Libr 261a: Staff Development



                                                                                                            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.htmlhttp://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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