{"id":3132,"date":"2012-10-11T11:29:34","date_gmt":"2012-10-11T03:29:34","guid":{"rendered":"https:\/\/ajia.site\/blog\/2012\/10\/11\/zhuan_zai_hong_20121011\/"},"modified":"2012-10-11T11:29:34","modified_gmt":"2012-10-11T03:29:34","slug":"zhuan_zai_hong_20121011","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2012\/10\/11\/zhuan_zai_hong_20121011\/","title":{"rendered":"[\u8f6c\u8f7d]\u7ea2\u6ce5\u5df4\u63a8\u8350\u7ae5\u4e66\u7b80\u6613\u6392\u67b6\u65b9\u6cd5\u4e0e\u5ef6\u4f38"},"content":{"rendered":"

\t\t\tI would like to share with you some of my expe\u00adri\u00adences over the years, hop\u00ading to inspire oth\u00aders:)Orig\u00adi\u00adnal address:<\/strong>Hong\u00adni\u00adba rec\u00adom\u00admends a sim\u00adple shelv\u00ading method and exten\u00adsion for chil\u00addren\u2019s books<\/a><\/span>author:<\/strong>Hong\u00adni\u00adba Vil\u00adlage<\/a><\/span>  
\nThe shelv\u00ading method rec\u00adom\u00admend\u00aded here is main\u00adly for ref\u00ader\u00adence in school read\u00ading rooms, libraries, and rur\u00adal libraries that main\u00adly store chil\u00addren\u2019s books.
\n 
\n  
\n(1) Basic ideas for shelv\u00ading
<\/strong>  
\nAccord\u00ading to Red Mud\u2019s expe\u00adri\u00adence, chil\u00addren\u2019s books can be loose\u00adly divid\u00aded into four cat\u00ade\u00adgories (Note: The clas\u00adsi\u00adfi\u00adca\u00adtion here is based on the needs of shelv\u00ading and has noth\u00ading to do with the book clas\u00adsi\u00adfi\u00adca\u00adtion of the Red Mud web\u00adsite or the Chi\u00adnese Library Clas\u00adsi\u00adfi\u00adca\u00adtion):<\/p>\n

   Class I
\nPic\u00adture books \u2014 an expand\u00aded con\u00adcept, includ\u00ading pic\u00adture books, com\u00adic strips, car\u00adtoons, chil\u00addren\u2019s pic\u00adture sto\u00adries, sto\u00adry books with text and pic\u00adtures, etc. in the usu\u00adal clas\u00adsi\u00adfi\u00adca\u00adtion. As long as the admin\u00adis\u00adtra\u00adtor intu\u00aditive\u00adly feels that the com\u00adpo\u00adsi\u00adtion of the book focus\u00ades on pic\u00adtures, it can be clas\u00adsi\u00adfied into this cat\u00ade\u00adgo\u00adry. For exam\u00adple, art albums can also be includ\u00aded (of course, they can also be clas\u00adsi\u00adfied into oth\u00ader cat\u00ade\u00adgories).<\/p>\n

   Class II
\nChil\u00addren\u2019s lit\u00ader\u00ada\u00adture is also a rel\u00ada\u00adtive\u00adly broad con\u00adcept, includ\u00ading chil\u00addren\u2019s lit\u00ader\u00ada\u00adture works that are com\u00admon\u00adly under\u00adstood, as well as lit\u00ader\u00adary works that are con\u00adsid\u00adered suit\u00adable for chil\u00addren to read, such as \u201cRomance of the Three King\u00addoms\u201d and \u201cWolf Totem\u201d.<\/p>\n

   Cat\u00ade\u00adgo\u00adry III
\nKnowl\u00adedge cat\u00ade\u00adgo\u00adry \u2014 also known as non-fic\u00adtion cat\u00ade\u00adgo\u00adry, includ\u00ading what we often call pop\u00adu\u00adlar sci\u00adence, ency\u00adclo\u00adpe\u00addias, social sci\u00adences, etc.; knowl\u00adedge pic\u00adture books can be clas\u00adsi\u00adfied into this cat\u00ade\u00adgo\u00adry first.
\n   Cat\u00ade\u00adgo\u00adry IV
\nOth\u00aders \u2014 Books oth\u00ader than the above three cat\u00ade\u00adgories are grouped into one cat\u00ade\u00adgo\u00adry.
\n  
\nCat\u00ade\u00adgo\u00adriz\u00ading spe\u00adcif\u00adic books is often dif\u00adfi\u00adcult, and any clas\u00adsi\u00adfi\u00adca\u00adtion method inevitably over\u00adlaps and over\u00adlaps. In school libraries, where the goal is to max\u00adi\u00admize chil\u00addren\u2019s bor\u00adrow\u00ading, clas\u00adsi\u00adfi\u00adca\u00adtion needs to be as intu\u00aditive and sim\u00adpli\u00adfied as pos\u00adsi\u00adble. Its effec\u00adtive\u00adness depends pri\u00admar\u00adi\u00adly on whether it is easy for chil\u00addren to browse and bor\u00adrow, and also on ease of man\u00adage\u00adment for non-pro\u00adfes\u00adsion\u00adals, as the dai\u00adly man\u00adage\u00adment of such libraries often relies on the help of adult or stu\u00addent vol\u00adun\u00adteers.
\n  
\nThe shelv\u00ading of books is very impor\u00adtant. They must be easy to find and easy to man\u00adage.
\n  
\nAdmin\u00adis\u00adtra\u00adtors can rough\u00adly fol\u00adlow this order: four major cat\u00ade\u00adgories \u2014 pub\u00adlish\u00ading hous\u00ades \u2014 book series, series \u2014 book titles (same author first). Rough\u00adly fol\u00adlow the fol\u00adlow\u00ading order and prin\u00adci\u00adples:
\n   1. Con\u00adsid\u00ader the cat\u00ade\u00adgo\u00adry of the books first and put sim\u00adi\u00adlar books togeth\u00ader;
\n  
\n2. Con\u00adsid\u00ader pub\u00adlish\u00aders first among the same cat\u00ade\u00adgo\u00adry and put books from the same pub\u00adlish\u00ader togeth\u00ader;
\n  
\n3. For books from the same pub\u00adlish\u00ader, first con\u00adsid\u00ader whether they belong to the same series or series. Books from the same series should be grouped togeth\u00ader, and indi\u00advid\u00adual books should be grouped sep\u00ada\u00adrate\u00adly.
\n  
\n4. When plac\u00ading a series of books or a row of books that are not in a series, try to arrange them in alpha\u00adbet\u00adi\u00adcal order of the book titles.
\n  
\n5. If there are mul\u00adti\u00adple books by the same author in the same series or series, they can be grouped togeth\u00ader first and then sort\u00aded by the pinyin of the book title.
\n   6. The order of plac\u00ading books on the book\u00adshelf: first top then bot\u00adtom, first left then right.
\n
\n  
\nFol\u00adlow\u00ading this prin\u00adci\u00adple, admin\u00adis\u00adtra\u00adtors can also guide oth\u00ader teach\u00aders, stu\u00addents or vol\u00adun\u00adteers to help orga\u00adnize the books.
\n  
\nThe expla\u00adna\u00adtion and demon\u00adstra\u00adtion of the rules can be sim\u00adpli\u00adfied accord\u00ading to the tar\u00adget audi\u00adence. For exam\u00adple, if you are teach\u00ading a fourth or fifth grad\u00ader, you can teach them how to use the rules in about 20 min\u00adutes. After they have become more pro\u00adfi\u00adcient in the oper\u00ada\u00adtion for a while, you can fur\u00adther refine the instruc\u00adtions.<\/p>\n

  
\nThe above method is basi\u00adcal\u00adly fea\u00adsi\u00adble for libraries with a col\u00adlec\u00adtion of less than 500 suit\u00adable read\u00ading mate\u00adri\u00adals. When the col\u00adlec\u00adtion increas\u00ades to more than 1,000 books, more skilled admin\u00adis\u00adtra\u00adtors (or vol\u00adun\u00adteers) may be need\u00aded, but more intu\u00aditive col\u00ador blocks can also be con\u00adsid\u00adered as an aid.
\n 
\n  
\n(2) Col\u00ador block aux\u00adil\u00adiary method<\/strong>
\n  
\nThe most dif\u00adfi\u00adcult part of basic shelv\u00ading is dis\u00adtin\u00adguish\u00ading between major cat\u00ade\u00adgories. The sub\u00adse\u00adquent steps are very sim\u00adple and can be learned quick\u00adly. So when you first put books on the shelf, you can use col\u00ador blocks on the spines to dis\u00adtin\u00adguish them. When you put them back on the shelf lat\u00ader, you don\u2019t need to wor\u00adry about the major cat\u00ade\u00adgories. The cor\u00adre\u00adspond\u00ading rela\u00adtion\u00adship between col\u00ador blocks and major cat\u00ade\u00adgories is sug\u00adgest\u00aded as fol\u00adlows:<\/p>\n

   Class I red
\n   Type II blue
\n   Class III yel\u00adlow
\n   Cat\u00ade\u00adgo\u00adry IV Green
\n  
\nThe col\u00ador-block-assist\u00aded method is suf\u00adfi\u00adcient for libraries with a col\u00adlec\u00adtion of less than 2,000 to 3,000 books. How\u00adev\u00ader, as the col\u00adlec\u00adtion grows and the col\u00adlec\u00adtion is not lim\u00adit\u00aded to one loca\u00adtion with\u00adin the same insti\u00adtu\u00adtion, a more com\u00adplex sys\u00adtem and soft\u00adware man\u00adage\u00adment may be need\u00aded.
\n 
\n  
\n(3) Prin\u00adci\u00adples and ideas of the Hong\u00adni\u00adba rec\u00adom\u00admend\u00aded rack\u00ading method<\/strong>
\n  
\nThe shelv\u00ading method rec\u00adom\u00admend\u00aded by Hong\u00adni\u00adba is a more stan\u00addard\u00adized sys\u00adtem based on the afore\u00admen\u00adtioned shelv\u00ading ideas and col\u00ador block aux\u00adil\u00adiary method, and can be regard\u00aded as an upgrad\u00aded ver\u00adsion.
\n  
\nHong\u00adni\u00adba has been involved in pro\u00admot\u00ading chil\u00addren\u2019s lit\u00ader\u00ada\u00adture since 2001, offi\u00adcial\u00adly rec\u00adom\u00admend\u00ading and sell\u00ading chil\u00addren\u2019s books since 2002, and part\u00adner\u00ading with NGOs like Smile Library in rec\u00adom\u00admend\u00ading and dis\u00adtrib\u00adut\u00ading books to rur\u00adal school libraries since 2003. Since 2007, we\u2019ve been direct\u00adly involved in school-wide read\u00ading pro\u00admo\u00adtion exper\u00adi\u00adments. Through\u00adout this process, we\u2019ve been explor\u00ading the ratio\u00adnale for cam\u00adpus library man\u00adage\u00adment. Many key fac\u00adtors need to be con\u00adsid\u00adered, such as the read\u00adabil\u00adi\u00adty of the books, the acces\u00adsi\u00adble dis\u00adplay, stan\u00addard\u00adized man\u00adage\u00adment, ease of man\u00adage\u00adment, resource avail\u00adabil\u00adi\u00adty, admin\u00adis\u00adtra\u00adtor exper\u00adtise, read\u00ader acces\u00adsi\u00adbil\u00adi\u00adty, teacher engage\u00adment, and vol\u00adun\u00adteer par\u00adtic\u00adi\u00adpa\u00adtion. We tend to strike the right balance\u2014ideally, achiev\u00ading bal\u00adanced devel\u00adop\u00adment across all aspects. There\u00adfore, we believe there\u2019s no such thing as the best man\u00adage\u00adment approach; only the one that best suits the school\u2019s spe\u00adcif\u00adic cir\u00adcum\u00adstances, the approach that best suits the resources and staff avail\u00adable, and that serves the great\u00adest num\u00adber of peo\u00adple as best as pos\u00adsi\u00adble.<\/p>\n

  
\nBased on the above prin\u00adci\u00adples, the rack\u00ading method rec\u00adom\u00admend\u00aded by Hong\u00adni\u00adba is def\u00adi\u00adnite\u00adly not the so-called \u201cbest\u201d method. Its val\u00adue main\u00adly pro\u00advides a man\u00adage\u00adment idea that may be worth refer\u00adring to. I hope it can pro\u00advide some inspi\u00adra\u00adtion for every\u00adone. The fol\u00adlow\u00ading are some of the most basic ideas:<\/p>\n

  
\n1. Gen\u00ader\u00adate Shelf Num\u00adbers: The afore\u00admen\u00adtioned shelv\u00ading ideas and col\u00ador block assis\u00adtance are intu\u00aditive. How\u00adev\u00ader, if you want to man\u00adage the shelves sys\u00adtem\u00adat\u00adi\u00adcal\u00adly and with soft\u00adware sup\u00adport, num\u00adber\u00ading is essen\u00adtial. The basic prin\u00adci\u00adple of num\u00adber\u00ading is also very sim\u00adple. A com\u00adplete num\u00adber\u00ading con\u00adsists of four parts: shelf cat\u00ade\u00adgo\u00adry num\u00adber.
\nPub\u00adlish\u00ading com\u00adpa\u00adny num\u00adber. Series name\/author name sequence.
\n  
\n2. Expand\u00aded Shelf Clas\u00adsi\u00adfi\u00adca\u00adtion: Stan\u00addard\u00adized man\u00adage\u00adment of pri\u00adma\u00adry and sec\u00adondary school libraries requires the use of the Chi\u00adna Library Clas\u00adsi\u00adfi\u00adca\u00adtion for doc\u00adu\u00adment clas\u00adsi\u00adfi\u00adca\u00adtion. To ensure seam\u00adless inte\u00adgra\u00adtion, the expand\u00aded shelv\u00ading clas\u00adsi\u00adfi\u00adca\u00adtion sys\u00adtem also ref\u00ader\u00adences the Chi\u00adna Library Clas\u00adsi\u00adfi\u00adca\u00adtion for its main com\u00adpo\u00adnents. How\u00adev\u00ader, it address\u00ades issues relat\u00aded to insuf\u00adfi\u00adcient con\u00adsid\u00ader\u00ada\u00adtion of the sub\u00adcat\u00ade\u00adgories of pic\u00adture books and chil\u00addren\u2019s lit\u00ader\u00ada\u00adture with\u00adin chil\u00addren\u2019s books. For exam\u00adple, a sep\u00ada\u00adrate \u201cpic\u00adture books\u201d cat\u00ade\u00adgo\u00adry has been estab\u00adlished, while the sub\u00adcat\u00ade\u00adgories of chil\u00addren\u2019s lit\u00ader\u00ada\u00adture are pri\u00admar\u00adi\u00adly based on the rel\u00ade\u00advant cat\u00ade\u00adgories on the Red Mud web\u00adsite.<\/p>\n

  
\n3. Pre\u00adserve col\u00ador blocks as an aid: For chil\u00addren, intu\u00aditive col\u00ador blocks are still very help\u00adful. In the Red Mud rec\u00adom\u00admend\u00aded shelv\u00ading method, col\u00ador blocks are divid\u00aded into large sec\u00adtions. For exam\u00adple, the yel\u00adlow sec\u00adtion includes phi\u00adlos\u00ado\u00adphy, social sci\u00adences, nat\u00adur\u00adal ency\u00adclo\u00adpe\u00addias, tech\u00adnol\u00ado\u00adgy, mil\u00adi\u00adtary, cul\u00adture and edu\u00adca\u00adtion, and oth\u00ader cat\u00ade\u00adgories. The red sec\u00adtion is for pic\u00adture books in chil\u00addren\u2019s lit\u00ader\u00ada\u00adture, the blue sec\u00adtion is for text books in chil\u00addren\u2019s lit\u00ader\u00ada\u00adture, and the green sec\u00adtion is for oth\u00ader cat\u00ade\u00adgories.<\/p>\n

  
\n4. Fixed shelf num\u00adbers, flex\u00adi\u00adble dis\u00adplay: Hong\u00adni\u00adba rec\u00adom\u00admends fixed shelf num\u00adbers, which saves admin\u00adis\u00adtra\u00adtors from hav\u00ading to repeat\u00aded\u00adly think about how to shelve a book. Book\u00adshelves are flex\u00adi\u00adble; sim\u00adply attach\u00ading a shelf num\u00adber allows for def\u00adi\u00adn\u00adi\u00adtion and flex\u00adi\u00adble expan\u00adsion.
\n
\n  
\nIf you want to check the Hong\u00adni\u00adba rec\u00adom\u00admend\u00aded shelf num\u00adber of a book, you can vis\u00adit the OPAC sys\u00adtem of the Hong\u00adni\u00adba Dig\u00adi\u00adtal Plat\u00adform Library and log in as a guest:
\n   http:\/\/www.hongniba.com.cn\/dp2opac\/<\/a><\/p>","protected":false},"excerpt":{"rendered":"

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