Court Farm Primary School. Library Policy

Transcription

1 Court Farm Primary School Tedbury Crescent, Erdington, Birmingham B23 5NS Mrs M Bromley Head Teacher Tel: Fax: enquiry@courtfrm.bham.sch.uk Library Policy Introduction This document is a statement of the aims, principles and strategies for the use of the Library and to reinforce library and literacy skills in Court Farm Primary School. Aims of the School Our aim is to give each child the opportunity to achieve his/her potential in every area of school life. We provide a stimulating and caring learning environment in which confidence, pride and success develop. Role of the Library To provide an adequate and relevant range of resources for Foundation Stage to the end of Key Stage 2 that will satisfy recreational reading needs and support both the National Curriculum and National Literacy Strategy to enable children to acquire knowledge. To promote research and investigation strategies so that pupils can become confident in evaluating and using information. Where children are encouraged to talk about their choices of reading matter, to appreciate books and develop their attitude towards reading encouraging children to become readers for life. To classify and continually update the information regarding these resources with the aid of a reliable computerised system. To use the Dewey Decimalisation System of Classification. To familiarise the children with this system in order that they will become competent in using the non-fiction section of the Library. To provide a service of regular timetabled library sessions for each class, in order to encourage every child to become comfortable and confident in using library skills. To provide a fiction collection that will cater for a wide range of ages and abilities and encourage children to become more adventurous in their reading matter, by providing and displaying material that is both stimulating and varied. Library Accommodation and Organisation The Library is arranged in a comfortable, well-lit area with accessibility for all. All areas of the Library are clearly marked so that the children become familiar with the shelving layout. Page 1 of 6

2 Non-fictions shelves are labelled according to the Dewey Decimal Classification System. Shelf dividers are used and book spine colour codes are used to denote the relevant classifications. Relevant books are displayed on the top of the bookshelves to stimulate and aid selection. There are levelled individual reading books and guided reading book sets displayed and arranged for ease of selection. There are displays on the wall and portable guides to the Dewey System that we use, showing the colours on the book spines. Fictions books are arranged in alphabetically order of the author s surname. Role of the School Librarian The School Librarian, under the direction of senior management, manages the Library. To classify and catalogue school book resources using the Junior Librarian Computer System and to continually update the library records. This includes pupil books, teacher resources across the subject areas. To issue books to parents, pupils and staff using the computer system To deal with returned books using the computer system and shelve them correctly. To be responsible for the repair and maintenance of stock. To be available for advice regarding reading material and help with research. To aid in the choice and purchase of new stock. To liaise with staff regarding curriculum needs. To check in and out material for class libraries, topics and associated activities and displays. To be responsible for keeping the library a pleasant and happy place to be. To encourage the children in all aspects of their reading. To produce an overdue book list for each class. To be responsible for sending letters home with pupils for overdue and lost books. To be responsible for promoting the library eg. displays of children s work. To set up and monitor library home/school arrangements. Range of Learning Resources Learning resources including: A wide range of non-fiction books to support the needs of the school curriculum. A range of non-fiction books on general interest (eg. sports, hobbies, pets etc) to cater for the children s leisure interests/ A static reference collection, comprising of a variety of encyclopaedias, fact-finders, dictionaries etc for use only in the library. A stimulating selection of fiction books that provide adequate reading material for Page 2 of 6

3 children of different age groups and abilities linked to reading scheme. A selection of levelled reading books and guided reading books. A current children s newspaper. A computer for the librarian, to catalogue and maintain all records. An interactive whiteboard and laptop connected to Wi-Fi. A range of teacher support materials, audio visual materials and posters etc. Display boards promoting reading, events and information for all pupils. Library use and Access Each class visits the library according to the library timetable. Children are not allowed in the library without an adult. Children are allowed to borrow one book of their own choice in their class library time if the previous book has been returned. Children can borrow additional books if they come to library sessions after school with their parents/carers/ The staff allowance is unlimited. Books borrowed by children that are not returned after three weeks become overdue and a fine may be imposed. The library is used for small groups and individual use during the school day. Under supervision of the school librarian Year 6 pupils are monitors in the library on a rota basis. The Library s Role in Information Skills Programme The development of pupil library skills is ongoing. The benefits of this are two-fold. Firstly, children gain confidence quickly as they know they can gain advice when it is needed. Secondly, less able and reluctant pupils can be guided until they become proficient in library procedures. (See appendices for library skills program for each year group, together with scheme of work). The skills taught are: o Understanding the layout of the library. o Understanding of the Dewey Decimal Classification System o How to look after library resources o How to find non-fiction books by using the Dewey Decimal Classification System o How to find a fiction book by using the first letter of the author s surname to locate it within the alphabetical display. o How to choose fiction books appropriate to the reader s ability within the colour-coded home loan reading scheme. o Behaviour in the library. o Procedure for borrowing and returning books. Library Information Skills Foundation Stage In Foundation Stage children will: Learn care and respect for books. Be taught mechanics of using books opening the book, turning pages, front and back of the book, the flow of the text, link between pictures and text. Be introduced to plenty of books, both fiction (picture books) and non-fiction. Be introduced to the concept of read and not real. Be encouraged to become a member of the local Public Library. Develop reading involvement with their parents. All of the above will: Influence children s attitude to books. Page 3 of 6

4 Give a positive feeling about books. Engender an interest in books and reading. Influence reading readiness. Develop literacy and foster the reading habit. Library Information Skills Year 1 By the end of Year 1 children should be able to: Locate the library within school. Understand simple library rules eg. holding, opening, turning pages. Develop listening skills and be able to respond to stories, poems, rhymes etc. Re-tell the outline of a simple story. Experience a wide range of pictures and illustrations. Library Information Skills Year 2 By the end of Year 2 the children will have consolidated Year 1 skills and should be able to: Locate the library within the school. Understand simple library rules, eg. care of books, borrowing procedures and behaviour in the library. Handle books carefully and confidently. Identify various parts of the book, eg. page, cover, spine. Develop listening skills and be able to talk about stories within a group. Compare and explore pictures and illustrations. Browse and select a book from a collection. Read aloud and emphasise the meaning of what is being read. Library Information Skills Year 3 By the end of the Year 3 children will have consolidated Year 2 skills and should be able to: Identify the different areas in the library. Understand the difference between fiction and non-fiction books. Extend book vocabulary eg. author, title, illustrator, chapter. Choose a book selectively. Keep a record of what has been read. Re-tell a favourite story, describe an event or character. Discuss in a simple way, likes/dislikes of books, styles and illustrations. Library Information Skills Year 4 By the end of Year 4 the children will have consolidated Year 3 skills and should be able to: Identify the types of books in their classrooms fiction and non-fiction. Identify the different areas of the school library fiction, non-fiction, reference, tapes, videos and CDs. Preview a book; develop strategies on how to choose a book. Extend their vocabulary to include publisher, dust jacket, chapter, novel and index. Use a simple dictionary. Recognise that fiction books are arranged alphabetically, home loan reading books are arranged in colour/levels and non-fiction books are arranged by subject. Locate fiction books alphabetically using the first letter of the author s surname. Library Information Skills Year 5 By the end of the Year 5 the children will have consolidated Year 4 skills and should be able to: Shelve fiction books using A-Z order. Locate non-fiction sections of the school library. Page 4 of 6

5 Know their way around a non-fiction book author, illustrator, publisher, dust jacket, chapter, contents page, index and glossary. Develop dictionary skills to include the first three letters of a word. Locate a non-fiction book by using Dewey decimal numbers. Use a simple subject index. Expand their reference skills to include contents and index and be able to extract information using them. Keep records of the books they have read. Give reviews and make recommendations both orally, to groups or class and in a written format. Choose a book selectively. Library Information Skills Year 6 By the end of Year 6 the children will have consolidated Year 5 skills and should be able to: Know and use different parts of a reference book volume, index, contents and glossary. Expand the use of dictionaries and introduce thesaurus. Find a book on a chosen topic using a subject index and Dewey decimal order. Use encyclopaedias both subject and A-Z encyclopaedias. Use maps and diagrams from atlases. Make use of and interpret alternative reference materials eg. telephone directories, yellow pages, bus/train timetables, DVDs, CDS etc. Develop project work in groups or as individuals using reference books available in the library school and public. Use and begin to develop several higher order reading skills, eg. skimming and scanning. Give book reviews, both oral and written, supporting their opinions with materials from the text. Reading Development and Book Promotion It is vital that the library is promoted both within the school and at home through various methods. Library skills are taught in order for the children to become familiar with library procedures and confident when using the library facilities. Timetabled library sessions should be used fully in order to maximise reading opportunities. The children should feel welcome in the library and displays etc. should be of a library related nature. Parents are notified of forthcoming events and activities and support events, encouraging the participation of their children in such events as World Book Day and school book fairs. It is vital that the library is a bright, welcoming and comfortable environment for both pupils and staff and that the room is kept tidy, clean and in good order. The display area keeps pupils and staff up to date with library book events. Monitoring and Evaluation The school librarian will be responsible for the following: Completion of entering the books and new pupils onto the library system in the school library liaising with the school ITC technician. Regular stock take of resources and checking that books are on the correct shelves (with the help of pupil librarians). The maintenance and repair of all stock. Monitoring the material in stock, which is over ten years old. Maintaining lost/damaged books and corresponding with parents. Keeping a record of finances pertinent to lost/damaged and replaced books. Evaluation of use/borrowing patterns heavy use topics. Page 5 of 6

6 Planning and Future Development Possible ideas for future development: Improve on selection of junior fiction. Newspaper/comics and leaflets (variety) Use of Year 6 monitors Displays selected author; classification area eg. poetry; jokes; book reviews; events; topic work Storytelling sessions after school for parents and children New posters Bulletin board for library use Selection of books for parents to borrow Library Policy Page 6 of 6