Ms. Koyama’s Classroom Library

This summer I undertook an enormous project with an inspirational, equity-focused, growth-mindset colleague. We labeled, organized, catalogued, and PIMPED OUT all the books in her classroom library.

I say “all.” When I say “all” I mean “on the way to all.” She has a bazillion books, many acquired from a retired teacher, and we’ve still got a dozen or so boxes that we’re continuing to process.

This is me with Ms. Emily Koyama, taking a break from crazy room setup at the end of the summer. Emily inherited a mess of a room, through no fault of its most recent inhabitants (the talented and much-missed Shauna Iseri and Bree Howle). She was hired three days before students came to Wildwood in September 2011 and signed a one-year temporary contract, so she wasn’t really at liberty to clear out the room.

So she had books. They were everywhere. And yet nowhere at the same time, because they weren’t effectively getting into kids’ hands.

Emily is a strong woman. She isn’t afraid of big change. Or big projects. Or insanity. So this summer, we decided to give her library a makeover.

First we needed to know which books were hers. We put her name in every book. All of them. Hundreds of them. We recruited students. We returned missing library books to the school library (oops) and borrowed books to their rightful owners (oops).

We had a bajillion piles. Here’s what Emily’s room looked like. Sort of. A visual for the tl;dr crowd.

We had an assembly line.

1. Books lived here when they weren’t ready for any of the following steps because they needed their hardcover dust jackets laminated. We’re poor. We didn’t have book covers. So we laminated them. And then taped them on.

2. Here were the books that needed old owner’s name crossed out and Ms. Koyama’s name added. Neatly. Legibly. Kids get super excited to help and before long, you can’t read anything. Or spine labels are stuck on the wrong side and the books are taped closed. So, as always, setting expectations and creating exemplars is critical.

3. Books stayed here until one of us could find the AR level. Now. Before you scream at me,¬†Wildwood uses AR. Although I admit that it’s a flawed system, I see NO PROBLEM in giving kids ONE tool to help them zero in on POTENTIAL good-fit books.

4. Books that were already leveled and taped (or didn’t have an AR level) waited here for Emily to enter the ISBNs into Booksource.

5. Books sat on a table off to the side while they waited for AR tape.

6. After everything was labeled and catalogued, I sorted the books by genre, series, or author.

Finally, we made book basket labels, numbered the backs of the books so they matched their corresponding baskets, and straightened everything up!

One wall of books.
Closeup of book buckets.

For a more detailed(!) account of setting up a classroom library, check out my sweet five-part series, culminating in a tour.

Classroom Library Instructional Series
Part 1: Supplies
Part 2: Getting Started
Part 3: Filling the Shelves
Part 4: Library Upkeep
Part 5: Adding to Your Collection

Classroom Library Tour

Oh, also, I just rediscovered this tip video for library book sales.

Phew. What have you found that works in your classroom library streamlining process?

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