Overdue School Library Books & How to Handle Student Excuses

Posted on August 30, 2019 by Barbara Paciotti

Every year, about a month after school begins, School Librarians begin to tackle the recurring and everlasting problem of students with overdue library books. Each school seems to have its own special problems and each librarian contrives some unique solutions. There is, however, one constant for all of us: the clichéd excuses students offer about their overdue library book.

The excuses students give us for not returning books can be especially troublesome when they’re at the circulation desk and we’re trying to check out books for 30—or 60—students before the end of a period. However, if we understand the underlying cause of these overdue excuses, we can respond calmly and more productively. No matter if you are elementary, middle school, or high school, when we tell a student they have an overdue library book, the ‘reasons’ offered come in 3 forms: avoidance, blame, or contrition.

AVOIDING THE PROBLEM OF AN OVERDUE BOOK

An avoidance response is non-confrontational, and we don’t want to escalate it. We just need to provide a simple prompt to give the student a possible solution. Here’s how I handle 4 common avoidance excuses:

	This is a classic, spur-of-the-moment avoidance response. I tell the student the date the book was checked out, grab one of my handy overdue bookmarks, write the book title, and slip the bookmark into the new book as I check it out. When I hand the book to the student I ask them to ‘look in their locker and at home, and get it back to me as soon as they find it.’
	This is probably the truth, and why the book is overdue. I follow the same bookmark procedure and tell them I’m sure they’ll find it if they look around their locker and at home.
	With this excuse the student is embarrassed and doesn’t want us to make a big deal about it. I gently remind them I scanned their ID badge or they entered their ID number on the keypad, so they must have checked it out. I grab the overdue bookmark, add the title and, in this case, the date checked out, hand it over in their new book and give the standard ‘look in locker and at home’ request.
	This classic excuse is often a bluff in hopes we’ll let it go. Since even super-librarians make mistakes during check-in, I grab a sticky note, write the call number and title, and give it to the student telling them to go find the book on the shelf and bring it to me. If it’s a check-in mistake I scan the book and apologize, making a joke about ‘these darn computers’ or, in my case, ‘this gray hair.’ If they can’t find it, I follow the usual procedure with the overdue bookmark.

Students get a kick out of my ‘gray hair’ reference: I tell them my hair is gray because all the color has leaked out, and now I make a lot of mistakes because my brains are leaking out, too.

BLAMING SOMEONE ELSE FOR AN OVERDUE BOOK

Blame excuses are confrontational, and we definitely can’t let them go; however, we need to realize that blame is really avoidance accompanied by a fear of retribution. If we respond in a calm manner, offering a workable solution that puts the onus where it belongs, we’ll avoid escalating the situation by removing the fear. Here are 4 examples.

This is the universal middle school answer for anything that’s missing. If your school is like mine, a few library books do get shuffled around in the gym or cafeteria, so I simply sigh and sympathize that it happened, as I’m filling in the title on that handy overdue bookmark. Sympathy defuses the fear and when I hand the student the bookmark I tell them to take another look for it…just in case it’s in a locker or at home.
This excuse sounds like such a noble gesture, but it really shifts the burden of responsibility to another student. I ask if the other person is in the library, and if so, have them bring the book up to check it in and then I can check out the book to the newly responsible party. If the other student is not in the library, I gently remind the student that as long as the book is checked out to them, they are responsible for it, so they need to either get the book or the student into the library so we can solve the overdue…and I give them the overdue bookmark as a reminder.
This excuse implies the problem is our fault, but we can maintain our cool. I remind the student that we use our IDs for checkout so a mistake is unlikely, but since it is possible, they can help me by looking around for the book, in their locker or at home, and I hand them the overdue bookmark.
I lament this blame excuse, because I do have ELA teachers who tell students to put library books to return near their classroom door. Often other students grab a book they want to read before the teacher can return it. I have no control over this, so I tell the student to ask the teacher for permission to get the books from the classroom. If no, then I do an overdue bookmark and remind the student to check for the book in class the next day. Eventually someone does return it.

You’ll note that, during a book checkout, students whose accounts show an overdue get an overdue bookmark with the book title written on it. Why do I use this method? Because the student sees this bookmark every time they’re reading their current book and it prompts them to look for the overdue one and return it. I do run overdue notices at periodic intervals, but these bookmarks allow a friendly face-to-face conversation and tend to bring books back much more quickly.

You can download my Overdue Bookmarks Template from my FREE Librarian Resources page.

CONTRITE ABOUT THE OVERDUE…BUT…

Contrition is when a student admits to the overdue book but can’t return it for some reason. These excuses are easy to handle because the student accepts responsibility and just needs an opportunity to retrieve the book or a reminder to bring it back to the library. The worst thing we can do with these excuses is make a big deal about them, so I laugh and take them in stride.

	This is the typical excuse when a student has forgotten it’s a library day. I created a special ‘Library to Locker for Overdue Book’ Pass and I hand one to the student so they can get their book and return it. I have 6 numbered passes, to limit how many students are out and about during the period.
	I know this seems silly since the student just came from the classroom, but it proves my belief that middle schoolers are ‘brain dead’. I tell the student to ask the teacher’s permission to return to the classroom. The teacher knows these students better than I do, and who is trustworthy enough to allow this. If they don’t, the student gets the overdue bookmark and I usually get the book dropped off right after the class period or the next day at the start of the class period.
	This is an easy excuse to handle with some sympathy and the overdue bookmark. If it’s a long-time overdue, I’ll have the student leave a phone message to remind themselves to bring the book back to school. The kids find this funny; I find it works.
	Often a student says this as I pull up their account on the computer and they know they have somehow misplaced the book. When the book doesn’t show up on their account at all, they’re thrilled that it’s been turned back in to the library!
	If the ‘lost’ book still shows as overdue, I ask when they last saw the book as I fill out the overdue bookmark. We need to accept that students misplace things—after all, they’re still learning to become adults. I joke that the book must have been partying with the other books, and hand them their new book. The student laughs and says ‘Yes, Ms. P, it’s a book with legs!‘ We all have a good laugh and the book routinely turns up later on and is returned.

DO WE REALLY NEED A “SOLUTION” FOR OVERDUES?

Each morning during the last week of a grading period, I’d take a bookcart to a hallway where kids were getting into their lockers before first period. Reciting my mantra as I walked down the hall, “Library books, collecting library books!”, kids could easily grab books & put them on the cart. I’d do 2 hallways each morning, so by the end of the week I’d done all 9 hallways, and collected huge numbers of books. This tactic did minimize overdues.

Keep in mind that kids are busy. We adults have a single focus—our subject—and we often fail to appreciate that students must re-calibrate their brains 6 or 8 times a day for different subjects with different teachers in different classrooms. If they forget to return a school library book, we can be forgiving, especially since harsh repercussions don’t work and only alienate student readers. I’ve found 3 benevolent tactics that I believe we can all adopt:

Get rid of overdue book fines. Whatever the original reasoning behind fines, it doesn’t work. Fines keep books out of circulation and discourage students from returning books and checking out new ones to read, the opposite of what we are trying to accomplish.
Always allow a student to check out a book. We can limit a student to a single book if they have overdues, but depriving a student of a book does nothing in the moment to get that overdue back. Rather, it creates ill feeling toward us and the school library, and that’s just plain bad policy.
Quit thinking they’re “our” books, or even “the school’s” books. In a school library, the books belong to the students. They are provided for them and we are only the ‘warehouse manager’. A Facebook comment from School Librarian Jen M. Hash-Staley convinced me:

I always have missing books at the end of the year, I don’t let it bother me much anymore. Tax paying parents funded the purchase, so I like to think that they are enjoying a tax rebate. Crazy talk I know.

Going ballistic over overdues does nothing good. We need to figure out congenial ways to cajole students into returning overdue books. Having a friendly, non-judgmental policy toward overdues will increase both circulation and reading, and go a long way toward building positive attitudes toward the school library.

And remember, a student is always more valuable than a book!

12 Great Tips to Help Students, Teachers, & the School Librarian

Posted on July 27, 2019 by Barbara Paciotti

During my dozen plus years as a School Librarian I’ve picked up several ideas from colleagues, from my listservs, and from racking my brain to find solutions to a problem.

Not only have those pointers helped with managing the library, they’re also good library—and librarian—advocacy. Whenever we do something memorable for students or for teachers, it builds rapport and promotes our school library services. It’s good to remember that the most positive Library Promotion we can do is through our actions rather than our words!

Now, let me share with you 12 of the best of these tips and tricks.

FOR STUDENTS:

For School Library Media Month, create a patron called “Winner! Winner!” and check out a few dozen books to that patron. Re-shelve the books (still checked out). When a student checks out one of the books, a pop-up message tells you “This item is checked out to Winner! Winner!” The student ‘winner’ gets a little prize like a bookmark, poster, or acceptable snack item.
(Idea from Michelle Burger LMS, Beach Elementary School, Portland, OR)
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I use a laser pointer to direct students a location they’re having trouble finding. By pointing to the aisle and the sign on the end of a bookcase, I can quickly guide them when I’m busy with others at the circulation desk or in a different area of the library.
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Help students track series books with signs showing the covers of the books in order. I make our signs with a simple slide presentation app. When printing, use options for multiple slides per page, then laminate and tape the signs to the inside backs or uprights of shelves.
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Purposeful decorative signage – Even a “fun” poster, can serve a purpose when placed where it relates to content. Here’s what I do:
- DK Eyewitness books come with posters, so I write the relevant Dewey numbers on the posters and put them on the ends of related bookcases or on the wall at the end of the aisle. The colorful posters invite students to find those books on the shelves and serve as location reminders.
- At the end of our 973 U.S. History and Historical America aisle are posters of the Statue of Liberty and Texas cattle brands. Both posters tell students it’s the location of U.S. and Texas History fiction & Dewey books.
- On the ends of the Spanish Fiction bookcase is a reading promotion poster written “en Español”—both a locator and language practice.

FOR TEACHERS:

Laminated Library Passes – At the start of each school year I create a Library Pass for each classroom teacher. (4 passes fit on a sheet of letter-size paper.) Since they’re laminated, teachers use a dry-erase marker to write student names and their purpose for being sent to the library. When students return, the teacher just wipes off the pass. Attaching a magnetic or stick-on clip allows the teacher to attach it to the wall near the door. You can get the template by joining my mailing list!
(I also create 6 numbered & laminated passes for me to send students to their locker for overdue books. All 6 fit on a sheet of letter-size paper.)
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Teacher’s CAB: Classroom Accessories Bin
When I arrived at my school library I found several dozen black plastic magazine bins. Since we have an online magazine database service, I don’t keep print copies so what to do with all these bins?
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I realized they would be a good way to dispense small items that teachers use every year. I labeled a bin for each classroom and distribute them at the start of the school year; teachers turn them in at the end of the year and I place them atop the bookcases for the summer. They’re very popular with teachers, who keep them handy by their desks. The items in the bin are:
- a teacher dictionary
- TV remote control
- my Quik-flip Teacher’s Guide to the Library
- their laminated Library Pass mentioned above
- their room’s color-coded plastic hall pass with extra inserts
- blank USB drive to back up important documents from classroom computer (purchased in bulk by the principal)
- select teachers get a digital camera to share with other hallway teachers
When I dispense the CAB, I also include a Classroom Inventory sheet listing the A/V/D equipment in their classroom and any barcoded teaching materials checked out to them for the year.

FOR LIBRARY MANAGEMENT:

To remove permanent marker from whiteboards, shelves, tables, etc., go over it with a dry-erase marker. When dry, just erase with a dry cloth or dry erase spray cleaner and a cloth.
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Use yellow highlighter to write “Original” on the master of a print document; it keeps you (and others) from using it and the yellow doesn’t show up when you make new copies.
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Keep mouses and headphones from being taken off computers by securing cables with a plastic self-locking tie and attaching to piece of hardware on the back of the CPU case.
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To keep track of pieces of A/V/D equipment, take a digital photo of the item with all its accessories. Create a document with the photo and label the accessories. Print & laminate it, then attach to the main piece of equipment so whoever checks it out can see all the parts to be returned.
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Classroom Patrons – In my state, education law precludes teachers being financially responsible for items used by students. So, for books or other items that students will use in the classroom, I created a “Classroom Number [X]” user account for each classroom. I check out items to that account to track them and document circulation, then discharge them when returned. If items are missing I do notify the teachers and they usually find them; however, if an item is still missing at the end of the school year, I just charge it to Missing Items.
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I also use Classroom user accounts to check out items that are barcoded but permanently in classrooms, such as projector screens, TVs, whiteboards, and presentation carts. This allows me to keep a permanent inventory of these items in my system without associating them to teachers who may come and go.
I purchased letter-size acrylic self-stick sign holders and put them inside the windows of the library doors. Various printed signs facing outward alert students and teachers to that day’s library activities and, facing inside, I put reminders for students as they walk out the door. I store the signs right in the holders, and since they’re open on 3 sides it’s easy to change signs.

I hope your find these tips and tricks helpful in your own School Library. If you’ve discovered other great ideas, please share them with the rest of us in the comments below!

Let’s Put Dewey Decimal Books Where Students Can Find Them!

Posted on March 3, 2019 by Barbara Paciotti

School Librarians strive to create a student-friendly library. For me, this means minimizing the time it takes students to find what they need. Accordingly, I tell them to search the OPAC By Subject and the results will show them the Dewey number for the location of those books. Unfortunately, there’s nothing more frustrating to a student—or to me—than getting a list with several widely different Dewey numbers.

Every one of us, at some point, wonders why a book has a Dewey Decimal Number that places it in a certain location, yet another book on the same topic has a different Dewey number placing it in a different location—sometimes at opposite ends of the library! Should we change the number on one of them? Which one is “correct”? What if there are several books at both—or multiple—locations?

I am not a Dewey purist, so I say we can be flexible with Dewey Decimal Numbers: put a book where students will find it.

IT’S OK TO CHANGE A DEWEY NUMBER

Remember that the Dewey Decimal Classification System was designed to organize knowledge by discipline, that is, by the field of study of those who’d use the information. Library of Congress catalogers use that principle when they assign Dewey numbers for Cataloging-in-Publication (CIP) data, and usually it works fine in our school libraries. But, sometimes the Dewey number for adults working in a field isn’t compatible with the topical curricular needs of our PreK-12 students.

Our young ones look for books by subject or topic, and they expect to find all of them together. I often change a Dewey number to put a book where students will look for it. In fact, changing a Dewey number for student access actually fulfills the very purpose of Dewey Classification: “works that are used together to be found together.” For kids we can take some creative license and redo the numbers on books if they will be more useful in another location.

I know there are arguments against changing Dewey numbers, but I believe they lack validity. Here’s my reasoning:

Don’t worry about “the next librarian.” Who of us has memorized DDC numbers past the 10 main classes? The next librarian will be as concerned about student access as we are, and will be grateful that books are where everyone can more easily find them.
Finding something in a different library? Who remembers the Dewey number of a particular book? A book search will tell them the location of any book in that library. So what if it’s different from ours as long as they can locate it.
Even professional catalogers may disagree about where a book “belongs.” That’s straight from the cataloging professor when I took the course for my library degree!
The most compelling argument for making changes is that LOC and OCLC continuously make changes to DDC to meet the changing needs of society. Each new publication of DDC and Abridged DDC has numerous pages of Dewey number additions, deletions, substitutions, and revisions that have been made since the previous publication. Sometimes they’ll change a whole section, like moving pets from the 500s to 600s or travel guides from the 600s to 900s. Dewey is meant to accommodate patron needs.

USEFUL MODIFICATIONS USING DEWEY NUMBERS

For books with multiple subjects, DDC follows the rule of two or rule of three. This means books are assigned to the first, or lowest, Dewey Decimal Number that includes both/all disciplines. If you weren’t aware of this, it may explain why certain books are where they are…especially so many in the 300s!

These 2 rules are particularly annoying when applied to computer books, typically found in 004 and 005. When students are looking for books about computers, they’re thinking of the manufactured physical product. Since the 600s are Applied Science & Technology, that’s where students are more likely to look for it, and since I changed such books. the computer books are checked out much more than they were in the 000s.

Sometimes it makes sense to group books together in one Dewey class to make them all more accessible. A librarian’s recent LM_NET post asked about David Macaulay’s book “Unbuilding,” a fictional dismantling of the Empire State Building. It was classified in 690 Buildings, but she had 3 books on the construction of the Empire State Building in 974.71, which is the number for the State of New York’s History.

Historians (and perhaps NY students) would expect to find a significant event like ESB in the history of New York State, but who else would? My middle school library had books on buildings (including several by Macaulay) scattered in 300s, 600s, 700s, 900s, even 000s (about libraries!). I changed them all to 690 Buildings where students would more logically find them, and within a few days the shelf was bare…boys saw them and couldn’t check them out fast enough!

HELPFUL ALTERNATE DEWEY NUMBERS

To make a Dewey section more useful for students we may need to make a more extensive alteration of Dewey numbers. One of the first changes I made resulted from an elementary librarian’s suggestion on LM_NET. Few of us have 398.2 Folk literature differentiated between fairy tales, legends, fables, myths, and tall tales, yet that’s how our students study them. There are already Dewey numbers that align with these literary types as a better way to organize folktales. These changes rejuvenated my folktale section, and I’m sure they will do the same for you:

Fairy tales=398.21 Paranatural beings of human/semihuman form
Legends=398.22 Legendary or mythological persons
Fables=398.24 Plants & animals, real & legendary
Myths and creation stories=398.26 Physical phenomena
Tall tales=398.27 Everyday human life, historical/quasi historical events
Multicultural tales I changed to 398.23 Places and times from 398.2089. That allowed me to reduce 2 decimal numbers then add one back indicating continent of origin according to Table 2 Geographic areas.

Another mess is the 920 Collected biographies. A spine label with 920 and the author’s 3 letters is not user-friendly for anyone, especially not for kids. DDC offers an alternative called Option A, which uses numbers 921-928 to align with main Dewey Classes! I used them to completely redo my 920s. Students loved the change and circulation of those biographies dramatically increased!

CREATIVE ADJUSTMENTS TO DEWEY

Addictive Substances was a problematic topic for my students because it appears in 3 different Dewey numbers—362.29, 613.8, and 616.86—depending on whether the book is about addiction as a social problem, as personal health & safety, or as a disease. To simplify access for students needing books about drugs, I decided to put all the books in 616.86.

Here’s the “creative” part: For similar drugs the Dewey number additional decimals are wildly different. After careful analysis, I decided to adjust some of the thousandths numbers to create a more consistent grouping of drugs for 616.86. Students immediately noticed the larger drug section, thought I’d purchased new books, and their circulation skyrocketed. Learn more about creative Dewey in my e-Book, available in my TPT store.

LOC and OCLC have begun to make DDC culturally responsive, but School Librarians must be especially responsive to the diversity of students we serve. DDC’s application of expansion numbers for racial, cultural, ethnic, and national groups is inconsistent. In a search for something that could apply across all Dewey numbers, I found that Table 2 Geographic areas lists numbers for the continents that can be added as an identifier. It’s the familiar one added after 9 in the 900s. I decided to use them as “Continent of origin” for cultural and ethnic grouping, so I’ve adjusted and even created numbers in various sections of the school library to overcome Dewey’s racial and cultural biases. You can read more about it in my e-Book!

I applied this “Continent of origin” concept to books in 305.8 Groups of people, 398.23 Multicultural folktales, and 920 Collected biographies. My biggest change was gathering books together to create two completely new sections in 973 U.S. History: 973.04 Multicultural U.S. History and 973.08 Multicultural America about which I’ve written before.

I made other significant changes to 973 U.S. History by removing all the State books except our own, because a) it’s the only one our middle school students study, and b) because more accurate information about states is available online. I kept many topically relevant books found among those state Dewey numbers, and moved them to a better Dewey section, such as putting books about 9-11 in 364.1 Criminal offenses where we have other terrorism books. I also redid the Dewey number into the appropriate time period for timely U.S. history books, like the original colonies and westward expansion.

IS THIS WORTH IT?

You may be thinking, hey…this is way too much work! I admit, it takes some extra time up front, but just do a little bit at a time—not all of it at once. I typically pull out odd books while shelving, attach a stickie note with the new number, then make changes when I have a few minutes free at the circulation desk. For new books I may have to redo spine labels and cataloging for selected topics, but it doesn’t take that long.

Here are the greatest benefits for changing Dewey numbers:

It’s easier for students to browse like-topic books, which excites them.
It’s faster for students to find the books they need, which pleases teachers who seem to think students waste time looking for things in the library.
It increases circulation, which satisfies our administrators who may think the library is just an add-on.

If changing Dewey Decimal numbers changes people’s minds about our School Library Program, then I believe it is totally worth it!

I hope this has convinced you to make changes to Dewey Decimal numbers on some of your books so they are more accessible for students. There are no “Dewey Police” that come into our library to check number assignments and lock us up for making Dewey changes, so let’s go ahead and DO IT! Our students will thank us, and that’s all the reason I need.

MAKE DEWEY EVEN EASIER WITH SIGNAGE

Even with Dewey number changes, the best way to help kids locate books is better library signage. If you like the above examples of colorful labels I created for my Dewey shelves, you can get Dewey Subject Signs & Shelf Labels in my NoSweat Library store on TPT. Your students, like mine, will enjoy looking at your new signage and discovering topics within the library they hadn’t known about before!

The real key to helping students locate books is teaching them how to locate a decimal number on the shelf. Teaching the DDC is a colossal waste of time. Work with your math teachers to create a hands-on lesson about place value and sequencing. To learn more about this, read my blog post Do We Teach Dewey … or Don’t We? A School Library Lesson.

Looking Backward – No Sweat Library Lessons & Management That Works

Reflections from A Middle School Librarian

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