FAQs
Why did I receive an overdue notice? I thought my kid returned their library book! Emailed overdue notices are sent automatically from our software. From time to time, a book will be returned to the library and there will be a glitch with our scanner, and it will be reshelved without being checked in. Often, we find out that the book is still in the student’s backpack, or it accidentally got added to the classroom library. Please reach out to us if you have any questions about books that appear on overdue notices.
Why did my kid take home one book when they usually choose two? Sometimes, students will keep a book at school, or they’ll simply choose one book instead of two because it’s their preference that week. Younger students typically borrow two books each week if they return all their library books. They’re still allowed to borrow one new book each week, even if they have an overdue book. We will reach out if they accrue four or more overdue books.
Do I owe a fine for lost, damaged, or overdue books? No. While some families choose to replace a book or make a donation, it is not a requirement.
Can my child return their book when it's not their library day? Of course! They can return their books any day of the week. There is a drop box outside the library doors and a return cart in front of the circulation desk.
Why did my child bring home a book that seems to be written for older students? We teach students how to look for clues that a book is written for an audience their age. Certain stickers on the spine, descriptions on the inside cover, the interest level on the digital record, or which section they found the book all provide information to help students make their own choices. Librarians will give guidance on making these choices, but we don’t censor students’ reading choices. If you’re curious about the books your child is bringing home, we encourage you to talk and read with them.
How do you choose which books are added to the library collection? I receive input from students every week! I post questions on the white board for them to answer, such as "What country would you most like to visit?" or, currently, "What is your favorite NFL team?" to help determine which new titles would be of the most interest to students. There is a suggestion box on my desk that students can use as well. From there, I follow the district’s selection policy to determine what will fit within our existing collection. Librarians like me are trained in collection development through our Masters' programs and continuing education. So, in my case, I completed a program from an American Library Association-accredited institution, the University of Alabama, and earned a master’s degree in Library and Information Studies. I recently attended a seminar on how to incorporate manga into school libraries, which helped inform the development of that section.
Do 7th and 8th graders have library time? While they don’t have library “class” like they did when they were younger, they can visit the library for book checkout with a pass from their teacher. We provide readers’ advisory and time to browse independently.
What does my child do during library time? Students in K-6 have a 40-minute library block each week. Our time together includes a read-aloud, during which time we think about and discuss some guiding questions about the story; book checkout, when students can browse the shelves and/or use our library catalog to search for what they're interested in reading; independent/partner reading; and choice time, which can include activities such as word searches, coloring, puzzles, or manipulatives like Lego.
What skills does my child learn and practice during library time? I use standards from the American Association of School Librarians to guide the work I do with students, and I support the curriculum that students follow under the guidance of their classroom teachers. For example, in third grade, our read-alouds include topics such as Indigenous American tribes and rainforest animals. In fourth grade, we shift to chapter books which pose questions such as, how do I know my source of information is reliable? Is correlation the same thing as causation? My previous work as a library assistant at CVU informs many of the skills that I embed in my lessons, as well as my time serving as a teaching assistant for first-year writing courses at Hobart and William Smith Colleges. Knowing what skills are expected from students in secondary and post-secondary education, such as primary source research, critical thinking, close reading, and demonstrating learning through written and verbal communication, drive many of the activities that I plan for students here at HCS.
Did you always want to be a librarian? No, actually! Although I spent a lot of time in my elementary school library, I didn't choose to become a librarian until my mid-twenties. As a kid, I considered becoming a writer, a judge, a translator, even a criminal psychologist! After majoring in English at William Smith College, I worked in corporate healthcare communications before beginning my MLIS program in 2013. I was a library media/technology integration specialist in Williamstown, VT, for five years before coming to HCS.