Host School’s Layout & Explanation
The current layout of the host school’s library seems to be rather efficient for performing the daily tasks of a primary school. The students quickly learn the routine of where to drop off their books, what sections of the shelves contain their favorite books, as well as how to check out their new books. The reference shelves are located in another area so that they are not confused with the other library books. Second grade students will begin using these reference materials on a regular basis about midway through the year. Since many of the library shelves contain picture-books for the younger students, the librarian recently stocked a special shelf of beginner chapter books. This has also proven to aid those students who enjoy reading the entire series of a particular author or subject.
The activeboard and tables near it are used during whole group instruction by the librarian. This is used for initial orientation, explanation of references, or for watching and interacting with e-books. The e-book storage is located near the activeboard area. Also, classroom sets of books as well as books on tape are readily available for teachers to check out.
The small group tables as well as the student computers are located so that the official at the circulation desk can monitor their progress. The rocking chair and rug are commonly used for pre-kindergarten library story time.
One issue raised by the current media specialist is the need for more storage space. As she has explained, the school has collected supplies for almost two decades, and there simply isn’t enough room to store it all. Also, with the influx of technology, the rise of e-books and computer space is certainly needed. One goal that the media specialist has is to add at least two more computers to the two existing student computers within the library.
The activeboard and tables near it are used during whole group instruction by the librarian. This is used for initial orientation, explanation of references, or for watching and interacting with e-books. The e-book storage is located near the activeboard area. Also, classroom sets of books as well as books on tape are readily available for teachers to check out.
The small group tables as well as the student computers are located so that the official at the circulation desk can monitor their progress. The rocking chair and rug are commonly used for pre-kindergarten library story time.
One issue raised by the current media specialist is the need for more storage space. As she has explained, the school has collected supplies for almost two decades, and there simply isn’t enough room to store it all. Also, with the influx of technology, the rise of e-books and computer space is certainly needed. One goal that the media specialist has is to add at least two more computers to the two existing student computers within the library.
Existing Strengths and Changes
Based upon the results of teacher and student surveys, technology, specifically the activboard, is a strong feature within the media center. On the other hand, however, teachers would also like to see more desktop computers available for student usage. Turning the conference room into a computer lab as well as adding more computers to the already existing computer station is a proposed way to strengthen this feature of the media center.
The teachers and students agree that there are sufficient age-appropriate texts circulating within the library. The teachers also noted the skills and knowledge of the librarian and media clerk. They did mention, however the need for more space between isles so that larger students, or those in adaptive devices, can move more freely. Rearranging some of the furniture will aid in making the media center “obstacle free.”
Teachers also commented that there is plenty of space for whole group instruction. Tables are available for several classes to fit into the library at one time. There is not, however, room for students to sit individually in “comfortable” child-like chairs. For this reason a reading center was developed in the new media center that allows students to read books for pleasure during the day.
Two other suggestions made by teachers were to have a monthly display of an author or a particular genre of books as well as to allow for smaller group seating arrangements. The display will be located as the students enter the library and will hopefully catch their eye and perhaps guide their focus or peak their interest. Small group seating area is also arranged within a corner of the library, near the reference section, so that students can work together without disrupting the rest of the media center. Adaptive devices were also purchased so that those with special needs can join in whole group and small group instruction, as well as participate in the reading center.
The teachers and students agree that there are sufficient age-appropriate texts circulating within the library. The teachers also noted the skills and knowledge of the librarian and media clerk. They did mention, however the need for more space between isles so that larger students, or those in adaptive devices, can move more freely. Rearranging some of the furniture will aid in making the media center “obstacle free.”
Teachers also commented that there is plenty of space for whole group instruction. Tables are available for several classes to fit into the library at one time. There is not, however, room for students to sit individually in “comfortable” child-like chairs. For this reason a reading center was developed in the new media center that allows students to read books for pleasure during the day.
Two other suggestions made by teachers were to have a monthly display of an author or a particular genre of books as well as to allow for smaller group seating arrangements. The display will be located as the students enter the library and will hopefully catch their eye and perhaps guide their focus or peak their interest. Small group seating area is also arranged within a corner of the library, near the reference section, so that students can work together without disrupting the rest of the media center. Adaptive devices were also purchased so that those with special needs can join in whole group and small group instruction, as well as participate in the reading center.
