At a time when instant information is available on line, it is more important than ever that non-fiction materials remain current and meaningful and reflect the needs of the community of readers. eBooks, on-line data bases, internet sources are a valuable tool and enhance the use of print materials. We’ve all had the satisfaction of circulating quality non-fiction books to interested students. The pleasure on the student’s face simply cannot be replicated by through the recommendation of a good website. There will always be a demand for good quality, useful hard copy sources.

1. The Elementary Learning Commons
Non-Fiction
Print Collection
Anna Crosland
Teacher Librarian
Georges Vanier Elementary
SD 36 Surrey, B.C.
@crosland_a

2. The Vanier Learning Commons offers
our whole school community easy
access and a welcoming space
Before
Daily open book exchanges.
Lowered shelving.
High interest displays.
Rotating Learning Commons themes
expose students to a wide variety of
non-fiction topics
Incorporates technology to promote a
love of reading through 1:1 iPad use
After

3. If you want students to
read...you have to weed.
If a book is 5 years old and ‘looks
like new’ that’s because no one
has ever used it.
Good condition is not a reason to
keep a book. Shelf space is
valuable and must be earned.

4. If you want students to
read...you have to weed.
It’s easier to weed a book bought
by a previous librarian.
We make our collection decisions
with care and have a vested
interest in their circulation. But
mistakes happen, if you bought a
book you were sure they’d love
and, despite best efforts, no one
ever takes it out, let it go.

5. If you want students to
read...you have to weed.
There are many webpages with
guidelines on acceptable publication
dates to justify keeping a book, but
ultimately the decision is yours. Look
at the needs of your school
community.
If in doubt, weed it.

6. If you want students to
read...you have to weed.
Once a book starts to fall apart,
weigh the pros and cons of
repairing it.
Is it worth investing the time on
a older book that will doubtless
continue to deteriorate?
Once you’ve taped it to death
will a student want to take it out
anyway? Is there a newer title
that better suits the vision of
the Learning Commons?

7. If you want students to
read...you have to weed.
*Better to have 20 books
that kids want to read, that
they can easily find, than
100 that no one ever looks
at.
We don’t leave stale milk in the
fridge to make the fridge look
full. Don’t leave a reject book
on the shelf for the same
reason. No one is ever going to
use it and it takes up space
better used for something else.
Just because a book is your
only print source on dinosaurs,
if it’s dated and uninspiring, it
still will not get used. Students
will either go on-line for
information or decide to switch
topics. Weed it.

8. If you want students to
read...make it high
.
interest.
One book about snakes, even
with details on the kind that
paralyze you in an instant, is
not the same as the next.
Our limited shelf space means
that a source must be of
current curricular significance
or a breathtakingly high
interest topic. Ideally these two
would be the same thing.
The book must be
dripping in rich and
exuberant text features.

9. If you want students to
read...make it high
.
interest.
So, here’s what I’m trying to
avoid in the Vanier LC:
-dated, slightly sepia tone illustrations
-full pages of text
-minimal or uninspired text features
-reading levels that limit the audience
-copyright 1991 (how did I miss this
during my last weed?)
LeVert, Suzanne, and Pierre Berton. Canada in the 21st Century. Philadelphia: Chelsea House, 1991.

10. If you want students to
read...make it high
.
interest.
Again, no text features,
dated look and feel.
Meteoroids have got to be
more interesting than this...
Branley, Franklyn Mansfield, and Holly Keller. Shooting Stars. New York: Crowell, 1989.

11. If you want students to
read...make it high
.
interest.
-uninspired illustrations
Consider country books
carefully. By their nature,
they are out of date the
moment they are published.
Bickman, Connie. Children of Tanzania. Edina, MN: Abdo & Daughters, 1996. Print.
-full pages of text
-minimal text features
-copyright 1996 (Again, missed this
during my last weed)

12. If you want students to
read...make it high
.
interest.
Instead, how about titles
like this? (Anything with
‘Not-For-Parents’ in the title
has got to be good right?)
-uninspired illustrations
-current and historical country information
-high interest information and graphics
-love these text features
DuBois, Michael, Katri Hilden, and Jane Price. Not for Parents: The Travel Book. Footscray, Vic.: Lonely Planet Publications, 2011.

13. If you want students to
read...make it high
.
interest.
Or this?
Avery, Annabel. India. Collingwood, ON: Saunders Book, 2012.

14. If you want students to
read...make it high
.
interest.
And who wouldn’t want to
curl up with these...
Dakota, Heather. Fangs! New York, NY: Tangerine/Scholastic, 2007.
-with bonus
lenticular design.
Don’t tell me
students don’t
judge a book by
it’s cover

15. If you want students to
read...make it high
.
interest.
Bring history to life...
‘Dolphin for dinner’ is
going to generate
some discussion
Dixon, Philip. Knights & Castles. New York: Simon & Schuster for Young Readers, 2007.

16. If you want students to
read...make it high
.
interest.
Bédoyère, Camilla De La. Acorn to Oak Tree. London: QED, 2012.
Bédoyère, Camilla De La. Ocean Life. Mankato, MN: QEB Pub., 2012.
Mason, Paul. Tsunamis. Mankato, MN: Smart Apple Media, 2012.
Regan, Lisa, and Matt Anniss. Being a DJ. Minneapolis: Lerner Publications, 2013.

17. Other considerations:
❖
Encyclopedias* have no place in the Vanier LC. They are most useful as
doorstops...and even then... In fact, an elementary reference section could
be either incorporated or weeded.
❖
Non-Fiction books are not cheap. There’s no way around it. I have two book
fairs each year and a supportive administration.
❖
At a time when instant information is available on line, it is more important
than ever that non-fiction materials remain current and meaningful and
reflect the needs of the community of readers. eBooks, on-line data bases,
internet sources are a valuable tool and enhance the use of print materials.
We’ve all had the satisfaction of circulating quality non-fiction books to
interested students. The pleasure on the student’s face simply cannot be
replicated by through the recommendation of a good website. There will
always be a demand for good quality, useful hard copy sources.
*SD36 subscribes to updated, interactive on-line resources
Anna Crosland
Teacher Librarian
Georges Vanier Elementary
SD 36 Surrey, B.C.
@crosland_a