Asturias Academy Library Manual of RecommendationsDocument Transcript
By McGill Librarians Without Bordershttp://lwbguatemala2010.wordpress.com http://lwb-online.org30/04/2010-7143754964430-10458453787140Miguel Angel Asturias Academy Library Planning Recommendations <br />Table of Contents TOC o "1-3" h z u Introduction PAGEREF _Toc260415853 h 3Library Layout and Design PAGEREF _Toc260415854 h 4Shelving Recommendations PAGEREF _Toc260415855 h 10Programming PAGEREF _Toc260415856 h 15Collection Development Policy PAGEREF _Toc260415857 h 171. Library Mandate PAGEREF _Toc260415858 h 172. Subject Areas and Formats PAGEREF _Toc260415859 h 173. Levels and Languages PAGEREF _Toc260415860 h 184. Collection Responsibility PAGEREF _Toc260415861 h 185. Selection Criteria PAGEREF _Toc260415862 h 186. Gifts & Donations PAGEREF _Toc260415863 h 197. Evaluation & Deselection PAGEREF _Toc260415864 h 198. Discards PAGEREF _Toc260415865 h 199. Censorship PAGEREF _Toc260415866 h 2010. Complaints PAGEREF _Toc260415867 h 20REFERENCES PAGEREF _Toc260415868 h 20Cataloguing Practices PAGEREF _Toc260415869 h 21Young Adult Resources PAGEREF _Toc260415870 h 21Fiction PAGEREF _Toc260415871 h 21Non-Fiction PAGEREF _Toc260415872 h 22Multimedia Items PAGEREF _Toc260415873 h 23Multiple Copies PAGEREF _Toc260415874 h 23Further Help With Catologuing PAGEREF _Toc260415875 h 23LibraryThing Cataloguing Software PAGEREF _Toc260415876 h 24Circulation PAGEREF _Toc260415877 h 27Acknowledgements PAGEREF _Toc260415878 h 28 <br />Introduction<br />The Miguel Angel Asturias Academy Library Recommendations has been based on contributions from members of Librarians Without Borders at McGill University in Montreal, Canada. It also draws from the following documents: Como organizer una Biblioteca Escolar and Guia pracica para el desarrollo y dinamizacion de la Biblioteca Escolar en Secundaria. Recommendations aim to support the teaching philosophy of the school, based on Paolo Freire’s Pedagogy of the Oppressed, to encourage independent thinking & learning, leadership skills, and to raise awareness of social justice issues. The goal of the library is to encourage a tradition of life long learning and a culture of literacy among the students at the school and by extension, the community of Quetzaltenango. The recommendations cover a range of topics that may be helpful for the initial development of the library. The following topics are covered in this document:<br />Library Layout & Design<br />Several floor plans and mock ups of the library space are included in this document. The library design is centered on the needs of the collection, users and library staff.<br />Furniture & Shelving<br />Recommendations for types of shelving and specific measurements have included to suit the needs of the library. <br />Programming<br />Possible programming ideas have been developed to support the needs of the library users. They aim to support the ideas of student directed learning, incorporating the monthly themes and establishing a culture of reading among library users. Each program idea includes information about the age group, time commitment, description and materials needed.<br />Collection Development Policy<br />The collection development policy summarizes the goals and direction of the collection in terms of subject matter, formats, levels and languages. It covers information about who is responsible for developing the collection, the procedure for accepting donations, how to manage an aging collection, and procedures for dealing with complaints and censorship. The collection development policy can be amended as the needs and direction of the library changes.<br />Cataloguing Practices<br />The cataloguing recommendations explain how to organize the materials in the collection. A well catalogued collection is easy to search and will facilitate retrieval of desired material.<br />LibraryThing Cataloguing Software<br />LibraryThing is an online catalogue used by many small libraries. It allows for an organized inventory of the all the materials in the collection. It can be used by the librarian to update the inventory and by students to search the collection.<br />Circulation<br />This is a preliminary method for introducing the idea of loans and returns of library materials for students. Circulation could begin with daily loans within the school and increase in length as deemed appropriate by the library committee. A sample circulation chart has been included.<br />Library Layout and Design <br />There are three essential elements to library space:<br />
Space for the collection
Space for the users
Space for the library staff
Each one of these elements has special considerations considering that Asturias Academy’s library’s main focus will be as a school library. <br />We have assumed that the main entrance to the library will be the stairs near the front of the school and that the other entrance will mostly be used by students using the 3rd floor for the technical classes. This is why the space around both entrances will be open and inviting. The first visible aspects when entering the library will be the display of books recommended by students, the display of the material on the monthly themes, the computers, the story-time area, and information boards. All of these aspects have been placed close to the entrances in order to draw the students further into the library. <br />Space for the Collection<br />It is recommended that for the first few years of the library, the collection be placed on shelving situated around the circumference of the library. We feel that dedicating this amount of space for the collection is appropriate considering the large quantities of books that can be stored on each shelving unit. (See document on shelving). <br />An important consideration for shelving in a school library is that the height of the shelves is appropriate for the height of the users. We have suggested that there be both higher and lower shelves in the library. The lower shelves will be used for the books for younger children and therefore situated around story-time area. This also works well with the height of the windows on the south wall, which are lower. The higher shelves will be for the collection used by the older students and adults in the community. It is recommended that special collections be placed in more visible locations. For example, the material that highlights the themes of the month as well as books recommended by the students should be shelved near the entrance on a shelf designed for displays. It is also recommended that the K’iche’ and English special language collections be placed in a more visible location. <br />Space for the users<br />It is recommended that the library space be brightly decorated so that users consider the library to be a welcoming and attractive space. The library will be used for many different things and they all must be considered when planning the space. Individuals will use the space for quiet reading, small groups will use the space for studying and group work, and classes will use the space for library instruction (e.g. how to use the library to research for projects) and story-time. The story-time circle space is located near the entrance of the library so that when younger users enter the library they encounter a friendly space. It is recommended that there be a different colored carpet for the story-time area in order to distinguish it from the sections of the library for the older students. <br />The area for younger students has been designed so that the students can easily move from sitting at the story-time carpeted area to working on activities at the tables and then to the collection that is situated beside the tables. There are also many larger tables in the section for older students for reading and group work. It is recommended that the library uses collapsible tables to ensure that the space at the center of the library be flexible in case large groups of people need to meet. Comfortable chairs and benches have been placed in quieter areas of the library for individual reading. <br />Space for library staff<br />It is important that the library staff has their own designated space to work on library projects (e.g. creating programming, cataloguing books). It is recommended that the space between the entrance and the bathrooms be used as the staff area. It can also be used as a storage area for supplies and materials that the librarian does not want to circulate in the library such as audio visual material. The librarian’s desk that comes out from the wall next to the entrance creates the illusion of a closed in space so that the students understand that it is for staff only. It is also important that the librarian’s desk is near the entrance so that the librarian is visible to the users as soon as they enter the library.<br />Library Floor Plans<br />
-861060919480Library Collection Layout
Library Space Mock-ups<br />
Overview of the library
Art display and librarian work space
Story time and audio visual area
Book display and computer terminals
Shelving Recommendations<br />In this document we recommend the types of shelves the library may want to build/acquire. The number of each type of shelf required to house approximately 5300 books is listed. These recommendations will allow room for expansion in the future. <br />
Tall Shelves x 10 - Approximate capacity = 2000 Young Adult books
Short Shelves x 16 - Approximate capacity = 3200 Children´s books
Display Shelves x 2 - Approximate capacity = 24 Books
Rotating Shelves x 2 - Approximate capacity = 150 Books
*10096548895The illustration above is not to scale. <br />* Legend: x2, x4, x6 = Number of shelves that can be placed in the area<br />30338371000567-130782769979Each individual shelf will be 3 feet wide, 9 inches deep, and of varied height. They are based on the shelves currently holding the library collection in the clinic/library/offices at Asturias.<br />Tall Shelf Specifications: <br />The Tall Shelves are Identical to the shelves currently holding the collection in Steve's office. They will be used to hold the adult collection in the back of the library. <br />Approximate Capacity (allowing space): 200 young adult books per shelf or 400 children´s books per shelf.<br />Number Suggested: 10 <br />Total Tall Shelf Capacity = 2000 young adult books<br /> Specs: <br />
36 “ wide
Five 12” rows each.
9 ½ “ deep
With the first row 9” off the ground
Short Shelf Specifications:<br />14859086296531445201188720The Short Shelves are based on the shelves currently holding the collection in Steve’s office, but with only 3 rows per shelf. They will be used below the low-level windows and to hold the children´s collection. <br />Approximate Capacity (allowing space) : 200 children´s books per shelf<br />Number Suggested: 16<br />Total Tall Shelf Capacity = 3200 children´s books<br /> Specs: <br />
36 “ wide
Three 12” rows per shelf.
9 ½ “ deep
With the first row 9” off the ground
Display Shelf Specifications:<br />1005840100965The Display Shelves will be used to display books that are being specifically promoted by the library. They will be used below window at the front entrance to the library. <br /> Approximate Capacity : 12 books per shelf<br />Number of Shelves Suggested: 2<br />Total Tall Shelf Capacity = 24 books<br /> Specs: <br />
36 “ wide
Three 12” rows per shelf.
9 ½ “ deep
1009650452120With the first row starting at ground level
Rotating Shelves:<br />Rotating shelves can be used for paperbacks and small books. These shelving units may be used for displays as well. <br />These units facilitate and encourage browsing. <br /> <br />220345195580<br />Programming <br />These recommendations for programming indicate the age groups they are appropriate for, the time commitment required and materials needed.<br />
Age GroupTime CommitmentIdeaDescription & Materials NeededAll AgesOngoingSuggestion BoxBox located in the library, near the librarian’s desk. Students can submit suggestions for books they would like to have included in the collection that are not already there. Other suggestions could be accepted as well.Approx. pre k – grade 320-30 minutesStory TimeUse story time space and have animator come in to read books (short picture books). The books can be chosen according to themes, and a related craft project could accompany the story time.Approx. grades 4-620-30 minutesStory TimeWorking through a novel (read a chapter per session) or short stories. Students could take turns reading paragraph by paragraph. Older students may be more comfortable using the table space in the library.Pre k – grade 330 minutes once a weekOR1 hour every 2 weeksLibrary time as class time or class activityLibrary Etiquette to introduce over time:Where the books goHow to hold themHow to turn pagesClean hands in the libraryWhere to find the story booksWhere to put books when finished reading themLayout of the libraryGrades 4-6 30 minutes once a weekOR1 hour every 2 weeksLibrary time as class time or class activityLibrary Etiquette to introduce:Sign into the library for statsHow to sign out books for the day – fill out sign out bookConsequences if the book comes back damagedLibrary activities:Finding books surrounding the themesSimple searches in the catalogueHow to use reference materialsSolo readingGrades 7-1230 minutes once a weekOR1 hour every 2 weeksLibrary time as class time or class activityTeens can decide how they best want to use the library space. Some might want to study, do homework, read or just hang out in the space.How to use the library for research:How to use the reference materialsMore advanced searching techniquesOnline sourcesFinding books to read for pleasureSolo readingAll agesChanges monthlyIncorporating themesFinding information on themes outside the library and bringing it in (print outs or magazine articles). The information can be saved in folders/binders and saved for future reference. Display areas can be used to feature information on the monthly themes. Try to include information appropriate for all ages. Displays can incorporate books, articles, print outs from the internet, newspaper articles, etc.Community + pre k – grade 61-2 hours, monthly?Family reading activityParents or family members come with students to the library to read together. Students can show books that they have been reading at school.All agesAs appropriate: 10 minutes – 1 hourStudent volunteersStudents who are interested can sign up to help with library work. ShelvingShelf readingPicking up books around the libraryBook processingBasic cataloguingPairs of older and younger students.After school?Peer TutoringOlder students tutor younger students with homework assignments or specific subjects.All agesOngoingReading ClubThe reading club can be involved in producing book reviews and link them with the school newspaper, or have them on display in the library.
Collection Development Policy<br />1. Library Mandate<br />The Miguel Angel Asturias Academy’s goal is to reform Guatemala’s educational system. By employing a teaching philosophy based on Paolo Freire’s Pedagogy of the Oppressed, they aim to develop not only their students’ intellectual abilities but also their leadership skills; they also aim to raise awareness of social justice issues such as sexism and racism. The Academy is accessible to impoverished and marginalized students via scholarship programs.<br />The school library will support the Academy’s mandate by providing literature, non-fiction books, reference materials, educational materials, and audio-visual materials that are in line with the Academy’s vision of social justice in Guatemala and that meet the needs of the library’s users. The library serves students from preschool to grade 12 as well as the local community.<br />Because the majority of Xela community members and the Academy’s students speak Spanish natively, the library will emphasize the acquisition of Spanish-language materials. The library will also include special collections with K’iche’- and English-language materials for educational purposes. <br />The Academy library will support and defend intellectual freedom, in accordance with the International Federation of Library Associations and Institutions (IFLA) policy on intellectual freedom, as defined in the United Nations Universal Declaration of Human Rights, and its“[call] upon libraries and library staff to adhere to the principles of intellectual freedom, uninhibited access to information and freedom of expression and to recognize the privacy of library user” (IFLA, 1999).<br />2. Subject Areas and Formats<br />The collection will be divided into the following five sections: fiction, non-fiction, reference and educational materials (e.g. dictionaries, encyclopedias, atlases, almanacs, and textbooks), the K’iche’ collection, and the English collection. <br />In order to support the school focus on social justice and anti-oppression for Mayan peoples, the library will focus on collecting materials about Guatemala and materials with Guatemalan authors or creators. These materials will be marked with a sticker that says ‘G’.<br />The formats collected will include but not be limited to print, audiovisual, and electronic formats as permitted by budget restrictions and available technology. As demand for technology such as computers, DVD players, and CD players increases, the library will add more audiovisual and electronic format items to its collections. <br />Furthermore, the technology required to use audiovisual and electronic materials will be supplied by the library in order to ensure access for all users. For example, if the library collection includes DVDs, the library will supply a television set and DVD player with headphones for viewing the DVDs.<br />3. Levels and Languages<br />Because the library serves students from preschool to grade 12 as well as the local community, all sections will include materials appropriate for children and young adults aged 4 to 18 and adults 18+.<br />The main collection will be composed of Spanish-language materials. There will be two special collections: the K’iche’ collection and the English collection. <br />4. Collection Responsibility<br />The librarian has the primary responsibility of selection within the aegis of the Library Board. The Library Board will be composed of the librarian, two teachers, the Academy’s Director, and the Director of Development. The Library Board is responsible for selection, approval of budgets, deselection (removal of books), and complaints processes; however, the librarian is responsible for implementing these processes. In case of complaints or concerns the Library Board will meet to seek resolution. <br />Requests and suggestions for materials from students, community members, and staff are welcomed. All requests and suggestions will be evaluated using the same selection criteria for other purchases. <br />The collection development policy will be reevaluated by the Library Board every two years to ensure accuracy and consistency in meeting the needs of the Academy and its users.<br />5. Selection Criteria<br />When considering the selection of materials, regardless of format, the librarian must consider the general guidelines and principles enumerated below. These principles are adapted from the Collection Development Policies of the Barrie Public Library (2009, 4), Trafalgar School Resource Centre (2002, 3), and the Brockville Library’s Children’s Services Department (n.d., 2).<br />
Suitability for meeting needs and interests of students and faculty.
Literary or artistic merit and originality of thought or expression.
Accuracy and currency of the work in relation to similar titles, as well as authorial expertise in the field or subject.
Budgetary and/or space concerns.
The physical form or format of the material and its durability and suitability for library use.
Popular demand and interest within the community, as determined by suggestions for acquisition by members of the school community and the public at large.
The relation of the item to others in the collection, with consideration of the ease of integration and the possibility of repetition or redundancy.
Authorial prominence or renown.
Significance or accolades of work, including positive reviews, literary awards, and a large readership.
Avoidance of biases in regards to politics, religion, or morality, as well as the representation of individuals or groups.
Development of the K’iche’ collection.
Emphasizing materials written by Guatemalan authors or pertaining specifically to Guatemala.
Emphasizing the acquisition of materials that fit into the Academy’s ten monthly themes: Educación, Puliculturalidad, Género, Medio Ambiente, Derechos Humanos, Salúd, Familia, Independencia, Politica y Corrupción, y Economía.
The collection will grow through a combination of purchasing and donation. The librarian will be responsible for staying abreast of publishing contacts through monitoring of book fairs, publisher products, and contact with specific vendors and wholesalers. <br />The following are examples of publishers and vendors that could be helpful for purchasing: <br />6. Gifts & Donations<br />The selection criteria for donated materials will be the same as that of purchased materials. The library reserves the right to accept or reject materials on the basis of those criteria. Those items which are not selected for integration into the collection will be offered to other libraries, sold, discarded, or returned to the donor upon request. The proceeds from any sales will be used for the acquisition of new titles or the maintenance of the collection or the facility. All accepted materials will be catalogued, classified, and disseminated at the discretion of the library. No condition may be imposed by the donor in relation to any accepted item, either before or after its acceptance. <br />7. Evaluation & Deselection<br />To ensure the currency and quality of the collection, evaluation and maintenance will be continuous, following a method that allows for the “routine remov[al] [of] outdated and unused materials from the collection while also learning where the collection has gaps or needs new items” (Larson, 2008, 11). This ongoing process will be aided with an inventory performed every 2-5 years. <br />Those materials which are found to outdated or damaged beyond repair will be withdrawn from the collection. Whenever possible, damaged materials will be repaired rather than replaced. Replacement of a withdrawn title will depend upon user demand, the availability of more current materials, as well as budgetary and space constraints. In deciding whether or not to deselect items, if all other considerations are equal, then priority will go first to K’iche’-language materials and then to Spanish-language materials due to the greater difficulty and cost associated with acquiring these items. <br />8. Discards<br />Those items which have been withdrawn from the collection due to age or damage may be disposed of through sale, dissemination to members of the community, or recycled or otherwise discarded as the library sees fit. Those items whose content is found to oppose the mandate of the Miguel Angel Asturias Academy will be recycled or disposed of rather than disseminated to members of the community. <br />9. Censorship<br />The library will oppose censorship in all of its forms. The library supports IFLA in its assertion that “[l]ibraries contribute to the development and maintenance of intellectual freedom and help to safeguard basic democratic values and universal civil rights,” and therefore “have a responsibility both to guarantee and to facilitate access to expressions of knowledge and intellectual activity” (1999). <br />10. Complaints<br />Any individual wishing to file a complaint concerning a particular library item must follow formal complaint procedures; namely, they must complete a form requesting the review of library materials or complete a brief interview with the school librarian. The complaint will then be given to the Library Board, who will review both the complaint and the item in question before informing both the library and the individual of their decision. <br />In accordance with the library’s selection criteria, an item shall not be excluded from the library on the basis of controversial content (including but not limited to coarse language), race, religion, ethnicity, nationality, or the political views of an author. Furthermore, the content rather than the format of the material will be the basis for inclusion or exclusion from the collection.<br />REFERENCES<br />Barrie Public Library. (2009). Collection development policy. Retrieved from <br />http://www.library.barrie.on.ca/about/pdf/policies/collection.pdf <br />Brockville Public Library. (n.d.). Children’s services collection development policy. <br />Retrieved from http://www.brockvillelibrary.ca/childrens-collection-policy.pdf <br />International Federation of Library Associations and Institutions. (1999). IFLA statement <br />on libraries and intellectual freedom. Retrieved from <br />http://archive.ifla.org/faife/policy/iflastat/iflastat.htm <br />Larson, J. (2008). CREW: A weeding manual for modern libraries. Austin, TX: Texas <br />State Library and Archives Commission. Retrieved from <br />http://www.tsl.state.tx.us/ld/pubs/crew/crewmethod08.pdf<br />Miguel Angel Asturias Academy. (2008). Miguel Angel Asturias Academy. Retrieved <br />from http://www.asturiasacademy.org<br />Trafalgar Castle School. (2002). Collection development policy. Retrieved from <br />http://www.cla.ca/slip/cdpolicy.pdf<br />Cataloguing Practices <br />Contained are the rules for catologuing fiction and non-fiction library resources. The rules will allow for the classification of all formats including: picture books, poetry, narrative stories, comics, audio-visual materials, maps etc. Each resource will be classified with a unique call number. The call number will be different for fiction and non-fiction resources.<br />Young Adult Resources<br />The call number for Young Adult resources for both fiction and non-fiction will specify the age group. Each call number will start with a letter denoting the age group. There are four age groups; each age group is differentiated by the use of letters:<br />
I1 - Age 7 and younger (Books with many pictures and Little text)
I2 – Between the ages of 8 and 10 (Books with equal parts pictures and text)
I3 – Between the ages of 10 and 13 (Books with mostly text)
JN – Age 13 and up
Fiction<br />The call number for fiction resources consists of a letter denoting the type of literature; the first three letters of the author´s last name; and the first three letters of the title. <br />Resource Type - Fiction resource are made-up of four main types: narratives; poetry; theater; short stories and comics. The call number will specify the type of resource. Each type corresponds to a letter: <br />
N - Narratives
P - Poetry
T - Theater
C - Short Stories and Comics.
Name of Author – Use the last three letters of the authors name. <br />Be aware of unique circumstances such as a book with an author that has more than one name, more than one author, or has an editorial group for an author. These are only a few examples of unique circumstances; there are many situations that might arise. To answer any classification questions refer to Guia practica para el desarrollo y dinamización de la Biblioteca Escolar en Secundaria.<br />Title – Use the last three letters of the title. <br />If the title starts with an article such as Los or El do not include the article in the call number. Use the first three letters of the title as it exists without the article.<br />If the title starts with a number do not use numberical values in the call number. Instead, spell the number out and use the first three letters in the call number. <br />I1NVIDratExample: For the fiction picture book intended for 7 years and younger “La Ratoncita que Buscaba Mariodo” by Francine Vidal and Martine Bourre the call number would be:<br /> <br />CRIVdieExample: For a collection of short stories by Latino-American Women writers titled “17 Narradoras LatioAmericanas” edited by Carmen Rivera Izcoa the call number would be:<br />Questions - To answer any additional classification questions regarding refer to “Como organizar una Biblioteca Escolar” or Chapter 7 in “Guia practica para el desarrollo y dinamización de la Biblioteca Escolar en Secundaria”.<br />Non-Fiction<br />The call number for non-fiction resources consists of the first three numbers from the Dewey Decimal classification; the first three letters of the authors last name; and the first three letters of the resource’s title.<br />Dewey Decimal Number - Non-fiction resources are classified using the Dewey Decimal System (La Classification Decimal fue elaborada por Dewey). The Dewey Decimal System consists of ten principle categories, from 0 to 9. <br />
0. = Obras generales (diccionarios y enciclopdias)
1. = Filosofia
2. = Religion
3. = Ciencias Sociales
4. = Lenguaje y Lingüística
5. = Ciencias exactas y naturales
6. = Ciencias aplicadas
7. = Arte, Musica, Juegos, Deportes, Espectaculos
8. = Literatura
9. = Geografia, Biografias, Historia
These ten principle categories can be further divided into other subclasses. Dewey Decimal numbers can be quite long; to allow for efficiency only the first three numbers will be used in the call number. Most Dewey numbers can be located on Library Thing.<br />I2599HAToweExample: The call number for the non-fiction book La Verdadera historia de una Amistad Increible would be:<br />Multimedia Items<br />For multimedia materials (including all library resources that are not books) the call number can specify the type of resource by indicating type at the end of the call number. The following are suggested abbreviations for various formats: <br />
Cassette - CASS
DVD - DVD
CD - CD
Maps or charts - MAP
I1PJORbilCASSExample: The call number for English-Spanish Bilingual Songs by Sara Jordan Vol. 1 on cassette would be:<br />Multiple Copies<br />If there are multiple copies of a resource specify the copy number at the end of the call number. Copy number can be denoted by C1; C2 and so forth.<br />Further Help With Catologuing<br />
Gobierno de Navarra, Departamento de Educacion y Cultura. “Como organizar una biblioteca escolar: aspectos técnicos y pedaagogicos”. Centro de Documentacion del Servicio de Renovacion Pedagogica.
Yaguez, Elena. (2005). “Guia practica para el desarrollo y dinamización de la biblioteca escolar en secundaria”. Centro de Investigacion y Documentacion Educative (CIDE).
LibraryThing Cataloguing Software<br />Instructions and Guidelines:<br />To Sign in<br />Go to http://www.librarything.es/<br />Name: Asturias<br />Password: biblioteca<br />To Add books<br />Once signed-in go to the Anadir libros tab.<br />Find the book:<br />Under Buscar, type in: ISBN (back of front cover/page) or the title, author.<br />center0A list of books will appear on the right side, click on the title wanted.<br />The book is automatically entered in your library.<br />If a book is not found, you can change the library source:<br />Select another library under Donde buscar?<br />Or search for more libraries using the link “elige de entre 690 otras fuentes en todo el mundo”.<br />Wishlist<br />If the book you added is one you do not have but want, you should change the collection in which it is listed (ie tu biblioteca, lista de deseos).<br />Go to Editar libro.<br />Next to Coleccions; Click on mostrar todos.<br />Uncheck Tu biblioteca.<br />Check Lista de deseos.<br />Click on Guardar.<br />Once you recieve the book, change the collection in which it is back to tu biblioteca.<br />To Edit books<br />Select the pencil icon (editar el libro)<br />You can:<br />Edit the title and author name as needed.<br />Add Etiquetas on what the book is about, these can be in any language (Spanish, Ki'che, English).<br />Select the other approriate collections as well as the Tu biblioteca collection.<br />Add other authors if needed.<br />Change the primary language if needed.<br />View the Dewey Classification number for non-fiction.<br />In comentarios: add the call number.<br />Add the Fecha de adquisicion.<br />Make sure you left click on Guardar at the end.<br />You can also change the book cover image.<br />When editing the book information select Cambiar portada on the left side of the screen.<br />Scroll down and select one of the images provided by Library Thing.<br />If there are no covers in Library Thing you can find one online, save it on your computer and upload it in librarything using the Carga desde tu ordenador option.<br />To delete book records<br />Select the red x mark at the end of the row of the book you want to delete.<br />To Search books<br />Go to the Tus libros tab.<br />You have 2 options<br />Type a keword (title, author, subject, other) in the search box on the right side of the screen.<br />Click on the Etiquetas button. This allows you to see all the subjects that have been added to the books, and you can choose books according to topic.<br />To Change the display options<br />There are five predefined display options: A, B, C, D, and E.<br />You can modify what information you want to be display by clicking on the cog wheel icon next to the display options.<br />To Change the Order of the books<br />To change the order in which the books are dislpayed:<br />Select the up/down arrow icon (right of the display options).<br />To Export the book records <br />A good tool to use for inventory.<br />Go to the Mas tab.<br />Scroll down: Exportar is on the right side of the page.<br />Select Exportar como CSV.<br />Select the format wanted (ie excel).<br />Let the public view your library books<br />You can set up the library computers so that the kids can search for books online.<br />Type in the URL: http://www.librarything.es/catalog/Asturias/tubiblioteca<br />People will be able to search by keywords or browse using the Etiquetas option, but will not be able to modify the book information.<br />* The “public view” URL can be added as a direct link from the Asturias website. <br />Circulation<br />When books are able to be removed from the library, information will need to be gathered to keep track of the materials. A excel document or notebook can be used to keep track of materials that have been checked out. <br />
DateNameGradeItems (Title & Author)Due DateItem Returned?26/04/2010Luiz4La Luz que regresa y otras historias/ Salvador ElizondoEl Futbol/Larousse03/05/2010√
Acknowledgements <br />McGill’s Librarians Without Borders would like to acknowledge all of the staff at Miguel Angel Asturias Academy who believe in the value of a the library project.<br />