A while back, someone asked for advice on switching from the Dewey Decimal Classification System to more of a bookstore layout. Apparently, it was quite a hot-button issue because the original poster got a wide range of responses. Many of those responses were directed toward the entire list, and I have to say it got a little ugly. Needless to say, changing your library from the Dewey Decimal Classification System is controversial. I'm going to share my thoughts about this issue and tell you why I won't ditch Dewey in my school library.
So Dewey, or Don't We (ditch Dewey, that is)?
Sorry, I couldn't resist.
Many libraries, like Red Hawk Elementary in Colorado are getting rid of call numbers and organizing their collection simply by subject (more like a bookstore). Supporters of this Dewey-less system say that their libraries are more user-friendly and that their circulation volume has increased. Those things sound good in theory.
My problem is that books are already grouped by like subject in the DDC. Yes, there are a few eccentricities here and there. You may find books about trains in several different classifications, for instance, depending on what the book is about. The "secret" is teaching your students to use the library catalog system to find what they want. They don't have to memorize the main classifications or randomly browse the shelves to find what they want. Just use good searching techniques on the online catalog, make a note of the call number, and go to that shelf. It's really not rocket science.
The problem I have with the bookstore model is that while bookstores do look like Dewey-less libraries, public and university libraries generally do not. I use my local public library often, and they organize using Dewey. While it's true that many public and university libraries use different classification systems than Dewey, the basic principle is the same. Search for what you need, make a note of the call number, and figure out where it's located.
Confession: I don't even know all the classifications in the DDC
Even if I thought getting rid of Dewey was a good idea, I would have a hard time getting it done. I have a full schedule of classes on most days, and I don't have an assistant. I can barely get my books shelved in a typical week, let alone redo thousands of labels and change the online catalog. I do get paid to work a few extended days in the summer, but it would not be enough time to get it done, especially considering I have to work on the 500 other things I don't have time to do during the school year.
Another thing to consider is that my students generally understand how to use the online catalog to find what they want. I spend quite a bit of time teaching them to find books because it's really hard for me to help them all in a limited amount of checkout time.
What I'm saying is that we need to help our students become better information seekers instead of reinventing the wheel to make their lives easier. That's what life in the 21st Century is all about. Need to find an answer? Search for it. The same is true for books in libraries. It's more important to know how to find an answer than to know every answer immediately.
Six ways to make your library more user-friendly without ditching Dewey
Even though I'm not ready to reinvent my school library, there are still some ways to make it more user-friendly. Here are some ideas to help you increase your nonfiction circulations.
1. Make signs for your shelves. Think about books your students ask you for often (like dogs, cars, sports, etc.) and make colorful signs for the tops of your shelves to quickly direct students to that section.
2. Create a rotating nonfiction display. I know this is tough to do if your schedule is anything like mine, but you could always enlist the help of a parent volunteer. Each week (or month), create a simple display about a particular subject. Students may find books that they would not have found on their own. Even simpler? Just display a book at the end of each shelf that's not full.
3. Try a nonfiction book challenge. This is one of the things I wanted to start at my school this year, but I haven't had time to organize yet. I love Tiffany's book challenge idea at Mighty Little Librarian. You could even do a strictly Dewey book challenge and offer a prize at the end.
4. Review how to search the library catalog several times each year. I recommend a quick review at least once every 9 weeks. Sometimes new students come in throughout the year, and the review helps those who have been there a while, too.
5. Don't forget to weed your collection. Get rid of some books to make room for new ones. When I started in this library last year, I spent a long time weeding the nonfiction section. Some of the books were older than me. I found a NBA basketball collection from 1994, which is before my students were born. There were several biographies of people who were popular when I was in middle school (also before my students were born). Weeding your collection makes relevant books easier to find, and it also helps you see which types of books need to be reordered.
6. Change the call number for books that seem out of place. Have a few train books in the 300s and others in the 600s? Change the call numbers on some of the books so they're all together. Don't forget to change your online catalog, too!
What's your opinion on changing classification systems? If you've done this, has it been successful? Share with us in the comments!
Muriel says
Finally, voices of reason!!! I have for some time been scratching my head and wondering why people think they need to change from Dewey to a "book store" model... do we really want to revert back to every library having their own system? How many people really find the exact book they are looking for in a book store without help from someone? And how many of us can help all 30-some students in the 10-15 minutes they have to find a book and check it out? When it is so common for students to move from place to place, they need to be able to use different libraries! I also do some modifications especially for younger students such as cars all in one place. But even the young ones that can't use the catalog efficiently can see that books that are about the same topics are shelved together (especially will the help of a few well placed signs). I have never had a student complain about how the library is set up. My first graders are just thrilled to be able to get their hands on books... and they go for the nonfiction more often than fiction! My older students thrive on "helping" themselves by using the catalog and are proud of their successes. They also get to use the computer to check their own books out! Since I don't have an assistant it allows me to help those who are new or truly need help finding that one elusive special book.
Elem_Librarian says
Thanks for your comment, Muriel! My students also check their own books out. You have several good points yourself. I didn't even think about students moving from school to school.
Jen Propes says
I am currently researching non-Dewey libraries to help in making the big decision for the future, but I am glad to hear you and others make modifications to Dewey. I felt I needed to either use it "perfectly" or make a huge change, but I've discovered this past week that many people do tweak it a bit. Makes me feel so much better! I'd much rather tweak than ditch it all!
Jody says
Bravo! After being an elementary librarian for 33 years, in the same school, I finally retired. My replacement turned the library into the book store format. She stay for about four years and abruptly left a few days before school started this year. I was asked to come back for one year, until a perminate replace is hired for the next school year. I couldn't even begin to shelf or find anything! Sections of the nonfiction collection were set up all over the room and series were pulled out and scattered everywhere! Books were stacked on tables, on top of shelves and counters. I have re shelved all the books back into the collection and have received nothing but complements from the entire staff. The students are learning to find their books using the online catalog and are feeling great about doing it.
In today's society ,where we water down everything in order to make it easier for children to find things, maybe it's not so bad to actually teach them rely on themselves!
Jen Propes says
Haha...glad I could inspire a blogpost! But, seriously, I'm still not sure where I stand on the issue. As "heated" as things got on the listserv, I actually don't have an intensely strong opinion either way. I agree with much of what you say here, but of course I also understand many points made by LMSs who have ditched Dewey. Leslie's compromise is interesting, I certainly don't have the time this year to do anything but gather opinions and experiences (as I never intended to make changes any time soon). I always enjoy your posts, by the way. 🙂
Elem_Librarian says
Thanks! I just felt the need to respond to the entire situation on my own blog where it's safe. 🙂 Ha ha! When everything is said and done, I generally side with whatever is better for students. In this situation, though, I'm honestly not sure which way is best. Based on my current schedule and situation, I lean toward no. I can see where others may disagree. In fact, I may have considered ditching Dewey in my previous school situation.
dklyons1 says
Leslie,
I agree with you! I recently saw a news story about a local library (new school) that decided to use the bookstore model. The comments from the students were a little alarming- things like "I don't want to think" "I don't have time to use the computer"- and more. As an educator, my job is to teach them TO THINK! And to be a life-long independent learner! That means using the tools available (computers, signs, etc)! Thanks for your thoughtful post! I loved your points and your rationale.
Leslie Williams says
I'm like you, I don't want to abandon Dewey! However, without an assistant, like you, I had to come up with a compromise for my young users. My older student section is still traditional Dewey, while the E section is set up like a book store. The students who aren't quite reading enough yet to use the catalog, know they can find books about horses, dogs, dinosaurs, cars, scary, etc. by looking for the stickers on the books in the "neighborhood" they want to read. They feel successful because they can find books they want on their own and I don't feel like I've let anyone down by not having the time to help all of them. Each section is organized alphabetically, so it isn't complete chaos.
Elem_Librarian says
Leslie, I think this makes sense for children who are too young to use the library's catalog system. I'm glad you found something that works for you! Thanks for sharing.
Sherone Barnes says
I definitely going to try this idea for my Pre-K through first grade students. I don't have the room to create numerous book displays for them and I can't help them during check time find a princess book:)
Beth Vance says
I have read a little about the "dewey-less" library concept, and I have to agree with you. The books are already organized by subject matter, and it is important for us to teach students to use the catalog to find what they need. It is a life-skill they will use throughout their academic career and beyond. A little signage will help kids find the more popular subjects that they might otherwise not explore. Plus, with the inception of Common Core and the emphasis on non-fiction texts, it will be even more important to have the books organized and accessible for students. Why reinvent the wheel, when Melvil Dewey already laid the groundwork? Dewey works!
Elem_Librarian says
I'm with you, Beth. It's been in place for all these years for a good reason.