DOCUMENT RESUME

ED 057 844 LT 003 357

TITLE School Library Resource C n res; RecommendedStandards for Policy & Prov sion.

INSTITUTION Library Association, London (England).PUB DATE 70NOTE 14p.; (0 References)AVAILABLE FROM Library Association, 7 Rldgrnount St., L ndon, W.C.1

7AE, England ($.65)

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

MF-$0.65 HC-$3.29Foreign Countries; *Library Standards; *ResourceCenters; *School Libraries*Great Britain

The scope of these recommended standards for policyand provision of school library resource centers in Great Britainencompass the following six areas: (1) scope and arrangement of thememorandum; (2) the purpose and function of the school library; (3)administration, organization and finance; (4) staff: duties, statusand qualifications; (5) stock: books and other materials and (6)school library accommodation. (MM)

SCHOOL LIBRARYcor-- RESOURCE CENTRESUNC=)c=1 Recommended Standards for Policy & Provision1.161

"PERMISSION TO REPRODUCE THIS COPY-RIGHTED MATERIAL HAS BEEN GRANTEDBY

The_ I.; 'bra n 5,50 c ;0711'014--

TO ERIC ANS ORGA IZATIONS OPERATINGUNDER AGREEMENTS WITH THE U.S. OFFICEOF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PER-MISSION OF THE COPYRIGHT OWNER."

THE LIBRARY ASSOCIATION1970

© THE LIBRARY ASSOCIATION 19707 R1OGMOUNT STREET, LONDON WC1E 7AE

REPRINTED SEPTEMBER 1971

Printed by Warners (Midi nda) Ltd= I 3 a Str ct, Bourne, Lincs.

CONTENTSPage

Introduction bi. 5

Scope and Arrangement of the Memorandum... 5

The Purpose and Function of the School Library 5

Administration, Organisation and Finance 6

Staff: Duties, Status and Qualifications... 8

Stock: Books and Other Materials S . 10

School Library Accommodation ... 12

Index ... 15.

3

Introduction

1, Of the value of school libraries there can be noargument. There has, however, been no nationallireetion and the absence of any published sten-lards has handicapped progress and has led toextreme variations in the provision of school libraries4) and down the country. This situation needsirgent attention, since school libraries in BritainIenerally compare unfavourably with those in theJ.S.A, Australia, Canada, the Scandinavianzountries and elsewhere. Progress in most of:hese other countries has been due in no small part:o the general acceptance of published standards

for the provision of school libraries.

2. The Library Association, therefore, set up aSchool Libraries Sub-Committee in 1969 to considerthe whole problem, and to recommend standards forthe policy and provision of school libraries as it haspreviously done for college of education librariesand colleges of further education. The Sub-Committee has met on eight occasions, avid afterlong and earnest .study of the problems, nowsubmits the ensuing memorandum.

Scope and Arrangement of the Memorandum

I. As requested by The Library Association:ouncil, every effort has been made to achieveAniformity of presentation with other publishedstandards for other types of libraries. After dis-sussing the purpose and function of the schoolibrary the memorandum then deals with problems)f administration, organisation and finance before

going onto the more specific questions of the statesand qualifications of staff, standards of stocks ofbooks and other materials, and standards of schoollibrary accommodation. The memorandum in-cludes standards for school library service depart-ments.

The Purpose and Function of the School Library

The function of the school library is to provide)ooks and other learning material for the pupils andaaff of the school. Its resources must r&ate not)nly to the expressed and anticipated requirementsyf all departments and special interests of theichool, but also be able to satisfy the demand formks and materials for personal and individual use.

In addition to providing such material, the staffif the library should encourage its use and provideipportunity for learning how to use it.

The library should transcend the recluiremntsif the curriculum, and its direction and admini-aration will reflect thls attitude. This will requirein objective and Independent approach identifiedeath with the school and the scholar, and willnfluence the policy of book selection, of planningind of the extension activities of the school.

. The more important ne ds which a schoolibrary should meet are;

(a) curricular requirements and backgroundreading;

(b) cultural development and out of-schoolinterests; -

(c) the p,-ovision of books for home reading;(d) the provision of opportunities for learning

how to use books and of training in the use of

libraries. Wherever possible, these oppor-tunities should be offered during the courseof day to day work.

Primary schoolsS. The library should contain a collection of mat-erial which will encourage and help the children toread with pleasure and help them in all the act-ivities, discoveries and observations which theyundertake under the guidance of their teaCher. Inthe junior school, the children Will require theopportunity for experience and instruction in theuse of libraries as well as of books. As far aspossible, learning to use a library should arisefrom normal studies, though some set instructionwill be needed.

Middle and secondary schools9. Secondary school pupils are expected not only toseek information, but to give consideration to it andto apply their' new-found knowledge to the work Inhand; they are encouraged to form their ownopinions and to express them. In addition to thefunctions of a primary school library, therefore, thesecondary school library needs to cater for thisdevelopment in the pupils abilities and to'`encouragethinking as Well 'as to provide Information. EVeryeffort should also be made to encourage the habitof reading which can give satisfaction for the rest of .the pupils' lives.

Administration, Organisation and Finance10. School libraries in Britain have developedunevenly and it Is not possible to generalise aboutthe way in which they are organised and administeredat present. It is nevertheless clear that there isconsiderable need for a re-assessment of the placeof the library in the school and a greater recognitionof the part the public library should play in this.

11. The highest standards are more easily attain-able in areas where there is close co-operationbetween the local education authority and thelibrary authority. In these areas there is usually aschool library service department, financed fromeducation funds and organised by the public library.Such a department is considered essential to thegeneral development of school libraries. Con-sultation about school library matters takes placeat all levels, kern chief officer downwards, and isconcerned with policy and administration, over andabove the procedures for book supply and librarymaintenance. In most instances, the administrationof the school library is the responsibility of the headof the school who, In turn, delegates duties eitherdirectly to a professional school librarian or to amembar of the teaching staff. In consequence,library standards within schools vary according tothe interest and enthusiasm of the head of theschool and the efficiency and qualifications of theschool librarian.

12. No library today can stock all the material itsusers will need and few, if any schools can provideall the services necessary for the efficient andeconomic running of their libraries. Co-operationbetween the public library and school library at alllevels is, therefore, considered to be essential if thelibrary is to play an effective part in the life of theschool. The chartered librarian with his training inbibliography, his knowledge of books, his technicalskills and his experience of library administrationand organisation, has much to offer the schools;the professional skills of the teacher, hls knowledgeof children and his experience with children of alltypes of background, make it possible for him tooffer practical assistance In book selection and. Inthe introduction.and use of books with children.

13. All local education authorities should have adefined policy on the prevision of school libraries,formulated by consultation between the chieflibrarian and the chief education officer, respon-sibility for which should be delegated to a seniorand specialised member of the library staff, whoseduty will be the promotion and development of thelibrary service in schools.

14. The adequate financing of the school library tomeet the many demands made on it will be dividedbetween capital outlay forthe provision and furnish-ing of library rooms and areas, an initial grant for thebooks themselves together with provision for theirhiture maintenance, and the provision of libraryequipment and stationery.

15. Capital outlay for library rooms and furniturewill form part of the original cost of the building andthese will be maintainad withthe rest of the buildingfabric.

16. The initial cost of stocking the library in allschools should be regarded as a capital eost, butadequate annual grants for the maintenance of thestock must be made if the library is to perform apermanently useful function in the school.17. The cost of running a good library in all LEAmaintained schools is likely to be divided betweengrants made directly to the school and those madeto a central school library service.18. As a general approximation, the average priceof a primary school library book at January 1970prices is 15s. Od. (£0.75) and for a secondary schoollibrary book, 30s. Od. (L1,50). This excludesbooks for advanced courses which are usually muchmom expensive, e.g. in 1968/69, the average price fora newly published adult book on physics was£4 11s. 2d. (Z4.56) and for one on chemistry£5 3s. 10d. (E5.19),

19. Facilities such as book purchasing and servic-ing, bibliographical and other advisory services, thecirculation of loan collections, project/topic loanservices, and the maintenance of collections ofdrama, music and audio-visual materials, willusually be provided centrally. The allocation offunds between individual schools and the centralschool library service must take the cost of thesefacilities Into account, as well as the cost of maintain-ing central premises and transport, and the salariesaed wages of professional and clerical staff anddrivers. The cost of maintaining the stock wouldthus be shared between the central library serviceand individual schools, and it cannot be too stronglyemphasised that each school should have controlof an annual grant which, together with supportingservices, is sufficient to maintain an adequate andlively stock appropriate to the needs of the school.20. Care should be taken to see that essentiallibrary furniture and equipment such as cataloguecabinets are included in the capital cost of all newschools, thereafter being replaced and supple-mented when necessary from funds allocated tosuch purposes. Library stationery and equipmentshould not be a charge on the library books, bindingand periodicals grant.

21. The future development of school libraries willcertainly be towards resource centres, in which alltypes of communications media are used in additionto books. Already, many schools collect films,records and tapes either as part of the library or in aseparate audio-visual aids department Many localauthorities have audio-visual aids advisers, and theSchools Council, through its Humanities Project forexample is encouraging the use of all such mediaboth in curriculum development and as sources ofinformation. These media rely on library techniquesof Indexing and systematic arrangement for theirsuccessful exploitation, just as much as books; aprofessional_ school librarian is well equipped todeal with them, as successful experience in the UnitedStates of America -already shows. This develop-ment is, likely to involve considerable expenditureon material other than books and this would beadditional to the Money needed for books, periodi-cals and binding.

5

Co-operation22. Co-operation is necessary at national level andat local level, between chief officers, senior staff ineducation and library departments, between schoollibrary service staff, librarians, teachers and audio-visual aids advisers.

(a) At nalional levelExperience has shown that there should be

improved liaison between the several departmentsof the Department of Education and Science(DES) responsible for the various aspects ofschool library administration and provision. TheDES should recognise the need for co-operationat local authority level and should actively promoteit. There is also scope for greater consultationbetween The Library Association and the variouseducational associations e.g. the NationalFoundation for Educational Research, the NationalAssociation of Teachers of English and theSchools' Council, and for the development offurther co-operation with such bodies as theSchool Library Association and the National BookLeague.(b) Between the education authority and the library

authorityAt this level co-operation would be concerned

with determining matters of major policy theapplication of standards of book provision, con-sultation over the appointment of staff, planningschool libraries, organising library courses forteachers and the provision of a professionaladvisory service on all matters relating to schoollibraries. The policy would ba implemented bythe librarian-in-charge of the school libraryservice department. There siould also be con-sultation and co-operation between the variouseducational advisers and the librarian-in-chargeof the school library service department.(e) Al local level

At this level co-operation will be betweenschool library service staff, local public librarians,school librarians and teachers, and will be con-cerned with :(i) Selection of books and other materials. It is

essential that there should be the fullest co-operation in selection. This might take theform of panels of teachers (including subjectspecialists) and librarians discussing and re-viewing new publications and compiling fists.Advice and help from school library servicestaff in keeping stocks up-to-date and in goodcondition will be an important part of thework done at this level, especially In schoolswhere there is-no professional librarian.

(ii) Public library visits. It Is Important thatchildren are encouraged to make good use oftheir local library however good their schoollibrary may be. Visits to-the public libraryshould be planned by teachers and librarianstogether to ensure that visits are relevant tothe children's needs and that all children geta fair share of the time and accomenodationavailable.

(ill) Exhibitions. Exhibition collections, both ofnew books and Standard works, should bemade available to teachere. These might beat the central library or library headquarters,but, where the area is large, regional exhibit-

ions should be provided at regional libraries,at teachers' centres or colleges and institutesof education. Exhibitions should also betaken to all schools in rursi areas. It isessential that librarians are always availableat these exhibitions so that there can bediscussion and exchange of ideas.

(iv) Teachers' courses. At in-service trainingcourses arranged by the local educationauthority, book exhibitions should be pro-vided and library staff be available to talkabout books and the library aspects of theparticular course concerned. Courses onschool library practice should also bearranged, and these would primarily be de-signed to give teachers the opportunity todiscuss library matters with their colleaguesand other librarians and to maks them awareof the books and services available. Thesecourses might usefully be held at teachers'centres, thus involving more teachers thanthose actually responsible for the running ofschool libraries.

(v) Training of teachers. In colleges of educationand in institutes and schools of educationmore training should be given in the use ofbooks and more information provided aboutthe kinds of services available from publiclibraries. Here libraries can help by supply-ing exhibitions and arranging for library staffto talk to students, although most of theteaching in this field should be the respon-sibility of the tutor-librarian. It is not, how-ever, the job of the college to teach the tech-niques of librarianship the emphasisshould be on learning about books and theresources of libraries, and relating them toteaching.

i School librarians. All librarians working inschools should be given opportunities toattend regular meetings organised by theschool library service department at the locallevel, in which all concerned with library workwith children would be involved. Such meet-ings will proVide the opportunity fur assess-ing new books, discussing problems In locallibrary administration, Initiating hew schemesand propagating fresh ideas for the mutualbenefit of library, school and thildren.

(Ai ) Supplementary services. Every sahool has Itsowe characteristic features and functions,but in dealing with books and other researchmaterials there are certain basic routineswhich are common to all schools and thisapplies particularly to the routine processesnecessary for the efficient maintenance of theschool library. These routines are time con-suming and it is often difficult t6 obtainclerical assistants within'the school to whomsuch duties can be assigned. The time ofthe school librarian should not be spent onthis work. When these processes,are cen-tralised under the .school library servicedepartment, both economy and efficiencycan be increased. The processes whichcould comb within this category arecentralbook ordering and accounting, book pro-cessing, cataloguing and classification, bookbinding and repair.

(viii) Independent schools. It is recognised thatsome libraries in independent schools are ofhigh quality but this situation is by no meansuniversal, There Is no statutory commit-ment on or direction to local educationauthorities or library authorities to assistlibraries in independent schools. The extent

and nature of the help given varies from areato area. Some authorities extend the sameservice to independent schools as to localauthority schools. It would be helpful if theDES were to give earnest consideration tothe present inequitable and anomaloussituation in this respect,

Staff: Duties, Status and Qualifications

23. For the school library service to play an integralpart in the education services of a local authority, itis essential that it be staffed by qualified librariansable to communicate with all appropriate levels ofeducational personnel, advisory, administrative andacademic, as well as with the pupils themselves.School library service staff should be able to offerand interpret the library and information servicesavailable to meet the needs of all the above categ-ories.

24. The school library service staff should be fullyaware that, In an era of proliferating educationalIdeas at all levels from nursery through to furthereducation; with the shift in emphasis from the rigidteaching to the flexible learning situation; with theexplosion of media other than print In the world ofeducation, there has never been a greater need thannow for the bibliographical and organisational skillsof the informed and experienced chartered librarian.

School library service staff25. The organiser and his team of advisers shouldhe chartered librarians and have status and salarycommensurate with other specialist advisers In thelocal education service. As well as broad experi-ence in bibliographical and organisational skills, theorganiser and his team should have had experienceIn library work with young people; experience inschool and/or college libraries is desirable;certainly a total sense of involvement in these fieldsis essential. The organiser will also require thenecessary skills for supervision, organisation andin-service training of staff. The personal qualitiesof the organiser and his team should include a keeninterest In developments in their own professionalfield and in current educational trendsr,the abilityto assess and relate such developments andinterpret them In terms of the service to colleagues

-in the education and other library services as wellas to school library service staff; the ability to com-municate easily with other specialist advisers, headsof schools, teachers and children and young people,as.widl.as with colleagues In Other library services,and to _reeognISe ,the importance of this- publicrelations role.

26. Some suggested functions of the organis t

and hls team are as follows.(a) To help to formulate school library service

policy in association with senior library andeducation service personnel, taking Into con-sideration current developments in curriculumplanning at all levels:--to ensure the effectiveimplementation of that policy by making surethat it is understood not only by school library

service staff at all levels, but also bycolleagues in the education and libraryservices.

(b) To estimate and adrn nister the finances ofthe service.

(c) To be aware of new developments in theplanning of school buildings and to contributeat all appropriate stages in school buildingand improvement programmes.

(d) To participate in conferences, courses andmeetings for educationalists, teachers,librarians and students within the localauthority; to organise in-service training forschool library service staff , school librarians,library assistants, trainees and students fromschools of librarianship; to co-operate withcolleagues in local colleges of education ingiving information to student teachers.

(e) When chartered librarians are employed inschools, to ensure adequate conditions ofservice and to mitigate any sense of pro-fessional isolation of the chartered librarianin the school by ensuring maximum opport-unities for professional communication.

(f) To visit primary, middle and secondaryschools in order to discuss the schools' needsand to advise on the selection, organisationand exploitation of resources; to take allopportunities offered to discuss librarymatters with the stall and pupils and to speakto parent-teacher associations and similarbodies,

(g) To ensure close contacts between schoolsand local sources of information: schoollibrary service, other library services and in-formation sources; to alert colleagues In theseservices of possible new demands on ra-sources; to encourage teachers to co-operatein the same way; to ensure that they are fullyaware of the extent of these resources.

h) To be critically aware of books and alliedmaterials available for children and young.

people,- as well as of books and materials ofinterest to teachers; to disseminate this infor-mation through .school visits, preparation ofbibliographies and booklists, by talks anddisplays for conferences, courses andmeetingsTo keep constantly in, touchgwith appropriateeducational advisers and personnel con-cerned with the schools ,visited; to maintainclose contact with_colleagues both within andoutside the local authority:

7

(I)

27. For authorities serving up to 100 schools, thestaffing of the school library advisory servicerequires a minimum of three full-time charteredlibrarians, with the experience and qualities outlinedabove, together with adequate clerical assistance.For authorities serving over 100 schools additionalqualified advisory help will be necessary: at leastone full-time chartered librarian for every 75 schools.Additional services such as the provision of loancollections will require extra qualified staff. Ruralareas with scattered school popieations maywarrant a higher staffing ratio in bcin advisory andsupportive services.

28. As the main pressure on the school libraryservices is during term time, a few posts for pro-fessional assistants might be considered suitablefer chartered librarians working part-time.

Chartered libreiians in schools29. At the present time professional help in theprimary school field will probably be provided by theadvlsery staff of the school library service, perhapswith-the assistance of peripatetic colleagues con-earned with helping small groups of schools. It

e has been predicted, however, that "with the increasein the number of large comprehensive schools thereed for fell-time qualified librarians is likely to in-crease rapidly." (Report on the supply and training oflibrarians, H.M.5.0.1968), It is considered essentialthat schools of 800 pupils and above have theservices of at least one full-time chartered librarian.

30. The ehartered librarian should have statuscommensurate with a head of department andshould be free to communicate directly with theheed oi the school and all members of the academicstaff. A mature approach to working with adultsas well as a deep interest in work with children andyoung people are essential qualities. The librarianshould also have a keen interest in educationaldevelopments, in addition to those in his own pro-fessional field, and should be prepared to attendcourses, conferences and meetings to keep abreastof new developments.

31. Some suggested functions of the pharteredschool librarian are es follows:

(a) Co-ordinating the selection of books and othermaterials in close consultation with the staff.The librarian should be included in curriculumplanning discussions so that books and othermaterials are available and 'organised in timeto meet the changing educational needs ofthe school. Close co-operation with audio-visual experts on the staff Is also necessary.

(b ) Administering the library/resource centre:-adminiatration of library funds; orgardeatIonand recording of books and other materials;organisation of library personnel (paid);organisation of pupil help.

(c) Providing information, books and materialsfor pupils; organising displays, not only In thelibrary but in other parts of the school asrequested.

d) Providing bibliographical information onbooks and materials for staff for their own pro-fessional needs as well as for their teaching.

In close co-operation with the staff, arrangingfor Instruction In library skills, integrating thisinstruction as far as possible Into the learningprogramme.In co-operation with the staff, supervising thebalanced use of the library by individuals,groups and classes ensuring maximum avail-ability.

(g) Acting as a link beiween the school and alloutside sources of information; encouragingpupils to seek out their own further Inform-ation and helping them to formulate enquirytechniques.

(h) Maintaining close liaison with colleagues inlocal libraries and information centres,keeping them informed of current develop-ments.Maintaining close contacts with contributoryprimary schools and further education estab-lishments to ensure a sense of continuity inbooks and materials provision and use;keeping In touch with colleagues in localcollege and Institute ot education libraries.Co-operating in the school library seMce withthe in-service training of new colleagues,unchartared personnel, students of librarian-ship and student teachers.

32. There are two opinions on the method ofappointment of chartered librarians to secondaryschools:-

(a) That the librarian should be appointed directlyby tho head of the school and governors to thestaff of the school. The advantages of thismethod are felt to be that the librarian wouldbe Immediately accepted as an integral partof the staff and that he would be responsibleto the head of the school alone.

(b) That the librarian should be appointed to theschool library service in the first instancebefore being allocated to the school after aninterview with the head of the school andpossibly the governors. The advantages ofthis method are felt to be that the possiblesense of professional Isolation felt by theschool librarian would be minimised, pro-fessional confidence increased and thattransfer within the service would be relativelysimple should the need arise.

When an education authority decides to employchartered librarians in secondary schools thefollowing practices should be operative:

(a) There should be sufficient clerical help avail-able so that the librarian is not In any wayinhibited in the exercise of hls professionalskills. It must be emphasised here that helpfrom pupils, valuable though it may be to thelibrarian and to the pupils themselves as aneducational exercise, should not be con-sidered as a substitute for adequate paid help.

.

(b) PhysiCal working conditions should beadequate. In many newly built schools, officeaccommodaton for the library Is an acceptedfeature. But in older buildings where libraries!rave been converted from classrooms, it issometimes difficult to ensure minimum

(i)

(1)

standards for working conditions. As far aslocation of library accommodation is con-cerned, if this is in two or more buildingsadditional library assistance will be essentialto enable the librarian to cope adequately.

34. It is recommended that the following basicscale be adopted:Number of pupils Professional staff :Clerical staff

800-1000 *1 librarian 1

1000-1500 1 librarian11 assistant

librarian1500 and above 1 librarian

2 assistantlibrarians 2

*Librarian a chartered librarian with experienceand qualities as outlined above.Assistant Librarian either an assistant in hisqualifying year, having completed his examin-ations; or possibly, as the main pressure ofwork is during term time, a chartered librarianworking part time.

:Where there is no centralised purchasingscheme, additional clerical staff will berequired.

35. Where the library includes a sizeable quantityof audio-visual material, it is essential that thereshould also be technical assistance.

36. Many secondary schools will continue to haverolls below 800 for some time to come. It may bethat circumstances, particularly the development ofthe library as a multi-media resource centre, willwarrant the appointment of charteredlibrarians to smaller schools. Certainly theseschools need some form of regular help from achartered librarian. Half-time posts tor charteredlibrarians have beerr established in some smallerschools. It must be stressed, hcwever, that thedemands on the professional skills of the librarianin this situation can be almost as intensive as in alarger school, so it is absolutely essential thatsufficient elerical help is provided in these cireum-stances. Where 'two smaller schools are co-operating In various curriculum matters it might bemore satisfactory to appoint a full-time chartered

librarian to have over-all responsibility for the libraryprovision in both schools, with an assistant librarianin each school. This staffing arrangement mightalso appeal to those authorities whose pattern ofeducation provides for middle schools or junior andsenior high schools, when more than one school ison the same campus.

Teacher-librarians37. The organisation of some smaller secondaryschool libraries and most primary school libraries willcontinue to be the responsibility of teacher-librarians,some of whom will hold the teacher-librariancertificate sponsored jointly by The LibraryAssociation and the School Library Association.

38. In many local authorities there is a considerablehistory of close and happy relations between schoollibrary service staff and teacher-librarians, eachbenefiting from the professional expertise andexperience of the other. It is important that maxi-mum opportunity be given for teachers andlibrarians, whether or not concerned with the actualorganisation of the school library, to meet anddiscuss matters of mutual concern such as relevantcurriculum developments, the selection and exploit-ation of books and allied materials, and the use oflocal resources. Such opportunities should beprovided by in-service training courses organisedby or in consultation with the school library servicestaff.

39. Many teacher-librarians in primary, middle andsecondary schools, although holding posts of re-sponsibility and receiving special allowances,nevertheless are not given adequate time in theschool day to cope with the organisation of theschool library. All too often it has been taken forgranted that much of the work should be done in ateacher's "free" time and advantage has been takenof devotion to duty. This has not only placed anadditional burden on already busy teachers, but hasalso fostered the view of the school library as an"extra". Local authorities must recognise that ifthe school library is to play an integral and positiverole in the work of both primary and secondaryschools, then adequate staffing provision is apriority.

Stock: Books and40. A school library which is to be really effectiveand of maximum use.to the staff and pupils -mustcontain a weil-balanced and care u ly selected stock.The needs, of ail pupils should be taken into con-sideration with proper regard for the complete rangeof their ability. There are .some -30,000 bookspublished-annually.in the United Kingdom cif whichsome 2,506 ere intended for children so'the chooSingof books-for a school library is no easy task, though.it beComei lesS diffieult if all sources--of,help-areuted tO the;full. These soiirces inelude book lists,bibliographies, reviewing journals., and the resourcesof the local public librery, especialltieherp a schoollibrari'service run-by the public library authority isin operation. Bookshops which carry a selected

Other Materialsstock of high quality children's books will be wor hfreqUent visits by the school librarian.

41. It will be convenient to divide the recommend-ations about Mock into six' headings:

CategOrias of booksiock(a) Primary schools,(b) Middle and secondary schoolsSize of bookstock(a) Primary schools(b) Middle and secondary schoolsInitial stock(a) Primary schools(b) Middle and secondaiy schools

Maintenance of bookstock(a) Primary schools(b) Middle and secondary schoolsSchool library serviceOther materials

Categories of bookstock42. (a) Primary schools

A wide selection of picture-books should be pro-vided for the youngest children. A good collectionof anthologies of stories and poems suitable forreading or telling to children is useful in any schoollibrary, but is particularly valuable in a library serv-ing children of this age. There should be a plentifulselection of books suitable for young children whoare beginning to read for themselves, and theseshould be supplemented by fiction suited to thetastes and interests of the older juniors.

The benefits gained from the purchase of somebooks in paperback format should not be over-looked. If these books can be strengthened foruse in the library, some worthwhile children'sbooks will be made available which are not alwaysobtainable in a hardback edition.

There must also be an extensive collection ofbooks of information to meet the needs of allchildren as they grow up through the school. Inaddition the library should include encyclopedias,dictionaries, local material and other books forreference.

(b) Middle and secondary schoolsThe reading needs of all pupils rnuSt be studied,from those in the first year to those taking ad-vanced courses, and from those in remedialclasses to the highly academic. In secondaryscheols a wide range of adult stock is needed, butthere must also be appropriate provision of booksSpecifically written for young people.

At this age, too, the purchase of paperbackeditions should form an essential part of the book-stock. Paperbacks are popular with the ado-lescent age group and, as in the case of primaryschools, the provision of such material will ensurethat some worthwhile books will be made availablewhich are not obtainable in -hardback editions.This" may prove particularly useful in the case ofthe studies Undertaken by fifth and sixth forms.

Apart from as comprehensive a stock aspossible of recreational reading and of informationbooks closely connected with the needs of thecurriculum, secondary school libraries will alsoneed a large stock of up-to-date quick-referencebooks, including atlases, dictionaries (both ofother languages and of subjects), encyclopediasand the like Attention is also drawn to theimportance of gevernment publications, pamphletmaterial of all kinds and material for local studies.It will be necessary to include bibliographies andcritical surveys as aids to book selection.

A select number of newspapers and periodicals,especially these which are indexed, should alsoform a part of the secondary school library stock

Size of stock43.- It cannot be too much emphasised that thequality of the stock is as importantas the quantity.Every book should be really worthv of its placeon the shelf, in terms of its merit and the demandsmade to consult or to read it

(a) Primary schoolsLocal conditions vary, but it is recommended thatin a primary school there should be not fewer thaneight books per child. As a general rule, the con-siderably smaller school will require a commensur-ately higher proportion of books per pupil thandoes the school with a large number of children onthe register. In the same way, the school which isin a rural area, and is thus geographically moreremote from other sources of information, shouldpossess a wider range of Information books andmore story-books than the school of similar size inthe urban area with a public library close at hand.In practice, it is likely that most primary schoolstocks meeting these standards will vary between2000, and 4,000 books.

(b) Middle and secondary schoolsIn the libraries in middle and secondary schools,there should be not fewer than ten books per pupilbelow sixth form level and at sixth form level,fifteen books per pupil. The figures quoted arefor total stock of the school library, whetherbought from the school's own library allowance orobtained through the school library service. Inaddition, it should be possible to borrow materialon short term loan from a central supporting stockof the school library service (see paragraph 46"School Lihrary Service").

Initial stock44. When a new school library is established, theinitial expenditure should be met by a cpecial grantwhich may be spent over a period of, say, threeto five years.

(a) Primary schoolsThe total number of books in a new primary schoollibrary should be not fewer than 1,000 volumes.(b) Middle and secondary schoolsThe total number of books in a new secondaryschool library should be not fewer than 3,500volumes.

aintenance of stock45. If the general appea ance of the library is uninter-esting and uninviting, it follows that pupils will beunwilling to use it. If every endeavour Is made toensure that the school library Is a welcoming andattractive place, then not only will reluctant readersbe encouraged to make use of the library but a farmore responsible attitude towards the stock will beshown by all pupils. It Is essential to have a stockrevision policy, withdrawing from circulation bookswhich have become out-of-date, worn, torn or faded,and replacing where necessary

(a) Primary schoolsIt is estmated that onethird of the stock will needreplacement each year, either by new titles or newcopleS of standard or basic books, and that allow-ance should be made for re-binding one-twentieth.The increasing amount of published material inscenic binding may result in a decrease in this per-centage in future.(b) Middle and secondary,schoolsIt is estimated that one-sixth of the stock will needreplacement each year and that allowance shouldbe made for re-binding one-tenth.

School library service46. A school library service, organised by qualifiedlibrarians with a special knowledge of school needs,may well provide a substantial part of the basicstock (referred to in paragraph 43 "Size of Stock")some of which may be exchanged regularly by useof school mobile libraries to provide a live topicalcollection with direct relation to the present andanticipated needs of the school. In addition, thisdepartment should provide a supplementary serviceto meet the short-term needs of teachers requiringbackground material to topics currently under dis-cussion in their classrooms. Such a service shouldprovide displays of significant recent books forchildren which in some areas form part of a muchlarger collection of books on permanent view forteachers to consult.

Other materials47. At the present time, school libraries are tendingto become resource centres and include In addition totheir bookstocks, films and filmstrips, materials suchas tapes, slides, prints, mounted illustrations, discsand cassettes. As the provision of non-bookmaterials is developing in schools at varying rates,it is difficult to iay down any guidelines regardingthe amount of such materials which should beavailable in the school library.

48. The best solution would seem to be the ex-

pension of the school library service to resourceservice lending this material in the same way asbooks, while each school may choose to possessindividual items which are frequently in use.

49. Among the various items of "software" whichevery school should possess, as far as circum-stances permit,.are the following:slides microfilmsfilm strips programmes for teaching machinesloop films _drills for language laboratoriestapes wall chartsrecords illustrationstransparencies

for overheadprojectors

50. Items of "hardware" required include thefollowing:8mm loop projectors filmstrip viewersslide projectors tape recordersfilm strip projectors television screensoverhead projectors video-tape recordersrecord players micro projectorsepiscopes micro film readers (especiallyslide viewers for large VI forms)

The important thing to realise is the potential ofthese media and their value in conjunction withbooks.

School Library Accommodation

51. Library areas must be so designed as to enablethem to carry out their functions effectively. Thesefunctions are complex and mirror changes in educ-ational thought and school organisation. Theplanner has, therefore, to consider current needs,to look for signs in the present which indicate futurelines of development and to allow for changes Inapproach as yet unguessed. As the simple rect-angular rooms of 960 square feet built in the early1950s are now proved to be inadequate as secondaryschool libraries, so may the library suites of thelate 1960s appear in ten years' time. In this climateof rapid change, the most the planner can do is toprovide for a flexible use of space and for futureexpansion. Success depends not only on theamount of space given to the library area, but also ,on the way im which the space is allocated. Ex-perience, shows -that the best results in libraryplanning arise from combining the knowledge ofarchitect, school staff and librarian. This jointconsultation should take Place at an early stage andextend to discussion of furniture and equipment.

Siting, heating, lighting62. A library is More than the sum of Its parts andthere are advantages and economies in having onecentral illbrary in each school, However, in the sec-ondary Schools, etudy apace apart from that in themain library ahOuld be provided and this May iacludelibrary bases (e,g. a first year baSe), though theseshould be considered as an-extension of the-mainlibrary rather than a.difftision of. reeources.. Thmain librarr should=.be at the hub of the ichooladjacent to-the departments which.use it moat. It

should not be so positioned that it is used as apassage way by pupils moving from one part of theschool- to another. In the primary school, thecentral library may be envisaged to some extent asa pool from which teachers can draw when choosingmaterial for area and/or class libraries: regarded inthis way, the dichotomy between central and classlibraries is removed. In many new plans forprimary schools, classrooms as such have dis-appeared and division of space is by function, e,g.quiet area, maths/science area, rather than bygroups of children. In such schools the principleoutlined above still obtains; a central book area isrequired, supplemented by a number of quiet areaswhere books and other materials are housed andused. In all schools the site should be central,adjacent to communal areas and to the departmentslikely to use books most heavily. It requires to beeasily accessible and relatively free from noise.While heating and lighting are obviously-importantfactors, the positioning of radiators and windowsmust be subordinate to the-need for adequate,bookstorage and studY. space.. Consideration should,therefore, be.giveif to usinga heating system whichdoes not take up valuable Wall space, and to pro-'ding some natural light by toplighting or borrowed

light, :Artificial lighting 'should aim to give goodgeneral lighting throughout the library, with greaterillumination in the staff and study areas.

Amount of space required53. (a) Primary schools

Provision should 'be_rnade for ene-tenth of thepupils to use the library areas at any one time, with

an allocation of 20 square feet per reader with aminimum of 250 square feet .Examples

3 classes 123 pupils 250 square feet7 classes 280 pupils 560 square feet

10 classes 400 pupils 800 square feet

(b) Middle and secondary schoolsProvision in secondary schools should be madefor one-tenth of the pupils to use the library at anyone time, with an allocation of 25 square feet foreach reader, plus 300 square feet for admini-strative accommodation.

Examples6 form entry 990 pupils8 form entry 1320 pupils

10 form entry 1650 pupils

2775 square feet3600 square feet4425 square feet

Provision for middle schools should be at thesame level as in secondary schools. The allocat-ion of space would, however, resemble the flexiblepattern used in the primary school, with a mainlibrary plus library areas in lower and middleschool blocks.

Allocation of space54. (a) Primary schools

Areas to be provided include those for:Study,informal reading,issue and discharge of books,Rook storage,.'`orage and use of resource materials other

than books.Exhibition and display,Workroom (processing and handling of books).

(b) Middle and secondary schoolsAreas to be provided include those for:Study,informal reading,Class and/or group work,Individual work with resource materials e.g.

tapes, slides, records,Issue and discharge of books,Librarian's workroom,Readers advisory desk,Workroom for use by teachers and technicians

in connection with visual aids,Shelving and storage of books and periodicals,Audio-visual aids storage,Eihibition and display.

55. It would be difficult to lay down precise -rulesabout the allocation of space within the recom-mended total§ for the library areas must be seenwithIn'the coniext of the whole school. The designof the library should be related,ito the traffic,.flowwith quick service area nearestthe door and studyareas furthest away. Relationships between certainof the areas noted above are close; for example, theinformal reading area may include, or be adjacent to,the display area; the librarian's workroom should benearthe'deak Where books are-isseed; the carrelsare logicilly Part of the study area.-1,;,The laYout ofthe library should reflect these relatiorfships. It ishelpful If one or two rooms for group work are builtadjacent to the library -complex, to be used for workassociated with library as well as general purposes.Area !libraries in primary schools -are usually

situated In general resource areas designed for usein a variety of ways. Thls means that work withbooks need not be confined within the particularnumber of square feet indicated below, but canextend into the general area. It is essential, how-ever, that adequate space should be allocatedspecifically for book areas; experience shows thatwhere space is designated for dual purposes, e.g.dining/study, both uses of the space are inhibitedand the study use is particularly unsatisfactory. Insecondary schools space adjacent to the library isneeded for personal belongings.

(a) Primary schoolsUpper junior and central

library area....Infants library area ..Lower junior library area

Ali library

220 square feet160 square feet130 square feet

Total 560 square feetfor 7 class school

(280 children)areas should be accessible to all

(b) Middle and secondary schoolsMain library .... 2500 square feetLibrarian's workroom .... 150 square feetVisual aids storage and

workroom 200 square feetGroup room, with blackout

facilities ... 500 square feetRoom for small groups/

serninars 250 square feet

Total 3600 square feetfor 8 form entry.

Furnishing'56. In furnishing library areas the following pointsshould be borne in mind:

(a) Primary schoolsThe amount of shelving provided for books needsto be particularly generous. In the secondaryschool one can accept that a shelf 3 feet long willhold 30 books: in the primary school a high pro-portion of the books will be displayed front coverforwards, and with this type of display a shelf 3 feetlong will hold approximately 5 books. Shelvingshould not be higher than 5feet over-all, giving atop Shelf at approximately 4 feet All shelvingshould be adjintable library areas in the primaryschool will have to house beaks; provide facilitiesfor study and serve as "home base" areas ofdomestic character, where children may read in aquiet atmosphere:t Rugs or carpet curtains, easychairs, pictures, are among the items which willhelp to-: establish this atmosphere.- in addition,chairs *and tables for etudy purposes will beneeded: 15i inch chairs will be suitable for upperjuniors, matched with tables 251 inches high. .,Theuse of varying types of furniture will help defino thefunction of o 'erent parts of the librarf area. Gthernecessary equipment includes a catalogue'cabinetstorage units for audio-visual material,,electricalpoints for audio.7visual equipment, arida desk, withat least one deep drawer or cupboard, for theissue'and discharge et books: The shelving in thecentral area should previde forricit feller than 1,500

books, that in subsidiary areas for 300 books, andin addition storage units will be required in thecentral area for visual aids.

(b) Middle and secondary schoolsMaximum flexibility in arrangement is desirable:this suggests movable partitions and glassscreens between areas rather than walls, the useof furniture to define function and separatedifferent sections of the library and the provisionof movable book stacks where practicable. Quiet-ness is particularly desirable: carpeting, doubleglazing and lightweight chairs will help to achievethis end; stairs and galleries increase disturbanceto readers. Ease of supervision should be takeninto account when deciding on the disposition ofshelving and its height. The placing of the stackscarrying Information books away from the studyarea should enable pupils to work undisturbed byborrowers, and this advantage should be con-sidered, among other factors, when planning lay-out.(I) Shelving. The height of shelving must

depend partly on the proportions of the libraryroom, but wall shelving should not exceed6 feet overall and island shelving shouldgenerally be low enough to permit supervisionof the whole room. All shelving should beadjustable: in calculating the amount ofshelving required, 10 books should be estim-ated as taking up 1 foot of shelf space. Thestandard length of a bookshelf is 3 feet, Itsdepth 8 inches: for oversize books depthshould be increased to 12 inches and theprovision of vertical partitions at 8 inch centresis desirable.

(ii) Other furniture. Tables 27i inches highprovide a suitable height for working for mostalder pupils, used with chairs 17f inches high.A variety of table sizes will be necessary andpupils at the top of the school will benefit fromindividual study space. Tables 2 feet 6 inchesby 4 feet 6 inches seating four pupils will besuitable for much library work, but studentsdoing advanced work will need at least 6square feet of working surface each, whetherthis is provided at tables or In study carrels.A percentage of study carrels should haveelectric points for audio-visual equipment andother needs. , Tables and chairs should notbe so placed that access to the bookshelves's impeded: if tables are provided betweenWand bookcases, the cases must be at least9 feet aparL Informal seating, in the form ofarmchairs, window seats, bench seating etc.,will be- needect and some low tables. Aperiodicals rack with provision for storage ofback numbers, a. catalogue cabinet , booktrolleys, storage units for- -audio-visualmaterials, display units-and a desk or speciallydesigned counter for:the issue and dischargeof books are other essential items.

Summary of furnishing standards57.

ShelvingDepth: inches in general; 12 inches for oversize

books. Approximately one-eighth of theinformation books are likely to be oversize.

14

Length Horizontal shelves 3 feet long. Slopingshelves can be up to 6 feet without dangerof warping.

Height: Wall stacks; secondary school maximum6 feet, junior school maximum 5 feet andinfant school 4 feet. Island stacks; 4 feetexcept in special circumstances, e.g. theiruse to create study bays or to separateareas of the library.

Capacity: 10 books per 1 foot run of shelving.Spacing All shelves should be adjustable. Allowof 9 inches between shelves in the fictionshelves: section, 10 inches in the information

section, 12 inches in the reference sectionand 14 inches in the oversize section.Sloping shelves are required in additionto horizontal: these should be 8 inches to12 inches deep with a 1 inch retaining lip.The proportion of sloping shelves tohorizontal varies with the type of school.

Study tablesHeight: Maximum 27i Inches secondary school,

25fr Inches primary school.Area: Short-term use: 3 square feet per pupil.

Advanced work: 6 square feet per pupil.

Study chairs

Height: Maximum 17i inches secondary school,15f Inches primary school.

Heights quoted here are maxima: in practice avariety of table and chair sizes will be needed ifchildren of different ages are to be accommodatedcomfortably, and readers are referred to the detaileddimensions given in British Standard 3030. ABritish Standard on metric dimensions of furnitureis reported to be in preparation.

Catalogue cabinet

Allow 1 draw per 1,000 catalogue cards.

School library service department

58. This department is called upon to carry outfunctions similar in complexity to a school library,and adequate accommodation is essential if it is tocarry out these functions effectively. Space mustbe provided for the shelving of approximately one-tenth of the stock available to schools, for theshelving of bibliographies and works aboutchildren's reading, and for special collections. Inaddition there should be an exhibition stock of notless than 5,000 volumes, as well,as room for teacherswishing to consult it, a display area of not less than500 square feet and a lecture/meeting eoom able toaccommodate at least 40 people. A separate officefor the school library service organiser, adequate_accommodation for other staff and storage forcollections being assembled for - schoOls areessential. Where audio-yisual . services are in-chided, space and viewing/listening facilities' arealso needed. The , department t must have easyaccess for vans and geed and convenient loadingbaye. It may be necesiary,' dSpending on theinternal library organisation, to provide shelving fornew books being processed and_ catalogued, forbooks awaiting re-binding and for a packing/dis-patch Section.

Accommodation 51-55Space allocation 54-55Space standards 53, 55

Assistant librarians 34, 36

Audio-visual equipment 21, 47-50Selection 22c, 318

BooksExpenditure 14, 16, 18Provision 41-45School library service stock 46Selection 6, 7, 22c, 26h, 31a, 40

Catalogue cabinets 57

Chairs 56-57

Charteredlibrarians 23-25, 26e, 27-34, 36

Clerical staff 33a, 34, 36

Co-operation and liaison26f, 26g, 261, 31h, 311

Curriculum planning &requirements 7, 26a

Department of Educationand Science 22a, 22c

Exhibition and displaycotlectIons 22c, 31e, 46, 58

Furniture & Equipment 66-58Expenditure 14-15, 20

Heating 52

Home-reading books 7

2, 22,

IndexReferences are to paragraphs.

Independent schools 220

In-service trainingLibrarians 26d, 311, 38Teachers 22e, 31I, 38

Library Association 2, 22a, 37

Lighting 52

Local educationauthority 11, 13, 17, 220, 22e

Middle schoolsincl. with Secondary schools9, 42b, 430, 450

National Association ofTeachers of English 22a

National Book League 22a

National Foundation forEducation Research 22a

Paperback books 42a, 42b

Part-time staff 28

Primary schools 8, 26f, 42a, 43a, 449,52-55, 56a

Public library 10-12, 22b, 22c

Reference books 420, 420

Report oh the supply andtraining of librarians 20

Resource centres 21, 3113, 36, 47-50

School building programme 26c

School libraria,,c 29-39

School Library Association 22a, 37

School library servicedepartment 11, 19, 22b, 22cAccommodation & equipment 58Staff 23-29, 32b, 38Stock 46

Schools Council 21, 22a

Secondary schools 9, 26f, 420, 43b,440, 52-55, 5513

Shelving 56-56

Staff 11, 13, 22c, 23-39

Stock 4, 7-9, 12, 19, 21, 22c, 26h, 31a,40-50

Expenditure 14, 16, 18

Study carrels 56

Tables 56-57

Teacher-librarian certificate 37

Teacher-librarians 37-39

Technical staff 35

User instructionChildren 5, 7-9, 31e, 31gTeachers 220

Working condition lb