Katrina Deliramich
Libr 261a
May 9, 2011
Staff development
Rational for
training:
When I visited the Ukiah High School Library I saw a
lot of positive features. The staff consisted of the Librarian, a Library
Technician and a Library Aide. It was obvious that each staff member had his or
her specific tasks assigned. The Librarian was the driving force of the
library. She handled phone calls, teacher requests, reference questions,
technical issues, grants, and much more. The Library Tech handled overdue
notices, reference questions when the librarian was busy, shelving books, some
check in and check outs, database maintenance, cataloging and copying. The
Library Aide handled the reference desk and overdue notices; her hours are only
a few a day so her job is taken over by the tech each afternoon.
The
students used the library for many different activities. The computers were the
most important. There are designated computers used just to access the catalog
and then there are many more for doing homework and other things. The center of
the library is used for studying, playing games and reading. The library
continuously had students asking for help looking for a book and then finding
it on the shelf. I noticed immediately how the staff would walk to students to
the search computer, talk them through the process and then when the book was
found they would walk the student to the shelf and retrieve the book.
This
was very helpful and the students seemed very thankful for the help. However,
when the library got busy and the tech was helping students on the computers
and the Librarian was on the phone, the Aide had issues helping the students.
She would explain how to search for the book, but when they got the call number
they would just stand there dumbfounded. It seemed as if no student knew how to
find the book on the shelf.
I
asked the Librarian about this matter and she explained that recently a teacher
had brought a class in on a really busy day. She helped students find many books
but the teacher complained that the student would just give up when they could
not figure out how the Dewey Decimal System worked and how to find the book
using the call numbers for the fiction books. She said this has always been an
issue at the library, but she would need to have the teachers and the library
staff working together to teach the students how to use the system/
I
considered this dilemma and I have decided this would be a great training area
for these staff members. They need to develop a new system for helping students
find books and if the students learn how to navigate the system they will be
more confident using this library and all other libraries.
Presentation Script w/ Elluminate session URL:
Password: ukiah
Slide 1:Training the
Trainer to Train Students in the Dewey Decimal System
By Katrina Deliramich
Slide
2:
This
presentation will demonstrate ways to train library staff in how to use the
Dewey Decimal System, in addition to that it will deliver solutions to the
problems teachers encounter whenever they are working with a new skill for students
to learn.
Staff and teachers will learn the value of understanding the Dewey
Decimal System for themselves and for the students they teach.
It will be a training, as well as an information
session for the library staff, full of information and ideas to share with all
to use in the process.
Slide
3:
In
order for the library to run smoothly and efficiently it is important that the
library staff know the basics of the Dewey Decimal System.
Slide
4:
Call Numbers: Here is an example of a library book on a shelf, as you can see
the number on the spine, which is called the Call Number, represents the Dewey
Decimal number for that book. All books have their own specific number in
accordance with the rules set up by Melvil Dewey in 1876.
Slide
5:
Dewey Decimal Class: The Dewey Decimal System is broken up into ten Classes
The classes number from 000-900.
Within each class there are ten more divisions
The Dewey Decimal System uses decimal points to create an even
more specific system.
This allows for the growth of books without
having the system crumble with no room to grow.
Slide
6:
Dewey Decimal Subjects: Each Dewey Decimal Class represents an overall subject:
000- Computer Science, Information and General Works
100- Philosophy and Psychology
200- Religion
300- Social Sciences
400- Language
Slide
7:
Dewey Decimal Subjects Cont.
500- Science
600- Technology and applied Science
700- Arts and Recreation
800- Literature
900- History, Geography, Biography
Slide
8:
There are many ways that the Dewey Decimal System can be taught to staff. One
great tutorial I found is located at http://frank.mtsu.edu/~vvesper/dewey2.htm#What.
This tutorial provides a step-by-step guide on how the Dewey Decimal numbers
are created and an explanation on the divisions within each category. The
tutorial only takes a few minutes and the staff can quiz themselves as they go
along. There are useful links in the site that provide additional help and
information for those who need it.
Slide
9:
All staff members will be required to take this tutorial to brush up on the
Dewey Decimal System. Let us go through a few steps of it now...
Slide
10: As you can see the Dewey Decimal System is explained in great
detail
Slide
11:
The
Dewey Decimal numbers are broken down to make them easier to understand
Slide
12:
To
find the classification number for butterflies, we
Need to start with the class for natural sciences the
500’s. The first number of the call number will be a 5.
Let’s look at the ten divisions of this 500
class (frank.mtsu.edu/).
Slide 13: Here is an
example of finding a subject within the Dewey Decimal System: Butterflies will
be classified under the Zoological Sciences 590. Now we know that the second
number of the call number will be a 9. Let’s look at the ten divisions of the
590’s to find the next number (frank.mtsu.edu/).
Slide
14:
Insects,
including butterflies would be under 595.
Now we have the first three numbers of the call number 595.
The 595’s are further divided by the use of decimals to
Specify what type of insects (frank.mtsu.edu/).
Slide 15: Teenagers
visiting the library will undoubtedly have questions when looking for a book.
The library staff will need to answer these questions and to help guide the
students in the right direction.
Knowledge of the Dewey Decimal System will be beneficial to the
staff when instructing the student and familiarity with it will also help the
student when following the information the staff gave.
In other words if the student is already
familiar with what the Dewey Decimal System is they will have an easier time
following staff instructions.
Slide 16: It is important
that the students learn how to find the books on their own and are not just
shown where the book is.
For this reason it would be beneficial if students are given a
crash course on how to access the library catalog and the different functions
that the catalog contains.
A practice search using an overhead projector
would show students how to use keywords, title or author to create a search.
The call number should be pointed out on the search results.
Slide
17: Creative ideas for learning the online catalog and Dewey Decimal
System:
Slide
18: A great way of getting students to use the online catalog and the
Dewey decimal system is by creating a scavenger hunt.
Slide
19:
Step
One:
The librarian and library staff should search
the shelves for interesting or unique books. It would be beneficial to find
books that could be a bit confusing, such as a biography.
Slide 20: Step Two:
The scavenger hunt can be altered depending on
the grade level of the kids. This way kids can get familiar with areas of books
they might be needed for future research reports.
Slide 21: Step Three:
Once the Scavenger Hunt has been created. The
Librarian need to meet with teachers to discuss visiting the library. English
and history teachers would benefit the most from the library orientation and
scavenger hunt. However, if would not hurt for library staff to contact all
teachers incase they are planning on having their students access the library
at some point during the year. Once days have been set up the librarian can
move to the next step.
Slide 22: Step Four:
After the librarian gives the orientation, the
scavenger hunt would be introduced to the group of students. There will be a
time limit to keep students moving along. In the case of multiple classes, or
age groups there will be different versions of the hunt. This will make the
hunt fair and space the students so no large groups will be in one section at
any given time. This will make the scavenger hunt fair and more fun.
Slide
23: Collateral and handouts the library will have available on how to
use the Dewey Decimal System:
Slide
24:
Handouts: Having a handout or two on hand to explain the
Dewey Decimal System can help students, teachers and staff. There are always
instances when a new student is transferred to the school, or a student or
staff member needs a refresher.
Slide 25:
Handouts Cont.: Here is another example of a handout that is a bit more
creative and fun
Slide 26:
Rainy
days can be a nightmare for library staff. Students, who normally do not visit
the library, pile in to keep out of the rain.
Slide
27: This can be a great opportunity to do a little bit of teaching.
Slide
28: There are a few Dewey Decimal related games and activities that
can be printed out by teachers or library staff and left for students to play
with on their own.
Slide
29: Having these handouts available on busy days can alleviate
boredom for the students, while helping library staff keep students informed on
the Dewey Decimal System!
Slide
30: Here is an example of a cryptogram from www.library.thinkquest.org
Slide
31: And a word search with Dewey related terms:
Slide
32: This may not always work with every student, however even if a
few students grab a handout you are making an impact.
Slide 33: Bibliography: Let’s Do Dewey
(2011). Retrieved May 5, 2011 from HYPERLINK
“http://frank.mtsu.edu/~vvesper/dewey2.htm” http://frank.mtsu.edu/~vvesper/dewey2.htm
OCLC
(2011). Retrieved May 6, 2011 from HYPERLINK “http://www.oclc.org/dewey/” http://www.oclc.org/dewey/
Think Quest (2010). Retrieved May 5, 2011 from HYPERLINK “http://library.thinkquest.org/5002/dewey2.html”
http://library.thinkquest.org/5002/dewey2.html
Slide 34: Bibliography: Darling
Library (2010). Retrieved May 3, 2011 from HYPERLINK “http://library.hiu.edu/guides/library_handouts.htm”
Dewey
Decimal Classification System (2011). Retrieved May 3, 2011 from HYPERLINK
“http://mypages.iit.edu/~smart/halsey/lesson1.htm” http://mypages.iit.edu/~smart/halsey/lesson1.htm
Greenville Library (2011). Retrieved May 6, 2011 from
HYPERLINK
“http://www.greenvillelibrary.org/index.php/Publications/View-document-details/Dewey-Decimal-Handout.html”
http://www.greenvillelibrary.org/index.php/Publications/View-document-details/Dewey-Decimal-Handout.html
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