Picture books are the least browsable part of a children’s library collection. What can libraries do to provide easier access to princess, dinosaur, car or other high interest books for children ? At the 2012 Illinois Library Association Conference, a panel of children’s librarians and catalogers discussed a recent trend of creating browsable, patron friendly picture book collections. Topics included process, challenges, and successes.
The document discusses the implementation of a new categorization system for children's books at the G.E. Bleskacek Memorial Library in Bloomer, WI. The librarian Kathleen Larson organized the children's books by topic rather than reading level, placing books on similar subjects together. Feedback from patrons showed the new system was easier to use and helped children find books they may have otherwise missed. Circulation statistics increased 34% for the reorganized materials while increasing only 2% for other children's sections, indicating the positive impact of the new categorization approach.
The Darien Library reorganized its Children's Library in 2009 based on a user experience survey. The new organization arranged collections intuitively for browsers and seekers, with picture books sorted by subject into color-coded sections like Celebrations, Concepts, and Nature. This empowered both children and adults to find materials independently. The reorganization increased children's circulation by over 50% and boosted their collections to over 40% of total library circulation.
Similar to previous presentations about how Darien Library reorganized our picture book collection by subject and color coded them to make them more accessible and browseable.
This document discusses the structure and syntax of Library of Congress Subject Headings (LCSH). It describes the different types of main headings, including topical, form/genre, names, and subdivisions. It explains how subdivisions are used to narrow the scope of headings and bring out specific aspects. The document also covers the different types of references and functions of inverted headings, qualifiers, and the order of subdivisions.
Subject analysis involves determining what an item is about conceptually and translating that analysis into subject headings from a controlled vocabulary. Key aspects of subject analysis include:
1) Objectively analyzing the content of an item by examining elements like the title, table of contents, and illustrations to identify topics, names, time periods, and other concepts.
2) Distinguishing between the subject of an item (what it is about) and its form or genre.
3) Translating identified keywords and concepts into the preferred terms from a controlled vocabulary to allow for multiple access points and relationships between terms. Controlled vocabularies help compensate for complexity in language.
Authority control involves maintaining consistent headings across catalog records to aid users in locating information. It establishes a controlled vocabulary through authority records which identify authorized headings and include references from related terms. Maintaining authority control requires investigating names, subjects, and titles to select authorized headings and add appropriate references. Authority records are linked to bibliographic records to ensure consistent access points. Ongoing maintenance is needed to update authority files as names, series, and subjects change over time.
Subject analysis: What's it all about, Alfie?Johan Koren
This document provides an overview of subject analysis and subject headings in library cataloging. It discusses what subject analysis is, why it is important for information retrieval, and some of the key considerations in determining subject headings. Specifically:
1) Subject analysis examines bibliographic items to determine the most specific subject headings that describe their content, to serve as access points for subject searching.
2) Assigning accurate subject headings is crucial for allowing users to find relevant information. It requires analyzing the aboutness or topics addressed by a work.
3) Determining subject headings involves cataloger judgment and balancing specificity with consistency. Standardized subject heading lists help provide consistency, but catalogers must sometimes create new headings.
This document discusses the process of weeding, or removing outdated materials, from a library collection. It addresses why weeding is important, including making space for new resources and ensuring reliable information. It outlines obstacles to weeding like staff resistance. It provides criteria for determining what to weed, both subjectively based on condition and objectively based on age and circulation. Guidelines called MUSTY and CREW are referenced. Considerations for what not to weed and the de-accession process are presented.
The document discusses the implementation of a new categorization system for children's books at the G.E. Bleskacek Memorial Library in Bloomer, WI. The librarian Kathleen Larson organized the children's books by topic rather than reading level, placing books on similar subjects together. Feedback from patrons showed the new system was easier to use and helped children find books they may have otherwise missed. Circulation statistics increased 34% for the reorganized materials while increasing only 2% for other children's sections, indicating the positive impact of the new categorization approach.
The Darien Library reorganized its Children's Library in 2009 based on a user experience survey. The new organization arranged collections intuitively for browsers and seekers, with picture books sorted by subject into color-coded sections like Celebrations, Concepts, and Nature. This empowered both children and adults to find materials independently. The reorganization increased children's circulation by over 50% and boosted their collections to over 40% of total library circulation.
Similar to previous presentations about how Darien Library reorganized our picture book collection by subject and color coded them to make them more accessible and browseable.
This document discusses the structure and syntax of Library of Congress Subject Headings (LCSH). It describes the different types of main headings, including topical, form/genre, names, and subdivisions. It explains how subdivisions are used to narrow the scope of headings and bring out specific aspects. The document also covers the different types of references and functions of inverted headings, qualifiers, and the order of subdivisions.
Subject analysis involves determining what an item is about conceptually and translating that analysis into subject headings from a controlled vocabulary. Key aspects of subject analysis include:
1) Objectively analyzing the content of an item by examining elements like the title, table of contents, and illustrations to identify topics, names, time periods, and other concepts.
2) Distinguishing between the subject of an item (what it is about) and its form or genre.
3) Translating identified keywords and concepts into the preferred terms from a controlled vocabulary to allow for multiple access points and relationships between terms. Controlled vocabularies help compensate for complexity in language.
Authority control involves maintaining consistent headings across catalog records to aid users in locating information. It establishes a controlled vocabulary through authority records which identify authorized headings and include references from related terms. Maintaining authority control requires investigating names, subjects, and titles to select authorized headings and add appropriate references. Authority records are linked to bibliographic records to ensure consistent access points. Ongoing maintenance is needed to update authority files as names, series, and subjects change over time.
Subject analysis: What's it all about, Alfie?Johan Koren
This document provides an overview of subject analysis and subject headings in library cataloging. It discusses what subject analysis is, why it is important for information retrieval, and some of the key considerations in determining subject headings. Specifically:
1) Subject analysis examines bibliographic items to determine the most specific subject headings that describe their content, to serve as access points for subject searching.
2) Assigning accurate subject headings is crucial for allowing users to find relevant information. It requires analyzing the aboutness or topics addressed by a work.
3) Determining subject headings involves cataloger judgment and balancing specificity with consistency. Standardized subject heading lists help provide consistency, but catalogers must sometimes create new headings.
This document discusses the process of weeding, or removing outdated materials, from a library collection. It addresses why weeding is important, including making space for new resources and ensuring reliable information. It outlines obstacles to weeding like staff resistance. It provides criteria for determining what to weed, both subjectively based on condition and objectively based on age and circulation. Guidelines called MUSTY and CREW are referenced. Considerations for what not to weed and the de-accession process are presented.
Beyond MARC: BIBFRAME and the Future of Bibliographic DataEmily Nimsakont
The Bibliographic Framework Initiative, or BIBFRAME, is intended to provide a replacement to the MARC format as an encoding standard for library catalogs. Its aim is to move library data into a Linked Data format, allowing it to interact with other data on the Web. In this session, Emily Nimsakont, the NLC’s Cataloging Librarian, will cover the basics of BIBFRAME, describe what it can provide for users of library catalogs that MARC can’t, and outline what librarians should be aware of regarding this change in the cataloging landscape.
Resource Description and Access (RDA), the cataloging standard developed to replace AACR2, will be released in June 2010, and a period of testing and evaluation of the new rules will begin. Join Emily Nimsakont, the NLC’s Cataloging Librarian, to learn the basics of RDA. Topics of discussion will include the goals and basic concepts of RDA, ways in which the new rules will differ from the current rules, and changes to MARC format related to RDA.
As imagined by Dewey when he thought of the system. The resource is a slide deck on slideshare.net which can be downloaded as a Powerpoint presentation. Original from: * http://mte.anacortes.k12.wa.us/library/dewey/deweystory.htm
The document summarizes the Dewey Decimal System, which was created by Melvil Dewey in 1873 to classify nonfiction books in libraries. Dewey envisioned a Caveman asking questions to come up with the main categories. The system divides knowledge into 10 broad classes, which are further divided into 10 decimal categories each. It has become the most widely used library organization system worldwide.
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
This document discusses reasons why weeding library collections can be difficult and provides tips for overcoming obstacles to effective weeding. It notes that regular weeding is important for improving library appeal, saving space and staff/patron time, and updating collections. However, weeding is challenging due to objections like "there's no such thing as a bad book" or concerns that items might still be useful. The document provides statistics showing that few requested items are actually weeded and outlines the CREW method for systematic weeding reviews. It offers advice for weeding different sections and emphasizes making weeding an ongoing process.
Text features such as tables of contents, indexes, glossaries, titles, subheadings, bold/italic text, photographs, captions, textboxes, maps, diagrams, tables, and timelines help readers understand nonfiction texts. These features provide definitions, organize information, highlight key points, and present visual aids to supplement the written text. Understanding how to use text features helps readers locate, comprehend, and retain important details and concepts.
This document discusses standards related to archival description, including EAD, DACS, and MARC. It provides an overview of each standard and their purposes. EAD is an XML standard for encoding finding aids to display them online. DACS is a content standard that does not prescribe structure, leaving that to EAD. MARC was originally created for libraries but has been adapted for archival use through standards like APPM and ACM to represent archival materials and collections.
Melvil Dewey created the Dewey Decimal Classification system when he was 21 years old to bring order to the massive amount of world knowledge. The system divides all knowledge into 10 main categories, each represented by three numbers. These categories include general works, philosophy, religion, social sciences, language, science, technology, arts, literature, and history. The Dewey Decimal call number can be found on the spine of each book and helps library patrons easily locate materials on the shelves.
The document discusses different types of taxonomies and controlled vocabularies including their definitions, purposes, and benefits. It describes term lists, synonym rings, authority files, hierarchical taxonomies, thesauri, and ontologies. The key purposes are to help people find information using different terms, retrieve relevant concepts rather than just words, and organize information into logical hierarchies or relationships to aid searching and browsing. Solo information professionals are common accidental taxonomists.
Melvil Dewey developed the Dewey Decimal Classification system in the late 19th century to organize library collections. He envisioned how a primitive man might think about and categorize the world, and used those questions to develop the main classifications. The system is now used worldwide to organize libraries into 10 broad subject categories addressing questions like who I am, how I understand nature, and how I can pass knowledge to future generations.
The document provides instructions for using the ZU OPAC catalog to search for and access materials in the Zayed University library. It explains how to perform basic and advanced searches, view search results, access item detail pages, save items to lists or carts, place holds, and access e-books. The document also describes logging into a personal OPAC account to view checkouts, lists, and contact details.
basis of infromation retrival part 1 retrival toolsSaroj Suwal
This document discusses various tools for retrieving literature, including catalogs, indexes, registers, and online databases. It describes the purpose and format of each tool. Catalogs provide access to collections and contain descriptive metadata. Indexes arrange information alphabetically and by subject but do not provide location details. Registers function like catalogs for museum collections. Bibliographic databases contain searchable references to published works. Secondary publications abstract and index primary documents to help users find relevant information.
The document discusses the Dewey Decimal System, which was invented by Melvil Dewey to categorize books into 10 main subject groups represented by 3-digit numbers. It explains the general categories including 000s for general works, 100s for philosophy, 200s for religion, and so on up to 900s for history and geography. Nonfiction books are organized on shelves first by their Dewey Decimal number, which helps readers find books on the same subject near each other.
This is an overview of the fundamentals of Resource Description and Access (RDA) for catalogers and non-catalogers presented by Linh Uong and Jolanta Radzik at the 23rd Annual COMO 2011 Conference in Athens, GA.
The document provides an overview of the Dewey Decimal Classification system (DDC). It discusses how the DDC is the most widely used library classification system, used in over 200,000 libraries worldwide. It is owned and published by OCLC. The document outlines some key aspects of the DDC, including its hierarchical structure that divides subjects from general to specific, and how it organizes knowledge into classes and uses a call number system.
Parts of a book power point for studentsmillieburch
This document defines and describes the key parts of a book, including the title, author, illustrator, cover, call number, spine, title page, table of contents, glossary, index page, headings, and diagrams. It provides details on what information each part contains and its purpose within the book.
I Want a Truck Book - Metis Presentationbalaskaplan
The document describes how a library transformed its collection and organization to be more flexible, child-friendly, and intuitive for young readers. It implemented a simplified coding system with main categories organized alphabetically and visual cues like images on book spines. The goal was to make exploring and choosing books more like sandbox play to spark curiosity and joy of learning in kids.
This document provides instructions for finding course reserve materials using the library catalog. It explains that professors can request books and other items be placed on reserve for their classes. To find reserves, users search the catalog by instructor, department, or course number. Search results show reserve items and their locations. Items are kept in the reserves room, organized by course, and labeled with relevant information. Materials circulate for set loan periods and may be renewed unless requested by another student. Staff can help with any reserve issues or questions.
Beyond MARC: BIBFRAME and the Future of Bibliographic DataEmily Nimsakont
The Bibliographic Framework Initiative, or BIBFRAME, is intended to provide a replacement to the MARC format as an encoding standard for library catalogs. Its aim is to move library data into a Linked Data format, allowing it to interact with other data on the Web. In this session, Emily Nimsakont, the NLC’s Cataloging Librarian, will cover the basics of BIBFRAME, describe what it can provide for users of library catalogs that MARC can’t, and outline what librarians should be aware of regarding this change in the cataloging landscape.
Resource Description and Access (RDA), the cataloging standard developed to replace AACR2, will be released in June 2010, and a period of testing and evaluation of the new rules will begin. Join Emily Nimsakont, the NLC’s Cataloging Librarian, to learn the basics of RDA. Topics of discussion will include the goals and basic concepts of RDA, ways in which the new rules will differ from the current rules, and changes to MARC format related to RDA.
As imagined by Dewey when he thought of the system. The resource is a slide deck on slideshare.net which can be downloaded as a Powerpoint presentation. Original from: * http://mte.anacortes.k12.wa.us/library/dewey/deweystory.htm
The document summarizes the Dewey Decimal System, which was created by Melvil Dewey in 1873 to classify nonfiction books in libraries. Dewey envisioned a Caveman asking questions to come up with the main categories. The system divides knowledge into 10 broad classes, which are further divided into 10 decimal categories each. It has become the most widely used library organization system worldwide.
presentation on "CATALOGUING" during Training workshop in library science for staff of muktangan school libraries organised by muktangan school teacher reference library, mumbai on 15th November 2010
This document discusses reasons why weeding library collections can be difficult and provides tips for overcoming obstacles to effective weeding. It notes that regular weeding is important for improving library appeal, saving space and staff/patron time, and updating collections. However, weeding is challenging due to objections like "there's no such thing as a bad book" or concerns that items might still be useful. The document provides statistics showing that few requested items are actually weeded and outlines the CREW method for systematic weeding reviews. It offers advice for weeding different sections and emphasizes making weeding an ongoing process.
Text features such as tables of contents, indexes, glossaries, titles, subheadings, bold/italic text, photographs, captions, textboxes, maps, diagrams, tables, and timelines help readers understand nonfiction texts. These features provide definitions, organize information, highlight key points, and present visual aids to supplement the written text. Understanding how to use text features helps readers locate, comprehend, and retain important details and concepts.
This document discusses standards related to archival description, including EAD, DACS, and MARC. It provides an overview of each standard and their purposes. EAD is an XML standard for encoding finding aids to display them online. DACS is a content standard that does not prescribe structure, leaving that to EAD. MARC was originally created for libraries but has been adapted for archival use through standards like APPM and ACM to represent archival materials and collections.
Melvil Dewey created the Dewey Decimal Classification system when he was 21 years old to bring order to the massive amount of world knowledge. The system divides all knowledge into 10 main categories, each represented by three numbers. These categories include general works, philosophy, religion, social sciences, language, science, technology, arts, literature, and history. The Dewey Decimal call number can be found on the spine of each book and helps library patrons easily locate materials on the shelves.
The document discusses different types of taxonomies and controlled vocabularies including their definitions, purposes, and benefits. It describes term lists, synonym rings, authority files, hierarchical taxonomies, thesauri, and ontologies. The key purposes are to help people find information using different terms, retrieve relevant concepts rather than just words, and organize information into logical hierarchies or relationships to aid searching and browsing. Solo information professionals are common accidental taxonomists.
Melvil Dewey developed the Dewey Decimal Classification system in the late 19th century to organize library collections. He envisioned how a primitive man might think about and categorize the world, and used those questions to develop the main classifications. The system is now used worldwide to organize libraries into 10 broad subject categories addressing questions like who I am, how I understand nature, and how I can pass knowledge to future generations.
The document provides instructions for using the ZU OPAC catalog to search for and access materials in the Zayed University library. It explains how to perform basic and advanced searches, view search results, access item detail pages, save items to lists or carts, place holds, and access e-books. The document also describes logging into a personal OPAC account to view checkouts, lists, and contact details.
basis of infromation retrival part 1 retrival toolsSaroj Suwal
This document discusses various tools for retrieving literature, including catalogs, indexes, registers, and online databases. It describes the purpose and format of each tool. Catalogs provide access to collections and contain descriptive metadata. Indexes arrange information alphabetically and by subject but do not provide location details. Registers function like catalogs for museum collections. Bibliographic databases contain searchable references to published works. Secondary publications abstract and index primary documents to help users find relevant information.
The document discusses the Dewey Decimal System, which was invented by Melvil Dewey to categorize books into 10 main subject groups represented by 3-digit numbers. It explains the general categories including 000s for general works, 100s for philosophy, 200s for religion, and so on up to 900s for history and geography. Nonfiction books are organized on shelves first by their Dewey Decimal number, which helps readers find books on the same subject near each other.
This is an overview of the fundamentals of Resource Description and Access (RDA) for catalogers and non-catalogers presented by Linh Uong and Jolanta Radzik at the 23rd Annual COMO 2011 Conference in Athens, GA.
The document provides an overview of the Dewey Decimal Classification system (DDC). It discusses how the DDC is the most widely used library classification system, used in over 200,000 libraries worldwide. It is owned and published by OCLC. The document outlines some key aspects of the DDC, including its hierarchical structure that divides subjects from general to specific, and how it organizes knowledge into classes and uses a call number system.
Parts of a book power point for studentsmillieburch
This document defines and describes the key parts of a book, including the title, author, illustrator, cover, call number, spine, title page, table of contents, glossary, index page, headings, and diagrams. It provides details on what information each part contains and its purpose within the book.
I Want a Truck Book - Metis Presentationbalaskaplan
The document describes how a library transformed its collection and organization to be more flexible, child-friendly, and intuitive for young readers. It implemented a simplified coding system with main categories organized alphabetically and visual cues like images on book spines. The goal was to make exploring and choosing books more like sandbox play to spark curiosity and joy of learning in kids.
This document provides instructions for finding course reserve materials using the library catalog. It explains that professors can request books and other items be placed on reserve for their classes. To find reserves, users search the catalog by instructor, department, or course number. Search results show reserve items and their locations. Items are kept in the reserves room, organized by course, and labeled with relevant information. Materials circulate for set loan periods and may be renewed unless requested by another student. Staff can help with any reserve issues or questions.
This document appears to be a slide presentation about the role of libraries in serving youth communities through play, learning, collaboration and relationship building. Some of the key points made in the presentation include that play builds important skills in children, research has proven the benefits of play, and that learning happens in libraries through physical and virtual spaces, programs, and mentorship relationships. Photos are included throughout to illustrate different library programs and spaces that facilitate these activities.
This document provides guidance for completing Assessment 2 for the Library Services for Children and Young Adults course. It outlines the key steps and considerations for developing a report that identifies the informational, educational, and recreational needs of users and proposes strategies to revitalize services at the fictional Haven River Library. The report must review issues raised by users, relate programs to community demographics and social issues, and include suggested marketing strategies to implement the proposed plan and gain stakeholder support. References should be used to enhance the report and ensure information is up-to-date.
Designing Children's Library of 20 years later다운 이
This document discusses creating a student-centered learning environment called SMILE. It emphasizes making learning smart, meaningful, and innovative for students. The document uses the number 13 to represent its focus on empowering students.
Social software presentation for the Children's and Teen Committees of the Merrimack Valley Library Consortium (MVLC) on Tuesday, May 22, 2007 at 11:30a.
Tools highlighted include blogs, wikis, array of 'casting options, games, social networking and bookmarking. Application of tools will depend on goals, but most tools can be used for patrons, librarians, or both.
This document summarizes a training session on the Dewey Decimal Classification system. It discusses classifying works with multiple subjects or disciplines, using interdisciplinary numbers, and determining the main focus of a work. Standard subdivisions from Table 1 are explained for adding details like format, viewpoint, people, or location. Examples are provided for classifying books on various topics like fruit, media influence, and engineering statistics.
I. The document provides an overview of taxonomy and the classification system used in biology to organize organisms into a hierarchical series of groups called taxa. It discusses the seven main levels of classification from broadest to most specific - kingdom, phylum, class, order, family, genus, and species.
II. The document then summarizes each of the six kingdoms - Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and Animalia - in 1-2 sentences each. It also provides brief descriptions of viruses and their replication cycles.
III. The rest of the document consists of index cards with 1-3 sentences each summarizing characteristics of taxa within the various kingdoms
This document proposes a new social media platform designed specifically for children ages 7 to 14. It acknowledges issues with children using existing social media, like privacy concerns and inappropriate content. The new platform would charge a $1.99 monthly fee and include monitoring features for parents. It would also avoid data sales, advertising, and focus on promoting positive activities over metrics like likes and followers. The goal is to provide a safer digital space for children to network online.
How ebooks Have Changed the Print Book Marketplace
Jonathan Nowell heads Nielsen Book. Their Bookscan service tracks sales of books and ebooks in the US, the UK, and other markets around the world.
In this presentation, Nowell will look back over a decade or more of Nielsen book sales data to tell us how the print world has changed. It is accepted fact now that ebooks work commercially for narrative books, but not so well for reference and illustrated books. What that means by category is the focus of Nowell's presentation. He will tell us both how the proportion of print and ebook sales break down in various categories, but also will show how the share of printed books has changed across categories as ebooks have taken hold in the marketplace. The data from Nowell will indicate to us what bookstores might look like in the future as the mainstay sales of bestselling authors move increasingly to digital.
The document provides an overview of the Library of Congress (LC) classification system used by the SU Libraries to organize books on shelves. It explains that the LC system uses a call number with letters and numbers to arrange books on similar topics together. It provides examples of call numbers and describes what types of materials can generally be found in different class sections, such as history, philosophy, languages, law, and other subjects.
Insight Strategy Group provides research and consulting services to big brands and media companies. CEO Stacey Matthias will take a look at general kids' digital media trends and how books fit into larger digital ecosystem. She'll look at how, when, where kids are consuming their books, games, movies, and video; and she’ll examine how child development impacts media consumption at each stage, and the role of books at each level.
The document discusses innovative teaching methodologies presented by Mahnoor Mirza. It begins with an overview of the presentation topics, which include traditional teaching methods, learning pyramids, Bloom's Taxonomy, Howard Gardner's theory of multiple intelligences, and innovative teaching techniques. Some innovative techniques discussed are role playing, mind mapping, field trips, learning games, using humor, group discussions, and quizzes. The presentation emphasizes engaging students through active learning, variety, review, evaluation, and feedback to improve learning outcomes over traditional "chalk and talk" methods.
This document introduces the fourth edition of The Concise AACR2, which provides a simplified version of the Anglo-American Cataloguing Rules (AACR2) intended for cataloguing students, librarians in small libraries, and others who do not need the full complexity and detail of AACR2. The Concise AACR2 presents the commonly applicable descriptive cataloging rules from AACR2 in a rewritten, simplified form with new examples, while referring users to AACR2 for problems not covered and for fuller explanations. It aims to convey the essence and basic principles of AACR2 cataloging practice in a more accessible way.
Melvil Dewey created the Dewey Decimal Classification System in 1873 when he was 21 years old. The system divides all knowledge into 10 main categories, with each category represented by 3 numbers. The categories are Generalities, Philosophy, Religion, Social Science, Language, Science & Math, Technology, Arts, Literature, and Geography & History. The Dewey Decimal Classification number can be found on the spine of each library book and helps to organize books on the shelves by subject.
AACR2 is a content standard for cataloguing library materials that provides rules for descriptive cataloguing. It aims to allow users to efficiently retrieve information. AACR2 describes how to organize information about resources by various elements like title, creator, publication details, and subjects. It also provides rules for constructing standardized access points to group works by a common creator or title. AACR2 has gone through several revisions since it was first published in 1967 and was succeeded in 2010 by RDA, though AACR2 is still widely used.
Library Bus Project - Thesis work in progressDipti Sonawane
Re-conceptualising the Espoo City Library Bus service for the children of Espoo, Finland in collaboration with LeGroup (Learning Environment Group), Department of Spatial Design, Aalto University and the City Library of Espoo. The bus aims to integrate new media technologies for exciting experiences. The project proposed five themes to revolutionise the library bus service. The bus is scheduled to start operating in 2013.
This document discusses strategies for developing readers and cultivating a love of reading. It suggests finding opportunities for reading throughout the day such as during commute times, bathroom breaks, or other spare moments. It also recommends making reading a priority by setting aside dedicated time each day, even if just 5 minutes, and adding it to a calendar. Providing choices of books in various formats from picture books to quick reads to graphic novels can help engage readers. Modeling enjoyment of reading and sharing book recommendations are also discussed.
Two regional education centers will share technology-mediated models used to provide equal access to Chinese programs. Southern Oregon ESD will share an interactive video conferencing model and will outline steps to starting a similar program. Video examples from K–5 classes and Chinese culture experiences used to enhance instruction will be featured. WSWHE BOCES will share a hybrid
model used to support a K–12 extracurricular program — including curriculum and asynchronous
activities — that offers a similar level of instruction to traditional programs. The curriculum model and asynchronous activities will be introduced. Participants will be encouraged to increase access to
Chinese language programs by using powerful technology tools.
This summary provides the key details about the document in 3 sentences:
The document discusses a lesson plan for reading the book "A Color of His Own" aloud to students. It includes taking students on a nature walk to observe colors in nature, and then having students work in groups to draw and write about an animal that represents their assigned color group. The lesson integrates language arts, science, and multiple intelligences standards around identifying colors, describing objects, and creative works.
Melvil Dewey created the Dewey Decimal Classification system in the late 1800s to help librarians and patrons easily locate nonfiction books in growing library collections. He developed a system that organized all knowledge into 10 main categories, which were further divided decimally to increase specificity. Each book was assigned a unique Dewey Decimal number corresponding to its subject matter, which determined its physical location on library shelves. Dewey's innovative system became the standard method for organizing library collections and remains widely used today.
1. The document discusses developing readers' hearts for reading through focusing on intrinsic motivation and enjoyment of reading rather than extrinsic rewards.
2. It notes that true readers read widely in difficulty and genre, have friends who also love reading, and understand that books can elicit a full range of emotions.
3. The document advocates developing regular reading habits and recognizing that reading is an activity preferred for its own sake rather than because of outside incentives.
This was part of the Making Connections with Technology workshop series for preschool special education teams sponsored by State Support Teams from Regions 3 and 8 in Ohio
1. The document discusses various strategies for promoting reading, including finding time to read each day, using ebooks and audiobooks, engaging students with book talks and displays, and addressing gaps in students' reading ranges.
2. It also provides ideas for using technology tools like apps, social media, and online resources to discover new books and reading recommendations.
3. The final section describes the characteristics of someone with a reader's heart, noting that an avid reader enjoys reading for its own sake and sees books as entertaining, informative, and emotionally engaging.
The document discusses the Dewey Decimal System, which was invented by Melvil Dewey to categorize books into 10 main subject groups represented by 3-digit numbers. It explains the general categories including 000s for general works, 100s for philosophy, 200s for religion, and so on up to 900s for history and geography. Within each category, nonfiction books are shelved in numerical order by their Dewey Decimal call numbers, making it easy to find related books on the same subject near each other.
The document discusses the Dewey Decimal System, which is used to organize nonfiction books into 10 main categories based on their subject. It was invented by Melvil Dewey to make it easier to find books. Each category is assigned a number range. For example, 000s are for general works, 100s are for philosophy, and 900s are for history. Knowing the Dewey Decimal System categories helps students find nonfiction books more easily.
The document discusses the Dewey Decimal System, which was invented by Melvil Dewey to categorize books into 10 main subject groups represented by 3-digit numbers. It explains the general categories including 000s for general works, 100s for philosophy, 200s for religion, and so on up to 900s for history and geography. Nonfiction books are organized on shelves first by their Dewey Decimal number, which helps readers find books on the same subject near each other.
Supporting and reinforcing your child's language growthListen Love Learn
This document discusses strategies for supporting a child's language growth through shared reading experiences and vocabulary development. It recommends reading to children from an early age to help build their vocabulary both receptively and expressively. Specific tips include choosing books with interesting words and pictures, asking questions about the story, acting out parts of the story, and making connections to the child's own experiences. Establishing a regular reading routine can help children learn to listen and expand their understanding of language.
The document discusses how a media specialist at a school district genrefied their fiction collection by organizing books by genre instead of using the Dewey Decimal System, including investigating the idea, deciding on genres, pulling books and assigning them genres, setting up the new layout, and sharing the changes with students and teachers. The genrefying process took place over several months with minimal expenses and has led to improved browsing and book selection for students.
This is a PowerPoint with differentiation strategies for gifted learners. These strategies can be used in the gifted or regular classroom. By providing students with choice, the teacher make learning more stimulating and fun!
The document discusses strategies for promoting early language and literacy skills in young children through storytime activities at libraries. It recommends incorporating phonological awareness activities, language enrichment, and hands-on learning. Specific ideas are provided for adapting books to make them accessible for children with different abilities and needs.
This document discusses an upcoming writing assignment where students will write stories based on different genres including fantasy, myth, legend, and adventure. Examples of each genre are provided, such as Lord of the Rings for fantasy and the legend of the Sleeping Bear. Students will brainstorm examples in groups and participate in an experiment about myths. They will then choose a genre to write a story or poem about for the assignment.
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Free handout for teachers at www.sunburstmedia.com.
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Similar to Where Are the Princess Books? Child Friendly Organization of Picture Books (20)
2. Where Are the
Princess Books?
Child-Friendly Organization of Picture Books
at the Addison Public Library
Illinois Library Association
Annual Conference
October 10, 2012
3. Speakers
Mary G. Marshall
Assistant Director/Head of Children’s Services
Addison Public Library
marshall@addisonlibrary.org
Brooke Sievers
Head of Technical Services
Addison Public Library
sievers@addisonlibrary.org
6. The Marathon:
Reorganization of
Our Picture Book
Collection
7. Our Library & Collections
Picture Book Collection: 12,500 items
Completed weeding & adding RFID Tags August 2011
Picture books shelved on standard shelving, not in bins
8. Why Would We Do This?
Child & Adult Friendly
Visual & Browsable
Intuitive
Discover similar books to
favorites
Increase circulation
10. For Your Consideration
Where will you edit call numbers
for multiple items on same bib?
Who has final say on the call
number?
Who decides when a new
category needs to be added?
What’s the criteria?
How will you communicate to
everyone involved in the project
that new categories were
created?
Where to start? Which books will
be in high demand with school or
holidays?
11. More For Your
Consideration
How will you shelve the books
without using bin shelving?
HOW??? How will you make the collection
available to the public during the
conversion?
How will you process the collection
with new call numbers?
How will you complete this project
while the Library is open?
How will you purchase or create
signage?
13. What to Consider
When Creating the Classification List
Approximately how many books
might be in each category?
How will you create classification
subjects within limitations of
length of call numbers?
How will you create classification
subjects that can be used to
create lists (for example, using
“jEASY” in Millennium)
How will you limit call numbers
for printing (8-11 characters)
14. Creating Classification
Lists
Created classification lists, using as a starting point subject
lists created by Darien, CT and Indian Prairie (Darien, IL)
Worked on drafts (more than 7 drafts) of the classification
(Two children’s staff members consulting with the Head of
Technical Services)
Created lists to determine approximately how many books
we might have in each category
17. Animals
African
Classification Draft #3
Basics
123
Go,Go,Go!
Boats
Holidays
100th
Me
Bath
Nature
Fall
People
Baby
Bears ABC Cars Christmas Bedtime Gardens Cowboys
Birds Colors More (multiple topics) Easter Body More Dad
Bugs Concepts Planes Halloween Clothes Sky Family
Cats Opposites Trains Jewish Fear Spring Friends
Cows Shapes Trucks More Feelings Summer Grandparents
Dinosaurs Time Islamic Firstday Trees Helpers
Dogs St.Patrick's Growing Water Mom
Ducks Thanksgiving Love Weather Pirates
Forest Valentine's Manners Winter Princesses
Frogs Myday Siblings
Mice Ouches
More Potty Teachers
Ocean Safety
Penguins Self-Esteem
Pets
Pigs
Rabbits
Sheep
Places Play Stories
City Art Fairytales
County Dance Favorites (Authors)
Farm Music Food
Fun Playtime Funny
Home Reading History
Library Rhymes Imaginary
School Songs Scary
World Sports Series
Zoo Toys Spiritual
Trips Wordless
24. Birthday
STORIES
Favorite (favorite authors: Brett, Brown, Carle, DePaola, Ehlert, Fleming, Henkes, Kellogg, Lionni,
Numeroff, Potter, Sendak, Seuss, Van Allsburg, Willems)
Food
Funny
History (historical fiction)
Imaginary (imaginary creatures, science fiction, dreams)
Movies (books based on movies & TV)
Scary
Series (favorite characters: Angelina Ballerina, Arthur, Babar, Barbie, Barney, Batman, Bear in the Big Blue
House, Berenstain Bears, Biscuit, Blues Clues, Bob the Builder, Caillou, Care Bears, Charlie & Lola, Clifford,
Corduroy, Curious George, David, Diego, Dinosaur Train, Disney, Dora, Eloise, Fancy Nancy, Five Little
Monkeys, Franklin, Froggy, Kai-Lan, Kipper, Little Critter, Lyle the Crocodile, Madeline, Maisy, Martha the
Talking Dog, Max & Ruby, Mr. Men/Little Miss, My Little Pony, Olivia, Peanuts, Pinkalicious, Rainbow Fish,
Rugrats, Scaredy Squirrel, Scooby Doo, Sesame Street, Shrek, Spider-man, Spongebob, Spot, Star Wars,
Strawberry Shortcake, Teen-age Mutant Ninja Turtles, Thomas, Toot & Puddle, Transformers, Veggie Tales)
Spiritual (religious, creation stories, heaven)
Tales (Traditional folk & fairy tales, parodies, modern stories in the style of tales--arranged by tale name)
Wordless (stories told through pictures and without words)
26. Children’s Staff, Go!
Created lists to determine
approximately the number of items in
the subcategories.
Start with the next big holiday so
you’re not doing those while they’re
popular
Series! It’s easy and a huge collection!
Don’t forget to think about shifting!
Sent completed books with sticky
notes to Technical Services for
changes in catalog and spine labels
Shifted
Created temporary signs
27. Workflow
CS staff pull books and CS changed Finished!
put Post-It with new call
number on the book mind and back
to the
beginning….
Shelve finished books, or
put in pre-shelving, or
return unfinished books to
TS knew to daily look “To Do” cart
for carts; took carts
back to TS; only take
what you can get
done in the time
allotted
Used Print spine label, cover old
macros/shortcuts to spine label on book with
edit call numbers in
Millennium new, cover with book
tape, & put the item back
28. Where to Start
Thanksgiving books
Halloween books after the holiday
Christmas books before the holiday
Series
Animals
1,2,3
A,B,C
Other (lists and pulling subject
related books)
Finally, alphabetical by author of the
books remaining
29. Shifting
Holiday books were completed
before circulating for the holiday
and then put on display
Use top of shelves for completed
books (in the area where we
estimated they would be)
Shift books to middle as tightly
as possible to leave room at the
beginning (Animals) and end
(Stories)
As shelves were emptied,
completed sections were moved
Temporary signs created
30. Where Do We Put This
Book?
Two Children’s staff decided on the classification for the
retrospective cataloging & Copy Cataloger classified new
books, sometimes after consulting the children’s staff
Examined/skimmed the book to quickly determine the
category.
Considered: How the book best fit into a category, series
books trumped other categories, Holidays trumped all
categories except series.
Checked subject headings for help, but found that LC
subjects were not always helpful—especially with animal
books
If a book could fall into more than one category, we chose
the one that we thought would be most useful for patrons and
sometimes also considered story time use
31. Fine Tuning
“Series” trumps “Holidays”
“Holidays” trump “Favorites”
“Feelings (death) trumps everything
“Potty” trumps everything
JEASY
STORIES JEASY JEASY
SERIES HOLIDAYS ME
ANGELINA CHRISTMAS POTTY
BRETT J. SHEA B.
39. Call
Numbers
Length
Format- can you have
spaces? Dashes?
#@!?
Those books are
skinny… which part of
the call number will
show on the spine? Be
consistent.
43. Make Our Own!
Decide on what is needed on
the signs
Find Clip Art
Design & print on 11”x17” paper
Laminate signs
Bend & tape to bookends
Used clear category signs for
new picture book shelving
44. Signs We Created
Front View with Classification Signs for
Side View with
Subcategory for the New Picture Books
Complete Call Number
Princess books
50. Clean Up
Ran a report in Create Lists (III-
Millennium) of all Picture Books
Sorted by call number
Deleted any that were correct
Left with mistakes, typos, etc.
Found the books on shelf &
corrected them
Shelvers gave recently returned
books with old call numbers to
staff to change
Change status of books without
the call number change to
missing with a TS hold
52. Did You Hit the Mark?
Know why you’re doing this
project and what you hope
to accomplish so you can
measure your success
Be sure to have before and
after Circ stats
Track hours staff members
worked on project; great to
use for annual goals
Revisit decisions and see if
they worked… maybe you
do need a “Duck” section
rather than just “Birds”
53. What We Learned
Make all of your categories singular or plural
Physically post updated category list
Have a shared file of updated categories
everyone can access
Change call numbers in groups; this helps TS
staff and re-shelving
New picture books will take longer to catalog.
Be prepared for this permanent, additional time
in workflow
Cataloging is a joint effort now
Know that categories will be added and
changes made during the course of the project
and be OK with it.
Divide larger sections further, ex: Animals/More
54. What Surprised Us
Some categories had more books
than we expected: “Fox,” “Geese,”
“Chickens”
Some categories had fewer books
than we expected: “Horses”
The number of books that we couldn’t
easily determine what they were
about.
The number of animal books that
weren’t really about that animal, ex:
dogs
Once we moved the “Series” books
together, Many were always out and
we had extra room on those shelves.
55. Challenges
Time to complete the project
Deciding on main categories
Deciding on subcategories for each
main category
Deciding on the categories for some
of the books
Determining best way to shift & shelve
during the transition
Keeping shelf breaks logical for the
categories
Finding commercial signs to purchase
Difficulty in finding books if shelved
incorrectly
Making main category signs show
from both sides
56. Successes
Increase in circulation of
Picture Books
Many compliments from
teachers and parents about
the new arrangement
Children discovering and
returning to their favorite
section of books
Patrons being introduced to
many new books that they
had not seen before.
57. What Did Patrons Think?
Selected Comments before project was completed:
A teacher was looking for picture books about winter. When staff showed her the
new cataloging & arrangement of books, the teacher was very enthusiastic: “This
is wonderful and will be great for those of us who are teachers!” (January 2012)
When staff was helping a patron in the picture book collection, the patron
commented on the new arrangement: “This is going to make it so easy for me!”
(February 2012)
A teacher liked the way our picture books had been categorized so much that she
did the same thing in her classroom. (April 2012)
Selected Comments after project was completed:
A patron said, “I really like the way the picture books are organized.
A staff member from another department: “I can’t believe how easy it was to find
the books on my list. I wish it had been like this when my kids were little.”
A parent told us: “I love your new picture book section. It makes it so much easier
to find princess books for my daughter.”
59. More Advice
Cooperation of Technical Services and
Administration is CRUCIAL to the Project
Helpful to only have two or three people working
on the project—more consistency and agreement
on what should be in the category
Don’t rely on LC cataloging to determine the
classification of the book
Children’s Services Staff who are enthusiastic
about the project is ESSENTIAL
60. What’s Next?
Pull very easy nonfiction, such as song, rhymes, transportation
books and move to picture book collection
Consider a system for cataloging non-fiction fairy tales
Divide larger subcategories
Consider changing Spanish language picture books into this
system
J629.222/COL J398.8/CHI
61. Timeline of Preparation
September 2009: Attended a presentation by the Frankfort
Public Library at ILA Conference Program on changing to
BISAC for adult books
October 2009: Read about Darien, CT Library’s project in
Library Journal
January 2011: Read the ALSC-L Discussion about “Picture
Books by Subject”
January 2011: Discussed the project with our new Head of
Technical Services & Children’s Staff
February-August 2011: Researched other libraries that were
doing this type of classification.
September-October 2011: Created Classification Schedule
for the project
October 2011: Visited Indian Prairie Library to view their
collection
62. Timeline of Project
October 2011-May 2012: Created lists to determine
approximately the number of items in the subcategories.
Checked all the books in the picture book collection and
assigned call numbers to each, shifted, created temporary
signs, sent books to Technical Services for changes in
catalog and spine labels
May 2012: Created permanent shelving, endcap, and top of
shelving signs and completed final shifting
May 2012: Created a brochure for patrons with lists of the
new cataloging
May 2012: Ran a list to find books that we missed and still
had the old call numbers
May 2012-present: Work with Technical Services to
determine call numbers of new additions to the Picture Book
Collection
63. Questions?
Mary G. Marshall
Assistant Director/Head of Children’s Services
Addison Public Library
marshall@addisonlibrary.org
Brooke Sievers
Head of Technical Services
Addison Public Library
sievers@addisonlibrary.org
64. Selected Reference
Addison Public Library Slideshow from ILA 2012 Conference
http://slideshare.net
Slideshows from ALA 2012 Conference: “Where Are the Truck
Books?”
Darien Library (CT): They were one of the first libraries to do this project; however, they did not break their
collection down as much as Addison did. They have the largest part of their collection in “Favorites” and “Stories.”
http://www.slideshare.net/gcaserotti/
Stark County District Library (Public Library in Ohio): Smallest part of the collection converted. Also has a floating
collection among the branches.
http://www.slideshark.com/Landing.aspx?pi=zHxzeh3Tvz5XUxz0&intk=62627515
Ethical Culture Fieldston School Library: This was the most complete conversion of a collection—fiction and
non-fiction and was done by a private school in New York City. We might want to try some of these ideas in the future.
http://www.slideshare.net/balaskaplan/i-want-a-truck-book-metis-presentation
Editor's Notes
Items: 5 copies, but only 1 on shelf. Add item call numbers? Change the bib call number and hope to find them later?
Length: maxed out at 8Format: spaces signal next line to printer so couldn’t use multi-word categories