xt7xd21rk10m https://exploreuk.uky.edu/dips/xt7xd21rk10m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1949-06 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Library Service for Kentucky Schools", vol. XVII, no. 4, June 1949 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Library Service for Kentucky Schools", vol. XVII, no. 4, June 1949 1949 1949-06 2022 true xt7xd21rk10m section xt7xd21rk10m

6 Cémmonweaii‘h of Kénfucky O

EDUCATIONAL BULLETIN

LIBRARY SERVICE FOR KENTUCKY SCHOOLS

Published by

55'2{.DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XVII June, 1949 Na; 4

LIBRARY SERVICE
FOR KENTUCKY SCHOOLS

‘ :1 A Handbook of Policies and Practices

7 we, .Wﬁwm «a...

FOREWORD

Library service, is one important aspect of the total school
program. ln Kentucky. as elsewhere, there has been greater stress on
library service, for high school pupils than for elementary pupils.
We are realizing that enjoyment of books and reading must begin
when a child starts his school life. It is in these early years that habits
are formed. Waiting until high school to provide books and libraries
means that many children never experience them. The ones who ‘(lo
attend high school fail to derive the maximum benefit from their
libraries because they have little or no background of experience in
reading and using a variety of materials.

Every school system can do something toward providing books
and libraries for its children throughout the twelve grades. New
library standards for elementary schools and high schools have been
adopted recently by the State Zioard of Education to assist schools in
planning an effective program 01" library service. 'l‘hese standards
were formulated after a careful study of the conditions and needs of
school libraries in the state. They represent desirable goals Kentucky
schools can attain.

i We must: determine to improve the quality and scope ot’ library
service as we. plan and develop better educational programs. 1 com-
mend this l’landbook to you for careful reading and consideration.

Boszcnn B. .HODGKIN

Superintendent of Public Instruction
May 1949

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CONTENTS

Foreword .............................................................................................................. 80
Acknowledgments .............................................................................................. 81
Chapters
I Purpose ........................................................................................................ 83
II The Place of the Library in the School Program ____________________________ 85
III Standards for Service

State Board of Education Standards
Elementary School Libraries ________________________________________________ 87
High School Libraries .............................................................. 93
Library Standards of the Commission on Secondary Schools
of the Southern Association of Colleges and Secondary

Schools ............................................................................................ 97
National Standards .......................................................................... 101
Quarters and Equipment for the School Library
Centralized Elementary and High School Libraries ................ 103
Countywide Circulating Libraries .............................................. 110
Classroom Reading Corners ............................................................ 110

Selection, Purchase, and Preparation of Materials: Essential
Records

Funds to Develop and Maintain the Library ............................ 113
Selection of Materials ...................................................................... 114
Books
Guides to Selection .................................................................. 114
Purchase ...................................................................................... 115
Preparation ________________________________________________________________________________ 116

Essential records

Receiving books ordered

Accessioning

Classifying

Shelf—listing

Final preparation of books for shelves

Arrangement on shelves

Recording books added to the collection
Magazines and Newspapers

General Considerations .......................................................... 125
Special Considerations Concerning Magazines for
Elementary Schools .............................................................. 126

Proportion of Budget .. 127
Guides to Selection ............................. 127
Purchase _________________________________________________ 128
Preparation ________________________________________________________________________________ 129
Essential records
Strengthening to p1 omote longer wear
Files of Back Issues __________________________________________________________________ 129

Pamphlets, Pictures, Clippings

Guides to Selection .................................................................. 130
Purchase ............................................... 131
Preparation ................................................................................ 131
Audio-Visual Materials
Guides to Selection .................................................................. 133
Preparation ................................................................................ 133
VI Operation of the Library
Regulations ........................................................................................ 135
Circulation of Materials
Lending Books ......................................................................... 135
Filing Book Cards ................................................ 136
Returning Books ................................ 136
Circulating Magazines ............................................................ 136
Circulating Vertical File and Audio-Visual Materials 136
Recording Circulation .............................................................. 136
Library Supplies Necessary for Effective Operation .............. 137
Keeping the Collection Up to Date and in Good Condition
Repairing Books ........................................................................ 138
Commercial Rebinding ............................................................ 138
Continuous Discarding ............................ 139
Inventory Taken by Using Shelf-List ................................ 140
Permanent Records of the Collection and Its Use
Record of Expenditures .......................................................... 141
Record of Book Collection ....................................... 141
Records of Use of the Collection and the Library 142
Reports ................................................................................................ 142
Pupil Assistants ................................................................................ 143
Library Clubs ..................................... 144
Instruction in Use of the Library ________________________________________________ 144
Promoting the Use of the Library
Publicity ______________________________________________________________________________________ 146
Service to Pupils ...................................................................... 148
Service to Teachers __________________________________________________________________ 148
Reading and Telling Stories and Poems to Children ...... 148
Sources of Additional Help for the Librarian ............................ 151
Appendix
Selected Lists
Kentucky Materials __________________________________________________________________________ 154
Magazines and Newspapers
For the High Sch001 ________________________________________________________________ 195
FOI‘ the Elementary School ____________________________________________________ 205
Free and Inexpensive Teaching Materials . 207
Education Periodicals ______________________________________________________________________ 209
Services Available from State Agencies
Department of Education ______________________________________________________________ 212
Library Extension Division __________________________________________________________ 212
Kentucky Library Training Agencies 214
Addresses __________________________________________________________________________________________ 214

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ACKNOWLEDGEMENTS

In preparing this Handbook we have availed ourselves of the
helpful advice of many interested people. We are indebted to many
more individuals than it is possible for me to enumerate here.

The following people served on the two committees which
formulated the new State library standards: Elementary Committee.
——\1r. James E. Farmer, Principal, Fern Creek Elementary School,
Buechel; Mr. Chalmer Frazier, Superintendent, Prestonsburg City
Schools; Mr. Carl. Hatcher, Elementary Supervisor, Pike County
Schools; Miss Pauline Hilliard, Bureau of School, Service, University
of Kentucky; Mrs. Mary Marshall, Principal, Bardstown Elementary
School; and Miss Arline Young, Primary Supervisor, Covington City
Schools. High School Committee. Miss Frances B. Bethel, Librarian,
Morganfield High School; Mr. I). E. Elswick, High School Super-
visor, Pike County Schools; Mr. K. G. Gillespie, Principal, George-
town High School; Miss Susan Miller, Librarian, Henry Clay High
School, Lexington; Mr. \Vayne Ratliff, Principal, Wheelwright High
School ; Mr. Leonard C. Taylor, .l’i-incipal, Bourbon County Vocational
High School; Dr. N. C. ’l‘urpen, Superintendent, Owensboro City
Schools; and Miss Azile 'Woft‘ord, Associate Professor, Department
of Library Science, University of Kentucky. We sincerely appreciate
the enthusiasm which they brought to this project, their understanding,
and their earnest efforts to produce challenging standards for library
service in Kentucky schools.

Several of these people made other invaluable contributions to
the Handbook: Miss Susan Miller made practical suggestions abbut
instruction in the use of the library which have been incorporated in
the discussion in Chapter VI; Miss Arline Young, Mr. James E.
Farmer, and Mr. Carl Hatcher provided photographs from schools in
their systems; pupils in the (lovington City Schools, under the
guidance of Miss Young. prepared designs which they sent for us
to choose the one to he used on the cover; Miss Pauline Hilliard
prepared the list “Free and Inexpensive Teaching lVIaterials.”

Miss Laura K. Martin, Associate Professor, Department of
Library Science, University of Kentucky, prepared the lists
“Magazines and Newspapers” and “Education Periodicals,” and
the information about magazines in Chapter V. Her interest and

constant work 111 this field, and her awareness of school library 0011.
(litions in the State make her contributions especially useful.

For the excellent drawings of shelving and equipment, we are
deeply indebted to Mr. Paul W. Thurman, Supervisor, School Build-
ings and Grounds, State Department of Education.

Miss Rheta A. (ll-ark, School Library Advisor, t‘onueeticnt State ,

Department of Education, was very kind to grant us permission to
use the drawing of the picture book shelving.

\Ve appreciate the photograph of the display case which Miss
Mary Elizabeth Morris, Librarian. Newport High School. sent; the
description of the services available from the Library Cxtension
Division prepared by the director. Miss Frances Jane Porter; and the
work of the group who prepared the, list “Kentucky Materials."
A statement recognizing eaeh person who helped with the list im-
mediately precedes it.

From the beginning until the final completion of the llandhooli.
my secretary. Mrs. Louise Blakemore. has been actively helpful. The
interest. responsibility. and initiative whieh she has shown have
lightened my efforts and encouraged me innueasurably.

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Chapter I

PURPOSE

A library is an essential part of a school’s total program. It is
important that library service be available to elementary as well as
high school boys and girls. Elementary library service in Kentucky
is in its beginning stages. High school library service has been a
recognized part of the secondary school program for many years, but
has failed to achieve maximum effectiveness because the pupils have
had no previous training and experience in using libraries. It is hoped
that the elementary and high school standards adopted by the State
Board of Education on March 18, 1949 will stimulate local schools to
make plans for developing a program of library service throughout
the twelve grades.

The purpose of this Handbook is to provide practical help on
organizing and administering a school library. Some portions of the
contents should be helpful to all librarians. However, the procedures
described for acquiring materials, organizing them for use, and operat—
ing the library will be useful mainly to inexperienced librarians who
have had little or no training in library science.

Some one person 011 the school staff must be responsible for the
library. In the Handbook the term “librarian” is used to designate
that pel‘son, regardless of her training, experience, or time devoted to
administering the library.

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Chapter II

THE PLACE OF THE LIBRARY IN THE SCHOOL PROGRAM

At its best education seeks to provide opportunities for children
to grow and develop in skills, attitudes, and appreciations in order
to be useful citizens in society. An essential element in such an
educational program is a well organized and administered library con-
taining a varied collection of carefully selected materials. Because
the library is an integral part of the school program its aims and
objectives are identical with the aims and objectives of the school.

A centralized school library affords children the opportunity to
come together regardless of individual differences to supplement their
classroom instruction, to pursue individual recreational reading
tastes, and to develOp a skill and habit for using books and libraries
which will continue beyond their school experience and enrich their
entire lives. Classroom collections can never provide these services
effectively.

For the school library to fulfill its function in the total school
program it should be a continuously developing cooperative project.
The board of education should adequately finance it. The school staff
should assist in building the collection of materials and provide en-
couragement and opportunities for pupils to use its facilities. The
librarian should guide the development of a balanced collection,
organize the materials for effective use, and encourage and provide
ways for the staff and pupils to utilize to the fullest the library’s
resources. ,

Every school can do something toward developing library service
for its pupils. The aims and objectives of the total educational pro-
gram can not be realized without effective library service for all pupils.

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Chapter III

Standards for Service

STATE BOARD OF EDUCATION STANDARDS FOR
KENTUCKY SCHOOL LIBRARIES

SBE 62 ELEMENTARY SCHOOL LIBRARIES
STANDARDS FOR SERVICE

KRS 156.070, 156.230 Adapted pursuant to KRS 156.160

Introduction
“Childhood is so short a time! . . . Most childhood
and youthful interests and activities are outgrown,
but the world of books grows richer with the years.
To develop a love for reading in a child is to give
him a lifetime source of pleasure and comfort, as
well as information, for books touch on every need
and interest, every mood and thought, and are a
bond between those who share them.”1
Education should afford opportunities for children to develop
in many ways. Children learn through experiences; reading is an
experience. Through their reading children seek information, solve
problems, dream dreams, make plans, and relive the sufferings and
successes of others. All these contribute toward helping children

establish their own values and attitudes.

The textbook alone cannot meet the needs of an educational pro-
gram designed to develop the whole child.

The library is the place for disseminating information; the center
from which circulate the books, pictures, filmstrips, records, maps,
and other aids which enrich learning and living for all children. It
is the one spot in the elementary school where children come together
regardless of age or grade level. Here are materials which have been
cooperatively selected by the school staff to meet the varying interests
and abilities of the children. Here a child can come to find answers
to questions in a. language he understands; here he can pick and

choose the book he reads for personal pleasure during his leisure
moments.

ISiri Andrews. "The Bond of Books: A Christmas Gift," The Horn Book.
November-December, 1948.

The desire most eagerly expressed by the beginning pupil is that

he wants to learn to read. A love of reading comes through satisfying-
that desire. Basal and supplementary textbooks. vital as they are in
the. teaching of reading skills, used alone. do not give the child the
crowning l'eelin;_r of success that he knows when he selects a library
book, examines it. and exelaims with that remarlx'able light in his eyes,
“l. can read!” Because attitudes toward books and reading have
their bases in these early successes or failures, the school is obligated
to provide library resources at the beginning of the child 's school life.
To promote the use and enjoyment of these resources the library
must be an attractive and inviting place; a project which has been
planned and developed cooperatively by the school staff and the,
pupils.

Every elementary school can have library service. We must plan
and act now to establish and promote it. .l t is imperative that quality
services be afforded pupils continuously from grades one through
twelve. \Ve must determine to improve the quality and scope of
elementary libraries as we plan and develop better educational pro-
grams for children throughout their school life.

The standards which follow are set in the light of present limita-
tions. They are intended as a beginning minimum with the thought
that as they are reached everyone will accept the challenge of making
them grow, develop and change into ever greater purpose and useful-
ness.

I CENTRALIZED LIBRARY SERVICE FOR INDEPENDENT SCHOOLS
AND THOSE WITH SIX OR MORE TEACHERS

Appropriation and Other Funds

Elementary library service should be ﬁnancially supported
to the same extent as high school library service. The local board of
education should appropriate and spend annually $1.25 per elementary
pupil. As a beginning there should be a minimum annual appropria-
tion and expenditure by the local board of education of at least 40¢
per pupil in each elementary school (grades 178 inclusive. in those
schools where the 7th and 8th grades are included in the junior high
school organization the high school standards apply). Every effort
should be made to reach the $1.25 minimum as soon as possible.

Said appropriation. shall be spent for books, periodicals, other
non-book printed materials and supplies. The annual appropriation
shall not be applied to the payment of salaries or purchase of equip-
ment.

Schools are encouraged to supplement the board’s appropriation
by funds from PTA assistance and local school activities. Schools

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Supplementary textbooks are not to be counted as library books,

1101‘ purchased with library l'umls.
Books and Related Materials

Books should be selected from lists approved by the State Depart-
ment of Education such as the latest editions of the H. W. Wilson
CHILDREN’S CATALOG, the American Library Association BASIC
BOOK COLLECTION FOR ELEMENTARY GRADES, and other
lists prepared by the American Library Association, the Association
for Childhood Education, and the U. S. Office of Education.

Periodicals should be selected from the latest edition of Laura K.
Martin’s MAGAZINES FOR SCHOOL LIBRARIES, and/or titles
approved by the State Department of Education.

Every library should have a growing information file containing
pictures, pamphlets, maps, and other non-book printed materials.
Many of these can be secured tree or at little cost.

Quarters

The library should be a separate room large enough to seat
comfortably the largest class unit in the school as one group.
A separate workroom with running water and adequate space for
storage is highly desirable.

When a. choice of location is possible, the library should be placed
where there is the least noise and where it is easily accessible for use
by the children.

When planning library facilities in new buildings, boards of
education, superintendents, and architects should consult with trained
local and state school library personnel.

Healthful standards of lighting, heating, ventilation, and cleanli-
ness should be maintained.

Floors should be suitable for children to be seated 011 them to
enjoy story hours or group book discussions.

Each classroom should have a reading corner equipped with
book shelves, a. reading table and chairs.

Equipment

The library should be equipped with standard, open-faced,
adjustable wood shelving 3 feet wide. The height should not exceed
5 feet. There should be tables and chairs of sturdy construction and
varying heights to provide comfortable seating for children of dif-
ferent ages.

Other items of necessary equipment are: (l) desk with drawers,
and a chair; (2) charging tray to hold cards of books in circulation;
(5:) card catalog ease: (-ll legal size l'iling cabinet to house pamphlets

7
pictures. maps. etc: (3) bulletin board.

Personnel

The success of the library program is dependent upon qualified
personnel to guide its development.

Schools with 6 to 15 teachers: (1) full or halt—time librarian
with 18 to 24 semester hours of library science from an accredited
library training agency, or (2) a class-room teacher in charge of the
library with scheduled time allowance of at least one hour per day
[’01- work in the library. This classroom teaeher—librarian should have,
or acquire in the shortest time possible, a minimum of 12 semester
hours of library science from an accredited library t 'aining agency.

Schools with more than 15 teachers: full—time librarian with at
least 24 semester hours of lib 'ary science from an accredited library
training agency.

The use of pupil assistants in every school library will be found
helpful. The experiences should be carefully planned so that they
contribute to the pupil 7s learning and living.

Organization

The library should be developed as the materials center for the
school. Besides books, periodicals, and other non-book printed
materials, all audio-visual materials owned and used within the,
school should be organized, cataloged and administered as an integral
part of the resources of the library. As these services are increased.
assistance from the faculty andstudents should be provided.

The library should be classified and arranged according to a
simplified form ot’ the Dewey Decimal classification.

These records are essential to business-like procedure: (1) acces-
sion record; (2) shelf-list; (3) card system for keeping record of
eirenlatimi.

When there is a trained half or full-time librarian a card catalog
(author, title, and subject) should be developed.

Instruction in Use of the Library

Each pupil should receive instruction in use of the library. The
topics to be covered are: (1) introduction to the library, library
eitikenship, (2) care ot‘ books; (3) location and arrangement Of
material; (Jr) dictionary; (5) encyclopedias; (6) use of the shelf list,
or when there is one, use of the card catalog (author, title, and sub-

ject)
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ject); (7) selection of books for different purposes; (8) appreciation
of books and related materials through group activities such as book
discussions, story hours, dramatization, record listening. etc.

The Living Library

.[t is possible that all the points enumerated might be met and
still the library might not be effective. Of equal importance with the
equipment, the appointments, and the organization is the functioning
of the library in the day by day life of the school.

Significant happenings and activities must be the order of the
day in a library that has had life breathed into it.

1. It is of the utmost importance that the entire staff of each school
develop a common point of View concerning the functions of. its
library. Working together, the faculty should identify the. aims
and objectives they hold for their library services in relat1on to
the whole school program.

2. Pupils will play an active role. As assistants they may do many
things to further the smooth and efficient working of the library
and at the same time be developing within themselves qualities
of responsibility and leadership.

3. Story hours and poetry time with the librarian should cause
every pupil to anticipate his visits with joy.

4. The library should be especially inviting with comfortable and
interesting nooks featured. In keeping with the on-going inter-
ests of the pupils it should offer displays that change from time
to time. A wall-case that can be locked to protect valuable items
is a worthwhile asset.

To make the proper correlation with other school activities the
library should become a place where the work of children can
be displayed. They will learn to come there in search of the
answers to their questions and problems, and to return with their
interpretations of some of the information they have gathered.

5. As the library develops, its program may be expanded to serve the
surrounding community in its quest for answers to problems.
The files might offer much help to parents with bulletins on
meal planning, home decoration or child care.

6. The source of support, moral and financial, of the library needs
an accounting that will give it accurate information as to the
results of its efforts. Each school should make an annual report
to the administration that would include a description of new
prmectsundertaken, the kinds of help given the teachers in their
work, Circulation for the year, new materials added to the li-
brary, a financial report and the goals for future development.

II LIBRARL SERVICE FOR COUNTY SCHOOLS WITH LESS THAN
SIX TEACHERS

A countywide circulating school library should be developed to

provide materials to small schools not having the space or personnel

to promote a 1')rogram of centralizml library service. Until these

small schools are consolidated, this plan of library service offers a

larger collection of material than anything an individual school can
develop.

Appropriation and Other Funds

Elementary library service should be financially supported to
the same extent as high school library service. The local board of
education should appropriate and spend annually $1.25 per elementary
pupil. As a beginning there should be a minimum annual a ppropria.
tion and expenditure by the local board of education of at least 40¢
per pupil in each elementary school (grades 1—8 inclusive, In those
schools where the 7th and 8th grades are included in the junior high
school organization the high school standards apply). Every effort
should be made to reach the $1.25 minimum as soon as possible.

Said appropriation shall be spent for books. periodicals. other
non-book printed materials and supplies. The animal appropriation
shall not be applied to the payment ol’ salaries or purchase of
equipment.

Schools are encouraged to supplement the board 's appropriation
by funds from PTA assistance and local school activities.

Supplementary textbooks are not to be counted as library books,
nor purchased with library funds.

Books and Related Materials

Books should be selected from lists approved by the State Depart
ment of Education such as the latest editions of the H. W. Wilson
CHILDREN’S CATALOG, the American Library Association BAsic Boon
COLLECTION FOR ELEMENTARY timers, and other lists prepared by the
ALA, the Association for Childhood Education, and the U. 9. Office
of Education.

In every school there should be a growing information file con-
taining pictures, pamphlets, maps, and other non-book printed
materials. Many of these can be secured free or at little cost.

Quarters

A room or rooms centrally located and near the administrative
and/or supervisory offices should be provided for the library. The
space should be large enough to shelve the books available for the
county system being: served and should have sufficient room for
future expansion. In this space there should be room for work tables
and storage cabinets.

In individual schools each classroom should have a readinfl
corner equipped with book shelves, a reading table and chairs.

Equipment

The book shelving should be standard open-faced, adjustable.
3 feet wide, and of an overall height easily reached by an adult.

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' There should be a desk, and a chair for carrying on circulation.

There should be a card catalog case.

Each teacher should develop and maintain in her classroom a file
of pictures, clippings, pamphlets, maps, etc. A legal size filing
cabinet for holding these materials should be provided for each
classroom.

Personnel

There should be a person in the county superintendent’s office
designated as the one responsible for administering the book collec-
tion. This person should have, or acquire as soon as possible, at
least 12 semester hours of library science from an accredited library
training agency. Training and time devoted to this service should
be increased as the program develops.

Organization

The library should be developed as the materials center for the
county system. Besides books, all audio-visual materials owned by
the county and circulated to the schools should be organized, cataloged
and administered as an integral part of the library ’s resources.

The library should be classified and arranged according to a
simplified form of the Dewey Decimal classification.

These records are essential to business-like procedure: (1