Who selects stock for the library?

The librarian/library co-ordinator has overall responsibility of selection and stock maintenance.

Points to consider:

·        Do all staff have opportunities to recommend resources?

·        Are specialist curriculum and interest areas recognised?

·        Can parents, carers and other adults recommend books etc?

·        How do pupils contribute to selection? Do you have a system that enables them to recommend titles to you?

·        Is the specialist knowledge of adults and pupils recognised?

·        Does the school library reflect the cultural and linguistic diversity of the school and the community and does it reflect a wide range of faiths, cultures, and traditions, whether these are represented in the school’s community or not? 

·        How does the library stock relate to classroom collections?

·        Is there a balance between material to support and enhance the curriculum and more popular material to attract and entertain library users?    

 (illustrate – show a child reading comic or newspaper, others around a table with texts doing research; ipad)

How to choose stock

There should be criteria set to do with content, bias, accuracy, up-to-date, and relevance, applied to all formats chosen.

Books selected for purchase should be well-made, printed on good quality paper with a binding that will withstand little hands

Stock should be selected according to pupils' needs, interests and abilities to encourage reading for pleasure. 

Choosing fiction and picture books - Questions you might ask yourself when selecting stock.

Is the general appearance of the book appealing? This includes the front cover illustration.

Are there good quality illustrations and do they enhance and complement the text?

Do the illustrations give positive and realistic representations of ethnic groups?

Does the language, storyline and character portrayal reflect the story in a balanced and accurate way?

Do characters play a positive, active role in the plot and can pupils identify with them?

Is the tone of the book patronising or condescending?

Choosing non-fiction books - Questions you might ask yourself when selecting stock.

Does the material present a balanced, accurate, up-to-date global perspective?

Can the material help children value their own and others' cultural heritage?

Does the book have useful information-finding aids?  (eg detailed contents page, relevant index with helpful references, suitable glossary of difficult terms)

Does the material present a balanced perspective? 

Does the text use headings, sub-headings or other information-finding signposts?

Are illustrations (photographs, maps, charts, diagrams, drawings) clear, accurate

and relevant?  Do they have suitable captions?

Do the illustrations give an accurate representation of different races, avoiding stereotypes and tokenism?

Do the resources give accurate information?

Is the language and terminology accessible, appropriate and impartial?

Is the layout clear and the typeface well-spaced? 

Is the content at an appropriate level for intended readers?

As far as you can tell, is it written or illustrated by people with expertise and enthusiasm, reflecting their direct experience?

Is the format suitable for the subject matter and intended readers?

Is the tone of the book patronising, condescending or offensive?

Will the book be read? Does it appeal to the children of today?

Do the illustrations give an accurate representation of different races, avoiding stereotypes and tokenism?

Are the books written or illustrated by people (from all backgrounds) reflecting their direct experience?

Is there a positive view of multi-cultural society and the enrichment brought by

cultural diversity?

Our classroom and library books and resources should reflect and celebrate the richness and variety of the world in which we live.  It is important to offer children a view of cultures and races that they may not encounter in their everyday life.