1. “Dewey Know Our Library” An Evidence Based Practice on the Dewey Decimal System
Beth Gleitsmann
April 6, 2017

2. Rationale
Currently in library land, librarians face a challenging decision on whether to stay with the organization of their collection with the Dewey Decimal system. West Towson Elementary has not “genrefied.” Thus I have decided to measure the students’ understanding of the Dewey Decimal system and how the library is organized. By doing this, I believe students will have a better understanding of where materials are in the West Towson Elementary library. I hope students will also have a better understanding of Dewey’s general headings to foster independence when locating materials in both our library and the public library.

3. AASL Standards
1.1.2 Demonstrate confidence and selfdirection by making independent choices in the selection of resources and information.
2.3.1 Connect understanding to the real world.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

4. “Dewey or Don’t We” from November/ December 2013 Issue of Knowledge Quest
“While user-driven collection management seems appropriate for younger library users, students need to know how to retrieve information from traditional libraries.”

5. Student Quotes “Where’s the basketball books?”- Kindergarten
“Where’s the baseball books?”- Kindergarten
“Where’s the dog books?”-First Grade
“I really want to learn about Dewey!” -5th Grade
“Where’s Fancy Nancy books?”- Kindergarten
“Literature is nonfiction?” -3rd Grade Teacher and 3rd grade student
Students from K-5 are constantly asking where items in the library are rather than attempting to find them on their own. I felt that I provided tools and resources (signs and shelf labels), but did not teach them how to use it. Or, in the case of fifth grades, needed a review from 2nd or 3rd grade.

6. Evidence IN Practice Lesson Reflection Formative Assessments
Customizing curriculum lessons

7. Evidence OF Practice
Pre-Assessment and Post Assessment of Data of “Dewey Know Our Library.”
Photographs
Materials and Resources
Student products and assessments
Student Testimonials

8. Evidence OF Practice
Pre-Assessment Data
Post Assessment Data

10. Students view the Dewey Rap

11. Students viewed PowerPoints/Presentations

12. Students begin to use more of the library signs and resources to locate materials.

13. Students look closely within Dewey sections for the topic

14. Students completed scavenger hunts

15. Student Testimonials

16. Shelf Labels with Visuals
Before
After

17. Newsletter Write-Up For New Learning in the Library

18. Future Steps
Continue to add Shelf Labels with visual (New topic each week students are interested in!)
Add one for Fancy Nancy! (Always have to say in the picturebooks/ Everybody section by the O!)
Continue to reinforce Dewey sections for 4th and 5th grades.
Through mini lessons/warm-ups/ engagement activities.
Drawing/contest for students to guess the topic of a selected section.
During Genre Genius (3rd Grade Unit), review fiction and nonfiction and have students sort based on spine label and/or Destiny.