Library
& Information Science, Course 233: School Library Media
Centers.
Dr. David Loertscher
t1af.html
by The American Association of School Librarians
A Division of the American Library Association
in cooperation with the
American Association of Colleges for Teacher Education
American Association of School Administrators
American Personnel and Guidance Association
Association for Childhood Education International
Association for Supervision and Curriculum Development
Catholic Library Association
Department of Elementary School Principals, N.E.A..
Department of Audio-Visual Instruction, N.E.A.
Department of Classroom Teachers, N.E.A.
Department of Rural Education, N.E.A.
General Federation of Women's Clubs
National Association of Secondary-School Principals
National Citizens Council for Better Schools
National Council for the Social Studies
National Council of Teachers of English
National School Boards Association
National Science Teachers Association
Public Library Association, A.L.A
Secondary Education Board
iii
Copyright 1960 by the American Library Association
Manufactured in the United States of America
Library of Congress Catalog Card Number 60-7349
iv
Several years ago there came to the executive office of the
American Association of School Librarians., a division of the
American Library Association, a steadily increasing number of
requests from school administrators and librarians that the national
standards for school libraries be revised. Although the 1945
standards published in School Libraries for Today and Tomorrow
presented objectives and activities of the school library program
that still held true, many new developments had occurred that
affected the use of library resources and services in the education
of youth. It was also quite apparent that for many schools the then
current quantitative standards were far out-of-date and most
inadequate. For these and other reasons, the revision of the national
standards was undertaken.
The first major step was the appointment by the American Association
of School Librarians of a School Library Standards Committee that
would represent many groups interested in and responsible for
libraries in schools. Since the principles governing the programs and
resources of school libraries are not the exclusive domain of school
librarians, the counsel of others concerned was sought. The executive
boards of twenty professional organizations appointed their
representatives to the Committee in response to the invitation of the
American Association of School Librarians. These representatives
participated in several all-day meetings and gave invaluable
assistance and direction in planning the procedures for revising the
standards, in formulating the philosophy of
v
school library service today, and in carefully appraising the three
preliminary drafts of this publication submitted to them. The
standards were thus prepared in cooperation with the organizations
listed on the title page, and in most instances have been reviewed by
their executive boards; but these organizations have not necessarily
given complete endorsement to all aspects of the standards.
From the beginning of the Committee's work, the policy was followed
of utilizing the judgments and experience of a large number of
administrators, teachers, and librarians in the schools, so that the
standards would be not just a committee project, but, in a very real
sense, the enterprise of many individuals throughout the country.
This objective was realized through many avenues-the advisory
services received from a panel of consultants; a two-day session held
at the Kansas City A.L.A. Conference in 1957, in which forty persons
participated; an afternoon work session at the San Francisco A.L.A.
Conference in 1958 involving some 600 participants; and the material
obtained from scores of librarians (frequently prepared in
cooperation with their administrators and classroom teachers) in
response to requests for information about their library programs.
These requests consisted of ( I ) brief questionnaires directed to
librarians in special situations, such as technical and vocational
schools, demonstration schools, very small schools, and offices of
school library supervision; (2) letters asking librarians to describe
particular parts of their library programs, such as reading guidance
with average, below average, and superior readers; activities with
teachers and guidance counselors; teaching the use of the library and
its resources; and many other aspects of school library service. The
identification of these school libraries in itself constituted a
special part of the standards project, and involved the cooperation
of state, city, town, and county school library supervisors and
administrative officials.
From all these sources-plus the advice, suggestions, and criticism
obtained from consultants in special areas and innumerable
conferences with individuals and small groups-have evolved the
general plan, coverage, and content for those principles and policies
that represent the qualitative standards for school library progress
presented in this publication.
Various procedures were used for the compilation of the quantitative
standards: the judgments of a panel of experts consisting of
vi members of the Committee and the advisory consultants; information
obtained from questionnaires sent to schools characterized as having
very good school library facilities and resources; and the subsequent
appraisal of the standards in conferences with specialists in the
field. In the questionnaires that were sent to established school
libraries, the respondents were asked for facts about the library
budget, staff, materials collections, and quarters. They were also
requested to make estimates about what their libraries needed if the
current provisions for funds, staff, and collections were inadequate.
This last request was made in order to avoid perpetuating in the
standards a status quo that reflected any prevailing
conditions which failed to provide for the facilities and resources
known to be essential for very good school library programs.
The quantitative standards may be characterized as reflecting the
best judgment of the panel, supported by evidence to the effect that
(1) the standards presented in this publication are now being met and
sometimes exceeded in a small number of schools representing very
good school library situations, and (2) a considerably larger number
of school libraries reported that they could profitably use
collections, funds, and staff of the size recommended in the
standards.
It would be untrue to state that very many schools now meet or exceed
all the quantitative standards noted for school libraries in this
publication. It would be equally untrue to state that in those
schools that do meet the standards the library facilities are
superabundant or in excess of the needs of students and faculty.
These are the schools that fully recognize the importance of books
and other materials in the education of youth in a democratic
society, and they demonstrate clearly that forward-looking schools in
this country can attain the standards recommended for the programs
and resources of school libraries.
The Committee extends its sincere gratitude to the presidents and
executive secretaries of the organizations represented on the
Committee for their interest and assistance; to the members of the
1958-59 Board of Directors of the American Association of School
Librarians for their invaluable contributions; to the school
administrators who made many helpful suggestions; to the hundreds of
school librarians who answered questionnaires, participated in
conferences and meetings in which the standards were discussed,
appraised the preliminary drafts of this text, and helped in the
work
vii on the standards in other ways too numerous to mention; to the
American Library Association and the Carnegie Corporation of New York
for funds granted for the work of the Committee; to the School of
Library Service of Columbia University for many kinds of assistance
and facilities made available in providing headquarters for the
project; to the Executive Secretary of the American Association of
School Librarians for guidance, helpfulness, and good will given in
measure far exceeding any requirement of office or committee
membership; to the Director of the Publishing Department of the
American Library Association, and to her staff, for their editorial
assistance; and to the staff of the office of the School of Library
Service of Columbia University who devoted innumerable overtime hours
to the standards project.
Frances Henne
Ruth Ersted
viii School Library Standards
Committee
American Association of School Librarians
(American Library Association)
Dr. Frances Henne, Associate Professor, School of Library Service,
Columbia University, Cochairman of the Standards Committee.
Ruth Ersted, Supervisor, School Libraries, Minnesota State Department
of Education, Cochairman of the Standards Committee.
Eleanor E. Ahlers, Executive Secretary, American Association of
School Librarians.
Dr. Lillian Batchelor, Supervisor, Secondary School Libraries,
Philadelphia.
Mrs. Rachael DeAngelo, Coordinator, Library), Education Program,
Queens
College.
Mrs. Mary Peacock Douglas, Supervisor, Public School Libraries,
Raleigh, North Carolina.
Helen Sattley, Director, School Library Services, New York City Board
of Education.
Elenora Alexander, Director of Library Services, Houston Independent
School
District, Houston, Texas (ex officio).
Esther V. Burrin, Librarian, Westlane junior High School Metropolitan
School District, Washington Township, Indianapolis (ex officio).
Mary V. Gaver, Professor, Graduate School of Library Service, Rutgers
University (ex officio).
Mrs. Dilla MacBean, Stone Lake, Wisconsin (ex officio).
American Association of Colleges for Teacher Education
Dr. Laurence C. Boylan, Chairman, Graduate Division, Kansas State
College.
Dr. Edward S. Evenden, Professor Emeritus of Education, Teachers
College, Columbia University (deceased).
American Association of School Administrators (National Education
Association)
Dr. J. Harry Adams, Superintendent of Schools, Elizabeth, New
Jersey.
American Institute of Architects
Carl W. Clark, Syracuse, New York.
ix
American Personnel and Guidance Association
Dr. Gertrude Forrester, Head Counselor, West Side I-Egh School,
Newark, New Jersey.
Association for Childhood Education International
Erna Christensen, Bronxville Public Schools, Bronxville, New
York.
Association for Supervision and Curriculum Development (National
Education Association)
Dr. Doris Holmes, Professor of Education, Queens College.
Catholic Library Association
Rev. Andrew L. Bouwhuis, Director, Johnson Library, St. Peter's
College.
Department of Audio-Visual Instruction (National Education
Association)
Dr. Paul Witt, Professor of Education, Teachers College, Columbia
University,
Department of Classroom Teachers (National Education
Association)
Mrs. Mary F. Kolender, Munsey Park School, Manhasset, New
York.
Department of Elementary School Principals (National Education
Association)
William J. Helm, Principal, Belmont School, Philadelphia.
Department of Rural Education (National Education Association)
Dr. Robert Isenberg, Assistant Director, Department of Rural
Education, National Education Association.
General Federation of Women's Clubs
Mrs. Robert F. Herrig, Librarian, Lincoln County Free Library,
Libby, Montana.
National Association of Secondary-School Principals (National
Education Association)
Robert L. Amsden, Principal, Columbia High School, Maplewood, New
Jersey.
National Citizens Council for Better Schools
James Cass, Research Director, National Citizens Council for
Better Schools.
National Council for the Social Studies (National Education
Association)
Alice Flickinger, Laboratory School, University of Chicago.
Dr. Helen Carpenter, New jersey State Teachers College, Trenton.
x National Council of Teachers of English
Henry I. Christ, Andrew Jackson High School, St. Albans, New
York.
National School Boards Association
Clifton B. Smith, Board of Education, Freeport, New York.
National Science Teachers Association (National Education
Association)
Dr. Abraham Raskin, Professor of Physiology, Hunter College.
Public Library Association (American Library Association)
Margaret Scoggin, Coordinator of Young Adult Services, New York City
Public Library.
Secondary Education Board
John Park, Librarian, Kent School, Kent, Connecticut.
xi
Consultants
Mrs. Elizabeth Clarke Blodgett, Elementary School Librarian,
Farmingdale
School District, Massapequa Park, New York.
Mary Phyllis Brine, Librarian, junior High School, Manhasset, New
York.
E. Ben Evans, Director of Instructional Materials, Kem County Union
High School and junior College District, Bakersfield, California.
Sue Hefley, Supervisor, Webster Parish Schools Materials Center,
Minden, Louisiana.
Elizabeth D. Hodges, Supervisor of Library Services, Baltimore County
Board of Education, Towson, Maryland.
Dr. Anna L. Hyer, Executive Secretary, Department of Audio-Visual
Instruction, National Education Association.
Alice Lohrer, Associate Professor, Graduate School of Library
Science, University of Illinois.
Mary Helen Mahar, Specialist for School and Children's Libraries,
Library Services Branch, U.S. Office of Education, Department of
Health, Education, and Welfare.
Mrs. Mariana McAllister, Russellville, Arkansas.
Dr. Alice Brooks McGuire, Librarian, Casis Elementary School, Austin,
Texas.
Virginia Mcjenkin, Director, Fulton County School Libraries, Atlanta,
Georgia.
Mildred Nickel, Coordinator of Libraries for the Dependent Schools,
U.S. Air Force in Europe.
Dr. Charles F. Schuller, Director, Audio-Visual Center, Michigan
State University.
Mrs. Lillian L. Shapiro, Head Librarian, Woodrow Wilson Vocational
High School, Jamaica, New York.
Mabel A. Tumer, Assistant Professor, School of Librarianship,
University
of Washington.
Dorothy Wagner, Coordinator of Unified Studies, Public Schools,
Elizabeth,New Jersey.
Bernice Wiese, Director, School Libraries, Baltimore Public
Schools.
Jane Wright, Assistant Professor, Library Science Department,
Winthrop College.
Elinor Yungmeyer, School Library Consultant, State Library, Lansing,
Michigan.
xii
The following members of the 1958-59 Board of Directors of the
American Association of School Librarians served in a consultative
and advisory capacity:
Officers
President: Elenora Alexander, Director of Library Services,
Houston Independent School District, Houston, Texas.
Vice-President: Esther V. Burrin, Librarian, Westlane junior High
School, Metropolitan School District, Washington Township,
Indianapolis.
Treasurer: Kenneth Vance, Bureau of School Services, University of
Michigan. Recording Secretary: Dorotha Dawson, Director, Department
of School Libraries, Board of Education, Detroit.
Past-President: Mary V. Gaver, Professor, Graduate School of Library
Service, Rutgers University.
Executive Secretary: Eleanor E. Ahlers, American Library Association,
50 E. Huron Street, Chicago.
Directors
Cora Paul Bomar, School Library Adviser, State Department of
Public Instruction, Raleigh, North Carolina.
Rheta A. Clark, School Library Consultant, State Department of
Education, Hartford, Connecticut.
Mrs. Rachael W. DeAngelo, Coordinator, Library Education Program,
Queens College.
Lyle E. Evans, Provincial Supervisor of School Libraries, Department
of Education, Regina, Saskatchewan, Canada.
Gladys Lees, Director of School Libraries, Tacoma Public Schools,
Tacoma, Washington.
Dr. Alice Brooks McGuire, Librarian, Casis Elementary School, Austin,
Texas. Elinor Yungmeyer, School Library Consultant, State Library,
Lansing, Michigan.
Edna Ziebold, Director, Library Service, San Diego County Schools,
San Diego, California.
ALA Councilors
Marylyn Davis, Librarian, Greenwich High School, Greenwich,
Connecticut.
Sara Fenwick, Assistant Professor, Graduate Library School,
University of
Chicago.
Margaret Moss, Director of School Libraries, Board of Education,
Madison,
Wisconsin.
Dr. Miriam E. Peterson, Director, Division of Libraries, Chicago
Public
Schools, Chicago.
Carolyn Whitenack, Assistant Professor, Library and Audio-Visual
Education,
Purdue University.
xiii
Part I The School library as an educational force 1
1 Of Importance to All Citizens . . . 3
2 The Objectives and Scope of the Library Program in the School 8
3 The School Library Program for Children and Young People 14
General Principles 14
Reading and Reading Guidance 15
Guidance in Listening and Viewing 17
Reference Services and Research 18
Instruction in the Use of Materials 18
Personal and Social Guidance 20
Student Assistants 20
4 Materials, Funds, and Staff Needed
for School Library Programs (Summary) 22
Part II Planning and implementing school library
programs 27
5 School Boards, School Administrators, and School Libraries 29
The State 30
The School System 33
xv
6 School Library Supervisors 37
State School Library Supervision 37
School Library Supervision for City, County,
or Multi-District School Systems 42
Qualifications for School Library Supervisors 45
7 The School Library Staff 47
Activities of School Librarians 47
Size of the Library Staff 51
Status of School Librarians 56
Status of Other Workers in the Library 57
General Qualifications of School Librarians 58
The Professional Education of School Librarians 59
8 Curriculum Coordinators, Teachers, and School Libraries 63
Curriculum Coordinators and School Library Programs 63
Classroom and Special Teachers and School Libraries 65
School Library Programs and Resources in the Professional
Education of Teachers 67
Part III Resources for teaching and learning 71
9 The Materials Collections: Selection and Scope 73
The Selection of Materials 74
School Library Resources in Schools
Having 200 or More Students 76
The Collection of Supplementary, Materials 84
Professional Materials for the Faculty 85
10 Making Materials Easily Accessible in the School 87
School Library Policies and Services
That Make Materials Easily Accessible 87
Organization of Materials 90
School Library Quarters 91
11 The Library in the New School 95
General Principles 95
Staff 96
The Materials Collections 99
Funds 100
xvi
12 Library Resources and Services in Schools
Having Fewer than 200 Students 101
The Library Program 101
The Central Agency for Library Services and Resources
in Small Schools 104
13 Co-operative Planning for School Libraries 106
The District Materials Center 106
Regional Planning 112
Selected Bibliography 114
Appendix: Policies and Specifications
for Library Quarters and Equipment for
Schools Having 200 or More Students 119
Index 129
xvii
The school library as an educational force
1 This page blank in the original
2
Chapter I
Of importance to all citizens...
...that our schools have the resources needed for teaching and
learning
Whatever form the soul-searching regarding the education of youth
may take, sooner or later it has to reckon with the adequacy of the
library resources in the schools. Any of the recommendations for the
improvement of schools, currently receiving so much stress and
attention, can be fully achieved only when the school has the full
complement of library resources, personnel, and services. This fact
holds true for the multitrack curriculum, ability groupings in
subject areas, the expanded and intensified science program, the
toughening of the intellectual content in all courses, advanced
placement and accelerated programs, the development of the
disciplines of critical thinking, the teaching of reading, the
provision of a challenging education for superior students, the
meeting of needs of all students no matter what their abilities may
be, ungraded elementary school classes, and similar practices and
proposals.
In the education of all youth, from the slowest learner in
kindergarten to the most intelligent senior in high school, an
abundance of printed and audio-visual materials is essential. These
resources are the basic tools needed for the purposes of effective
teaching and Teaming. That the achievement of the objectives of a
good school program requires the resources and services of a school
library has been recognized and demonstrated for many years by school
board members, administrators, teachers, parents, and other people in
communities having such schools. These individuals, too, have
long
3 realized that the school library program contributes something more
to the over-all education of youth than materials and services geared
to curricular needs. The scope of knowledge has become too vast to be
covered extensively within the boundaries of classroom instruction,
superior though that instruction may be. Through the school library,
these boundaries can be extended immeasurably in all areas of
knowledge and in all forms of creative expression., and the means
provided to meet and to stimulate the many interests, appreciations,
and curiosities of youth.
The school library thus stands as a symbol for the truthful
expression of man's knowledge and experiences. The extent to which
many children and young people of today will be creative, informed,
knowledgeable, and within their own years, wise, will be shaped by
the boundaries of the content of the library resources available
within their schools.
... that all schools have functional programs of library
service
Merely stocking schools with materials is not enough. There must
also be arrangements that make these materials easily accessible to
students and teachers and that assure their optimum use. All schools
having two hundred or more students need well organized school
libraries with functional programs of service directed by qualified
personnel. Other provisions must be made for those smaller schools
that cannot afford a library, so that the thousands of students in
these schools are not deprived of a wide range of printed and
audio-visual materials and library services.
Educational leaders stress the point that the school library is one
of the basic requirements for quality education. Through the school
library, the many materials needed by teachers and students can be
supplied efficiently and economically, and their quality and
suitability assured. Equal), important, the school library program,
embracing teaching, guidance, and advisory services, forms a unique
and vital part of quality education.
Providing the schools of our country with good school libraries is of
importance to all citizens, not just school board members,
administrators, teachers, and librarians. In the community, parents
of school-age children and young people can be extremely effective in
implementing measures that bring library programs into schools where
none now exists, or that improve library resources and services in
schools with established library programs. By consulting
4 with school administrators, by lending support to plans of the
school board for the development and improvement of school libraries,
and by many other means, parents can be instrumental in obtaining for
their schools the resources of teaching and learning and the library
programs that facilitate and motivate their use.
All citizens, whether or not they have children in school, have an
interest and pride in their schools and in making every effort to
provide the best education possible for the youth in their community.
As individuals, they endorse plans submitted by the board of
education for establishing and supporting good school libraries. As
members of civic, professional, church, or other groups, they lend
their endeavors collectively to this cause. On many occasions, the
concerted action of some civic group or other organization has been
largely responsible for establishing libraries in schools.
On the national scene, it is of great importance that school library
programs and library resources of all types be included in
legislation pertaining to schools. Federal support is needed for the
acquisition of materials and equipment in the schools, for research
and demonstration, for scholarships, and for other purposes relating
to instructional resources and the individuals working with them.
National professional and civic groups also have an opportunity and
responsibility to contribute their support and efforts to the
development and improvement of school libraries.
Although the school library has been recognized as an essential part
of a good school for many years, many schools in the country are
without school libraries or have inadequate library resources and
services. According to the United States Office of Education, in
1953-54, "about 47 percent of the schools in the United States
received service from classroom collections only; about 37 percent
received service from centralized libraries; and 11 percent of the
schools in the United States received service designated as 'any
other type of library service.' Only 5 percent of all schools
reported no library service." From this report, which still reflects
the current picture, it can be seen that much remains to be done in
providing our schools with libraries, particularly in elementary
schools since at least 75 per cent of the elementary schools are
without school libraries. Inasmuch as classroom collections and
"other
________________________
1. U.S. Dept. of Health, Education, and Welfare, Office of Education,
"Statistics of Public-School Libraries, 1953-54," Biennial
Survey of Education in the U.S., 195254
(Washington, D.C.: Govt. Print. Off., 1957), Chapter 6, pp.
19-20.
5 types of library service" indicate limited resources and in no
sense are the equivalent of school libraries, it can be stated that
millions of elementary school children are being deprived of the full
complement of library resources and services which they need and to
which they are entitled; this unfortunate fact also holds true for
thousands of young people in high schools and combined
elementary-high schools. In many of the schools reporting that they
have libraries, the facilities for the school libraries are far below
standard and in dire need of improvement.
... that we work toward excellence in providing school libraries
for the youth of our country
In this book, the basic requirements for truly functional school
library programs are stated in the form of qualitative and
quantitative standards. These standards are presented for the use of
school board members, school administrators, teachers, librarians,
and all other citizens interested in schools. The standards are
designed to serve as guides in appraising existing situations and in
formulating immediate or long-range plans for library programs in the
schools.
The standards apply to all types of schools (public, independent, and
parochial) and, unless noted otherwise in the text, to all levels of
elementary and secondary education (elementary, junior high, senior
high, and twelve-grade schools and schools having other combinations
of grades). Standards are presented for new schools having an
enrollment of 200 or more students, for schools that have been in
operation for four years or longer and that have 200 or more
students, and for schools having fewer than 200 students.
Recommendations are presented for school library services in school
buildings, in district or regional materials centers, and in state
agencies. The scope of the school library collections, as interpreted
in this book, is described in Chapter 2.
The standards consist of three main types: (1) principles of policy
and practice that make the library program an educational force in
the school; (2) principles of administration and organiz-
___________
2. lbid., p. 21.
3. This book is not intended to serve as a textbook or manual
covering all aspectsand details of school library services and
practices. These kinds of information can be obtained from the
abundant literature that exists in the field of school librarianship,
and the reader is urged to consult the items listed in the Selected
Bibliography (pp. 114 ff.) and other sources for further
information.
6 ation that make the school library an efficient tool; and (3)
specifications for the staff, materials collections, funds, quarters,
and equipment required for the translation of principles into
action.
The quantitative standards recommended in this book are those that
provide for very good school library programs. (Good is
interpreted as being average, and it is assumed that
communities want to have schools that provide something more than
just average for their children and young people.) The standards are
not maximum ones, and superior schools will want to go beyond them,
as some already have. These standards have been based primarily on
judgments of educators and librarians that represent long experience
with school library programs. The findings of a survey of the
conditions and needs existing in a selected sample of very good and
excellent school libraries have also been taken into
consideration.
The most important part of the library program is the work with
students and teachers, those activities and services that make the
library an educational force in the school. The objectives of very
good schools require that the library program be in full operation,
which can be done only when the school meets standards for the
personnel, materials, funds, and quarters of the school library.
In some schools, those that now have excellent school library
programs and services, the quantitative standards have already been
surpassed. In many other schools, the means are at band to reach
these standards quickly, once it is recognized that a very good
school library is essential for quality education. For many
other schools, the quantitative standards, in whole or in part, will
constitute goals to work toward, and the realization of these
goals may take several years of careful planning and
constant effort.
To work continuously toward excellence in providing students and
teachers with the resources of teaching and learning that they need,
is a good investment for the community. Today, more than ever before,
it is the concern and responsibility of citizens to lend their
support to a program of action that leads to the development of
library programs in the schools that now have none, and that hastens
the improvement of existing school libraries that have not yet met
recognized standards or their fullest potential. It is the right of
every child and young person in a democratic society to have the
resources of teaming easily accessible, primarily because these
resources and the school library program that implements their use
constitute a fundamental part of the education of youth.
7
Chapter 2
The objectives and scope
of the library program
in the school
Throughout this book, specific objectives of school library
programs are stated or implied. This chapter presents a concise
summary of the general objectives of school libraries and a
commentary on the scope of the collections and the services of school
library programs. Every school library has the primary objective of
contributing to the achievement of the objectives formulated by the
school, of which it is an integral part.
Objectives
The general objectives of dynamic school library service are
common to all schools. They apply to elementary and secondary schools
alike, to independent and parochial schools as well as to public
schools, to small and large schools, to rural schools and to urban.
They are in harmony with the over-all objectives of education which
they serve.
For many years, school administrators, librarians, and others have
endorsed the statement of objectives of the school library that
appeared in the first compilation of national school library
standards. These objectives, which have pertinency for school
libraries today and still serve as basic guides in planning and
implementing school library programs, are stated in School
Libraries for Today and Tomorrow as follows:
The purposes of the school library are to
1. Participate effectively in the school program as it strives to
meet
8
the needs of pupils, teachers, parents, and other community
members.
2. Provide boys and girls with the library materials and services
most appropriate and most meaningful in their growth and development
as individuals.
3. Stimulate and guide pupils in all phases of their reading so that
they may find increasing enjoyment and satisfaction and may grow in
critical judgment and appreciation.
4. Provide an opportunity through library experiences for boys and
girls to develop helpful interests, to make satisfactory personal
adjustments, and to acquire desirable social attitudes.
5. Help children and young people to become skillful and
discriminating users of libraries and of printed and audio-visual
materials.
6. Introduce pupils to community libraries as early as possible and
co-operate with those libraries in their efforts to encourage
continuing education and cultural growth.
7. Work with teachers in the selection and use of all types of
library materials which contribute to the teaching program.
8. Participate with teachers and administrators in programs for
continuing professional and cultural growth of the school staff.
9. Co-operate with other librarians and community leaders in planning
and developing an over-all library program for the community or
area.1
Each of the above objectives can be spelled out in many particulars,
and each embraces a range of library services, instruction, and
activities. (See Chapter 3.) The objectives quite rightly focus upon
the most important function of the library in the school-the work
with teachers and students; and they are based on the assumption that
this work can be carried on successfully only when certain conditions
prevail-the services of qualified personnel in sufficient number, an
abundance of well-selected printed and audio-visual materials, and
arrangements that make materials easily accessible within the
school.
The scope of the school library program
Although the over-all objectives of the school library program
today are substantially the same as those in the statement on
pages
___________________
1. American Library Association, Committee on Post-War Planning,
School Libraries for Today and Tomorrow (Chicago: American
Library Association, 1945), pp. 9-10.
9 8 and 9, it would be unrealistic to maintain that changes affecting
the interpretation or activation of the objectives have not taken
place during recent years. Most of these changes have been in the
methods used to achieve the objectives rather than in the objectives
themselves, and they reflect the ongoing changes in the schools'
programs of instruction and in society.
One major development, however, must be mentioned in some detail.
Although there is one specific reference to audio-visual materials in
the objectives and although implications regarding these materials
can be found in other parts of the statement, this aspect of the
school library program has had considerable expansion within recent
years.
A variety of arrangements exist for the organization and
administration of audio-visual materials in the schools. Many school
systems have a central office for audio-visual materials and
programs; in some systems this central office is an independent
department with its own director, and in other systems it is a unit
in the department of school libraries and is directed by the school
library supervisor. In many situations these departments are part of
the curriculum or instruction division. Whatever the administrative
arrangements, a depository of audio-visual materials for systemwide
use is usually maintained in the central office and kept readily
accessible.
In the school building, the audio-visual materials owned by the
school may be part of the school library collection and administered
by the school librarian, or they may be a separate collection
administered by the audio-visual coordinator. In either arrangement,
the person in charge works closely with the teachers in planning the
audio-visual program for the school; directs the selection,
organization, and use of materials acquired by the school; has the
responsibility for borrowing supplementary audio-visual materials
from the central depository or from other agencies; and performs
other services. Variations of these two basic administrative patterns
exist (see footnote 9, page 54), but they are essentially ones of
degree rather than of direction.
In view of these developments, policy decisions have had to be made
regarding the functions of the school library in relation to
audio-visual materials and services. On the national level, the
American Association of School Librarians has officially adopted the
statement on pages 11-12.
10
School libraries as instructional materials centers2
The American Association of School Librarians believes that the school library, in addition to doing its vital work of individual reading guidance development of the school curriculum, should serve the school as a cent instructional materials. Instructional materials include books-the literature of children, young people and adults-other printed materials, films, recordings, and newer media developed to aid teaming.
Teaching methods advocated by leaders in the field of curriculum development and now used in elementary and secondary education call for extensive and frequently combined use of traditional along with many new and different kinds of materials. Since these methods depend for their success upon a cross-media approach to teaming, a convenient way of approaching instructional materials on a subject or problem basis must be immediately at hand in each school. Historically, libraries of all types have been established to provide convenient centers for books and reading and for locating ideas and information important to the communities they serve. The interest a modem school now has in finding and using good motion pictures, sound recordings, filmstrips and other newer materials simply challenges and gives increased dimension to established library roles.
The school librarian has always encouraged development of
appreciation for and ability to make good and continuing use of
printed materials and library services. Taking into account
individual differences of children and young people, the school
library stimulates and guides each child in the selection and use of
materials for the building of taste on appropriate levels of
(continued on p. 12 of original)
maturity. Now in good library practice, the school library also helps
both pupils and teachers to discover new materials of interest and to
determine their values. It may provide these materials and the
equipment needed for their use for both individual and classroom
study and teaching.
The function of an instructional materials center is to locate,
gather, provide and coordinate a school's materials for learning and
the equipment required for use of these materials. Primary
responsibility for administering such a center, producing new
instructional materials, and supervising regular programs of
in-service training for use of materials may be the province of
librarians, or, it may be shared. In any case, trained school
librarians must be ready to cooperate with others and themselves
serve as coordinators, consultants, and supervisors of instructional
materials service on each level of school administration-in the
individual school building, for the city or county unit, for the
state.
School librarians are normally educated as teachers and meet state
requirements for regular teaching certificates. They must also
receive special training in analysis, educational evaluation,
selection, organization, systematic distribution and use of
instructional materials. The professional education of school
librarians should contribute this basic knowledge as well as provide
understanding of fundamental learning processes, teaching methods,
and the psychology of children and adolescents. Also, school
librarians must be familiar with the history and current trends in
development of school curricula.
In summary, the well-trained professional school librarian should
anticipate service as both a teacher and as an instructional
materials specialist. Where adequate funds and staff are available,
the school library can serve as an efficient and economical means of
coordinating the instructional materials and equipment needed for a
given school program. It should always stand ready to provide
informed guidance conceding selection and use of both printed and
newer media.
In this book, the interpretation of the scope of the school library
program is in agreement with the statement of philosophy quoted
above,3 and the content is presented accordingly. Standards are given
for audio-visual materials and services for school libraries where
the librarian is in charge of these materials for the school. it is
recognized, however, that many schools have adopted other
administrative policies, and provisions for the school libraries in
these situations are made in the standards. Many schools have
long-established and successful arrangements for the separate
adminis-
______________________
3. See also the official statement quoted on pp. 59-62.
11 tration of printed and audio-visual materials, and there is no
evidence that these schools will change their policies in the
immediate future. For libraries in schools that now have the dual
administrative control of printed and audio-visual materials, the
standards include, where necessary, a separate set of quantitative
standards (as in the case of staff ), and factors affecting policy
are interpolated in the text. Elsewhere, the content is so organized
that the reader can quickly identify what does or does not apply to
his situation. The point should be stressed that the standards
advocate that good school library programs make audio-visual
materials easily accessible for use in the library, regardless of the
prevailing administrative pattern for these materials.
12
The word library is rich in tradition, meaning, and usage, and for at
least sixty years, if not longer, the definition of school library
has reflected this heritage. A school library has always been,
and will continue to be, flexible in its program of services and in
the scope of the materials of communication contained in its
collections, as it meets the changing needs of the school that it
serves. A school library does not have to change its name to embrace
new materials and new uses of all types of materials any more than a
school has to call itself by some other name to indicate that it is a
continuously growing social institution. Services, not words, portray
the image of the school library. The school library is a
materials center, an instructional materials center, an
instructional resource center, or any of the equivalent terms now
springing into existence. In like manner, the school librarian
is a materials specialist or an instructional resources
consultant. School library and school librarian have been used in
these connotations throughout this book, but in a richer sense as
well. For the school library, through books, films, recordings, and
other materials, goes beyond the requirements of the instructional
program, and unfolds for the many private quests of children and
young people the imagination of mankind.
13
Chapter 3
The school library program contains many areas of instruction,
service, and activities for children and young people. Those relating
to the provision and accessibility of materials are described in the
chapters in Part Three. This chapter deals with those parts of the
library's program for students that are concerned with reading and
reading guidance, guidance in listening and viewing, reference
services and research, instruction in the use of materials, personal
and social guidance, and student assistants.1 Chapters 7 and 8 also
contain content of this nature.
General principles
In planning and developing the library program for children and
young people, the librarian is guided by the following general
principles:
1 The school library program reflects the philosophy of the school
and enriches all parts of its educational program.
2. For the individual student, the library program offers valuable
experiences and instruction that start with kindergarten and,
expanding in breadth and depth, continue through the secondary
school. This continuity of the library program provides for the
student a cumulative growth in library skills and in the development
of reading, listening, and viewing abilities and tastes.
3. The true concept of a school library program means
instruction,
________________________
1. For special aspects of a school library program that apply only to
demonstration schools, see pp. 69-70.
14
service, and activity throughout the school rather than merely within
the four walls of the library quarters. All phases of the school
program are enriched by means of library materials and services. The
degree to which teachers and pupils can and do depend on the
services, materials, and staff of the library measures the extent to
which the library program is successful.
4. Every boy and girl within the school is reached by the library
program according to his individual needs.
5. Through varied types of materials, the collections of the library
provide for the many kinds of interests that its users have, for the
different levels of maturity and ability of the student population,
and for the wide range of demands evoked by the curriculum and the
services of the modern school.
6. The library is a laboratory for research and study where students
learn to work alone and in groups under the guidance of librarians
and teachers. Thus it contributes to the growth and development of
youth in independent thinking, in abilities to study effectively, and
in desirable attitudes toward reading, toward other media of
communication, and toward learning and research.
7. The library program forms one facet of an over-all guidance
program in the school by making important contributions through its
teaching, materials, and services to the personal, social, and
vocational guidance of students.
8. School library experiences serve as steppingstones to the use of
other library resources in the community and to the formation of a
lifetime habit of library usage, as well as to pride in the ownership
of books.
Reading and reading guidance
1 The pupil's growth in reading ability and interest is a joint
responsibility of the teachers, the librarians, and the parents.
The individualized reading program, starting in the kindergarten and
continuing through each successive grade level, stimulates and
motivates the development of good reading habits. This program rests
upon and makes extensive use of a rich and varied school library
collection that meets the interests and abilities of every
student.
2 The warm and friendly atmosphere, the range of reading materials,
and the expert reading guidance of the staff encourage
15 every boy and girl to pursue his reading interests in the school
library.
By the provision of rich materials in attractive and stimulating
surroundings, boys and girls are invited to satisfy their many
reading interests. A varied and effective program of reading guidance
makes pupils feel at home as readers and contributes to their growth
in discernment in the selection of their reading fare and in the
appreciation of their reading experiences. The library thus becomes
closely identified with their recreational activities as well as
their academic pursuits. Through a reading program geared to
individual needs, all students are encouraged to continue their
reading interests when formal education ceases.
3 The combined efforts of librarians and teachers are necessary for
an effective reading guidance program. This implies an exchange of
information regarding the interests, needs, and abilities of students
and the materials to satisfy these demands.
4 The librarian works with all teachers responsible for the
developmental, corrective, and individualized reading programs in the
school, by making suggestions about materials, by guiding the reading
of students in the library in line with the recommendations of the
teachers, and by scheduling library periods and activities to meet
the needs of students.
5 The librarian contributes to the accelerated learning program by
co-operating with the teachers in providing challenging reading
experiences for the maximum development of gifted students.
6 Reading guidance in the library can be more meaningful when the
librarian has access to and makes use of reading scores, intelligence
quotients, and other pertinent information about the characteristics
of individual students.
7 Information reported by the librarian concerning the reading
behavior, library use, and attitudes of students, especially those
having reading difficulties and high school students trying for
scholarships and other awards, make useful additions to the reports
of classroom teachers in the school records.
8 Reading guidance is implicit in almost every contact the student
has with the librarian whether it be in the classroom, the corridor,
or the library. The initiative and creative ability of the librarian
shape the approaches used.
16
9 Reading guidance in the school library embraces a variety of
approaches which make reading meaningful and attractive and also a
voluntary activity for boys and girls. It involves the use of
recordings, television and radio programs, films, and the theater. It
includes book displays, book reviews by students in school
publications, assembly programs, book talks, storytelling, reading
aloud, and many other techniques that are also effective.
10 Reading guidance in reference services and research and in
instruction in the use of materials is also an important aspect of
the program.
Guidance in listening and viewing
1 The school library program shares the school's responsibility
for teaching students to become intelligent users of recordings,
radio, films, filmstrips, television, and other audio-visual
materials, both in the school and in the home.
2 The school library program provides students with the opportunities
to integrate and to correlate audio-visual materials with printed
materials, as well as to make use of each medium for its own
particular value.
3 Since one medium of communication may serve best for the
transmission of certain knowledge and understanding, the librarian
seeks to provide for each student the most appropriate means for the
communication of this knowledge and understanding.
4 Appropriate equipment and facilities enable individuals to use
audio-visual materials within the library, and arrangements are also
made for the circulation of these materials for classroom and home
use (see page 90, point 6).
5 The library staff assists students in the evaluation and use of
audio-visual materials for research purposes.
6 The library staff, in co-operation with other teachers, guides
students in acquiring an artistic and cultural appreciation of these
media. Students are encouraged to explore and to enjoy films,
recordings, and other audio-visual materials. Class and group
discussions before and after listening and viewing experiences and
the study of the development of various media broaden the students'
understanding and appreciation of these media as art forms.
17 Reference services and research
1 Students use the school library as a laboratory for reference
and research in which they locate specific information and expand
their knowledge by using a wide variety of printed and audio-visual
materials.
2 Research or reference work, whether done individually by students
or in groups under the guidance of teacher and librarian, forms an
important element in that part of the instructional program that is
concerned with teaching students to analyze, evaluate, and
interpret.
3 An integrated program of library instruction taught throughout
their school career enables children and young people to acquire
independence and competency in their search for information and their
use of materials. (See the section immediately following.)
Nevertheless, the mere processes of locating materials or of finding
information are not always profitable uses of a student's time, and
thus, whenever appropriate, the library staff performs services of
this nature for the student.
Instruction in the use of materials
1 The program of teaching the use of the library and its
resources is a co-operative endeavor which involves the principal,
the chairman or head of department, the classroom teacher, and the
librarian. (See also pages 66-67, point 7.)
a. There is an over-all plan of instruction in the use of materials
for the school as a whole, in which the areas of knowledge and the
types of skills to be acquired by the students are defined and
allocated to the various subjects and grade levels of the curriculum.
This plan presents in some detail the material to be covered
regarding reference tools and resources, organization of the library
and guides to its contents, study and work skills involved in using
materials accurately and efficiently, and bibliographic form.
b. The faculty develops the program so that it is fully integrated
with classroom work, evolving, naturally, not artificially or
arbitrarily, from the purposes and requirements of classroom
instruction. Using a library and its resources is an important means,
but still a means, to some ultimate goal the synthesis of
information, the extension of knowledge,
18 the analysis and solution of problems, thinking, reflection, the
satisfaction of curiosity, the development of taste, or the
derivation of pleasure.
c. The bead librarian has a major responsibility in planning the
design and content of the program of instruction in the use of
materials and makes arrangements for its implementation.
d. The librarian teaches the library orientation lessons, and, as a
specialist in the use of materials, the librarian introduces
appropriate materials and suggests avenues of approach to classes
starting work on special projects or assignments. The rest of the
program of group instruction may be taught by either the teacher or
the librarian, or by both, as needed. Guidance of the individual
student is important at all times.
2 Instruction begins in the elementary school grades as soon as there
is evidence that library skills are needed, and continues, expanding
in breadth and depth, as the student progresses through the various
grades.
3 Since the use of the library by a class group is an extension of
classroom work, the teacher accompanies his class to the school
library and, for maximum effectiveness of the time available, works
with the librarian in assisting the students.
4 The school's program of library instruction includes acquainting
all students with the services of the public library in their
community and making them aware of the role of the public library as
a major social institution. The child beginning school needs to learn
about the children's room of the public library and how to get a
library card, if he is not already a public library patron. The child
who has just moved to the community also needs this information. It
is desirable for the student entering junior high school and the one
entering senior high school to understand the broader use they can
now make of the public library, including an introduction to the
adult departments. The senior leaving high school must know how his
public library can serve him the rest of his lifetime. He must also
be able to make effective use of his college or university library.
The ways in which students acquire these experiences and
understandings are planned by the school and public librarians. They
may include class visits to the public library, motion pictures or
slides of the public library and its services shown to classes in
school, closed circuit television programs in the class-
19 room that present the public library in action, and other
methods.
Personal and social guidance
1 The library has a place in the guidance program of the school
and makes a distinct contribution through its materials,
instructional program, and services. (See also the section following
on student assistants.) The librarian works closely with all
counselors and guidance personnel in supplying materials and
services.
2 The school library environment provides boys and girls with
experiences in democratic living. The sharing of facilities, the care
of school property, the need to assume personal responsibility and to
recognize appropriate individual behavior in a group situation-all
give boys and girls opportunities to learn how to work together and
to respect the rights and wishes of each other.
3 Materials are provided for students to use in connection with their
special interests and hobbies and to assist them in their club or
cocurricular activities.
4 The librarian is frequently in a very favorable position to help
boys and girls in the solution of personal, social, and ethical
problems and does so by means of informal guidance and by
recommending appropriate reading materials.
5 The librarian contributes to the vocational guidance of young
people by supplying adequate and up-to-date materials and resource
files on occupations, colleges, and further schooling.
Student assistants
1 Under favorable circumstances (see page 58, point 3), organized
student participation in the school library program yields
educational and other values for the students involved. It heightens
a sense of belonging, provides opportunities for leadership and
co-operation, fosters the abilities to assume responsibility and to
work satisfactorily with others, expands the knowledge and
appreciation of libraries and their resources, and for some students
leads to an interest in librarianship as a profession.
2 Volunteer student help in the library should never be exploited,
and under no circumstances should it be used as a substitute for
20 paid clerical assistance or janitorial work. (See pages
57-58.)
3 All students who can profit by the experience and who are capable
of contributing to the work of the library should have the
opportunity to serve the school in this manner.
4 Counselors and other faculty members co-operate with the librarian
in the selection of students who win profit from membership on the
staff of student assistants.
5 Student library assistants are given the same recognition and
awards which are given to students belonging to other service
clubs.
Chapter 4
So that students can:
Derive the fullest benefit from their classroom instruction.
Extend the boundaries of their knowledge and experience.
Pursue self-directed learning of all kinds.
Explore and satisfy their many curiosities and interests.
Find enjoyment in the rich stores of the imaginative expressions of
creative artists.
Learn how to use libraries and to evaluate the materials of
communication.
Obtain materials that meet their individual needs and abilities.
Establish desirable intellectual habits that last for life.
So that teachers and counselors can:
Achieve their instructional objectives to the fullest degree.
Enrich course content.
Prepare assignments that provide for the needs and abilities of
individual students.
Motivate students to use materials for curricular and noncurricular
purposes.
Have the materials needed in counseling students in many aspects of
guidance
work.
Use materials directly with students in the classroom.
Teach students how to use materials and libraries.
22
Have materials easily accessible and efficiently organized so that
time is not wasted in locating materials f or examination and use.
Keep abreast with the best ideas and practices in education.
Use materials to broaden their own knowledge and to derive personal
enjoyment.
The forward-looking school:
Provides, in sufficient abundance and variety, the many resources
needed for teaching and learning.
Has these materials easily accessible and available for students to
use in the school and in the home.
Supports a well-planned school library program that provides for the
careful evaluation and selection of materials, for the efficient
organization of materials, and, for the guidance and assistance
desired by faculty members and students in selecting and using
materials.
In order to have the school library program that meets the needs of
teachers and students satisfactorily and efficiently, the school must
have the personnel, materials, funds, quarters, and equipment that
are necessary for its successful performance. These essential
elements for a dynamic library program are interlocking and
interdependent, and this relationship must be kept in mind in
interpreting the quantitative standards recommended in this
chapter and throughout the book. For example, recommendations for
personnel take into consideration the number of staff members needed
to implement the use of the materials collection of the recommended
size, to spend wisely the recommended budget, and to provide
instruction and services in quarters having the recommended space.
Standards for funds take into consideration the size recommended for
the basic materials collections, the space available in the area
recommended for quarters, and the time and talent available for the
careful selection of materials when standards for size and
qualifications of staff are met.
All the standards have been based primarily on what the school
library program must have to give very good service to teachers and
students, to provide the printed and audio-visual resources necessary
for effective teaching and learning, and to function as an
educational force within the school.
Pages 24-25 contain a summary of the major quantitative standards
for the school library. Explanations, additional details, and
23 A summary* of the major quantitative standards for school
library programsa
Type of collection:b
_______________________________________________________________
The collections of printed materials
The collection in the school library
Delegated administrative responsibility: Head school
librarian
Location in the school:
1 School library area or areas, with seating space for at least 45-55
in schools with 200-550 students, or fewer and for 10 per cent of the
student enrollment in schools having 551 or more students.
2 Classroom collections on short- or long-term loans from the school
library.
Annual expenditures:
1 Funds for regular library books: In schools having 200-249
students...at least $1,000 - $1,500. In schools having 250 or more
students... at least $4.00-$6.00 per student.
2 Additional funds as required for: Encyclopedias, unabridged
dictionaries, magazines, newspapers, pamphlets. Rebinding. Supplies
and equipmentd
Size of the collections:d
1 Minimum size of the collections in schools having 200-999
students... 6,000-10,000 books. 1,000 or more students... 10 books
per student.
2Magazines:
a. At least the following number of titles in the general magazine
collection in
schools having Grades K-6...25
schools having Grades K-8...50
Junior high schools................70
Senior high schools..............120
b. Plus at least 5 titles in the areas of librarianship and
instructional materials.
3 At least 3-6 newspapers.
4 An extensive collection of pamphlets covering a wide range of
subjects.
Personnel:
1 Librarians: For the first 900 studentse or fraction thereof: 1
librarian for each 300 students or major fraction thereof. For each
additional 400 students or major fraction thereof: 1 librarian.
2 Clerks: 1 clerk for each 600 students or major fraction
thereof.
The collection of professional materials for the school faculty
Delegated administrative responsibility: Head school librarian
Location in the school: A separate room, ieht as part of the school library suite or in another part of the school.
Annual expenditure:
1For materials, a minimum of $200-$800, depending on the needs and
size of the faculty and the availability of other collections of
professional materials in the community.
2Funds for supplies and equipment.c
Size of the collectionsd
1Books: At least 200-1,000 titles, the number depending on the needs
and size of the faculty and the availabilty of other collections of
professional materials in the community.
2At least 25-50 professional magazine titles.
3Other instructional materials as needed.
The collection of supplementary materials (sets of supplementary texts; classroom reference materials)
Delegated administrative responsibility: Head school librarian
Location in the school:
1May be housed in a separate area, in the textbook room, or in
storage-stack space of the school library.
2Classroom collections on short- or long-term loans.
Annual expenditures:
1Funds allocated as needed. These funds are in addition to those
recommended above for the school library and for the faculty
collection.
2Funds for supplies and equipment.c
Size of the collection:
1The size of the collection depends on the needs and enrollment
of the school. (Extensive use of school library materials and
individualized reading and instructional programs tend to reduce the
size of these collections considerably.)
2The type and number of reference materials purchased for classroom
use depend on local school policy.
Personnel:
Library clerks as needed in addition to those provided for the
school library and audiovisual collections. A discussion of these
standards are presented in the appropriate chapters (see the Contents
and the Index). It is essential that this descriptive context be read
for a full understanding of the quantitative standards, which must be
interpreted in relation to a complete and active school library
program.
_______________________________________________________________
The collection of audio-visual materials
Delegated administrative responsibility: Head School Librarian or Co-ordinator of Audio-visual Materials, depending on local school policy and organization.
Location in the school:
1The audio-visual center (may be part of the school libary suite
or a separage center near the library).
2Classroom collections on short-or long-term loans.
Annual expenditures:
1Not less than 1 per cent of the total per pupil instructional
cost (2.00-$6.00) for the acquisition of audio-visual materials.
2Funds for supplies and equipment.c
Size of the collection:
1A sufficient number of all types of audiovisual materials for
use in the classrooms, in the school library, and for home use.
2Films used six or more times a year are purchased.
3Filmstrips and recordings used more than once a year are
purchased.
Personnel:
1When the head school librarian has partial administrative
responsibility for audio-visual materails, the nubmer of librarians
and the nubmer of clerks are each increased by 25 per cent.
2When the head school librarian has full administrative
responsibility for audio-visual materials, the number of librarians
and the number of clerks are each increased by 50 per cent.
____________________________________________
a For schools having 200 or more students. For standards for library
programs in schools having fewer than 200 students, see Chapter 12;
for libraries in new school buildings, see Chapter 11.
B In the case of some schools, these collections may be supplemented
by materials received from district or central depositories of
materials.
D Funds for supplies and equipment are provided in amounts sufficient
for the needs of the school.
E The school having 200 students has a full-time librarian and a
half-time clerk.
* This summary table is to be used after the complete text of the
book has been read. These quantitative standards must be interpreted
in relation to a complete and active school library program.
24 and 25 (double page spread in the original)
discussion of these standards are presented in the appropriate
chapters (see the Contents and the Index). It is essential that this
descriptive context be read for a full understanding of the
quantitative standards, which must be interpreted in relation to a
complete and active school library program.
26
Part 11
Planning and implementing school library programs
27 Blank page in the original
28
Chapter 5
School boards, school administrators, and school libraries
Successful school library programs represent co-operative
enterprises involving the efforts of many people: the interest and
support of citizens in having very good schools for their communities
(Chapter 1), the many activities of teachers that motivate students
to use a wide range of library resources (Chapter 8), and the
leadership and services of school librarians (Chapters 6 and 7).
School board members and school administrators, however, have the
greatest responsibility and opportunity for making certain that the
schools have libraries with functional programs and excellent
resources. These educational leaders are not only primarily
responsible but also ultimately accountable for the presence or
absence, success or failure of libraries in the schools; and no
individuals are more influential than they in determining the status
and nature of school library programs. Since these statements apply
to school boards and administrative officers at both the state and
local levels, this chapter outlines the major activities relating to
school libraries that are performed by state school board members,
chief state school officers, local school board members,
superintendents of schools, and school principals.1 Although the
state and local school agencies perform distinct and separate
functions, the support of both groups is essential for the success of
the library programs in the schools of the state.
____________________
1. Although the terminology used in this chapter relates primarily to
public school instruction, the general principles are applicable
to the governing bodies of independent and parochial
schools.
29
The state
The history of school libraries shows that the state education
and library agencies have had key roles in the establishment and
improvement of school libraries. Much of this work has been carried
on through the state office of school library supervision, and it is
"generally true, on a state-wide basis, that school libraries have
reached a higher state of development in those states that have had
school library supervisors.
Through state agencies many significant and unique services are
provided that assist the school library movement. The functions of
state school boards and officers of state instruction are listed in
this section; those of state school library supervisors are described
in Chapter 6.
The state school board
Recognizing the importance of books and other materials in the
education of youth and the necessity for having school library
programs, members of the state school board:
1 Are familiar with current standards for programs, resources,
personnel, and facilities of libraries in schools having 200 or more
students, and with the standards for library resources and services
in smaller schools that cannot afford a school library.
2 Keep informed about the extent to which schools in their state meet
recognized standards for school libraries, and about the measures for
providing library resources and services in schools that are too
small to have libraries.
3 Support the chief state school officer in his policies, provisions,
and plans for school library programs and, if such be lacking or
inadequate, urge him to assume the appropriate leadership in these
matters.
4 Throughout the state, interpret and support the values of having
libraries in the schools.
The chief state school officer
Although the chief state school officer delegates to members of
this department the authority for translating the program into
action, he has the responsibility for making certain that the
following basic policies and practices concerning school libraries
are in operation within his department:
30
1 The chief state school officer, as part of his over-all objective
to provide the best possible schools for children and young People in
his state, works steadily toward the goal of having in each school a
library program that meets recognized standards. He is keenly aware
that all children and young people, as members of a democratic
society, have the right to free and equal access to libraries, since
good school library resources and services form basic elements in the
total educational program.
To this end, the chief state school officer designs a plan for the
state as a whole that provides school library resources and services
for every child and young person in the state. In the formulation of
this state-wide plan he works with the state school library
supervisor, members in the state education and library agencies,
professional education and library associations in the state, and
educational leaders in the state. In the implementation of his
program he receives support and assistance from the individuals and
groups already named, and, in addition, from members of the state
school board, citizen groups, representatives from local school
systems, and others. This program for the state in no way encroaches
upon the authority and initiative of local school systems. (See also
page 39, point 1.)
2 The chief state school officer promotes the state-wide attainment
of those recommendations affecting school libraries that have been
adopted by the state, frequently through legislation. These
include:
a. State standards for the staff, materials collection, funds, and
quarters for school libraries.
b. State certification requirements for school librarians that are
consistent with those for other teachers.
c. State certification requirements for teachers that stipulate that
teachers have received, as part of their professional preparation,
instruction about printed and audio-visual materials appropriate for
the age group that they will be teaching. (See also pages 67-68.)
d. Standards for school libraries recommended by the regional
accrediting association for the state.
The chief state school officer realizes that state standards for
school libraries tend to be minimum standards and that regional
standards,l where they exist, generally tend to be only slightly
higher than state standards. He therefore encourages school
31
authorities to go beyond the state and regional requirements whenever
it is realistic and possible, and to work continuously toward
achieving higher standards for school library resources and
services.
In those states that have incomplete, outmoded, or no standards for
school libraries, the chief state school officer puts into operation
the machinery necessary for their revision or formulation. Many
states, for example, are only now developing standards for elementary
school libraries.
3 The chief state school officer recognizes that state school library
supervision is essential for the successful development of school
library programs in the state as a whole; for the performance of the
many advisory services that the state is asked to give, at both state
and local levels, regarding instructional materials and school
library programs, and for many other purposes. He therefore has an
office of school library supervision in the state department of
education, and he upholds for this office the principles and
procedures recommended in Chapter 6.
If the chief state school officer is in a state that has no school
library supervisor, be has a distinct responsibility to see that this
position is created as soon as possible in the state department of
education and that provisions are made for this office in line with
recommended practice (pages 37-42).
4 The chief state school officer upholds any policy for the selection
of library materials that school librarians have helped to formulate
for the state. He supports the principles stated in the School
Library Bill of Rights of the American Association of School
Librarians (page 75).
5 The chief state school officer establishes lines of co-operation
and communication that lead to the promotion and utilization of
school libraries by:
a. Interpreting the need for expanded school library programs to
professional and civic groups in the state and to divisions in the
state education agency.
b. Including librarians on state educational committees dealing with
areas of the curriculum, special instructional services, and related
fields.
6 The chief state school officer encourages a continuous reevaluation
of the principles for school libraries endorsed by the state. This
policy not only brings about improvements in exist-
32
ing standards and services, but also provides for exploration in new
directions. The state, on occasion, provides such legislation and
financial aid as may be needed for the development of experimental or
demonstration programs of school library service.
7 The chief state school officer endorses a program of adequate state
aid for school libraries in line with established policies and
practices of the state in relation to school funds. He weighs
existing needs carefully, and promotes any necessary measures for
state financial support for school library resources and services in
situations where there is insufficient or no state aid at the present
time. This support is frequently necessary for very small schools and
for intermediate school units. In some places, the maintenance of
district materials centers (see Chapter 13) may require some state
financial assistance.
The school system
The board of education
School board members are guided by the following principles
pertaining to school libraries:
1 Since the school library is an essential part of the total school
program, the provision of libraries in the schools is the
responsibility of the board of education. The administrative
authority and responsibility for school libraries belong to the board
of education and not to the public library.
2 It is also the responsibility of the board of education to make
certain that those schools having fewer than 200 students that are
unable to have school libraries, have the printed and audiovisual
materials and advisory library services that are needed; and to
determine the most effective type of co-operative planning for these
schools in this respect (see Chapter 12).
3 School board members are acquainted with state, regional, and
national standards for school libraries, and use these standards as
guides in assisting the local schools to have the best libraries
possible.
4 Members of the school board are familiar with the principles and
programs of good school library service so that they can interpret to
citizens of the community the desirability of having good library
programs in all schools.
5 School board members assist the superintendent of schools and
33
school principals in achieving their goals for very good school
library programs.
6 Each school system has stated policies and procedures for selecting
school library resources, adopted by the governing board of the
district and mutually understood by administrators, faculty, and
library staff (see also pages 74-76).
7 School board members are informed about co-operative plans for
centralized technical processing of library resources and for
district materials centers, and they explore the feasibility of
participating in these plans (see Chapter 13).
The superintendent of schools2
In assuming leadership for the development and improvement of
school libraries in his school system, the superintendent of
schools:
1 Is aware of the school library's contribution to the educational
program at all grade levels and works toward bringing this
contribution to its fullest potential in all schools.
2 Plans and vigorously supports the school library program,
interpreting its services to and enlisting the aid of the board of
education, principals, supervisors, coordinators, teachers, parent
teacher groups, and other community members.
3 Formulates the policies for the scope of the school library program
regarding audio-visual materials. The inclusion or exclusion of these
materials as part of the school library program is determined for the
individual school or for the school system on the basis of school
needs and in relation to existing organizational patterns for
handling such materials in the schools. If the head librarian in the
school is to assume administrative responsibility for audio-visual
materials, sufficient staff, funds, and space must be provided (see
Chapters 2, 7, 9, and 10).
4 Plans and implements a program with the school library supervisor,
principals, and school librarians, whereby libraries in the schools
in the district having 200 or more students meet state, regional, or
national standards, and whereby smaller schools are provided with
library resources and advisory services. He works assiduously to
remove any expedient measures that may be serving as substitutes for
standard school library service, such as volunteer parent workers
administering the school li-
____________________
2. See also pp. 96.
34
library, the use of clerical help for professional library work,
exploitation of unpaid student library assistants, and library funds
raised from teas, sales, and similar sources.
5 Employs librarians who have professional competencies and the
qualities of co-operative leadership.
6 Realizes that a high quality of library service is dependent upon
good financial support, and allocates the funds necessary for the
library program and its growth. In co-operation with the principal,
he holds the head librarian in the school responsible for the
preparation of a budget and for the wise expenditure of funds,
through a planned buying program.
7 Provides sufficient space in the schools for functional library
quarters, and consults with the district school library supervisor
and with the state school library supervisor as well as with an
architect in the planning and remodeling of library quarters.
8 Appoints a supervisor of school libraries when the school system
reaches a size where this is advisable (page 42), and makes
arrangements for the funds, quarters, and staff needed for this
office (pages 42-43).
9 Recognizes the need for all libraries in the school district to
have a coordinated program of library services co-operatively
developed by the school administration and the school librarians.
10 Supports those co-operative library measures on a system-wide
basis that eliminate duplication of clerical effort and promote
economical purchasing procedures; and that minimize the time
professional librarians spend on technical and clerical tasks
involved in the ordering and preparation of materials (see footnote 8
page 112).
11 Supports the program of the district materials center (pages
106-12) and, if there is no district materials center available for
teachers and librarians in his schools, works toward the
establishment of a center.
12 Establishes channels of communication and co-ordination between
directors of instructional subjects and school librarians in the
system-wide planning of curriculum development, and appoints
librarians on committees involving inter-departmental co-operation at
the system level.
13 Utilizes the services available from the office of the state
school library supervisor.
35
The school principal
In carrying out his responsibilities for the library program in
his school, the school principal:
1 Endorses a library program that broadens and improves the quality
of education for all children and young people; interprets this
program and its services to the superintendent of schools, teachers,
parents, and others; and enlists their aid in its fulfillment.
2 Works with the head school librarian in designing the library
program best suited to the needs of the school and all of its pupils,
and makes it possible for the librarian to carry forward a library
program that follows best policies and practices.
3 Encourages wide and effective use of library resources on the part
of all students and teachers.
4 Plans with teachers and librarians for a systematic and integrated
program of library instruction for all students.
5 Puts into operation any policies for school libraries established
at the school system level.
6 Is familiar with school library standards and uses them as guides
in evaluating the school library program and in providing staff,
quarters, funds, and materials collections.
7 Appoints the bead librarian to the faculty council or advisory
committee and includes librarians on general curriculum committees
and other appropriate committees (see pages 48-49).
8 Has administrative authority over the school library budget, but
plans the budget with the head school librarian and gives him
authority for its expenditure.
9 Endorses a policy for the selection and purchase of all printed and
audio-visual materials, and recognizes the competencies of the school
library staff in this area (page 34, point 6; pages 74-76).
10 Helps to keep the professional library staff informed about major
educational developments in general and about changing teaching
procedures and new or expanded curricula within the school.
11 Looks to the bead librarian for creative and imaginative
leadership, and makes certain that the lines of responsibility and
authority from the school administrator to the bead librarian are
clearly established.
36
Chapter 6
School library supervisors
Supervision is an expert instructional service used by schools to
improve the quality of the educational program. Advisers and other
resource personnel charged with specific supervisory responsibilities
have a variety of titles in this country: supervisor, consultant,
coordinator, specialist, director, and similar names. The terms
supervision and supervisor are used in this book, and
supervision is interpreted to mean democratic leadership and
guidance, as opposed to the older concept of authoritarian inspection
and rating. School library supervision refers to the over-all
direction of a planned program of developing and improving school
library services and resources. The school library supervisor is one
of many instructional specialists in a school system or state
department of public instruction, all of whom share responsibility
for the total educational program.
The term school library supervision is used throughout this
book, but it should be understood that this title is sometimes
interpreted to include those situations where the person has
responsibility for both library and audio-visual services and may
have the title of supervisor or director of instructional
materials.
In the first two sections of this chapter supervision is considered
at the state level and in city, county, and multi-district school
systems; qualifications for personnel having supervisory
responsibility are found in the third section.
State school library supervision
As already noted (page 30), state school library supervision
furnishes unique and important services in the formation and im-
37
provement of school library programs within a state. The number of
states with school library supervisors (now 26) steadily advances
toward an immediate goal recommended for the nation by the school
library profession-at least one state school library supervisor for
every state.
Administration and organization
Basic principles for the administration and organization of state
school library supervision include the following (see also pages
30-33):
1 The office of school library supervision is most appropriately
located in the state department of education.
In general, the office of the school library supervisor functions
best when it is a unit of the state department of education. Some
states have a long-established administrative scheme where the office
of school library supervision is located in a library division that
is part of the state department of education and serves an types of
libraries in the state.
Where the school library office forms part of an autonomous state
library agency, the closest communication between the school library
supervisor and members of the state department of education is
imperative for an effective school library supervisory program. Even
under the best of circumstances, however, this arrangement leaves
much to be desired.
2 The number of staff members required to give the needed direction
and service varies among different states.
a. A minimum program requires a full-time qualified supervisor,
full-time secretarial assistance, and specific plans for adding
professional and clerical staff members.
b. In addition, every state needs an assistant school library
supervisor, and many states need two or more. The assistant
supervisor may direct particular parts of the service program, or may
serve as the specialist for one group of schools (elementary,
secondary, or twelve-grade), or may have advisory responsibilities
for libraries in schools in one region of the state. (See point 1 in
the following section.)
3 The rank and salary of state school library supervisors are
equivalent to that of other supervisors of equal education,
experience, and responsibility in the department of education.
4 The supervisor's office requires up-to-date equipment and is
38
organized according to modern business methods.
5 Sufficient funds are provided for the operation of the office,
for travel expenses of the supervisors to visit schools and to
attend professional meetings within the state, and for travel
allowances for supervisors to attend important professional meetings
outside the state.
The program of state school library supervision
In an effective program of state school library supervision, the
supervisor plans and administers the special services of his office,
and he works with many individuals, committees, and groups. The areas
of activity of the supervisor are listed below. In the performance of
these services the school library supervisor has the help of one or
more assistant supervisors.
1 Working closely with the chief state school officer, the state
school library supervisor designs an over-all plan for the state's
participation and assistance in the development of school
libraries.
In this plan, objectives and goals are noted with reference to any
special measures or timing involved, and arrangements are made so
that those services and activities noted in points 2, 3, and 4 below
can be conducted efficiently and successfully. In addition, the
supervisor plans systematically for the distribution of special
services on an equalized basis among the regions of his state. This
last-named phase of planning can best be done when the office of
supervision has the requisite number of staff members. For example,
the state may be divided into regions, with an assistant supervisor
serving as the representative of the state supervisory office for
each region. In states covering vast areas, headquarters for the
assistant supervisor can be located in the region in which he is
working and, under some circumstances, may be identified with a
materials center for that region. (See Chapter 13.)
2 In relation to staff members in other divisions of the state
department of education, the state school library supervisor:
a. Works closely with all divisions of the state department of
education, and enlists their aid in the improvement of school
libraries throughout the state and in the development of plans to
provide library resources and advisory services for schools having
fewer than 200 students.
39
b. Interprets the functions of school library programs in the
education of youth, and describes the resources and services needed
to make the school library program an educational force.
c. Keeps the department informed about school library developments in
the state and about significant matters pertaining to school
libraries occurring in other states or on a national scale.
d. Serves continuously as a resource person, providing informational
and advisory services about school library programs and about printed
and audio-visual materials for children and young people.
If the state department of education has adopted a policy of
maintaining a separate division for audio-visual materials and
services, the school library supervisor works closely with the
supervisor of audio-visual materials and members of his staff.
e. Serves on curriculum committees and otherwise participates in the
state planning of curriculum development.
f. Appraises, in co-operation with the staff in charge of examining
building plans for new or remodeled schools, the specifications for
school library quarters in the blueprints sent to the state
department for examination, and makes recommendations for changes as
needed.
g. Assists the division in charge of the certification of librarians
in evaluating transcripts of applicants and, when necessary, in
formulating or revising state certification requirements for school
librarians.
h. Serves in an advisory capacity in the interpretation or
preparation of any state or federal legislation or regulations
pertaining to school library programs and resources.
3 In the schools, the state school library supervisor:
a. Makes visits for many purposes: to observe new library programs
and services; to keep informed about school library programs in the
state; and to give advisory assistance, as needed.
b. Assists school administrators in making arrangements for starting
library programs; in charting expanded library programs; in
evaluating school libraries; in planning library quarters in new
school buildings; in finding personnel for
40
the school library; and in other ways, as requested.
c. Confers frequently with city, county, and district supervisors of
school libraries and, when requested, gives assistance in the
development of their school library programs.
d. As needed, interprets school library functions and standards to
parent-teacher groups, school board members, school administrators,
school librarians, or others.
4 As part of the over-all program of state school library
supervision, the supervisor:
a. Answers, in correspondence or in conference, the requests for
information and advice about school libraries and school library
resources that come to the state department of education.
b. Exerts leadership in appraising existing state standards for
school libraries and in initiating new or revised standards when
needed.
c. Prepares and distributes materials on school library services and
resources, as needed.
d. Evaluates and recommends materials for school library
collections.
e. Interprets and evaluates the statistics about school libraries
that are collected from the schools.
f. Prepares annual reports about the work of his office and, on
occasion, may prepare special reports, articles, or releases about
school libraries in the state.
g. Promotes and directs group meetings and workshops (about school
library services and resources) for school administrators,
librarians, or teachers, as needed.
h. Keeps informed about the programs in the state for the education
of school librarians and, when appropriate, makes recommendations for
changes or improvements in these programs.
i. Motivates the inclusion of instruction about school library
resources and programs in the preparation of teachers (pages 67-68),
by means of conferences with administrators in charge of programs of
teacher education and with the members of the state certification
agency.
j. Serves in an informal advisory capacity for professional
associations of school librarians in the state; encourages these
,associations to have active and constructive programs; en-
41
lists their support in the promotion of school libraries in the
state; and urges school librarians in the state to belong to national
and state professional associations for teachers and librarians.
k. Keeps administrators and school librarians informed about
important national developments affecting school libraries.
School library supervision for city, county, or multi-district
school systems1
In city school systems, in counties with a unified school
system, and in co-operative arrangements involving two or more
districts (see page 105), a functional program of school library
supervision co-ordinates school library services, facilitates
organizational procedures, and helps schools to reach optimum
standards for their school libraries. The school library supervisor2
works with administrators, teaching staff, and other supervisors to
provide better educational experiences for children and young people.
The focus is always on the student: to help the teacher and the
librarian to help the student, and to help the librarian to assist
the classroom teacher. No matter what form supervisory services may
take, whether they be curriculum committees, workshops, observation,
or other activities, the focus remains the same.
General principles for the organization and administration of the
district or system offices of school library supervision are
described in this section (see also pages 108-9), and the services of
the program of supervision are listed. In many communities, the
supervisor is aided by one or more assistant school library
supervisors in carrying out the program of services.
Administration and organization
1 In systems having five to seven or more schools with enrollments of
200 or more students, it is advantageous for the schools to have the
services and facilities of school library supervision.
2 Qualified professional and clerical personnel are provided in
________________________________
1. See also Chapter 13.
2. A librarian serving in two or more schools, called
itinerant-librarian, multi-school librarian, or some other term, is
not a school library supervisor. A person whose chief responsibility
is the administration of a central service activity, such as a
materials center or centralized cataloging, is not considered to be a
supervisor. However, a supervisor, with adequate staff, may
have responsibility for directing these activities.
42 sufficient number for an effective and efficient program of
supervision.
The size of the staff will vary, depending upon such factors as the
size of the school system, the extent and effectiveness of the
existing library program, and the types of centralized services
provided (see also pages 104-5, 107-12).
Many city and county school systems need one or more assistant school
library supervisors. In large metropolitan areas, an assistant
supervisor is needed for each district or for regions within the
school system, depending upon the size of the city and other local
conditions.
3 The rank and salary of school library supervisors and assistant
supervisors are the same as those for other supervisory staff members
in the school system of comparable professional education,
experience, and responsibility. The salary is at least the equivalent
of the highest salary paid to a practicing librarian in the school
system.
4 Sufficient space and modern equipment are provided for the office
of supervision.
5 Sufficient funds are provided for the operation of the office, and
funds are also provided to defray the travel expenses of the
supervisor to state and national professional meetings.
Program
1 The school library supervisor serves as a consultant for and works
with the chief school administrator in such matters as:
a. The use of school library instruction, services, and resources in
implementing and enriching the total educational program.
b. Methods for acquainting teachers with resource materials.
c. Planning and evaluating school library programs.
d. Staffing school libraries.
e. Planning library budgets.
f. Planning for basic collections of materials in the schools.
g. Planning library quarters.
h. Developing central purchasing, processing, and organizational
procedures for library materials.
2 The school library supervisor has responsibility for:
a. Exerting leadership in creating an understanding of the role of
the school library in curriculum development.
43
b. Interpreting the functions and needs of the school libraries in
the school system.
c. Administering the school library budget as provided by the board
of education and superintendent of schools.
d. Coordinating the program of library service and library
instruction among the several schools.
e. Providing for the co-operative evaluation and selection of
materials by school librarians, teachers, and curriculum
specialists.
f. Directing the materials center (see Chapter 13).
g. Directing the central acquisition and processing of materials (see
pages 111-12).
3 The school library supervisor works closely with supervisors and
staff members in other departments of the central school office, and
continuously provides advisory and co-operative services by means
of:
a. Developing policies, procedures, and standards for the program of
library services in the schools as related to all phases of the
educational program.
b. Participating in curriculum study and evaluation, and recommending
printed and other materials for resource units.
c. Serving as a consultant whenever needed.
d. Contributing to the in-service training of teachers.
e. Evaluating and recommending printed and audio-visual materials for
purchase.
If the school system maintains a separate department for audio-visual
materials and services, the school library supervisor works closely
with the director of that department and with members of his
staff.
f. Providing library statistics, records, reports, and research.
4 The school library supervisor provides guidance and leadership in
professional growth for the librarians in the school system by means
of:
a. Giving advisory and consultant services, and having conferences
with individual librarians about their library programs.
b. Planning in-service education through meetings, workshops, and
conferences.
c. Encouraging librarians to participate with teachers, counselors,
and others in solving problems of mutual concern.
d. Preparing bulletins, newsletters, and other aids for trans-
44 mitting suggestions for library improvements and for circulating
information about library developments.
e. Encouraging individual initiative in experimentation and
research.
f. Promoting continuity of practice to assure uniformity of basic
library procedures throughout the system, and at the same time
encouraging continuous improvements and individual enterprise.
g. Making visits to the libraries in the schools.
h. Giving stimulation, evaluation, and sympathetic understanding to
the school librarians.
5 The school library supervisor maintains a continuous program of
evaluation by:
a. Analyzing and evaluating techniques and services in the school
library programs and in the central office.
b. Measuring growth of the school libraries by local, state, and
national standards.
c. Co-operating in national and state surveys.
d. Preparing reports and recommendations.
6 The school library supervisor maintains a program of good public
relations by:
a. Co-operating with other libraries in the community in encouraging
library use by pupils and adults.
b. Participating in civic projects relating to libraries, books,
audio-visual materials, and reading, listening, and viewing.
c. Participating in professional education and library organizations
at local, state, and national levels.
d. Contributing to professional journals and publications.
e. Providing professional consultative service to individuals and
community groups.
f. Interpreting school library service through an communication
media.
Qualifications for school library supervisors3
The school library supervisor's responsibility is many-sided,
involving work with teaching and administrative personnel as well as
with librarians. The nature of the services and responsibilities of
his office makes it necessary for the supervisor to have special
competencies, background knowledge, and experience. It is
advanta-
______________________
3. See also pp. 58-62.
45
geous for all concerned when the state or system school library
supervisor has the qualifications noted in the statements that
follow.
1 The school library supervisor, as a minimum, has a master's degree
or its equivalent in library education. His basic education and
experience follow the same pattern as that recommended for the
individual school librarian in the state (pages 59-62). It is highly
desirable for the supervisor to continue his formal education beyond
the master's degree.
2 He meets the state standards for general courses in education
required for other instructional supervisors. The school library
supervisor also has courses in curriculum development and educational
administration.
3 It is essential for him to have had experience as a school
librarian. Classroom teaching experience is also lightly
desirable.
4 Personal qualifications include administrative and organizational
ability, good judgment, poise, and breadth of vision. Qualities of
leadership and the ability to deal effectively with people are
primary requisites. The supervisor possesses enthusiasm and a
wholehearted belief in the values of education. He has a knowledge of
trends of education and library service, and be has interest and
faith in professional growth. Good supervision is a scientific and
creative process. It demands special skills and aptitudes, genuine
belief in people, and an earnest desire to improve the quality of
education.
46
A competent, effective library staff is the keynote to good school
library service. No matter how extensive the collections, how large
the budget, or how spacious the quarters, a school library cannot
function fully as an educational force in the school if the size of
the library staff is inadequate or if the librarians are lacking in
the special qualifications their work requires.1 New educational
trends, new instructional techniques, and the many diversified uses
that students independently make of books and other materials offer
the creative school librarian almost limitless possibilities in
planning and implementing the school library program.
Of the many activities, services, and special competencies of the
school library staff that are mentioned throughout this book in their
appropriate context, most are not repeated in this chapter and none
is restated in detail. This chapter contains six sections:
"Activities of School Librarians," "Size of the Library Staff,"
"Status of School Librarians," "Status of Other Workers in the
Library," "General Qualifications of School Librarians," and "The
Professional Education of School Librarians."
Activities of school librarians
General areas of activities that the professional library staff
participates in as part of the instructional program of the school
follow:
____________
1. The quantitative standards presented in this chapter are
recommended for schools having 200 or more students; these
recommendations can also be used by smaller schools that are able to
have a full-time library program for their students. The principles,
or qualitative standards, noted in this chapter apply in part or in
fun to all individuals doing library work in schools of any size.
(See also Chapter 12.)
47 1 The school librarian works closely with classroom teachers,
guidance counselors, and other faculty members, and does everything
possible to make the school library of optimum service to them (see
Chapters 8 and 3).
2 The school librarian stimulates and guides students in their
reading and in their use of other communication media. He contributes
in many other ways to their social and educational growth (see
Chapter 3).
3 The school librarian directs the planning and implementation of the
school's program of instruction that teaches students how to use
library resources intelligently and effectively (pages 18-20).
4 The school librarian constantly serves the school in his capacity
as a specialist in the field of books and other materials: in the
evaluation and selection of resources for the collections of the
school library; in guiding and assisting students and teachers in the
use of these materials; in making materials easily accessible; in
being a resource consultant (see points 5 and 6 below and page 66,
point 6, and pages 11-12), and in many other ways (see Chapters 8, 9,
and 10).
5 A professional library staff member serves on any all-school
committees concerned with curriculum development, and is available as
a materials resource person for all departmental committees when
materials or their use are being discussed (see also page 66, point
6th).
6 A professional library staff member serves on the school committee
for textbooks (free or rental).2
The librarian is able to help in the evaluation of the reading lists
and bibliographies included in the textbooks under consideration, and
can be of assistance in indicating the types of library materials
that can be used to supplement the basic texts. Membership on the
textbook committee also enables the school librarian to make certain
in advance that the school library has all materials needed for use
in connection with the textbooks.
____________
2. Responsibility for the distribution, collection, and care of basic
textbooks is clerical work which should be done by a clerk under the
supervision of a professional staff member of the school. If this
professional staff member is the librarian (a plan that has many
advantages), the clerk or clerks in charge of textbooks should be in
addition to the number of library clerks needed for library work (p.
55).
48
7 The school librarian participates in the co-curricular activities
of the school, but assignments are made with due regard for his
primary responsibilities as a librarian and only when the library
service in the school wig not be impaired by these extra activities.
The librarian should be assigned to those cocurricular activities in
which he can make the greatest contribution.
8 In school libraries where the professional staff consists of two or
more librarians, one librarian is officially designated as head
librarian with administrative responsibility for the school library
program as a whole. The head school librarian participates in or
directs the activities noted in points 1-7 above and, in
addition:
a. Works closely with the school administrator in designing the
library program best suited to the purposes of the school, and keeps
him informed about the accomplishments and needs of this program.
(See also page 36.)
b. Is responsible, in co-operation with other library staff members,
for implementing the library program that contributes to the
achievement of the objectives of the school.
c. Directs the operation of the organizational and technical
machinery necessary for a smoothly running, efficient, and functional
library.
d. Is a member of such policy-making bodies as the principal's
advisory committee, department head committee, and other appropriate
committees that participate in the educational development of the
school.
e. Maintains close co-operation, co-ordinates planning, and promotes
communication between the school library and the unit for
audio-visual materials in schools where an types of materials are not
centralized in one agency.
f. Maintains effective relationships with the public library in the
community.
1) Both school and public librarians assume responsibility for making
contacts with each other and for acquiring knowledge about the
resources, services, plans, and programs of the complementary library
agency. A program
_____________
3. In libraries where there is only one librarian, that librarian
also has the responsibilities noted here for head librarians.
49 can thus be established in which each serves the same public with
a wise utilization of available resources and without needless
duplication of effort.
2) In connection with planning any activities within the school
buildings, the public librarian first consults the superintendent of
schools who, in co-operation with such staff members as library
supervisors and principals, formulates a statement of policy.
3) After a statement of policy has been established, the public
librarian approaches any department in the school through the
principal, who, in turn, asks the school librarian to participate in
any planning or discussions that may ensue. The school librarian is
thus aware of all library activities being carried on in the school
and is in a better position to integrate his own work with the
special projects conducted by the public librarian. He is also able
to help the public librarian make new contacts in the school, and
when such contacts are needed and desirable.
4) The school librarian and the public librarian keep each other
informed about their programs and activities through conferences,
visits, and regular and special reports.
It is the school librarian's responsibility to get advance
information concerning school assignments to the public librarian and
to inform him of changes in the curriculum. It is the public
librarian's responsibility to make courses of study, curriculum
bulletins, and booklists from the local schools available for use by
the public library staff. (See also page 67, point 10.)
5) joint book selection and reviewing conferences on children's and
young people's books and other materials are frequently held, in
which all professional staff members working with children or young
people participate. Cooperative preparation of booklists may be
undertaken as needed.
6) The school librarian and the public librarian work together to
assure representation of libraries for children and young people in
the community's planned program of services to youth.
50
Size of the library staff
General principles on which the quantitative standards are based
The standards recommended for the size of the school library
staff have been based on a number of significant factors, some of
which are discussed in the following paragraphs.
In view of the tremendous number of printed and audio-visual
materials that have been published and produced in this country and
elsewhere and the exceedingly large number that appear each year, the
careful evaluation and selection of materials for school libraries
has become a process that takes time and highly skilled competencies.
Appraising materials for their intrinsic worth, acquiring materials
for all aspects of the curriculum, and selecting materials suitable
for the wide range of abilities and interests of students are all
procedures that require time and thought. In all schools, a
considerable portion of a librarian's time can profitably be devoted
to the selection of materials. In the schools having only one
librarian (those with enrollments of 200-450 students), the librarian
has far too little time for this important part of his work. Only for
the largest schools (those with 2,000 or more) do the standards
perhaps snow for sufficient staff for an expert program of examining,
selecting, and evaluating materials.
A truly dynamic library program of service to teachers could easily
occupy the full time of an imaginative, resourceful, and helpful
school librarian in a school having 200 pupils, and of more
librarians in larger schools. No teacher has the time to keep
informed about all the materials available for his students for
classroom needs or for their many other interests, and he depends
upon the librarian, who knows the whole range of materials in the
library. The teacher must have adequate, competent professional
leadership, guidance, and service in the matter of locating,
evaluating, selecting, and using materials and resources for teaching
and learning. The standards recommended for the size of library staff
do not allow for a rich and vital program of service to teachers,
except, possibly, for schools in the largest enrollment brackets.
The recommended standards provide for only an extremely small amount
of time for the librarian to work with individual students during the
school day-approximately six minutes a week for each student in
schools having 300-900 students and approxi-
51 mately five minutes a week for each student in larger schools, if
the school librarian did nothing else but this guidance and
teaching of individual students. The recommendation is sometimes
advanced that students should use the school library at least three
times a week. If a student came to the library three times a week
during the school day, and if each library staff member worked with
no more than forty students a class period (a maximum load), then the
total amount of time available for each student would approximate one
and one half or two minutes a period (depending on the size of the
school), and would be much less when the periods included library
instruction, book talks, storytelling, or other activities designed
for the group as a whole. Again, this figure is based on the premise
that the librarian would be doing nothing else but working with
students-a situation that is actually extremely rare.
Less important, but nonetheless very time-consuming and necessary for
facilitating the use of the school library and its resources, is the
technical processing of materials.4 Elsewhere in this book (see
footnote, page 112), a recommendation has been made for the
centralization of technical processing for school libraries. That the
standards for size of staff make provision for technical processing
to be done within the individual schools in no way negates or
minimizes the recommendation for centralized processing. It is
recognized, however, that many schools are not ready to participate
in centralized processing and that many other schools face a
transition period before it can be undertaken completely. For
schools now having centralized processing and for schools about to
have centralized processing, the standards for size of professional
staff and library clerks should not be reduced, the only
exception being, possibly, schools in student enrollment brackets
of 3,000 and over.
From the preceding comments it can be readily seen that the
recommended standards are quite conservative and, with the
possible
_________________
4. In established libraries, the technical processing of one book,
from the time when the invoice is checked to the time when the book
is ready for the library shelf, takes, as a minimum, 10 minutes of
the librarian's time and 20 minutes of the time of the library clerk.
This estimate is based on samples in which purchased printed catalog
cards were used and that included the processing of duplicate titles
and titles requiring the simplest of cataloging and classification.
(Some titles may take 45 minutes or more for the librarian to
catalog.) The technical processing of audio-visual items requires a
comparable amount of time.
52
sible exception of the very largest schools, far from being maximal.5
Superior schools having fewer than 2,000 students will want to go
beyond the standards.
It should be emphasized, however, that the personnel standards are
based on the assumption that the school library meets standards for
materials collections, funds, and space;6 and, above all, that the
library program is an active one, with the librarians able and
willing to assume roles of leadership and creative planning. The
standards are recommended with the major purpose of making it
possible for the school to have or to work toward a complete library
program for students and teachers. As one part of this goal, the
standards provide for a clerical staff that is large enough to permit
the librarians to concentrate on professional services and activities
without the need to devote large segments of their time to clerical
and housekeeping duties.
Standards for size of library staff7
The quantitative standards must be interpreted in relation to
the commentary presented in the preceding section of this
chapter.
1 The following standards are recommended for the size of the library
staff in elementary, junior high, and senior high schools (see also
point 3, page 55):
________________
5. In this connection it is interesting to note the following recent
statement: "The services of an elementary librarian should be
available in every elementary school. The elementary librarian is
especially trained to help teachers and supervisors in the
selection of related reading materials in the curriculum areas. She
is also a 'key' teacher in the instructional program. The Division of
Elementary Education, New York State Education Department, recommends
a full-time librarian for each 350 children enrolled." (The
University of the State of New York. The State Education Department,
Division of Elementary Education. Bureau of Elementary Education,
Letter to Supervisors, Series 12, No. 1 [September, 19581,
p. 3.)
6. Limited, inadequate space for school library areas may affect the
size of the library staffs in some schools until the time comes when
they have new or remodeled library quarters. It should be kept in
mind, however, that in these situations librarians and library
materials must go more frequently to the classrooms. Library
activities carried on in the classroom as well as in the library,
intensive work with teachers, and the services of the librarians as
materials specialists require a staff that is comparable in
size to that recommended for schools with adequate library quarters,
and, in some situations, a staff of equal size may be necessary.
7. For personnel recommendations for libraries in new schools, see
pp. 96-99, and for library services in schools having fewer than 200
students, see p. 102. Some fine schools having fewer than 200
students now have a complete library program, with a full-time
librarian, clerical assistance, and an extensive collection of
materials. When schools of this small size can afford to do this,
their teachers and students are richly rewarded.
53
a. Librarians
1) For the first 900 students or fraction thereof:8 One
librarian for each 300 students or major fraction thereof if the head
librarian has no administrative responsibility for audio-visual
materials. If the head librarian has partial responsibility for
audio-visual materials, the number of librarians should be increased
by 25 per cent, and in the case of full responsibility for
audio-visual materials and the audio-visual program, by 50 per
cent.9
2) For each additional 400 students or major fraction thereof:
One librarian, if the head librarian has no administrative
responsibility for audio-visual materials. If the head librarian has
partial responsibility for audiovisual materials, the number of
librarians should be in-
_______________
8. The minimum enrollment recommended for a full-time librarian and
for a halftime clerk is 200 students.
9. Partial responsibility includes those cases where the
school librarian is in charge of handling audio-visual materials for
the school and is working closely with the school district
coordinator of audio-visual materials, or a representative of his
staff. The district coordinator is responsible for planning with the
teachers a large part of the program of the use of audio-visual
materials in the school, and much of the selection of audio-visual
materials is done in the district office. The school librarian is
essentially a liaison person between the school and the school
district center for audio-visual materials. This category may also
include those situations where there is no district coordinator of
audio-visual materials and when the librarian exercises leadership in
obtaining audio-visual materials for the school.
Full responsibility means the direction of a complete
audio-visual program in the school, including: frequent consultation,
guidance, and planning with teachers regarding the use of
audio-visual materials in classroom instruction; formulating and
implementing the integrated program of teaching students bow to use
audiovisual materials effectively; the examination, evaluation, and
selection of materials; technical processing; preparation of
bibliographic and instructional aids; the correlation of books and
other printed materials with audio-visual materials; making
arrangements for trips and the use of other community resources; the
production of audio-visual materials; planning the scbool's use of
television and radio programs; directing clerks in the maintenance of
materials and equipment; and many other related activities. (This
classification does not exclude receiving advisory services and
assistance from the district coordinator of audio-visual
materials.)
The recommendation that the size of the school library staff be
increased by 25 or 50 per cent to perform this part of the library
program should not be interpreted as meaning the appointment of
additional staff whose work would be confined solely to audio-visual
materials and services. The intention is that the work would be
distributed among the library staff members and that they would have
the competencies needed in relation to audio-visual materials,
services, and program planning. The integrated use of books, other
printed works, and audio-visual materials is too essential and the
need for it too common an occurrence to allow for artificial
dichotomies in staff assignments.
54
creased by 25 per cent, and in the case of full responsibility for
audio-visual materials and the audio-visual program, by 50 per
cent.9
b. Clerks 10
One clerk for each 600 students or major fraction thereof if the
head librarian has no administrative responsibility for audio-visual
materials. If the head librarian has partial responsibility for
audio-visual materials, the number of clerks should be increased by
25 per cent, and in the case of full responsibility for audio-visual
materials and the audio-visual program, by 50 per cent.9
2 In twelve-grade or K-12 schools having 200 or more students, the
size of the library staff is never less than that recommended in
point I for schools of similar enrollment.12 For excellent library
service, the number of professional staff members needs to be
increased in order to have a staff with the competencies, the
specialized knowledge of books and other materials, and the
familiarity with the instructional program that are quite distinct
for the elementary school grades and for the secondary school grades.
(Larger budgets, see footnote on page 76, may also affect the
picture.) For example, in some schools with 200-399 pupils, the best
library service will result when two librarians are on the staff, one
to work with children and teachers in the elementary grades and the
other to work with children and teachers in the secondary grades. In
a school with an enrollment of 1,200, four librarians, instead of
three, can best meet the wide program range of the K-12 school. (See
also point 3.)
3 Libraries in demonstration schools (see pages 69-70 require
________________
10. The term clerks is used to cover clerical and secretarial
work and, where applicable, skills for the maintenance and repair of
audio-visual materials and equipment. The recommendation for number
of clerks does not include clerks needed in the handling of the free
or rental textbook collection or of the collection of supplementary
printed materials.
11. The minimum enrollment recommended for a full-time librarian and
for a halftime clerk is 200 students.
12. Where there is only one librarian for this type of school, the
librarian must be qualified to work with pupils of all ages and with
their teachers. He knows materials for the entire school curriculum
and for recreational reading at au levels. He arranges special
activities for elementary children (such as storytelling) and
provides appropriate reference assistance, reading guidance,
integrated library instruction, and other services for the students
in the school.
55
larger staffs than those noted for schools in points 1 and 2. The
increase in number depends upon such factors as the number of
practice teachers and practice librarians working in the school, the
types of experimentation and research conducted in or with the school
library, the number of observers and visitors coming to the library,
and the teaching load of the librarian in the education or library
service departments of the college or university.
Status of school librarians
Status as a faculty member
1 The status of the school librarian is the same as that of other
teachers in the school with comparable professional education,
experience, responsibility, and personality.
2 In the secondary school, the head librarian has a status equivalent
to that of a department head in the school. (See also pages
49-50.)
Salary, working and vacation schedules
1 The librarian is on a salary, work and vacation schedule equal
to that for professional school employees of comparable professional
education, experience, and responsibility.
2 The length of working day, length of working year, and amount of
"homework" for the school librarian are comparable to those for
teachers. For additional service, the librarian receives extra
monetary compensation allocated on the same base as his regular
salary.
a. For the librarian, "homework" includes the extensive reading
necessary to keep abreast with and informed about a wide range of
printed materials (ideally, some time should be allowed for this type
of reading during the working day, as well as for previewing and
listening to audio-visual materials); work connected with school
committees and meetings; planning, preparation for class visits, and
similar activities that correspond to the classroom teacher's normal
load of school responsibilities performed after school hours. It does
not include bibliographic services, cataloging, ordering, and details
of library organization and administration.
b. Although the library is open before and after school, each
librarian's working day is the same as that for other teachers.
56
In those cases where the library hours exceed this time (see pages
87-88, point 2), a sufficient number of professional staff members is
appointed so that staggered scheduling covers the extended
program.
c. In those schools where the library is kept open for use during the
summer, adequate professional and clerical staff are provided. The
staff are paid on a basis comparable to that for the regular school
year.
d. It is sometimes necessary for the school librarian to work for a
period of one week after the close of the regular school year (unless
the library is to be open for the summer) and one week or more before
the opening of the regular school year, preceding any pre-school
workshop or meetings planned for the faculty as a whole. The
librarian is paid for this time on the same salary basis as his work
during the school year. Clerical assistance is provided since much of
the work done at these times is clerical in nature.
Status of other workers in the library
1 The status of the school library clerk is established by local
policies governing classification and pay schedules for clerical and
secretarial workers. The position of school library clerk, however,
usually entails some specialized skills and types of knowledge in
addition to those typically associated with clerical and secretarial
competence. This special training is customarily provided by the head
school librarian. It is recommended that this specialization be
recognized and that provisions be made accordingly in the salary
scale for library clerks. Adoption of this policy diminishes some of
the frequent turnover now common among this group of workers and
relieves the school librarian of continuously having to train new
library clerks.
2 In those schools having 200 or more students where the school
library program is in the process of being developed, any
transitional measure deemed expedient for staffing the library should
be strictly interpreted as being temporary in nature. Every effort
should be exerted toward providing the needed professional and
clerical staff . Volunteer help by parents and other workers,
part-time work in the library by teachers or by field librarians,
services of retired teachers, and similar arrangements should be
considered as being no more than temporary
57 substitutes filling a gap until the time when the professional
librarians and clerical workers needed for the school library are
employed.
3 The work of unpaid student library assistants cannot be interpreted
as being the equivalent of activities conducted by school librarians,
or as a justifiable substitute for the services of clerical,
secretarial, maintenance, or other salaried staff workers needed in
the school library.13 13 Teaching these pupil assistants to perfect
library skills and to develop desirable personal qualities
constitutes a part of the guidance or co-curricular program of the
school and is an additional responsibility for the school librarian.
(See also pages 20-21.)
General qualifications of school librarians
The librarian's duties are comprehensive, including at various
times activities of the teacher, the specialist, the department head,
and the administrator. In order to perform his work successfully and
to represent his profession ably, the school librarian:
1 Is adept in human relations and works co-operatively, effectively,
and happily with all age groups enrolled in his school and with
adults.
2 Has a thorough understanding of the curriculum, including all
aspects of the reading program, the instructional methods employed by
teachers, and the goals of the school in which he is working.
3 Has an extensive knowledge of books and other printed materials,
including those appropriate for the age group with whom he is
working; of instructional materials for teachers; and of audio-visual
materials suitable for use by students and teachers.14 (See the
following section on the professional education of school
librarians.)
4 Has an enthusiasm for books and reading and for other media of
communication that is reflected in the school library program.
5 Has a broad background knowledge of all phases of librarian-
______________________
13. When suitable, and when local policies and legal conditions
permit, students may be paid to do some work of this nature.
14. As the size of the library's collections and staff increases,
subject areas or classifications of materials can profitably be
allocated to each librarian so that be may become an authoritative
specialist for all types of materials and their uses in designated
fields, in addition to having a general knowledge of the collections
as a whole.
58 A statement prepared by the joint AASL-ACRL-DAVI
Committee15
The three professional organizations represented on the joint
Committee are the American Association of School Librarians and the
Association of College and Research Libraries, both divisions of ALA,
and the Department of Audio-Visual Instruction of the NEA. These
organizations share a basic interest which is the maintenance of high
educational standards and continued improvement of instruction in
American schools, colleges, and universities.
In recent years, many new types of instructional materials and
equipment have been developed, such as educational television
programs, specialized training devices, and new projection materials.
At the same time, more familiar
____________
15. Approved in 1958 by the executive boards of the participating
organizations.
continued on the following page
_______________________________________________________________________________
ship that are germane to a functional school library program.
6 Has administrative ability, if head librarian, so that he has easy
control of the administrative details of a smoothly running library,
while focusing his major attention on the more important work with
students and teachers.
7 Has many cultural, intellectual, and recreational interests.
8 Participates in local, state, and national professional education
and library associations, and supports the program and work of these
organizations.
The professional education of school librarians16
Since the subject of professional education for school librarians
is quite an extensive and complicated one, this book cannot cover the
many details relating to policies, programs, and practices for
preparing school librarians. The following major and basic principles
have been selected for inclusion and are strongly endorsed:
1 A broad, general education is essential for the school librarian.
This basic background is first started in college and continues
throughout the lifetime of the school librarian.
2 The type of professional preparation best suited for the school
librarian is that described in the official statement on pages
59-62.
3 The professional preparation of the school librarian meets the
___________________
16. See also pp. 11-12, 96-100.
59 continued from the preceding page
media such as books, films, and recordings have been made
increasingly effective through modern techniques of illustration,
improved design, and new production processes. In addition to
tangible media, the concept of "instructional materials" includes
such community resources as individuals who can make a significant
contribution and the use of first hand experiences in the field. All
instructional materials now available, and others yet to come, are
needed to secure effective and efficient utilization of educational
facilities and teaching personnel.
Each type of material has a unique contribution to make to the
educational process. Some materials will be more effective in
achieving one teaching or learning objective; others will serve
another purpose better. There is no basic
certification requirements of his state, of the regional
accrediting agency for his state, and of the school system in which
he is working. His professional preparation is obtained in colleges
or universities approved by the state or city agency in charge of the
certification of school librarians.
4 The basic program of general and professional education recommended
for the school librarian is a five-year program. The fifth year may
be based on an undergraduate minor in school librarianship in a
college or university with an approved program of this type.
5 Although the five-year program is recognized as being desir-able
for most school librarians, some situations justify the appointment
of a person who has completed four years of college work and some
professional preparation in librarianship that may or may not be part
of his college training. These situations are typically those that
are covered in existing provisional or other certification measures.
In addition, these situations might well include some staff positions
in those school libraries where the staff consists of three or more
school librarians. The experience thus acquired by these staff
members would greatly enrich any additional professional education
that they might undertake later or concurrently on the job. In the
case of large school libraries meeting standards for size of staff,
the classification of some professional positions in the lower
echelons might not necessarily require further professional
preparation.
60
competition among instructional materials. The point is that in any
situation the distinctive characteristics of each medium should be
recognized and an appropriate materials should be used.
Because of the broad variety of media now available and the rapid
increase of production within each medium, teachers are faced with a
vast reservoir of instructional materials from which to choose. This
means that teachers require more and more help from specialists to
locate, evaluate, select, produce, and use instructional materials to
best advantage. In order to provide such help specialists need to
have a working knowledge of the entire range of media, the potential
contributions each can make to learning, and effective methods of
use.
The professional associations named in this statement, together with
other professional organizations, such as those concerned with
curriculum improvement and with educational television, are vitally
concerned with study, development, and application of all types of
instructional materials. They also have in common important
responsibilities for recruitment, professional education, and
certification of school, college and university staff members who now
or in the future will serve as specialists in this field. The
Committee agrees that certain knowledge and specific skills, as
outlined below, are essential in the professional education of
librarians, audio-visual specialists, and others who have a primary
responsibility for instructional materials.
In light of the significance of instructional materials
specialists to the total educational program, it is necessary that
there be definition of responsibilities, of required competencies,
and of the means by which these competencies can best be
developed.
Under consideration here is the professionally competent
instructional materials specialist at all levels. By 'instructional
materials specialists" is meant those individuals who, on a
professional level, are directly responsible for a school, college,
or university program of counsel, service, or in-service education
for student and teacher use of instructional materials. The
distinction between the optimum qualifications of the beginning
professional worker and of the director of a system-wide program is
essentially one of degree and not of kind.
Those personal characteristics and abilities necessary to be
effective in working with people in a leadership role become of major
importance when that role is one of improving teaching and teaming.
To fulfill this role is the primary responsibility of instructional
materials specialists. Their province is the materials of learning
and teaching. The challenge is that of developing increasingly
effective use of all types of materials by teachers and students. The
measure of their success is the quality of teaching and learning
which results.
Looking ahead to the future, the joint Committee believes that the
knowl-
____________________________________________________________________________
61 continued from the preceding page
edge and basic skills required for instructional materials
specialists to do professional work in education, and the most likely
sources of obtaining basic competencies, are as follows:
1 Successful teaching experience: Instructional materials
specialists should first of all be experienced teachers. This
experience may be acquired by years of classroom teaching, or, in the
case of those who enter the profession without experience, through an
organized internship program following the completion of their course
work. It is essential that instructional materials specialists secure
experience on curriculum committees and that they gain experience in
guidance and supervision.
2 Foundation areas: Instructional materials specialists should
have course work in (a) educational administration and supervision,
(b) principles of Teaming, (c) curriculum development, (d) guidance
and counseling, and (e) mass communications. Furthermore they should
demonstrate a working knowledge of research methods as applied to
instructional materials.
3 Specialized areas: Instructional materials specialists
should have course work and in-service experience in the following
areas relating directly to the nature and effective use of materials:
(a) analysis of instructional materials, their nature and content;
(b) methods of selecting and evaluating materials, through study of
individual media as well as through crossmedia study by curriculum
unit or grade level; (c) utilization of materials; (d) production of
appropriate instructional materials, including laboratory work with
specific media; and (e) processes for the organization and
maintenance of materials and equipment.
The foregoing statement regarding instructional materials specialists
and the preparation they require has important implications for many
groups, including the students and teachers who are to be served, the
professional associations concerned, and especially for those
institutions of higher education which have responsibility for
recruitment and professional education of teachers, librarians, and
audio-visual specialists. Whatever their titles may be, specialists
in the materials of instruction, who have a broad view of the field,
are needed to provide essential services for a modem program of
education.
______________________________________________________________________________
62
Chapter 8
Curriculum coordinators,
teachers,
and school libraries
The wide and diversified use made of books and other materials by
students comes largely from creative, stimulating teaching and
individualized instruction that go beyond the limited confines of
textbooks. Educational leadership on a system-wide scale fosters such
teaching and makes its fruition possible. Classroom instruction of
this nature depends on teachers who know books and other materials
appropriate for the children or young people with whom they are
working. This basic background knowledge is started in the teacher's
professional education, expanded later through his own endeavors, and
supplemented by information and guidance continuously supplied hi-in
through the resource consultant services of the school library staff.
In this chapter, the activities of curriculum coordinators and
teachers in relation to the resources and the programs of school
libraries are described, and recommendations are made concerning the
kinds of information about books and other materials to be included
in the professional education of teachers and school
administrators.
Curriculum coordinators and school library programs
In the school system, the chief curriculum coordinator, or his
equivalent, serves an important function in the provision and use of
services and resources in the libraries in the schools and in the
district materials center (Chapter 13). In some systems, the
materials center and the school libraries are under the over-all
ad-
63 ininistration of the chief curriculum coordinator, and the school
library supervisor is a member of his staff. Where some other
organizational pattern prevails, informal arrangements are made for
the maintenance of communication and co-operative planning between
the chief curriculum coordinator and the school library
supervisor.
The major activities of the chief curriculum coordinator in relation
to school libraries are as follows:
1 Implementing instructional programs in which many types of books,
films, and other materials are used by teachers and students.
2 Actively supporting a system-wide plan that provides all schools
with library services and resources that meet recognized
standards.
3 Making provision for teaching students the use of the library and
its resources in a well-planned program of instruction integrated
with classroom teaching (pages 18-20 and page 66, point 7).
4 Arranging in-service training programs for teachers that deal with
instructional materials and their uses.
5 Participating in the program of the materials center, or, if the
system has no center, working toward its establishment (Chapter
13).
6 Appointing the school library supervisor, or a school librarian if
there is no supervisor, to any committees or policy-making groups
working on curricular and instructional matters for the school system
as a whole.
In similar manner, coordinators or supervisors of special subject and
service areas for the school system enlist the services of the school
library supervisor, or school librarians, whenever library resources
and activities in their specialized fields are involved. These
co-operative measures make it possible for the school libraries to
have all the printed and audio-visual materials needed by students
and teachers, for the school librarians to teach and to guide
students with direction and purpose, and for the school library
program to contribute directly to the achievement of the objectives
of the school.
7 Working closely with the school library supervisor (pages 42-45)or,
if the school system does not yet have a supervisor, with librarians
in the schools.
64
The development and growth of a dynamic library program is
possible only when teachers and librarians work together in
formulating library policies, in selecting library materials, in
stimulating and guiding the reading of students, and in enriching
classroom instruction through the effective use of library resources.
Probably the most important single factor determining the success of
the school library program is the extent to which teachers motivate
their students to use the library and its resources.
Details describing the teacher's contribution to and participation in
the school library program, classroom activities involving the use of
school libraries and library resources, and many types of projects
co-operatively planned by teachers and librarians can be found in the
references noted in the Selected Bibliography, pages 114-18. Only the
broader aspects of teacher-library relationships are presented in
this book. (See also pages 47-49 and 14-21.) The term teacher
is used to include guidance counselors and other special teachers
as well as classroom teachers, since educational, personal, and
vocational guidance are all part of the school program which library
services and resources can enrich. The general principles governing
teacher-library relationships are as follows:
1 The teacher makes the library meaningful and useful to his students
through his knowledge of the library's program and resources. It is
important for the teacher to know and to keep abreast of
instructional materials, particularly those in his own school
library. There can be much waste in materials and expense when
teachers do not know fully what their library contains. The teacher
also makes use of the professional collection in his school and the
district materials collection.
2 The teacher motivates his students to make extensive use of library
resources for classroom work and for purposes not connected with
class assignments.
3 The teacher participates in the formulation of school library
policies by serving on or communicating with the faculty library
committee.
_______________________
1. For material relating to teachers in schools having fewer than 200
students, see Chapter 12.
65 4 The teacher utilizes every opportunity to help the library in
his school reach standards of excellence.
5 The teacher participates in the selection of materials for the
school library and in the evaluation of the library's collection in
his specialized field. (See pages 74-75.)
6 The librarian provides teachers with many services related to
materials that are helpful to them in connection with their teaching
programs. The librarian:
a. Builds systematically the collections of the school library so
that materials are readily available for the curricular needs of
students (pages 74-82).
b. Provides a variety of professional materials for teachers (pages
85-86).
c. Acquires appropriate materials recommended for the library by
teachers, as promptly as possible.
d. Assists teachers in the development of effective techniques for
using the resources of the school library and teaching library
skills.
e. Keeps teachers informed about new materials that have been added
to the library.
f. Helps teachers in the preparation of bibliographies and reading
lists.
g. Locates information and performs other reference and searching
services for teachers.
h. Serves as a resource consultant for teachers (see also pages
48-49, and footnote 9, page 54).
The librarian serves as a resource consultant on curriculum and other
school committees involving library materials. He consults frequently
with individual teachers, ascertaining their needs and interests
regarding printed and audiovisual materials and bringing new
publications and releases to their attention.
i. Provides informal in-service training for teachers about library
resources, sources of information for printed and audio-visual
materials, the evaluation of materials, and related topics.
7 Using research skills successfully, satisfying curiosities through
fact-.finding, developing an interest in and liking for independent
reading, and finding enjoyment in books, recordings, and other
materials are important elements in the education of chil-
66
dren and young people. Making certain that students have these
experiences is the responsibility of every faculty member, including
the library staff. The school librarian works with the teachers in
motivating students to use libraries frequently, and in developing
the abilities of students to make effective and discriminating use of
printed and audio-visual materials. The principal, teachers, and
librarian together plan an integrated program of library instruction
for all grades. All teachers participate in teaching students the use
of the library and its resources. The teaching of these types of
knowledge and skills begins with children in kindergarten and
continues with more detail and specialization until students are
graduated from high school (see pages 18-20).
8 The teacher brings his class groups to the library, sends small
groups or individuals from the classroom to the library or its
conference rooms to read, to learn library skills, or to do reference
or research work, and makes collections of materials from the school
library available in his classroom (pages 89-90).
9 The teacher keeps the school librarian informed about curricular
changes and gives advance information about class assignments, so
that resources are available in the library. Lines of communication
are established between teachers and library staff for mutual
reporting of pertinent information about interests, needs, abilities,
attitudes, achievements, and performance of students.
10 The teacher becomes familiar with other libraries in the
community. He acquaints students with the objectives and services of
the public library, and he co-operates in the arrangements made by
the school to keep the public library staff informed in advance about
class assignments (page 50, point 4) and to keep within reasonable
limits the use made of public library resources by students in the
preparation of their assignments.
School library programs and resources in the professional
education of teachers
General principles
It is important for the prospective teacher and school
administrator to acquire during his professional education:
67 1 A knowledge of printed and audio-visual materials appropriate
for the age groups that he will be teaching.
2 Familiarity with the criteria and sources used in the evaluation
and selection of materials.
3 An understanding of the contributions that can be made by the
library program and staff to the educational program of the
school.
4 An awareness of the teacher's functions in the school library
program.
In order that the prospective teacher and school administrator may
acquire this background knowledge, the directors of the program for
the professional education of teachers:
1 Require the prospective teacher to take courses dealing with
printed and audio-visual materials for children or young people.
2 Make certain that relevant material about and references to school
library services, resources, and facilities are incorporated in
courses in school administration, supervision, curriculum,
instructional methods, guidance, and other areas.
3 Provide a comprehensive and functional collection of children's
books, books for young people, films, filmstrips, recordings,
textbooks, and other materials appropriate for youth. (See the
section immediately following.)
4 Make arrangements so that the use of the services and resources of
an excellent school library is a natural part of the prospective
teacher's practice teaching. The functions of the demonstration
school library are described in the last part of this chapter.
Resources in the library of the teacher education institution
The provision of books and other materials for children and
young people, to be used in connection with education or library
science courses, is as much an obligation of the college or
university library administration as is the provision of materials
for students taking courses in the physical sciences or other areas.
Truly functional collections are comprehensive, well-selected, and
efficiently organized, and sufficient funds are provided in the
library budget. (Asking publishers for free copies of their trade
books cannot be justified for these collections any more than for
other parts of the library's collections.) A professional library
staff, with competencies in library resources for children and young
people, is necessary so that intelligent and helpful service and
guidance can be
68
given to undergraduate and graduate students taking education and
library science courses, faculty members of the departments of
education and library science, and others. Adequate clerical and
other subprofessional assistance is essential.
This collection does not take the place of a school library in the
demonstration school on the university campus, nor does the library
in the demonstration school substitute for this collection.
The demonstration school library
The library in the demonstration school (laboratory school,
campus school, or other equivalent term) has the same objectives and
program that have been noted for other school libraries (Chapters 2
and 3). In addition, it has some special functions:
1 The library is an area where teachers and librarians in training,
in-service teachers and school librarians, and others can observe an
excellent school library program in action.
2 Through its resources and services, student teachers and teachers
in preparation:
a. Become aware of the importance of the school library in the
teaching program at every age level.
b. Are introduced to a broad and organized body of instructional
materials.
c. Have the experience of examining and using a wide range of library
resources in their practice teaching.
d. Have an opportunity to see children and young people working with
many kinds of materials in connection with the curriculum and for
other purposes.
3 The library serves as a laboratory for the practice work of the
school librarian during his professional training.
4 The professional library staff provides consultant services for
faculty members of the schools or departments of education and
library science.
5 The library staff contributes to the improvement of schools and
school libraries in the region and in the nation:
a. By demonstrating the role of the library in a broad and rich
instructional program.
b. By showing visiting administrators and teachers the values of
having libraries in schools.
c. By participating in educational and library research.
d. By having the library serve as an experimentation center to
69
try out and test new ideas in school library programs and
services.
Since the demonstration school library is unique in many respects and
since its program can make many special contributions to the schools
and teachers of the country, it should be a model library in every
respect-personnel, program, materials collections, quarters, and
equipment. Ample funds are necessary for its maintenance. The library
quarters must be large enough to accommodate visitors and observers
as well as its regular users; demonstration and research projects
will sometimes require special equipment. The size of the staff needs
to be larger than for libraries in other schools of comparable size,
since the demonstration school librarians work with many groups and
individuals in addition to the students and faculty of the school.
(See page 55, point 3.) If the librarian of the demonstration school
teaches courses or parts of courses in the education or library
service departments, adequate provision must be made in staffing the
demonstration school library to allow for these additional activities
of the school librarian.
Many demonstration schools are "campus" schools under the direct
administration of the college or university; others are schools in
the local school system that have been designated as demonstration
schools for teachers in preparation. In the case of the campus
school, the school librarian is under the administration of the
principal of the school, and not under the administration of the
college or university librarian. It is also desirable that the
collection of the campus school library be reserved for the students,
faculty, and practice teachers of the school, and not serve as a
collection for students in university or college courses requiring
the use of school library materials. (See pages 68-69.)
Practice teachers and librarians, and other university students
having contacts with demonstration school libraries, are affected by
the services and resources of these libraries, and carry their
impressions and experiences with them to the schools in which they
later teach. The same is true of in-service teachers, administrators,
and others who visit the library. These libraries constitute, or
should constitute, the vanguard school libraries of the nation, and
they are of paramount importance in acquainting prospective teachers
with the resources of teaching and learning.
70 This page blank
71
72
In the preceding pages, many reasons have been noted why teachers and
students in good schools depend upon the materials and services of
the school library. This chapter and those following deal with the
basic principles that govern the selection of materials in the
school, the policies and services that make materials readily
accessible for teachers and students, and organizational procedures
that facilitate the use of the materials collections. Standards are
presented for the size of the collections and for the annual
appropriations for the purchase of these materials in schools that
have been established four years or longer and have 200 or more
students (pages 76-86), for libraries in new schools (Chapter 11),
and for schools having fewer than 200 students (Chapter 12). The
services and collections of the district materials center are
described in Chapter 13.
This chapter contains four main sections. The first, "The Selection
of Materials," applies to all types of schools. The remaining
sections, "School Library Resources in Schools Having 200 or More
Students," "The Collection of Supplementary Materials," and
"Professional Materials for the Faculty," pertain to schools having
200 or more students. The arrangement of these last-named sections is
an arbitrary one, based on the assumption that each type of
collection has some unique characteristics that can be described more
clearly by separate treatment. It is recognized that the collection
of supplementary materials and the collection of professional
materials for teachers are administered by the head school librarian;
that the collection of professional materials is frequently housed in
the school library suite, and that some schools do not have
collections of supplementary materials.
73
The selection of materials
Basic principles that guide the selection of books and other
materials for the collections of the school library include the
following:
1 Administrators, classroom and special teachers, and the library
staff endorse and apply the principles incorporated in the School
Library Bill of Rights of the American Association of School
Librarians, and in any statements for the selection of library
materials that school librarians have helped to formulate for the
state or for the local school system. The Bill of Rights is on
page 75.
2 The library collections are developed systematically so that they
are well-balanced and well-rounded in coverage of subjects, types of
materials, and variety of content.
3 Maintaining qualitative standards for the selection of materials is
essential. All materials are therefore carefully evaluated before
purchase, and only materials of good quality are obtained.
A wealth of excellent material is available for children and young
people, and there is no justification for the collections to contain
materials that are mediocre in presentation and content. By virtue of
their professional preparation and experience, librarians have the
special competencies that enable them to evaluate materials
critically. (See pages 59-62.) They are familiar with and guided by
the established criteria for the evaluation and selection of
materials. They consult standard tools and reliable guides for the
selection of materials and go beyond the limits of these sources
whenever they have the opportunity to examine and to evaluate
materials carefully before purchase.
4 Teachers make recommendations to the head librarian for materials
to be added to the collections of the school library.
The teacher plays an important part in the selection of materials for
the school library. His professional preparation and experience
provide him with a knowledge of materials in his field and of the
types of materials appropriate for the needs and abilities of his
students. A two-way avenue of communication exists between the
teacher and librarian, in which each relays to the other information
about new materials in the teacher's field. The teacher evaluates
materials on the basis of the criteria established for materials in
his teaching area, and recommends
74
School Library Bill of Rights1
School libraries are concerned with generating understanding of
American freedoms and with the preservation of these freedoms through
the development of informed and responsible citizens. To this end the
American Association of School Librarians reaffirms the Library
Bill of Rights of the American Library Association and asserts
that the responsibility of the school library is:
To provide materials that will enrich and support the curriculum,
taking into consideration the varied interests, abilities, and
maturity levels of the pupils served
To provide materials that will stimulate growth in factual knowledge,
literary appreciation, aesthetic values, and ethical standards
To provide a background of information which 'will enable pupils to
make intelligent judgments in their daily life
To provide materials on opposing sides of controversial issues so
that young citizens may develop under guidance the practice of
critical reading and thinking
To provide materials representative of the many religious, ethnic,
and cultural groups and their contributions to our American heritage
To place principle above personal opinion and reason above prejudice
in the selection of materials of the highest quality in order to
assure a comprehensive collection appropriate for the users of the
library.
___________________
1. Endorsed by the Council of the American Library Association, July,
1955.
______________________________________________________________________________
only those materials that meet these standards satisfactorily. He
is familiar with and uses standard tools and guides for the selection
of materials, and be utilizes every opportunity to examine and to
evaluate materials in his field.
5 Students are encouraged to make suggestions for materials to be
acquired for the school library.
6 The collections are continuously re-evaluated in relation to
changing curriculum content, new instructional methods, and current
needs of teachers and students. Appropriate materials are obtained
for these new developments. This process of reevaluation also leads
to the replacement of outmoded materials with those that are
up-to-date, the discarding of materials no longer useful, and the
replacement of materials in poor repair.
7 In order that good service may be provided for teachers and
students, materials are purchased throughout the school year as
needed, and their acquisition is not limited to annual or semiannual
orders.
75 8 Final authority for materials to be acquired rests with the principal of the school and the head school librarian.
School library resources in schools having 200 or more students2
Size of the collections
The good teacher, eager and able to make Teaming an exciting
adventure for his students, is continually frustrated in his
endeavors when the library resources in his school are meager and
limited. Students become discouraged when they cannot obtain
materials easily for their classroom needs or in their independent
seeking for knowledge and for aesthetic experiences. The standards
for the size of the library's collections recommend materials in
sufficient quantity so that three aspects of a functional library
program may be realized: good service to teachers and students, the
easy accessibility of materials, and the availability of materials on
a wide range of subjects and in many forms of expression.
Books
Books are the most important of all library resources. No well
selected book collection is ever too large for children and young
people. To provide books on all topics included in the curriculum
___________________
2. The twelve-grade or K-12 schools having 200 or more students
present some special problems in relation to quantitative standards
for the collections of materials. If the school is large enough or
otherwise can afford to have separate libraries for elementary and
secondary school students, each library can be considered as being
comparable to a library in any other school having a similar
enrollment and grade coverage. However, in schools having 200@00
students in the elementary grades and a comparable number in the
secondary grades, it is not realistic to state that the library in
every case must meet quantitative standards on a dual basis; that is,
that it meets standards for materials for its secondary school group
in equal extent as a separate secondary school of the same size, and,
in addition, meets standards for materials for its elementary school
group in equal extent as a separate elementary school of the same
size. Precise standards for the K-12 group cannot be formulated
because of the many variables that exist in relation to the grade
distribution of the student population, available funds, and other
factors. It may be stated, however, that total resources and total
expenditures should never be less than that indicated for other
schools of the same enrollment, and that, for good service, the size
of the book and audio-visual collections should be substantially
larger, with the annual budget for materials proportionately
increased.
The objectives and program of the library in the twelve-grade school
are the same as those in any other school, and each student in the
school should have the opportunity to use the library and its
resources.
76
and for all purposes of the instructional program requires a book
collection of no mean size. The scope of the collection, however, is
not limited to the curricular needs of the students. Since the
interests of children and young people, in the aggregate, are almost
limitless and since their purposes in reading are innumerable, the
book collection in their library must be rich and extensive in
imaginative writings, in non-fiction, and in reference resources to
meet their many wants. The book collection provides a constant
invitation to students to read and is a contributing factor in making
reading a pleasurable and satisfying occupation.
1 Recommendations for the minimum size3 of the book collections in
libraries in very good schools follow:
In schools having 200-999 students...... 6,000-10,000 books.
(This range for the size of the book collection is of qualitative
nature and is not to be interpreted as being proportionate in
relation to size of enrollment. For example, schools having 200
pupils can make effective use of collections containing 10,000
books.)
In schools having 1,000 or more students. . 10 books per student.
2 With collections that are large enough, books can be made easily
accessible for students and teachers. At all times there is a
sufficient number of books available for use in the school library,
for classroom collections, and for withdrawals for home use. (See
Chapter 10.) Libraries in excellent schools, particularly those
having 200-2,000 students, will far exceed the minimum
recommendations for size of book collections.
3 The standards for the size of the school library book collection
allow for the acquisition of duplicate copies of titles to meet the
needs of students and teachers. It is evident from reports received
from school librarians that efficient service requires two or more
copies of many titles, so that books in heavy demand are available
for students at the times when they are most needed. Duplicate
purchases are essential to meet reasonable requests for books that
are used intensively by many students in connection with their class
projects or assignments. Some titles are duplicated so that they can
be made available for use in classroom collections as well as in the
school library. Obtaining duplicate copies of titles that are popular
with students in
________________
3. Exclusive of the number of books in the collection of
supplementary materials (pp. 84-85) and the collection of
professional materials for the faculty (pp. 85-86).
77 their noncurricular reading pursuits is highly desirable. The
provision of good library service shapes the policies to be followed
for the acquisition of duplicate copies of books. Duplication of
titles, however, is not done at the expense of building a
well-rounded, basic collection of books for the library.
4 Library collections in schools having specialized curriculums in
agriculture, in vocational or technical subjects, or in similar areas
meet the needs of teachers and students for materials in these
special fields. These parts of the collection are larger and more
highly developed than in libraries in schools Dot having the
specialized curriculums. The special materials are provided in
addition to the basic, well-rounded collection.
Magazines
Magazines form an important part of the school library collections.
They contain material not found elsewhere and are a primary source of
information about current events. For some students, magazines
constitute their major reading fare, and this fact is treated
constructively in the reading guidance done by school librarians.
Students read magazines for many purposes, school related and
otherwise, and it is important for students to become familiar with a
wide range of good magazines. The collection of magazines is
therefore large enough to permit representation of many subject and
special interest areas as well as popular reading fare.
The school library collection of magazines also includes professional
journals in the fields of librarianship and instructional materials.
These magazines contain information that is helpful in the selection
of printed and audio-visual materials and that keep the library staff
informed about professional developments. They are frequently useful,
too, for students. 1 Recommendations follow for the minimum number of
current magazine subscriptions for the collection in the school
library:
In elementary schools
(Grades K-6 . . . . 25 titles
In elementary schools
(Grades K-8) . . . . . 50 titles
In junior high schools . . 70 titles
In senior high schools . . 120 titles
In all schools: plus at least 5 titles of professional magazines in
the areas of librarianship and instructional materials4
____________________
4. For recommendations for other professional magazines, see p. 86,
point 2.
78
In the case of the elementary school library, the number of titles
recommended is not restricted to magazines designed solely for the
child audience, but includes some titles in the adult field that have
interest and usefulness for children in the upper middle grades.
2 Schools having a special program in technical, vocational, or other
areas need larger periodical collections so that magazines in the
special fields are included.
3 The number of titles in the magazine collection is not affected by
the number of students in the school. Size of enrollment does affect
duplication of titles. Decisions concerning the number of magazine
titles to be duplicated in the school library are made by the head
school librarian and the teachers on the basis of need and use.
4 Back issues of periodicals needed for reference work and for other
purposes are retained in the school library for a time span covering
at least five years. In an increasing number of school libraries
these magazine files are kept on microfilm.
5 The school library collection includes a general periodical index.
Large schools need more than one copy. Libraries in vocational,
technical, or other special schools require a periodical index
covering the contents of magazines in special fields.
Newspapers
The number of newspapers for the school library collection is
determined primarily by the needs of teachers and students. A minimum
newspaper collection consists of three to six titles, with coverage
of the news reported on local, state, national, and international
levels. In some junior and senior high school libraries, a newspaper
index is essential.
Pamphlets
Quantitative standards for size of pamphlet collections cannot be
formulated precisely. For many subjects, information can be found
only in pamphlets. For some readers, needs can be met more
effectively with pamphlets than with books. The collection should
therefore be fairly extensive, consisting of up-to-date and useful
materials on a wide range of subjects. The school librarian builds
the pamphlet collection systematically and does not leave its
development to chance.
79 Films and filmstrips
Films and filmstrips are without peer for conveying many types of
information and creative expressions. Although a school may rent or
borrow many films, it will still need to own some films. This
principle of ownership applies to filmstrips in even greater degree,
since the costs involved are not so high. Effective use of these
materials is made in the classroom and also in the library or
audiovisual center, where individual students have the opportunity to
make independent use of films and filmstrips in the preparation of
their assignments or for other worthwhile purposes. The collections
of films and filmstrips are therefore large enough to meet classroom
needs and to provide a wide coverage of subject matter for use by
individual students. Good teaching is handicapped when the instructor
has to make plans to rent or borrow films or filmstrips a long time
ahead of anticipated use, and also when these materials are not
quickly available to meet those needs that occur spontaneously in the
classroom. In like manner, the curiosity or interest of the
individual child or young person making independent use of these
materials may not be sustained over the period of time that it takes
for the material to arrive.
Many variables affect the size of the collections of and filmstrips
owned by schools, and hence quantitative standards cannot be
formulated that cover every situation. Schools obtain audiovisual
materials from school system centers or regional depositories and
borrow or rent expensive materials infrequently used from other
sources.5 The following general recommendations can be made,
however:
1 A film used six or more times a year is purchased by the school. In
most instances, when rental charges for a film during the year equal
from one-fifth to one-seventh of the purchase price of the film, it
becomes feasible to purchase.
2 It is desirable that filmstrips and recordings on many subjects and
covering a wide range of interests be easily available in the school
for use by class groups, small groups of students, and individual
students. To meet these needs, it is advantageous for the school to
have its own collection of filmstrips and recordings that will be
used more than once during the school year.
___________
5. These comments apply also to recordings, pictures, slides, and
realia.
80
Disc and tape recordings
For many decades, disc recordings have formed a valuable and
extensively used part of the school library collections. Recordings
are available for use in almost every area of the curriculum, and
they are an important resource for many noncurricular purposes of
students. To meet these varied needs, the collection in the library
has great breadth, including recordings of music, drama, poetry,
historic events, language instruction, and many other types. The
collection is extensive enough so that disc and tape recordings are
available for use in the school library, for the classroom on long-
or short-term loans, and for withdrawal for home use.
Pictures and slides
The library has an extensive collection of pictures and slides
available for use by students and teachers in the library, in the
classroom, and in the home. In addition to their value as
supplementary and enrichment resources, these collections furnish the
only material available on many topics and details. They form an
important reference tool in the library. Pictures are also used for
displays and exhibits in the library and throughout the school. Some
libraries have a collection of good reproductions of paintings that
students may take home on long-term loans.
Realia
The term realia is used in this book to cover such
materials as three-dimensional objects, museum materials, dioramas,
models, and samples. Realia represent a unique and vital source of
information and appreciation for students, and they are frequently
primary sources for teaching and learning. The school borrows realia
from individuals in the community, museums, district materials
centers, and other agencies, and teachers and students make pieces in
connection with their class projects. In addition, it is important
that some realia be purchased for the materials collections in the
school building. Almost every classroom needs realia in its permanent
collection of materials, and some pieces are sent to a sufficient
number of classrooms on short-term loans to warrant their purchase.
In the school library, realia are used by students for school work
and also in connection with their many hobbies and special interests.
They are frequently so important for the last-named purposes that it
is
81 highly desirable that students be snowed to withdraw them from the library for home use whenever possible.
Other materials (see also pages 84-86)
The school library has a good collection of maps of various types (in
addition to those in atlases); at least one globe is always available
for use in the library. Inflatable globes are provided that may be
borrowed for home use. Where needed, classrooms are equipped with a
globe and any maps necessary for classroom instruction.
The school library contains indexes of community resources, trip and
lecturer files, materials on local history, and other special
materials useful for students and teachers.
In junior and senior high school libraries, collections of college
catalogs and vocational information services are provided. These
materials are needed in the school library even though similar or
identical collections are maintained in the guidance department of
the school.
Annual expenditures6
General principles
1 The standards for annual appropriations recommend amounts that
are necessary for the maintenance of functional materials collections
and, therewith, an effective program of library services for teachers
and students. They also allow for duplicate purchases of materials in
sufficient quantity to meet the needs of students.
2 The amounts recommended for the annual expenditures for materials
pertain only to those school libraries where the collections of
materials meet the standards for the size and quality of the
collections that have been noted in the preceding pages. Where this
is not the case, the annual appropriations will need to be larger
during the period of time required to develop the basic
collections.
3 It is assumed that certain factors tend to operate to keep
sufficient balance between materials acquired and those discarded, so
that the materials collections, particularly in very large
_____________
6. See also footnote, p. 76.
82 schools, do not become disproportionately large. (See page 75,
point 6.)
4 The figures cited apply to conditions existing in the year of 1960.
Any changes beyond this date in the purchasing value of the dollar
must be kept in mind and allowances made accordingly.
5 It is recommended that arrangements be made so that the head
librarian has a petty cash or contingent fund readily available for
the purchase of inexpensive materials and supplies.
Printed materials
1 Recommendations for the annual budget for printed materials in
the school library collections follow:
a. Funds for books in the school library (see also point 1b
immediately following):
In schools having 200-249
students....................at least $1,000.00-$I,500.00
In schools having 250 or
more students............at least $4.00-$6.00 per student
It should be noted that the expenditure of the bare minimum of $4.00
per student means that approximately only one book per student can be
added to the school library each year. The current cost of books
(allowing for discounts) averages $3.00 per book for the elementary
school library, $3.50 for the junior high school library, and $4.00
for the senior high school library. Production costs of books have
been rising steadily during the last decade, and there is every
indication that these costs will continue to mount.
b. Additional funds,7 as required, for:
Encyclopedias and unabridged dictionaries. (Encyclopedias to be
replaced at least every five years.)
Magazines, newspapers, and pamphlets (see pages 78-79).
Rebinding.
Supplies (see page 84).
_______________
7. In some small communities where public library service is as yet
unavailable, schools may assume the responsibility for providing
adult books to the adult members of the community. These should be
paid for over and above the allowance made for books for children and
young people in the school and should not be counted as part of the
school library collection. They should be considered a temporary
arrangement or transition step to adequate public library service for
adults.
83 Professional materials for the faculty (see pages 85-86).
Collection of supplementary materials (see pages 84-85).
2 Libraries in vocational, technical, and other schools having
specialized curriculums of this nature may need an annual budget
larger than that noted in point I above. Over and beyond the
acquisitions for the general collections in the school library,
special technical and scientific materials must be purchased. Books
in these areas are usually more expensive than fiction or general
non-fiction, and tend to become outmoded more quickly and must be
replaced more frequently. Magazines in the special fields must also
be obtained as well as any special periodical indexes that are
needed.
Audio-visual materials
The annual budget for the acquisition of audio-visual materials,
exclusive of equipment, should not be less than I per cent of the
total per pupil instructional cost. This ranges at the present time
from $2.00 to $6.00 per student, varying in general with the quality
of the instructional program.
Supplies
Funds for supplies are provided in sufficient amount for the needs of
the school library program. These cover items to be used in
connection with the acquisition, cataloging, and other technical
processing, circulation, organization, repair, maintenance,
promotion, and use of printed and audio-visual materials.
Equipment
Funds are provided as required for the acquisition and repair of
equipment needed for the effective and efficient organization and
utilization of materials (see Appendix).
The collection of supplementary materials
The term supplementary materials collection, as defined here,
refers to those books, magazines, and other printed materials that
are purchased with school funds but are not shelved with the main
school library collections: sets of supplementary textbooks,
dictionaries and encyclopedias for classrooms, magazines and
newspapers for classroom use, and similar materials. Use of these
materials should not replace or reduce the use of the school
library
84
and of the classroom collections on loan from the library.
General principles for the effective administration of these
materials follow:
1 The head school librarian has administrative responsibility for the
acquisition and care of these materials, and all requests for
materials to be added to the collection are to be cleared through his
office. Recommendations for purchase of these materials come
primarily from classroom and special teachers. The librarian's role
is essentially advisory in nature, and he is serving as the
coordinator of materials in the school. With this centralization of
administrative responsibility, effective selection and optimum use of
these materials throughout the school can be achieved, and
unnecessary duplication in the purchase of supplementary materials is
avoided. Materials do not become misplaced or forgotten within the
school building.
2 All titles in the supplementary collection meet recognized criteria
for the evaluation and selection of books.
3 Funds for these materials do not come out of the budget for the
school library collection (see page 83), but are in addition to those
amounts and are allocated on the basis of need.
4 Adequate clerical assistance is made available to take care of the
routines involved in handling and accounting for these materials.
5 It is usually desirable that a storage or depository room be
provided for the sets of supplementary textbooks so that use of these
sets by more than one class group may be facilitated. These books may
be housed with the free or rental textbook collections or in the
stack area of the school library (see page 122).
6 The materials are uncataloged and unclassified. Simplified records
of author and title entries, copy numbers, and location of copies are
sufficient.
Professional materials for the faculty
Even when a school system has a centrally located and extensive
collection of professional books, magazines, and instructional
materials for administrators and teachers, it is desirable that some
professional materials be acquired for each school building. These
materials are used for reference as well as for general professional
reading. In some schools, parents also make use of the
collection.
85
(Materials are not acquired for the sole purpose of providing
textbooks for school personnel enrolled in college and university
courses.) Recommendations for the school-owned collection of
professional materials in schools having 200 or more students or in
smaller schools having libraries follow:
1 A basic book collection consists of 200-1,000 titles, the number
depending on the needs and size of the faculty and the availability
of other collections of professional materials for teachers in the
community.
In large schools, duplication of some titles will be necessary to
provide for faculty needs and discussion groups.
2 The collection includes at least 25-50 professional magazine
titles.
This core collection of magazines consists of general periodicals in
the education field and a selection of other titles to represent the
subject areas covered in the curriculum of the school. Many schools
will want more professional magazines, and if there is no district
collection of professional materials for administrators and teachers,
a larger number of titles is imperative. (For professional magazines
dealing with instructional resources, see page 78, point 1.)
3 The professional collection includes pamphlets, filmstrips,
curriculum guides, resource units, and other special instructional
materials as needed by the faculty members.
4 Minimum annual expenditures for the professional collection range
from $200.00 to $800.00, depending upon the needs and size of the
faculty and the availability of other professional materials in the
community. Funds for these materials are in addition to those
allocated for school library materials (page 83).
5 The professional collection is administered by the head school
librarian.
6 Administrators, teachers, and librarians participate in the
selection of the materials.
7 All materials in the collection meet standard criteria for
evaluation and selection in the special fields represented. The
collection is kept up-to-date and functional.
8 The collection is housed best in a special room for teachers in the
school library suite, or in some part of the school easily accessible
to teachers, if separate space is not available in the library. The
materials can be withdrawn for home use.
86
Making materials
easily accessible in the school
Optimum use of school library materials and good library service for
students and teachers depend in large measure on having the resources
of the school library easily accessible within the school. The basic
principles that govern accessibility are presented in the three
sections of this chapter and are grouped under "School Library
Policies and Services That Make Materials Easily Accessible,"
"Organization of Materials," and "School Library Quarters."1
School library policies and services that make materials easily
accessible
Policies and procedures that make materials easily accessible to
students and teachers and that provide for optimum use of materials
include the following:
1 The school library is available for use by individual students and
by class groups throughout the school day. Flexible scheduling
enables the teacher to bring his class to the library at the times
best suited for the purposes of classroom instruction. Simplified
attendance procedures make it possible for the student to have quick
and easy access to the library from the classroom or from the study
hall.
2 The school library is open before and after school for use by
students and by teachers.
___________________
1. Some of the administrative and organizational procedures outlined
in this chapter pertain only to schools with libraries. Many general
policies, however, and the underlying philosophy of making materials
easily accessible apply also to those schools of fewer than 200
students that do not have school libraries.
87
Unless local conditions dictate otherwise (for example, in schools
where all students arrive and depart by bus immediately before and
after school), the school library is open at least one-half hour
before classes begin and at least one hour after classes end.
For good service., particularly in junior and senior high schools,
the library remains open until at least five o'clock. (See pages
56-57, point 2b.) This policy permits more extensive use of the
library's collections of materials, and makes the library more
accessible to students and teachers. It lessens the pressure of
demand for materials and services made by students in public
libraries. If the community has no public library, added reasons
exist for keeping the school library open for this longer period of
time.
Reports from the field indicate that there is a growing approval of
those policies that recommend that during the school year, school
libraries should be open for use on Saturdays and that high school
libraries should be open at night.2
The future will undoubtedly see increased demonstration and
experimentation in extending the hours of the library schedule if
conditions are favorable regarding geographical setting of the
school, location of the library in the school building (page 92,
point If), availability of professional staff and clerical personnel,
and funds.3
3 All materials are made easily available for use in the library by
students and teachers.
Good library service provides the library patron with the con-
_______________
2. In some schools the library remains open in the evenings for the
adult education program carried on in the evening high school.
Special funds are allocated for personnel and for materials in these
cases. 3. The policy of permitting students to borrow books from the
school library for use during all vacation periods, including summer,
applies to all school libraries.
If the school has a summer session, school library resources and
services are provided for the students. (See also p. 57, point
c.)
In communities where good public library facilities are either not
available or not easily accessible for children and young people, it
is desirable that the school library remain open during the summer,
regardless of whether the school has a summer session. Many schools
have successfully put this plan into operation. These summer programs
depend upon the existence of the same favorable conditions noted in
the last paragraph of point 2 above.
In very small communities with limited pubic library facilities and
where it is not possible to keep the school library open, books may
be sent from the school library to the public library for student use
during their summer vacation.
88 convenience of being able to examine and to use in one location
all types of materials that he needs for his particular purposes; and
a good program of guidance in the school library entails referral to
and use of all forms of communication.
In those schools where the audio-visual center is a separate unit
apart from the school library, arrangements are put into effect that
permit quick delivery of materials to the library from the
audio-visual center within the school, since the school librarian
needs to make extensive use of filmstrips, recordings, pictures, and
realia in working with teachers and students in the school
library.
Other factors that facilitate the use of materials in the library and
that are described elsewhere in this book include the services of a
competent staff, the functional arrangement of the library quarters,
the efficient organization of materials, and the provision of
materials in sufficient quantity to meet the needs of students and
teachers.
4 Collections of materials from the school library are continuously
sent to the classrooms for short-term loans, ranging in length from
one class period to several weeks.4
These collections, while they remain in the classroom, serve as
branches of the main school library. They are placed in the
classrooms so that teachers and students can have readily accessible
those materials needed in conjunction with classroom instruction. The
use of these collections supplements, and does not replace, the use
of the school library. The teacher participates in the selection of
materials to be sent to his classroom and motivates students to make
good use of these books and other items.
5 Materials are sent to some classrooms for long-term or permanent
loans.
For such subjects as homemaking and shop work, long-term or permanent
classroom collections consist of reference books,
_____________
4. Classroom collections never constitute a substitute for a library
in the school having 200 or more students. No classroom collection
can contain enough materials to meet the wide range of interests and
abilities represented in any class. Having classroom collections
instead of a library is not an economical measure if any
effort is made to meet the many needs of teachers and students. When
they do not have a school library, students are deprived of a wide
range of resources, of many special services and experiences
important to them, and of the opportunities to learn how to use a
library and its resources effectively.
88
instruction guides, handbooks, manuals, filmstrips, models, and other
tools used by students as they work on their projects in class. These
collections are supplemented by changing classroom collections of the
kind described in point 4 above. Titles in the permanent classroom
collections are duplicated in the main library collection if there is
a demand for these materials.
6 The resources of the school library are easily available for home
use.
The policies of the library for the circulation of materials are
liberal and flexible, geared always to provide the best service
possible for teachers and students. With the exception of some very
expensive or unique reference works, all printed materials in the
school library may be withdrawn for home use by teachers and
students. (Reports from the field indicate that a large number of
librarians have put into practice the policy of buying circulating
copies of many reference tools used extensively by students. )
Arrangements are made so that books and other printed materials can
be withdrawn for home use from the collections on short-term loan in
the classrooms.
Disc and tape recordings, pictures, slides, inflatable globes, and
some items of realia are circulated for home use from the school
library and from the collections on short-term loan in the
classrooms. In the foreseeable future, as resources, funds, and
technical developments permit, filmstrips and films may also be made
available for home use.
Organization of materials
Basic policies for the organization of the materials collections are
as follows:
1 The collections of materials are organized to permit the most
efficient service to students and teachers in the library and in
classrooms. (See pages 91-94 and Appendix.)
2 The book collection of the school library is cataloged and
classified according to standard procedures recommended for
elementary and secondary school libraries.
3 Audio-visual materials are cataloged and arranged according to
standard procedures recommended for processing these materials. In
schools where audio-visual materials are not part of the library
area, the card catalog in the school library contains entries for
audio-visual items owned by the school.
90 Lists or indexes of pertinent materials obtainable from the
central audio-visual depository are made available in the school
library.
4 Magazines, pamphlets, and ephemeral materials are organized and
arranged for quick and effective use.
5 Records for the acquisition and the circulation of materials are
maintained in the library as required for the sake of efficiency and
for official reports. These records are kept as simple as
possible.
6 Centralized facilities are provided whenever the number of schools
in a system warrants the establishment of central ordering and
processing facilities and staff. (See footnote, page 112.)
School library quarters
A library program that stimulates teaming, encourages creative
teaching, and provides for individual and group guidance requires a
physical environment that is functional in design and arrangement.
Ample space, harmonious arrangements, good lighting, blendings and
contrasts in colors, functional furnishings, and proper control of
sound create an atmosphere in which students and faculty enjoy
working and in which learning takes place. The liking that children
and young people have for the library, their feelings of ease and
pleasure in its surroundings, and their satisfactions in using its
materials derive from many sources. Among these influences are the
attractive appearance and the convenient arrangement of the school
library.
In this section, general principles are presented for the planning
and design of school library quarters. The Appendix contains details
and specifications for space allotments, the functional use of
library areas, and equipment.
Planning
1 Planning a new school library (see also page 95, point 2), or
remodeling existing quarters, begins with a study of the educational
philosophy, objectives, and curriculum of the school and with a
review of the library's current and potential contributions to the
total educational program.
2 The breadth of the library's program, the scope of its resources,
and the making of its services and materials easily accessible
91
to teachers and students determine the amount of space, the number of
areas, and the kinds of equipment to be included in its quarters.
3 The library quarters are planned co-operatively by the school
administrator, the architect, the school librarian, and the local or
state school library supervisor.
Design for good service
In order that good service may be provided, the library quarters
must be easily accessible, large enough to take care of the needs of
the entire student and faculty groups, and planned for the comfort
and convenience of its users. Location, space, and functional
arrangements are basic elements in the design for library
quarters.
1 The school library is located for maximum accessibility.
a. In the school housed in one building, the library is conveniently
situated in relation to study centers, the center of classroom
traffic, and the various divisions of the school.
b. In campus plan schools or school-within-a-school plants, the
library is centrally located to serve clusters of classrooms.
c. The library is located some distance from sources of distracting
noises, such as the gymnasium, cafeteria, playground, shops, or
bus-loading areas.
d. The location of the library is in an area that does not limit its
proportions to conventional classroom dimensions or restrict space
for future expansion.
e. Where the head librarian does not have administrative
responsibility for the collections of audio-visual materials or
textbooks, good planning provides that these collections all be
centrally located and in proximity to the school library.
f. Any extended library program, with service continuing during
summer months, evening hours, or other times, requires a location for
the library that permits restricting the use of the school building
to the library quarters and that allows for separate custodial
maintenance and supervision at these times.
2 The space requirements5 of the school library are determined
_________________
5. Demonstration school libraries require extra space in order to
accommodate visitors and observers. Twelve-grade schools may need
larger space to provide separate areas in the library for elementary
and secondary school students and may, in some instances, have
separate libraries for the elementary and secondary school
groups.
92
by the program of the school, the size of the enrollment of the
school, the number and types of materials to be housed, and the
elements of functional arrangement that afford efficient and
effective service.
a. If all students and teachers are to receive library service, the
library area or areas must be large enough to accommodate them. This
means that the reading room has a seating capacity for 10 per cent of
the enrollment in schools with more than 550 students and a minimum
seating capacity for 45-55 students in schools having 200-550
students.
b. The number of reading rooms depends upon the size of enrollment
and the organization of the school. In terms of supervision and good
service, no more than 100, and preferably no more than 80, students
should be seated in one reading room. In larger schools, multiple
reading rooms or special library areas are therefore needed.
One of the most important advances in school library service has come
from the relatively recent appearance of multiple library areas in
school architecture, and the immediate future holds great promise for
further developments of this kind. One example is the "little school"
or school-within-school plants where, in addition to a large central
library that serves the total school enrollment, there are special
library areas for the students in the component schools. Another
example is the multiple library arrangement for high schools where
the school has two, four, or more library rooms and the arrangement
is based on a subject or departmental division of materials, e.g.,
one library for social science materials, or on some other plan. Some
form of multiple library arrangement (probably by grade levels) is
functional also for larger elementary and twelve-grade schools.
c. The library quarters are large enough to house the collections of
materials required for the needs of the students and faculty and to
provide for the effective and convenient use of these materials.
Adequate space is planned for the reading, viewing, and listening
pursuits of students and faculty, for the arrangement and housing of
materials and equipment, for the acquisition and preparation of
materials, and for the management of the library. The library suite
also contains classroom and conference room space to meet the
93
special needs of students, teachers, and librarians in the use of
library materials and in teaching students how to use the library and
its resources. (For details concerning space requirements and
equipment for the school library, see the Appendix.)
3 Library quarters have the characteristic of flexibility as well as
amplitude. Flexibility in libraries can be achieved in many ways: a
minimal use of load-bearing walls and elimination of structural
columns; modular planning; exchangeable equipment and, wherever
feasible, portable furniture and mobile equipment; the use of outdoor
spaces adjacent to the library; and the design and arrangement of
levels and areas so that they may become extensions of other areas.
New developments in educational programs, instructional methods, and
class groupings, and the uses of library resources that accompany
them, make it essential for the library quarters to have this element
of flexibility.
4 Any newly developed equipment that increases the efficiency of the
school library's organization and that expands the breadth of its
services is acquired. The uses of closed circuit television for
reference services and for library instruction between the library
and the classrooms in the school are examples. The newer electronic
devices and machines provide imaginative librarians with many
possibilities for exploration and experimentation.
5 Design and arrangement make the library attractive, comfortable,
and convenient. Proper control of light, acoustics, ventilation, and
temperature are essential. The color design and other decorative
arrangements of the library reflect beauty and are harmonious,
pleasant, and inviting in their total effect. As a result, using the
library becomes a pleasurable as well as a profitable experience for
children and young people.
94
Since the library is an integral part of the school program, it must
be ready to function the day that classes start in the new school.
From the beginning of the school year teachers and pupils will want
to use library materials and to have access to library services, and
the instructional program in the new school will be severely limited
and handicapped if the library is not available at this time. To have
the library equipped for action when the new school opens requires
careful preparation in advance. This chapter presents general
principles to be followed in planning the library in the new school
and includes recommendations for its staff, materials collections,
and funds.1
General principles
1 The objectives of the library program in the new school are the
same as those for established schools (see Chapters 2 and 3), and
advance planning is directed toward the goal of having the school
library program in full operation as quickly as possible after the
new school opens. Implementation of the library program requires
qualified staff, an adequate initial collection of materials, and
functional library quarters.
2 In the planning and equipping of the library quarters in the new
school:
_______________
1.The quantitative standards in this chapter apply to libraries in
elementary, junior high, and senior high schools anticipating
enrollments of 200 or more students. They can be adapted for smaller
schools planning a full library program. For new twelve-grade or K-12
schools the recommendations may need to be increased, depending upon
local conditions or circumstances. (See p. 55, point 2, and the
footnote on p. 76.)
95 a. The superintendent of schools and the school architect
consult one or more of the school librarians listed in point 3.
b. The space designated for the school library allows for any
anticipated increase in the school's enrollment.
c. Provision is made for functional quarters and standard equipment
as described in Chapter 10, in the Appendix, and in the literature on
the architecture of school libraries and audio-visual centers.
3 Making plans and determining policies for the library in the new
school are the responsibility of the superintendent of schools. He
will find it advantageous to enlist the aid of one or more of the
following individuals available for consultation: the supervisor of
school libraries in the school system, the state supervisor of school
libraries, an experienced school librarian in the school system, and
the librarian for the new school.
4 Since the acquisition of the materials collections and the
preparation for the school library program cannot be accomplished in
a few months, the school superintendent initiates his program for the
school library while the school building is still under construction.
He employs a librarian for the school and sufficient clerical help,
decides upon expenditures, and makes arrangements for temporary
headquarters for the librarian and for materials until the new school
building is completed.
Staff
Staff needed before the new school opens
For schools with an anticipated enrollment of fewer than 1,000
students, a school librarian is employed a full academic year before
the opening of the school.
a. For schools where centralized technical processing is available,
the above recommendation assures very good planning for the
collections and for the program of the library in the new school.
(See page 98, point 5.)
b. In the case of schools anticipating 500-999 students in systems
where centralized processing is not available, the above
recommendation barely provides for the professional staff needed for
the selection and processing of a minimum initial collection of
materials. (See pages 99-100.)
2 For schools with anticipated enrollments of 1,000 or more stu-
96
dents, it is desirable to employ more than one school librarian a
full academic year before the opening of the school. The number to be
employed depends upon the size of the initial collections of
materials, the availability of centralized technical processing, and
other factors noted in point 4 below. If more than one librarian is
employed, one should be appointed head librarian.
3 Sufficient clerical help is provided for the school librarian
during this preparatory period before the opening of the new school.
Even if centralized technical processing is available, the librarian
still needs clerical assistance for the typing of orders, for
checking in materials, and for the performance of many other tasks.
Where materials must be processed, the time spent by the library
clerk in this type of work averages twenty minutes per book. (See
footnote, page 52.) Additional time is needed for the processing of
audio-visual resources and printed materials other than books.
4 In determining the number of professional staff members to be
employed during the academic year before the new school opens, the
administrative officers must make decisions about the following
factors:
a. The size of the initial collections (pages 99-100).
b. The time allowance for over-all planning of the collections and
careful selection of materials (page 98, point 5).
The selection of the first 2,000-3,000 titles in a collection may be
done in a relatively short time (a month approximately ).2 Beyond
this number more time is required, and a month's quota would probably
average 1,000 titles. Additional time must be allowed for the
selection of audio-visual materials and printed materials other than
books.
c. The time allowance for orders to be filled.
At least one month or six weeks should be allowed for each book
order. This time period could also cover orders for other printed
materials and audio-visual materials.
d. The time allowance for any technical processing to be done by the
librarian-at least ten minutes per book plus the time needed for
audio-visual materials (see footnote, page 52).
____________________
2. Modifications may need to be made in the case of schools in
systems where initial purchase lists for new school libraries have
already been compiled in the office of the school library
supervisor.
97
e. The time allowance for the performance of the professional
activities noted in point 5.
5 During the academic year preceding the opening of the school, the
school librarian:
a. Becomes acquainted with the curriculum planned for the school, the
characteristics of the student group to be enrolled, and the
community environment.
b. Selects the printed and audio-visual materials to be ordered for
the school library.
Careful selection of materials cannot be done hurriedly. Good
selection results when there is ample time for studying the
curriculum, for planning the collections as a whole, for examining
books and other materials in nearby libraries or other agencies, and
for the critical appraisal of materials. Curricular needs must be
determined, and this procedure involves consultation with
administrators, curriculum coordinators, and teachers.
c. Has charge of the technical processing and organization of the
materials acquired for the school in school systems where centralized
technical processing is not available.
d. Plans aspects of the school library program, such as the program
of instruction for teaching students how to use the library and its
resources.
e. Prepares special materials, such as a leaflet for teachers
describing the services and collections of the library.
f. Charts policies and procedures for the efficient administration
and organization of the library.
g. Completes details relating to decorating and equipping the
library, including the ordering of supplies.
Staff needed after the new school opens
1 Standards for the number and qualifications of librarians and
library clerks for the new school, from the day it opens, are never
less than those for established schools (see Chapter 7).
2 If the acquisition of the total basic collection is continued into
the these few years that the school is open (see the section
following on the materials collection), additional professional and
clerical assistance will be needed during this time. This may mean
the employment of extra personnel or the remuneration
98 for over-time work for personnel already employed. (See also point
3 immediately following.)
3 In the case of schools where the projected enrollment will not be
reached for two, three, or four years, the number of professional and
clerical library staff members appointed for the first year that the
school is open is the same as the number needed for the full
anticipated enrollment. In addition to the work of the regular
library program, this staff completes the selection, acquisition, and
organization of the materials collections.
The materials collections
The following recommendations are made for the scope and nature
of the materials collections in the new school:
1 The size of the initial collection of books in the school library,
ready for use when the new school opens, is as follows -
For schools having 200-499 students . . . at least 3,000 books For
schools having 500-1,499 students ... at least 5,000 books For
schools having 1,500 or more students ... at least one third of the
number recommended for book collections in established school
libraries (page 77).
2 This initial collection of books is systematically expanded so that
it reaches the recommended size (page 77) no later than four years
(preferably three years or less) after the new school is opened.
3 Audio-visual materials are purchased in sufficient number to meet
the needs of the school when it opens. The collection of audio-visual
materials is developed as quickly as possible, in line with
recommended principles (pages 80-82).
4 Provision is made for the acquisition of pamphlets for the initial
collection in sufficient quantity to meet the immediate needs of the
curriculum. This collection is expanded systematically after the new
school is opened.
5 The number of magazines and newspapers available for use in the
library when the new school opens is the same as that for all schools
(pages 78-79). Since these resources do not require cataloging or
classifying, the full complement of magazines can be ordered
immediately.
6 Those supplementary textbooks or other supplementary printed
materials are obtained that are needed by teachers when the new
school opens. Details as to policies, plans, and purchases
99 for these kinds of instructional materials are formulated by
the librarian during the first year that the school is in session, at
which time the school librarian works closely with the teaching staff
and obtains their recommendations (pages 84-85). These materials are
not counted as part of the basic collections of the school
library.
7 Plans are made to include curriculum and professional materials for
teachers in the initial materials collections. The nature and number
of these materials is determined on the basis of the needs of the
school and in relation to the availability in the community of other
collections of professional materials for teachers. The collection
meets the recommended standards (page 86) no later than three years
after the new school is opened.
8 The selection of the materials in the initial collections follows
the same general principles outlined for all school libraries
(Chapter 9).
Funds
The budget for materials and supplies in the new school library
meets the following requirements:
1 The budget necessary for the initial collection of library books
can be estimated on the basis of $3.00 per book for the elementary
school library, $3.50 for the junior high school library, and $4.00
for the senior high school library. Processing supplies average 23-25
cents per book (less 10 cents for each duplicate copy). This estimate
includes printed catalog cards, plastic covers, book cards, printed
book pockets, date due slips, transfer paper, paste, and shellac.
2 Additional funds will be required for encyclopedias, unabridged
dictionaries, audio-visual materials, magazines, newspapers,
pamphlets, professional materials for teachers, supplementary printed
materials (page 85), and for various supplies needed when the school
opens.
3 After the school is opened, the budget for materials for the school
library has to be larger than that for established school libraries,
until that time when (no later than four years) the collections of
materials have reached the standards recommended for the size of the
basic collections (Chapter 9).
100
The provision of a functional program of school library service,
directed by professionally qualified personnel, is as important for
the small school as for the large one. No one would deny this
principle, but any realistic appraisal of the facilities required for
such service must recognize that for most small schools it can come
only as the result of a well-planned, co-operative arrangement
between several schools and a central agency established or equipped
to provide such service. "Small" schools are defined in this book to
mean those with an enrollment of fewer than 200 pupils. They may be
ungraded schools, independent school districts, or small schools
which are part of a larger school district, with or without a
secondary school. They may have as many as seven or eight teachers,
or they may be one-, two-, or three-teacher schools containing grades
K-8, 1-5, 7-9, 9-12, or any combination of grades.
This chapter contains recommendations for the personnel, materials,
and quarters for library service in small schools and describes the
organizational patterns and functions of the central agencies
established for library activities in these schools.
The library program
A good school library program for students and teachers in the
small school has the same educational objectives as the program
___________________
1. As noted elsewhere, some excellent schools with fewer than 200
students have library programs with a full-time librarian and an
extensive collection of materials.
101
outlined for larger schools (see Chapters 2 and 3), and its
development in any school requires the provision of professionally
qualified library personnel, an organized collection of several types
of materials, and adequate space for the materials.
Personnel
Guiding principles for the personnel for the library program in
the very small school follow:
1 The library program within the small school may be in the charge of
a classroom teacher or it may be the responsibility of a field
librarian who spends part-time in more than one school.
2 The smallest one-teacher school should have the services of a
school librarian at least once a week, to be spent in group work with
the students and in advisory work with the teacher.
3 As the enrollment of the school increases, the amount of time
provided for the librarian to be in the school should also increase.
The development of a library program in schools with an enrollment of
75 will require the services of a librarian at least one day a week,
and in those schools with enrollments of 150, the services of at
least a half-time librarian.
The above provisions represent minimal conditions. It should be kept
in mind that the standards recommend a full-time librarian and a
half-time clerk for libraries in very good schools having 200
students, and that some superior schools having fewer than 200
students now have library programs with a full time librarian and
clerical assistance.
4 The number of schools to be served by one librarian working on the
staff of the central agency will depend not only on the enrollment of
the schools, but also on the amount of driving time required to reach
them and the degree of responsibility that the librarian has for the
processing of materials and other duties in the central agency.
5 Advisory services for and consultant work with teachers about
books, other materials, and their uses are probably the most
important parts of the field librarian's work, since the classroom
teacher in the very small school has practically the entire
responsibility and opportunity to make books and other materials
important elements in the daily experiences of each individual
student.
102 Materials
1 Each school building needs its own up-to-date and appropriate
collection of materials, centrally located and easily accessible to
all teachers and pupils. This collection must be supplemented
throughout the school year by materials on short- or long-term loan,
quickly available from the central agency.
2 The nucleus of the materials collection to be retained within the
school follows:
a. A carefully selected basic collection of those books that need to
be accessible to teachers and pupils for all or most of the school
year. The number of books to be included may vary considerably,
depending in part on enrollment, needs, and economic ability, but
most of all on the availability of additional books from the central
agency. In view of the fact that schools with 200 students need at
least 6,000 books in their school libraries, smaller schools, where
circumstances permit, can use collections of proportionate size.
b. A magazine collection with at least ten to fifteen titles for
meeting the curricular purposes and general interests of students and
teachers.
c. An up-to-date reference collection that includes, as a minimum in
the very smallest school, a variety of dictionaries, one
encyclopedia, a world atlas, and an almanac.
d. A selection of pamphlets, pictures, and other vertical file
materials.
e. Those filmstrips and recordings that will be used several times
during the school year.
3 Provision is made for keeping the basic, school-housed collection
up-to-date with current materials, in good physical condition, and
appropriate for the interests and abilities of the student group.
4 All materials used in the school meet the basic criteria for
selecting and evaluating materials (pages 74-75).
Quarters
1 In schools with several teachers it is desirable to have a
central library room that is large enough to seat one class group and
to house the materials in the basic collection and on loan from the
central agency. It should be equipped with functional shelving,
103 tables and chairs of appropriate heights, a card catalog case,
a vertical file, a book truck, and a desk. If space for a library
room is not available, another area in the school can be adapted for
shelving the materials in a central, accessible location: a corridor,
vestibule, cloakroom, book storage room, or multi-purpose area.
2 In two-teacher schools serving different grade groups (1-3 and 4-6,
for example), each room is best served by having its own
collection.
The central agency for library services and resources in small
schools
Services
Various factors affect the number and kinds of library services
and resources that can be provided through co-operative arrangements,
but whatever they may be, the co-operative plan requires the
establishment of a central service agency, center, or department.
This central agency may be part of a district materials center
(Chapter 13) or a less fully developed unit. Essentials in a minimum
program include the following provisions, for which funds must be
made available on the basis of local needs and conditions:
1 Quarters that have sufficient office, workroom, and storage space,
the amount needed depending in part on the services to be performed,
the number of schools being served, and the extent of the materials
collections. (It is also desirable for the center to include a
conference room where teachers can gather to examine and to discuss
the selection and use of books and other materials.)
2 The services of professional librarians, library clerks, and
maintenance workers. The staff may consist of a school library
supervisor for the co-operating districts, a librarian in charge of
processing and organizing materials, one or more field librarians to
provide service within the schools, or professional staff personnel
serving in some combination of these capacities. In addition,
sufficient secretarial and clerical assistance is provided, as well
as personnel to handle the maintenance and delivery of materials.
3 The centralization of the machinery for the clerical and technical
processing of materials.
104
4 The maintenance of a centralized pool of printed and audiovisual
materials of many types which the schools may draw upon to supplement
their own school-housed collections, plus a collection of
professional books and magazines and a variety of curriculum and
instructional materials for teachers.
Organizational patterns
The types of co-operative organization that may be used for the
central agency include the following:
1 Contractual arrangements between small school districts and a
legally established intermediate unit, staffed and equipped to
provide a central materials agency and school library service
unit.
A soundly organized and stable intermediate unit that serves a number
of separate districts in the area represents the best form of
organization for most very small schools. Desirable intermediate
units have a minimum pupil population base of approximately 10,000.
The intermediate unit is a structure that functions between the basic
school districts and the state education department but within the
same organizational framework typically responsible for
education.
2 Contractual arrangements between small school districts and larger
school districts in a position to supply any or all of the required
services.
3 Contractual arrangements between small school districts and
institutions of higher learning for services, materials, personnel,
or any combination of these.
4 Contractual arrangements between small school districts and public,
county, or regional library agencies for services, materials, or
personnel, or any combination of these.
105
Co-operative planning
for school libraries
The forms of co-operative planning for school libraries most commonly
found today are the school district or system-wide arrangements for
sharing certain collections of printed and audiovisual materials the
centralization of facilities for the acquisition and processing of
materials, the provision of library resources and services for very
small schools, and the program of school library supervision. Some
systems have all of these services; others have only one or some
combination of two or three of the arrangements. As district
co-operative planning grows to include all these functions and their
many other related activities, the district materials center emerges
as the most useful form of organization. Consequently, aspects of
district co-operative planning are brought together in this chapter
within the framework of the district materials center.1 A brief
commentary on regional planning for school libraries concludes the
chapter.
The district materials center
Although the district materials center is a relatively recent
development and not many have been established, its usefulness has
been demonstrated in many ways and gives promise of a rapid increase
in the number of centers in the immediate future. Indeed, a district
materials center is essential if a full program of instructional
materials and services is to be provided for students, librarians,
and teachers in the schools.
______________________
1. Other names are also currently used to refer to centers of this:
The instructional resource centers, curriculum materials centers, and
similar terms.
106
It must be stated emphatically, however, that the collections and
services of district materials centers are not a substitute for the
library program, personnel, and resources recommended in this book
for schools having 200 or more students.
Organization and administration
The location of a center and the number of schools to be served
depend upon local conditions.2 A typical pattern would be one center
for the city, town, or county school system.-' In a large metropolis,
however, each district or region within the school system may have
its own center, with some services and materials concentrated in a
main center serving all schools. In the case of very small school
systems, two or more school districts may establish a center on a
co-operative basis, either as part of the structure of an
intermediate unit (see page 105) or as a multi-district arrangement
entered upon for the purpose of creating a center. (The latter type
of multi-district co-operative arrangement is permissive under
certain statutory and other local conditions, and the governing board
would be composed of the chief administrative officers, or their
delegated representatives, of the participating school systems. This
type of co-operative planning remains essentially in an exploratory
stage, but interest in its possibilities has been evidenced,
particularly in connection with densely populated regions having many
independent, small school systems-not necessarily schools of small
enrollment.)
In the fifty states, innumerable variations can be found in the
administrative organization, geographical coverage, size of student
enrollment, and economic support of school districts or school
systems. To formulate quantitative standards for materials
centers
______________________
2. The full-scale operation of a materials center probably functions
best when the student population that it serves falls within the
range of 10,000-25,000. Some types of co-operative planning, however,
may profitably be undertaken for student populations of smaller size,
with some modification of the services offered in the central
office-e.g., supervision of school libraries (see p. 42, point 1) and
the centralization of technical processing (see footnote, p. 112). 3.
The content of this section is presented primarily in terms of public
school systems, but similar co-operative arrangements can be made
among schools in parochial school systems.
In some communities, it would be desirable for the public librarians
working with children and young people and for librarians in
independent schools to have access to some of the services and
activities of the center. These cases might involve some
contractual financial arrangements on a pro-rated service basis.
107 that would fit all these many variations in every detail is
neither possible nor desirable at this time, and hence most of the
material in this section is presented in the form of general policies
and procedures, with the specifics of organization and administration
left for adaptation according to local conditions, which are
extremely variable.
Some general principles for the administration and organization of
the center follow:
1 The most desirable location for the center is in the building where
the offices of the curriculum coordinators (supervisors, directors,
or equivalent terms) are located. (This may not always be possible
for multi-district co-operative arrangements for materials
centers.)
The curriculum coordinators and specialists are thus easily available
for many advisory services in connection with the center's program
and also for the coordinated planning of the work of the center that
is essential for the most effective results.
2 The school library supervisor4 serves as the director of the
collections in the center and of the services relating to materials
that are carried on within and from the center.5 The office of school
library supervision may be part of the department of the chief
curriculum coordinator.
The staff members under the direction of the school library
supervisor (and preferably with headquarters at the center) comprise
three distinct units: the staff engaged in the program of school
library supervision (see Chapter 6), librarians serving two or more
small schools (see Chapter 12), and the staff for the work of the
center itself (see point 3 below). Although members of the first two
units contribute advisory services for the center, share in the
planning of its program, and participate in many of its activities,
each group has unique primary responsibilities.
3 Sufficient funds and staff are provided for the center.
____________________________
4. Other titles are sometimes used for the supervisor who directs a
materials center -coordinator of curriculum materials, supervisor of
Instructional materials, and similar terms.
5. If the organization of the school system follows the pattern of
having audio-visual materials administered separately, then close
co-operation, communication, and coordinated planning are maintained
between the school library supervisor and the coordinator of
audio-visual materials.
108
For the work of the center itself, professional6 and clerical staff
is needed to handle, process, and prepare the various collections of
materials, to provide the special bibliographic services, to advise
and work with the teachers and librarians using the center, and to
co-ordinate the many parts of the center's program. Personnel for the
delivery and maintenance of materials and equipment is also
essential.
Funds are required for the acquisition of printed and audiovisual
materials, for supplies, for equipment, for the maintenance and
delivery of materials, and related needs.
The number of staff members and the size of the budget depend upon
the scope of the center's program, the number and enrollment of the
participating schools, and the state of development of the library
programs and collections of materials in the schools. The size and
geographical characteristics of the area served by the center must
also be considered.
4 The quarters of the center are functional in design and
arrangement, with sufficient space and equipment so that the services
and activities within the center can be carried on efficiently and
effectively. The use of closed circuit television for many reference,
instructional, and advisory services to the schools is almost
limitless in its possibilities.
It is essential that the materials center be easily accessible to the
schools that it serves, not just to expedite the delivery of
materials but primarily for the convenience of teachers coming to the
center to make use of its services or to participate in its
activities.
The materials collections
The materials center operating on a full-scale program contains the
following collections of materials:
1 A professional library for teachers and librarians.
This collection of professional books and other materials for
teachers and school librarians in the district is much more extensive
than that owned by the individual schools. Some of the materials can
be sent to the schools on long- or short-term loans.
2 Model collections of books and other materials that teachers and
school librarians may examine for the purpose of keeping
________________________
6. Professional staff members of the center need a highly specialized
knowledge of materials and their uses.
109 informed about materials and for guidance in the selection of
materials to be purchased or borrowed by their schools.
3 A "Warehouse" or storage collection of books and other materials no
longer needed by one or more schools but still not obsolescent, and
available for other schools as loans or permanent acquisitions.
4 Depositories of materials to be sent to the schools in the district
(or districts) on short- and long-term loans. These collections
include any or all of the following types of materials:
a. Books and other printed materials for the school library
collections:
1) Some very expensive or little-used materials that the individual
school cannot afford to buy.
2) All types of materials for schools of less than 200 students. (See
Chapter 12.)
b. Audio-visual materials and equipment; e.g., sound motion picture
films, museum and exhibit materials, dioramas and models, projection
and recording equipment, television and radio receivers, cameras,
phonographs, and workshop and graphics facilities.
c. Professional and curriculum materials for teachers and
librarians.
d. Community resources.
e. Supplementary textbooks.
f. Basic textbooks (free or rental).
5 A core collection of general reference works.
The program of the center
The program of the district, or multi-district, materials center
embraces many services and activities:
1 The school library supervisor serves as a consultant for the chief
curriculum coordinator and other administrators in the school system.
(See pages 42-44. ) In those matters dealing with materials and their
uses, he is assisted by the professional members of the center's
staff.
2 Specialized advisory and consultant services about printed and
audio-visual materials are provided for the teachers and school
librarians.
________________________
7. This type of collection is useful for libraries in large school
systems, regardless of whether they maintain a district materials
center.
110
The curriculum specialists participate, as needed, in this part of
the center's program.
3 Some of the activities of the center are sponsored and planned by
the curriculum coordinators, supervisors, or specialists, and some
are arranged by groups or committees of teachers or librarians. The
staff of the materials center assists in these enterprises, and, on
frequent occasions, initiates them. Examples of these activities
follow:
a. Demonstrations of all types that show how materials can be used
effectively in the classrooms, in the school library, and elsewhere
in the school.
b. Experimentation and research in the use of materials in classroom
instruction, in individual guidance of students, in teaching the use
of the library and its resources, and in other areas.
c. In-service workshops or conferences dealing with materials and
their uses.
4 The center serves as a clearing house for ideas about materials and
their uses and about special projects carried on successfully within
the district.
5 Teachers and librarians make extensive use of the center's
collections for the examination of materials, for professional
reading, and for many other purposes.
6 The center serves as the medium for the inter-school loan of
exhibits or materials that have been constructed by students and
teachers.
7 The center is a place where teachers and librarians may meet for
informal group discussions about the selection, evaluation, and uses
of books and other materials.
8 Special exhibits and displays of materials are arranged in the
center.
9 The staff of the center furnishes some special bibliographic and
reference services that cannot be provided in the individual
school.
10 Materials are sent from the center to the schools, as needed. (See
page 110, points 3 and 4.)
11 Special materials are produced or planned in the center, among
them the production of films, filmstrips, and radio and television
programs.
12 The center provides the quarters and staff for the centralized
111
acquisition and technical processing of materials purchased for the
libraries and other collections in the schools in the system.8 (These
staff members also process the materials acquired for the collections
of the materials center.)
Regional planning
As already noted, state planning for school libraries can be
developed along multi-county or other regional areas within the
state, with the possibility of materials centers located in the
regional headquarters (see page 39, point 1).
Future plans may well include the development of a network of
regional materials centers on a nation-wide plan, each center serving
a cluster of states. These centers, much larger in the scope of their
collections and services than the district materials centers, would
provide special research and bibliographic services for the district
centers. By using many of the technical, electronic, and machine
devices that have been developed in connection with bibliographic
control and the retrieval of knowledge processes for the analysis of
books and other materials, for the reproduction of materials, and for
many other purposes, the regional centers would be of great service
to the district centers and schools within their areas. Closed
circuit television and other forms of quick communication would
accelerate reference and information services between regional and
district centers. Experience may show that technical
_________________
8. Centralized technical processing constitutes a form of
co-operative planning for school libraries that may take place before
the establishment of a materials center. When school systems have
three or more schools, centralized processing should be introduced.
(See also footnote, p. 52.)
Centralization of one or more of the processes of organization
(ordering, receiving, equipping for circulation, classifying, and
cataloging) insures economy of time and effort and also provides
uniformity within the school system. It permits the librarian in the
school to devote most of his time and professional skills to pupils
and teachers. In school systems or in co-operating schools where
there is not a librarian in each school, centralized processing makes
possible a well-organized and functioning library collection.
Under some circumstances, the public library may do the processing of
materials for the school that does not have access to this type of
service in the school system. It is not inconceivable that materials
centers might assume this service for small community public
libraries that are not part of a library system. Local conditions,
practicality, and economy determine when these types of co-operative
arrangements are feasible and desirable. If agreed upon, arrangements
are made that are equitable for both agencies and that provide for
joint planning. If the public library assumes responsibility for
processing materials for the school library, the board of education
pays for this service, and vice versa.
112
processing can be most efficiently handled when centralized in the
regional centers.
The regional centers would have extensive collections of
instructional materials f or teachers and definitive collections of
books and other materials for children and young people that could be
examined by teachers, librarians, and all adults working with or
interested in these materials.9 Such collections and the expert
critical and advisory services that the staff of specialists would be
able to provide are sorely needed in this country.
____________________
9. The closest approach to this type of collection is that of the
Center for Children's Books of the University of Chicago.
113
Selected bibliography
This bibliography contains suggestions for background readings in two
areas: (I ) writings that present recent educational trends,
developments, and philosophy that are wielding considerable influence
in shaping the content of education for children and young people
today, and thus have many guides and implications for planning
effective school library programs; and (2) basic references that deal
with the scope and nature of school library programs, the
organization and administration of school libraries, and current
issues and developments in the field. The third section of the
bibliography consists of a list of basic tools useful in the
selection of books and other materials for school libraries. No part
of this bibliography is definitive in nature.
Recent trends in education
Chase, Francis S., and Anderson, Harold A., eds. High School in a
New Era. (Univ. of Chicago. Conference on the American High
School.) Chicago: Univ. of Chicago Pr., 1958. 465p.
Conant, James B. The American High School Today. New
York: McGrawHill, 1959. 140p.
Cooperative Study of Secondary-School Standards. Evaluative
Criteria. Washington, D.C.: The Study, 1950. (Revision to be
published in 1960.)
National Education Association. The Identification and Education
of the Academically Talented Student in the American Secondary
School. Washington, D.C.: The Association, 1958. 160p.
--American Association of School Administrators. The High School
in a Changing World: 36th Yearbook. Washington,
D.C.: The Association, 1958. 383p.
--Department of Elementary School Principals. Elementary School
Buildings . . . Design for Learning. Washington, D.C.: The
Association, 1959. 198p.
--Department of Rural Education. The Community School and the
Intermediate Unit: Yearbook 1954; ed. by R. M. Isenberg.
Washington, D.C.: The Association, 1954. 259p.
--Educational Policies Commission. An Essay on Quality in
Publication. Washington, D.C.: The Association, 1959. 31p.
--National Association of Secondary-School Principals. "Advanced
Placement Programs in Secondary Schools," Bulletin, 42:1-262
(December, 1958).
-----Images of the Future; ed. by J. Lloyd Trump, Director,
Commission on the Experimental Study of the Utilization of the Staff
in the Secondary School. Washington, D.C.: The Association, 1959.
46p.
The Pursuit of Excellence: Education and the Future of
America. ("America at Mid-Century Series," Special Studies
Project Report V, Rockefeller Brothers Fund.) Garden City, N.Y.:
Doubleday, 1958. 49p.
Shane, Harold G., and McSwain, E. T. Evaluation and the Elementary
Curriculum. Rev. ed. New York: Holt, 1958. 436p.
Stoddard, Alexander J. Schools for Tomorrow: an Educator's
Blueprint. New York: Fund for the Advancement of Education, 1957.
61p.
Related library references
American Library Association. Committee on Post-War Planning.
School Libraries for Today and Tomorrow; Functions and Standards.
Chicago: A.L.A., 1945. 54p. O.P.
--Coordinating Committee on Revision of Public Library Standards.
Public Library Service; A Guide to Evaluation, with Minimum
Standards. Chicago: A.L.A., 1956. 74p.
Bemer, Elsa R. Integrating Library Instruction with Classroom
Teaching at Plainview Junior High School. Chicago: A.L.A., 1958.
120p.
Beust, Nora E. School Library Standards, 1954. ("Bulletin
1954," No. 15.) Washington, D.C.: Govt. Print. Off., 1954. 43p.
Cleary, Florence D. Blue Prints for Better Reading: School
Programs for Promoting Skill and Interest in Reading. New York:
Wilson, 1957. 216p.
Douglas, Mary P. The Pupil Assistant in the School Library.
Chicago: A.L.A., 1957. 68p.
--The Teacher-Librarian's Handbook. 2nd ed. Chicago: A.L.A.,
1949. 176p.
Fargo, Lucile F. The Library in the School. 4th ed. Chicago:
A.L.A., 1947.
Gardiner, ewel. Administering Library Service in the Elementary
School. 2Nd ed. Chicago: A.L.A., 1954. 176p.
Gaver, Mary V. Every Child Needs a School Library. Chicago:
A.L.A., 1958.16p.
Henne, Frances; Brooks, Alice; and Ersted, Ruth, eds. Youth,
Communication and Libraries. ("Univ. of Chicago Studies in
Library Science," Univ. Graduate Library School.) Chicago: A.L.A.,
1949. 246p.
--Ersted, Ruth, and Lohrer, Alice. A Planning Guide for the High
School Library Program. Chicago: A.L.A., 1951. 154p.
Illinois Library Association. Subcommittee of the Planning Board.
Planning School Library Quarters. Chicago: A.L.A., 1950. 64p.
Lancour, Harold, ed. The School Library Supervisor. (Univ. of
Illinois Library School Institute.) Chicago: A.L.A., 1956. 104p.
Lohrer, Alice, ed. "Current Trends in School Libraries," Library
Trends, 1:259-422 (January, 1953).
Mahar, Mary Helen. Certification of School Librarians: A
Compilation of State Requirements. ("Bulletin 1958," No. 12.)
Washington, D.C.: U.S.
Dept. of Health, Education, and Welfare, Office of Education, 1958.
73p. "The Modern Reading Program and the School Library." (Reprint
from the ALA Bulletin, February, 1957.) Chicago: American Association
of School Librarians, A.L.A., 1957. 24p.
National Citizens Council for Better Schools. How Good Are Our
Teaching Materials? A Guide to Understanding and Improvement.
Rev. ed. New York: The Council, 1958. 92p.
National Education Association. American Association of School
Administrators. Choosing Free Materials for Use in the Schools.
Washington, D.C.: The Association, 1955. 24p.
--Department of Audio-Visual Instruction. The AV Instructional
Materials Center. ("Planning Schools for Use of Audio-Visual
Materials," No. 3.) Washington, D.C.: The Association, 1954. 80p.
-- The School Administrator and His Audio-Visual Program: 1954
Yearbook. Washington, D.C.: The Association, 1954. 368p.
and Department of Rural Education. The Cooperative Approach to
Audio-Visual Programs. Washington, D.C.: The Association, 1959.
80p. -Department of Elementary School Principals.
Elementary-School Libraries Today: 30th Yearbook. Washington,
D.C.: The Association, 1951. 312p.
--Research Division. The Secondary-School Teacher and Library
Services. (Research Monograph 1958-MI.) Washington, D.C.: The
Association, 1958. 37p.
Rossoff, Martin. The Library in High School Teaching.
New York: Wilson, 1955. 124p.
--Using Your High School Library. New York: Wilson, 1952.
75p. Rufsvold, Margaret I. Audio-Visual School Library Service.
Chicago: A.L.A., 1949. 126p.
"School and Public Library Relationships." (Reprint from the ALA
Bulletin, February, 1959.) Chicago: American Association of School
Librarians, A.L.A., 1959. 36p.
"The School Library: A Materials Center." (Reprint from the ALA
Bulletin, February, 1956.) Chicago: American Association of
School Librarians, A.L.A., 1956. 20p. O.P.
"The School Library and the Gifted Child." (Reprint from the ALA
Bulletin, February, 1958.) Chicago: American Association of School
Librarians, A.L.A., 1958. 24p.
School Library Supervision; Proceedings of the Second Library
Institute. Elenora Alexander, Director. (Summarized in Junior
Libraries, December, 1958.) Los Angeles: Immaculate Heart
College, 1958. 112p. O.P. Stewart, L. Jane; Heller, Frieda M.; and
Alberty, Elsie J. Improving Reading in the Junior High
School; a Librarian and a Core Teacher Work Together. New York:
Appleton, 1957. 67p.
U.S. Dept. of Health, Education, and Welfare. Office of Education.
"Statistics of Public-School Libraries, 1953-54," Biennial Survey
of Education in the U.S., 1952-54, Chapter 6. Washington,
D.C.: Govt. Print. Off., 1957. 73p.
Films and filmstrips
Carpet under Every Classroom. (17 minutes, sound, black
and white.) Great Neck, N.Y.: Marion Hoch (30 Grace Ave.), 1957.
Planning a School Library. (23 minutes, sound, color.) New
York: Remington Rand, 1957.
Use Your Library; for Better Grades and Fun Too! by E.
Ben Evans. 2nd ed(81 frames, black and white.) Chicago: A.L.A.,
1959.
Basic aids in the selection of materials
Ahlers, Eleanor E. Books and Related Materials for Children and
Young People; Selected Bibliographies and Guides. ("Curriculum
Bulletin," Vol XII, No. 167.) Eugene, Ore.: Univ. of Oregon, School
of Education, 1956. 12p.
Aids in Selection of Materials for Children and Young People:
Books, Films, Records. Compiled by the joint Committee of the
National Education Association and the American Library Association.
Chicago: A.L.A., 1957. 8p. (New edition in process.)
American Library Association. A Basic Book Collection for High
Schools. 6th ed. Compiled by a Subcommittee of the American
Library Association Editorial Committee, Mariana Kennedy McAllister,
Chairman. Chicago:
A.L.A., 1957. 196p.
The Booklist and Subscription Books Bulletin; A Guide to Cu"ent
Books. 23 issues per year; twice monthly except monthly in
August. Chicago: A.L.A.
Children's Catalog. 9th ed. Annual supplements. New York:
Wilson, 1956. 852p.
Educational Film Guide. llth ed. New York: Wilson, 1953.
1037p. -1954-1958. New York: Wilson, 1958. 448p.
Filmstrip Guide. 3rd ed. New York: Wilson, 1954. 410p.
-1955-1958. Revised supplement. New York: Wilson, 1958. 242p.
Mahar, Mary Helen, and Fisher, Gerald B. "School Library Materials in
Science, Mathematics, Modem Languages, and Guidance . . . and How To
Use Them." (Reprint from School Life, January-February, 1959.)
Washington, D.C.: U.S. Dept. of Health, Education, and Welfare,
Office of Education, 1959. 12p.
Mathes, Miriam Snow, ed. A Basic Book Collection for Elementary
Grades. 7th ed. Chicago: A.L.A., 1959. 136p.
Purchase Guide for Programs in Science, Mathematics, Modern
Foreign Languages. Prepared by the Council of Chief State School
Officers with the assistance of Educational Facilities Laboratories,
Inc., and others. Boston: Ginn, 1959. 336p.
Spengler, Margaret, ed. A Basic Book Collection for Junior High
Schools. 3Rd ed. Chicago: A.L.A., 1959. 136p.
Standard Catalog for High School Libraries. 7th ed. Annual and
cumulated. New York: Wilson, 1957. 948p.
Vertical File Index: A Subject and Title Index to Selected
Pamphlet Material. Issued monthly except August, with annual
cumulations. New York: Wilson.
Appendix:
Policies and specifications for library quarters and
equipment1
for schools having 200 or more students 2
Space
Reading room area
1 The reading room accommodates at least 10 per cent of the
enrollment in schools having 551 or more students, and 45-55 students
in schools having 200-550 students. No more than 100 students, and
preferably no more than 80, are seated in one reading room (seepage
93).3
2 The reading room has dimensions based on an allowance of 30-35
square feet per reader. This standard allows for the following
requirements of functional library design:
a. Sufficient space for tables and chairs for the users of the
library.
b. Sufficient space for heavy traffic areas (around the circulation
desk and elsewhere) and for the comfort and convenience of the
library users (5 feet of space between adjacent tables and 5 feet
between tables and shelving).
c. Sufficient adjustable wall shelving of standard dimensions to
house, along with the shelving noted in point 2d following, at
_____________
1. See also pp. 91-94.
2. The typical small school having 200-350 students will probably
have to make many modifications in the recommendations noted for
space and equipment in this Appendix.
3. For the sake of brevity, the material in this Appendix is
presented primarily in terms of the typical school that has one main
library area. Adaptations can easily be made for schools having two
or more main library areas or suites.
119 least three fourths of the book collection in the reading room.4
(See also section on stack areas, page 122.)
d. Several sections of special shelving of various dimensions for
reference books, picture books, and magazines.
e. Several recessed tack board or peg board areas in the shelving
sections, located away from the corridor door.
f. Sufficient space for the circulation desk unit, the card catalog
case, vertical files, mobile record players, and other freestanding
or mobile equipment. (It is preferable that this equipment not occupy
wall space.)
Listening and viewing area
1 Even though the library may not be the center for audio-visual
materials in the school, space and equipment must be provided in the
library for the listening and viewing activities of the students and
the teachers, since they constitute a natural part of library use
(see page 89). Conference rooms may be used for this purpose, and
special equipment makes it possible for listening and viewing to be
done in the reading room area, two-mobile pbono-carts, table record
players with ear-phone adjustments, viewing cubicles, table
projectors for filmstrips, and similar arrangements.
2 Where the library is the center for audio-visual materials for the
school, the library quarters include sufficient space for the
storage, distribution, and repair of audio-visual materials and
equipment, and for the utilization and production of materials by
individuals or by small groups of teachers or pupils. The exact
amount and kind of space needed for these purposes depend on such
factors as the type of school, the size of the enrollment, the
inclusiveness of the instructional materials program, and the
availability of a district center of audio-visual materials.
a. In schools with enrollments up to 500, one workroom-storage area
may serve for both printed and audio-visual materials and equipment,
allowing about 400 square feet. Additional space is desirable for
listening and viewing, although the same arrangements as those noted
in point 1 can be used in the smaller schools.
______________________
4. Modifications in the treatment of window walls, without
sacrificing adequate natural light, are frequently necessary if the
wan space is to be best used for functional purposes.
120
b. In schools with enrollments above 500, more space is needed. For
example, the following recommendation for audio-visual centers in
schools with enrollments of 600-1,200 students can be adapted for
school library suites:
For audio-visual equipment....... 300-400 square feet
For audio-visual materials........ 300-400 square feet
For viewing and auditioning...... 800-1,000 square feet
For administration of audio-visual materials......150-200 square
feet5
c. It is preferable to have an audio-room separate from the viewing
room. Use of some audio-visual materials can also be made in reading
room and conference room areas (see point I above).
d. Good library service in relation to audio-visual materials means
an easy accessibility to these materials on the part of their users,
and housing facilities should expedite their use just as much as they
do for printed materials.
Conference room area
1 The number of conference rooms depends upon the requirements of
the individual school. All libraries in schools having fewer than
1,000 students need at least one conference room, and libraries in
larger schools need two or more conference rooms.
2 Requirements for conference room areas include the following:
a. Location adjacent to and connected with the main reading room.
b. A minimum of 120 square feet of space in each room.
c. Glass partitions in the walls between the reading room and
conference rooms.
d. Acoustically treated walls and ceiling and other provisions for
making the area sound-proof.
e. Equipment for each room consisting of a table, chairs, and
shelving for books, and, if desired, listening and viewing machines,
a small bulletin board, a chalk board, and shelving for
recordings.
___________________
5. National Education Association, Department of Audio-Visual
Instruction, The AV Instructional Materials Center ("Planning
Schools for Use of Audio-Visual Materials," No. 3
[Washington, D.C.: The Association, 1954]), p. 61.
121 Classroom area
The classroom is an essential part of the school library and
provides space for some of the most important aspects of the
instructional program of the library and of the school. This area is
used by librarians and teachers in connection with teaching class
groups the various types of library resources available for term
projects and other assignments, and by small groups or committees of
students working with selected collections of materials. Discussions
of books and other materials, demonstrations, displays, and many
other activities involving the use of library materials take place in
this area. The library classroom adjoins the reading room and has an
entrance from both the library and the corridor. In addition to
tables and chairs, it is furnished with standard shelving, a chalk
board, and audio-visual and other equipment.
Stack area
1 The space for stack areas is determined by the number of books
in the regular library collection that cannot be shelved in the main
reading room area, the extent of the collection of back issues of
periodicals (see page 79, point 4), and the extent of the collections
of audio-visual materials and supplementary printed materials to be
housed in this location.
2 Stack space (which is usually needed only for large collections
and, frequently, stores only little-used materials or duplicate
copies) is an extension of the library, and the materials contained
therein should be quickly available for students and teachers.
Whether the stacks are closed or open depends upon the policy favored
by the school. Planning for stack space areas provides for the
following:
a. A location adjoining but not part of the library reading room,
with convenient entrance-way for staff and users of the
materials.
b. Adequate lighting and ventilation.
c. If the stacks are open for student use: an area that can be easily
supervised by the library staff and sufficient space between the
stack sections so that traffic congestion can be avoided.
d. Allowance for the anticipated expansion of the collection to be
housed in the area.
122
Work and office area
Library quarters must include efficient work space for the
technical processing and repair of materials, for conducting business
routines, and for storing supplies and equipment.
1 In schools with enrollments up to 500:
a. One workroom-storage area may be provided for printed materials,
audio-visual materials, and equipment. It may also serve as an office
area. (See page 120, point 2.)
b. When separate workroom-storage areas are provided for printed and
for audio-visual materials, about 200 square feet will be needed for
each room.
c. The workroom-storage area should always open into the main library
room, and it is desirable for it to open also into the corridor. If
the workroom must also serve as an office, glass vision panels
between the workroom and the library will make supervision
easier.
2 In larger schools where additional materials and staff necessitate
more space for processing activities, storage purposes, and general
administration, one room will not serve all purposes. Various
combinations are possible, but as the enrollment increases, so does
the need for several separate rooms. A separate office for the
librarian is essential.
3 All workrooms include adequate work space, with a carefully planned
counter (18 to 24 inches deep) with vinyl or formica top and
work-type sink, with various sizes of storage drawers and cupboards,
plus knee-hole spaces below the counter and open shelves above. A
counter of two heights is desirable, especially where workroom and
office are combined. The lower counter may also serve as a desk, if
provided with a drawer for correspondence and a shelf for a
typewriter. Standard facilities f or ventilation, heat, and lighting
are essential for these areas.
Other areas in the library suite
Other areas contribute to the functionalism of the school library
and to the convenience of its users. The following areas are highly
desirable in all school libraries and are recommended for all schools
having 500 or more students:
1 A room or separate space, appropriately furnished and equipped, for
the collection of materials for teachers-profes-
123 sional books and magazines, printed resource units, curriculum
guides, and other instructional resources.
2 A magazine room for current periodicals, for back issues of
periodicals (covering at least the previous five years), and for
microfilm equipment.
3 An informal reading area that may be created in the reading room by
an arrangement of furniture, or may be an addition to the reading
room, especially designed for this purpose.
Lighting, acoustics, ventilation, and decoration
1 The library areas have natural and artificial light, heat, air
conditioning, and ventilation in sufficient degrees to meet the most
recent standards of engineering societies or states.
2 The electrical service provides for:
a. Duplex outlets in the baseboard of the shelving on each wall of
the reading room, and in the classroom and audio-visual areas; above
the work counter in the workroom; in the office area; and in the
conference rooms.
b. A telephone outlet in the office area and in other areas if
needed.
c. An intercommunication outlet in the office area and elsewhere if
needed.
3 Light switches, electrical outlets, thermostats, telephone, and
fire extinguishers are located where they do not use space needed for
shelving.
4 The floor covering is made of a noise-reducing material, such as
rubber, vinyl, tile, cork, or linoleum. Floor covering material must
meet acceptable light reflectivity standards. Plain or marbleized
coverings are preferable unless patterns are selected which do not
create a "busy" look or make the room look "crowded.."
5 The ceiling is acoustically treated to control sound.
6 Draperies and (or) blinds for the windows are selected in terms of
lighting requirements and artistic decoration.
Equipment
Shelving
1 Shelving meets standards for dimensions (see 6 and 7 below), is
adjustable, is made of hard wood, and does not have doors.
124 2 Shelving obtained from manufacturers of standard library
equipment is preferable for most areas in the library suite (reading
room, conference room, office, and classroom).
3 If shelving with backing is obtained, the books do not have to be
removed during the redecoration of the library.
4 Shelving under low windows is desirable only for magazines placed
on slanting shelves, for picture books, and for cupboards.
5 Units of double-faced, counter height, movable shelving are
desirable as supplemental shelving, particularly for encyclopedias
and other reference books.
6 Specifications for regular shelving:
Width of section on centers...........3 feet
Depth of shelves
Standard................................. 8-10 inches
Oversize................................ 10-12 inches
Thickness of shelves.......... 13/16 inch
Height of section
Base........ 4-6inches
Cornice, where used.............. 2 inches
Total height of standard section:
Elementary school........................5-6 feet
Junior high school...........................6 feet
Senior high school......................... 6-7 feet
Total height of counter section.............. 30-42 inches
Space (in the clear) between shelves....10-10' 2' inches
(Adjustable feature takes care of oversize books)
No trim on uprights or cornices.
7 Specifications for special shelving:
For current periodicals
Depth of slanting shelves......................16"
Depth of shelves, straight across........12"
For back issues of periodicals
Depth of shelves.......................... 12-15 inches
For picture books for elementary schools
Depth of shelves............................. 12 inches
Space (in the clear) between shelves........ 14-16 inches
1/4 inch upright partitions approx. 7-8 inches apart in each
section.
For phonograph records
Depth of shelves............................. 16 inches
125 Space (in the clear) between shelves for average size
records...14 inches
Space (in the clear) between shelves for oversize records and
transcriptions18 inches
1/4 inch upright removable partitions approx. 2 1/2 inches apart in
each section.
All other measurements to correspond to regular shelving.
8 Capacity estimates:
Number of books per three-foot shelf when full:
Books of average size....................... 30
Reference books............................. 18
Picture books (with dividers)............... 60
Total capacity depends on the size of the collections plus
anticipated expansion.
Tables and chairs
1 Tables and chairs of proper height for the group to be served
are attractively designed and sturdily constructed. Apronless tables
are the most functional. Chairs with saddle seats and curved backs
are the most comfortable. A minimum of 30 inches per reader is
allowed in table lengths. The size of the tables will vary with the
dimensions of the room, but 3 x 5 feet tables allow for more mobility
and informality than larger ones. Round tables, individual tables,
one-way tables, and informal furniture for the story-hour or the
browsing area add to the appearance and atmosphere of the
library.
2 Specifications for tables and chairs:
Tables Chairs
Height Width Length Diameter Height
(Round)
Elementary school 25"-28" 3' 5-6' 4' 14'-17"
junior high school 27-30" 3, 5,-6' 4' 16'-18"
Senior high school 29"-30" 3' 5-6' 4' 18"
Audio-visual equipment6
1 Special cabinets and storage equipment are needed for
the different types of audio-visual materials.
_________
6. See also point 4, p. 94; pp. 120-21; and point 7, pp. 125-26.
126
2 Minimum requirements7 for equipment include the following:
16 mm. sound projector...1 per 300 students, At least I per
building
Filmstrip and 2 x 2 projector... 1 per 200 students, At least I per
building
Opaque projector... 1 per building
Record player (3 or 4 speed)... 1 per kindergarten, 1 per 5 other
classrooms, At least 2 per building, At least 1 equipped with
earphones
Tape recorder... 1 per 300 students, At least 1 per building
Projection screen (square, at least 60" x 60")... 1 per 2
classrooms
Overhead projector (7" x 7" or larger)... At least 1 per building
Radio (AM-FM) receiver... 1 per 5 classrooms, At least 2 per building
where programs are available
Television all-channel receiver 1 per 5 classrooms, At least 2 per
building where programs are available
Other equipment8
1 The circulation or charging desk should be simple and functional in
design, with space provided for filing trays for book cards and
shelves for returned books. Rectangular, L-shaped, or U-shaped desks
are recommended for large schools. The desk may be counter height or
sitting height, the latter being necessary in an elementary school
library.
_____________
7. These recommendations, now in process of revision, were made by
the National Education Association through the Audio-Visual
Commission on Public Information. For school buildings having more
than one floor, it is desirable to substitute I per floor for
1 per building in the above list.
8. Types of equipment mentioned in pp. 120-24 are not repeated
here.
127 2 The card catalog cabinet must be standard unit equipment
purchased from firms specializing in library furniture. Sectional
cases allow for later expansion. Estimates are based on one tray
section per 1,000 cards.
3 Other essential pieces of equipment include book trucks, legal size
filing cabinets, dictionary stands, atlas stands, large picture
files, typewriters, office desks, and posture chairs. Other types of
equipment that have been used successfully in some school libraries
are mechanical copying machines, electrical time stamps, and
microreaders. (See also point 4, page 94.)
4 A wall glass exhibit case placed in the corridor outside the
library is a desirable means of advertising the library. Cases should
be well lighted and equipped with glass shelves, bulletin board
backing, and glass doors with lock.
5 Window seats, informal furniture, exhibits, pictures, plants, and
art objects make the library a pleasant and inviting part of the
school.
128
Index
(Note: "n" following a number indicates footnote on page)
Accelerated Teaming program, 16
Administrators, see Principals; School administrators; State school
officer, chief; Superintendent of schools
Adult education program, 88n
American Association of School Librarians, 10, 11, 59, 75
Architect, 92, 96
Association of College and Research Libraries, 59
Audio-visual materials: accessibility of, 12, 89; administration of,
10, 12; cataloging of, 90-91; circulation of, 17, 90; in district
materials center, 110; expanded use of, 10; films and filmstrips, 11,
17, 80; funds for, 25, 84; for home use, 17, 90; as instructional
materials, 1112; location of, 92; movies, 11; in new school library,
97, 99; organization of, 10, 90; pictures, 81; and quantitative
standards, 24-25; radio, 17; recordings, 11, 17, 81, 91; slides, 81;
in the small school, 103; space for, 120-21; and staff, 5455; and
state supervision, 40; and teacher preparation, 68; television, 17,
94, 112
Board of education, see School board
Book collections: circulation of, 90; described, 77; in district
materials center, 109-10; duplicate copies in, 77-78; funds fox, 25,
83; in new school libraries, 97, 99; organization of, 90;
professional, 85-86; quantitative standards on, 24-25; selection of,
74-76; size of, 76-78; in the small school, 103; and specialized
curriculum, 78
Budgets, see Expenditures
Cataloging, 90-91, 96, 112n
Central service agencies, 104-5. See also District materials
center
Centralized technical processing, 91, 96, 112n
Certification, 31, 40, 59-60
Chief state school officer, see State school officer, chief
Circulation policies, 90
Citizens, 5, 6, 7
Classification, 90
Classroom collections, 5-6, 24-25, 89-90
Clerks: in new school library, 97; number of, 25, 55; in the small
school, 102; status of, 57
Co-curricular activities, 49, 58
College catalogs, 82
College libraries, 68-69
Community: and libraries, 4-5, 7, 9, 15; resources of, 82
Conference rooms, 93, 121. See also Quarters
Counselors, 21, 22, 48, 65. See also Guidance program of the
school library
Curriculum: development of, 48; and library funds, 84; and materials
selection, 75; and the new school library, 100; specialized, 78,
84
Curriculum coordinator: activities of, 63-64; and district materials
center, 108; and school library supervisor, 64
Curriculum materials center, see District materials center
Demonstration school library: described, 70; functions of, 69;
importance of, 70; quarters of, 92n; staff of, 55-56
Department of Audio-Visual Instruction, NEA, 59
Dictionaries, 83, 100, 103 Dioramas, 81
Disc recordings, 81. See also Audiovisual materials
District materials center: described, 106-7; funds for, 108-9;
materials collection of, 109; organization and administration of,
107-9; program of, 110-12; quarters for, 109; staff of, 108-9. See
also Materials centers
Duplication of material, 77, 79, 90
Education, changes in, 3, 10
Elementary schools, 5-6, 8, 19, 53n, 55
Encyclopedias, 83, 100, 103
Equipment, 25, 84, 94, 124-28
Expenditures: allocation of funds, 35; for audio-visual materials,
84; for district materials center, 108-9; for equipment, 84; and
federal support, 5; general principles for, 8283; for the new school
library, 100; for printed materials, 83-84; for professional
materials, 86; and quantitative standards, 25; and state aid, 33; for
state supervision, 39; for supplementary materials, 85; for supplies,
84
Federal support, 5
Films and filmstrips, 11, 17, 80, 103. See also Audio-visual
materials
Funds, see Expenditures
Globes, 82
Guidance program of the school library, 9, 14-21, 48, 52; and
listening and viewing, 17; personal and social guidance, 20; and
reference and research, 18; and student assistants, 58; and use of
the library, 18-19; vocational guidance, 20, 82. See also
Reading guidance
Home use of materials, 90
Independent schools, 6, 8, 29
Indexes to periodicals and newspapers, 79
Instruction, library, 18-19, 48, 51-52, 67
Instructional materials: concept of, 60; defined, 11; function of,
12; specialists in, 61-62
Instructional materials centers, 6, 11-13, 63. See also
District materials center
Instructional resource center, see District materials center
Intermediate unit, 105, 107
Junior high schools, 6
Kindergarten, 14, 15
Legislation, 5, 33
Librarian, see School librarians
Library, see School libraries
Library in teacher education institution, 68-69
Library instruction, 18-19, 48, 51-52, 67
Listening and viewing: area, 120-21; guidance in, 17
"Little school," 93
Magazines: duplication of, 79; in the new school library ' y, 99;
number of, 78-79; professional, 78, 86; and quantitative standards,
25; in the small school, 103; and specialized curriculum, 79; use of,
78-79 Maps, 82
Materials: accessibility of, 4, 76, 87-90; acquisition of, 5; in the
district materials center, 109-10; and federal support, 5; in the new
school, 99-100; organization of collections, 90-91; professional,
24-25, 73, 78, 85-86, 100, 109; selection of, 51, 74-76; in the small
school, 103; supplementary, 24-25, 73, 84-85; technical processing
of, 52, 91, 96, 112n. See also Audio-visual materials; Book
collections; Classroom collections; Instructional materials;
Magazines; Newspapers; Pamphlets; Reference collection Materials
centers, 6, 11-13, 63, 11213. See also District materials
center
Microfilm, 79
Models, 81
Motion pictures, 11. See also Audiovisual materials
Multiple library areas, 93. See also Quarters
Museum materials, 81
Newspapers, 25, 79, 99
Objectives of school libraries: general, 8-10, 14-15; in the new
school, 95; in the small school, 101; with regard to students, 22;
with regard to teachers and counselors, 22-23
Pamphlets, 25, 79, 99, 103
Parents, 4-5, 9, 85
Parochial schools, 6, 8, 29
Periodicals, 78-79. See also Magazines; Newspapers
Personnel, see Clerks; School librarians; Staff
Pictures, 81
Practice teachers, 69-70 Principals, 18, 36, 76 Private schools, 6,
8
Professional materials for librarians, 25, 78
Professional materials for teachers: accessibility of, 86; collection
of, 85-86; in the district materials center, 109; in the new school,
100; quantitative standards on, 24-25
Public libraries, 9, 83n; demand on, 88; and library instruction, 19;
and processing of materials, 112n; and school librarians, 49-50; and
teachers, 67
Public relations, 45
Public schools, 6, 8
Publishers, 68
Quarters, 24, 53n; and accessibility, 92; for a central service
agency, 104; described, 91; design of, 9294; for district materials
center, 109; and multiple library areas, 93; for the new school,
95-96; planning of, 91-92; in the small school, 103-4; and space
requirements, 92-94; specifications for, 119-24; and state
supervisor, 40
Radio, 17. See also Audio-visual materials
Reading: and interests, 15-16; and recreation, 16
Reading guidance, 9, 11, 15-17
Reading rooms, 93, 119-20. See also Quarters
Realia, 81-82
Recordings, 11, 17, 81, 91, 103. See also Audio-visual
materials
Reference collection, 18, 25, 83, 103
Regional materials centers, 112-13. See also District
materials center; Materials centers
Research, 5, 18
Rural schools, 8
Salaries, of school librarians, 56-57
Scheduling, of hours, 87-88
Scholarships, and federal support, 5
School administrators, 4, 5, 6, 29, 67-68. See also
Principals; State school officer, chief; Superintendent of
schools
School board, 4, 5, 6, 29; responsibilities on local level, 33-34;
responsibilities on state level, 30
School librarians, 6; activities of, 4751, 66; and audio-visual
materials, 10; certification of, 31; defined, 13; head, 24-25, 49,
73, 76; hours of, 56-57; itinerant, 42n; and library instruction,
18-19; and the new school, 96-99; professional education of, 59-62,
69-70; qualifications of, 11-12, 58-59; quantitative standards on,
25; salaries of, 56-57; and selection of materials, 51, 76; in the
small school, 102; status of, 56; and the teacher, 51; vacation
schedules for, 56-57 School libraries: average and good (definition),
7; definition of, 13; guidance program of, 14-21; hours of, 87-88; as
instructional materials centers, 11-12; objectives of, 8-9; resources
of,
School Libraries for Today and Tomorrow, 8
School Library Bill of Rights, 32, 75 School library
supervisors: on the city or multi-district level, 42-45; and district
materials center, 108; qualifications of, 45-46; on the state level,
31, 39-42
Schools: changes in, 3, 10; colleges and universities, 68-69;
demonstration, 55-56, 69, 70, 92n; elementary, 5-6, 6, 8, 19, 53n,
55; independent, 6, 8; junior high, 6; and library resources and
services in 1953-54, 5-6; parochial, 6, 8; public, 8; rural, 8;
secondary, 6, 8, 55; size of, 4, 6, 51-56; twelve grade and K-12, 6,
55, 76n, 92n Secondary schools, 6, 8, 55 materials
Slides, 81. See also Audio-visual materials
"Small" schools, defined, 101
Space requirements, see Quarters
Staff: for a central service agency, 104; for a new school, 96-99;
size of, 51-56; in the small school, 102; of supervisory offices, 38,
43. See also Clerks; School librarians; Student assistants
Standards: qualitative, 6, 47n; quantitative, 6, 7, 23-26; regional,
31;
State, 31
State aid, 33
State educational agency, 6
State school officer, chief, 30-33
Student assistants, 20-21, 58
Students, 9; focus on, 42; and materials selection, 75; motivation
of, 65, 67; and objectives of library, 22
Summer programs, 88, 92
Superintendent of schools: and new libraries, 96; responsibilities
of, 34-35
Supervision: in cities, 42; in counties, 42; meaning of, 37; in
multi-districtschool systems, 42; state, 30-33, 37-42
Supplementary materials, 24-25, 73, 84-85,99-100
Supplies, funds for, 25, 84, 100
Tape recordings, 81. See also Audio-visual materials
Teachers, 6, 9; certification of, 31; classroom, 65-67; and district
materials center, 110-11; education of, 67-68; and the library, 48,
51, 65-67; and library instruction, 18, 19; and library objectives,
22; and material selection, 74-75; and the small school library, 102;
special, 65-67, 96, 112n
Technical processing, 52, 52n, 90-91, 96, 112n
Television, 17, 94, 109, 112. See also Audio-visual
materials
Textbooks, 48-49, 85, 110
United States Office of Education, statistics on school libraries,
5
University libraries, 68-69
Vacation schedules, 56-57, 88n