Welcome to my library, a work in progress. I started my library five years ago. Classroom libraries should be organized according to your goals. My goal was to create an atmosphere that motivates my students to become lifelong readers and writers. I strived for a delicate balance between an elementary classroom library and a high school academic library. I envisioned my library as a quiet place to read or to study, a miniature replica of our high school library, but it was also important to include books and resources that expand upon topics and themes studied in 6th grade content areas. In this post, download free library shelf labels and library card templates to organize your own library.
When I introduce my library, I host a book talk. It is easy to find books that interest girls. However, in recent years, more and more books are emerging that target the male audience. Last year, I had avid male readers who often shared their opinions on books. I compiled a list of their favorites and created a Book Wizard list, "Hot Books for Middle School Boys." Many of these books are on display, as they will be included in the book talks this week. Although these are books that interest boys, I found that girls, too, liked the books in this list.
Where Did I Get So Many Books?
I have three primary sources for the contents of my library:
- Rummage Sales: Many times, people are willing to make a deal for a whole box of books. I even provide my family members with a wish list, and if they come across any books, they pick them up at rummage sales as well.
- Scholastic Book Clubs: Each time students place orders, the teacher earns points, which can be used to buy new books. I usually let the students pick out the books. There are huge bonus points for first year teachers, so don't miss out.
- Leave a Legacy: With parental permission, students donate books they don’t want anymore. I create stickers for the inside of the book, giving thanks to the donor. You would be surprised at how many parents are very excited to give away used books that their children outgrow.
Organizing the Library
Student Librarians: At first glance, this looks like a lot of work. It is, but I don't do it. During their spare time, 6th grade student volunteers maintain the library, cataloguing new books, signing in returned books, filing books away, etc. This year is exciting because I have a librarian’s desk, which will make their role more official. I buy the book pockets and library cards, and they do all the work. Each book has a pocket with a library card in the back. I get my library materials from DEMCO. However, my colleague, Dawn Sweredoski, a Charlotte Award Committee Member, uses blank 3 x 5 index cards and makes her own. Here's how to do it:
- Cut the blank card in half.
- Tape the sides and bottom to the back inside of the book.
- Create you own library card using the library card template that I designed using Microsoft Word.
- Print them on blank 3 x 5 cards (front and back).
- Insert the cards into the pocket.
When my 6th graders want to sign out a book, they simply sign it out and put the library card in a recipe box. When the book is returned, the card is put back in the book, and the book is returned to the library. Look at the skills they are learning. They sort the books into genres. They alphabetize books by authors. And, they learn about themes.
Organizing and Labeling the Library: For the most part, the library is organized similarly to our high school library. The shelves are labeled and the books are catalogued according to the Dewey Decimal System. I used Phillip Martin's clip art to created a list of genre labels and a list of ABC labels for the fiction books. I also created plain library labels for higher grades. You are welcome to download these labels for your classroom use. Since the books are organized like the high school library, my students can search for books using our online card catalogue. They search by the author's last name to find a book on my shelf. This year, I am using Scholastic's Book Wizard. If a student really likes a book such as The Lightning Thief by Rick Riordan, he or she can use the BookAlike feature to find similar books. The search results would reveal that this is the first book in a series and suggest other similar books on mythology. Once they find the author and title of similar books, the students go to the library and look for the book.
Fiction Section: Novels, short story collections, sections of the classics, folklore, and poetry are housed in the fiction section in the center of the library with a rocking chair and carpet for students to engage in relaxed reading. Sixth grade students have outside reading books at all times, so this cozy space allows them to kick back and relax while reading. I also have multiple copies of popular books. However, many students, especially those who struggle with reading, are more motivated if their friends are reading the same book. So, until I run out of precious space, I will keep the redundant copies. This year, I added a “Favorite Author” section. I’ve learned that students, once hooked on a series, want to read the entire series. I can relate to that after my addiction to the Twilight series by Stephenie Meyer. So, I set out to make their lives easier and put them all in one spot.
Nonfiction Section: The reference and nonfiction sections, which are located at the back of the room, were designed with two goals in mind. First, I wanted students to be able to engage in independent research. If questions are asked in class, I want them to be able to get up and seek answers. Second, I wanted a study space, as they'd find in the high school library. The reference section contains writing reference books to support students with writing and to guide those who seek to publish their work. Although my nonfiction books are inventoried and catalogued according to the Dewey Decimal System, I chose to group them by subject areas: history, science, or geography. This is because my nonfiction book section is not as developed. I am restricted for space, so I chose to invest in magazines on topics that interest my students and that supplement my lack of nonfiction books.
Magazine Section: My magazine section is massive. It is located in the reference and nonfiction area. Current issues are stored in the magazine rack. Past issues are stored in magazine files on the bottom shelf. Magazines are fabulous for hooking the resistant readers. Students who don’t like to read are more likely to read a magazine, with its short articles, versus a chapter book. Nonfiction magazines reinforce nonfiction text features: patterns of organization, illustrations, captions, text boxes, sidebars, etc. In addition, magazines expose students to the most up-to-date information, whereas, nonfiction books often become outdated quickly. I subscribe to the following magazines:
- Junior Baseball
- Kids Discover
- NASCAR Illustrated
- National Geographic Kids
- Sports Illustrated Kids
I have books ranging from the 4th grade level to the young adult level. However, I do not level them because middle school students are self-conscious. Many go to great lengths to disguise their struggles with reading, and from their perspective, putting labels on the books labels them, too. So, how do my students select a book? I show them that many books have reading levels on the back cover. If a book doesn’t have the reading level, we use the Five-Finger Rule to help students select an independent level book. Students evaluate a book by reading a page from the middle of the book. As they read they put up one finger for each word they do not know or each word that they cannot figure out using context clues. If students have one or two fingers up after reading one page, this is an easy read for them, so I suggest that they pick something a little more challenging. If they have three to four fingers up, it is okay. If they have five fingers up, it is probably too hard, so I suggest that they save it or a later date.
Libraries are a work in progress. Scholastic Instructor (2005) published an article, "A+++ Classroom Library," which is a great guide for teachers who are interested in creating a classroom library. If you have library pictures you would like to share, join my educational Facebook community and share your photo ideas. Below is a display that Dawn Sweredoski shared with me. The picture on the left is Dawn's display of World War II books. In the picture at the right is her library. She groups her books differently, sorting them into themes or topics of study.