Thanks to everyone who responded to my question about research and circulation. A
lot of people reinforced my plan, and offered other suggestions. The meeting ended
up being cancelled, but now I've got your world of wisdom to help me when we meet
(finally!) to discuss this in April. Below are all the responses!
Rachel Barrett
Director of Library Services
Library Media Center
Duxbury High School
130 Saint George Street
Duxbury, MA 02332
rbarrett@cloverset.org
We have the same deal here, only on a more limited basis. The books
that are of major importance to a project, e.g., Julius Caesar/ancient
Rome, are carted and kept on reserve. Usually, teachers will allow a
student to check out one book from the carts at the end of the day for
use over a weekend or overnight if the student promises to have the
book back bright and early the following school day morning. Evidently,
when students were allowed to check the books out, they didn't always
use their class time wisely, and one person might have the very best
sources - which were then unavailable to others - and sometimes forget
to return them on time - a source of frustration to all concerned.
Our situation is different in that, usually, teachers working on the
same project are on the same approximate time schedule so that carts are
kept for a much more limited time; and they bring their classes to the
library specifically for print research on their project. Students know
that carted books are to be used only in the library and that any other
book on the shelves is available for checkout. Students seem to prefer
having the project books on the carts so that the books are always
easily found & always available.
Maybe, whatever you decide to do, changes could be really gradual so
that the teachers won't feel that they need to dig in and hold the line
against whatever you suggest. Good luck with whatever you work out!
Here's what I suggest to my kids and teachers:
1. Teacher gives assignment, and discusses strategies, details, etc.
with the class.
2. Class comes to the library for research.
3. Students find books that might be helpful and check some out.
4. Students look for good information in what they have checked out that
same night, and mark those pages that they want to use..
5. Students bring books back the next morning and copy title page,
verso, and any marked pages. Copied pages for each book are stapled
together. Book is returned. Another student checks the book out and the cycle
continues.
When one teacher is doing the same report with several sections, I do
something a bit different. As each class comes in and finds books, I
have them leave everything they find on one table. At the end of the day
I check everything out to the teacher, and all the books get lugged to
the classroom. That way the kids can use them in the classroom.
Hi Rachel,
We are a 7-12 school. What I do that I am not uncomfortable doing is
develop a list of books with the teacher's help that I pull and put on a
book cart for the class to use during the time of need (usually 2-4
weeks). I then file the list for the next time it is needed adding
titles that may be new.
One way to work it would be to get the syllabus from the teacher, pull
books you think meet the needs and then have the teacher look them over
to be sure they are appropriate. The books then are either checked out
to the teacher and sent to the classroom or the teacher brings students
to the library to use them off the cart as well as other resources. With
the cooperation of the teacher we lose very few books and only a
fraction of a dewey section are tied up. This way I also can have an
idea of what to buy in the future.There are variations within this
process that also work.
4. What I do when a class or multiple classes need the same resources is to
permit overnight checkouts. They must be picked up at the end of the day
and returned before the beginning of first period the next day. I have
used this policy in numerous schools. It accomodates the needs of an
individual as well as the needs of the whole. The biggest problem is
with students who do not care if they return the books. To help
eliminate that problem, in some schools/situations I was in (although
not my current one) I would charge a fine of $.25/period for late items
to encourage students to meet the deadline. I used the same policy to
permit reference books to circulate overnight. My current district does
not charge any fines so that's not an option for me, otherwise I would
do it here as well.
5. While I understand your concern, it has always been very difficult for
me to enforce a limited circulation period (of more than overnight) as
some students just don't care about whether they're keeping materials
from others. I've also found that a non-circulating policy can encourage
students to hide materials in the wrong location so they are able to
find it when they come back again, so you need to take that into
consideration as well, if you think that may be happening with your
situation.
Good luck!
6. it's the English research paper. It's taken some time but I
have managed to get the teachers to expand the topics, which does help.
I try to keep most of the books on a cart for easy access and I also
allow books to go out overnight. I have them come at the end of the day
to check out what they'd like and return it in the morning. Obviously,
some kids are better about this than others but at least I know where
the books are if they are not returned the next morning. This has
worked pretty well for us.
We do the same thing with literary criticism during heavy research
times.
And mythology for the freshmen. But I make it for specific short
periods of
time and specific sections of books. Sometimes we hold the books for the
first day or two they work in here and the make them available to check
out.
I'm spending a lot of budget money on beefing up those sections so maybe
soon we won't have to do the hold. Frustrating, isn't it?
7. I had to keep things on reserve, or else the first kids get the best things and
somehow everyone else gets lost in the shuffle. My circulation is very low.
8. It's all kind of a no-win situation. When I don't let the boys take the books
out, I photocopy for free, which turns out to be a big pain in the neck, tooWe have
22,000 books and 2500 students.
9. We do not have anything like you
are talking about - but we do have a large disease unit and a large
evolution unit. The evolution books are on hold for a couple of weeks
and then each student may check out one after school - first come first
served. The disease books may be checked out after the first week -
except we keep all of the disease reference books on a cart to use in
the library. We also have interlibrary loan between schools - so I can
get all the disease books in the district if no one else is using them
that week or month.
10. Our "policy" is this:
Research topics are selected by the teachers, and books are placed on reserve by
the library assistant based on general OPAC hits. If classes are in the library
for research and students identify additional non-reference materials for their
project based on their own individual searches, they leave the books with me and I
reserve them for the teacher, placing them on the designated cart or shelf.
After the scheduled library research time is over for the whole-class visits,
(usually 3-5 days), we allow 2 more days for the books to remain on reserve and
then reshelve them to the general collection. These 2 extra days allows for
students who come in early and stay late and who skip lunch to work on their
research, since they may have wasted time during class.
With students being given class time to use the materials, and with different
classes working on different topics at different times, I have really not worried
about circulation of materials. However, if a teacher is concerned that a specific
title is not available, then I would most certainly track down the copy and ask the
student to return it promptly for research purposes.
We do not allow Reference materials to check out except overnight and have that
happen rarely.
Consider the merit of using a "reserve" collection during research topic
time. This would allow access to other things in the 900s
classification which probably have nothing to do with the research
topic.
Unbelievable and amazing historical thinking from the past.
I basically use many of the options you listed. We don't have many huge
research assignments. I usually have all the classes initially on the
same day so circulation is restricted that day. After that students may
check out one title if the topics are overlapping. If all the topics
are different enough, I don't limit checkout after the first day.
In you setting, I would tell all students that check out is only
guaranteed for 2 weeks and reserves should be placed for materials that
are out.
You ideas are very reasonable and I think doable. Stress the reference
collection and databases as well. We DO want to encourage circulation,
of course.
You have good ideas that could work to solve the problem if (that is IF) you can
get the cooperation of the faculty involved. I don't let books circulate when
several classes are working on the same project. Once all classes involved have had
"in house" time with the books they are available for circulation on a first come
first served basis. Restricting the circ time might work if kids would be
conscientious about returning - I find students borrow and then hold onto things
much longer than they need, leaving others waiting or without the info. Multiple
copies of everything would be nice ( ah....keep dreaming) so that some could
circulate and one could be guaranteed to remain in house. This is a dilemma,
definitely. Also, general PR about the circulation of library books - so that
students know it's just SOME books that can't be borrowed - may help too. The time
period you are mentioning is extensive. My projects tend to be more staggered.
Good luck with solving the problem.
I'd opt for limited overnight circs. We do that here.
Students can check out after school (can reserve ahead
of time) and must bring back before homeroom in the
morning.
We check out research paper books on an overnight basis. They can check them out
when the last bell rings and have to have them back before first period. They
receive a fine after the first tardy bell rings and one of us goes looking for them
by 2nd period.
Here, I put a lot of the popular books for papers on SPecial REserve.
This
limits those items to two weeks checkout. - but that is only doable
because
I have the topics ahead of time and can see what may need to be reserved
by
doing some quick bibliographies. Students may renew a book if no one
else
wants it. The rest of the collection is available for all. I do
encourage
students to do some copying, especially if they see that there is only a
page or two on their topic in the book - I talk a LOT about use of the
Index.
I only have 523 students, so it isn't as big a deal as some places,
unless
they all want the same topic. Then I really have to encourage them to
get
their notes quickly.
Hi Rachel. Avoid using the word "limit" when making changes. A library
shouldn't limit, I wouldn't think. Does your automation system allow for
in-house use. We have begun using this method of counting books to
balance the fact that few of the HS kids check out books. That is just
the nature of the beast. One thing you can do is ask the teacher to
pull the books she would like on reserve and then let the kids check out
all rest. Reserve books could be available for "overnight" check out
and would have to be returned before the first class the next day.
Kay
We have 2500 students here. When I pull books for a class to do research, I check
with the teacher and we generally allow students to check the books out. BUT it is
first come first served checking the books out at the end of the school day. First
period students can't check materials out leaving nothing for eighth period.
Hope this helps!
We have the same problem but deal with it in a different way. Our students in
grades 8, 10 and 11 have major research papers underway during most of the second
semester. Students pick their own topics but there is some overlap. We tell the
students that they can check out what they need, get the necessary information,
then bring the book back for someone else to use. Technically our checkout period
is 3 weeks but if I know there are several WWII reports (for example) I ask that
they only keep their books for a couple of days. It's all on an honor system
though. They tend to know who is doing a report on what topic though and don't
hesitate to chase each other down to get the books! I tell students who are looking
for a particular book to find the person who has that book and work out a
compromise. It's really unusual for us to have problems - the kids are really good
about sharing. In some (rare cases) I keep books at the desk if there is a high
demand.
I can't imagine not checking the books out at all - the kids do too much work at
home for that to be helpful. Better to develop a sense of respect and consideration
among the students I think.
We have 750 students/20,000 books at my school.
am going through this right now. What I do when the kids come into the library to
do their initial research to narrow their topic, they put the book(s) they want on
a cart. The books on that cart are held to a certain time and then each student
may only check out one at a time. It is also good to notify the local public
library of the topics so that they can limit circulation. They would LOVE to hear
from you. I have worked in Public, School, and college level. Good luck there is
no solution to this problem which most of us face
I pull the books off the shelves that are on reserve, we keep them for
the week on a cart and Friday after lunch/or the last class period kids
are allowed to check them out. Any other books in the stacks that they
find helpful are available for checkout. That way I only have maybe
20-30 books out of commission-- the teachers approve my selections --
taking books off that they don't think are right for their project. The
teachers are happy that the best materials are available for all
students every day. (otherwise the morning kids take all the good
stuff-- not fair to the afternoon kids)
We have great circulation and this doesn't seem to slow down the
checkout practices at all. I also booktalk all the time in the
classrooms and library. I really push to visit classes-- bringing a
cart so I can check things out on the spot. The booktalks have really
BOOSTED our circulation. I've had such good response to them. I had a
girl run into the library the next morning telling me that she couldn't
wait to get the books that she went to the public library and got some
of them that evening (we close early on Fridays). Booktalks rock!
I hear your pain, Rachel.
We generally limit student checkouts for at least a period of time (until every
class has been through the library at least once) but then we put books on reserve
and students, depending on teacher request, can check books out. Another variable
is the number of books which can be checked out. We generally do limit the books on
a particular topic (1, 2 or 3 depending). But I also continually beef up the
collection areas where kids are going to be doing extensive research.
I would never allow teachers to limit all checkouts for months at a time and most
seem to understand.
I do circulate "in library" use when my staff or I have time. Follett allows us to
check in materials used in the library and counts them as "in library" circs.
It has only worked for us to freeze checkout on those items. Otherwise
first period students get all the books and everybody else is stuck.
We've also tried the check it out over night to help students who have
been absent. Gotten burned too many times by students "forgetting" to
return the books first period and by students who think they can talk
instead of working, so we no longer will give them this option.
What we do, at the end of the in library time, the books are checked out
to any takers. Very few go out. This might not help you, if your
teachers are rolling through like you said.
My guess, count all of the books you have and divide by the number of
students this project affects. If you have 3 or 5 books per student
then you might be able to check things out. This means, you would have
close to 500 books available for your students working on this project.
If you only have 1 or 2 per student, that means by 3rd period, you
wouldn't have anything left.
Also, what do your overdues look like? Do you have hundreds? What are
the students supposed to do for materials when the previous students
haven't returned their items in a timely fashion; such as, as soon as
they are finished and especially if their project is past the due date.
Yes, in the grand scheme of things, I wish we had time to really make
them look and dig and find their materials and then had enough for them
to check them out, but we don't.
How ironic I was brainstorming ideas for my own situation when I read your post.
Granted, we are much smaller, but I have a convoluted system of having students
find their own books, tag them with a post-it inside, add them to a cart labeled
with their grade/project. Then, I make every teacher get me a list of
who-is-doing-what-topic.
If I know 5 students are doing gun control, for instance, I would not let those
books circulate until after the classes are finished meeting in the library. Some
students will use class time for notetaking and will use the 10ยข copier. Then,
they may borrow overnight - limit 2.
Even then, students conveniently "forget" to bring them back. We don't fine, but
always have a hard time getting materials back once they leave.
I always feel bad not to let them take whatever they want, but the teachers think
students are more productive if they work in the library. They find it easier to
check note cards and see that they aren't plagiarizing.
I empathize with you.
Our history department has several large research projects done by entire grades
[125 kids at a time]. Students are allowed to check out whatever they like. Books
go out for our common circ length which is 4 weeks, with 2 renewals. If a students
comes to the desk with 10 books on slave revolts we suggest they pick 5-6 of them.
BUT these projects, with book check outs, work because the teachers compile a list
of topic and who in each class is working on that topic. So if Johnny is doing
"slave revolts" he knows that Mary and Peter are doing that as well and if he can't
find the book on the shelf he knows that he needs to ask Mary or Peter if they have
it and then they share it. This helps students learn to work together
cooperatively. It works for us and would probably work for you.
This is an issues everywhere, I think. Right now we have both 8th
graders
and 11th graders working on US history papers, and they run the gamut of
American phenomena. That helps--we have kids working on colonial times
up to
Iran Contra. We do have a very strong history section partly because a
former librarian was also a history teacher. For topics that are
especially
popular (anything having to do with women's rights or WWII) or where
there's
an overlap of topics (the 60's) we limit the kids to one or two books at
a
time for two or three nights. When they are in the library I emphasize
using
the reference books and those which may only have a few pages on their
topic. Also, I suggest that that is the time to *start* with databases
in
ase they need help with their search strategies, but they can do that at
home otherwise. Most of our kids have internet access at home, but not
all.
Especially on weekends I suggest they make sure their schedules will
allow
time to work--and have them choose the one or two books that they will
get
the most out of. After a week or two it's pretty easy to see which
books
are in the most demand, so I get a bit flexible then. If someone takes
out
more than two books on a topic I always let them know they may get
called
back (I have little pink slips for the message board that request a
specific
title be returned ASAP for another student.They are quite good about
complying, and I e-mail the waiter as soon as the book is returned.
these
strategies woork pretty well. We are also blessed with a good public
library
sytem, and becasue we are not a neighborhood school, our kids go to many
different PLs. We also help them search the PLs and local college
libraries
as well. This helps spread the need over a wide area. Hope that helps
I used to limit the number they could check out and made them
overnight
checkout only. Other kids could then reserve the item. If it was
brought
back the next day and there was no reserve they could check it out
overnight
again.
I am in a middle school, but...
I only have one class come in at a time. In other words, 1 6th grade class will
come in for 2 weeks, then another class will come in for a couple of weeks. We
usually have a break of at least a week between classes. On the first day, no
student checks out books, so they can narrow and be sure of their topic. Then we
only allow one book out at a time. This has worked for us so far. We are also lucky
that a public library is about 5 blocks away.
This year, we had our entire 11th grade doing projects related to the
Treaty of Versailles and the Cold War. The students were allowed to
borrow books overnight (with stiff penalties for late return). We
make it clear that this is the department (or teacher's) decision, and
that they will have to deal with their teacher if there is a problem
or question. The teachers are involved in setting the limits on the
scope so that we never lose the entire 900 section.
I've also asked that the teachers come in over a two week period at
the start of the project; after that time, we allow "normal"
circulation of the items, and teacher can still come in but there's no
guarantee that the books will be there.
This has worked well for our school and the students are pretty good
about returning their books on time. Teachers do ask about late
returns and will hound students for us, making the point that this is
for the entire class' benefit.
Rachel,
This is my first year and my first library, although I worked in the
"business world" for 20+ years. We have the same policy for English
term
papers (10, 11th & 12th grades). The books are restricted while they're
doing initial research to find their sources, and during bibl cards.
After
that, which is maybe two weeks, they can begin to check out books. This
has
not affected our circulation in any way, but that may be because
checking
out books is so encouraged at other times. I can see how you would like
to
reverse the trend, but we have found it much more difficult if someone
needs
to review a book checked out by another person (even though no two
people
have the exact same topic).
Hope this isn't too confusing!
Rachel,
You have some good ideas. Here are some others:
You could do a two-day loan on books and keep lists of students who want those
books so you know who gets them next.
You scheduling idea works well. Sometimes, a teacher will bring her students to my
class for a three day chunk or even a week. At the end of the chunk of time, I let
the kids take the books out. If there's space between the projects the kids could
certainly take books out.
What about telling kids they can check a book out on Friday and return on Monday?
Place their name on the book with a sticky note, that way they are reassured that
they get the books. The motivated ones will come back to the library on Friday.
Maybe you could ask teachers to identify which books are most useful. If you have
the budget, buy an extra copy of certain titles. Or all of you could apply for a
grant-maybe there's some extra money with your parent organization or your
principal's building budget.
If similar projects are done each year, you and the teachers could identify which
books work best for particular topics. This might help you identify if you need to
purchase additional materials.
One last idea, the teachers could make lists of students doing similar/same topics.
These students would know who else is working on the same topic and could arrange
some "sharing" of materials outside of school or in the library after school.
Good luck,
LM_NET
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