ORGANIZATION OF SCHOOL LIBRARY

The start of the school year can be a busy and chaotic time for primary school
libraries. Teachers, teaching assistants, and sometimes even volunteers may
be responsible for managing the library, making it crucial to keep things as
organised as possible. Whether you’re a dedicated librarian or a staff member
wearing many hats, these simple strategies can help you keep your library
running smoothly during the back-to-school rush.
Preparing to set up your library
Before you can open your library, there are ten main tasks that you need to
carry out. These are listed below in the recommended order.
i. Organise a library committee and decide on library rules, opening times,
staffing and the amount of help you need from library monitors.
ii. Decide on the method of lending books and how to classify information
(non-fiction) books.
iii. Prepare the library room, make the bookshelves and organize equipment
and stationery.
iv. Check that the library is secure.
v. Get to know the different types of library stock and the parts of a book. If
you already have a library, you may want to remove damaged or
inappropriate stock.
vi. Make an 'accession register' to record the books that the library receives.
Glue the school nameplate and, depending on your lending method, a
return date label into all books.
vii. Divide books into fiction and information (non-fiction), Divide information
books into subject areas according to your chosen method of
classification. Give each book a spine label.
viii. Make library catalogues. This will include a shelf list and title catalogue.
ix. Put books on to shelves. Arrange information books by subject. Arrange
fiction books in alphabetical order by the author's last name.
x. Make shelf guides so that books can be found easily and check that your
lending system is fully operational. Put up a subject index and posters on
the walls to make the library look more attractive and to remind students
of any rules about using or borrowing books.
In libraries, a classification system is used to systematically group together
items that have similar characteristics. The classification assigned to library
materials is known as the "call number". The first part of a call number is
derived through a classification system. Materials are classified for basically
two reasons:
1) to enable them to be found quickly and easily; and
2) to bring together on the shelf materials that deal with similar subjects.
Libraries group or classify materials by subject as well as by format (for

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instance, video or audio), size (regular or oversize), circulation policy
(reference, reserve, or circulating), or type (periodicals, government
documents).
Getting young readers used to the library environment and encouraging them
to search for what they’re looking for are crucial skills to get them ready for
secondary school and beyond, but the start of term can be quite hectic. Here
are our 6 strategies to enhance your primary school library’s organisation at
this busy period and create an engaging hub of activity in your primary school
library this new school year.
Sort books by topic and reading level, and use clear signage
In a primary school, making it easy for younger pupils to find books that match
their reading ability is essential. Consider organising books by topic and
reading level to ensure every child can find something suitable. Create clear
sections for early readers, Key Stage 1, and Key Stage 2. Use large, colourful
labels to identify different sections of the library, such as “Picture Books,”
“Adventure,” or “Science.” Make sure signs are simple, with both text and
images, to cater to younger readers and those still developing literacy skills.
This setup will make it easier for both teachers and students to locate
appropriate resources quickly.
Implement a colour-coding system
For primary school libraries, a simple colour-coding system can work wonders
in helping children independently navigate the library. Use coloured stickers on
the spines of books to indicate different subjects or reading levels. For
example, red for fiction, blue for non-fiction, and green for picture books. This
method is particularly useful for younger pupils who are still learning how to
categorise books themselves.
Create an accessible catalogue system
In a primary school setting, staff or volunteers may not have time to assist
every child searching for a book. An easy-to-use catalogue system on a library
management platform such as Reading Cloud can make a big difference,
ensuring that pupils and teachers can easily search for books.
Dedicate zones for different activities
Creating dedicated areas in your primary school library can help keep things
organised and reduce distractions. For example, set up a quiet reading corner
with soft seating for children to enjoy their books, a group study area with
tables for more collaborative activities, and a technology zone for using tablets
or computers. Clearly marked areas help younger students understand where
they should be, reducing noise and confusion.
Regularly rotate displays and featured books

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Primary school children are often drawn to visual displays, so rotating them
regularly can keep them excited about new books. Change displays every
week or two to showcase new books, seasonal topics, or themes that
complement classroom learning. For example, highlight animal books during a
science unit or feature picture books related to autumn or spring.

Engage pupils as library helpers

Primary school children love having responsibilities, and you can make use of
that enthusiasm by assigning them as ‘Library Helpers.’ They can assist with
simple tasks like shelving books, tidying reading areas, or helping their peers
find a book. This not only helps keep the library in order but also fosters a
sense of ownership and responsibility in young pupils.
Conclusion
By implementing these simple, child-friendly strategies, you can create a more
organised and welcoming primary school library. A well-structured library helps
pupils find books independently, engage with reading, and develop a love for
learning. With clear organisation, accessible resources, and a bit of creativity,
your primary school library can be a valuable space for both students and
teachers throughout the school year.

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 THE ROLE OF TEACHER LIBRARIAN
The Teacher Librarian works to establish a resource-based learning program in
which the students are actively involved in their own learning. The Teacher
Librarian and classroom teachers collaboratively plan and teach information
literacy skills, which includes a standard research process.
What is a teacher librarian?
A qualified teacher librarian is defined as a person who holds recognised
teaching qualifications and qualifications in librarianship. Within the broad
fields of education and librarianship, teacher librarians are uniquely qualified.
This is valuable because curriculum knowledge and pedagogy are combined
with library and information management knowledge and skills.
Teacher librarians support and implement the vision of their school
communities through advocating and building effective library and information
services and programs that contribute to the development of lifelong learners.
Teacher librarians have three major roles.

Teacher librarians as curriculum leaders:

 work with Principals and senior staff to ensure information literacy
outcomes are a major school focus;
 are involved in curriculum planning and school curriculum committees;
 raise staff awareness of the need for students to acquire information
skills and of the importance of resource-based learning in developing
these skills;
 promote the use of the information process as a framework for the
development of information skills and as the basis for systematic
monitoring of students' development as information users;
 plan, teach and evaluate collaboratively with teachers to ensure the
effective integration of information resources and technologies into
student learning;
 maintain literacy as a high priority, engaging students in reading,
viewing and listening for understanding and enjoyment;
 provide additional assistance to students with particular learning needs
or abilities, and to students for whom social justice considerations apply;

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  involve students in the operation of the information centre to contribute
to their understanding of the role of educational information services in
lifelong learning and reading.
Teacher Librarians as information specialists:
 provide access to information resources through efficient and well-guided
systems for organising, retrieving and circulating resources;
 provide training and assistance to students and staff in the effective use
of these systems;
 interpret information systems and technologies for students and
teachers in the context of curriculum programs;
 provide specialist assistance to students using technology and
information resources in and beyond the school and for independent
research;
 provide specialist assistance to students using the school information
service facility for independent reading, viewing and listening.
Teacher librarians as information services managers:
 develop and implement strategies for evaluating the resource collection
and for determining curriculum and student needs within the context of
identified school priorities;
 develop policies, procedures and criteria for selecting resources which
meet curriculum, informational and student recreational needs;
 develop information systems and services responsive to student and
teacher needs;
 ensure that the day-to-day administration of the school information
centre is efficient and that systems, resources and equipment are well
maintained;
 develop budget estimates to ensure that teaching and learning
requirements are met;
 provide a stimulating, helpful environment which is a focal point and
showcase for students' learning achievements;
 promote the effective use of resources and information sources, systems
and services both within and beyond the school.
The teacher librarian performs four main leadership roles: teacher,
instructional partner, information specialist, and program administrator.
Teacher: School librarians may read to children, assist them with schoolwork
and selecting books, and also guiding them on which books to use for their
projects, especially the secondary school ones. Some school librarians see
classes on a "flexible schedule". A flexible schedule means that rather than
having students come to the library for instruction at a fixed time every week,
the classroom teacher schedules library time when the expertise of the school
librarian, library and information skills, or materials are needed as part of a
learning experience.

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Instructional Partner: In the instructional partner role, school librarians
collaborate with classroom teachers to create independent learners by
fostering students' research, information literacy, technology, communication,
and critical thinking skills. School librarians play a major role in infusing
information literacy concepts and skills into secondary school curriculum and
implements the enhancement of information literacy knowledge practices and
dispositions into the secondary school education system.

As information specialists: school librarians develop a resource base for the

school by using the curriculum and student interests to identify and obtain
library materials. They also organize and maintain the library collection in
order to promote independent reading and lifelong learning. Materials in the
library collection can be located using an Online Public Access Catalog (OPAC).
This role also encompasses many activities relating to technology including the
integration of resources in a variety of formats: periodical databases, web
sites, digital video segments, podcasts, blog and wiki content, digital images,
virtual classrooms, etc. School librarians are often responsible for audio-visual
equipment and other technology used in the classroom. In some schools, they
are also tasked as the technology specialist.
As program administrators: school librarians define, lead, and manage
school library media programs by establishing library policies: overseeing the
library budget, planning the physical and virtual library space, and maintaining
a positive and innovative learning atmosphere. Librarians also maintain the
collection by adding items to enhance the curriculum. Many times, librarians
are also responsible for repairing damaged books and periodicals.

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 IMPROVISATION OF LIBRARY RESOURCES
Improvised instructional materials refer to educational resources that are
created or adapted in a creative and resourceful manner to support teaching
and learning. It can include a wide range of resources such as homemade
teaching aids, visual aids, manipulatives, multimedia presentations, and
interactive activities. Improvisation is an act of using alternative materials
locally made by the teacher, students or Educational agency in a state of
emergency as a substitute and supplement to standard equipment.
Types of Improvisation
Basically, two forms of improvisation can be identified. According to Igwe
(2011); the first is described as “Role substitution”. Role substitution is
when the original item generally requires little or no modification before it can
be used to fulfill the new functions in an experimental setting, examples are;
kerosene stove as a burner, a glass tumbler as a beaker, and such will reduce
the cost for production. Computer monitor and central processing unit of a
computer can be substituted using carton and polythene sheets.
The second type of improvisation is described as “Role stimulation”. In this
case, actual construction of the apparatus or equipment is undertaken as an
emergency measure either because the needed equipment is too expensive or
not really available. An example is the use of local carpenter to construct
computer keyboard. Other instructional materials that can be improvised
include; imported charts, it can be substituted using cardboard sheet to draw
the diagrams of the equipment not available with the aid of pencil or markers
(colored). With specific reference to Nigeria, science curriculum emphasizes
activity-based learning and studentcentered learning. Raw materials that are
available in the locality are explored and modified to produce instructional
materials, by so doing we make science teaching more meaningful and lovely
to both teachers and students

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