Overdue Library Loans - How to get students to return their books

A topic not explored to date on this blog, but does raise its head on Teacher Librarian message boards.

It can be too easy in this age of automated library systems that the computer will look after reminding students to return overdue loans via an email to their email accounts.

Sometimes a student won't look at them, focusing on other more important emails in their inbox. There is only school where I have across where students respond back to library staff about an overdue loan.

There is also the printed reminders forwarded through roll call classes. But sometimes, they forget to be distributed amongst other notices and the routine of roll call itself.

But what about face to face?

I find face to face reminders to be most effective at getting serial offenders to return their library books. It does take away some of your time, but if you want to get the books back, a verbal reminder wont hurt them.

At one school, a member of the library team will visit classrooms to speak to students. I have been part of it myself. Fifty percent of the time, the students will realise it was in their locker and immediately return the book. Others will go home, find it and bring it back.

I picked up last year at a school, where students were only receiving email reminders. I introduced printed overdue notices and would have the notices distributed by the Year Advisors.

Now in 2017, I have adopted the face to face reminders focusing on the serial offenders. I sent notes to students to report to the library and I reminded them of overdue items. We've managed to get a good chunk of the overdue items back including the longest overdues. The message had sunk in. Bookshelves and bedrooms were searched with books found. There was the odd one stuck in a locker.

Puzzles in the library

One thing that has become a bit of crowd puller this term at my current school is jigsaw puzzles.

It began simply out of a pastoral care period. The students had an opportunity for one period to work on puzzles or play board games in the library. A group had spent the fifty minute period working on a puzzle and we didn't want it to be dismantled.

We left it on the table and as students came to the library, they then took the initiative and the puzzle has taken shape.

It is not finished. Sadly there have been two incidents of students walking past and smashing the puzzle to pieces. Fortuantely, they get reassembled quickly.

It's proving to be a great recreational activity to promote because it requires:

• Collaboration (people working together)
• Problem solving (does the pieces fit etc? Should we work on borders first)
• Organisational skills (sorting pieces by colours, types, featured objects etc).
• Concentration

In addition jigsaw puzzles have a:

• Calming effect on the students.
• May attract students that may not normally use the library for reading or for learning during break times.
• Ability to fill time like when waiting your turn to access printing services.

I look forward to spending the summer working on some 4D puzzles which have been a challenge to those who have done it. 

Teaching Availability for 2018

As the end of the year approaches, I need to remind people of my availability for work in 2018.

At this stage, I am available for either casual, temporary or full time employment as a Teacher Librarian in 2018.

If you know of a school that requires the services of a Teacher Librarian or need a "locum" to fill in, please contact me.

More information is available here.

HallowRead Trivia

Recently , I was looking for ideas to do a library activity focusing on Halloween. I searched the OZTL_NET forum for ideas and liked the idea from one contributor of referring to Halloween as "HallowRead", to encourage reading.

I created a "HallowRead" quiz to challenge the Readers Club students focusing on Fantasy and Horror books. It was quite challenging but fun.

I will share this with you:

Questions
Answers
Answer Sheet

Thankyou to those on the OZTL_NET forum who shared their ideas.

Sydney Writers Festival @ Cabramatta Library- October 19 2017

Yours truly with Jessica Townsend, Author of the recently released book - Nevermoor.

Fairfield City Council recently hosted a Sydney Writers Festival workshop for students attending schools within the Fairfield City Council Local Government Area.

I took a group of sixteen students from Mary Mackillop Catholic College, Wakeley to attend the sessions. Those attending were given some excellent writing tips from the following authors:

• J. C. Burke - What to consider when writing a short story e.g. Ensuring that you know your (main) character
• Marlee Jane Ward - To write, you need to constantly develop your writing skills.
• Evelyn Scott (Poet) - Poetry is feeling, not telling. Poetry must be able to evoke emotion.  

Jessica Townsend went on a different tangent focusing on she was motivated into writing and was a keen writer from a very young age. Like the other writers, it takes time to reach your ultimate goal. For the girls, this was their big highlight of the day

Her recently released book Nevermoor has already been signed up for a film adapation by 20th Century Fox, and is being released in 28 countries.  She is an author to watch. I am in the process of reading Nevermoor and hopefully will update you soon on what I think.    

Time to ditch printed magazines?

Last year, I shared insights on ePeriodical apps including Pressreader and Zinio. Recently, I was told by a colleague about the relevance of Periodical Collections in school libraries.

They advised me that it is no longer worth spending. The argument was that newspapers and magazines incurred unnecessary expenses because of the easy disposal, whereas a book has a longer shelf life.

I can see their point, particularly as apps such as Zinio will allow you to access back issues for a period of time and once "loaned", it is yours forever. You can download copies to your app, delete them and if you need it again in the future download it again.

The digital replica can in effect have the life that a printed book would otherwise have.

However, studies show the preference for printed resources. Is forcing one to go digital the right way or wrong way?

While the benefits might include access to a greater variety of periodicals, ease of convenience, access to back issues and less maintenance of the periodical collection, the downside is that school students lose an opportunity to locate content from printed periodicals or seek out a printed copy if they enjoy the web content.

What is interesting though is that more magazines e.g. Time Magazine actually provide free digital subscriptions to print subscribers. Even if you take out a digital only subscription, you will have to pay the same price. You might as well get the combined subscription and provide the online login (via your intranet or learning management system).

With access to Australian newspapers, the web services provided for digital replicas and websites to schools is still poor with unfriendly interfaces along with the high costs of providing the service. At this stage, it would be preferred that a printed editions be made available and a single login (via your intranet of learning management system) to the website and digital replica. The digital access would only work for access on a web browser.

As for magazines, abolishing the entire print collection won't work at this stage. Rather, concentrate on the popular titles and cull the less popular ones. If a school can afford a zinio or Pressreader subscription, it should be used to supplement the existing collection. Public Libraries have scaled their collections of printed magazines while providing others online.

And try and see if your subscription includes digital access as to get the best of both worlds, particularly where printed and digital subscription is equal to the price of a digital only subscription.

Libraries as an "extension of the playground"

I recently raised on two Teacher Librarian forums the idea of the library acting as an “extension of the playground.”

I received more than a dozen responses and have decided to share some of the information that was received or posted. Thankyou for your contributions.

Some do not support the idea of the library acting as an extension of the playground citing the library as a learning space and/or reading occurs. Loud conversations etc are not encouraged. One response was explicit in that the library was “not the playground”.

Another response cited personal experience where the application of the idea attracted the disenfranchised as opposed to those who may be seeking the library for learning, reading or even quiet activities e.g. board games. This stemmed out of the idea that libraries were in the eyes of teachers spaces for socialising.

Other responses supported the idea of the library as a “community” space during break times to allow students to access library services in a more informal manner. Social activities of a passive manner are allowed e.g. board games, playing (appropriate) games on computers, reading, homework and quiet chatter. Interestingly there was no reference in the postings and discussion to the library as an “extension of the playground”.

So then the question is, what is meant by the idea of libraries as an “extension of the playground?"

To understand the idea of libraries as an “extension of the playground”, it required me to define what is meant by “playground”. According to the Merriam-Webster Dictionary, it “refers to a piece of land used for and usually equipped with facilities for recreation especially for children”. So if applied to a library during a recess or lunch break, the library must be equipped with facilities for recreation in order to be deemed a “playground”.

Therefore if the concept were applied, as Teacher Librarians, it would be our responsibility to provide students with appropriate recreational activities to keep them engaged.

I do have concerns with the idea of libraries as an “extension of the playground” in terms of the wording of the phrase. The word “playground” can be opened to many interpretations, as suggested by one contributor. Some may see this phrase as allowing behaviours allowed in outdoor settings to be applied indoors. If allowed, it creates concerns for learning and social needs along with safety of others. There are one or two schools which I have observed personally as adopting this approach. This has created behaviour management issues, particularly as they may behave in a manner that would not normally engage in within the normal classroom setting. Students complain, insisting they have a right to engage in the behaviour e.g. sitting on a table or entitled to warnings despite the imminent risk of safety.

Therefore we should not apply the idea of libraries as an “extension of the playground”. I have supported the concept of libraries as a recreational space during break times within the context of encouraging recreational activities that are passive when compared to normal playground activities - whether it is playing board games, card games, (appropriate) computer games or reading. Quiet chatter while seated is acceptable. It is important that it is explicitly stated as to what is allowed and not allowed in the library during break times along with expectations for behaviour. I would involve students and staff in the process as a means of encouraging ownership of library spaces and resources.

A Letter Writing Template (Self Created Resource) modelled on PEEL

I have had the opportunity to work recently with a group of special needs students at Marist College Eastwood, taking a religion class for five lessons a fortnight.

This week, I am sharing a template that I shared with them on how a person should write a formal letter. I focused on an assessment task that they were working on. For posting purposes, I have made some small modifications e.g. changing names.

I then created a template using a PEEL scaffold where they could draft the letter and then copy and paste each section onto a template.

The great plus of the PEEL scaffold is that I can apply it to any other text type. Feel free to use as needed.

Book sizes - Does big mean good?

Charles Wooley wrote an article for The Australian yesterday and has posed the question of whether or not books are being made big for marketing's sake?

He cites Mawson by Peter Fitzsimons and mentions that we don't get to read about his adventures to Antarctica until we are halfway through.

But hold on a moment? As a history trained teacher, doesn't one needs to understand the background of a person before we understand why they chose a particular path in life or made a decision/s that shaped a person into who they are?

In any story in order to understand it, we need to know one's background in life.

The size of a book should not determine whether its a good read or not. It is what is written and how it is written that determines its success.

Some of our biggest selling books are in fact books with long plots or explore an issue in depth. There are readers who will love the fine details of a character or person or of an event or topic. It is merely one's choice.

Strapped for time, there will always be shorter books or abridged versions. Some want to get the point read quickly.

It does amaze me how some smaller and shorter books retail for high prices. That question needs to be raised? No guarantee that it will be a quality read either.

Should writers show restraint? No. Let them write and let them focus on making what is written great.

As for people struggling to get to the end? I always would encourage a person to read a long book if they feel that they have the time and energy to complete it. I also believe that reading levels are important too. Weaker readers don't benefit from a long book. It's nice to set a challenge for one to read challenging texts, but they need to be realistic.

If a person cannot get there, take it steps. Aim for a book of 300 pages, then 350, then 400 pages.

Assignment Planning & Google Calendars

I have had the opportunity while filling in at Marist College Eastwood for the first part of this term to facilitate study skills seminars.

This week, I focused on  Assignment Planning and Bibliographies.

Bibliographies was fairly simple, with students completing activities and notes based on the details that they need to include. I was impressed with what they know about plagiarism but also curious as to why particular details like publishers and the place of location must be included. One concern, they mention that only websites are listed. I had to remind them of the formats of sources that can be used.

The focus of this entry is on Assignment Planners. One habit I observe is the last minute rush that occurs to complete an assignment. Students easily fall into a trap in holding off assignments.

I focused on their purpose and the benefits of assignment planners. Then I got them to list the steps that they need to undertake to complete an upcoming assignment.

Once they had listed their steps, the information was transferred onto their Google Calendar. I guided them through the steps in posting each step and how Google Calendars can remind them of when other learning tasks are due. They can easily organise their time.

I even required students to list when they intend to visit the library and to see their teachers, because they are important steps in the research process. How will one obtain information if they don't visit the library? How can one get help at the last minute as opposed to when the task is handed out? As the assignment involves creating an object or model, I went a step further and asked them if they do their research before making the model or after they make the model.

We near the end of the week and yes some of them have dropped in to view the resources we have prepared for them. I look forward to seeing more in the days ahead.

Are you an innovative educator?

It is expected as teachers that we are all innovative educators. This article lists the attributes that an innovative educator would possess.

In a nutshell, an innovative educator is one that is committed to continuous improvement  in their teaching. They draw on professional knowledge and practice to apply new ideas. There is constant reflection and improvement along with a desire to improve teaching and learning practice.

More reflections on Study Skills

Ten Days has passed, and obviously have been thinking more on this topic

I have had some conversations with colleagues at school and elsewhere and the big challenge is that study skills are different for each subject area and its the faculty that needs to come up with ideas on how to do it.

As a Teacher Librarian, I would need to collaborate with them in this area. It does give me a challenge. I don't specialise in every subject and would need to find out what the requirements are for each subject, but I would enjoy that challenge and gaining an insight into the skills needed for each subject.

I would have to work off a common set of skills needed, and then apply it to that subject.

Also I have been researching the various organisations that provide study skills seminars to students. I have felt that there are unanswered questions and whether or not the people facilitating them are educators given that study skills need to relate back to the curriculum.

I'll have to keep working on it next term, particularly as I become "on call" again as a Casual Teacher. If you know of anyone who needs a T/L to fill in, please feel free to contact me.

Skills for Study and Lifelong Learning

Another idea which has come into my mind in recent times has been study skills and the need to provide students with skills that they need for lifelong learning.

Just finding resources is a real challenge - whether it is printed material or material that has been published by schools or universities. And the bigger challenge - How does it apply to Australian settings?

There are simply so many things to consider when we teach information literacy and lifelong learning skills:

• Time Management - So many kids complain of being "too busy", when with an organised schedule, they can get the most of the time that they have for study and fun.
• The process of doing assignments and preparing for exams.
• Reading and comprehending information.
• Academic Integrity (referencing and bibliographies)
• Text Types
• Well being through school
• Library skills
• Internet search skills
• Learning to use a variety of resources and not rely merely on Google. 

I have been using my time this term to begin to waddle through this information and try to create a set of resources to help students succeed in their studies. I have been focusing on workshops etc and have tried to offer them at a school where I am filling in this term. Students have been very reluctant to take advantage of what is available to them. 

It feels like my head is going on several paths this term, but it will be interesting to see where it heads.

Print continues to rule for now

Earlier this year, I read The Mandibles (Lionel Shriver) which documents the family as they cope with the complete economic collapse of the United States between 2029 and 2047.

In the book, they foresee a world where there is no print. In fact everyone carries a tablet computer which is as thin as a tissue and can be folded to fit in a persons pocket. One member of the family Nollie herself is an author and works in a world where even the best authors struggle to earn a living. One member of the family has an enorumus library of books and is questioned about why they still keep printed material.

Is this where we are headed? I hope not but have encouraged by what I have read about the desire for printed material from the younger generations.

I read recently that 70 % of youngsters prefer printed material over eBooks. This is an encouraging step because it suggests that they prefer the experience of touching a book, which an eReader or tablet cannot provide.

10 % of book loans in libraries are for eBooks compared to 90 % for printed materials which further reinforces the interest in print.

What about sales of printed books? In the United States, sales of printed books increased by over 3 %, while eBook sales decreased by around 15%.

Are we looking for ways to disconnect from technology or feel threatened by it? Does a book provide the tonic for us to truely escape from technology?

Setting up Library Monitor Programs

My latest challenge has been to set up a library monitor program at a school and I have been enjoying it so far.

I have been encouraged by resources such as STAR by Barbara Braxton to form some ideas but also have applied what I know and have seen in practice over the years. I even think back to the article on Library Warriors at Evans High by Tamara Rogers.

But every school library is different with different needs and each library monitor program is unique while reflecting the needs of that school. 

One of my focuses will be on encouraging ownership of the library and actually utilizing their skills and interests. I have asked applicants to provide an overview of the skills and interests to help me to utilize them effectively. 

All of the applicants like to read, and I'll be encouraging them to provide reviews that can be published on OLIVER, School Newsletters and even on the shelves (like Dymocks do to promote books) to motivate students across the school to read. Some of them enjoy writing, and that provides them a chance to pursue their interests or build up their skills further. I know students are more keen to read if their friends are reading and sharing their interest with others.

I even set them a reading challenge of two or three books to read each term from the library collection. This will aid in providing recommendations to read. 

Believe it or not, they like the shelves to be tidy along with library spaces. Doing shelf tidy tasks or general cleanups will allow them to help develop an appreciation of the library space but also help them to own it.

And I aiming to have them actively involved in the creation of library displays based around the various collections but also improving the appeal of the space.

Happy days lie ahead!!!

Reading and Well Being

This past week, I was reading two articles that highlighted the importance of reading and how it can contribute to well being.

It affirmed what I know from my own reading experiences. It can help me settle down when I am feeling tense or stressed and it has a calming effect that medicine cannot offer.

I have noticed in my work how getting students to focus on reading an item of  their interest (not perscribed by a teacher). I have asked them if they felt more relaxed while reading and the answer has resoundingly been yes. I am even amazed at how kids that can be active or full of energy settle down. The results seem to work better in the afternoon when they feel tired and need something passive yet educational.

And notice that the time flies too because they become engaged in their text.

Reading the articles has helped me also provide an argument for application of wide reading programs at a school because of the effects it can have on well being.

My challenge is to get the welfare or pastoral care team on side.

Maintainence of Accreditation

Many teachers like yours truely as post 2004 teachers have to undergo a maintainence of accreditation every five years (full time employment) or seven years (casual/temporary) which involves undertaking 100 hours of professional development.

Yesterday afternoon, I went to Ermington Public School, where the NSW Department of Education offered a workshop to provide an overview of the process involved.

I gained insight into the process involved. It dismissed the motion that I had that it was merely keeping a record of courses, but also about reflecting on how I apply the professional development in my teaching.

I have done some professional development, but admitted that I have made some errors in not having some of the courses signed off by the school that I completed the training at (where relevant). I will need to check through the diary and make sure it is validated ASAP with the relevant principal/s including documentation.

Also a handy check of the diary to fill any missing entries is needed as well, not to mention to do the entry at the point in time that it is done.

I think this blog will be handy in itself, because I am reflecting on my learning, what I did and how I might apply it in practice.

I would go as far as recommending that people keep a journal of their professional development in addition to the diary that they might keep through MyPL for instance or BOSTES. I will need to follow up with the presenters if certificates can be valid evidence as well for validation. I am sure it would because I remember speaking to colleague as I was working towards accreditation at proficient and that as part of my learning log, could provide some course certificates to support the diary.

Primary School Borrowing Vs High School Borrowing

Doing RFF work in my primary school this term is proving to be a good learning experience in terms of library programs and how students use school libraries at a school level, and trying to find ways to keep the positive library habits when they do move to high school.

Primary School kids love to borrow especially as my kindy students show. They are just excited to borrow a book each week, take it home and read and I see the smiles on their faces when I go to collect them each week.

And in the upper primary years, they still keep up the enthusiasm as they challenge their minds with something that little bit harder.

In between this, we see students also enjoying browsing the non-fiction shelves to stimulate their minds on something that interests them - whether it is fact books, gaming, sport or books on animals and dinosaurs.

Then I look back at high school experiences - Where a school may not have an active wide reading program, students are less likely to borrow and read. Where there is a wide reading program, there is still interest, but I don't think its as high as a primary school student might have. Some become reluctant to borrow, especially where rules are placed on the types of books to be read e.g. fiction. For some students, fiction won't appeal and hence are less likely to read.

How do I overcome the change in borrowing habits? I think its a challenge, but I need to give it a go.

• I would continue to advocate for wide reading programs that encourage the reading of fiction and non-fiction literature. Some students definitely would be stimulated by reading real stories about the world around them or stimulating or developing a broader interest. 
• Promoting non-fiction literature - I am guilty of promoting fiction literature as part of library displays or content in newsletters. I have been involved in creating displays for units of work or events on the calendar, but what about general topics of interest that students might have e.g. gaming? Perhaps I need to do that.
• Make library visits fun, instead of a chore.
• Promote the recreational side of reading as part of library orientation programs.
• If a student wanders in and sees the library as a social space, have a book or activity related to their interests ready. I know at one school, I had The Daily Telegraph ready for a boy to collect as he entered. One of his friend did love playing games on the games page. At least it kept them out of trouble. Their mates, another story for another day!!!
• Find out what the kids are learning in class. Find some great books on the topic/s to read. 
• Remind students that reading is fun, not a chore. Discuss with them how reading helps them in their everyday lives. 

I was reading today about the shrinking size of non-fiction print collections as students opt for digital resources i.e. websites for their research. It is not easy to get all non-fiction items in eBook form and is expensive for many schools, but if we are going to get them to borrow non-fiction books. I would be pressuring my colleagues to mandate the use of printed items e.g. a minimum of 2-3 books. Also, I would suggest what some teachers or subject departments do - provide them with a list of items that are available in the library to help them. Using a variety of resources in different formats is a key learning skill that they will require for lifelong learning. The internet may provide us with easy access to information, but sadly in an imperfect world, not everything can be published and/or located.

AIS TL Network Meeting - March 3 2017

For the first time since 2015, I was able to attend a meeting of Teacher Librarians from the Association of Independent Schools.

The hosts were The Kings School at North Parramatta. The library team including Di Laycock, Tim Ross (university friend) and Mark Kelly presented two items.

Firstly they shared with the group an ICT program (Operation TechSync) that has been introduced for Year 7 students that introduces them to the school's ICT network including their laptop and essential applications. Digital safety skills are also developed so the students can use technology in a safe and professional manner.

What fascinated me most was how the program is delivered. Using a mixture of real (and virtual) characters, they used software including Camtasia (video editor) and Crazy Talk (avatar creating software) to bring it together.

Mark Kelly spoke about assessment and how teachers were able to monitor progress online.

Then the team spoke about the Makerspace which is a key part of their library and how it relates to learning. I was encouraged by the need for students to be curious, and to explore what is around them (reflects my philosophy as a teacher) but be able to think outside the square. I liked the approach to creation e.g. build a robot as part of the space because one can take real ownership of their learning and can express themselves in a way that reflects them. Some students need to present information through acting; others by building objects.

But what could I do in my practice?

• Provide spaces within the library that allow people to be creative e.g. seminar rooms. Don't let them merely be places for collaborative or quiet study. The rooms are better having some sort of activity rather than nothing. 
• Encourage artistic works. I remember at Marsden High even offering pencils and adult colouring in sheets to bring out people's artistic side yet allow passive recreation.
• Building activities - Lego, robots. Maybe even have a contest to see who can make the most creative robots or lego works.
• Operation TechCode can be integrated into a broader high school library program. Many schools I have worked at sadly don't provide the technology that many AIS schools do, so I may have to improvise and keep it simple with the technology that is available within the school. The booklet though is fantastic and that can be easily done. Bigger challenge is with BYOD schools. How do I keep a program that can be adapted to any device.

Dealing with Overdue and Lost Library Books in schools

A big part of our work as Teacher Librarians, librarians or assistants is following up on overdue library loans.

I was motivated to do this post after a Teacher Librarian wanted some guidance in how to address the issue in their school.

The idea of a book bond had been suggested, but I really think this idea wouldn't work and I have not come across a school yet to do it. 

In how I would approach the issue, this is how I would do it and I'll share what I mentioned with them but I do elaborate a little further on the content here:

1. Print the overdue notices as students from my experience have actually taken more notice if its on paper and someone reminds them. The emailed notices from experience tend to be ignored but don't scrap it altogether. Sometimes a student may simply forget that they have borrowed the book in the first place i.e. placed in locker. 

2. Pick a day of the week to run them off. It can be weekly or fortnightly.

3. Distribute them either via roll call classes or as I have done in one school, in their fortnightly year meetings. Year advisors/house masters/tutors etc will support you and keeps them in the loop too.

4. If overdues are a big problem within the school (one school I filled in at had 40% of students with overdue items), don't be afraid to draft up a letter (template can be requested via contacting me) for the student to take home to their parents. Can be used for the end of the year when finalising the return of all items.

If a student has an overdue item, standard practice has been to not permit any loans until the items are returned. This would push students to return the book/s. In public libraries, if your book is overdue, you will not be allowed to borrow or renew the items until all items are returned. Part of our role is preparing kids for the real world, and instilling these habits will help them when dealing with public libraries

Item Lost or Missing?

When a student loses the item, charge the student for a replacement. As part of the cataloguing process on systems like OLIVER for a new item, the purchase price of the item is entered into the system. In some schools, the student can go and purchase the replacement and hand it over to the library. In OLIVER for instance, you would report the lost item as missing.

And if a student is signing out, do not sign them off until they have either returned the item or paid the cost/s of replacing the item/s.

I forgot to mention this in my communication with the Teacher Librarian concerned, but is useful.

If a book is lost or missing, treat it as if it were overdue and suspend their borrowing privileges until the fee is paid.

Sometimes a student who loses an item might eventually find the item say six months later. If found, I would suggest providing a refund to the student as the item has been found and can be added back into the circulation system. However this would be more complex should the missing item have been weeded from the circulation as missing items might be automatically weeded after a set period. 

I have heard murmurs that one school here in Sydney will also charge an administration fee for processing lost items? I think that takes things a little too far as I feel just the replacement cost for the book is enough.  

Will need to research it a little further. 

Online Dewey System Games & Genre Quiz

I am doing some RFF (Relief from Face to Face Teaching) work at a primary school in Wollongong this term. It is giving me an opportunity to gain some insights into current library programs in primary schools but hopefully give me some insights into what I might need to focus on with library skills at a secondary level.

I have had the chance to take some Year 5/6 library lessons and they have been focusing on the online game - Order in the Library where they can practice skills in how to shelve books and identify where a book might be located. I decided to find some related online games and came across these.

These games could be used for stage 4 (Year 7 and 8) library lessons as well.

Dewey Decimal System (Flashcard Game)
https://www.quia.com/fc/7265.html

Basic Dewey Decimal
https://www.quia.com/cm/13837.html?AP_rand=1778967173 

Genres of Literature
https://www.quia.com/fc/382369.html  

Dewey Decimal Fun
https://www.quia.com/cb/415196.html