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TL 16.1.4.indd The Teaching Librarian volume 16, no. 1 15 updating the reference and the fi ction collections fi rst as these changes tend not to ruffl e too many feathers. Th e reference books should be organized by Dewey and easily accessible as they are for quick consultation and the fi rst step in research. She believes the Reference books anchor the whole collection and should be a focal point for the library and close at hand for teaching purposes. At one library, the reference collection was hidden away in a locked seminar room and at another, it was organized by size of book. Textbooks and expensive books should not automatically qualify as "reference" material. As all libraries have reference sections, it is important that the students learn how to use it. One easy and cheap overhaul to the fi ction collection is to organize it by genre rather than Dewey. Display it on browsable spinners and use some of your book budget to buy appealing fi ction to use as a hook to attract people into the library. Students will be able to browse a collection organized by genre (horror, sci-fi , romance, etc) and are therefore more likely to read another and another. Promote your fi ction collection to staff by hosting "Books and Bagels" events and describing new acquisitions in the staff newsletter. Weeding is important. Th e TDSB's deselecting guidelines state: "Readers, both young and old, are encouraged to read when the library collection contains the best and the most up-to-date materials available. … All materials should be accurate, current, and relevant to the curricular and recreational needs of students and staff ." In bold, the document states that libraries should not be used for archival purposes. Weeded material should fall into one of three groups: (1) redistributed to classrooms or other libraries, (2) recycled, or (3) recycled or distributed freely to the community. Maureen described one library where books dated back into the 1960s and others that contained statements such as, "AIDS is a homosexual disease." Clearly, material that is off ensive, exclusive, politically incorrect or just plain out-of-date should be weeded and discarded. However, she cautions that weeding should not be limited to a particular cut-off date, as some material, such as history or Canadian content, can still be relevant. Th e size of any particular collection should Sue Anderson ng Tips: rienced Librarian References Braxton, Barbara (2008 February). The teacher- librarian as literacy leader. Teacher Librarian, [35(3)], 22-26. Toronto District School Board. (2006). Developing School Library Collections: a Community Guide [Brochure]. Toronto, ON: Tim Gauntley. (2008). Together for Learning: Transforming School Libraries in Ontario (Draft). Wilson, Lisa (2007). Bringing vision to practice: planning and provisioning the new library resources centre. Towards a 21st -Century School Library Media Program. be infl uenced by the size of the school, the physical space available and the curriculum. If you are new to a school community, it's good to wait for a full year before weeding the non-fi ction collection. Until curricular needs are known it is wise to wait. Starting with fi ction and reference is best. Another factor is where to put the books. Th e physical arrangement is key. Clear sightlines are a main concern for two reasons: for security and so students have clear choices and become independent library users. It's good to organize the library into defi nable areas such as computers, silent study, reading area, fi ction and classroom area. Th is allows the person walking into the space to choose which area suits their needs. Maureen likes it when art books end up near the windows so they can be viewed in natural light. I asked her about her present school and what changes she has spearheaded. Th ese included replacing the old, dirty carpeting with tiles, consolidating the fi ction to one area by genre, updating the computer lab area, weeding almost 30% of the books, creating a silent study room, a professional library room for teachers, and a book processing room, and expanding the classroom area by decreasing the shelving for Dewey books by using wall shelves. Th e last change was creating a relaxing reading area with leather couches, wing back chairs and a leather ottoman. Th is has become a favourite spot for staff and students alike to relax, read magazines and books. Two walls were faced with brick veneer to create a cozy, restful nook. As Lisa Wilson points out in an article describing the opening of a brand new school library, "Consider the comfort of your patrons. Soft seating sofas and chairs create a welcome reading retreat." Finally, some last words of advice: "Th e essential element in all library updates is to use your professional judgment to help the library play an indispensable role in staff and students' quest for success."