Owhata Primary School

Library Skills Programme

The aim of this document is for you to assist the children of Owhata Primary School to: Realise the importance of using the Library as a resource centre to support their own learning by retrieving information efficiently. Be able to use the Library effectively for Recreational Reading. Progression of Library Skills

Junior  Library rules and personnel  Book care  Understand book language (i.e. parts of a book)  Difference between fiction/non-fiction/reference  How to read the spine labels  Order of the shelves – (top to bottom, left to right)  Basics of using the Dewey Shelf Markers (Collage cards)

Middle  Maintenance of Junior Skills  Developing further understanding of book language (index, glossary, contents pages etc)  Becoming familiar with the broad categories of the Dewey Decimal System  Learning how to access information from Reference Section  Learning to use Reference books (encyclopaedia, atlas etc)

Senior  Maintenance of Junior and Middle Skills  Becoming skilled users of Library Tools (Dewey System, Reference Books etc) Ideal Library Session

It should be planned for, for it to be successful.

Reading to the children to settle them. May use this time to introduce books that are new to the library. Book selling time. Author selling time. Gives pupil Librarians time to return books and set up for issuing.

Skills time – Practise with children how to use the Library, how to find books, how to return books to shelves, the different sections of the Library.

Task – the children should have a brief task to do which practices the skill taught.

Reading Quietly

Selecting home books/Issuing/ Selecting class books – getting a couple of children to choose 2-3 books for the class library.

Reading with the children, circulating, sitting and discussing what type of book the children are looking for, why they have chosen the book they have, discussing their habits of book selection.

Sharing – children sharing with others the books they have selected, perhaps reading one of them or parts of them. Sharing books that have been selected for the class library.

Recapping skills/task etc. Junior Library Skills Initial Visit

Meet the pupil Librarians.

Preteaching Walk around the library and get to know the areas of it. Talk about being quiet in the Library and why. How can we help in the library – tidying up at the end of a session, making sure books are back on the shelves in the right place, paddles are in the box, chairs pushed in……

Subsequent Library Sessions

These may be taught in any order and may carry over into several sessions to reinforce. Preteaching maybe in class or library.

Care of books Children to demonstrate how to read a book in the Library. How to get a book issued to you and why and when it needs to come back. How to care for the book when it has been issued to you. (In the class, at home, in our bags…)

Preteaching How to turn pages. Not bending the spine. How to get books off shelves and return them (spine out, correct place….)

Paddles Demonstration of how to get out a paddle and place it on a shelf and why. Chn in pairs practise in front of the class. Discuss when we get the paddle back out of the shelf (when a book has been returned or issued)

Preteaching Where to collect paddles. How to use the paddles. Where and when to return paddles. Alphabet Blocks Find letter K M V P (for example) What section of the library is this? What do the letters on the block tell us – show how it matches the letters on the spine of the book. What do the letters on the spine tell us?

Preteaching Alphabet – Capitals Ordering letters of the alphabet. What is fiction? What is an author? What is a surname? Books shelved under authors surname? The extension of this being what happens when authors have the same name….)

Author Search If the children wrote a book, where would their book be shelved? Chn replace a selection of books in the correct place. List authors on whiteboard. Chn search for one of them. Identifying NZ authors.

Preteaching Looking up letters on the spine. The way books are placed on the shelf. Alphabet blocks – capitals.

Parts of a book Looking at the different sections of a book. Introducing contents page, index etc as appropriate to level and relevance to work in class.

Non Fiction Section Where would this book be found? E.g 599 – Animals. What section of the Library is this?

Preteaching What is non-fiction? Why do they have numbers? How can we use the Dewey Shelf Markers to help us? How to use the number blocks on the shelf to find section quicker? How are the shelves ordered – left to right, top to bottom? Practice of ordering numbers like you did with the alphabet blocks. Practice of finding and replacing books on shelves.

Find out what types of books in this section the children are most interested in and find out the section they will be in. Children might like to design own shelf markers so they can locate those types of books quickly. (Collage cards to go on shelf, wall) Middle Library Skills You will need to revisit the Junior skills section to see where your children are at.

Aerial View of the Library To show the layout of the shelves, the different sections of the library e.g ref section, NZ section, oversized books, ficton, non fiction, issuing desk …..

Preteaching What an aerial/birdseye view is (liken to taking the roof off the building). How to use a key, colour, coding to show different sections. You might want to have a predrawn plan for the children to fill in the names of the sections.

Understanding Book Language To recognise contents, index, glossary etc and the uses of them.

Dewey Decimal System Sessions looking further at the Dewey system, discussions about why we use it, how it works and practising using it. Discuss how this is the same system they will find in any Library anywhere – why? Remember to visit Non-fiction section in Junior Skills with particular emphasis to numerical order and shelf order. Suggested activity – select a topic, find book and give 3 facts about it.

Reference Section “Not to be taken out books”. What types of books are in this section. Spend time showing what they are useful for if they don’t know and what they are. Discuss why they shouldn’t be taken out of the Library. May lead to a discussion about up to date information/google ……

Preteaching Handling of precious books Senior Library Skills You will need to revisit the Junior and Middle Skills sections to see where your children are at.

Aerial View of the Library To show the layout of the shelves, the different sections of the library e.g Ref section, NZ section, fiction, non fiction, oversized books, issuing desk. As a progression on from the middle school, the children should draw the plan themselves. More detail to be shown, including the Dewey number blocks to show the first and last numbers, to indicate that shelf holds all numbers in between.

Preteaching What an aerial/birdseye view is. How to use a key, colour coding, labelling of diagrams.

Understanding Book Language To recognise dedication, contents, index, glossary, publishing date etc and the uses of them.

Fiction Section Definition Discuss and write down how they are shelved (according to the first letter of author’s surname). Talk about how the shelves go down, not across. What happens if 2 different authors have the same surname? What happens with hyphenated names…. Find and discuss some unusual names McAdams Practise alphabetical order, focus on author’s with 1st three letters the same etc. Practise returning books to shelves – don’t forget oversized books with yellow dots. Practise giving the children a title and author of a book which they have to find.

Non-Fiction Section Definition How are they shelved? Talk about Dewey System. Talk about the picture guides, topics listed on the wall. Talk about how they need to find the number before the decimal point first on the blocks and then find the exact number. Discuss how the shelves are numbered going downwards not across.

Dewey Decimal System List each of the Dewey numbers – what categories, topics are under each? Remind children about how to use the numerical listing catalogue in ref. section. (Maybe at the Librarians desk). Practise reshelving books. Practise giving the children a subject/topic – find 3 books under that topic. Give them exact titles to find. Remember to have some books that are shelved in the NZ or Reference section so they have to locate them. Sessions looking further at the Dewey system, discussions about why we use it, how it workds and practising using it. See the Dewey Decimal Quiz and do it with the children in the Techroom.

Reference Section “Not to be taken out books” List what type of books are shelved here (e.g dictionary, atlas, encyclopaedia, journal catalogue, journals, numerical listing book….. Get children to tick off what they got and add others. Discuss why these books are here and not in the non fiction section. (Think about quick use, heavy use….)

Go to tqjunior.thinkquest.org/5002 Use the Menu bar on the side to navigate around this website to find out what you can about the Dewey Decimal System. Go through each menu option. Don’t forget to try the puzzles at the end. This may take you several sessions – there is a lot to see. Now test your newfound knowledge by trying to answer this quiz. Remember the first website may help you as well as this next one.

Go to www.ipl.org/youth/dewey/dewey.html

1. Who developed the Dewey Decimal Classification System? 2. When did he invent it? 3. Why did he invent it? 4. What does classification mean for this system? 5. Why did he choose 10 categories?

Now look at the side menu bar and click on Dewey Catalog (This will take you to a new page) 6. What are the 10 categories and their numbers?

Each category has 10 more specific categories. Click on 500 Natural Sciences and Mathematics.

7. What are the 10 sub categories?

8. In which sub category would you find out about dinosaurs? (Click on this link to the next page.)

9. Which website would you find “Sue at the Field Museum” (Click on this link to this website) Write 5 facts or interesting pieces of information about Sue.

When you are finished hit the Back button in the Menu bar at the top to take you back to the Dewey page. Keep hitting Back until you are there.

Well done!! You have just navigated your way around several websites.

Answers 1) Melvil Dewey 2) 1876 3) To help Librarians to organise books better. 4) All books with the same subject close together 5) Our number system is base 10, we have 10 fingers 6) 000 Generalities 100 Philosophy and Psychology 200 Religion 300 Social Sciences 400 Languages 500 Natural Sciences and Mathematics 600 Applied Sciences and Technology 700 Arts and Recreation 800 Literature 900 Geography and History

7) 510 Mathematics 520 Astronomy 530 Physics 540 Chemistry 550 Earth Science 560 Paleontology 570 Biology 580 plants 590 Animals

8) Paleontology

Ideas for managing other aspects of your Library Sessions Reading to children – storytime – favourites, new books, rhymes, books with vivid language, great pictures. Author focus – e.g Manu Smith, Ron Bacon. What are their books about? Where are they located?

Topic Focus – related to what is happening in your class.

Looking at and creating displays for the Library.

Writing book reviews, making posters to advertise/sell great books to other classes that come in.

Give a topic i.e. Panda’s – find 5 facts about them. Find 3 story books (fiction) that are about Panda’s as well.

Find the publishers date of a certain book – why is the publishing date so important (most recent, up to date info – show examples with population etc.

Teach about index, content page, glossary, cross-referencing. e.g What are the contents and index pages for, tasks for contents and index pages to find info quickly (e.g. the pandas)

What is a bibliography, how are they written, why?

Pronunciation guide in dictionary.

Use of guide words in dictionaries etc.

Have cards premade and laminated to put up on the whiteboard for simple tasks for the children to do. Who wrote this book? ______

List the title of one book by this author: ______

Find a book that has this dewey number ______What is it about?

What dewey numbers do books about ______have?

In what type of book could you find what ______means?

Where would you find information on ______?

On which shelf would you find this dewey number ______? Who works in the Library during your session to help you?

When is the Library open for you to have a book issued?

How do you borrow a book?

How long can you borrow a book for?

Is fiction true or made up?

Is non-fiction true or made up?

How are fiction books arranged on the shelves?

How are non-fiction books arranged on the shelves?

Give 2 examples of a reference book.

What do you do to return your books?

What are the 3 main areas of the Library? F= N= R=

How do you know if a book is a New Zealand book?

Select 2 books from the shelves from different places. Record the title, author, illustrator and what area of Library it belongs in.

Write down 3 guidelines you need to remember for how to use the Library sensibly. Select a fiction book from the shelf and draw what you would see on the cover and the spine. Label it.

(The New Zealand Oxford Primary School Dictionary 2nd Edition) Focus: Look at all the different ways a dictionary can help us!!!!!!!

10.When was the 1st edition published? When was the 2nd edition published?

11.Look in the ‘Preface to the Second Edition’ – what have they tried to do in this edition?

12.What do you call the words that appear at the top of the page? What are they there for?

13.What do you call the word which appears in large, bold type? Keep looking around the dictionary. You’ll 14.Name 5 things that the entry might tell you about a word. be amazed at what you can find out in it. 15.Where do you find Appendices in a book?

16.Look in the Appendix for Some Common Prefixes – what do the following prefixes mean? anti extra pre sub

Give an example word for each of these and say what it means. Don’t give the same example as is in the dictionary.

17.Look at the Appendix for Some Common Suffixes – find 3 suffixes which when added to a word means a ‘doer’. Give an example using each and give the meaning. Don’t use the same examples as are in the dictionary.

18.Look at the Punctuation Appendix. What is an exclamation mark for? Use it in a sentence.

19.Look at the Appendix for Lists of Countries. What type of people come from: Sweden Iceland Croatia Nepal

20.Find the Appendix that talks about Governor Generals. Who was the first Governor General of New Zealand? What year did they take office?

21.How many Prime Ministers has New Zealand had, including our current one? 22.If lobby is the root or base word, what is the plural (more than one)?

23.How does the dictionary say to pronounce the word plateau?

(Answers) 1. When was the 1st edition published? When was the 2nd edition published? 1994 1999 2. Look in the ‘Preface to the Second Edition’ – what have they tried to do in this edition? To give it a more NZ flavour, remove irrelevant words and references and added new words. 3. What do you call the words that appear at the top of the page? What are they there for? Guidewords 4. What do you call the word which appears in large, bold type? Headwords 5. Name 5 things that the entry might tell you about a word. How to pronounce it, what part of speech, words you might confuse with it, examples of how to use the word, if it has more than one meaning, the definition, different endings, etc 6. Where do you find Appendices in a book? At the back 7. Look in the Appendix for Some Common Prefixes – what do the following prefixes mean? anti extra pre sub against more/outside before below Give an example word for each of these and say what it means. Don’t give the same example as is in the dictionary.

8. Look at the Appendix for Some Common Suffixes – find 3 suffixes which when added to a word means a ‘doer’. Give an example using each and give the meaning. Don’t use the same examples as are in the dictionary. -ant/ent -er -ist -or 9. Look at the Punctuation Appendix. What is an exclamation mark for? Used at the the end of a sentence to show surprise or anger or after a sentence that gives a strong or urgent command. 10. Look at the Appendix for Lists of Countries. What type of people come from: Sweden Iceland Croatia Nepal Swedes Icelanders Croats Nepalese 11. Find the Appendix that talks about Governor Generals. Who was the first Governor General of New Zealand? What year did they take office? Lord Liverpool 1917 12. How many different Prime Ministers has New Zealand had, including our current one? (Count them only once if they have been Prime Minister more than once) 19 13. If lobby is the root or base word, what is the plural (more than one)? lobbies 14. How does the dictionary say to pronounce the word plateau plat-oh