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etty's wonderful note on shelving big to 
ittle is greatly
appreciated.  It also has a serious side in that international
librarians have had to cope with things like :  in Korea, the letter B
(Biography) and F (Fiction) are so close that Hangul-trained clerks
couldn't distinguish between the two (of course, an old typewriter with
an even older ribbon added to the problem) and we always found the two
intershelved, Hangul spine labels that we foreigners couldn't figure out
very easily, wooden shelving that had 10 inch. spacing.  Many of us who
believe and tried integrated shelving have come to recognize the problem
of shelving the book with the video with the map, or, at a bare minimum,
the "big books" with the "little ones."  And, of course, many of us have
tried to separate out the grade 6 to 8s from the 9 to 12s (or whatever)
with a wide array of ingenious techniques.

 I once had an idea for a (school) subject specific method system that
would put all the Social Studies items in one area, English in another,
Math in a third, and so on.  Of course, that leads to designing a
library based on that approach, with centers for each.

And I have helped departments set up their own resource centers, which,
unfortunately, always end up being disasters when no one is there to
help or to keep track of circulation.....  and I always seem to get the
system donated back to the central library for us to handle.  With the
books usually comes a huge file of lesson aid folders, picture files,
topographic maps and, of course, the question of how to integrate it
into the existing collection.

What creative solutions have you come up with?  At times "Big to Little"
doesn't seem so far fetched.

Earl
--
Earl Sande, Upper School Librarian,
International School of Tanganyika,
United Nations Road,
Post Office Box 2651,
Dar es Salaam, Tanzania
(e-mail : sandes@wilken-dsm.com)

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