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I have to agree with Shannon as I also worked in a K-6, then K-5 and finally K-3 
library. We put the Titanic books together where the students would find them 
easily.  Many of our kids from grades 2 and up used the OPAC regularly to find 
books. However the collection contained several books on the topic. So it was 
easier to keep them all in the 363s where students would find them rather than to 
place them in several diverse locations. We did have an easy reader and also a 
Magic Tree House about the Titanic. Those were kept on the Fiction and paperback 
shelves because the students interested in the Titanic books were interested in 
facts and pictures rather than fiction.
 
We also grouped such series as Eyewitness books and Zoo Books for the same reason. 
We had several children who preferred to read the books in these series one after 
the other. So even though we cataloged them using Dewey numbers, we kept them all 
on the same shelves. Imagine how long it would take a 3rd grader to track down a 
random Zoo book on the shelves from of a list of 30 or more titles (and different 
numbers) in the OPAC.
 
If I were in a middle school like Fredrick or high school or even a public library, 
I would be less inclined to group these sets of books (Titanic, Zoo or Eyewitness) 
together.
 
Jo

Josephine Dervan, MLS -Online Instructor 
School of Education, University of Wisconsin-Stout 
dervan at optonline.net 

He who has a library and a garden, wants for nothing- Cicero 

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