xt7c599z3c9c https://exploreuk.uky.edu/dips/xt7c599z3c9c/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1952-07 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Functional School Libraries: Quarters and Equipment", vol. XX, no. 5, July 1952 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Functional School Libraries: Quarters and Equipment", vol. XX, no. 5, July 1952 1952 1952-07 2022 true xt7c599z3c9c section xt7c599z3c9c  
   
 
  
  
 
   
     
 

0 Commonwealth of Kentucky 0
; EDUCATIONAL lILLETIN

FUNCTIONAL SCHOOL LIBRARIES:
‘. QUARTERS AND EQUIPMENT

 
   

 

1““ 1

 

may“ “H“ A. _ .1

1,... .A‘

 

Published by

DEPARTM ENT OF EDUCATION
Wendell P. Butler
Superintendent of Public Instruction

ISSUED MONTHLY
Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. xx July, 1952 No. 5

H

- r—Vl «q,—

      

 .. y. r. I, glarlpaziutvyi, r.

 

  

 

  

FOREWORD

Careful appraisal of library facilities and service in Kentucky
schools has resulted in growing evidence of the need for a guide
which will assist boards of education, school administrators, and
architects in planning satisfactory quarters and equipment for school
libraries. In developing this publication the efforts of the
librarians and others have been directed towards defining and citing,
in a useful manner, minimum essentials necessary to the provision of
adequate physical facilities for library quarters in elementary
schools, twelve-grade schools and high schools.

The true value of the material presented in this guide lies in
the extent to which it is used by all who have responsibility for
designing school library quarters and equipping them for effective
use in the school program.

Wendell P. Butler
Superintendent of Public Instruction
June 2, 1952

 

 

  
   
  
 
 
 
 
    
 
 

 

  

 

 

 

 

  

 

 

 

 

      
    
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
  
 
  
 
 

 

 

 

 

   

FUNCTIONAL SCHOOL LIBRARIES :
QUARTERS AND EQUIPMENT
I
i Table of Contents
FOREWO R I) .......................................... 245 i ,
i INTRODUCTION ...................................... 249-250 i . :
QUARTERS IMPLEMENT SCIIOOL’S OBJECTIVES . . .. 251 [it
MAJOR CONSIDERATIONS IN HOUSING THE ‘7
LIBRARY ......................................... 252—253 .3
Location .......................................... 252 '
Size .............................................. 252
‘- Lighting .......................................... 253
l “Iindmv Treatment .......... v ....................... 258
Floor Covering ..................................... 253 ‘ ‘1
Sound ............................................. 253 ‘1 ‘
Decoration ......................................... 253 ,
Possible Services the Library May Render .............. 253-254 I
Study Hall .................................... 254 i
i Audio—visual Service ............................ 254
I Supplementary Sets of Books .................... 254
Service to the Community ....................... 254
I REMODELING ..... > ................................... 255
I GUIDES FOR PLANNING AND EQUIPPING- SCHOOL
LIBRARIES .................................... 255
i Libraries in Twelve-Grade Schools .................... 255-260
Centralized Libraries in Elementary Schools ........... 261—266
: Libraries in High Schools with Enrollments
from 301-750 ................................... 266-271
I Libraries in High Schools with Enrollments Above 750 . . .271-277
PARTIAL LIST OF LIBRARY SUPPLY HOUSES ....... 278 ; 7 j“
SOURCES OF ADDITIONAL HELP .................... 279 1‘ ii

 

 

 

 

   

List of Sketches

 
 
 
 
  
  
 
 
 
 
 
 
   

EQUIPMENT ‘ F<
Regular Book Shelving ................................ 281

 

Easy and Picture Book Shelving for Elementary

 

       
  
 

 

l, Libraries ........................................ 282
i Shelving for Oversized Picture and Easy Books ........... 283
Single—Faced Counter Height Shelving .................. 284
Double—Faced Counter Height Shelving ................. 28-1 " w:
Newspaper Stiek Holder .............................. 285 F
Magazine Shelving for Elementary Schools .............. 286
Magazine Shelving for High Schools .................... 287
Record Cabinet ...................................... 288
\Vorkroom Cabinet and Sink ........................... 289
\Vork Table .......................................... 290 I
FLOOR PLANS ......................................... 291 k
j \Vorkroom .......................................... 292
3 i Centralized Elementary School Library: Sehool ’
1 Enrollment 400 .................................. 203 l
High School Library: School Ern'ollment 355 ............ 29-}

Library in Twelve-Grade School: Enrollment:—El.ementary
School 400, High School 300

High School Library: School Enrollment 1,000

  

 

 

   

INTRODUCTION

  
 
 
  
 
 
 
 
 
 
 
 
 
 
  
  
  
   
 
    
 
 
   
  
  
 
 

WHY was this Guide developed? " i ,

To supply the need for specific information concerning the
essential considerations involved in planning and equipping 1 qt}
functional libraries in Kentucky schools. : ‘ . ;I“ti

 

FOR WHOM is the Guide intended?

 

281 , School administrators, librarians, and architects . . . all have
expressed the desire for a guide that would give specific and v 3‘
282 detailed recommendations concerning the location, area of ‘

space, equipment and its arrangement for libraries designed as > "‘

 

 

 

283 a part of new school buildings, or for these facilities in re-
284 modeled libraries in Kentucky schools.
284 WHO prepared the Guide?
285 in addition to a committee of school librarians who developed 1
286 ‘ the material, representative school administrators and archi— ‘;
287 i tects examined it in the formative stage. Their constructive ‘
criticisms caused changes to be made in the content that, 1 g
288 undoubtedly, have clarified and strengthened its practical 1, “ " ‘
289 ' application. i ;
. ‘ .
290 , Committee Members: “ ‘l
‘ Mrs. Sarah M. Noland, Estill County High School, Irvine
291 , Mrs. Zada Parsley, Bracken County High School, Brooks-
292 ville
i Mrs. Harry \Vood Paxton, Shelbyville High School 3
00-3 .‘ Mrs. Beatrice Powell, Russell Springs High School “
“ ' l Miss Thelma Sloan, duPont Manual High School, Louisville
29-}. f Miss Louise Galloway, State Department of Education
nentary Constructive criticisms of the library floor plans and the

illustrations of furniture and equipment were made by the fol-
v lowing members of the Department of Education:
Mr. Gordie Young, Assistant Superintendent of Public In-
‘ struction
l Mr. Paul \V. Thurman, Director, Division of School Build-
‘ ings and Grounds ' j g .
Mr. William C. Bryant, Assistant Director, Division of ' iii
School Buildings and Grounds

 

24-9

  

 

 

 

 

 All sketches were drawn by Mr. Bryant. Because of the
accuracy and detail, these drawings will be an effective aid to
those who are planning new or remodeled library facilities.

Special recognition is due Miss Arline Young, Primary Super-
visor, Covington City Schools, for permitting the use of her
design of the work table. Appreciation is expressed to Miss
Virginia McJenkin, Library Director, Fulton County Schools,

Atlanta, Georgia, for allowing the use of her design of a cabinet
for recordings.

 

 

1. A school library is one facet of the entire school program.
Its aims and objectives are identical with those of the
school of which it is a part. Therefore, quarters and
equipment for a school library should be planned by
administrators, architects, local librarians, and teachers
in terms of the needs of the individual school.

2. Opinions may differ about some details in school library
planning. However, the basic essentials that have proved

tenable and are generally accepted by experienced school
librarians should be followed.

 

 

 

 

  
 
 
 
  
 
 
  
  
   
  
 
  
  
  
 
 
 

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se of the lip
ive aid to ‘ QUARTERS IMPLEMENT SCHOOL’S OBJECTIVES ‘
ities. . v i J
I. It is important that the superintendent, the principal, and the : '1 J
ry Super- J librarian arriVe at a unified concept of the place and im- J ;
se of her ‘ portance of the library in the particular school program. J
l to Miss Z .
V Schools II. No other department of the school endeavors to serve the J 3
a cabinet i entire school population. Therefore, the allotment of space : ,
and financial support should be generous. J
III. Building plans should include both present and foreseeable J 3
future needs and provide for further flexibility. '.
A J ‘
A. The functions of the school library are expanding rapidly J ‘ .
and school enrollments generally are increasing. 3;: "
B. The library is not only a service agency and a center for
wram " all types of non-text instructional materials, but it is also a J " J
0?: the J teaching agency and a reading center. ‘ i J.
's and '
ed by .
achers 3
!
ibrary . i
moved '
school In planning, emphasis must be placed upon the desirable use ‘ . .
J to be made of the library facilities. .3.

If the school library is to serve its purpose as a vital force in i

J the total educational program, the quarters must be attractive ‘3
J' and functional.

 

 

 

 

 

 

 

 

  

 

 

MAJOR CONSIDERATIONS IN HOUSING THE

  

LIBRARY

In planning the school library, the first consideration should be the
nature of the use that is to be made of the library and its resources,
now and in the future.

Who will use the library?

What will be the general pattern of use?

Will it serve as a center for all instructional materials?

Will these materials be used entirely in the library?

The functions of the library in the individual school will be deter-
mined by carefully answering these questions. The library that is
planned in terms of these specific functions will serve effectively
the needs of the school.

I.

II.

Location

The library should be located where the facilities can be
used with maximum ease by the greatest number of the
group that is to be served. Farsighted planning will antici-
pate prospective library expansion and select a location
where expansion is possible. The library should be located
where there is a minimum of noise.

Size

As the central agency for instructional materials, the library
is used at some time by the entire school population. Adequate
space is essential if this function is to be fulfilled.

It is generally recommended that the reading room 01’
rooms should be large enough to accommodate at least 15%
of the enrollment in junior and senior high schools and the
largest class plus 20 in elementary schools, allowing 25
square feet per person. Additional space should be allocated
for such other functions as are performed in a school and for
which space is needed; that is, work room, audio-Visual rOOmS,
library classroom, storage room, conference rooms, librarian’s
office. Suggested space allocations for these areas are given
in the recommendations for the specific situations.

2‘52.

 
  
 
 
 
 
 
 
    
  
  
 
  
 
 
 
 
  
  
 
  
 
 
    
 

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luld be the
resources,

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be deter-
ry that is
effectively

3s can be
31' of the
'ill antici-

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ie located

1e library
Adequate

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:re given

 

{
I

III.

IV.

VI.

VII.

VIII.

Lighting

Because of the nature of the use of a library, provision should
be made for the best possible natural and artificial lighting.
The tops of windows should be placed as near the ceiling as
possible. Location of the windows should be determined
with wall space and book shelving in mind.

Artificial lighting that produces a minimum of glare is
highly desirable. Each row of luminaries should be on a
separate switch, and should run parallel to the outside wall.

Window Treatment
Window shades are usually needed for light control. If
roller type shades are used, they should be light in color and
there should be two for each window, one operating upward
and one downward.

Floor Covering

A noiseless floor covering of a pattern and color that har-
monizes with the room furnishings is very desirable. Suitable
materials are rubber tile, cork tile, asphalt tile, linotile, and
linoleum.

Sound

The location of the library and the type of floor covering
influence the degree of noise. An acoustical ceiling is very
desirable.

Decoration
Decoration of the library is an individual problem.

Walls may be of any soft, pale color. Ceilings should be
white or lighter in color, in the same tone, as the walls.

If draperies are used they should be hung where the natural
light is not obscured.

Possible Services the Library May Render

The special needs and characteristics of the individual
school will largely determine the functions that are in—
corporated in the library program. However, once these
have been determined, it is imperative that every school,
when planning the quarters and equipment, have its library
include the facilities necessary to perform the services. If
essential facilities are not included in the planning, the only
alternative is a curtailment of services.

253

 

 

 

 

 

 

 

 

 

 

 

 

 

    
  
   
   
    
 
 
 
   
 
    
  
  
   
   
 
  
  
 
  
   
   
  
    
  
  
   
 

  

 

 

 

 

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Study Hall
The library can not fulfill to the maximum its essential
functions if it is required to serve as the study hall. A
separate room, directly accessible to the library, should
be provided.

If a separate library and study hall are impossible,
additional space should be provided for this combina-
tion of functions. In School Libraries For Today And
Tomorrow (American Library Association, 1945), this
Statement is made: ”When library space is also used as
study space, at least double the number of rooms and
double seating capacity, as well as additional profes
sional library personnel, are essential.”

Audio—Visual Service
The library is the logical center for audio-Visual ma-

terials Which need to be housed and administered from
a central location.

A separate room of classroom size, adjoining the library,
is needed to provide adequate storage and ease of
service. The materials to be serviced may include films,
film strips, stereographs, slides, recordings, models,
maps, posters, and pictures.

Supplementary Sets of Books

If supplementary sets of books are housed in the library,
it is necessary to provide an adjoining room that can
serve as a storage space. It is essential that the room
be equipped with the maximum amount of shelving.

Service to the Community

The school library that also serves the community should
be provided with adequate space for both school and
public library patrons. Since each group will engage
in different activities, separate reading rooms should be
provided»

The reading room for the public should be easily
accessible to the outside and should be designed so that

it may be operated as a separate unit when school is
not in session.

   
 
   
  
 
  
 
  

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Any school considering the remodeling of its library should study
carefully the recommendations outlined in plans for adequate facili-

REMODELING

ties in new buildings for the same type school.

If remodeling is planned, the goal should be the achievement of

these basic essentials.

LIBRARIES IN TWELVE-GRADE SCHOOLS

T. Location
A. Centrally located in respect to high school classrooms
and accessible to elementary classes
B. Where there is a minimum of noise
C. In a room which can be used exclusively for library
activities every period of the school day
D. Adjacent to an area that will allow expansion in the
future
E. In an area wider than the average classroom (when build-
ing plans permit)
F. Only one entrance, double or single door, along side wall
in order to conserve wall space and facilitate supervision
II. Size
A. Reading room

Large enough to accommodate 15 per cent of the high
school enrollment and, for the elementary school, the
largest class (35) plus 20, allowing 25 square feet per
person

B. Combination workroom, storage room, librarian’s office

220 to 300 square feet

 

Workroom should be located adjacent to reading room with
Single door entrance opening between the two. To facilitate
supervision, the wall separating these two rooms should be
glass from 3’ above floor level to at least a height of 6’.

 

 

 

   
  
 
   
   
 
   
  
  
     
  
   
  
  
  
 
  
  
  
   
 
  
  
  
  

 

 

 

 

 

 

 

 

      
  
  
  
   
  
   
   
   
 
 
 
 
 
 
 
   
  
  
   
 
  
 

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III. Furniture and Equipment l
A. Reading room

1. Shelving

 

 

All types of shelving may be built in as part of construction,
purchased from a dealer, or made locally. For satisfactory
results, exact specifications should be followed.

 

In locating shelves, divide each wall space into equal parts
,‘ - _ J . . . as near three foot sections as possible. Treat each wall
* space as one continuous unit.

 

 

a. Regular book shelving ’
(1) Dimensions

Length of section between

 

uprights 3’ .
Height 5’ for elementary
6’—7’ for high school
? Depth 8”-10”

There should be at least
3 three—f o 0 t sections 1
with a depth of 10”, in ‘
order to house reference ‘
and o t h e r oversized [.
books. ‘
4”-6” base to p r o t e c t
, books on bottom

shelves from excessive
dust.

Allow approximately 10” I
I ;; between each shelf.

 

 

 

 

(2) Double—faced counter height shelving (di- ,
mension: 3’ between uprights, 16” deep, 39” 1
high) in sufficient quantity to define area
used by elementary pupils from that used
by high school pupils

 

256

  

 

   

   

(3) Open-faced, adjustable, and constructed of
of hard wood
(4) Plain in construction ; . . no trim
(' (5) Number of sections of shelving needed

 

section and a minimum of 10 books per

truction, child enrolled
sfactory b. Easy and picture book shelving
(1) Length of each section 3’
al parts ‘ Plywood partitions for shelving books up-
tch wall right
Approximately four divisions to each
section

(2) Other measurements to correspond to regu-
r lar book shelving
(3) Approximately 1/3 of shelving for elemen-
tary school books should be of this type

. 0. Magazine shelving (for secondary school)

:lemcntary (1) Dimensions
iigh school ‘ Length of section between uprights 3’
Height 7'

Depth of case . . . straight across 12”
, 4 slanting shelves to each section . . .
1 length of shelf 16”
“ Flat shelf below each slanting shelf to
[ accommodate several back issues

{ (2) Number of sections of shelving needed

a Each section of magazine shelving accom-
modates approximately 12 magazines

I Provide sufficient number of continuous

' ' sections to house 10 magazines for first

100 pupils enrolled, and 5 additional mag-

azines for every added 100 pupils

_ _ 2. ' Newspaper rack
V‘ng (d1; 1 a. One newspaper stick for each paper received
deep, 39 Purchase from library supply house

b. Wooden holder to house newspaper sticks
1' Can be purchased from library supply house
i or constructed locally

fine area
that used

257

 

Allow approximately 112 books to each .

 

       
 
     
 
  
  
    
    
  
  
  
  
  
  
    
  
 
 
  
  
 
 
  
  
   
 
  
 
 

 

 

 

 

 

 

 

      
  
 
 
 
 
 
 
 
  
 
 
 
       
      
   
  
  
    
   
   
    
  
  
  
   
  

3. Tables and chairs

a. Design

Wooden

Sturdy construction

Without footrests or drawers

Chairs equipped With noiseless tips

If library serves junior and senior high school
pupils, varied heights of tables and chairs
should be provided

Mixture of round and rectangular tables lends
informality

 

 

 

 

b. Dimensions

‘ ‘ Height Width Length Diameter

‘2" (round table)
3 V For elementary school pupils:

 

;-: ‘ Tables 24" 3' 5' 324’
gm ' Chairs 14” :
:3} Tables 26” 3' 5' 324' z
‘ Chairs 16”
i: For junior high pupils:
Tables 27”—28" 3' 5’ 4’-5’
Chairs 17”
For senior high school pupils: '
Tables 30” 3' 5, 455' ‘
Chairs 18” l

4. Charging desk and chair

a. Regular office desk, providing top drawer is deep i
enough to accommodate 3”x5” book cards
arrange with depth of 5”

k b. Standard, straight-back chair, appropriate in
5 height to desk
5. Vertical file

i i a. Dimensions for four—drawer file, preferably legal

 

 

size 1
Each drawer
9 Height 10”
> l Width 15" x

Depth 24:”

   

 

 

   

gh school
id chairs

les lends

ameter
1d table)

3I_4/

3'-4’

4’-5’

4’-5’

.- is deep
k cards

riate in

uly legal

Number of files needed

(1) At least one is necessary in every library

(2) Type of classroom instruction in individual
school will determine number of addi—
tional files necessary

Card catalog cabinet
a. Essential that this equipment be purchased from
a library supply house
b. Purchase in five-drawer units, in order that addi-
tional units can be added as collection of ma-
terials expands
c. Number of units needed
(1) At least one five»drawer unit in each library
(2) Additional five-drawer units necessary can
be determined on basis of estimate that
cards for 1,000 books can be housed in one
five-drawer unit

Bulletin boards

a. At least one in every library (Minimum Width 3’)

Cork backing most satisfactory

Plain frame . . . no trim

Hang at eye level

Do not take wall space that could be used for
shelving

endear

Charging tray

a. Double charging tray, equipped with appropriate
guide cards

‘9. Purchase from library supply house

Dictionary stand
Revolving table model preferable to floor type

10. Electrical outlets

Double outlet on each wall of reading room

B. Workroom

Work table area

a. Dimensions
Depth of work counter 30”-36”
Height of counter from floor 26"-30”
Length—-fit into convenient wall space

259

 

  
    
  
  
   
   
  
 
   
   
   
 
 
 
 
 
  
 
   
  
 
  
   
   
  
  
 

 

 

 

 

 

 

  

 

 

 

  

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Sink with hot and cold water supply

(3. Knee space below work space sufficient to accom-

modate two people
d. Shallow drawer for scissors and other tools
Closed cabinets below (and above, if possible)
Texolite, formica or masonite top

g. Double electrical outlet placed slightly above table

top
2. Storage cabinet for recordings
Dimensions
Width 3’
Depth 15”
Height 7’

Each section with approximately 12 divisions
Plywood divisions in 14”, grove to be removable
. n0 molding on front edge

3. Storage cabinet for audio-visual equipment (record
players, screens, movie projectors, etc.)
a. Dimensions

Width 3'
Depth 18”—20”
Height 7'

b. Single door equipped with lock

4. Typewriter, table, and chair

5. Shelving for housing back issues of magazines, books
in process, etc.

a. Dimensions

Length of section between uprights 3'
Height 7’
Depth 12"

b. Construction details same as those given for regu—
lar book shelving

IV. Lighting, Window Treatment, Floor Covering, Sound, and

Decoration

Follow recommendations outlined in “Major Considerations
in Housing the Library”

260

  
  
 
 
  
  
  
  
  
 
 
 
  
  
   
  
 
  
   
 
  
   
 
 
   
  
 

 

  

     
  
  
    
   
  
 
  
   
   
 
  
 
  
  
 
 
   
   
   
 
  
   
    
   

ly

it to accom-

3r tools
)ssible)

above table

.ivisions
removable

nt (record

nes, books

3/

7/

12”

for regu—
und, and
derations

CENTRALIZED LIBRARIES IN ELEMENTARY

SCHOOLS

1. Location

A.
B.
C.

F.

II. Size

Located near upper grade classrooms

Where there is a minimum of noise

In a room which can be used exclusively for library activi-
ties every period of the school day

Adjacent to an area that will allow expansion in the
future

In an area wider than the average classroom (when build—
ing plans permit)

Only one entrance, double or single door, along side wall

in order to conserve wall space and facilitate super—
vision

A. Reading room

Large enough to accommodate the largest class group
(about 35) plus 20, allowing 25 square feet per person

B. Combination workroom, storage room, librarian’s office

220 to 300 square feet

 

 

 

\Vorkroom should be located adjacent to reading room with
Single door entrance opening between the two. To facilitate
supervision, the wall separating these two rooms should be
glass from 8’ above floor level to at least a height of 6’.

 

 

III. Furniture and Equipment
A. Reading room

1. Shelving

 

All types of shelving may be built in as part of construction,
purchased from a dealer, or made locally. For satisfactory
results, exact specifications recommended should be followed.
in locating shelving, divide each wall space into equal parts

. . as near 8 foot sections as possible. Treat each wall space
as one continuous unit.

~

 

 

 

 

 

 

 

 

  

 

 

JJ—g.

 

 

 

 

a Regular book shelving

b.

(3.

(1) Dimensions

Length of section betWeen uprights 3’
Height 5’
Depth 10”

4” to 6” base to protect books on bottom
shelf from excessive dust
Allow approximately 10” between each

shelf
(2) Open-faced, adjustable, and constructed of
hard wood
(3) Plain in construction . . . no trim

(4) Number of sections of shelving needed
Allow approximately 112 books to each
section and a minimum of 10 books per
pupil enrolled.

Easy and picture book shelving

(1) Length of each section 3’
Plywood partitions for shelving books
upright
Approximately four divisions to each sec-
tion

(2) Other measurements to correspond to regular
book shelving

(3) Approximately 1/3 of shelving for books
should be of this type

Magazine shelving

(1) Dimensions
Length of section between uprights 3’

Height 5’

3 slanting shelves to each section—
length of shelf 16”

Depth of case—straight across 12”

Flat shelf below each slanting shelf to
accommodate several back issues—
4” between flat shelf and bottom
edge of slanting shelf

262

    

  

        
 
 
 
  
  
  
   
   
 
 
 
 
   
  
  
   
   
   
 
 
 
 
 
      
    
      
 
 

(2)

   

Number of sections of shelving needed ‘
Each section can accommodate approxi- i

I ‘ , mately 9 magazines. One section of this i i
ghts 3, , shelving is sufficient for most elementary , ;
f . . ' ‘
105” schools serVing only the first SIX grades. ; j 1

Elementary schools that also serve the
junior high school should have a suffi-
cient number of sections to provide 10
magazines for the first 100 pupils en-
rolled in the school and 5 additional mag-

tructed of azines for every added 100 pupils

2. Newspaper rack

a. One newspaper stick for each paper received i

on bottom

veen each

 

d Purchase from library supply house
cecale a h b. Wooden holder (providing library subscribes to
200::er l several newspapers)

 

Can be purchased from library supply house or
constructed locally

i 3. Tables and chairs

3’ 3 a. Design :5

rig books ‘ Wooden
\ Sturdy construction E

each sec- Without footrests or drawers ‘

Chairs equipped with noiseless tips

 

to regular Height should vary to accommodate primary
and intermediate pupils (and junior high
‘ school, if library serves them)
'01' bOOks ‘ Mixture of round and rectangular tables lends
’ informality
: b. Dimensions
l Height Width Length Diameter
ghts 3, . (round table)
5/ For elementary school pupils:
L_ ‘ Tables 24” 3’ 5’ 3’-4’
16” 1‘ Chairs 14:”
12” ‘ Tables 26” 3’ 5’ 3’-4’
21f to i Chairs 16”
ies— ‘ For junior high school pupils:
ttom {. Tables 27” 3’ 5’ 4’—5’

Chairs 17”

  

263

 

 

 

 

   

 

 

  

 

 

 

Charging desk and chair

a. Regular office desk, providing top drawer is deep
enough to accommodate 3”X5” book cards ar-
ranged with depth of 5”

b. Standard, straight—back chair, appropriate in
height to desk

Vertical file

a. Dimensions for 4—drawer file, legal size (prefer-

ably)

Each drawer
Height 10”
Width 15”
Depth 24”

b. Number of files needed

At least one is necessary in every library

Type of classroom instruction in particular
school will determine number of additional ‘
files necessary l

Card catalog cabinet

a. Essential that this equipment be purchased from
a library supply house
b. Number of five-drawer units needed
Purchase in five-drawer units in order that
additional units can be added as collection of
materials expands '
At least one five—drawer unit for each school i
Additional five—drawer units necessary can be 1
determined on basis of estimate that cards for
1,000 books can be housed in one five-drawer
unit i
Bulletin boards

a. At least one necessary in every library (minimum ‘
width 3’)
b. Cork backing most satisfactory '
Hang at eye level 1
d. Do not take wall space that might be used for
shelving
Plain frame .

5°

. no trim

   

  

   

is deep
,rds ar-

iate in

prefer-

'ticular
litional

1 from

1' that
tion of

01

Ian be
'ds for
lrawer

1imum

ad for

. 8. Charging tray

a. Double charging tray, equipped with appropriate
guide cards

b. Purchase from library supply house
9. Dictionary stand
Revolving table model preferable to floor type

10. Electrical outlets

Double outlet on each wall of reading room

B. VVorkroom
1. Work table area

a. Dimensions
Depth of work counter _ 30”-36”
Height of counter from floor 26”-30”
Length—fit into convenient wall space

b. Sink, with hot and cold water supply

0. Knee space below work area sufficient to accom-

modate two people

d. Shallow drawer for scissors and other tools

e. Closed cabinets below (and above, if possible)
Texolite, formica or masonite top
Double electrical outlet placed slightly above table

top
2. Storage cabinet for recordings
Dimensions
Width 3’
Depth 15”
Height ~ 7’

Each section with approximately 12 divisions

Plywood divisions in 14” groove to be removable
—no molding on front edge

Storage cabinet for audio-visual equipment

(record players, screens, movie projectors, etc.)
a. Dimensions

Width 3’
Depth 18”-20”
Height 7’

b. Single door equipped with lock
Typewriter, table, and chair

265

   
   
   
 
 
  
  
  
   
   
  
 
 
  
 
 
 
 
  
 
    
  
  
  
    
   
 
  
 
 

 

 

 

 

 

  

 

 

 

 

  

  

5. Shelving for housing back issues of magazines, books

in process, etc.
a. Dimensions

Length of section between uprights 3’
Height 7’
Depth 12”

b. Construction details same as those given for regu-
lar book shelving
IV. Lighting, Window Treatment, Floor Covering, Sound, and
Decoration
Follow recommendations outlined in “Major Considerations
in Housing the Library”

LIBRARIES IN HIGH SCHOOLS WITH
ENROLLMENTS FROM 301-750

I. Location

A. Centrally located in respect to classrooms and study halls

B, “Where there is a minimum of disconcerting noise

C. In a room which can be used exclusively for library activi-
ties every period of the school day

D. Adjacent to an area that will allow expansion in the
future

E. In an area wider than an average classroom (when build-
ing plans permit)

F. Only one entrance, double or single door, along one side
wall in order to conserve wall space and facilitate
supervision

II. Size

A. Reading room
Large enough to accommodate 15 per cent of the en—
rollment, allowing 25 square feet per person

B. Combination workroom, storage room, librarian’s office
220 to 300 square feet

 

 

Workroom should be located adjacent to reading room with
single door entrance opening between the two. To make possi-
ble constant supervision, the wall separating these two rooms
should be glass from 3' above floor level to at least a height of 6’.

 

 

 

 

     
   
  
 
 
 
 
 
 
 
  
  
  
    
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
   

      
    
 
 
  
  
   
   
 
 
 
   
  
   
 
  
 
  
 
  
   
 
 
 
 
  
   
 
  
 
 

es, books

3/

7/

12”

for regu-

lnd, and

lerations

Ldy halls
y activi-
l in the
:n build-

one side
acilitate

the en-

s office

 

with
)ossi-
ooms
of 6’.

 

 

III. Furniture and Equipment
A. Reading room

1. Shelving

 

 

All types of shelving may be built in as part of construction,

purchased from a dealer, or made locally. For satisfactory

results, exact specifications should be followed.

In locating shelves, divide each wall space into equal parts
. as near three foot sections as possible. Treat each w