Establishing a Functional Library in an Aboriginal School

Extract

After spending five terms working in the library at Oodnadatta Special Aboriginal School, I can now say I have achieved something. However, this achievement cannot be measured by an up-to-date catalogue and an extensive picture file, for example. What I have created is a library and library borrowing scheme which works for the children in this school.

In the first instance I set about to structure the physical layout of the library so that each section was very clearly separated. Basically,we have an Easy Fiction, Fiction and Non-fiction section. Because reading achievement in this school is limited and reading ages low, I have played up the Easy Fiction section. We have used more shelves than in any other section and each shelf is backed with brightly coloured material. We display, with covers showing, as many books as possible, and only use the very bottom shelves for storing our books. These displays are changed daily by our aides, who are now an integral part of library functioning, as I am the pre-school teacher here and I have accepted the library merely as an area of responsibility.

Because our more mature students are unsophisticated, there is little need to buy much material specifically for them, for they will read picture books with enthusiasm provided they are attractively displayed. At this time, we are cashing in on a gimmicky approach to encourage use of the library, rather than just the desire to read. The library is carpeted and curtained. We have removed a blackboard and replaced it with backed hessian, which we use for art display. We manufactured a listening-post from a high jump stand. We have removed tables and chairs and now have only a charge desk and chair and one low table for specific displays. We read on the floor. Because we have a storeroom for large audio-visual equipment, and our film projector and video are on moveable trolleys, (service trolleys) we do not use the library for these activities. This has helped us to channel the emphasis towards reading and books rather than use of the library as a general activities area.