I agree with Shonda that the collaboration method is best, for all the reasons she
described.
I thought it went without saying, but then again perhaps it doesn't, that the media
specialist in question would probably want to follow up with the teacher and her
class to see how their experiment in organization was working and help by making
suggestions to improve the organization. For those of us who are teachers of a
certain age, it's the difference between deductive and inductive reasoning.
Sometimes people just learn best by going through the process of seeing what
doesn't work.
Frankly, I don't think this is a negative situation at all. I think it can be used
as a terrific springboard into lessons on finding primary resources, among other
things. You could do lessons on interviewing authorities; how do you determine
what makes someone an authority. And, not the least of it, you could do a social
studies lesson on voting without doing reseach on the issue at hand.
Bottom line, though, all of this depends on how much the teacher really wants to
devote to this issue and whether both professionals are interested in collaborating.
--
Connie Parker
Media Specialist
Haigh and Nowlin Elem Schools
Dearborn, MI
madamehooch@comcast.net
-------------- Original message --------------
> ...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)
> . 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!
>
> 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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