Setting up a library

I had the privilege to be a librarian in a developing IB world school that served students from EYFS through PYP, MYP and up to DP (Ages 1 - Grade 12). Not only did we have classroom libraries, I got to set up and catalogue our schools general library. Heres a tour of what I set up.

Libraries are for the whole community

It was very important to me to set up the space in a way that would serve everyones needs. So before deciding on the organizational structure, I met with teachers to understand how they might want to utalize the library and what might work best for their students.

Using commonly sought categories seemed best for younger readers (Dinosaurs, Superheroes, Animals etc.)

This also worked best for the fiction section in MYP

While older students could find things under the Dewey System for non fiction

DP students needed a space to really focus and study

having a small separate library they could go to next door, gave us a space to put books that held more mature themes while allowing them access to the main library as well.

A large space for groups to relax and read or for teachers to read to them

It was important to consult the students to find out what they wanted in their space here. After speaking with several classes, they wanted a big tree to bring the outdoors in.

Special Guests and teachers could read to groups

Students loved sitting under the tree

Even older students liked reading there

Select books were also put in bins at RAZ Kids reading levels for students still learning to read

There was a lot of labeling involved

each book needed a label on the spine with stickers that I designed for each category. They also needed to be logged in our library system (we used Follett Destiny) and then barcoded. It took me the whole year to do more than 3,000 books like this with many more to go in each classeoom library.

Making it Relevant

I was always looking for feedback from students on what they liked about the library to help me understand what I could do better.

This tree had blossoms with student feedback on their thoughts about the library.

Where things are matters

I put a lot of thought into the flow of the space and where eye levels of students would be to notice things. I also considered how various groups of students would interact and how to keep people from getting in each others space. so books for older students were on higher shelves and fiction and non fiction books were in differnt areas. Young readers had their own area around the carpeted space.

Connecting with the school

Heres a setup to analyze the data on how we dispose of our garbage after "no waste day" with each class' garbage.

Displays to provoke thought on the current IB Learner Profile featuring books connected with the concept.

Displays to give information on how students might become involved in local community initiatives

Reading Challanges to encourage young learners parents to read to them at bedtime and develop good habits.

Multilingual & Translanguaging Support

We dont all think in the same language

Having dual language texts and books available in many languages helps students from all different linguistic backrounds feel like this is a place for them too

EAL students helping

Students learning English helped me translate some duplicate leveled readers into multilingual texts.

Developing a school of readers

Working to develop literacy, critical thinking, analysis, and overall enjoyment of reading was very satisfying and gratifying. I believe a good librarian can enrich and contribute greatly to student success and the development of a healthy school community.

Page updated

Google Sites

Report abuse