Colleagues,
I found a way around teaching my students the DDC; I am not teaching it
to them anymore, but:
When I introduce any subject to them, I tell them that the DDC makes it
easy for me, as the librarian, to get the books for them as quickly
possible, and it is a way of knowing if I have that subject matter in
our library. They understand that and know why we have the DDC.
SO, I tell/ask them to remember ONLY the DDC number for the project that
they are doing. If they do something on Chemistry - period table, the
students now know what the number is for THAT subject and where to find
it. Over a period of time I found that most of them remember where the
books are and how the system works.
I still would like to know how libraries without DDC get the books.
Danville Fourie
James Monroe High School
2300 Washington Avenue
Fredericksburg, VA
22401
dfourie@cityschools.com
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Jo Reinmiller
Sent: Thursday, October 22, 2009 3:51 PM
To: LM_NET@LISTSERV.SYR.EDU
Subject: After spine labels
To all you movers and shakers,
This conversation about spine labels got me to thinking. What do the
libraries do who have chosen to organize more like a bookstore? No
labels? I love the Dewey system; I understand it; I use it. But even
though students are taught Dewey from early elementary up at my school,
many students could not find a book if left to their own devices. I
know that I could find a book by Dewey number without any previous
exposure to the system simply by following the signage that shows which
way according to the number. It's rather like looking for your hotel
room. Why is it that students seem unable to do this? I'm wondering if
there is a silent rebellion going on. Perhaps students are rejecting
the system, and it is time for the rest of us to move on. I'm serious.
How do we remain relevant?
Jo Reinmiller MLIS
Jo_Reinmiller@cds.ed.cr
Country Day School
Costa Rica
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