...and I disagree with this suggestion in theory. However, I think the
application of this arrangement / process within the classroom can't be
any different that what we find in most bookstores (can you find a book
that you want in ANY bookstore you enter---or do you have to get your
bearings, learn how things are arranged, ask a sales clerk, and then
realize that it isn't logical--or not where YOU would have shelved the
book if it were YOUR bookstore (because it isn't arranged like a
library?)
Regardless of how the students thinks the books should be shelved and
why the teacher wants to make this change within the classroom, this is
a great way to start a COLLABORATION effort with the teacher regarding
how the library is organized....it's a great way to actively teach the
students WHY their method won't work for very long....will they be
shelving under words like "A" "And" "The"....what about books that start
with numbers? (100th Day of School)? How will they address book titles
that include titles of a series that aren't numbered on the spine?
Please contact the teacher and ask if she will allow you to follow-up on
the arrangement in a few weeks. See if there are problems with their
arrangement. Ask them if they can immediately locate materials that you
need (check their collection ahead of time to see what they have
available) ---give them a specific author or series to find. Now with
that being said, remember that this collection will be MUCH smaller than
the one in the library. You can then transfer these "minor" problems
that they might have within their classroom library and apply them in a
LARGE library situation. Ask them if they would be able to find their
books in your library if they knew the title but nothing else...and if
they entered your library (or even a large public library) how would
they arrange the different types of books (non-fiction, reference, etc.)
Ask them how they would shelve non-fiction....what if the Isaac Asimov
books were in many different places? How much time would it take to
find them?
Share with them how the card catalog works--why it is important. Using
keywords, subjects, titles, authors, illustrators to search....isn't it
better to have a variety of ways to search than just ONE way...by title?
Explain why it's important to learn these things--or ask them why THEY
think it might be better to learn more than one way to search for these
things.
Take this as an opportunity to teach something because (heaven knows)
"someone else knows how to do it much better"....then when it doesn't
work out very well, explain why Dewey's system is much better (and how
long it has been in existence).
Be upbeat about the situation (in an "all-knowing" way, of course)
<grin>. Then when you find that they see how much better things work
with an organized system in the library, you can convert those who may
have doubted the Dewey System. For some, though, you must realize that
they won't agree with what you're teaching them, regardless of how blue
your face turns as you teach it over and over again....and you can only
hope that the Library of Congress system that they find when they enter
the university library will shock them into the realization that
librarians TRULY rule the organized world! <grin>
Good luck!
~Shonda Brisco
Trinity Valley MS / US Librarian
Fort Worth, TX
briscos@trinityvalleyschool.org
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Connie Parker
Sent: Friday, December 03, 2004 8:27 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Re: [LM_NET] ELEM: Shelving in the Classroom
Okay, I'm gonna take a differing stand here. The two reples I've read
said to stick with Dewey as a model of organizing classroom libraries
and I agree with them in principle. However, I bet a lot of you have
teachers who have made recommendations to you that your library be
reorganized to suit their needs, such as organizing the state books
alphabetically in a separate section or pulling out all the American
Girl books, and no matter how you try to make the arguement that we are
teaching transferable skills, you get that "look."
Besides, the teacher is asking after the fact. If she had wanted your
opinion why didn't she ask you to give a little talk to the class before
they voted, so they could make an informed choice. If you go against
the kids now, you're not going to win any third grade friends; you
over-road their vote.
So, I say, "Heck, yeah! Since the class voted on it, let them organize
it the way they want! It's democracy in action!" You and I both know
no one remembers the title of a book judging by all the requests we get
on this listserv. They remember the plot, they remember the color of
the cover, but it's a rare third grader who can remember the title of a
book. When they can't find the books in their own room, they'll
understand why they need card catalogs and librarians.
--
Connie Parker
Media Specialist
Haigh and Nowlin Elem Schools
Dearborn, MI
madamehooch@comcast.net
-------------- Original message --------------
> I have a third grade teacher who asked her students how they thought
> books should be shelved in their classroom library. The students
> thought they should be shelved by title, because often they don't
> remember who the author is, and if they recommend a book to another
> student, they can find it faster. She came to me and asked my opinion,
> wondering if it would confuse them when they came to the library.
>
> What do you think? Should we remain consistent or does it matter?
>
> Wendy Agocs
> Library Media Specialist
> Hamilton Community Schools
> Hamilton, MI 49419
> wagocs@remc7.k12.mi.us
>
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