1. LIBRARY MANAGEMENT AND ADMINISTRATION

2. WORKSHEET 1.1

3. LAYOUT OF COURSE 1. Introduction 2. What is a library Definition Importance of reading Functions of library 3. Library management Librarian as manager Library policy Setting library rules Role of library committee

4. 4. Library layout The collection Furniture & equipment Needs assessment (survey) Library plan 5. Accessioning 6. Classification Why? DDC DDC – step-by-step Location numbers

5. 7. Processing Definition Stationary Step-by-step 8. Circulation/Issue system Issue system Weeding 9. Shelf arrangement

6. 10. User guidance Information retrieval skills Parts of a book Ways of developing information skills Displays 11. Care of books and materials Theft 12. Setting targets Looking ahead Goal setting Budgeting Fundraising

7. MODULE 2 What is a library? 2.1 Definition 2.2 Why is it so important to read? 2.3 Functions of a library

8. 2.1 DEFINITION 1. What is a library? SUITABLE books and other information Materials have been LOGICALLY ARRANGED When the materials are AVAILABLE for use

9. WORKSHEET 2.1

10. 2. People must think of libraries as “sources of information” 3. e.g. books, magazines, newspapers, pamphlets, cuttings, pictures, posters, photographs, videos, audio cassettes, slides, radio, television, people 4. Each source of information has a value e.g.: Newspapers – up-to-date information Pamphlets – cheap, concise and easy to understand 5. Types of libraries – public, technical, medical, church, music, school, special collections, academic

11. WORKSHEET 2.2

12. 2.2 WHY IS IT SO IMPORTANT TO READ? 1. People read for PLEASURE: To escape from everyday life To relax To find out new facts and ideas 2. People read for INFORMATION To find out how to do something practical e.g. cooking, sewing To increase their knowledge of a subject As an aid to teaching and learning For research and study 3. Reading is not only for pleasure – it is also a necessary ability 4. We read for pleasure, information, personal and spiritual development

13. 2.3 FUNCTIONS OF A LIBRARY 1. The library can make learning easier and more meaningful for users, because: Users can find a quiet place to study They learn to find information for themselves 2. Users can develop the following qualities when using the library: Think independently Be responsible Love and respect books Be curious about the world Communicate well Think in an orderly and logical way Be self-confident

14. MODULE 3 LIBRARY MANAGEMENT 3.1 Librarian as the manager 3.2 Library policy 3.3 Setting library rules 3.4 Role of library committee

15. 3.1 LIBRARIAN AS THE MANAGER A WELL-MANAGED LIBRARY IS A SUCCESSFUL LIBRARY! 1. Signs of a successful library: Many people use it Attractive and welcoming Sufficient books processed and ready to use Well organized and administered An increasing number of books are issued Users accepts the library 2. To achieve success in your library, you need a good management plan which involves: 2.1 planning 2.2 preparing for action 2.3 implementation 2.4 evaluation

16. WORKSHEET 3.1

17. Planning involves: Setting policy Determining the library rules Choosing assistants Planning for action Looking at implications of plans Implementation involves: Selection of assistants Training Delegation Mentoring/support Monitoring

18. Evaluation involves: Monitoring action plan Checking results Observation Feedback and follow-up Critical assessment Revising action plans

19. 3.2 LIBRARY POLICY Aspects of a library policy: 1. Conditions of use Hours Loans period Membership fee 2. Users Teachers Students 3. Staffing Assistants Committee

20. 4. Maintenance New books Furnishing Paint 5. Materials Kind of sources to purchase 6. Disciplinary measures Fines theft

21. Who will set Library Policy? 1. Management Committee 2. Governing body 3. Principal 4. Librarian

22. 3.3 SETTING LIBRARY RULES Possible rules: 1. Library hours 2. Behavior in library 3. Handling of books 4. Borrowing 5. Reserving of books 6. Penalties/fines for overdue/damaged books Always look at: 1. Length of the rule 2. Tone of the rule 3. Is the rule needed or not

23. WORKSHEET 3.2

24. Always look at the implications of each rule e.g.: “The library will be open 2 evenings during the week” Who will man the library? How will you arrange this? What is needed to achieve this? REMEMBER……. All plans need action to ACHIEVE them and most action has IMPLICATIONS in terms of people and materials. Always look ahead and plan.

25. REFER TO NOTES ON LIBRARY RULES

26. 3.4 ROLE OF THE LIBRARY COMMITTEE A good manager performs certain basic duties No company/library can function if these duties are neglected Always remember to delegate and to assign some tasks to others LIBRARY ASSISTANT – a senior student/teacher appointed to help with work in the library LIBRARY MONITOR – chosen in each class in the school. They help with the following: To control their class while in the library Ask students in their class to return overdue books Help the librarian with certain tasks in the library

27. REFER TO NOTES ON: 1. DUTIES OF THE LIBRARIAN 2. LIBRARY ASSISTANTS AND MONITORS

28. MODULE 4 LIBRARY LAYOUT 4.1 The collection 4.2 Furniture and equipment 4.3 Needs assessment (survey) 4.4 Library plan

29. 4.1 THE COLLECTION Layout : careful arrangement of items : keeping the same things together : making use of signs to show us where to find items Why is a good layout so important? 1. To easily find what we need 2. To control what happens in the library There are 3 sections in the library: 1. Fiction 2. Non-fiction 3. Reference

30. 1. FICTION Stories about imaginary people, places or things People read fiction for relaxation, pleasure, information etc. 2. NON-FICTION Facts/information on every subject 3. REFERENCE WORKS Dictionaries, encyclopedias, atlases, maps etc. May only be used in the library because:  They are expensive  They are used by many people  They may be irreplaceable  They are not read from cover to cover – we only refer to them

31. WORKSHEET 4.1

32. 4.2 FURNITURE & EQUIPMENT If furniture or equipment is not available, make a plan!!! E.g. use shoe boxes instead of a catalogue cabinet.

33. 4.3 NEEDS ASSESSMENT (SURVEY) DEFINITION – the way the information needs of the users of a resource collection can be determined. Before selecting and purchasing new materials, look carefully at the kind and level of information users need. Also look at what the collection already has and what should be added to meet future user needs.

34. The librarian will have to look at the following: Kind of stories users like to read Information needs of teachers to support their teaching General interests of the users Present and potential user needs Language proficiency Recreational needs Learning areas Research needs Depth of collection Funds available Potential demand for information Different sources of information Finding out this information can be done by a survey. Informal survey – discuss needs with users Formal survey – in the form of a questionnaire.

35. REFER TO SURVEY SHEET

36. REFER TO “POSSIBLE LAYOUT OF A LIBRARY”

37. WORKSHEET 4.3

38. WORKSHEET 4.4

39. MODULE 5 ACCESSIONING 5.1 Accessions register A record of all the materials in the library Can be kept manually or electronically Provides the only comprehensive record of the number of resources in the library As well as details about the resources e.g when an item has been purchased, the price, and how the item was acquired Also keep register in safe place

40. What is accession numbers? A number is given to every book in the library Now the librarian can keep a record of the books Why do we need to have a record of books? To find out if books are lost or stolen To find out which books are no longer in the collection To see how much stock we have and how it grows every year To see how many books are lost/stolen each year

41. How do we complete the accession register? 1. Formulation of accession numbers Every books in the library has its own unique accession number Why? To identify the book in all library records What does it look like? Year/number in sequence 94/1 94/2 94/3 94/4

42. 2. Where do we use the accession number? 2.1 In the accession register 2.2 On the library stamp inside the book 2.3 On the issue card and book pocket

43. REFER TO WHERE TO RECORD ACCESSION NUMBER REFER TO EXAMPLE OF ACCESSION REGISTER

44. WORKSHEET 5.1

45. Problem areas in accessioning: 1. Always use one line of the page per book 2. Put the author’s surname in capitals and after that enter his initials only 3. More than one copy of a book – enter each one separately. Each book has its own number 4. More than one author – use the first author’s name 5. No author – use the title. Put the first word in capital letters.

46. MODULE 6 CLASSIFICATION 6.1 The purpose/why? 6.2 Dewey Decimal Classification System 6.3 DDC – step-by-step 6.4 Location numbers

47. 6.1 THE PURPOSE/WHY? We classify to group similar things together Materials on the same or related topic will be grouped together on the shelves This will help the user to find a specific book on a particular topic or by a specific author We group things together to their similarities or like characteristics e.g. the classified columns of a newspaper, all ads are grouped together according to type of product or service e.g. jobs, cars for sale Each group is often divided into smaller sub-groups e.g. in a grocery section of a supermarket, fruit will be divided into grapes, oranges, apples and meat into pork, chicken, mutton Classification is useful to keep things orderly, tidy and easy to find Non-fiction/subject books are classified in a library Main purpose is to make it easier to find what you are looking for Therefore you need a logical arrangement – without that, your users will waste a lot of time

48. 6.2 DEWEY DECIMAL CLASSIFICATION SYSTEM (DDC) DDC is the most commonly used classification system in libraries Easy to administer Numerical system based on decimals – groups of 10 numbers are used to describe all subjects Most suitable for small public and school libraries It would not suit a specialized library as numbers get too detailed and long

49. ` We use DDC to identify a book and describes what the book is about DDC is organized into 10 Main Classes 000Reference 100Philosophy & Psychology 200Religion 300Social Sciences 400Language 500Pure Sciences e.g. biology, botany, zoology 600Applied Sciences & Technology 700Arts, hobbies, sport, recreation 800Literature 900History, biography (920), geography

50. If a collection does not have too many resources, it is advisable to use a colour code classification system. Each subject area is given a special colour Users can learn to identify non-fiction by the colour on the spine label of the book as well as by the call number on the spine

51. 000ReferenceBlack 100Philosophy & PsychologyGrey 200ReligionBlue 300Social SciencesMauve 400LanguageBrown 500Pure Sciences e.g. biology, botany, zoologyRed 600Applied Sciences & TechnologyWhite 700Arts, hobbies, sport, recreationYellow 800LiteratureOrange 900History, biography (920), geographyPink

52. It is very important to note that it is not possible to classify materials without the use of the DDC Books that provide DDC in a simplified form are: South Mary L. 1986. Dewey Decimal Classification for school libraries: Revision and expansion of the introduction to the Dewey Decimal Classification for British schools, Forest Press, ISBN 0 910608 35 0. Read Education Trust. 1994. Read Simplified Dewey Decimal Classification for small libraries. Read Education Trust. ISBN 1 874978 61 1.

53. WORKSHEET 6.1

54. WORKSHEET 6.2

55. REFER TO NOTES ON SECOND SUMMARY

56. WORKSHEET 6.3

57. 6.3 DDC – Step-by-step 3 Steps to assign a Dewey number to a book: 1. Examine the book carefully to determine its subject 2. Decide which of the 10 main classes this book should be placed under 3. Decide which second summary number would apply to this book

58. How do we find out what a book is about? 1. Read the content page – title & sub-title 2. Look at the index 3. Look at the chapter headings 4. Look at the illustrations 5. Read the introduction or preface 6. Read the blurb (description on the front flap/back cover)

59. 6.4 LOCATION NUMBERS (for non-fiction books) Accession number – 89/1 Classification number – tell us what the SUBJECT of the book is e.g. 500 Location number – tell is where to FIND the book on the shelves e.g. 500 SMI (classification number and the first 3 letters of the author’s surname)

60. WORKSHEET 6.5

61. How to deal with problem location numbers: No author – use the first 3 letters of the title More than one author – use the first 3 letters of the first author Biographies – if biography is about one person, use the first 3 letters of the person’s surname Collective biography – use the author’s surname. If there is no author, only an editor or a compiler, use the first 3 letters of the title

62. FOR FICTION BOOKS Fiction book is a story that deals with imaginary people, places and happenings. How can we decide a book is fiction? Content of the book In the blurb you will usually see word “story” Pictures are likely to be less accurate No headings – text flows and sections is not that important Blurb of the book will give you a good indication of content Why do we not classify fiction books according to Dewey? An alphabetical arrangement is easier to use and administer Users do not associate non-fiction books with relaxation Non-fiction section of the library would be too big - unmanageable

63. How do you formulate location numbers? Give a symbol for the language and the first 3 letters of the author’s surname. Location numbers for fiction books: EnglishE AfrikaansA ZuluZ South-SothoSS North-SothoNS TswanaTW TsongaTS XhosaX GermanG FrenchF Examples of location numbers: EAZG AUSDUPKRISHC

64. WORKSHEET 6.7

65. MODULE 7 PROCESSING 7.1 Definition 7.2 Stationery required 7.3 Step-by-step process

66. 7.1 DEFINITION When processing a book, or making it shelf-ready, we prepare it for use by: Making it easy to find it on the shelf Making it easy to lend it out and get it back Making it strong enough to be used continually We need to process books because: The librarian must know if a book is stolen or not returned The librarian and the users must be able to find books easily on the shelves The books must be protected against damage

67. 7.2 STATIONERY REQUIRED Concern the following issues: 1. Where would you obtain an official library stamp? 2. Why do we use permanent ink on labels 3. How do you order from the Department of Education? 4. What to do when no funds are available

68. 7.3 STEP-BY-STEP PROCESS 1. Steps in processing Check invoice – open the box and check the books against the invoice and original order Inspect books – for damage, blank pages, upside-down pages Open – open books in correct manner Reinforce books Stamp the books Accession – write accession numbers into books and register Sort – into fiction and non-fiction Classify books Letter the spine Cover the books Process with library stationery – book pockets, date slips and issue cards Make catalogue cards

69. 2. FICTION LABELS E/SMIE SMI E is for books written in English SMI represents the first 3 letters of the author’s surname SMITH 3. NON-FICTION LABELS 417 JOH 417 is the classification number JOH is the first 3 letters of the author’s surname Johnson ALWAYS REMEMBER: Neatness is more important than speed Steps in processing must be followed systematically – there must be a logical, orderly sequence

70. REFER TO NOTES ON LABELS

71. MODULE 8 CIRCULATION/ISSUE SYSTEM 8.1 Issue system – cards/computers 8.2 Weeding

72. 8.1 ISSUE SYSTEM CARDS/COMPUTERS Circulation is the process of: Lending out books and other materials Receiving returned books Tracing books that are not returned on time The library committee would have decide on how many books a user may take out at one time and for how long

73. CARD SYSTEM Taking out a book: User chooses a book and brings it to the desk Librarian checks that the book is not damaged, stamps the date slip and fills in the issue card and puts it on the user’s pocket User takes his book away Librarian puts pocket and issue card into a pile of the day’s issues in a tray or a box Filing issue cards: At the end of the day, all the issue cards of that day must be arranged in some kind of order This is done according to the accession number at the top of each card Cards are filled numerically using the whole of the accession number

74. Receiving returned books: User presents his book at issue desk Librarian checks that book is not damaged and opens it at the date slip Card for the book should be found in the issue tray behind the correct date marker and numerically in order of accession numbers Issue card goes back into the book User is given his user pocket back Book goes back to shelves

75. COMPUTER SYSTEM It is becoming standard for libraries to use computers instead of cards to record information about books and users When they work, and the library staff has good training, computers are very powerful tools Searches can be done quickly and easily in many different ways – by subject, title, author, key word Only one entry for each book has to be made by the librarian Computers can tell the librarian at a touch of a button which books are overdue, who has them etc. Lot of things to consider before you spend a lot of time raising money to buy a computer: 1. they are sensitive to dust, heat and humidity 2. they break easily during transport and can only be repaired by highly trained experts 3. replacement parts can be hard to get 4. a reliable source of electricity is essential 5. power outages can cause information to be lost

76. another problem is deciding which software to use with your computer there is software for word processing, spreadsheets, databases, drawing etc. software can be very expensive without software, your computer would be useless – that is why many people are forced to replace older computers specialized training is absolutely necessary if you plan to use a computer for the library’s catalogue. You can also use the computer to write reports and letters, make a library newsletter, make signs, print book cards, play games ets. You can also raise money by teaching or hosting classes about using the computer and by letting the public pay to use it during certain hours You can also use a computer with a CD Rom drive to view many databases and multimedia materials If the library has a phone and proper equipment and software, you can send and receive email or browse Internet

77. Action steps should you be interested to buy a computer for your library: 1. explore the costs and benefits of having a computer for the library 2. visit a library that uses computers 3. find sources for funding and training 4. decide if and how you want to use a computer in the library

78. 8.2 WEEDING Weeding a library serves much the same purpose as weeding a garden Removing worn or damaged books makes room for new materials It improves the appearance of the library and encourages people to take good care of books The yearly inventory gives you the chance to see if each book is in good condition If not, set it aside to mend, or permanently remove it from the library Some books may be in perfect condition, but are really not appropriate for the library Their contents may be old and outdated – perhaps even dangerous They may be the wrong reading level for your library users or written in a language they do not speak

79. Try to gain the library committee’s support before removing any books If no one has borrowed a book for a long time, it may mean that people are not interested in it Showing that an outdated or inappropriate books is not being used, supports removing it Do not remove a book simply because it has not been borrowed without first trying to find out why Try to find another use for a book Try to sell unwanted books to raise money for new materials Never sell or give away books that contain outdated or false information Use them for scrap paper or fuel

80. MODULE 9 SHELF ARRANGEMENT Books do not serve any purpose if they cannot be found when they are needed. “Shelf reading” is very important. Check shelves once a week that all of the books on the shelves are in the correct order, or in the right place on the shelves.

81. REFER TO NOTES ON SHELF ARRANGEMENT

82. MODULE 10 USER GUIDANCE 10.1 Developing information retrieval skills 10.2 Parts of a book 10.3 Ways of developing information skills 10.4 Displays

83. 10.1 DEVELOPING INFO. RETRIEVAL SKILLS How to empower users by developing their information retrieval skills: start the user guidance programme by explaining the layout of the resource collection if the resource collection is housed in a central media centre, give users a map of the layout of the centre and point out where they will find reference, non-fiction, fiction sections if collection is housed in a classroom or in a mobile unit, the collection will also have to be explained point out different resources in the collection and how to access the information found in these resources explain the use of the DDC system outline the purpose of the catalogue explain how to use the catalogue to find a book on a particular topic, or by title, or by author demonstrate the difference between fiction and non-fiction show learners the different parts of books and explain the use and purpose

84. 10.2 PARTS OF A BOOK 1. The cover – to protect the book. Details on cover include the author, title, an illustration or drawing and the publisher’s name 2. Back cover – includes the ISBN number, barcode, publisher and some information about the book 3. Spine – holds the pages together. The author’s name, title and publisher’s logo usually appear here 4. Title page – includes the title and subtitle of the book, the author, publisher and the date of publication 5. Title verso page – gives all the publishing details – copyright, date of publication, publisher’s address, ISBN 6. Contents page – provides a list of the chapters, chapter headings and pages 7. Index – directs the reader to where information can be found in the book

85. 10.3 WAYS OF DEVELOPING INFORMATION SKILLS 1. Explain the use of the DDC system 2. Display posters and charts on how to use the classification system and where they would find what they are looking for using the numbers 3. Explain the purpose and use of a catalogue and demonstrate the use of the catalogue and the benefits of being able to use it 4. Give users activities that will develop their information retrieval skills 5. Encourage users to talk about books that they enjoyed reading 6. Ask them to write book reviews

86. 10.4 DISPLAYS Displays are an important part of the promotion of the resources in the media collection They stimulate interest in and encourage the use of resources Displays work through visual appeal Their impact will depend on the selection of books and other material and the arrangement of these materials Get ideas for displays from bookshops and other library displays Look at the backgrounds, levels, use of space, lettering and positioning Need not to take up a great deal of time, but their impact has great value

87. Choose a theme for a display, select books, posters and other materials to support the theme Also find props that will create interest but will not overcrowd the display E.g. if the theme of the display is recycling and pollution – collect paper, cans, plastic bags and bottles to create a polluted environment. Draw a poster to illustrate the theme and draw a diagram of the recycling process Displays should be: changed frequently set up with users help current and relevant. If there is a special day e.g. Christmas, this could be highlighted by a display

88. MODULE 11 CARE OF BOOKS & MATERIALS 11.1 Care of books and materials 11.2 Theft

89. 11.1 CARE OF BOOKS & MATERIALS The care of materials involves: Ensuring that users have clean hands when handling materials Using bookmarks to mark the place in a book where the reader last stopped reading Making sure that users do not eat or drink near the materials Emphasizing the importance of the care of the materials when it is taken out for the collection Ensuring that the materials are not left in the sun or near water Make sure that the roof and walls for the library are water-tight and that there is good ventilation Use shelves with open backs to promote the flow of air Use curtains and blinds to shield books from direct sun Cover books to protect them form dirt and damage Keeping books clean by taking them home in a plastic bag Avoiding folding the covers of books – this will damage the spine, the binding and the cover

90. Repair of books: Check materials when they are returned to see if they need repair Glue spines that are coming away from the pages Glue loose pages back into the book with tape Never use stick tape when repairing books – it will dry, lose its stickiness and make yellow marks on the page

91. 11.2 THEFT Methods to limit theft: User education Label the books Keep accurate records. Put wire mesh on all the windows Have only one door Check bags Offer a reward Name names Withhold diplomas or school certificates Keep valuable books in the library

92. MODULE 12 SETTING TARGETS 12.1 Looking ahead 12.2 Goal setting 12.3 Budgeting 12.4 Fundraising

93. 12.1 LOOKING AHEAD Take small, practical steps – you can achieve anything in your library No matter how small your steps, as long as they are regular Measure your progress towards a realistic goal that you can reach Don’t try to do too much – you will become discouraged

94. 12.2 GOAL SETTING Make use of a Library Systems Check List to improve your library services: 1. DISCUSSION AND CONSULTATION Discuss the course with your principal Discuss future needs of your library with him Present him with a budget Find out what users want and need

95. 2. SETTING UP YOUR LIBRARY Decide who will clean your library – get cleaning materials and set up timetable for the people who will clean Discuss library hours and rules with the committee Decide what furniture you need – where can you get it, where will you get the money from Find out who your suppliers will be for books, stationery, furniture, etc and establish a friendly relationship with them. Describe your needs and find out how you must place orders. Ask for a discount. Plan security Place the issue desk and shelves in a good position

96. 3. ARRANGING THE BOOKS ON YOUR SHELVES Organize helpers and set up a processing system Decide who will help you with shelf reading Delegate people to return the books to the shelves Decide if you want to lend books out yet – if so, start an issue system Get a place to store everything and label each place

97. 4. PUBLIC RELATIONS When you feel that your library looks good and everything is working well, you may open it Invite the principal and the teachers to see what is available Invite the community – discuss this with your principal. Make sure to invite everyone of importance – they might be interested in helping you… Send out a brochure on your library and include what you offer, your hours, your rules and procedures Who will be on the library committee – establish it and arrange regular meetings

98. 5. OTHER ROUTINES Draw up borrowing and returning routines – have a place for everything Decide who is responsible for opening and closing of the library – who should have a key 6. RELATIONSHIPS THAT WILL HELP There are usually many people who are willing to help if you ask them – look around you and decide what help you need e.g. help with accounts and budgets, professional help (make the librarian in the public library your friend and ask her assistance with tasks as classification, cataloguing, photocopying) Establish relationships with publishers Establish relationships with bookshops Choose volunteers and helpers

99. 7. ONGOING PUBLIC RELATIONS Provide lists of new books Keep finding out what users want and need Arrange open days 8. OTHER FACILITIES If you do not have any periodicals, pamphlets, tapes etc. in your library or the funds to buy it, ask companies that give them free of charge Make sure you have enough room to store periodicals, boxes for pamphlets etc. 9. DISCIPLINARY PROCEDURES Discuss with your principal – who has the final say

100. WORKSHEET 12.1

101. 12.3 BUDGETING To be successful and sustainable, your library must have some funding for books and other expense While donated books can be a significant part of the library’s collection, the only way to get relevant, important and interesting books, is to buy them Buying books also supports local publishers and booksellers A budget is a list of all the library’s projected expenses and all of its income Make a list of all your expenses Make a list of possible fundraising events

102. 12.4 FUNDRAISING Tips to make fundraising successful: Report to the principal how past donations were spent – it will show that the library committee is responsible and trustworthy involve as many people in the fundraising as possible be focused – make a list of books to raise money for set realistic goals keep track of who contributes don’t ask the same people for money in the same way too often – use a variety of approaches always thank a donor

103. Some ideas for fundraising events: RAFFLES AUCTIONS DANCES OR PARTIES SELL SCHOOL SUPPLIES CHURCH COLLECTIONS SOLICITATIONS GRANTS A LIBRARY GARDEN SPORTING EVENTS PERFORMANCES MOVIES BOOK SALE HAIRCUTS FINES TEA GARDENS

104. The success of your library depends on your own motivation and enthusiasm! Have a vision that your library will be a happy and productive place…… and let your VISION be your MISSION!!!!!!

105. THANK YOU! Leana van der Westhuizen leanavdw@ananzi.co.za 082 922 5870