[LM_NET] Hit: Library Handbook (long)

[Mari Ferguson <marivferguson@YAHOO.COM>]

Thank you so much!!!!!!  THis is my first time posting
a hit...hopefully I do it right.
****************************************************************

Since I've already gotten several requests for a list
of what I include in
my survival packets, I thought I'd post it to the
list.

Here is the list:
Introductory letter

Dewey Decimal bookmark or other cool bookmark

A punched-out Ellison shape w/attached list of shapes
available at various
locations and use information [I include ours as well
as two local libraries
that allow us to use theirs]

A list of available teacher resources (magazines,
titles from book shelf,
etc.)

A list of student and teacher magazines BGCA
subscribes to

A list of study guides available through the library

A teacher magazine routing slip

A research project sheet

A teacher book reserve form

A teacher survey

Information about local public and university library
use

List of equipment that can be borrowed from library
(long stapler, chart
easel, step ladder, footstools, globe, map)

Information about original art in library

Library use procedure manual - teachers

Library use procedure manual - students

Library map

Mrs. Winslow's library laws

Renewal slip master

Video tape list

Audio tape/CD list

Caught You Being Good slip

(occasionally, I also stick in small gag gifts,
hand-outs of interesting
information, workshops I'll be teaching that year and
where, and other
one-time-only items.)

******************************
You're welcome to take a look at mine.  Click on the
link below.

http://knowles.leanderisd.org/library/knowles_library/handbook.htm

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

LIBRARY:  Working Together With YOU!



You are instrumental in making your student's library
session
successful!
Here are some ideas that will be helpful when planning
a research
assignment:



Create an assignment that requires your students to
use the library.



Have students select/discuss their topics in advance
so that they have
a
purpose in mind  before they arrive in the library.

            Be specific about what your want your
student to learn and
how
they are to apply that knowledge to an assignment.



Creating an effective library research assignment:



a.         Schedule a time to come in with Marlene or
Amy.

b.         Read through the name list for those who
have Internet
contracts
turned in.  Those who do not should be reminded again.
 We have extra
contracts for this.

a.         Assume minimal library knowledge for the
students!  Many
will
need help as they utilize the computer and find books.
 (We have taught
them...some have forgotten...)

b.         Verify that the library has materials to
support the
assignment.
We will pull books prior to your class coming in so
that these are
available.  These will then be placed on a cart so
that they cannot be
checked out until you are through with your
assignment.

c.         Define which sites are permitted for your
assignment.  Do
you
have specific web sites, do you want them to only
search through EBSCO
(the
huge state magazine/periodical database) or a search
engine like Yahoo!
or
Google or Teoma?  We have 12 computers on the Internet
with 6 more
eventually.  None will print at this time but the work
order is in!  (2
weeks???)



What makes an assignment effective?



a.         Tie a specific topic that correlates with
the curriculum to
research

b.         Communicate to the students your
expectations

c.         Discuss with either Marlene or Amy about
types of resources
available and allow us to present this info to the
students.

d.         Work alongside Marlene and Amy as students
select, evaluate
and
develop critical thinking skills.



WE ASK THAT YOU...



Not leave the library unless you have quick business
in the Student
Office/etc.  Your students need you there to help
answer their
questions and
we need you there for crowd control!



Noise level:  You know what works best with your
students.  However, if a student is distracting, we
may step in and ask them to settle down.

SNAPS (did you see Legally Blond II)

to the following teachers who have already used the
library or have
scheduled

a research project thus far!!

Fugua, Hargraves, Lloyd, Richardson, Smith, Griffith,
Hanna J., Milam,

Blackstock, Holt, Hughes, Pettijohn, Ayers, Cindy
Moore, and Lewis.

******************************
Since, I am retired........., I can easily give advice
on this.........
Actually, I had exactly the same problem, as I suspect
MANY if not MOST librarians do across the country,
esp. in the elementary grades.
I do think the direct, personal approach may work
better than a handbook.
Have you tried getting the teachers to stay in the
library to help with various projects that are tied to
what they are teaching in the classroom?
Have you discussed this problem with your principal?
What is his/her attitude regarding this?  And can s/he
be convinced that s/he needs to REQUIRE the teachers
to stay during the library period?
A handbook given out to the teachers at the beginning
of the school year when they are also handed scads of
other new materials may just end up in the circular
file or in a drawer, unread.
If you actually get some good, specific, workable
advice from someone who has turned a situation like
the one you describe around (Not me!), please share
their wisdom in a HIT as I am sure everyone will
appreciate learning how librarians who have been
successful in transforming the climate of the
classroom visit to the library, when the teachers view
the library time as a free period.
If you discover any workable secrets, please let us
know what they are.
Good luck!

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

This is what I give new teachers, in a pocket folder
at an
orientation-breakfast in the library at the beginning
of the
year---before kids come. I insisted once that new
teachers need this so
the first year I had everyone come and I think it has
helped a little.
Here is a list, and I'll attach a few things at the
bottom.

A welcome letter (adapted from one on Doug Johnson's
website)

a photocopy of our library web pages
map of the library
rules for signing up a class to use the library
AV check-out procedures
list of professional journals that get routed to
whomever wants them
list of student periodicals
directions for checking out a book (we have
self-check-out)
list of our video collection by subject
a brochure of the library
bookmark with remote access codes to our databases
fun quiz of some sort or a funky bookmark
*****************************
I have put handbooks online and in print format; I'm
not sure which
worked better.  The teachers still came and asked
questions that were
answered in it!   Here are some things we included:
a list of equipment
trainings we could provide
services we could provide and when
rules for students
rules for teachers
various procedures (scheduling whole classes, small
groups, etc...)
hours
We also made up a goofy list of misconceptions about
the media center
and media specialists.  (Sadly, many of them came from
the teachers.
One guy thought we opened from 8-12 and then reopened
in the evening from
4-6.)




Mari Ferguson, Librarian
TJES
Bismarck, ND


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