you find records from libraries accessi hlc
via the Internet. Copy cataloging software/features make this process more
efficient than original cataloguing. Recon (retrospective conversion) is a
.method in which you send a shelflist and catalogue cards to a vendor for
processing for a per-item fee.
g. Process materials
. Add card and pocket (if needed). Label spine. Apply barcodes and
protectors.
h. Create circulation procedures
First, determine the type of patron (adul t, primary, secondary, etc.). Then
make circulation rules for each ofthe patron and type of library material
(book, CD, etc). Choose a circulation method: unautomated, fully
automated or a hybrid. With a hybrid, patrons sign and leave cards. Later,
the library staff or volunteers use the cards by entering the borrower's
name and then scanning the card's barcode. This is a good option for
school library media centres without a full-time librarian.
Set up a self-service station (with drop-box for signed pocket cards
if needed). Some software programs offer a special interface just for
patrons to check out materials; however, access to sensitive administrati ve
functions may be blocked.
i. Enter patron information
Decide how to enter patron information. A class list at the beginning of the
year or importing information from school administration software (where
it is available). Print library cards if desired.
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79
j.. Promote the new improved school library
Publicize the school library media centre. Automation can help you increase
interest in the use of your library resources. Hold an open house for both
the school staff and parents'.
Cost of LMS
Cost of Library Management System should be assessed by considering
the following:
Hardware
• Number of computers - at least one dedicated computer is
needed.
• Networking costs, if more than one computer
• Printer
• Barcode reader.
Software
Assess the software packages on offer and decide which modules arc
needed.
Other Costs
• Barcodes
• Initial input of records: many systems allow data to be
imported requiring only the addition of a class number, C.g.
catalogue records - this saves time and money
• Ongoing maintenance and upgrades
• Helpline/support
• Staff training
• Staff time.
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80
School Library System Configuration
The following questions must be answered during system consideration:
• Is the screen layoutclear and user-friendly?
• Does the catalogue offer all the fields you need - author, title,
Dewey classification number, edition, publisher, publication
date, price, resource type, keywords, and notes?
• Is searching by keyword simple?
• Is there a limit to the number of keywords which can be applied
to a resource?
• Can lists be printed?
• What reports and statistical information can be produced,
.. e.g. top lOuse, books borrowed by boys?Are issuing and returning straightforward?
• Can the system be networked across the whole school
.•. Is the system easy to manage?Does it offer an interactive element, e.g. pupils adding their
\
own reviews? .
\
• Is the system easy to backup?\
• What systems are other local schools using?
• Wan you visit another school to see the system in use?
Company Information
• Does the company have a good reputation?
• Does the company employ librarians who will understand
the needs ofa school library?
• Is there a user group?
• Can demonstrations be organised?
• Is the manual easy to use and comprehensive?
• What technical support is offered?
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81
Staff Circulation Public
vVorksiation \!Vorl,sta!ion VVorkstation
Fig 3: Example of a typical school library configuration
One File Server
. • To hold the library system and database.
• For access by workstations via the Intranet or the Internet.
One to Two Public Workstations
• For students/teachers to access the Online Public Access
Catalogue CaPAC), CD-ROM network and/or the Internet.
One Circulation Workstation
• For library staff to check-in and check-out items, etc.
One Staff Workstation
• for cataloguing, acquisitions, reporting, etc.
Typical Configuration
The configuration below is another example and it is advised that the schoo 1
media specialist should consult with specialists in IT.
Server
• Pentium PC Ce.g. Pentium III 500MHz)
• Sufficient RAM for serving the network (e.g. 512MB)
UNIVERSITY OF IBADAN LIBRARY
• Large and fast hard disk (e.g. 20GB or above)
• Network card
• Operating system: Windows 2000 Server/Window XP
• Backup Device (e.g. DAT tape drive)
• .Optional: networked CD-ROM drives
Workstation
• Pentium PC
• 256MBRAM
. • 9 GB hard disk
• Network card
• Operating system:Windows 98/Windows 2000 Professional
/Window XP or the latest technology as at the time of
installation
• Optional: CD-ROM drive and sound card
Selection ofLibrary Software
The following criteria would help School Library Media Specialists to
select the right software for the school library media centre:
• Who are the developers,whether an institutionor reputed company
or few individuals? The preference is for institution and second
preference is for the reputed company. One has to be sceptical
about the software developed by individuals as there will be no
continuity.
• How many times the software has been revised since the time or
. its first launch.
• How many parameters are available for each module? The more
parameters; the better the flexibility.
• Whether the software has facility to import bibliographic data
available in 1802709 format and similarly export of data in this
format.
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.• Training and guidance before and after installation.
•. Whether available on major operating systems.
• Whether it is web interfaceble.
• Whether it can be interfaced with the e-mail system.
• How many installations it has got in the country, since when and
who are the major clients who had used the same software?
• Can it offer OPAC and different log in?
• What are the benefits oflibrary automation?
. Benefits of the School Library Media Centre
Automation.
There are many benefits to automating the information available in school
libraries, these are as follows:
Improved Customer Service
Automation of the school library media centres helps take some of the
workload off of librarians and other staff members in the areas of
acquisitions, cataloging and circulation, which in tum allows them to better
serve their patrons. This extra time can lead to more programs being
facilitated in the library and make library staff available to answer reference
questions and help students who having trouble researching or finding the
right information.
Cataloguing Improvements
Automated cataloguing standards, such as MARC (Machine Readable
Cataloguing), allow for quicker cataloguing oflibrary items. Not only does
this allow the librarian more time to dedicate to improving customer service
but it also makes the sharing of materials from location to location much
easier and much more affordable ..
Easier Access
Not only does automation of sehoollibrary materials make it easier to find
. books but it also makes it easier to access joumals and books online from
.-
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84
a home computer or elsewhere. The automation oflibrary collections al so
allows the library to be more flexible when there is increase in demand.
Collections
Automation of the school library allows for an improvement in the variety,
amount.and quality of materials that are available in the library's collection.
It can also help make weeding out old, outdated and irrelevari.t books and
materials from the collection, which helps keep the library's collection
more streamlined and easier to find the right item.'
Lasting Effects
Automation is also a way of preparing the collection to become sustainable
with the ever-increasing shift to a technology-based society in terms of
. information dissemination, paired with the ever-decreasing amount of
.funding for libraries. Switching to an automated system allows libraries to
add on features when they become available in the future, instead ofhaving
to do a complete overhaul of their collections and cataloguing methods.
Barriers to Library Automation
The following could be the few possible barriers oflibrary automation:
• fear of adverse impact on employment;
• funding: most school libraries are not adequately funded in terms of
collection. When a library does not have adequate collection due to
fund, it wou\cl not thi.nk of automation·,
• tbe technology co\.\\cl'be too expensive for scnoois to procure: 'botb
hardware and software would be expensive and unaffordable. The
eostofhardware and software depends on the level of automation;
• the library staff members have to undergo extensive training;
• lack of support from the management due to budget constraints;
• retrospective conversion of data could be expensive;
• lack of electricity and fund to maintain a generator: this is mostly
applicable in developing nations like Nigeria;
• some libraries lack qualified librarians to handle IT;
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85
• the IT officers may not understand that library automation requires
special skills.
• difficulties in purchasing library materials, e.g. cataloguing materials,
labelling tapes, etc which are not produced locally in Nigeria;
• shortage of manpower;
• occasional system failure: the system occasionally breaks down and
would be out of use for few days before the consultants come to
rectify the faults; .
• staff attitude towards automation: many staff members shy away
from electronic systems with the fear of damaging or deleting
important information while keying-in; this slows down the automation
processing; and .
. • space for automation equipment: most school libraries do not have
enough space for their users. In other words, there would be no
space to keep the equipment like computers and peripherals.
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The·School Library
Media Specialist
WhO"is a School Library Media Specialist?
The school library media specialist (SLMS), school librarian or teacher-
librarian refers to the same person, who must be an effective educator and
curricular leader. The school library media specialist must possess up-to-
date knowledge and skills on a wide range of educational topics including
teachi g, learhing and information literacy. For many children, the school
library media specialist is their first experience with a librarian. These
infonnationprofessionals playa critical role, teaching students how to
select, use and understand information in all formats. The school library
media specialists are teachers in the first instance. In order to be an effective
teacher, the school library media specialist must consider the needs of
. learners and what makes students feel in charge of their learning. For
example, the school library media specialist or teacher librarian must be
prepared to teach and collaborate on all aspects of information inquiry
across disciplines and grade levels. A school library media specialist may
be guiding a class through the evaluation of web sites for a science project,
while later in the school day, he/she may be teaching a small group to use
the video camera for recording oral histories of the Kanuri people. The
school library media specialist must embrace the' concepts of co-teaching,
integration and cooperation. The role of a school librarian, operating in a
modern multi -media library resource centre and equipped with the technical
and professional skills acquired in an accredited librarianship education
programme; is absolutely crucial to the economic and social progress of
every country. There is need for a library, staffed by a full-time,
professionally trained, information specialist (librarian), in every primary
and secondary school, especially in Africa if the countries within her are to
survive, prosper and compete successfully in the 2151 century.
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88
Theconcept of the school library media centre and the function of school
librarymedia specialists must be seen in the light of current curricula and
school development with an emphasis on learnirig and knowledge. The
school library is the key for children to learn in an information-rich
technological environment. Librarians playa vital role in restructuring
schoolsfor the information age and preparing students for lifelong learning.
According to Canadian School LibraryAssociation (CASL, 2007) a school
librarymedia specialist is a professional teacher with a minimum of two
'. yearsof successful classroom experience and additional qualifications in
. the selection, management and utilisation oflearning resources, who
. manages the school library media centre and works with other teachers to
design and implement resource-based instructional programmes. The
schoollibrary media specialist is the professionally qualified staff member
responsible for planning and managing the school library media: centre,
supported by staffing who is as adequate as possible, working together
withallmembers of the school community and liasingwith the public library
and others (IFLNUNESCO, 2002).
Professional Competencies of the SLMS relate to the knowledge
and skill in the areas of collaboration and leadership, curriculum and
instruction, cooperative programme planning and teaching, information
resources, information access, technology, management and research and
the ability to apply these abilities as a basis for providing library and
information services (Lm11b& Johnson, 2009).
Personal Competencies of the SLMS represent a set of skills,
attitudes and values that enableschoollibrary media specialist to work
efficiently and effectively, be good communicators, focus on continuing
learning throughout their careers, demonstrate the value-added nature of
'their contributions and thrive in the riew world of education (Lamb &
Johnson, 2009).
Roles of the School Library Media Specialist
The School library media specialist or school librarian has many roles and
responsibilities which include being a teacher, an instructional partner,
information specialist and a programme administrator (Fig 3).
As Teacher: the library media specialist collaborates with students and
othermembers of the learningcommunityto analyselearningand information
UNIVERSITY OF IBADAN LIBRARY
89
. needs, to locate and use resources that will meet those needs and to "
understand and communicate the information the resources provide .
. Instructional Partner: the school library media specialist must build
collaborative partnerships throughout the learning community. The media
specialists must be a leader in the development of policies and practices
that support information literacy as well as learning across the curriculum.
As instructional partner, the library media specialist joins hands with
teachers and others to identify links across student information needs,
curricular content, learning outcomes and a wide variety of print, non-
print and electronic information resources. TIns involves working closely
with committees and individual teachers to develop effective learning
environments for students. For example, the school library media specialist
might bring together teachers from various disciplines to plan strategies
that reduce plagiarism in the school.
Information Specialist: the school librarian must be an expert in locating,
evaluatingand synthesising information, As information specialist, the library
media specialist provides leadership and expertise in acquiring and
evaluating information resources in all formats; in bringing an awareness of
information issues into collaborative relationships with teachers,
administrators, students and others; and in modelling for students and others
strategies for locating, accessing and evaluating information within and
beyond the library media centre. Whether collaborating with the principal
on abudget issue or teaching fifth graders to use electronic databases, the
media specialist must model strategies for using a spectrum of traditional
and new information tools and resources. For example, the teacher librarian
might work with a group of teachers on writing a grant proposal for funding
an environmental education programme. Assistance in locating background
information, research for the literature review and budget information would
be a valuable contribution to this partnership,
Programme Administrator: the school library media specialist must
manage all activities associated with the school library media centre
including budgeting, staffing, collection development, promotion,
instructional and facilities. As programme administrator, the library media
specialist works collaboratively with members of the learning com.munity
to define the policies of the library media programme and to guide and
UNIVERSITY OF IBADAN LIBRARY
90
, +direct all activities related to it. For example, the SLMS may initiate a
\': . programme to help youth learn about the profession but also assist in
, . basictasks such as collection circulation, shelving and technical support.
ig 4: Traditional roles of a School Library Media Specialist
Theschool librarian of this age and future is one who needs to be comfortable
'wearing a number of hats. As shown in Fig. 4, the librarian of the twenty
first century must be a researcher, counsellor, plariner, manager, assessor,
. team member, problem solver and computer-printer repair person (Saw
& Todd, 2007). His/her most important characteristics are very good
interpersonal and communication skills, language proficiency, team working
skil:ls,user- friendliness and customer orientation.
Fig 5: Additional roles of a SLMS in the 21" century
/
I
J ~-------'--'---T~~-.-.-.--. ~ .•'1.oOof"'".~
---_._--- - - - -- -~
UNIVERSITY OF IBADAN LIBRARY
91 .
Aims of the School Library Media Specialist
TheSchool Library Media Specialist:
• participates effectively in school programmes as he/she strives
to meet the needs of pupils, teachers, parents and other
community members;
• . provides boys and girls with the library materials and services
.most appropriate and most meaningful in their growth and
development as individuals;
• stimulates and guides pupils in all phases of their reading so
that they may find increasing enjoyment and satisfaction and
may grow in critical judgment and appreciation;
• . provides an opportunity through library experience for boys
and girls to develop helpful interests, to make satisfactory
personal adjustments and to acquire desirable social attitudes;
.• helps children and young people to become skilful and
discriminating users oflibraries and of printed and audio-visual
materials;
'. introduces people to the schc:iollibrary as early as possible
and cooperates with those libraries in their effort to encourage
continuing education and cultural growth;
• works with teachers in the selection and use of all types of
library materials which will contribute to the teaching
programme;
• participates with teachers and administrators in programmes
for continuing professional and cultural growth of the school
staff; and
• cooperates with other libraries and community leaders in
planning and developing an overall library programme for the
community.
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The LIbrary Staff
i . Therichness and quality of the library provision depend upon staffing
resources available within and beyond the school library. For this reason,
itisof paramount importance to have a well-trained and highly motivated
staff,made up of a sufficient number of members according to the size of
'theschool and its needs for library services. The term' staff' means, in this
context,qualified librarians and library assistants. In addition, there may
besupporting staff, such as teachers, technicians, parents and other kinds
ofvolunteers. School library media specialists should be professionally
trainedand qualified; with additional training in educational theory and
learningmethodology. One of the main objectives for staff management in
schoollibraries should be that all staff members have a clear understanding
oflibraryservice policy, well defined duties and responsibilities and properly
regulatedconditions of employment and competitive salaries which reflect
theprofessionalism of the job. .
However, volunteers should not work as substitutes for paid staff
butmay work a~ support based upon a contract that gives a formal
frameworkfor their involvement in the school library activities. Consultants
at local or national level can be used as external advisers in matters
.concemingthedevelopment of the school library service. The school library
• .mediaspecialist's main role is to contribute to the mission and goals of the
schoolincluding the evaluation procedures and to develop and implement
thoseof the school library. In cooperation with the school management,
administrators and teachers, the school library media specialist is involved
illthedevelopment of plans and the implementation of the curriculum. The
schoollibrary media specialist has the knowledge and skills regarding the
. provisionof information and solution of information problems as well as
theexpertise in the use of all sources, both printed and electronic. Their
knowledge, skills and expertise meet the demands of a specific school
.society.In addition, the librarian should lead reading campaigns and the
promotionof child literature, media and culture.
The support ofthe school management is essential if the library is to
carryout interdisciplinary activities. The SLMS must report directly to the
headteacher or deputy head. It is extremely important for the SLMS to
beaccepted as an equal member of the professional staff and be entitled
toparticipate in the teamwork and all meetings as the head ofthe library
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. department. The librarian should create an environment for leisure and
learningwhich is attractive, welcoming and accessible for everyone without
.fearor prejudice. Everyone who works in the school library media centres
shouldhave a good rapport with children, young people and adults .
. According to the IFLAIUNESCO school library guideline (2002),
theSLMS is expected to do the following:
analyse the resource and information needs of the school
community;
formulate and implement p~licies for service development;
develop acquisition policies and systems for library resources;
catalogue and classify library materials;
instruct in library use;
instruct in information knowledge and information skills;
assist students and teachers in the use of library resources
and information technology;
answer reference and information enquiries using appropriate
materials;
promote reading programmes and cultural events;
anticipate planning activities connected to the implementation
of the curriculum;
participate in the preparation, implementation and evaluation
oflearning activities;
promote the evaluation oflibrary services as an ordinary part
of the general school evaluation system;
build partnership with external organisations;
prepare and implement budgets;
. design strategic planning; and
manage and train library staff.
The Roie of the Library Assistant
The library assistant reports to the librarian and supports them in their
functions: This position requires clerical and technological knowledge and
UNIVERSITY OF IBADAN LIBRARY
95
• the ability to communicate positively and open-mindedly with
children and adults;
• the ability to understand the needs of users;
• the ability to cooperate with individuals and groups inside
and outside the school community;
• knowledge and understanding of cultural diversity;
• knowledge ofleaming methodologies and educational
theories;
• . knowledge ofinformation skills and of how to use information;
.• knowledge ofthe materials which compose the library
collection and how to access it;
• knowledge of child literature, media and culture;
• knowledge and skills in the fields of management and
marketing; and .
• knowledge and skills in the field of information technology,
How do School Library Media Specialists Use
Technology?
The SLMS uses technology for information, instruction, administration,
collaboration and communication. The SLMS should serve a key role in
the selection of, the instruction about and utilisation of electronic resources
and technology tools such as online databases, Internet resources and
. video programs, including all equipment and technologies used in the school,
.classroom, and learning community. SLMSs should model the effecti vc
application of instructional software and technology tools in their planning
documents, presentations and lessons and professional communications.
They can develop and distribute high quality, professional documents that
convey evidence-based support for their ideas and programmes. These
communications often incorporate data from a library automation system
combined with digital imaging and computer-generated graphic elements.
Accomplished school library media specialists are also teachers who:
• understand students and their diverse social, emotional and
intellectual needs;
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96
• support the learning of all students in the school community;
• encourage and engage students in reading, viewing and
listening for understanding and enjoyment;
• create an environment of mutual respect and trust;
• .use their expert knowledge in acquiring and evaluating,
developing and promoting the effective use ofleaming
resources in different formats and media, both on-site and
remote, to support the instructional programme;
• . integrate information literacy standards for student leaming
into the content and objectives of the school's curriculum;
• integrate technology for leaming and teaching;
• plan instructional units collaboratively with classroom teachers;
• provide leadership in collaborative programme planning and
teaching to ensure both physical and intellectual access to
information;
• know curriculum programmes mandated by the state, district
and school;
• model strategies for locating, accessing and evaluating
information within and beyond the library media centre;
• provide appropriate information, resources or instruction to
satisfy the needs of individuals and groups and foster individual
.and collaborative inquiry;
• use appropriate information teclmology to acquire, organisc
and disseminate information;
• manage library programmes, services and staff to support
the stated educational goals ofthe school and district;
• work collaboratively to define policies of the library media
programme;
• evaluate the library media programme and services;
• are committed to programme excellence and remain flexible
and positive in a time of continuous change;
UNIVERSITY OF IBADAN LIBRARY
97
• have effective communications skills and work well with others
in a team;
• are committed to lifelong leaming; and
• serve as instructional partner, information specialist and
programme administrator
The library staff members support the use of books and other information
sources, ranging from the fictional to the documentary, from print to
electronic. The materials coinplement and enrich textbooks, teaching
materials and methodologies. It has been demonstrated that, when librarians
and teachers work together, students achieve higher levels of literacy,
reading, learning, problem-solving and information and communication
technology skills.
The School Library Media Specialist's Job Description
School library media specialists help children to use technology and find
. information for their school work or personal projects. Librarians are
classified based on the type oflibrarywhere they work such as a public
library, university library, elementary or secondary school library / media
centre. However, most librarians spend their time focusing on technical
services, user services or administrative services.
• Technical service: librarians who work in technical services
obtain, prepare and catalogue materials so that they can be
found easily. They may write summaries and abstracts.
• User services: working directly with patrons of all ages,
librarians working in user services are most commonly
reference librarians or children's librarians. They help patrons
use reference tools and technology to find the information
they seek.
• Administrative services: librarians who handle administrative
services manage and plan libraries. They are responsible for
negotiating contracts for equipment, materials and services.
They supervise employees, prepare budgets and direct
projects. They may also perform fund-raising and public
relations functions.
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98
In larger libraries, the roles oflibrarians may be broken down even more,
with each member of a team specialising in an area such as acquisitions,
reference or special collections. In schoollibraries/media centres, media
specialists assist teachers in developing cunicula and acquiring materials
for class. They also teach students on how to use library resources.
Librarians in any role within a library are typically expected to:
• be familiar with many kinds of academic, government and
other information sources;
• keep up with trends in.1ibrary science;
• read book reviews, catalogues and publisher's
announcements;
• shop for and purchase materials from distributors, publishers
and wholesalers;
• compile lists of recommended materials;
• expand and maintain collections of materials related to a
.specific topic or field;
• coordinate programmes such literacy skills, speakers and
storytelling for children; and
•. maintain computerised databases and search databases 0 f
other libraries.
Degrees and Training Programmes for the School
Library Media Specialist
There are bachelor's degree programmes offered in Librarianship at many
Nigerian and African Universities. Masters and PhD programmes in Library
Science are alsoavailable in many universities and colleges in Nigeria and
abroad. Students may do their research at postgraduate level in specialised
areas like school libraries, school media, lCT in school media or reading.
However, School Media Programmes at postgraduate level is offered in
Nigeria at Abadina Media Resource Centre (Centre for School Media
Centre), University ofIbadan.
School media programme is an interdisciplinary degree programme
which combines traditional training in Library Science with technical courses
UNIVERSITY OF IBADAN LIBRARY
99
such as Information Science, Educational Technology and Reading, Major
course studies at library schools include:
• Foundations of Library and Information Science;
. • The Role ofInfonnationand Libraries in Society;
~,~ • History of Books and Printing; ,,
• Censorship and Intellectual Freedom;
• Selection and Processing of Library Materials;
• Organising and Classifying Information;
• Research Methods and Strategies;
• User Services Skills;
• Using Iritemet search methods, automated circulation systems
and online reference systems;
• Resources for Children or Young Adults;
• Classification, Cataloguing, Indexing and Abstracting;' and
• Library Administration,
Major courses for school media programmes include:
• Audio-Visual Resources;
• Psychology of Learning;
• References Sources and Services in Media Resource Centre;
• Curriculum Resources and Services in the School Library
Media Centres;
• Classification, Cataloguing, Indexing and Abstracting;
• Educational Media Psychology and Leaming;
• Reading Theory &Application;
• Multi-media Services for People with Special Needs;
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100
• Learning System Design;
• Media and Children's Literature;
• Organisation and Management of School Library Media
Centres;
, . • Marketing Strategies for Media and Information Centres;
• Automation in Libraries, Archives and Information Centres;
• Reading Strategies for the Content Fields;
• Community Information Services;
• Educational Assessment and Testing; and
• Users Services in Media Houses and Educational Resource
.Centres.
Online Classes and Programmes in Librarianship
Online master's degree programmes in Library Science are readily available
as Web-based or as part of an on-campus programme. These programmes
are found on the internet and. are offered by schools that are campus-
based and more likely to provide practical experience opportunities and
job placement assistance.
Employment Requirements for School Library Media
Specialist
Most SLMS are expected to have a bachelor's degree in Library Science
or any area of education with a master's degree in Library Science; masters
in Information Science, masters in School Media or a combination of the
two depending on their area of interest or specialty. A bachelor's degree
is required for admission into a Library Science graduate programme!
school media programme. In some countries like America, teacher
certification for librarians working in school libraries is often a requirement
as well.
A doctoral degree in Library and Information Science or school
media can provide career advantage for librarians seeking college!universit y
teaching positions or top administrative jobs in a school library, university
or college library.
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Evaluating Library Science Schools
The following questions can be helpful to consider when evaluating master's
degree programmes in Library Science and School Media:
• Accreditation and Location: is the school accredited? Is it
located in a community with many different kinds of libraries?
• Classes and Focus: does the curriculum emphasise a
particular area of library work, such as reference, school
library or user services? Does it provide sufficient support
for specialisation in areas of interest?
• Applied Experience: what internship opportunities are
.provided? Are computer labs equipped with the kinds of
computing systems and information technologies that are of
interestto potential employers?
• FinancialAid and Expenses: are resources for students
who wish to take advantage of student loan, grant, scholarship
and other financial aid opportunities well organised and
thorough?
• Graduate success:what job placement assistance is offered?
Over the past several years, how many graduates were
successfully placed? What are they doing now?
-
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Importance of Multimedia in
a School Library Media Centre
Multimedia is a computer-based technology that integrates text, graphics,
animation, audio and video. It is an important instructional medium in the
education sector. Multimedia combine's five basic types of media into the
learning environment: text.video, sound, graphics and animation, thus
providing a powerful new tool for education. Multimedia refers to materials
available in both CD-ROM and on the Internet. The term is also applied
to multiple media such as a series of books and audio cassettes tied to a
television or video programme, It has a supportive role in the classroom
and can be seen as complementing and enhancing education.
What is Multimedia?
Multimedia is a combination of text, audio, video, graphics and animation.
Text: out of all of the elements, text has the most impact on the quality of
the multimedia interaction. Generally, text provides the important
information. Text acts as the keystone tying all of the other media elements
together. When it is well-written, text makes multimedia communication a
wonderful channel of disseminating information in the SLMC.
Audio: this includes speech, music and other types of sound. Sound is
used to provide emphasis or highlight a transition from one page to another.
Sound synchronised to screen display enables teachers to present lots of
information at once. This approach is used in a variety of ways, all based
on visual display of a complex image paired with a spoken explanation
(for example, in art, pictures are 'glossed' by the voiceover; or in math - .
a proof fills the screen while the spoken explanation plays in the
background). Sound used creatively becomes a stimulus to the imagination
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104
but when it is used inappropriately, it becomes a hindrance or annoying.
" For instance, in an English LanguagelLanguageArts class, still images and
a sound track allow students to utilise their own power of imagination
. without being biased and influenced by the inappropriate use of video
footage. A great advantage is that the sound file can be stopped and started
very easily.
Video: this is a collection of images. The representation of information by
using the visualisation capabilities of video can be immediate and powerful.
It is the ability to choose howwe view and interact with the content of
digital video that provides new and exciting possibilities for the use of
digital video in education. There are many instances where students,
.studying particular processes, may find themselves faced with a scenario
that seems highly complex when conveyed in purely text form or by the
use of diagrams and images. In this situation, the representational quality
of the video helps in placing a theoretical concept into context.
Video can stimulate interest ifit is relevant to the rest of the information
on the page. Video can be used to give examples of phenomena or issues
referred to in the text. For example, while students are reading notes about
a particular issue, a video showing a short clip of the author/teacher·
emphasising the key points can be inserted at a key moment; alternati vel y,
the video clips call: be used to tell readers what to do 'next. On the other
hand, it is unlikely that video can completely replace the face-to-face lecture;
rather, video needs to be used to supplement textual information. One 0 f
the most compelling justifications for video may be its dramatic ability to
elicit an emotional response from an individual. Such a reaction can provide
a strong motivational incentive to choose and persist in a task. The use 0 f
video is appropriate to convey information about environments that can
be either dangerous or too costly to consider or recreate in real life, for
example, video images used to demonstrate particular chemical reactions
without exposing students to highly volatile chemicals or medical education,
where real-life situations can be better understood via video.
Graphics: these are of image as well as video. Animation is used to show
changes in state over time or to present information slowly to students so
they have time to assimilate it in smaller chunks. Animations, when
combined with user input, enable students to view different versions 0r
UNIVERSITY OF IBADAN LIBRARY
105
changeover time depending on differentvariables.Animations are primarily
.usedto demonstrate an idea or illustrate a concept. Video is usually taken
from life, whereas animations are based on drawings. There are two types
of animation: eel-based and object-based. eel-based animation consists
of multiple drawings, each one a little different fromthe others. When
shown in rapid sequence, for example, the operation of an engine's
crankshaft, the drawings appear to move. Object-based animation (also
called slide or path animation) simply moves an object across a screen.
The object itself does not change. Students can use object animation to
illustrateapoint - during a history class,imagine the Biafra army movement
is represented by sliding arrows.
Animation: - This is artificialmovement oftext or object. Graphics provide
the most creative possibilities for a learning session. They can be
photographs, drawings, graphs from a spreadsheet, pictures from CD-
ROM or something pulled from the Internet. With a scanner, hand-drawn
work can be included. Images make use of a massive range of cortical
skills: colour, form, line, dimension, texture, visual rhythm and especially
imagination.
Types of Multimedia
• Interactive and non-interactive multimedia
• Entertainment and edutainmentmultimedia
• Othermultimedia
Interactive and Non-interactive
The interactivemultimedia is that inwhich the user canparticipate in every
stage of process (for example, games ware, CD ROM title, etc). The
non-interactive rriultimedia includes those in which the user cannot
participate; this just shows the process from the beginning to the end in a
sequential manner (for example, corporate presentation, multimedia
projects).
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106
Entertainment and Edutainment
All games, novels and movie multimedia are entertainment multimed ia.
These multimedia try to educate the user in specific curriculum; they arc
also known as edutainment multimedia.
Other Multimedia
.These include intemet multimedia, broadcast multimedia.
Application of Multimedia (where to use multimedia)
• Multimedia in business: business application for multimedia
includes presentation, training, marketing, advertising, product
demo and network communication.
• Multimedia in school: an interesting use ofmultimedia in school
involves the students themselves. They can put together
magazines and newsletters.
They can also design and run web websites.
• Multimedia at home
• Multimedia in public place
Functions of Multimedia Resources
Easing Access before Reading
As a presentation system, multimedia can provide a tool for easing entry
to a literary work: This can be accomplished when software provides
access to supporting visual/aural information, thought -provoking images
and key information. The teacher alone or with the help of her students
can tailor and utilise such materials.
Creating the Literary Experience
Multimedia can serve to shape the social context in which library materials
can be explored and experienced. Students and their teachers would have
a central source of images, sounds and text that can stimulate and facilitate
the sharing of responses. The teclmology can be used as a springboard
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and around which roles and discourse can be shaped. In other words,
multimedia can play the role of catalyst, thereby stimulating interaction
and an ambiance conducive to collaboration and sharing experiences.
Inviting Understandings/Developing Interpretations
Through multimedia, students can be encouraged to build meaning and
develop understandings. Given aural and visual tools with which to explore,
expand, clarify and modify their understandings, the technology can be
cast in the role of support system for students as they develop and share
their interpretations. .
Multimedia can also potentially assist students in considering mul tipic
perspectives; that is, students can see and experience the responses of
others to the same text. Varying interpretations can be accessed via video,
·audio, graphics and text.
Make Connections (Personal, Literary and Cultural)
Students can be permitted and encouraged to connect what they read and
discuss with their own experiences. They can use multimedia tools to
construct as many linkages as they can support and defend.
Taking a Critical Stance
Multimedia technology can serve response-based practices as a vehicle
that facilitates and makes more powerful the sharing of experiences and
understandings gained through them. Tbe medium can, for example, supply
tools and large stores of information that can be used when students
cooperatively construct meanings around the texts they are reading.
Exploring the Author's Craft
Multimedia can supply students with amagnifying glass (among other tools)
with which to examine subjects or topics with the aid of multiple forms 0 I~
on-line assistance. This can help students make sense out of an author's
work via access to a wealth of available commentary.
Stocktaking
Multimedia can serve as a place to retum to in order to continue to probe
and make sense of an author's work. As such, it can provide the kind 0 f
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independent re-examination that promotes independent as well as socially
constructed envisionment building.
Evaluation of Instructional Materials
Instructional materials prepared in any medium consist ofthree (3) discrete
elements: content, organisation and interface. These elements define the
essential characteristics of the package when they are combined to create
the instructional sequence. The different media in which instructional
materials can be developed all have unique and distinct attributes. Through
these attributes, the content, organisation and interface can all be varied to
provide the unique forms which we see in instructional packages across
the different media forms.
Content: this attribute describes the information that is contained within
the product. Books and paper-based materials are limited in the content
that they can carry. Typically, this includes such elements as text, diagrams,
graphics and photographs. Video materials are able to support temporal
media forms such as sounds, animations and moving images as well as
static graphics. Multimedia materials support many different media forms
. combined in instructional settings.
Organisation: the content within leaming materials is delivered according
to the manner in which it has beenstored and represented. With books
and paper-based materials, organisation tends to be sequential where one
chapter leads to the next. Video materials also embrace sequential
organisation and most materials designed with this medium are designed
to flow from one point to the next in the order in which they appear on a
tape. Multimedia materials can support multiple organisational modes that
extend beyond the sequential modes that constrain conventional forms.
Interface: the interface oflearning materials describes the environment in
which the information is presented. The computer interface describes the
image that is displayed and the elements that form the operations of the
display. Books, for example, can use a variety of interfaces, ranging from
standard black and white pages as were the norm in the past, to colourful
pages comprised of well designed text and imagery as we often see today.
Video materials tend to be limited in the interface design, the medium
requiring quite standard approaches. As with the previous attributes,
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multimedia materials support a range of interface designs and approaches.
While each of these elements can be considered as discrete and
separate items in the design and development of multimedia materials, the
design process often causes the distinctions to become blurred. Designers
often blend and combine the elements in innovative ways to create and
enhance learning opportunities. The attribute of educational multimedia
that facilitates the linking of the content, organisation and interface elements
is the interactivity which the product provides.
School library professionals in the developed countries are now
engaged in some exciting activities so as to remain effective in the midst 0 f
. fast -moving technologicalchanges. They are striving to provide smart
researching methodologies and information literacy skill sets to students.
They are using web 2.0technologies including blogs to give updates on
resources as well as to interact with users. and host collaborative discussion.
They are also connecting their readers by creating pages on social
networking sites such as MySpaceor Facebook and offering RSS tools
that allow users to subscribe to get new information as it goes online. They
use wikis to get staff and students involved in creating online library-related
resources and are using Podcasts and video casts for the audio tours of
the library.
The Role of LC'I' in the School Library
Information and Communication Teclmology (ICT) includes' the Internet;
CD-ROM; video; computer packages such as word processors; and
television. lCT provision in the school library should be part of a coherent
and consistent whole-school policy. ICT provision through the library
benefits the school in several 'ways.
Access to Information
• ICTwidens the range ofmaterials available in the school library
and makes access to it much easier.
• The library is able to offer access to leT resources before
and after school hours including holiday periods.
.. • If the school library catalogue CaPAC) can be accessed via
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the Internet or school's intranet, information is available at
the point of need,
• The library should provide a range ofICT information sources
including CD ROM, the Internet and high quality licensed
databases offering up-to-date, authoritative information,
Support for the Development of Research Skills
• The library's involvement in research skills training using leI'
should be part of a whole-school programme and fully
integrated into the curriculum.
• Many of the research skills developed by students for use
with print-based texts apply to electronic sources.
• Students who struggle to interact with traditional text-based
,materials sometimes find it easier to access and use ICT
sources.
Support for Literacy
The school library will use ICT to enhance its support for literacy and the
promotion of reading for pleasure.
• The library can offer online access to relevant web sites
devoted to reading, authors or books.
• The school librarian can co-ordinate students' materials for
inclusion on the school's intranet or the school's web pages.
• Reports from the automated library management system can
offer useful insights into students' reading habits.
Support for the Preparation and Presentation of Work
• Access in the school library to basic computing applications such
as word processing, data handling, spreadsheets, multimedia
presentation and authoring tools offers new scope for staff and
. pupils to prepare and present information.. E-mail enables students to communicate and exchange ideas.
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The Role of the School Librarian in the Use of LC'I'
To ensure consistent practice throughout the school, the librarian should
be aware of how lCT is used to support all areas of the curriculum. He or
she should also work closely with teaching staff and other educators to
identify learning needs. School librarians are information specialists and
should be, at the very least, competent users ofICT. Many are, in fact,
proficient users ofI CT and offer teachers and students support in a number
of ways. The school librarian supports teachers and students in several
ways:
Evaluating the Quality and Suitability of Sources
The enormous quantity of information available can make identifying
relevant material a daunting and potentially time- wasting task. The school
librarian applies traditional evaluation criteria extended to cover new
aspects of electronic resources when assessing sources to ensure that
they meet the curriculum needs of teachers and students. Because of the
ephemeral nature of some of these materials, the SLMC will constantly be
reviewing and updatingitslCT resources.
Disseminating information on useful resources
To ensure that the school community is aware of the full range of potential! y
useful sources the school librarian will:
• add Internet sites to Bookmarks or Favourites. These may be
included on the automated library management system for view
through OPAC;
• provide annotations on websites/software; and
• provide reliable guides to relevant material.
Providing Guidance and Support with Research Skills
The school librarian will provide advice and guidance on all aspects of
. research skills. The use ofICT in the research process places an additional
emphasis on the skills required for planning, searching and evaluating
i~formation. Planning a research task is even more important when using
online information than it is when working with traditional sources. The
provision of an Internet planning form can help students in planning and
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ICT Application in the School
Library Media Centre
formulating queries. It is helpful to know which search engines are best for
a research task. The school librarian will have a good knowledge of the
range of search facilities available together with their strengths and
weaknesses and may provide guides to appropriate search engines. The
school librarian will also offer guidance on effective search strategies ..The
school librarian will bookmark sites or links to sites via the automated
'~brary management system. Evaluation of sources to assess relevance
and the selection and rejection ofinfonnation are also critical. The provision
of guidance on how to evaluate a website can provide students with a set
of useful criteria to apply.
Advising on Copyright Issues
The school library helps to advise both students and teachers on copyright
issues, for example, the SLMC can advise on how to obtain permission
,when downloading materials from the intemet. The school librarian can
"also provide guide on how materials could be cited using different
referencing style.
Offering Support for Reading
The school librarian may co-ordinate the production of students' reviews
on the school's intranet. The school librarian may provide opportunities
for:
• contacting authors through their own or publishers' wcbsitcs;
• joining an intemet activity related to books and reading, c.g.
book raps, review sites, e-mail and video conferencing; and
\ .
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114
• the computerised library management system can provide reports
for teaching staff on profiles of students' reading and lists of the
most popular books. ..
Producing High Quality Presentations and Publications
Presentation software enables the school librarian to produce high quality,
· interactive presentations to the school community. The use 'of ICT tools
enables the school librarian to produce high quality promotional materials
for staff, students, parents, etc. The quality of shelf guiding, posters,
booklists, guides, etc. can be improved by the use of word processing.
Producing Web Pages
The library could form a significant pal"!of the whole school website. By
placing the school library catalogue on the website, access to information
is.extended beyond the physical confmes ofthe library.
Effective Library Management
·The use of an automated library management system not only saves time
on routine operational tasks but can also produce library usage statistics
·to support strategic planning.
The Internet
The Internet is a computer network made up of thousands of networks
·worldwide. The Internet is composed of many interconnected computer
. networks. Each network may link tens, hundreds or even thousands of
computers, enabling them to share information and processing power.
·The Internet has made it possible for people all over the world to
communicate with one another effectively and inexpensively. The Intemet
has an enormous impact on libraries. Librarians use the Internet and its
multimedia component, the World Wide Web, to answer reference
questions and to provide access to materials not previously available to
their patrons. The speed and availability of computer networks and data
communications lines have increased tremendously; and greater number
of people have also gained access to the Intemet. Patrons of school library
media centres can access new sources of information via the Internet.
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Fig 6: The Internet (Culled from Lam, K. T. 200 1School Library
Automation)
The Internet spreads across the globe into over 200 countries and
erritories. All computers on the Internet communicate with one another
using the Transmission Control Protocol/Internet Protocol suite,
..abbreviated to TCP/IP. Computers on the Internet use a client/server
architecture. This means that the remote server machine provides files and
. services to the user's local client machine.
jll"fJb rq , A Server malntairunq an(~GU Internet Resource, (e,g, a\fI!l/\I\/V serve r)
Internet Node ~ )-q({ _ ;-----.-,~--y~-\-~-:z '-\i:~,
(\rr( ) '<, !-,i <, Internet") ) )'
"''-{ ,-_ (TCPIIP) -. / It·J
'-" --<....., /---l·:-)j-;,_J
---'---_/ -f-
/
A Client accessing an .I
Internet Resource (a.q. a .' ~JJ/
WIf\f\N browser such asJ !'t''''1I1 b
Internet Explore!') W,' , '_ \_
~C:.':~
Internet Node
Fig 7
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116
Internet Service
Provider
~
Modern, )
Broadband ~LeasedrLine·-~". ,,! I :~>~ Computer
,'';;---''\Ml..•..
Fig 7& 8: Connecting to the Internet (Culled from Lam K. T. 200 1 School
Library Automation)
Challenges of Using the Internet by School Librarians
a. Acquiring the skills on using the' Internet.
b. .Participating in various teacher-librarians related news groups and
. emaillists to:
• share experiences on various topics relevant to the
management of school library; and
• participate in discussion of mutually interested issues
on Librarianship.
c. Maintaining WWW pages that link to useful Internet resources
relevant to school libraries for easy access by teachers, students,
parents and librarians.
d. .Producing local school library resources
• Lesson plans for library skill, library activities/projects, etc.
• Cataloguing records
• Education resources, e.g. materials on curriculum, class notes,
answers/solutions, examination papers, etc.
-
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e.' Training other teachers and students to use the Internet.
f Assisting the school administration to formulate Internet use policies
on:
• intellectual property rights;
• censorship;
.' security;
• computer ethics, etc.
Use of the Internet by School Library Users
One of the library's goals is to provide students with the understanding
and skills needed to use the Internet in ways appropriate to their education
and information needs. Library staff should guide and supervise students
in the appropriate selection and use of electronic resources. Making the
~ternet available to students carries with it the potential that some students
. may find information that they or others may identify as being controversial,
inappropriate or potentially harmful. Therefore, a clear set of guidelines
for acceptable use must be displayed prominently. The teacher-librarian
should make sure she or he is involved in the development and/or articulation
of the Acceptable Use Policy (AUP) withinherlhis school. While students
will b~ able to move beyond those resources to others that have not been
previewed by staff, they shall be provided with guidelines and lists of
resources particularly suited to learning objectives. Most importantly,
librarians and classroom teachers shall instruct students in the skills they
need to enable them to fmd, evaluate and use information from the Internet
wisely and safely.
Outside of school, families bear responsibility for the sanle guidance
of the Internet use as they exercise with information sources such as
television, telephones, radio and movies. Violations of this Acceptable
.Use Policy could result in a student's loss of access to network and the
Internet privileges or other disciplinary action to be determined at the
building or classroom level, consistent with the student Discipline Code.
Where there is an allegation of criminal behaviour, law enforcement
organisations will be involved.
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Collaboration between the School
Library Media Specialists
and Special Educators
.Collaboration is a central value in schoollibrarianship. Numerous studies
have addressed collaboration between school library media specialists
and ciassroom teachers as well as between school library media specialists
and administrators. School library media specialist collaboration with special
education personnel has received less attention, although these staff
'members can contribute significantly to student success, particularly as
students with disabilities are mainstreamed into the typical classroom.
The unique qualities of special educators make them valuable partners
for school library media specialists. The impact of these partnerships is
best measured based on the evidence of the results of those collaborative
efforts to impact student learning.
What is Special Education?
Special Education is defined as specially designed instruction to meet the
unique needs of a child with a disability. Special education is in place to
provide additional services, support, programmes, specialised placements
or environments to ensure that these categories of students' educational
needs are provided for. Special education is also the education of students
with special needs in a way that addresses the students' individual
differences and needs. This process involves individually planned and
systematically monitored arrangement of teaching procedures, adapted
equipment and materials, accessible settings and other interventions
designed to help learners with special needs achieve a higher level 0 f
personal self-sufficiency and success in school and community. Common
special needs include challenges with learning, communication challenges,
...
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emotional and behavioural disorders, physical disabilities and developmental
disorders. Students with these kinds of special needs are likely to benefit
from additional educational services such as different approaches to
teaching, use ofteclmology, a specifically adapted teaching area or resource
room.
What is a Disability?
. Individuals with Disabilities Education Improvement Act of2004 (IDEIA)
defines a child with a disability as one:
• with mental retardation, hearing impairments (including
deafuess), speech or language impairments, visual
impairments (including blindness), serious emotional
disturbance (referred to in this title as 'emotional
disturbance'), orthopaedic impairments, autism, traumatic
brain injury, other health impairments, or specific leaming
disabilities; and
• who, by reason thereof, needs special education and related
services.
However, the child's disability must adversely affect his or her educational
performance. While a student with a temporary disability, such as a broken
leg, might require short -term accommodations while the bone is healing,
the intent of special education is to help individuals with chronic or acute
disabilities participate and perform to the fullest reasonable extent in
.academic settings .. ,
School library programmes provide resources and services for all Iil
.1'
students, which includes students with special needs. Not only is this I
. philosophy socially responsible but it is also a legal necessity. Several .i
}
federallaws in the United States impact school library programmes for
students with special needs:
Gibson 0 identified four categories of school library services that
need to be addressed when supporting academic achievement of students
with disabilities:
1) Policies and procedures. School library policies must comply with
government laws and regulations, such as those mentioned above.
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121
Sehoul library media specialists also need to make sure that the
entire school community, particularly families with affected students,
know how the library implements those policies through appropriate
accommodations. Sample policies include selection policies that
address needs of students with special needs, differentiated
circulation periods, differentiated class management procedures and
Web page development.
2) Access to facilities and equipment. Shelving heights, aisle widths,
traffic flow, signage, fumiture and lighting all need to accommodate
students with physical challenges. Adaptive technologies need to
be available so that all students can have physical access to
information, e.g., larger monitors for computers, keyboards with
.track balls, optical scanners and reading software.
3) Specific services. Information needs to be available in a variety of
formats, such as Braille, audio, captioned videos and electronic files.
Student -specific services may also be called for, such as extended
lending periods, delivery of materials to students' homes, customised
picture books (e.g., texturised), customised teaching aids (e.g., task
cards) and individual instruction.
4) Staff development. Library staff members need training to enable
them interact successfully with students with special needs. Some.
training can be general (such as universal design), disability-specific
(e. g., autism or vision impairment) or student-specific (based on
each student's individual education plan).
Who Are Special Education Personnel?
Special education personnel address the academic needs of students with
mild to severe disabilities which may be sensory, mobile, developmental
or cognitive. Personnel work with students in self-contained and
mainstreamed classrooms and they collaborate with other specialists as
well as classroom teachers and community agencies.
The educational preparation of special education personnel vari es
from a high school diploma to advanced degrees. Special education
professionals (typically called special educators, special education
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122
instructors or education specialists) may have a basic teaching credential
and an added credential for teaching special educati on or they may have a
credential that enables them to teach only in special education areas.
• Special educators know the relevant laws and can help school
library media specialists comply with those laws (e.g. Web
page accessibility).
• Special educators can help school library media specialists
select and arrange furniture and equipment to facilitate physical
access for all students.
• Special educators can also recommend appropriate resources
- books, electronic resources and adaptive technology - to
match the needs of individual students.
• Special educators can provide formal training to school library
media specialist.
Similarities between the School Library Programmes
and Education for Exceptional Children
Several characteristics of special educators resemble those of school library
media specialists. These include:
• specialised knowledge and preparations; often, they are the
sole site experts in a given facility that focus on resources and
servIces; .
• formal and informal instructional roles; and theirrole as student
support professionals; and
• other similarities between special educators and school
librarians include having no standard curriculum; often relying
on information or skills; scheduling and planning time
constraints; and the potential to work with all students and
other school personnel.
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What do School Library Media Specialists Contribute
to Education for Exceptional Children?
To collaborate effectively requires that both parties contribute to the effort
at seeing the disabled child having equal opportunities to learning. School
library media specialists have a broad and deep knowledge about resources
across the curriculum and in different formats, which can help special
educators match materials with individual students. While special educators
might know more about adaptive technologies, school library media
specialists are likely to.know the Internet and other online resources that
could be useful for students with special needs. The two specialists can
share knowledge and contribute to educating the disabled child.
Furthermore, school libraries are likely to have more current technology
than special" education rooms, especially in developed countries. Since
library use support, the curriculum, school library media specialists can
link learning activities with special educators' strategies. Even more than
special educators, school library media specialists work with the entire
school community and can introduce special educators to teachers who
might not otherwise come into contact with them.
With their knowledge, school library media specialists and special
educators can offer significant support to students with special needs as
well as their classroom teachers. By documenting their strategies and student
learning assessments, school library media specialists could build a
persuasive case that they impact classroom instruction, More generally,
school library media specialists and special education personnel have much
expertise to share with each other and with others in the school community.
Increased research' and documentation of those efforts can strengthen
their collaboration and contribute significantly to student achievement.
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Public Relations in School Library
Media Centre
The relationship of the school library media centre with its patrons and the
community is of utmost importance. The school library media centre needs
the community behind its programme, Volunteers are used at schools in
order to enhance the school library media centre programme and to allow
them to view the programme. Marketing and advocating school libraries
are crucial tasks: a strategic and effecti ve advocacy helps in building a
deeper understanding along with a better perception of the educational
role and the value of the school library throughout the school and the local
community. Library associations also play a relevant role besides promoting
professional development, because they can set up initiatives, meetings,
events and provide school librarians with advocacy kits, best practices
list, opportunities to meet and share experience. International yearly
celebrations such as the International School Library Day in October or
the UNESCO World Book Day inApril are good occasions for advocating
and promoting the school library services within the school and the local
community. Contacts are also made with the parents and community through
avariety of ways: school newspapers, local newspapers, morning shows,
bulletin boards, intercom systems, radio and local television bulletin boards/
adverts.
What is Public Relations?
Public Relations CPR) is concerned with maintaining a public image for
businesses, non-profit organisations or high-profile people. Public relations
provide a service for the SLMC by helping to give the public a better
understanding of how the company works. PR also helps companies to
achieve their full potential; they provide feedback to the company from
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126
the public. This usually takes the form of research regarding what areas
the public is most happy and unhappy with. Public relations within libraries
are·used to build rapport with employees, library users, donors and thc
general public.
Strategies for Promotion of Library Activities
The following are the strategies that a school library media centre could
engage in to promote their activities:
• the SLMC staff should smile a lot and remind library assistants
to look happy;
• staff should look well groomed and professional;
• sponsor a club, organisation or group and the SLMS could
attend after school activities;
• a visitor to the Centre could be asked to give an honest
appraisal ofthe "first impression" of the library media centre;
• display signage that is professional, consistent and easy to'
read;
. • create an entrance that is inviting, uncluttered and well lit;
• insure the floor plan and traffic flow are logical and easy to
follow;.
• provide student assistants with badges;
• use a common logo on the same colour paper for all library
media centre memorandums and publications;
• advertise services outside the library media centre in
unexpected places: by the drinking fountain, in the cafeteria,
.in the main office, on the public address or closed circuit
television system, in the teacher's lounge;
• spend a certain amount of time visiting students and staff;
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127
• produce a regular newsletter for staff and students (include
humour and lots of graphics); ?? prepare a brief monthly report
for administrators;
• write and publish short handouts for students to keep or take
home: lists for vacation reading, research hints and
bookmarks; and
. • gather an advisory committee of staff and students to give
. you feedback, support and suggestions from time to time.
Promotion Strategies for Elementary School Media
Centres
On the elementary level, there should be frequent school-wide efforts to
promote reading and the love of books. Involvement of the total instructional
and administrative staff is crucial for reading promotional activities to be
successful. The following are some successful strategies especially at the
elementary level:
• story reading field trips to libraries and museums;
• 'book talks/reviews book discussions;
• book character parades book games/puzzles;
• book/reading contests with theme-related book lists;
• puppetry flannel board stories;
• chalk talks/dramatisations reading awards;
• . reading clubs new book announcements/exhibits;
• book fairs visits from local authors/storytellers;
• story telling activities; and
• sustained sil ent reading read-ins.
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128
. 'Readership and Promotion Techniques '
, The school library media centre in each school should conduct a variety of
" special programmes and events during the school year to promote library
use and reading. Some of the events that could be celebrated include
book fairs, Children's Book Week, School Library Media Month, National
LibraryWeek, etc. For example, Reading Counts is a cornputerised reading
.' programme that has been implemented at every school in the United States
ofAmerica. In this programme, students would earn points constaritly and
, receive prizes in the school library media centre. At the end of each mid-
. "nine weeks, the top five (5) students at each school with the highest points
will receive a prize and will have their picture placed in the newspaper. At
the end of another nine weeks, the top two (2) students areach school in
a District with the highest points will receive a prize and will have their
picture placed in Newspaper. Also, at the end of the school year, the top
two (2) students with the highest points at each school will receive an
overall prize with his picture in newspaper. The events and special
programmes are publicised on bulletin boards within the schools while
newsletters and newspaper articles are given to parents.
Children of all ages and abilities, including reluctant and less able
readers, need a variety of reading choices to' feed their moods and interests
(CIUP, 2002). For example:
The Youngest Readers
Even before children start school, they can visit the school library as part
of their introduction to the school day. Picture books, novelty books,
board "books and nursery rhymes should be part of the core stock to
encourage children and parents to read together.
Developing Readers
There are many attractive first reading series which offer both familiarity
and challenges but which are not devised as reading schemes. Pupils should
feel they are reading 'real books'. Poetry, short stories, non-fiction, picture
books for older readers and story-tapes also appeal to new readers. Some
of these children will still enjoy the younger picture books. The short
paragraphs of text in non-fiction books can also be interesting for new
readers.
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129
Reluctant Readers
Make sure that there is plenty books to interest reluctant readers, e.g.
picture books for older readers, suitable graphic novel, etc.
Confident Readers
.Confident readers still need support. The main fiction sequence should
include quick reads as well as more in-depth stories. Extending pupils'
reading experiences includes becoming familiar with genres, a wide range
of authors, series and different publishers. Pupils relish the freedom to
dabble, explore, read up and down, take risks, make choices and read
for escapism.
The School Library should Encourage Reading
Exploration
Some reader development activities include:
• story times for children of all ages;
• private reading time;
• author/illustrator visits;
• bOOKweeks;
• shadowing national book awards;
• celebrating national reading initiatives, e.g. Poetry Day; World Book
Day, etc;
• promoting public library activities, e.g. the Summer Reading
Challenge;
• family literacy; and
• linking with whole school events, e.g. celebration of key festivals
and events.
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Readership and Promotional Techniques
Outside the requirements of the curriculum there are many enjoyable ways
to involve pupils creatively in the reading process. Pupils of all abilities
need to be reassured that their reading experiences are valid, and to have
opportunities and activities to measure and test validity (CILIP, 2002).
Additional reader development activities include:
Reading Camps
The programme is aimed at exposing the students to various skills, viz,
speed reading, information handing skill, etc. Various activities with local
authors, film show and slides show can be carried out at the camp.
Reading Groups
A Reading Group starts with the interests of the pupils and allows them to
develop the identity ofthe group and the nature of the reading activities,
which can include:
• exploring book-related Web sites;
• producing book reviews and recommendations for the whole school;
• involving pupils in book selection for the library;
• taking part in the planning of book weeks; and
• helping with story sacks.
Story Sacks
According to CILIP (2002), story sacks combine a book (fiction or non-
fiction) with activities and a collection of objects and package them in a
decorated fabric sack. The sacks can be put together by parents and
other volunteers and loaned for use at home as well as in the classroom.
Story sacks work well with pupils of all ages including children with special
needs. They involve parents in supporting their children's literacy and
stimulate book sharing in families.
Reading Contest
It is aimed at accelerating reading habit among the younger generation.
This is done through the use oflibraries, which is considered important in
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nation building. The contest material is a number of books on literature
(prose and poetry), selected by a Committee.
Book Talk
This is a cost-effective strategy with ability to reach a wider audience
through book talk. The school holds book talk and book reporting sessions
through the help and assistance of the librarian. The talkcould be done
through talk-cum-slide by librarians for new coming books or during
orientation in the library.
Read Aloud to Children
If the child is too old to talk to, s/he is not too old to read too. Most critical
task during these early stages is learning how to calm the child and put
them under control. By age 5, a child would have been taught to read.
Fairy tales offer an excellent opportunity to introduce the child or class to
comparative literature by reading to them.
Creative Poetry
The area of poetry could be explored in promoting reading and library
use. Poetry sets an excellent medium for training children in listening and .
reading. These are also integral parts of reading aloud programme. Poetry
must be read word for word because it is bound by meter and rhythm
where every word and every syllable counts. This strategy would also
stimulate the love for reading among children.
Picture Book .
Start with picture books and build up to storybooks and novels. Picture
books can be read easily to children in spite of their age. If there are more
than 2 years between the children, each child would benefit greatly iftbey
are read to individually. Make sure each child can see the picture easily;
especially children in the back row should see the picture above the heads
oftbe others.
Story Hours
Story-telling is one of the easiest activities for the school library to organise.
Traditional tales or short stories ofthe same type and picture book are the
easiest to use.Apart from myths; legends, fairy tales, stories about animals,
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t, things which appeal to the sense of wonder and the sen?e of humour of the
· children could be used during story hours.
· Performance and Craft Activities
Performance and craft activities used to promote reading and school library
~e include the following:
Dramatic Activities
The approach is to outline a theme, based on a story or part of a book,
which can then, by the cooperation of the children and the librarian, be
demonstrated in a dramatic form with each child undertaking a role .
.Puppets
Dramatic activity and craftwork can be combined in the making of puppets
by the children and their presentation of a performance based on a story
or episode from a book. For both the puppeteers and audience of other
children, it will extend the awareness ofthe story and the book on which
the play is being based. This would encourage other children to read from
the book where the puppet play is based.
Craft Activities
Craft activities can use both local traditional skill and a wide range of
materials, many of which can be improvised from waste materials such as
newspapers, disused packaging cardboards and so on. The requirements
are space and surfaces on which to work and also a good collection 0 f
materials. The link with books can be twofold: the choice of themes from
books, such as giants, prehistoric animals or other features and the use of
books Jor instruction in methods and techniques.
Competition/Quiz
·The quiz is aimed at encouraging students to read beyond their textbooks
in school, promoting books as a source of information. Therefore, it is
necessary to decide precisely the purpose of the quiz in each competition.
Book quiz can be done just for fun. They may be set at various levels for
different age grades.
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Significance of Reading in a Developing Society
• Reading is important for the acquisition of new ideas and
sharpening of the reading skills by children.
• Reading is important for exploration which would help to
proffer solutions to problems that affect life either directly or
indirectly.
• Reading nourishes the mind with knowledge and fresh
information. This makes responsible and informed citizens in
the society and the global community.
• Reading enables the reader to establish a healthy relationship
between the-reader and books and enhances development.
• Reading strengthens the economy and increases individual
and collective productivity of a nation.
.• University lecturers, college tutors and secondary school
teachers will be encouraged to write more if their publications
are widely read and well sold. This will enable them sustain
their personal economies.
• It is important to note that reading helps in the preparation
fot national examinations.
• Reading is also a means for entertainment and enjoyment.
• Finally, it is important to note that a nation, whose population
reads, grows in all directions, that is, socially, economically,
academically and politically.
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Contributions of the SchoolLibrary
Media Centres to Reading
Development
The importance of school library media centre in the attainment of quality
education cannot be overemphasised. The process of developing a reading
culture should start at an early stage of childhood and nurtured into
adulthood. SLMS are central to the development of reading habits, hence
the need for libraries to 'organisc seminars as their contribution to developing
and inculcating reading among secondary school students in Nigeria, School
library media centres should promote 'reading for leisure' activities which
include reading anything from comic books. through newspapers to the
latest bestseller. By promoting reading in this way, school library media
centres would encourage reluctant readers and then, over time, introduce
them to new material.
The following are essential to the development of literacy and are
also core school library services:
• supporting and enhancing educational goals as outlined in the
school's curriculum;
• developing and sustaining in children the habit and enjoyment
of reading and learning, and the use oflibraries throughout
their lifetime;
• offering opportunities for experiences in creating and using
information for knowledge, understanding, imagination and
enjoyment;
• supporting all students in learning and practising skills for
evaluating and using information, regardless of form, format .
or medium, including sensitivity to the modes of
communication within the community;
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136
• providing access to local, regional, national and global
resources and opportunities that expose learners to diverse
.. ideas, experiences and opinions;
• organising activities that encourage cultural. and social
awareness and sensitivity; .
• working with students, teachers; administrators and parents
to achieve the mission of the school;
• proclaiming the concept that intellectual freedom and access
to information are essential to effective and responsible
citizenship and participation in a democracy; and
• promoting reading and the resources and services of the
school library to the whole school community and beyond.
Different studies have confirmed that the school library media centre is
. related to reading in the following ways:
• better school libraries result in more reading;
• the more hours a library is open, the more reading done by
students;
• more planned nips to the library with teacher and class results
in more reading;
• physical environment oflibrary contributes to how much
reading is done;
• size of school library is an accurate predictor of reading test
scores;
• the more money invested in school library, the higher the scores
of the students;
• the higher the quality of the library staff, the better the
achievement of students; and
• unlimited check-outs and book displays result in more reading.
How the SLMS can Assist in Reading
• Increase library hours before and after school.
• Increase high interest level of students in using the library by
encouraging them to utilise the library resources ..
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137
• Encourage collaboration with librarians and teachers.
• Increase collection to-approach a least 8 books per student
[even though 18 books is the international minimum number] ..
• Find additional sources of funding for the school library, such
as civic groups, grants, PTAand the students themselves.
Importance of Reading
Reyhene (1998) observes that when children read for pleasure, they
involuntarily and unconsciously improve their language skills. Bignold
(2003) indicates that the habit of reading improves children's reading skills.
Hence, the issue of reading whether it is for learning or leisure is important
since it'helps broaden young people's experiences and knowledge.
• Reading helps to develop thinking skills, enrich knowledge,
enhance language proficiency and broaden life experience.
• Emphasis has to be placed on motivating learners and
providing them with proper guidance and opportunity to
enhance their leaming capacity through reading.
• Extensive reading is an important source of ideas and language
for carrying out tasks in the English language curriculum.
• Reading helps to revisits vocabulary and structures in different
books and contexts.
• Reading reinforces understanding of story structure, i.e.
introduction, setting (place and time), characters, plot
(problem or goal), episodes, events or resolution.
In reading, children are enabled to:
• listen, enjoy and respond to stories, nursery rhymes, poems
and songs;
• become familiar with a wide range of environmental print;
•. learn to recognise and name the letters of the alphabet;
• develop awareness ofletter sound relationships and to fuse
the sounds ofletters into words;
• sing and say the alphabet, pointing to each letter. The SLMS
could allow children to handle magnetic letters, soft letters, etc;
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138
• love books and create an interest in reading as a result of
story time;
• pay attention to the mechanics of reading, i.e. holding a book,
turning the page, letting their fingers go under the words as
they read from left to right;
• repeat what happened in the story; this will help build their
vocabulary;
. • recognise similar, written and individual sounds and rhymes;
the more highly developed children's ears are, the better, e.g.
matching games like 'wall' and 'fall' in rhyme; and
• be provided with an opportunity to handle books .
.
School Libraries Support the Reading Programme
A school library and a classroom collection of reading materials both
support the school reading programme. One cannot substitute for the other.
The school library is a collection of resources that are organised according
to a standard system with materials catalogued and classified for
accessibility, while the classroom collection of reading mat eria Is is organised
and levelled to service the individual classroom.
Classroom teachers and reading teachers need a selection of
materials to teach students how to read. Research shows that classroom
collections are most effective when augmented by rotating collections and
individual student selections suggested by the school library media specialist.
By providing proactive support for in-class reading instruction, school
library media specialists demonstrate their commitment to helping schools
meet reading goals. For teachers, they provide catalogued sets ofmatcrials
in searchable formats and data on material use. For students, they provide
collections for research, skill building and pleasure that support reading
motivation.
School libraries could initiate, coordinate and stimulate the reading
culture by following the steps bellow:
a. Development of New Strategies
The importance of motivation cannot be overstressed because people
most, especially the youths do things better when they are interested in
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139
what" they are doing. In other words, reading encourages students to
·conceptualise, implement and monitor.
·b. Improving the Reading Environment
Most school libraries are in a poor state due to lack of funds, especially in
developing countries' like Nigeria. The empty library shelves or outdated
books on the shelves say it all; moreover, the library buildings are
·dilapidated and these conditions are not inviting enough to stimulate reacting .
. The physical environment of the Iibrary should be rejuvenated in order to
pave a serene environment. The improvement oflibraries is considered
·essential; government at all levels, individuals, publishers, booksellers and
organisations should adopt and refurbish libraries in the localities.
c. Improving the Image of Reading
This is image building or public relations for pleasure reading. The younger
generation is very individualistic and mobile. To many of them, reading
may seem dull, that is, it is seen as an activity not to engage in. because it
takes time and concentration. Africans, especially Nigerians youths, need
to be shown that reading cannot only be fun but that it is also a great way
to spend their leisure time. In other words, reading is valuable and
rewarding ..Reading campaigns should be organised with features such as
inviting popular musicians and well-known TV presenters so that such
programmes would be interesting and encouraging. Examples could be
taken from the interesting programmes organised for AIDS and HIV
campaigns.
d. Thinking Skills
The library plays a valuable role in helping to develop thinking skills among
readers because of the variety of materials and viewpoints offered through
different materials for reading activities.
e. Literacy Skills
The ability to read is a crucial skill for information retrieval, without literacy,
people are severely limited in the information they can access (Dike, 2006).
According to her, it has been demonstrated by research that children leam
to read by reading! It is not through drill and practices but by free voluntary
reading. And for this reason, readers need access to plenty of pleasurable
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140
books that ate of interest to them and. school libraries must support literacy
by providing pleasurable books.
School Library Media Specialists Help Schools Meet
Reading and 'Learning Goals When they:
• ' provide collaborative prograJ.mnes for reading instruction;
• select resources to meet the learning needs of all students;
• assure that technology; teaching and learning are integrated
seamlessly;
• select resources that support national/state learning standards;
• select resources that enhance levelled classroom collections;
• provide imaginative materials that promote reading motivation;
• encourage students to seek, access and use information
independently; and
• provide for free voluntary reading, individual reading selection
and reading guidance.
, Students can Become Lifelong. Readers When they
Have:
• access to current, qualify, high-interest and extensive
collections of books and other print materials in their school
• libraries, classrooms and public libraries;
.' contact with adults who read regularly and widely and who
serve as positive re~ding role models;
• certified library media specialists and classroom teachers who
demonstrate their enthusiasm for reading by reading aloud
and booktalking; and
• time during the school day dedicated to reading for pleasure,
information and exploration ... "
The School Library as a Dynamic Agent of Learning
This model posits that as a dynamic agent oflearning, a school library
media centre's intellectual and physical infrastructure centres on three
essential interactive and iterative components:
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141
Informational: the information resource and information
technology infrastructure which are:
• current, multi-perspective, multi-format resources with
. readability levels aligned with the school curriculum;
•. state-of-the an: technology to acquire, organise, create
and disseminate information and function as a gat~way
to information; and
• reading resources for curriculum and personal pursuits.
2. Transformational: these are instructional interventions which
include:
• development of information access and knowledge-
building competenciesl
• development of media and technological skills for .
information access and knowledge creation; and
• development of approaches to promote and encourage
reading for academic achievement and lifelong leaming.
3. Formational: student outcomes
• Students create new knowledge through effective
information seeking and use competencies.
• Students develop transferable skills for sustaining
knowledge beyond the classroom.
• Students can use technology and information tools to
produce new knowledge and demonstrate
achievement.
Ross; Kuhlthau and OELMA (2004) give a report of the Ohio Research
Study on school library use as follows:
• all school library programs provide instructional intervention,
through a credentialed library media specialist, which centres
on the development of information literacy skills for inquiry
learning;
• all school libraries, including elementary schools, should be
staffed with credentialed library media specialists who have
educational certification and who engage in collaborative
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142
instructional initiatives to help students learn and achieve;
• all library media specialists have a clearly defmed role as
information learning specialists;
• all school libraries provide a learning-centred space supported
by a strong technology infrastructure; and
• all stakeholders engage in action-oriented discussions to
maximise learning opportunities through school libraries.
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Children's Literature
Children's literature is the material created for and widely read, viewed
and heard by children, that has an imaginative element. 'Children's literature
is for children; it may be it read, viewed or heard. However, these stories
are written by adults: Children want to derive fun from reading a book
while' adults view the functionality of books as one where there is a need
for children's books to teach good moral values. Children are regular
users ofliterature. They will unquestioningly embrace story characters
and events by becoming drawn into their real and imaginary worlds and
view the world through the' eyes of their favourite heroes. The moment a
story has the child's attention, they become invaluable in imparting attitudes
arid ideas that form an integral part of their evolving understanding ofthc .
world. Children become aware of differences within their own world and
may, in the process, develop tolerance, understanding and insight into the
unfamiliar culture. This kind of literature may also serve to highlight
similarities of people from different cultures. In this way, children who
belong to the minority groups feel represented and can identify with story
characters and begin to be fulfilled by the activity of reading, while enjoying
the emotional and academic benefits. Children's books are multifunctional
in that they help children to expand their imagination and to acquire literacy.
Children's literature helps children to cope with problems that are social,
cultural or racial and problems that crop up in dealing with life in the real
world. It also helps to inculcate in children specific social attitudes that arc
deemed to be acceptable in their community. It is important to acquire
books on specific topics into the children's library but it is even morc
important that these books should be developmentally appropriate, well-
written and appealing to the students.
I
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144
African Literature
African children's literature is literature written for African children by
African authors either in the vernacular or in a foreign language. African
literature are identified according to the period when they are published.
Pre-colonial Literature
Pre-colonial literature was basically oral. It was valued as one of the major
means by which societies educated, instructed and socialised their younger
members. With the introduction offormal education, most of that which
previously would have been considered oral literature, that is, proverbs,
riddles, tales, taboos and legends, are now available in print. Despite this,
oral literature is not a thing of the past. In many African societies, it is still
alive and active. Much of it is still created daily; it is constantly being
adjusted to new developments and continues to take on new dimensions.
Colonial Period
During the colonial period, African children in government and missionary
schools were introduced to children's literature that was alien to their
experience. These books have a Western background and are based on
Western values. While some of them present moral teachings, African
children would have benefited more if they had read these books alongside
books that had an African background with African cultural values. Those
who regard oral and written literature as having equal values might argue
that tins was achieved because the African child, despite being introduced
to Western literature, was at the same time still listening to stories and
proverbs at home. This was not the case. The introduction of formal
education emphasised written literature as mature, civilised and conscious
of its art and considered oral literature as primitive and lacking in technique.
Post-colonial. Literature
D.espite having an African background, these books can be and is read by
children from many different backgrounds.
Genre of Children Fiction
Children's books include poetry, historical fiction, biographies, non-fiction,
realistic fiction and fantasy.
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145
Picture Books .
A picture book is a book in which the illustrations play a significant role in
. telling the story. Traditionally, picture books (also called "picture story
books") are 32-page books for ages 4-8, this age may vary slightly by
publisher.
Early Readers
These are also called "easy-to-read". These books are designed for
"emergent readers" - children who arejust learning to read on their own.
Most ofthese books are intended for primary school children just starting
to read on their own (ages 6-8). They have colour illustrations on every
page like a picture book but the format is more grown-up smaller trim
size, sometimes broken into short chapters.
Chapter Books
For ages 7-10, chapter books are transitional books that help children
move from early readers to full novels. Most chapter books deal with
contemporary situations that are familiar to the 'readers and are often
humorous books.
Middle-Grade Novels
This is thegolden age of reading for many children, ages 8-12. Anovel,
unlike the picture book, relies entirely on text to tell the story. Kids get
hooked on characters at this age. Fiction genres range from contemporary
to historical to science fiction/fantasy.
Young Adult
Young adult novels, also sometimes called teen novels, are generally read
by children anywhere from age 12upwards. They are longer books, often
50,000 words or more. Most are contemporary stories and often invol vc
contemporary problems, including drugs, sex and peer pressure; that is,
popular themes are usually relevant to the problems and struggles oftoday's
teenagers, regardless of the genre. Examples ofthese are the African writer
series,Mill and Boon Romantic Story Series, James Hardly Chase, Agatha
Christie, etc.
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146
Evaluation of Children's Literature
• Look for an age-appropriate message as the book's focus. It is
important to take into consideration the children's physical,
cognitive, language and moral developments, as well as what the
interests and preferences are of the age group or groups you are
recogmsmg.
• Children will lose interest in a book if it is beyond their level of
understanding. For example, a book with chapters that involve a
I?lot m~y not be suitable for a child with a short attention span.
• Read the book cover to cover, paying close attention to details.
Randomly select several pages throughout the book, and read
through the pages. Scan through books to.get a good sense of the
language and graphics.
• Evaluate the graphics used in the book. Rule out books that Show
.hint of violence, suggestive body language or illustrate bad habits.
• Check for variety of themes/story in the books. It is important to
include poetry, historical fiction, biographies, non-fiction, realistic
fiction and fantasy books in the SMLC. These are essential for
rounding a child's literary experience. It is important to note that
some books may offer a single type of purpose; others arc
multilayered and "multi-tasked" and should be used as much as
possible, especially when they are for use with a multi-level group.
Multicultural and intemational books give a great understand ing
and appreciation for other cultures. So, make your selections from
a variety of cultures and make sure that the characters depicted
are positively portrayed.
• Look for children's authors who have several books published.
• Read book reviews in local newspapers or in national consumer
magazines. Listen to interviews by children's book authors when
aired on television or radio. This is especially helpful when
evaluating books by new authors.
• Evaluate the safety of materials and construction of the book. For
.very young children, buy books that ean withstand being chewed
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147
on or havingjuice spilled on them. The construction of the book
,also' should have no loose items that can come off and be
swallowed: The book-should stand up to being dropped, crumpled
and being stashed in a diaper bag or purse.
• Evaluate the price ofa book. Children's interests change at lightning
speeds; it may be more beneficial to find a more inexpensive book
• that meets'all the guidelines listed previously .·d
l : In evaluating children's literature, the following questions must beasked:
I I
I • Are the books you are choosing going to provide enjoyment, an
I
overall positive experience and teach them something along the
I way?
I ,• Will it get them asking appropriate questions?
• Will you be able to draw inferences from it or transition into other
11 activities, if that is a goal?.q ., . r,J Is there a variety in the books you are choosing?
t
IChild ren 's Literature. and Language Cu rricul um~mplementatiori
I •. Curriculum in most countries would painstakingly list the benefits
• I
. (I of having children's literature in the school syllabus .
• Appreciation of literature brings about personal and emotional
gains as enriching the children understanding of themselves and
the world around them.
• Literature gives enjoyment while developing the imagination, It
also helps children make sense of their own experience and evokes
one's feelings on issues related to life.
• The study of literature allows children to learn new ideas and
knowledge. It adds to their understanding of concepts and cultural
traditions and values and issues in life.
"
t
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• Developing respect for self and others and encouragi ng om: to
become aware of one's audience are learning gains to be derived
from tl:e study ofliterature.
• The study of literature aids in language gains as developing the
children's awareness of how language works in communication
and experiencing the f01111of narratives. It also allows them to
experience new ways of using language that bridges the gap
between written and spoken language. Literature also aids the
learner in developing an understanding of the meaning of words.
• Instill and inculcate the reading habit in pupi Is.
• Enrich pupils' vocabulary and language conten t.
• Enhance pupils' thinking skills .
• 0 Promote cultural understanding in the Malaysian
context.
• Improve the English language proficiency of pupi Is.
• Provide lively, enjoyable. and high-interest readings.
• 0
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Funding and Budgeting for the
School Library Media Centre
The amount of money spent to establish and maintain a library media
centre is cumulatively very large. However, ifthe initial expenditures made
to design, build and operate the learning centre are allowed to languish,
then its current value can also quickly diminish. In order to maintain or turn
around the school library facility, a library administrator must clfecti vely
and sometimes creatively manage and lead in the budget processes. It
takes money to keep the library a viable component of the learning
community. All the activities must constantly be ori.the mint! of a library
media specialist. In order to purchase the materials needed to support the
curriculum, funding is needed. The teacher librarian must develop
partnerships with classroom teachers and administrators to bui Id authentic
information inquiry learning experiences for students.
General Guidelines as Regards to SLMC Budgeting
e The school's total budget must include an adequate amount
for the library every year. This figure must be adiscrete item
in the school book policy.
e Learning resources need to be regularly replaced in order to
be relevant to the needs of the curriculum and the reading
and information needs of pupils and teachers.
e Resources such as books, CD-ROMs, Web sites, magazines
and story tapes remain useful only when they arc up-to-date
or in good physical condition.
e" There also needs to be a budget for the physical environment
and appropriate furniture and equipment.
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150
• It is important to plan ahead and cost for ICT developments
including: Intemet access, CD-ROM, etc.
• One computer with CD-ROM and Intemct access is a basic \
requirement. \
• A computerised library management system greatly improves \
pupils' access to resources, as well as improving stock
management,
Assessing Funding Needs for Learning Resources:
Budget Preparation'
In order to assess adequate funding for leaming resources, cn JP (2002)
advises that:
• the cost of replacing outdated or worn out resources and
filling stock gaps: regular stock maintenance and annual
monitoring and evaluation will identify the items and areas
that need replacing and developing;
• the proportion of funding required for developing new
curricular areas; and
• the need for funding books and non-book materials, C.g. CI)- .
ROMs and tapes .
.Responsibility for the School Library Media Centre
Budget
The School Library Media Specialist or Teacher Librarian is responsible
for preparing, presenting and implementing the budget, and is accountable
to school management for budget expenditure. Budget committee may
vary from school to school. Taking into account the evidence that schoo I
library media centres do have a positive effect on student achievement
and a school's overall effectiveness, the funding and expenditures for the
school library media centre are directly related to student achievement.
Therefore, the school library media administrator makes important decisions
on the use of the budgeted monies. Teacher librarians are typically in charge
of specific lines in the budget. However, school library media specialists
can often influence other budgets by collaborating with teachers and
".
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151
administrators. Monies spent by school library media special ists arc
sometimes limited to the following main categories of budget expenditures:
• salaries and benefits forpi"ofessionals and staff;
• facilities and their operations and maintenance;
• capital items such as new and replacement equipment and
furniture, e.g. bulbs, machines, computers, printer cartridges,
etc;
• books (non-fiction, fiction, reference, professional);
• viaeotapeslDVDs;
• supplies (office supplies, book cards/pockets and barcodes);
• periodicals;
• computer software;
• online subscription services; and
• .licences and maintenance agreements (tech support for 0 PAC
or equipment repairs).
School library media budgets are usually based on one of the following
wants/needs (Callison, 2003):
I
• format;
• services; I
• .circulation; and I.. Icurriculum, I
I
School fund accounts are often categorised by information format: books, I
periodicals, non-print, computer software, computer equipment, etc.
"Budgets based upon services are categorised or grouped under headings 1
such as curriculum resources, recreational reading, general reference,
management costs, special projects, etc. These budget divisions often
place varied outcomes in competition with each other for available man ies.
Some teacher librarians and administrators maintain that budgets for thci r
UNIVERSITY OF IBADAN LIBRARY
.,.
152
library.media collections should be based upon evidence of use. Hence,
circulation data would be gathered to find distribution shifts and budget
I . allocations would shift accordingly. Those areas showing more use ordemand would receive an expanding budget portion.
J
j Establishing Funding ParametersThere are several methods for establishing a budget for the school Iibrary.
The two most commonly used by schools are 'lump sum' and' needs-
I 'based' allocation.
Allocation of Lump Sum Funding
• Some schools use this approach to budgeting, where the
funding for the coming year is often based on previous years'
budget allocations.
• TIns style of budgeting is difficult to justify, as it does not
provide sufficient accountability or establish clear links
I between the development of the collection and the curriculum
or recognise the continually increasing price oflibrary
materials.
• TIns method does not provide sufficient evidence that the
lump sumis adequate to meet the school library's needs.
Needs-based Budget
• The library recommends needs-based budgeting which
enables the collection to be directly targeted to the needs 0 I'
the learners.:
• the outcome of the collection assessment and user needs
analysis are prioritised and collated into a buying plan. User
j needs are documented in a budget proposal which clearly
1 signals the actual amount ofbudgetthat the library requires in
order to meet the identified needs.
1
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••••••••...------~
I . 153
• This evidence-based approach clearly links library rcsourci ng
to your library's role in supporting learning in the school.
J 'This gives added strength to any budget proposal that requests
a given level offunding compared to a request based only on
1 the previous year's funding allocation.
-j The School Library Budget Content
j.
The library budget needs to include the following items:
• Resource budget including periodicals and subscriptions to
online information. This is the total allocation from the buyi ng
plan.
• Consumables budget. This is likely to require J 0 -15(% orI the book budget. The school librarian should keep a record
.. / of processing materials purchased during the year, so as to
be able to accurately forecast a realistic amount for the budgct
j proposal. The consumables budget should also include an
1 amount for the librarians' rewards to the users, barcodes and
1- security strips, display materials and incidentals.
• Library software support. 'nus includes annuallicencc lees,
1 upgrade requirements and support charges.
• Professional reading /suhscriptions such as reviewed
j . journals and professional associations .•. Environment: minor items, for example, cushions, signs,
I display materials, etc.• ICT hardware and costs associated with networking.• Internet costs and telecommunications charges.
r1 • Furniture, shelving and other major capital items.
j • Salaries.• Professional development for the library team.
1
I Budget AllocationBudget allocation will be based on the budget proposal and availablefunds. lfthe full amount requested cannot be allocated, then resources
',1
UNIVERSITY OF IBADAN LIBRARY
154
required may need to be re-prioritised and teaching departments informed
of cutbacks.
The Buying Plan is used to:
• inf01111and guide budget spending;
• moni~or how successfully the budget is implemented; and
.• note any problems such as insufficient resources avai lable lor
a particular topic.
Bookshops may offer a discount, negotiated according to how much the
sc!1001 is spending. The SLMS needs to get to know his suppliers wi th
specialist book knowledge who will source the req ui red items.
Budget Management and Review
The SLMS need to do the following during budget management review:
• maintaining accurate records of expenditure;
• monitoring outstanding 'back orders';
• keeping copies of invoices; arid
.4 • liaising with school administration personnel with responsi bi Iity
for overall school budgeting.
Information 011resources purchased can then be included in the budget
process for the following year and may be used to amend the buying
plan .. Reportingon the budget is a key component ofthe library's annual
report.
In order to ensure that the library receives its fair share of the school's
financial resources, the following points are important:
. • understand the school budgeting process;
• be. aware of the timetable for the budget cycle;
·i
1 • know who the key staff members are; and
• make sure that the needs of the library are identi lied.
The components of the budget plan will need to include the following:
D S "J
UNIVERSITY OF IBADAN LIBRARY
- _iI 155
• an amount for new resources (e.g. books, periodicals and
non-printed material);
• an amount for promotional materials (e.g. posters);
• an amount for stationery and administrative materials;
• an amount for promotional events; and
•
• the costs of using ICT equipment, software and Iicensi ng costs,
if these are not included in a general lCT budget for the school.
As a general rule, the school library material budget should be at least
5%-10% of the per student expenditure for the school system, exclusi vc
. of all salaries, transportation and capital improvement funds. Staff costs
may be included in the Iibrary budget but, at some schools, it may be more
appropriate to have them included in the general staffbudget. It is, however,
important to emphasise that estimating staff costs for the library is a task
which the school librarian should be involved in. The amount 0 rmoney
available for staffing is closely related to important issues such as how
many opening hours the school library can manage and what standard and
range of services it can offer. Special projects and other developments
such as new shelving may require a separate bid for funds.
Spending of the budget should be carefully planned for the whole
year and be related to the policy framework. Annual reports should throw
light on how the library budget has been used and clarify whether or not
the amount of money spent on the library has been enough to cover its
tasks and attain the policy targets.
-The school librarian must be clear about the importance or an
. adequate budget for the library and may need to convey this to the senior
management as the library serves the whole school community. 1t may be
worth justifying an increase in financial support along the following lincs: '
a. the size of school library's staffand collection is the best school
predictor of academic achievement; and
b. students who score higher on standardised tests tend to come
from schools with more school library staff and more books,
periodicals, and video material regardless of other factors
such as economic ones.
~
j
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UNIVERSITY OF IBADAN LIBRARY
156
Sources of Funding
It is the school's Board/Governor's responsibility to provide su Ificicnt
funding for the school's Library. This board may be governmental (that is
the federal; state or local govemment) or non-governmental (private).
Other sources of funding should be additional to, not instead 01: the general
funding the school provides. Sources of funding to the school Iibrary al so
include sponsorships, grants, PTAdonations, school fundraising, book
fairs, commercial sponsorships, etc.
Budget Preparation
In order to assess adequate funding for learning resources, the S LM S
must consider the following:
• the cost of replacing outdated or worn out resources and
filling stock gaps;
regular stock maintenance and annual monitoring and
evaluation will identify the items and areas that need replaci ng
and developing;
the proportion of funding required for developing new
curricular areas;
the need for funding books and non-book materials, c.g. CJ)-
ROMs andtapes;
• -fill gaps (e.g. not enough resource materials to support the
curriculum);
meet new demands;
build up a balanced collection;
construct or maintain a building; and
• pay the librarian and other supporti ng stair
UNIVERSITY OF IBADAN LIBRARY
•
References
Ameli can Association of School Librarians (1995)'. Information literacy:
a position paper on information problem solving. Emergency
Librarian, 23 (2.): 20-23.
American LibraryAssociation (2009). Toolkit for school library media
programs. Chicago: American Library Association. Evidence
I Based Library andInformation Practice, 4:2 47Bignold, H. (2003). Gender difference and reading. Journal of Schoo ILibrarian, 50 (3): 122~133.
I Bon, 1. (2005). Best practices of children's library services around the
world. Available at .
Canadian Association for School Libraries (2007). Students' information
literacy needs in the 21st century: Competencies for teacher-
librarians. Available at http://www.cla.calcas/litercynceds. html.
Chartered Institute of Library and Information Professionals (2002).
The primary school library guidelines. Available at
1 . \Vww.cilip.org.uk
.1 Cohn, 1. M.; Kelsey.A. L.; & Fiels, K:M. (1997). Planning for
automation: Ahow-to-do-it manual for librarians. 2nd eel. cw
York: Neal-Schuman Publishers, Inc.
Collins English Dictionary (2011). Best practice. l O'" edition. Available at
Dictionary.com website: http://dictionmy.refercnce.com/browse/
best practice.
http://vl\vw.ifla.orgliv/ifla71/progTari1l11e.htm
IFLA(2002). The school library: Today and tomorrow. Available at http:!
/www.iila.orgNIIIsll1pubs/SchooILibrmy_today_tomorrow.pd"
. j IFLA statement of intemational cataloguing principles Available at http://
I www.ifla.orglfiles/asscts/catalogl1inglicplicp_2009-en.pelr
IFLAIUNESCO (2000). The school library manifesto: The school library
in teaching and learning for all. Available at www.ifla.org/VIlIsll /
pubs/manifest.htm
IFLAJUNESCO (2002). School library Guidelines. Available atb..W)://
nrchive.if1a.orgIVIIIs 11/pubs/sguideO? .pdf
UNIVERSI Y OF IBADAN LIBRARY
------- 158
Infol111ationPower(1998). Building partnerships lor leamingancl a planning
guide by the American Association of School Librarians .
.International Federation of Library Associations (2000). IFLA/UNFSCO
School Library Manifesto: The school library in teaching and
learning for all. Available at www.if1a-.org/Vll/sll/pubs/
l manifest.htm. .Lam, K. T (2001). School library automation. Available at http://
ihome.ust.hkl~lblkt!libauto/libauto.html
Lamb, A. & Johnson! L (2009). Electronic material for children and
young adults. Electronic databases and reference materials:
Electronic databases defined. Available at httpv/eduscapc.com/
emihlinfol1national/ database3 .html
Manitoba Education and Training (1997). Cataloguing and process ing: ~I
resource for school library personnel Winnipcg, M8: Manitoba
Education and Training.
Ministry of Education and Manitoba Education (2011). Acccssi ng
information: Cataloguing guidelines forManitoba and Saskatchcx van
school library per so nnc l. Available at http://
www.education.gov.skcaiAccessing-Information
Online Cataloging http://www.oclc.org/bibformats/cn/pdl/
onlinecataloging.pdf
Reyene, K. '(1998(. Persistence of reading disabilitics. Arncrican
Educational Research, 28(4): 875-882.
Roscello, F.& Patricia, W. (2002). Characteristics ofschool library media
programs and classroom collections: Talking points. Albany, NY:
Office of Elementary, Middle, Secondary, and Continuing
Education, New York State Education Department
Saw, T.& Todd, H. (2007). Library 3.0: Wherc art our skills? World
Library and Information congress: 73rd IFLA General Con Icrcncc
and C01..illciU9-23 August 2007, Durban, South Africa. Available
at http://www.ifl.a.orglivlifla73/index.htm
The Chartered Institute of Library and Information Professionals (2002).
The prirnaryschool library guidelines. Available in www.cilip.org.uk
.1
J
UNIVERSITY OF IBADAN LIBRARY
The National Strategies (2011). Available at www.standards.dcsf.gov.uk/
NationalStrategies 03-Mar-20 11 secondary/keystagc3/
casestudies/cs _ws _ks3 Jibrary _06
1 Thibault, M. Children's literature promotes understanding. Avai lable athttp://www.leamnc.orgllp/people/43
I Todd, R. 1.;Kuhlthau, C. c., & OELMA(2004). Student learningthrough Ohio School Libraries. Columbus, OI-I: Ohio 1~ducational, Library Media Association. Available at http://www.oelma.org/
J
i studentleami.ngldefault.asp
I Widzinski, L. (2001). The evolution of media librarianship: A tangled
• history of change and constancy. Studies in Media and
. Information Literacy Education, ] (3).
Wikipedia (2010). Library reference desk. Avai lable at
http.z/en.wikipedia.org/wiki/Library _reference_desk
. j
J
1
UNIVERSITY OF IBADAN LIBRARY
Appendix 1
IFLAJUNESCO School Library Manifesto
This section will examine the IFLAJUNESCO school library mani Icsto
published iri 2000.
The Mission of the School Library
The school library offers learning services, books and resources that enable
all members of the school communityto become critical thinkers and effective
users of information in all f01111atsand media. The library staff supports the
use of books and other information sources, ranging from the fictional to the
documentary, from printto electronic, both on-site and remote. The materials
complement and enrich textbooks, teaching materials and methodologies. It
has been demonstrated that, when librarians and teachers work together,
students achieve higher levels ofliteraey, reading, leaming, problem-sol ving
and information and communication technology skills.
School library services must be provided equally to all mem bcrs 0 r
the school community, regardless of age, race, gender, religion, national it)'.
language, professional or social status. Specific services and materials IIIList
be provided for those who are unable to use mainstream library services
and materials. Access to services and collections should be based on the
United Nations Universal Declaration ofHuman Rights and Freedoms and
should no.t be subject to any form of ideological, political or rei igious
censorship or to commercial pressures.
'Funding Legislation and Networks
The school library is essential to every long-term strategy lor literacy.
education, information provision and economic, social and cui tura I
development. As the responsibility oflocal, regional and national authorities.
it must be supported by specific legislation and policies. School Iibrarics
must have adequate and sustained funding for trained staff, materials.
technologies and facilities. They must be free of charge. The school Iibrary is
an essential partner in the local, regional and national library and information
network.
I
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161
Where the school library shares facilities and/or resources with
anothertype oflibrary, such as a public library, the unique aims of the
school library must be acknowledged and maintained.
Goals of the School Library
The school library is integral to the educational process. The following are
essential to the development ofliteracy, information literacy, teaching,
leaming and culture and are core school library services:
.• supporting and enhancing educational goals as outlined in the
school's mission and curriculum;
• developing and sustaining in children the habit and enj oyment
of reading and leaming and the use oflibraries throughout
their lives;
". offering opportunities for experiences in creating and using
.information for knowledge, understanding, imagination and
enjoyment;
• supporting all students in leaming and practising skills for
evaluating and using information, regardless of form, format I
. or medium, including sensitivity to the modes of
communication within the community;
• providing access to local, regional, national and global \
resources and opportunities that expose leamers to diverse
ideas, experiences and opinions;
• organising activities that encourage cultural and social
awareness and sensitivity; \i
!
• working with students, teachers, administrators and parents I 1
to achieve the mission of the school; \
• proclaiming the concept that intellectual freedom and access
to information are essential to effective and responsible
citizenship and participation in a democracy; and
• promoting reading and the resources and services of the
school library to the whole school community and beyond.
UNIVERSITY OF IBADAN LIBRARY
162
The school library fulfils these :fimctions by developing policies and services,
selecting and acquiring resources, providing physical and intellectual access
to appropriate sources of'information, providing instructional facilities and \
employing trained staff.
Staff \;
;,
\
The school librarian is the professionally qualified staff member responsible
for planning and managing the school library, supported by adequate staffing
as possible, working together with all members of the school community
and liaising with the public library and others.
The role of school librarians varies according to the budget, the
curriculum and teaching methodology ofthe schools, within the national
legal and financial framework. Within specific contexts, there are general
areas ofknowledge that are vital if school librarians are to develop and
operate effective school library services: resource, library and information
management and teaching. In an increasingly networked environment,
school librarians must be competent in planning and teaching different
information-handling skills to both teachers and students, Therefore, they
must continue their professional training and development.
Operation and Management
To ensure effective and accountable operations:
• the policy on school library services must be formulated to
define goals) priorities and services in relation to the school's
.. curriculum;the school library must be organised arid maintained according
to professional standards;
• services must be accessible to all members of the school
community and operate within the context of the local
community; and . \
• co-operation. with teachers, senior school management, \
administrators, parents, other librarians and information
professionals and community groups must be encouraged.
1
\
\
UNIVERSITY OF IBADAN LIBRARY
---_ ..--...
163
Implementing the Manifesto
. Govemments, through their ministries responsible for education, are urged
to develop strategies, policies and plans which implement the principles of
this Manifesto. Plans should include the dissemination of the Manifesto to
initial and continuing training programmes for librarians and teachers.
The Mission of the School Library
111eschool library offers leaming services, books and resources that enable
all members of the school community to become critical thinkers and
effective users of information in all formats and media. School Libraries
link to the wider library and information network in accord with the
principles in the UNESCO Public Library Manifesto. The library staff
supports the use of books and other information sources, ranging from the
fictional to the documentary, from print to electronic, both on-site and
rei:note.The materials complement and enrich textbooks, teaching materials
and methodologies.
It has been demonstrated that, when librarians and teachers work
together, students achieve higher levels ofliteracy, reading, learning,
problem-solving and information and communication technology skills.
School library services must be provided equally to all members of the
school community.regardless of age, race, gender, religion, nationali ty,
language, professional or social status. Specific services and materials
must be provided for those who are unable to use mainstream library
services and materials.
UNIVERSITY OF IBADAN LIBRARY
Appendix 2
School Library 2.0 - New Skills, New Knowledge,
New Futures
By
Judy O'Connell
Libraries have been an integral part of civilisation - providing a ponderous
archive of knowledge and lasting record of the human spirit. From
Alexandria to the present, a key purpose of libraries has been to store
information and be a place of research and learning. Fast forward to the
20th century, where drawing on this heritage we saw the emergence of
school libraries positioned right at the centre ofleaming for our children
and young adults.
From such an august heritage, our school libraries have shown their
value and purpose many times over, and their successes have been recorded
through personal experiences and research studies. There are many school
library impact studies (Library Research Service? 2007), the most well-
known being the Colorado Studies, which proves that school libraries
have a direct link to student achievement. We know that schoo l librari cs
make a difference to student learning (IntemationalAssociation of School
Librarianship, 2007).
Two elements of a school library have stood the test oftime. The
first has been to nurture literacy and promote the pleasure of reading. The
second has been to provide pathways to information and knowledge by
promoting information literacy skills and processes. The point is that schoo I
libraries have a distinct function and purpose, that is both similar and
different to other libraries, which draws on past, present and future
possibilities in that unique school library mix ofliterary, cultural, recreational,
and research needs of our 'leamer' students.
The school library provides all organisational and educational centre
for students and teachers striving to meet the demands of modem learning,
UNIVERSITY OF IBADAN LIBRARY
165
and the.requirements of the learningprogrammes associatedwith schooling
as outlined by local authorities or governments. What is it about learning
. that is changing the scope of the school library's function and purpose?
What does it mean to be a teacher librarian, a school librarian or school
media specialist in a Web 2.0 world? The internet is undergoing a
transformation. The 'net'iis a child in terms ofthe maturation of information
technology; and in its current evolution to the 'semantic web' with its
emergingmethods ofinformation extraction,concept tracking and semantic
analysis of data. Consequently, om approaches to information literacy
have to change - no question!
Marc Prensky (2006) calls today's students 'digital natives'.
Raised with an easy familiaritywith video games, e-mail, instantmessaging,
MySpace and other Web 2.0 social networking habits, they have
developed patterns of engagement that are different from earlier
generations. Educators are challenged to recognise these differences and
to develop school library services that are appropriate in depth and diversity.
Web 2.0 tools are important, but their impact goes much deeper than thci r
networking novelty niight suggest. The tools for information seeking, and
the spaces for information sharing are rapidly changing and developing.
Johnson (2006) considers that there are three critical societal changes
that impact on libraries' survival and opportunities to thrive:
• the growing digitisation and portabilityof information;
• emerging fundamental changes in the nature and sources of
information; and
• the critical need for new skills for workers in a global
economy.
In its 2.0 incarnation, the digitally re-shifted school library must transcend
the physical space to bring services and programming to every student
and teacher throughout the school, wherever learning takes place in new
spaces and places, to prepare our students for the digital world of work.
Challenges and Opportunities
Web 2.0 social networking makes 'participation fast. Our students are
living that connection and driving Web 2.0 transformation. It is often
teenagers or those in their 20s who create revolutionary new social
UNIVERSITY OF IBADAN LIBRARY
166
networking tools, e.g. YouTube, Facebook, Wordpress and more. This is
confirmed by research reported by Business Week (2007), which indicates
that there are significantly more people aged from 12 to 26 years than
older groups who are 'creators', 'critics' and 'joiners' - in other words,
who publish web pages, write blogs, upload videos to sites like Youtube;
who comment on blogs and post ratings and reviews; and who are members
of social networking sites like MySpace or Bebo. So we must ask ourselves
just how Web 2.0 can support our school's learning and teaching agenda
- because if we do not, it threatens to make the difference between teachers
and leamers more acute than ever.
On the other hand, by embracing a Web 2.0 mind set, we just might
close the gap. This mindset will include accepting a transition from formal to
informal learning spaces; accepting a shift from whole class to personalised
'Iearning opportunities; and accepting a change from restrictive and
constructed learning activities to creative and extended learning opportunities .
. In all these instances, the leamer (Web2.0 style) is the author of personal
creativity, knowledge and understanding. In other words, flexibility and
personalisation are at the core of re-purposing information literacy instruction
in a Web 2.0 world. If students think about the intemet as a virtual locker,
backpack, notebook, diary, and communication tool, then we must create
flexible learning environments which support the use of multiple bibliographic
and digital resource. tools, including Web 2.0. In such a context, our
information literacy instruction framework needs to be personalised, real,
physical; virtual and even visceral. This is very different. But in a Web 2.0
world, our students must be passionate about their personalised learning,
and it is the role of school librarians to help make it so.
Smart Tools, Smart Research
The information literacy dilemma starts with the word' find' . Searching is
an essential skill for any generation - but more so for the Google generation.
Have you noticed the primacy of Go ogle in the minds of students? Have
you been told that libraries don't matter because we have Google? Students
of all ages are heavy Google users, despite the existence of many other
.and more specialised search engines. 'The disturbing reality is that the
intemet is replete with out-of-date, conflicting and inaccurate information.
Rumour mills abound, and even trustworthy sites can be slow at updating
UNIVERSITY OF IBADAN LIBRARY
facts and figures, leaving both 'Googler' and 'Googlee' exasperated' (Vise,
2005: 147). Valenza (2006) explains that young information seekers do
riot have the sophisticated skills or understanding needed to navigate
complex information environments and to evaluate the information that
they find. Students prefer natural language searching. Couple this with
difficulties in identifying information needs in environments that require
appropriate terminology or vocabulary in search interfaces, it becomes
dear that we have a potentially 'dangerous' problem.
So the first challenge in the Web 2.0 information literacy environment
is the matter of' search'. While we may have considered that we addressed
'searching' successfully by teaching students to use a range of search engines
(including advanced and Boolean searching) arid then to analyse the
authority of the sites and sources they visit online in order to determine the
value of the information found- we really have only just begun. Working
. with search software in a school library has become critically important.
At the school level, there may be a library system, content or learning
management system, a system for distributing videos and other multimedia,
and more. In all of these, the school librarian needs to consider how to
develop the library catalogue or information retrieval systems, and how to
define the required metadata so that automated capabilities of these systems
allow students to easily find the resources they need to support their learning.
-By reverse-engineering organisational information structures to match the
information literacy strategies that support students' information seeking
habits, school librarians can really make a difference and encourage good
information literacy habits in their students at the school level.
In a Library 2.0 world, it has become essential to work more closely
with technology to enhance information retrieval and to look beyond existing
structures and forms of information organisation. Subject indexes are no
longer sufficient in an environment where students expect (rightly or
wrongly)to get easy answers to complex questions. Library systems arc
notoriously unfriendly, seemingly designed for the expert rather than the
user. At the simplest level, consider aligning keywords to terms used in
subject and knowledge disciplines, and then linking these key terms as
'non-preferred' or' See' terms within. your library catalogue. In other
words, develop your subject indexes to reflect real learning needs unique
to your students. Utilise the knowledge expertise of your teachers and the
practical usage of your students to enhance your existing taxonomy. You
UNIVERSITY OF IBADAN LIBRARY
168
have to do this to align your system to the flexible mindsetthat is Web 2.0.
Then turn your focus to all areas where information is to be retrieved.
Does your school have a recommended thesaurus of terms for information
organisation in its digital repository or video repository? What metadata
does it include? Do you know what you could do to optimise search for
files and information across your school's content management system
(think knowledge management here!)?
Does your library system import metadata for other sources included
in your catalogue, e.g. web resources, image repositories, learning objects,
e-books, audio-books, other content enrichment such as those provided
by Syndetic solutions (www.syndetics.comJ)? When any of these resources
are blended into a library information system, school librarians need to
consider information literacy requirements for students and adapt indexing
options to facilitate information access and information retrieval. Schools
are also providing access to many different digital and online resources,
often on a subscription basis. Has your library incorporated 'federated
searching' (the ability to simultaneously search multiple data sources) into
your library catalogue or information system? Once again, decisions at the
. institutional level have an impact on the nature of information literacy
interactions in your school and the type of training and personalised lcarni ng
support that is made available. The answers to these questions will inform
the nature of the structures that you build in your school and school library
in order to embrace an inforination literacy teaching model that represents
Web 2.0 search usability and functionality.
Search Engines - One Model for All?
Mitchell (2007: 6) has reiterated that searching for information is more
than just a rules-driven process, and that there is no one correct way to
search for information in this diverse Web 2.0 landscape. It is the big
picture processes, not the intricacies of a single interface (that could change
at any time), that we need to take into consideration. Our duty as teachers
of information literacy is to help develop learners who can adapt with, and
as a result of, knowledge in each new learning situation. A school librarian
need only visit Pandia Powersearch and their' all- in-one' list of search
engines (www.pandia.com/powersearch/index.html) in order to be
prompted to develop new waysto help students learn how to incorporate
alternative search strategies into their personal information-seeking toolki t
UNIVERSITY OF IBADAN LIBRARY
16Y
. - and then work with teachers to integrate deeper understanding about
search strategies into the fabric of the learning and teaching experiences in
the school.
Better still, school librarians can use their new knowledge 0 I'
searching, Web 2.0 style, by showing students how to 'roll their own'
search from resources they trust using Rollyo, (www.rollyo.comL)or build
their own Google search engine (http://google.com/coop/cse/), or Yahoo
Search builder (http://builder.search.yahoo.com/rn/promo), for specifically
targeted information needs. Teaching students to identify their information
need and shape the discovery of information with a Web 2.0 approach
empowers the leamer, rather than reducing learning to a quick fix, 'cut
and paste' option. Of course, a school librarian can also adopt these
tools to effectively support the information literate Web 2.0 school
. community. For example, building a topic search tool or book review
finder,and incorporating this tailored searchtool right into the school library
website or the school libraryblog, is a proactive information literate strategy
to support the developing information literacy skills of students.
These.are very simple strategies indeed but are the new face of
'search' inWeb 2.0 information literacy.It is a shift of thinking from simply
developing a search strategy, to understanding search engines and then
using the power ofWeb.2.0 to making your own search strategy come to
life. It can then be embedded into another Web 2.0 tool such as a blog or
wiki (which may be created for a particular unit of work or to support a
particular requirement for the learning and teaching needs at your school).
As part of the information literacy toolkit, school librarians should
also familiarise students with the differences between naturallanguagc,
visual, clustering ormetadata search engines in order to appreciate' Search
2.0' versus traditional searcb as explained by Ezzy (2006). Remember to
explain to your students about the tools available for searching the deep
end of the web for information that can only be found by very specific and
direct queries (Turner, 2006; Trinity College, 2007).
Smart tools and smart research will make information literacy search
strategies in Library 2.0 an essential learning experience for students. Teach
them how to search - but only after you have taught yourself how to
improve search functionality within your institution and beyond!
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Flexibility, Folksonomy and Favourites
It is clear that flexibility is a critical component of Library 2.0 and comes in
a number of guises. The whole point is to keep students' on task' engaging
with learning, and collaborating with teachers and other learners in the
process. Blogs and wikis provide ideal flexible environments which allow
for asynchronous collaboration and learning in a global context.
Synchronous communication is also possible in a learning setting using
collaboration tools such as Elluminate, or by embedding communication
widgets 'into wikis and blogs, for instant messaging or tools like Meebo,
Twitter or more. Stephens (2006) describes a wealth of tools and ideas
for best practices using Web 2.0 social software. Bradley's conference
presentation (2007) provides a neat summary of Library 2.0 possibilities.
Richardson (2006) tells about one of the earliest and best school library
blogs from Galileo High School in San Francisco, where the librarian uses
a' 'Li-Blog-ary' to identify resources for classes, update the school
community on newofferings, link to online databases and publish student
reviews.
If you are still not convinced, explore the Blogging Libraries Wiki
for more and see how others have incorporated these ideas. Amongst
them, Dr Charles Best Secondary School Library and Delany Library arc
excellent examples. Investigate the various widgets that are used to enhance
information access and communication options for the students. What a
good' school librarian 2.0' needs to do is to incorporate Web 2.0 tools
into the information dissemination framework while modelling exemplary
information literacy strategies for students and teachers. Most school
librarians will begin this adventure by starting a book blog or a project
wiki. 111eHorizon Project (2006) successfully showcases the collaborati vc
learning potential in these Web 2.0 enviromnents. While the assessment
I . rubrics include information literacy concepts, clear scaffolding ofdevelopment of information literacy skills and competences is not incl udcd .:So even such a wonderfully creative project would benefit from Web 2.0
1 information literacy guidance from the school librarian.
One of the easiest yet most critical areas for Library 2.0 operations
is in the field of 'taxonomy'; in the new generation version, known
as'folksonomy' and used for social bookmarking and 'tagging' information
in shared online spaces. Tags are a means for individuals to organisc and
..
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17r
••....•...•. -1 •••.•
describe resources in personally meaningful language and classification
schemes. Tagging is a bottom-up, grassroots phenomenon; in which users
classify resources with searchable keywords. The tags are free- form labels
chosen by the user, not selected from a controlled vocabulary. For the
first time in history, students and teachers can sort and organise information
.'naturally' and online, thus organising and managing information for personal
use or with groups ofleamers. Godwin-Jones (2006) elaborates on tagging
and the semantic web (which provides a common framework that allows
data to be shared and re-used across application, enterprise and community
boundaries) and in so doing highlights the fact that the tagging process is
by no means simply technical- a way of categorising resources. It also
has a strong social dimension as users of the site find common interests
and create online communities.
Show information literacy students how to 'tag' and manage
bookmarks with Del.icio.us, Furl, Magnolia or others; make annotations
on web pages with Clipmarks or Wiz; and use these tools to organise thei r
sources, share their collaborative project information, manage their personal
knowledge repository and tie this information via a widget to their blogs
and wikis. In addition to being a popular way of organising resources,
tags enable the formation of unexpected connections with others sharing
similar interests. Use tagging for photo sharing (Flickr, Photobucket)
podcasting (iTunes, Podomatie, Podbean), videosharing (YouTube,
Teachertube), slide sharing (Slideshare, Slidecast) and so on. The Horizon
Project (2006) makes excellent use of distributed information using tagging,
. sharing resources across the globe with the tag 'hz07' in the social
'bookmarking site Del.icio.us, and video sharing site YouTube. It was easy
for global participants in the project to provide 24/7 support by using this
tag. School libraries are also embracing this collaborative method of sharing
web resources, with school librarians and teachers establishing social
bookrriarking as a library service or service to a particular project team or
school year group.
What tagging highlights (since it applies to a large range of interfaces)
is the need for supporting students with information literacy strategies that
are multi-modal and collaborative in nature -and which embrace the natural
language functionality of folksonomy.
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RSS that Information Needs
.RSS is definitely changing theweb, changing our classrooms and changing
the information literacy needs of our students. Because students need to
access both traditional and emerging sources ofinfonnation, both formal
and informal; RSS needs to be part oftheir information literacy toolkit and
the toolkit of school librarians. Utilise RSS feeds to assist students to
subscribe to journal collections, media sites and other information sources,
as well as to your library's blog, book lists, photo collections, videos,
podcasts and more. It is essential to provide students with information
skills training in how to maximise the use ofRSS feeds for information
gathering and sharing. .
Collaboration is the key.Have your students subscribe to their fellow
student's blogs or wikis; or have teachers subscribe to student's work
and related sources. However, the power ofRSS comes into its own with
. web-based infomiation aggregators such as Pageflakes, iGoogle, Netvibes
or other choices. Web·2.0 educator Will Richardson shares his 'flake' at
www.pageflakescom/weblogged.ashx, which also has an excellent
demonstration of this RSS tool for topic aggregation on the Darfur tab.
The information is dynamic, constantly updated and shows what is
happening in Darfur and in other parts of the world in response. RSS
pages of this type can be pretty effective for gathering content, making it
easier to make decisions about what to do with that content.
The natural extension ofthis concept is for libraries to 'mash up' and
enrich their OPAC with maps, reviews,jacket images or folksonomics--
though this is not common in school libraries yet. Blyberg (2006)
demonstrates the power and flexibility of API programming in creati ng
mashups with his Go-go Google Gadget. At any rate, the development 0 f
products for collecting and organising data continues. For example, Second
Brain (your personal internet library), at www.secondbrain.corn/, allows
users to aggregate all their creations, services and favourites and then
share and/or publish them online. Capturing data is easy and all existing
tags, comments and thumbnails aremanageable and easily identifiable ones.
Second Brain looks at Web 2.0 as a widely distributed desktop, albeit a
huge one. What a significant area of development for school librarians --a
personal library, resource and research space for each student.
School librarians can use RSS to deliver professionallcarning
programmes, as well as news and information. The thing about RSS is
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173
that it goes both ways - providing school librarians (and students) with a
Web 2.0 tool with almost limitless opportunities for blending knowledge
and information sources, organising them, and having them ready for the
rich learning tasks as set out by the teacher or school librarian.
Build your Support for Information Literacy
Programmes
Of course, in order to promote Cl? information literate school community,
school librarians (in a Web 2.0 world) need to develop online tutorials,
videos (for Youtubefor example), audio podcasts, slideshows and more,
so that students ':ViIIhave access to these as part oftheir personalised skill
development toolkit. Even a small school library can create a free Group
space in TeacherTubeor embed it podbean audio compilation into your
library blog (also hosted free on edublogs or blogger).
School librarians also needto create social networking spaces as
virtual learning and collaboration spaces. School librarians are active
members of many online spaces, such as Facebook, Ning or Twitter.
Librarians and their professional associations are embracing the possibilities,
as demonstrated by the School Library Learning 2.0 project of the
California School Library Association. These and other social networking
sites provide the ideal way to create a learning community, for a few or
many.engaged in a rich learning task, where they can share and collaborate
with ease 2417.
The Web 2.0 options are fun, engaging - and most certainly extend
the range of information literacy instruction needs we have to meet for our
net savvy students. So, school librarians, in collaboration with teachers,
need to ensure that they are facilitating information literacy prograrnmes in
this 2.0 environment that allows them to leam independently and in ways
that allow students to engage with expert guides and mentors in order to
have their information literacy needs addressed. Students need the support
of guided enquiry, the intervention of an instructional team of school librarians
and teachers to guide students through curriculum based inquiry units that
build deep knowledge and deep understanding of a curriculum topic and
gradually lead towards independent learning (Kuhlthau & Todd, 2007).
What does Web 2.0 really mean for school libraries? As we create
conversations, connections and a Web 2.0 learning community, we are
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174
opening the door to a better school library future - one that embraces the
digital identity of our students and their multi-modal minds. We need to
look for new ways ofworking with literacy,information literacy and digital
fluency. School libraries need to embrace Web 2.0 and change the focus
and purpose of information services. In so doing, our new learning
communities will be able to get involved in responsive academic discourse
and new processes and products will emerge, leading to new forms of
. digital scholarship and personalised learning.
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176 '-
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