You’ve researched and made long lists (Part 1), collected scores of awesome books (Part 2), organized those books into a system (Part 3), set your library up to have the best chance of long-term success (Part 4), and worked to get your students invested and using it. But alas! Despite all of your best efforts (and sometimes even because of them!), things have gone wrong. Today we’ll talk about what to do when students lose your books, when your books lose interest, and when your books lose you.
Despite your efforts above, a student finally admits that his “little sister took it out of my backpack and hid it somewhere,” or worse, “dropped it in the toilet.” Another one bites the dust. What now?
Just let it go. Be sure to let the student know you are disappointed, and that it hurts you that the student was so careless with your property that you provided for all students to use. Maybe limit access for repeat offenders, or revoke that student’s checking-out privileges, temporarily or permanently.
My mom is militant about this with her third-graders. She uses a paper/pencil log, knows exactly which kids have books checked out, and will start cold-calling parents come mid-May if those books haven’t made their way back. If the book is lost or damaged, my mom asks them simply to replace the title. She makes it clear that it doesn’t even need to be a new copy, and gives them directions to the local used bookstore or explains buying used on Amazon. Sometimes, students will just bring her the cost of the book and have her order a replacement. Either way, because most paperback books can be found online for relatively cheap, it is a perfectly reasonable ask to have a student replace the book they lost. Be prepared for some possible pushback from parents, though- unfortunately, some do not believe it should be their problem that their child lost your materials. If you’re going to go this route, make sure your checkout records are impeccably kept so that you’ll have a leg to stand on.
If the student can’t (or won’t) pay for the book they lost or damaged, ask them to serve some classroom community service to make up for it. They could re-shelve books and organize the library, wipe out the book baskets, help you sticker and label new titles, or help with any other classroom tasks you might have. This provides a natural consequence for the student’s actions and will hopefully encourage them to be more careful with your materials in the future.
It can be incredibly frustrating to invest so much into your library to find that students simply aren’t using it. Before you lose your mind, take a breath and a step back, and observe your students’ habits. Are they not reading at all, or are they just not reading your books? If they’re not reading your books, are they checking out books from the school library or bringing them from home? No matter the answers to these questions, you have options forward.
Find out why. Talk to your students. Likely, they aren’t reading because they don’t want to, which means you may have to do some extra legwork to get interesting books into their hands and hook them on reading. Go back to Part 5 and retry some of the engagement activities. Regularly schedule time for First Chapter Fridays. Have your students do book talks of the books they have loved. Get your students making lists in their notebooks of books they’d like to read next. Show them inspiration for those lists from Goodread lists or lists compiled by book blogs that are appropriate for their age group. They can read a bunch of descriptions of possible books in a short amount of time and add them to their lists. Survey students to find out their individual interests and use what you learned to personally recommend a book for each student- there is nothing quite so powerful as “Hey, I saw this book and I thought of you!” to get students reading.
My first response to this is heck yeah, they’re reading! Who cares where the books are coming from as long as students are engaging with them! But that’s not what we’re here to talk about, so let’s zero in on some possible causes. Again, the best first step is always to go directly to the source and talk to your students. You may find that your checkout schedule isn’t lining up with their reading habits. It may be that you simply have a bunch of students fortunate enough to have parents who support their reading habits with trips to bookstores or the local library. But you may also find a wakeup call that the books in your library aren’t interesting or relevant enough for your current group of students.
If this is the case, you’ll need to decide how to respond. If your students seem to be accessing lots of texts from other places with relative ease, then I wouldn’t stress too much about it and go spend a boatload of money buying all new books. I would, however, survey them about their interests, get some recommendations of titles they’ve loved, and consider adding some of those texts to your library. Chances are, future students will enjoy them, too. You may also want to get your kids accessing some eBook services, especially if not all of them seem to be accessing titles from home. Another possible fix here is to take more time to highlight titles from your library. Students may just need more exposure to what’s available in your library, especially if they’re more used to checking out books from the school library- they may just feel more familiar and more comfortable with the setup. This problem may also be a sign that it’s time to purge older and less relevant titles from your library, and I’ll talk a bit more about that in the next section.
Running out of space for books is a bummer, as any bookworm will tell you, and the prospect of parting with books can be challenging, especially when you spent your own money on them. Here are some suggestions to consider when your shelves are full-to-bursting.
Humans have trillions of cells that make up our bodies. We’re born with a massive number of cells, and that number increases exponentially as we grow and develop. Along the way, we lose trillions of our cells as they die off due to injury or natural body processes. Even though we’ve lost all those cells, we’re still healthy, living organisms. S. Ranganathan, developer of the 5 Laws of Library Science back in the early 1930s, explains that libraries are growing organisms (just like young humans). While books are added and the size of the library increases over time, an essential part of maintaining the health of this “organism” is weeding the dead “cells.” Essentially, a healthy library must be actively maintained so that it contains only books that are an active part of the reading ecosystem- the ones that someone, anyone, is picking up to read. This careful weeding process is even more crucial when you’re short on space. If you can only afford a few shelves of space for your collection, it raises the pressure a bit to make sure those few shelves are packed full of solid, engaging reads for your students. Limited space means you’ll simply have to be incredibly picky about your collection. Release your inner #booksnob and let it flourish!
But how do you decide what stays and what goes? How can you be sure if books are actually worth keeping around, and what do you do with the ones that aren’t? There’s no set criteria, and you should always approach the process through the lens of your particular students and community because everyone has different needs. Organizations like the American Library Association can help provide guidelines to help you get started, though. Read more about purging books here!
Do you have a coworker BFF or a next-door neighbor who also has some classroom space? Consider working together to share your collections across both spaces. You may need to be more structured with appropriate checkout times and lay groundwork early to make sure students don’t treat checkout as a social call, but it could potentially be a way to double not only your space but your students’ book access! Just make sure that you and your coworker are on the same page with each other (and your students!) about book checkout expectations.
No extra space or coworker friends close by? Take a chill pill- or capsule! In fashion, a capsule collection is a tiny wardrobe of around 25-30ish carefully curated pieces of clothing with the idea that this is enough to build a whole wardrobe, but you can refresh it by rotating pieces in and out over seasons and as trends change. If you’re low on shelf space, approach your classroom library with the same mindset. While it’s helpful to have some sort of alternate space (a storage closet, cabinets, another non-student-accessible space in or near your classroom), it’s not strictly necessary. You can achieve the same effect by partnering with other teachers in or even outside of your school to trade collections periodically, or by actually exchanging books for trade-in credit at local used book stores (though this can get costly- be careful). If you’re fortunate enough to have space somewhere, even if it’s in a basement or closet at home, separate your full library into a static core and 4-6 different capsule collections that you can rotate in and out. The books that aren’t currently out for use can be boxed away, but I recommend trying to keep them at least somewhat accessible so you can pull specific titles for interested students. You can rotate books out as often as you want, but it’s always a good idea to pay attention not only to seasons but to various holidays or cultural awareness months so you can curate related titles!
Ultimately, as with anything in teaching, curating and maintaining an awesome classroom library takes practice and is an active learning experience. Trust in yourself and in your knowledge of your students- they are the most important beneficiaries of these books, after all! Let them play an active role in helping you develop and maintain your library by gathering their input on everything from book selections to class-wide expectations to favorite titles worthy of putting on display. Remember that there are ultimately no wrong answers here- it’s always about whatever is best for you and your students!
Don’t you just love it when your students really get engaged in a discussion? The ideas are bouncing off each other, students are respectfully disagreeing or asking follow-up questions, and the collaborative learning is just lighting up all over the place! If whole-class discussions are your jam, this Backchannel Chat #TechTuesday feature is for you!
Backchannel is an online chat room platform designed specifically for classroom use. The site delights in its simplicity and user-friendly design, and is easy enough to use that students of any age who can type their thoughts are good candidates for a Backchannel discussion. Students do not need to create an account to use Backchannel Chat- teachers simply post a link to the chat for students to access or give them the class code, then students enter their name and join the discussion. Adding a comment is as simple as typing into the box and hitting “Enter,” no more complicated than sending a text message or Snapchat. You can also download the Backchannel Chat mobile app for discussion on-the-go, perfect if your school uses tablets!
The teacher features, also easy to use and intuitive, are everything a teacher could ask for in facilitating discussion with students. Teachers have complete control over posts and can delete student comments with the click of a button, in case the built-in profanity filter still doesn’t catch an inappropriate student comment. Teachers can use the Chat Stats option to view the number of times individual students have participated in the discussion. The option to download a full transcript of the discussion makes it easy to search for key words or student names to evaluate student participation, and to keep a permanent record of the chat. Further exciting features for the $15 purchase price include the ability to embed Tweets, add student polls, have a private one-on-one chat with students, and add files to the chat for student viewing/ usage.
Backchannel is perfect for flipped or blended classroom instruction, but any teacher can find great advantage to using Backchannel with their students. Backchannel adds an element to student discussions that just can’t be matched with whole-class discussion in a face-to-face environment. For starters, every student is participating, either adding their own thoughts or responding to peers. Additionally, students can formulate responses at their own pace- there’s no time pressure and no being put on the spot. And speaking of being put on the spot, your quiet, introverted students will shine when they get to add their thinking to the discussion without the fear of having to speak up in front of peers.
Another great benefit to Backchannel is that it’s an on-demand chat space. This means that your students can participate at their leisure, and don’t all have to be present in the chat at once in order for good discussion to take place. This can make Backchannel a great option for homework- students login and participate in a discussion with peers whenever it’s convenient for them. I usually start Backchannel chats on Mondays, and ask students to participate between 5-7 times by Friday. Part of my rubric is that students cannot post all five comments at once, and that three of their five posts should be responses to peers. This ensures not only that students are actually discussing rather than responding, but it also ensures that they read the posts of their classmates and evaluate whether they agree or disagree with the points that were raised. The post-when-you-want format also really benefits learners with diverse needs, because they can take as long as they need to review texts or materials before contributing to a discussion. And students who are sick or absent? They can read back through the transcript to see what they missed while they were out. No more missed experiences!
Backchannel discussions also really encourage students to practice citing text evidence, as students simply need to copy and paste quotes from a text into their discussion posts. I’ve found the depth of discussion I get from my students on Backchannel actually vastly exceeded the quality of their verbal discussions in the past. Students were so much more engaged in responding to articles than they would have been if I had asked them to write a written response, even though they were practicing the exact same skills in addition to practicing good discussion.
You can create small groups of students with a different Backchannel chat room for each group, which would be perfect for book club discussions or writer’s workshop! You would still be able to see and moderate student posts, but students would be responsible for running the show, creating a collaborative and student-centered learning environment. Backchannel could also serve as a collaborative workspace for students working on group projects, especially if you wanted to create groups of students from different class periods or grade levels- a 6th- and 8th-grade class could work together on a Project-Based Learning unit and collaborate via Backchannel even if their classes don’t meet at the same time!
Backchannel Chat is free to use for teachers with the basic features intact, but the features available to premium users (multiple chat rooms at the same time, for instance) make it well worth the $15 one-time price if you regularly have students collaborate and discuss in your classroom. My students and I have loved the Backchannel Chat experience, and it has really elevated the level of discussion in my classroom!
Now that you’ve got stacks of books (Part 1 & Part 2) and something to put them on (Part 3), let’s talk maintaining a library in a classroom of anywhere from 18 to 150 students! (High school teachers, mad respect for all that grading. Yikes.)
Alright. Before we jump into maintaining this library you just built with your own two hands (and wallet), first, I need to share a hard truth with you. It sucks a lot, but I’m just going to come right out and say it. Students are going to lose your books.
I’m sorry. It’s out there now. The big, ugly truth about classroom libraries is that you’ve invested money in creating reading experiences for your students, and some of those reading experiences are going to grow legs and walk away and never be seen again. It’s the hard reality of teaching, in much the same way that all the pencils have miraculously disappeared by November, except with a larger price tag.
I wanted to put the depressing bit of this post up front, because I need you to know that the loss of books is simply an inevitable part of starting and maintaining a classroom library. In spite of that inevitable loss, a classroom library is still worth it, and is still one of the single most powerful things you can implement to turn students into readers. And, depending on the level of effort you’re willing to put in, there are things you can do to prevent some of those book losses and help ensure that your library stays strong.
Before I jump into some anti-loss measures, I’ll start off by tying up some loose ends of library setup and upkeep so that you’re not tearing your hair out every week with a library that looks like this one.
Let’s talk about how to finish setting up your library to make maintenance easy from Day 1 to Day 180.
If you decided to use a specific organization system (read more about those in Part 3), you may need to label your books based on that system. This is especially true if you’re doing topic or genre baskets or shelves, or sorting your book by a reading level system. Library websites like Demco sell pre-made genre stickers you can buy for relatively cheap, or you can purchase mailing labels of various sizes and make your own. I have found that mailing labels tend to pop off a bit easily with time, so I bought these sticker covers from Demco to keep my labels locked down long-term.
Labelling your books will make it far easier for students to re-shelve them, and thus you can enforce an expectation and make a clean, organized library the students’ responsibility.
One of the joys of teaching middle school is that students are in the middle in almost every sense of the word, and this includes acceptable reading content. Some of my students are mature enough and ready for Young Adult content in their fiction, and some are still firmly residing in the land of Middle Grades. There is nothing wrong with either of these camps, and I leave it entirely up to my students (and their parents) to decide what content is appropriate for them. However, to help make that decision easier, I tag all of my YA books with YA stickers on the spine (I made some to print on mailing labels with a picture of a Pac-Man ghost to help it stand out).
Designating books as having YA content helps my readers make more informed decisions about their book choices, but it also protects me. While I take reasonable precautions to ensure that books are not too inappropriate for 14-year-old students (my hard line is usually explicitly-described sex or drug usage; anything that goes beyond casual, passing mention), there is content in some YA books that parents might find objectionable. I have parents sign a letter at the beginning of the school year that places responsibility for content of students’ reading firmly in the hands of parents and students. It is independent, choice reading, and I do not feel it is my job to censor what students read. I mark books with this content so students can be aware of it, and I move on.
How will your students check out books from your library? When are they able to check books out? May books from your library go home with them? How long can students keep books for? These are all decisions you will need to make for yourself before students begin using your library. I will detail two of the most common book checkout options later in this post, but some teachers choose not to have any kind of checkout system at all- students grab books and return them as they please. Like me, some teachers allow checkout any day during reading time, while others limit students to certain days of the week on a rotating basis to prevent the library from becoming a social space. I allow my students to take books home, as I want them to be reading as often as possible, but I also understand the decision of those who ask that their books remain in the classroom to help minimize loss and damage of books. I generally let my students keep their books as long as they need to finish them, but if I haven’t seen a title in a couple months I’ll start inquiring with the student about where it’s at and when I can expect it back. Making all of these decisions in advance, while perhaps difficult, is essential to a smooth-running classroom library.
Once you decide what the rules and procedures are for using your library, you should be sure to share them with students in a place where they can be easily seen year-round. I hang sheets by my non-fiction and fiction sections that explains the organization of each section and the checkout process for books.
If you do jobs with your students, consider having some class librarians. These students can be in charge of checking out books to classmates if you’re comfortable with that, and they can also be responsible for general library upkeep and making sure books are in the right places. This invests students in keeping the library orderly and takes the task out of your hands.
Invest a lot of time early in the year in explaining and reminding students of your library rules and procedures. It will begin to feel repetitive, but if you ingrain the behaviors early it will mean less work and frustration for you later on in the year. Make students practice if needed, and hold students accountable for care and upkeep from the beginning.
No matter what system you use, try to rotate your books a few times a year on the shelves so that new ones are at students’ eye-level. This is part of the reason I keep my books in baskets. Around winter break I reverse the alphabet of my fiction baskets so that my Z basket is first on the top shelf and my A basket is last.
I opt to clean mine in early August before school starts, as I’m usually so burnt out by the end of the school year that I couldn’t possibly care less what state my book baskets are in. If you have particularly messy students or just want to minimize dust and germs, you might also want to clean them out over winter break. Enlist people to help you with this task- find some local high schoolers who need community service hours, or a friends with younger kids who want to make a few bucks.
I put library-grade dust-jacket covers on all of my hardback books. This ran me between $60-90 for my pretty sizeable library, including the jacket covers, the special tape to attach them, and the special tool you need to smooth out the edges as you’re installing the covers. I went back and forth about this additional cost for awhile, but the thing is that most of my hardback covers are new books, often brand new releases. (Note: If a book is available in paperback, always, always, always buy in paperback. It’s cheaper, it takes up less space, it’ll last longer, and I read somewhere once that students subconsciously prefer them because they’re easier to carry.)
The other factor is that once the dust jacket of a hardback is lost, that hardback is useless to you. Students simply won’t checkout hardbacks that don’t have a dust jacket. There’s no image on the cover to entice them in, and there’s no summary blurb for them to read to know what the book is about. The book will look too old and uninteresting for them to give it a second thought. Thus, dust jacket covers protect both the shelf-life and readability of my hardback books. I also view my library as a long-term investment, and $60-90 is a cost I’m willing to pay to protect that investment when the sum total value of my hardback books is probably 3-4 times that cost, easily.
Again, just to reiterate, you will never be able to prevent the loss of all of your books. But there are a few key steps you can take to minimize a lot of potential book losses.
How you choose to do this is up to you. I’ve seen handwritten names in permanent marker, specially-made “This Book Belongs to” stamps, stickers and labels, etc. I personally prefer labels, as I can print pages out at once. Avery makes nice handy ones that are easy to pull off the sheet, so it’s fast and easy to label whole stacks of books at once. Whatever method you choose, do not skip this step! When my students leave their books laying around the school, they always find their way back into my mailbox in the staff room because the inside cover is labeled with my name. I’ve also heard stories of parents returning books to a teacher years later, when the books were discovered while cleaning out a child’s bedroom. Putting your name on those books is important.
There are several popular free online library management systems out there right now; Booksource is my personal favorite and the one I’m most familiar with. The idea is that you can catalogue your entire classroom library either through manually entering or scanning in each of your titles. Then, once that’s done, you can use that online system to check your books out to students just like a real library does. It’s easy to see at-a-glance where all your books are, and how long students have had them for. You can start leaning pretty heavily on students to return your books after they’ve had them for 3-4 months. Another benefit to this system is that when you’re at the thrift store trying to remember if you already have a copy of that book you’re holding, you can look it up on your phone and know for sure!
But I will be really honest with you and say that this process is incredibly, seriously time-consuming. I catalogued all of my books two years ago with the intention of using Booksource as my checkout system, and it had lots of great features I’ll talk more about in a future post. But then I ended up purging a ton of titles from my library at the end of the school year and acquiring even more new ones, and it was just too much to deal with scanning all the new titles in and then trying to figure out which titles were no longer in my library as I’d donated them before thinking to delete them from my inventory. If protecting the investment of your books is worth it enough to you to devote the time to implementing and up-keeping this system, then it will likely help reduce a lot of your book losses. I ultimately decided the time tradeoff just wasn’t worth it for me.
If an online library management system sounds too complex or time-consuming, consider doing a paper/ pencil checkout system. All you need to do is write down the date, student’s name, and book title, and you’ve got all the information you need to keep a record of where your books are at. When the book comes back, you just cross out the student’s name and write the date they returned it. Pretty simple stuff. I used a spiral-bound notebook for this, and I actually made a page for each student so I could visually see how often the student had checked out books from me or whether they’d returned everything they borrowed. It served most of the purpose I needed in terms of helping me keep track of titles and reducing the number of lost books.
While the options mentioned above won’t save all your books, it will protect the majority of them from loss by students. Remember that sometimes losing books is an inevitable part of the library experience, but when it happens, I always like to hope that either the kid loved the book so much they couldn’t bear to bring it back, or that the kid will stumble upon the book at some future point after they’ve left me and have fond memories about their time in 8th grade. Would I rather have the book back? Sure. But I’m a realist, so I’ll take what I can get.
Now that we’ve covered pretty much everything you need to know and do to start a classroom library from scratch, I’ll talk in the next post on Wednesday about tons of different strategies and activities to get kids using your library and reading books.
Welcome to Part 3 of my series on starting a classroom library from scratch as a new teacher! In Part 1, I discussed how to begin searching for titles your students will love, no matter what grade you teach. In Part 2, I listed 17 different low-cost ways to start collecting books for your library. In this third installation, I’ll talk book storage and different approaches to organizing your library, so you can answer the question of where the heck to put all those wonderful books!
Your best book storage options will depend on the size of your library and your classroom. Some teachers prefer one or two floor-to-ceiling shelves to maximize floor space; I use shorter shelves that run along a wall underneath the windows of my classroom. Both are valid options. If you’re clever and craftsy, you can get shelves such as the popular IKEA Kallax or Expedit models that can double as seating for your young readers with just an afternoon’s effort and a few add-ons. Plastic milk crates can be spray-painted and attached together with zip ties or strong adhesive to create all sorts of modular shelving options to fill your needs. The more creative and outside the box you can think here, the more you’ll save and the more inviting your library can be!
Two of my shelves were hand-me-downs from the teacher I took over for, and I scrounged up the others at Aldi for cheap. IKEA, garage sales (both digital and traditional), Craigslist, thrift stores and the side of the road before trash night can be places to find shelving. Another great tip is to drive to your local college town the weekend of graduation- many graduating seniors will leave used furniture behind to be dumped, and you can find some pieces that are in pretty good condition. (Incidentally, this is how I found my favorite desk chair!)
If you are someone who likes everything to be matchy-matchy (believe me, I get it!), snag some spray paint and sand paper from the local hardware or craft store, or use contact paper to cover shelves. Within the last decade or so the amount of available designs for contact paper has exploded, so you’re sure to find a design you love that will match the rest of your classroom decor!
I keep my books in nice, sturdy Sterilite baskets. This makes it easier to shift them around on the shelves (and refresh what’s at students’ eye-level periodically), and to pull out whole baskets of books for activities with students. I also have to use baskets for my Aldi shelves, because they’re made of that open wire that things could potentially fall through. The Sterilite baskets are a bit pricey compared to what you can find at the dollar store, but those suckers will last. My mom has used them in her own third-grade classroom library for over a decade and rarely has to replace any. Before the start of each school year, you’ll want to go around and wipe out the baskets (a task my younger sister and I were often assigned in our earlier years), to remove dust, debris, and random writing utensils that always somehow seem to find their way in.
A clear benefit to not using baskets is cost. It’s definitely cheaper to get standard bookshelves and just place the books right on them. But, if you have a non-standard room space or are having to get creative with where your library goes, baskets can help you use all available space by placing them around the classroom in different locations, on top of counters, etc. Baskets might also not be the way to go if you’re primarily stocking picture books- at least, not the Sterilite baskets. The larger ones you’d need to fit picture book sizes are more expensive, and a full basket would likely be too heavy for little hands.
If you go the basket route, you can label your baskets with laminated index cards, or the Target Dollar Spot sometimes has peel-and-stick clear label pockets for book baskets during their back-to-school sale.
If you are not a crafty woodworker, maybe you have a friend or relative who might be able to build you some shelving or book storage for the cost of materials and dinner. This could be a way to get some of those neat book display furniture pieces without spending the hundreds (or thousands!) of dollars they often cost from school supply companies. Here’s a basic set of plans for building a front-facing wooden book display. If your library is mainly picture books and you are able to mount shelving to the wall, here’s a set of super easy plans for wall-mounted book ledges. And here’s a post on a whole variety of DIY classroom furniture including multiple shelving options and more!
Now that you’ve got some shelving, let’s explore some common ways to organize the books in your library, and pros/ cons of each.
If you’re in the “Ain’t nobody got time for that!” school of organization, choosing not to organize your books at at all might be your option- just stick them all up on the shelves and let students have at it!
An oldie but a goodie, organizing books by author’s last name is still a logical choice, whether you’re using traditional shelving or book baskets.
Sorting your fiction (and non-fiction!) books by genre (mystery, realistic fiction, etc.) is fast becoming a much more popular way to organize both classroom and school libraries.
A third library organization option is to sort books by topic (animals, winter, family, etc.).
Sort your books by reading level, no matter what leveling system you use- Fountas & Pinnell, Accelerated Reader, Lexile, “I Can Read” or other pre-leveled text series, etc.
I’ve outlined the four most common methods of classroom library organization above, but you may find that one system is not the key for you. In my library, I organize my fiction by author’s last name and my non-fiction by topic. I have series in their own separate section in chronological order, and I keep separate baskets for poetry, short story anthologies, and dramas/ plays. I will also occasionally do separate topical baskets for my fiction; for example, I recently acquired a set of books containing collections of short folktales from different ethnic backgrounds. These weren’t technically a series, but I decided to highlight them by giving them their own basket. Be flexible with your setup, and feel free to choose whatever works for you and your students.
Picking a library organization system requires some thought from you about what experience you want your students to have and how much effort you’re willing to invest to maintain a system. However, this is just one (albeit important) piece of the puzzle, as is deciding upon a shelving system and whether to use baskets. You will also need to make decisions about whether to label your books to fit your shelving system, whether you want to tag books with certain types of content, what to do if you run out of space for books in your library, etc. In the next post of this series (coming tomorrow!) I will talk about maintaining your library- some of these additional decisions you’ll need to make before opening your books up to your students to ensure that your investment is protected, your books are cared for, and your students have a great reading experience.
In Part 1 of this series, I talked a bit about the immense value of having a personal library in your classroom, and I explored some ways to figure out what those crazy young whippersnappers are reading these days (*shakes cane*). So now that you’ve likely got a wishlist that’s five miles long, it’s time to start getting those books in your classroom and into the hands of your kids. Let’s explore a bunch of different ways you can do that without breaking the bank.
A minor regret from the beginning of my own classroom library was that I picked up any book that was in remotely decent condition, especially if it was free or inexpensive, without regard for whether my students were likely to actually read it. This left me with a basket-full, for example, of ancient-looking Fear Street trade paperbacks from the 1970’s or 80’s. My students, I reasoned, might be into horror, and they might recognize R.L. Stine from the Goosebumps series, and they’d been a free pass-down from the teacher whose position I took.
As you might expect, my students never touched them once. As much as we try to convince students not to judge a book by its cover, it happens anyway. At the end of my first year, I ended up clearing out and donating that basket and other titles I’d known deep-down my students would never touch so that I could make room for more high-interest books. Learn to evaluate whether your students are likely to actually read a book. Even if it is free, an unread book is just taking up shelf space and gathering dust. Only take or purchase books that will actually see use by students.
Alrighty, now that’s out of the way, let’s talk about how to get ALL the books!
Your first stop, if possible, should be your principal or the person in your building who knows how funding works. There may be money set aside for you to use to purchase books for your library. In my building there is not money for individual classroom teachers, but my teacher team can use our team account to purchase book club sets and titles that can be shared by all 70 of our students. Things are different in every district and building, and it absolutely never hurts to ask. Your Parent-Teacher Association may not be a bad place to ask, either.
If you are a new teacher these days, there’s a pretty decent chance you’re replacing a new retiree. Get ahold of that person’s contact info if you can, and see if they would be interested in donating (or selling) any of their classroom library to you. Teachers also change grade levels, and some don’t wish to hold onto books in storage. Most of the base of my middle school library came from my mother, an ex-fifth-grade teacher who moved down to third and no longer had use for her boxes upon boxes of higher-level chapter books.
Don’t assume that the books on the shelves at your local Goodwill are all musty romance novels from decades past. If you’re willing to put in the time and sweat equity to regularly pop by and peruse the stacks, there are plenty of excellent gently-used books waiting for your students, and at many stores they are only $0.50 – $1.99 each. You can also watch for sale days when certain colored tags are cheaper, or holiday sales (I’ve seen Goodwill do 50% off on holidays like Labor Day).
Another thrift store tip – If you’re willing to drive a bit, drive to the thrift stores in the more affluent neighborhoods around you. While most chains like Goodwill attempt to spread quality product between locations, most stuff that gets donated at a particular location gets sold at that location. More affluent stores (in my experience) tend to have a wider selection of quality texts to purchase.
If you are a Facebook user, make sure you are connected to the local garage sale groups in your area, as well as teacher resale groups. You can often find decent books at low prices, and this is a great way to find bundles of multiple books and collections of series that your students will enjoy! Whatever group you choose, make sure you take a moment to read the group rules and understand the buying and selling procedures. The last thing you want is to accidentally step on someone’s toes or get booted from a group!
Shop garage sales in neighborhoods with lots of school-aged families. Parents will sell books that their kids have outgrown. Church or organization sales are also a great place to hunt. You can find out about local garage sales in your area on sites like Facebook and Craigslist.
Inquire at your local library- most libraries have some sort of ‘friends of the library’ organization that organizes annual or semi-annual book sales to clear out titles that are no longer in circulation and raise funds for new books. You can find all sorts of books at these sales for really great prices.
Many book fair providers, especially Scholastic, will sell value titles, clearance books they are trying to purge from their inventory. At Scholastic sales, these books can usually be identified with a red circle sticker that tells you the bargain price. Don’t forget, too, that most school book fairs allow teachers to submit wishlists for parents to donate books to the classroom. Create a list of reasonably-priced high-interest books and ask your parents to purchase and donate just one.
Scholastic, of book fair fame, hosts semi-annual BOGO sales on merchandise at their warehouses to clear inventory. Get on their email list and you’ll be among the first to know. These sales usually run for a couple weeks (the warehouse near me holds one in late November/ early December and one in May). Also, if you have some free time on your hands outside of the school day, you can sign up to work a few shifts at these warehouse sales and earn vouchers that can be spent on books at the sale. Either way, great prices abound.
My two favorites are Book Outlet and Thrift Books. Both offer some titles at as little as $2-3, and both sites have points-based rewards programs. These sites sell books that are overstocked or marked as ‘damaged,’ but I have never received an unusable book in any of my orders- in fact, some of the books marked as damaged were actually autographed copies! Keep an eye out for sales around holidays and subscribe to emails for coupons, etc. Important tip: Always compare the price of a book between these bargain outlet sites and Amazon. For newer titles especially, Amazon’s ‘New’ or ‘Used-Excellent’ prices may still be cheaper!
Half-Price Books is a chain new-and-used bookstore all over the country and online. In addition to offering decent prices on books, HPB also partners with local communities to donate boxes of gently-used books to classroom teachers as part of their One Million Books donation project. Another useful tidbit is that HPB will buy used titles for store credit or cash- not a ton of money, but those books my students just aren’t reading can be turned into one or two titles I know they’ll love.
Some people are uncomfortable with the idea of using fundraising sites like GoFundMe to finance their classroom libraries, but I firmly believe the mission of getting great books in students’ hands is a more-than-worthy cause to donate a few bucks for. Put in the time to really sell the need for books and how they will help your students. Include pictures of your students or your classroom if possible, as well as a bit of information about the types of students you teach (urban vs. rural, low-income, diverse, low-readers, etc.). You have to paint a strong picture to explain why people should donate money to you.
Networking is also key here- even if friends and family can’t contribute much, they may have some sort of business or community connection that might be willing to help you out. Share, share, share on social media and ask friends to do the same. Remind everyone that donations are tax-deductible! Something I also like to do is put a sticker or written inscription inside books purchased with donated funds to honor the people or organizations who donated (i.e., “This book was donated by…”). This not only honors the people who were kind enough to donate, but it shows your students that people care enough about their education to invest in it.
DonorsChoose is an especially great place to start if you’re working in a low-income or Title I school, but this classroom fundraising platform is open to any teachers. Be prepared to put in some work- DonorsChoose requires a lot of information from you about your students and school, your project, photos of your students and classroom, etc. The other important difference between DonorsChoose and general fundraising sites like GoFundMe is that DonorsChoose does not directly give you money- people donate money and DonorsChoose orders and sends you the materials you asked for. This means that DonorsChoose might be a better route if you are looking for book club or whole-class sets as opposed to individual titles. It can also take awhile from the time you set up your project on DonorsChoose to the time you’ll actually get books in your hands, so plan well in advance if you’re looking for group or class sets for a unit or novel study.
There are a variety of grants and funding available to teachers if you are willing to invest the time to research, find them, and apply. You can find and use grant money to purchase books for your classroom. If you go this route, I recommend you first spend some time learning more about grant writing and looking at successful examples of grant letters & applications to understand what organizations are looking for from applicants.
I got my mom a Book of the Month Club subscription for Christmas a couple years ago, and she was so delighted with it that I ended up getting a subscription for myself. Every month I pay $14.99 for my choice out of five or six options, and if they don’t have anything I’m interested in for the month I can skip it and the credit saves for later. They recently added a YA section to their add-on books, meaning my saved credits have been merrily purchasing new books for me and my classroom. There are also YA-specific book boxes such as Uppercase, and increasingly I come across subscriptions for children’s book boxes (Amazon is offering one– I can’t speak to the quality, though). If you choose to go this route, it can be a great way to get fresh, newly-released reads into students’ hands, but be sure to compare your options before choosing a service. I chose to stick with Book of the Month over Uppercase because while Uppercase is specifically geared toward YA, you don’t get any choice in books each month- every subscriber gets the same surprise title, and I wasn’t willing to risk the monthly fee on books I may or may not end up enjoying, or that may or may not be appropriate for my students.
This is another avenue of book collection that requires leg work, but publishing companies will send out ARCs, or Advanced Reader Copies, to people who are willing to read unpublished books and write reviews on social media and sites like Goodreads. The leg work exists in finding publishers and sites that offer these ARCs, and once you do there’s often some work involved in explaining why you would be a great candidate to receive ARCs. Because of the costs involved to the publisher, they won’t send these books to just anyone. It helps if you already talk about books on social media (book-stagram, anyone?), and if you play up the fact that you can likely get multiple student reviews out of a single ARC copy. Or, if you have any students who are heavily invested in their social media presence and could reach a lot of people, this could be an opportunity for them to seek out books and review them. Goodreads will host giveaways for ARCs, so that could be a good place to start your search.
Let’s be real honest here- no eReader will ever compare to physically holding a book in your hands. It just won’t. However, you’re a teacher on a budget, and while sharing that power of a physical book with students is great, there are thousands of reading opportunities available to your students for free online. If you teach upper-middle or high school and want to get your students reading some classic literature, good news- you can find most ‘classics’ for free on the internet. If your students have library cards from their local libraries, they can often use those to login to the library’s website and check out eBooks from there. I’ve had students who will start by reading the free preview of an eBook through Google Books, and if they like it enough to continue reading past the free preview we work together to get our hands on a copy. If you have iPads or other tablets for students there are tons of book apps available, and your district may even have a subscription to services such as Epic! (elementary) or TumbleBooks (all grades). Technology also opens students up to different reading experiences such as news or magazine articles, blog posts, etc. and gives them a richer pool of reading material to choose from.
For all of the suggestions I’ve given above for creating a low-cost classroom library, when it comes down to it you’re going to have to spend some money. I have a massive book addiction and young adult fic is my genre of choice, so I have no problems shelling out for new releases or popular titles. I read and enjoy them myself, then I stick them in my library. Even if you are not an avid reader of the books that you’re purchasing for your students, remember the investment you are making in their reading lives, and the dividends that will pay as you see them fall in love with texts and learn what good readers do.
I’d be lying if I didn’t say I have invested quite a few hundreds of dollars at this point into my own library (I consider this an inherited trait- I spent my childhood helping my own mother hide bags of classroom library purchases made at the local used bookstore from my dad’s inquisitive eyes). I just love books, love reading, and so the investment is worth it to me. If you aren’t willing to invest like I am, that’s okay, too- I recognize that not everyone can. Allow yourself time to build up what you can. Scrape and scrounge, jump on opportunities, go through those books the school librarian is removing from circulation, do the leg work to find the opportunities. Work with a colleague, especially one whose room is geographically close to yours. Build a shared library together that all of your students can enjoy. Building your dream classroom library is not easy, but it is so, so worth it.
As an aside, if you are someone in a position to regularly buy newly released titles for your students, try to always buy new releases during the first week of their release- it helps the author a ton, as first-week sales are a huge marker of success on the part of the author and the publisher.
As I mentioned in Part 1 of this series, do not feel like you have to go out and buy hundreds of books at once in your pursuit of the perfect classroom library. Start with a core of high-interest books (or whatever you can get your hands on) and build slowly from there. Your classroom library will be an ever-growing, ever-changing collection as you add and remove titles over the course of your teaching career. Start with what you can, listen to what your students want, and go from there.
Come back tomorrow for Part 3, where I will discuss classroom library setup and maintenance, different ways to organize your books, and that pesky problem of kids losing your books and what to do about it.