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LIBRARY VISITS FROM SCHOOL CLASSES
GENERAL SUGGESTlONS
I. MAKING PRELIMINARY ARRANGEMENTS
A. .Alrrangements between school and library, for any type of school class vi~it, should preferably be made a week in ·advance.
B • . Application cards may be given -to the tieacher prior to the visit This will save: time on the day of the visit.
1.
Advantageous only if the teacher is willing to undertake the responsibility of having cards properly filled out.
2.
The cards should be brought to the branch library on the day ()f. the class visit properly filled out and signed by the p~rents. -...
II. SCHEDULING THE CLASSES FOR VISITS
A. Classes should be scheduled for a time when the library is closed, unless there is a second person on duty to carry the desk schedule.
B. Have it c:J..early understood that a teacher will acco~pany. the class and be responsible for discipline.
C. Two classes a day a.re, as a rule, sufficient•
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D. Number of visits recanmended for each class .
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1. One a year for primary grades, two a year for elementary grades ,a:re usufl.lly sufficient for .library instruction.
2 • . If :more than one or two v:isits per class are requested; ·or seem necessary, it might be well to consult the Chief of .the Children's Division. · · ·
E. Time to be alloted for each class visit
·l. Not mor.e than thirty minμtes for children :tn the. ·primary grades. Group visists by these younger children should not be encouraged ·unless the branch has a l _arge supply of easy books.
2. Forty minutes to: one hour; exclusive of. travel time, for grades 'above the third.
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III. PREPARING FOR THE CLASSES
A. Provide comfortable seating whenever possible, with the children facing the shelving, their backs to the windows.
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B. See that tpe'~oom is attractive and neat, the shelves orderly.
C. Have a few books near at hand to use as examples during your talk. Select titles that will appaal to the age group you are addressing.
-2INTRODUCTION TO THE LIBRARY -AN.ORIENTATION LE~SON (CONTINUED)
b, Urge the children to use as little space as possible on the card.
2.
Point out where the books are to be taken to be checked out.
3.
Explain briefly how the signature system operates.
G. Returning Books
1.
Point out where books are to be returned, if your library has a separate place at the desk for this procedure.
2.
Stress the importance of returning books to the desk and not directly to the shelves or to a table. Give reasons for this rule.
3.
Explain to the children that they must always wait at the desk to talk to the librarian if their books are overdue,_ Give reasons.
4.
Remind children of the renewal privilege.
H. The Care of Books -Specific Instructions
Bring out through discussion if possible
l. Handle books with clean hands.
2.
Open books correctly. Show children the proper way to open a book so the back will not be broken. Show how to turn the pages correctly.
3.
Use a book m~rk. Discuss suitable and unsuitable book marks. Warn against turning down the corners of the books.
4; Do not eat or drink while reading. Ask why not.
S. Keep books in a safe place at home, away from iittle brothe~s~-and sisters and .pets.
6.
Do not wri t e in books or trace the pictures. Crayon marks are especially bad. Cannot be erased.
7.
Wrap books on rainy days.
8.
Do not try to mend books if they are torn. Scotch tape is particularly bad.
-5LIBRARY VISITS FROM SCHOOL CLASSES
LEARNING TO USE THE BOOK COLLEOTION
This information· may be included in the first lesson if there seems time for i~. .If riot, it makes a very good topic for a. second visit.
If \lse<;l for a second visit, it might be well to review very briefly the items covered in·the first visit.·
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I/. ARRANGEMENT OF' BOOKS ON THE SHELVES
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A. Discuss possible arrangements of books -by cclor, size, etc.
B. Explain briefly the arrangement tha.t public libraries use:
1.
Fiction by last name of the, a.uthor
2.
Non-fiction by classification number
II. FICTION
A. Define fiction 1n gene.ral terms thci.t will be understood by the group. Bring out the fact that fiction means story and that fiction books are story books.
B. Show that there is no number on the fiction books. Explain the J.
c. Explain the .arrMgement of fiction on the shelves. Introduce with some concrete incident such as asking the children whether they have noticed that librarians seem to knovv just where to look for
.a book on the shelves. This leads to the statement that every book .has its own special place.
D. Explain alphabetical. Use as examples the telephone book, dictionary, etc. Use many concrete example·s. Children might ar~ range themselves in alphabetical orcier according to their names.
E. Pres·ent the problem of the a.uthor who has Written many books. Show that .these books a.re then arranged alphabetically by the titles of.the books under the author's name. Give concrete examples such as c~rolyn Ha.ywood, Miria.m Mason, Lois Lenski, etc.
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F. Compare the method of looking on the shelves for a book to reading: a shelf is like a line of print, 'a section of shelving. like the page of a book. · Locate specifically the beginning, extent, and
·end of the fiction collection.
G. Practice finding s·pecific books of fiction if time allows.
III. ·· ·NON-FICTION
·A, Iritroduce :theterm non..;fiction a~ applying t o books of ini'ormation. Inquire into the specific ways that the children ha.ve used.books of nori•fiction. · (Postpone the inclusion ·of fairy-tales o.nd poe:try until the general idea is wellestablished)
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County of Los Angeles Public Library History
