Sample Procedural Manual

Table of Contents:
I. Historical Background ……………………………………………………………………… 2
II. Mission, Vision Goals and Objectives …………………………………………………… 3-4
III. Library Personnel
Job Descriptions ……………………………………………………………………… 5-7
Selection Procedure and Qualifications …………………………………………… 8-11
Organizational Chart ………………………………………………………………… 12
IV. Collection Development Policy ………………………………………………………….13-16
V. Technical Processes
Accessioning …………………………………………………………………………. 17
Physical Processing …………………………………………………………………. 18-19
System of Barcoding ………………………………………………………………… 20
Cataloguing Classification ………………………………………………………….. 21
Special Policies ……………………………………………………………………… 21-24
VI. Manual on Repair of Library Materials ………………………………………………... 27-37
VII. Conservation and Preservation ………………………………………………………. 38-41
VIII. Security of Library Materials …………………………………………………………. 42-44
IX. Circulation Policy and Loaning Procedures .…………………………………………. 45-47
X. Weeding Policy and Procedures ……………………….……………………………… 48
XI. Appendices
School Façade ……………………………………………………………………… 49
Floor Plan and Facilities …………………………………………………………… 50-58
Library Forms ……………………………………………………………………….. 59
Library Website ……………………………………………………………………… 60
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The Learning Tower Library: An Inter-active Library and Media Center for Kids
Historical Background
The Learning Tower Library was brainchild

from the brilliant advanced multiple
intelligence school named the Telefonplan
School which originated in Scotland. This
school allows students to learn from
themselves by interacting with the materials
and environment stimulus. Thus, with the
efforts of continuing the objectives of the
school, the founders decided to build the
Learning Tower Library.
Co-founded by Dr. Julie Ann Dominique De

Leon, and Dr. Nicole San Miguel, the
Learning Tower Library stands to support the
Telefonplan School’s Objectives by providing
more resources to develop the Eight Fields
of Multiple Intelligences namely: the verbal
intelligence, logical intelligence, interpersonal
intelligence, intrapersonal intelligence, spatial intelligence, body kinaesthetic
intelligence, musical intelligence and the naturalist intelligence.
Each floor is designated for a specific field of intelligence.

Thus, the library materials found on each floor are fit and
arranged according the multiple intelligence that they support.
The library materials found in each sections ranges from
literature to inter-active media in order to stimulate the child’s
mental, emotional, and physical capabilities.
The library is now a principal non-profit provider of information

and inter-active learning to the pre-school and grade school
students of the Telefonplan School as it stands behind the
school building at 1024 España, Manila parallel to the front
façade of the University of Santo Tomas. It had helped
numerous children and parents in identifying their child’s field
of knowledge since its foundation on June 18, 2030.
The Learning Tower Library Facade
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Library Mission Statement:
The mission of the Learning Tower Library is to support the Filipino children in
becoming effective members of the national community by exhibiting applications of the
Eight Areas of Multiple Intelligences learned and acquired from the vast forms of media
we provide.
Library Vision Statement:
The Learning Tower Library pursues its vision by building an inter-active library of
outstanding children's books and media from around the world and supporting
communities of children in exploring and using these materials through innovative
technology designed in close partnership with the Telefonplan School.
Library Goals and Objectives:
Collection
To create a collection of more than 100,000 books and media resources that is freely
available to children, facilitators, and parents that are engaged in the programs of our
library. The materials included in the collection reflect strategic programs and activities
centering on the Eight Areas of Multiple Intelligences. The collection's focus revolves on
identifying materials that help children to understand their personal skills reflected in the
different intelligences. It is hoped that through a greater understanding of the collections
provided, maximum growth of skills and talents will be honed to the learners.
Education
To develop a greater understanding of the relationship between children's abilities and

their respective intelligence (verbal intelligence, spatial intelligence, logical intelligence,
interpersonal intelligence, intrapersonal intelligence, body-kinesthetic intelligence,
musical intelligence and naturalist intelligence) by having access to an inter-active
library collection of multi-format materials (from books to movable materials).
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Technology
To breach the traditional role of librarians around the globe by merely being book
providers and information givers, the tasks of our librarians emerge from such works
into being intellectual partners of the learners we cater with. Through the massive
efforts of technological upbringing, providing of appropriate materials for the children as
well as to their parents is achieved in our library.
Business
To provide a platform for operational excellence that insures the Library grows in strict
accordance with it strategic priorities and in a manner that leverages its outstanding
human and intellectual resources to achieve the Library's and School’s mission of
helping children discover their innate intelligence.
Library Personnel
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Job Descriptions:
a. Head Librarian of Administrative Services

1. Must have knowledge in and be able to operate a Computer System
2. Oversees the daily operation of the library
3. Prepares preliminary budget, financial and activity reports, and presents such
information to the board
4. Hires, trains, schedules and supervises staff
5. Maintains employee records
6. Maintains membership in professional organizations
7. Remains informed concerning library-related issues
8. Answers public inquires and prepares press releases
9. Assists in the activities of the Board
10. Communicates with civic groups and elected officials regarding library issues
11. Writes grant proposals
12. Plans and develops summer reading programs
13. Performs other related duties as required
14. Heads in the training of new personnel
15. Schedules the use of the library
b. Head Librarian of Technical Services

1. Determines books and materials to be mended or discarded
2. Selects circulation, reference and periodical materials
3. Classifies and catalogues library materials
4. Shares daily circulation duties
5. Performs and oversees the Processing, Indexing and Abstracting of periodicals,
and/or functions of the library.
6. Assists in the interlibrary loan of materials and coordinates the notification and
collection of overdue materials.
7. Assists in taking inventory of materials and requisitions personnel, equipment and
supplies as needed; maintains various statistics and prepares related reports.
8. Supervises various work assignments; reviews the work of subordinate personnel.
9. Performs routine library assignments involved in searching records for catalogue
copy, preparing bibliographies and book lists, and maintaining card catalogues and
book shelves; Operates office machines to include personal computers, typewriters,
duplicating equipment, and adding machines.
10. Performs other related duties as required or assigned.
11. Organizes Library resources for easy access.
12. Manages cataloguing procedures (i.e., classification, accession, recording, filing.
13. Establishes and maintains circulation procedures.
14. Evaluates media and instructional equipment.
15. Recommends the acquisition of new and traditional technologies.
c. Head Librarian of Readers Services

1. Assists and instruct patrons in using the library materials
2. Assists patron in the selection and location of library materials.
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3. Communicate library’s rules and regulations to the users and staffs
4. Provide assistance to the parents and guardians of the learners.
5. Maintain library atmosphere inside the sections
6. Manages the circulation area
7. Conducts orientation for first time users of the library
8. Educate parents and learners about the 8 fields of intelligences
9. Receive all complaints and queries from the users
10. Manages the payments and circulation of materials and membership of the users.
11. Recommends the acquisition of new and traditional technologies needed by the
users.
d. Library staff (Media Specialists)

1. Uses reputable tools to identify and select appropriate resources (i.e., catalogues,
professional journals, etc).
2. Selects resources and materials which reflect the priorities of the instructional
program and which provide for the recreational needs of users.
3. Withdraws from circulation outdated, worn, or unsuitable materials as necessary.
4. Responsible officer for a variety of media equipment and maintaining appropriate files
and records.
5. Uses computer networks for accessing resources within and outside the library.
6. Provides input into library and media purchases to be made at the system-wide level.
7. Serves as committee member for new and remodeled libraries by analyzing facility
and equipment needs to ensure adequate coverage to meet library standards.
8. Works with other librarians and school staff to maintain thorough policies and
guidelines for the total school library program.
9. Compiles and maintains library inventories and gathers and organizes relevant
statistics for the purpose of preparing necessary reports that reflect the library programs
and necessary to meet accreditation and state standards.
10. Checks if the library system is up to date and user-friendly.
e. Library staff within each department

1. Observes the rules and regulations of the library
2. Participates in staff development programs and activities given by the library
3. Attends to the needs of the users
4. Notifies the superior regarding the activities and queries of the users of the respective
department
5. Records all forms of question and transactions of the users to the department
6. Instructs the support staff about the maintenance of order in the department
7. Provide suitable resource material to the facilitators in guiding the children
8. Assists the facilitator in aiding the children about the collection and materials of the
section
f. Facilitators
1. Assists the children in using the inter-active and print materials of the section.
2. Controls library atmosphere within the section.
3. Helps children in dealing with their co-learners
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4. Gives first aid to minor inflicted injuries to children.
5. Teach students what they ought to know.
6. Assist parents how to handle their children during given sessions.
7. Reports to the librarian any problems encountered from the users
8. Demonstrate to the users how to use an interactive material.
9. Informs parents about the lending and use of materials within the section
10. Settle petty brawls that might be committed by the users.
g. Support Staff (janitors, security guards, medical attendants, elevator assistants)

1. Attends to the needs of the users, especially those at the cafeteria.
2. Helps in cleaning and maintaining order in the library and in the 8 sections.
3. Call the attention of a librarian in cases when materials are torn out or destroyed.
4. Report all daily activities done inside the library.
5. Secure the library from harmful people.
6. Secure the users from any forms of harm or danger.
7. Guide users about the different facilities of the library.
8. Assists the facilitator in cases where users are out of control.
9. Give remedy to inflicted pain of users at the Clinic area.
10. Follows the rules and regulations of the library
Selection procedures and qualifications of library personnels
1. The Learning Tower Library, in adherence to its mission and vision, provides the following
qualifications for its personnel:
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a. Assistant Librarian
Educational Attainment: Must be a graduate of BLIS or BSE-LIS or BSE-LS.
Must be licensed.
Must hold a Master’s Degree either in Library Science or

Education.
Must at least have Doctorate units.
Skill Requirement: Must be able to work in a general office environment.
Must be knowledgeable about Library Science.
Should possess good communication, interpersonal and

clerical skills.
Ability to communicate effectively and follow written and oral

instructions.
b. Library Staff
Educational Attainment: Must be a graduate of BLIS or BSE-LIS or BSE-LS.
Must be licensed.
Must hold a Master’s Degree either in Library Science or

Education.
Must be knowledgeable about Library Science.

clerical skills.
Must be courteous and respectful to superiors and clients.
c. Facilitator
Educational Attainment: Must be a graduate of BSE-PSED or BSE-BEEd.
Must be licensed.
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Must be knowledgeable about Children Education.

clerical skills.
Must be courteous and respectful to superiors and clients.
Must beflexible to children’s needs and should know basic first

aid measures.
2. All librarians and facilitators are required to submit the following requirements for
application:
a. Furnished Application form with indicated size of pictures
b. Resume
c. School transcript
d. Letter of recommendation from professors or eligible authority
e. Clinical records
f. Police clearance
3. The applicant must pass the written examination concerning general knowledges. The test
shall give focus on the Interpersonal and Psychological aspects.
4. After successfully complying to the first examination, another test shall be given to the
applicant, this time more specific, about the knowledges being practice in the chosen
occupation. Such topics are summarized as follows:
a. for application to library staff:
- Basic cataloging
-Indexing
-Abstracting
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-Multimedia Services
-Library Management
-Client Services
b. for application to facilitator:
-Child rearing
-Creative activities for children
-Educational growth and mental health
-Caring for children
-Basic first aid
5. A duration of 5 working days shall be given to all applicants for the HR department to
process all their requirements in preparation for hiring. During this period, the applicants’
credentials will be verified. Fraud and/or similar cases regarding the applicant’s information
shall be a ground for disqualification for hiring.
6. All applicants will be subjected to the final interview if they passed the previous
examinations. The interviewee will be the head librarian for administrative services.
7. For the library support staff, (janitor, clerks, guards, cafeteria helpers, etc.) they must also
submit their credentials from their agencies. All applicants for support staffs are also required
to submit the same requirements for the librarians and facilitators.
8. Reconsideration and re-applying shall be granted to all applicants. However, they will be
subjected to undergo the whole procedure for employment stated herein.
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9. No partiality will be given at any extent whatsoever. Our library commits to fair judgment and
equal treatment to all people from the different walks of life. Religion, personal principles and
beliefs shall be taken into consideration.
10. After hiring, all employees are required to attend an orientation regarding the nature of their
work and the rules and regulations of the library.
*** As part of the growing demands for change, this selection procedure is subject to change to
some cause
Library Organizational Chart
Board of Directors
11De Leon, Ph.D.
Julie Ann
Nicole San Miguel, Ph.D.

Administrative Services Readers Services Technical Services
Eunice Sison, MALS Renz Santiago, MALS Eca Resurrecion, MALS
Planning 8 Areas of Multiple Acquisition

Intelligences
Personnel Indexing
Parent Services
Finance Cataloging
Multimedia Circulation
Library Linkages Abstracting
Culminating Activities
Special projects Multimedia
Client Orientation Maintenance
Partner Organizations
The Learning Tower Library:
Collection Development Policy
General Policy:
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The Learning Tower Library collects primary and secondary publications, bibliographic
resources, reference sources and multimedia resources in the format best able to support the
educational and research needs of our clients.
The materials included in the collection reflect similarities and differences in intelligence,
cultures, societies, interests, and lifestyles of students and other users. The collection's focus
is on identifying materials that help children to understand their innate ability which is of the
strongest among their capacities and the society in which they live.
The collection has two primary audiences. The first audience are the students ages 4-13, as
well as librarians, teachers, and facilitators who work with children of these ages. The second
audience are the parents and guardians of the students who are allowed to use the library’s
resources.
Purpose:
The purpose of this policy is to adopt criteria for the selection, removal and replacement of
library materials. The policy is guided by principles set forth in: (1) the American Library
Association’s Library Bill of Rights and its interpretation for school libraries, and (2) the
Telefonplan School’s objectives, mission and vision.
A. Criteria for Selection

The school’s professional personnels has primary responsibility for selecting library materials
In accordance with the school’s curriculum and instructional program. The selection process
may include consultation with school administrators, other teachers, students and parents, and
the library staff.
The following criteria shall be used in selecting school library materials:

1. Materials should support the school’s educational goals and policies, including the
advancement of student literacy.
2. Materials should be selected to support, enrich and extend the school’s curriculum
and to encourage informational, educational and recreational reading, viewing and/or
listening.
3. Consideration should be given to diverse user interests, abilities, backgrounds,
cultures, languages, and maturity levels. Materials intended for student use should be
appropriate for the subject area and for the age, social development, ability levels,
special needs, and learning styles of students served by the collection.
4. Materials should represent various viewpoints on controversial issues so that

students learn to explore, analyze and make intelligent judgments.
5. The value of a work should be examined as a whole and given greater weight than
individual words, phrases or passages contained in the work.
6. In order to assure quality selection the following additional factors will be weighed as
they apply:
a) Educational significance and/or contribution to the curriculum;
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b) Informational or recreational interest;
c) Reputation and significance of the author, producer, editor and/or publisher;
d) Degree of potential user appeal;
e) Contribution to the variety in viewpoints offered on controversial issues;
f) Accuracy and currency of information;
g) Arrangement and organization of the material (for example, indices,
glossaries, tables of contents, chapter headings, etc.);
h) Artistic quality, literary style or production values;
i) Readability levels;
j) Quality and variety of format;
k) Need for duplicate copies of extensively used materials;
l) Need to replace essential/required worn, damaged, or missing materials; and
m) Value commensurate with cost and/or need.
B. Selection Tools
The following are resources that may be used to assist in the selection process:
1. Reviews in professional, reputable sources such as Booklist, School Library Journal,
Kirkus Reviews, Horn Book, Bulletin for the Center for Children’s Books, Voice of Youth
Advocates, AASA Science Books and Films, and American Film & Video Association.
2. Recommendations by the Telefonplan School Administration, the National Book
Development Authority, and children’s literature experts such as Dr. Peggy Sharp,
Michael Cart and Palanca Chidren’s Books Awardees.
3. International and local awards such as Caldecott, Newbery, Coretta Scott King,
Rebecca Caudill, Palanca, Aklat Adarna etc.
4. Professional selection bibliographies such as The Best in Children’s Books,
Elementary School Library Collection, Books for the Teen Age, Best Books for Young
Teen Readers.
5. Online collection development tools such as Follett’s Titlewave and Baker & Taylor’s
School Selection.
6. Recommendations by faculty, administration, students or parents.
C. Criteria and Procedures for Library Donations

1. Criteria
Organizations and individuals frequently express an interest in donating books and other
resources to the Learning Tower Library. Generally, the library administrator must review
potential library donations using the same criteria as purchased material. Additional criteria
include the following:
a) Donated materials should be new or barely used (in good to excellent condition with
no writing or other defacing), complete, clean, durable, and attractive;
b) Reference materials, including atlases, encyclopedias, subject specific multi-volume
sets, and other non-fiction resources should be no more than five years old; science,
medical, computer, and other resources in areas in which information quickly becomes
outdated should be no more than three years old. Book sets should be complete;
c) Fiction books should be no more than eight years old with the exception of books by
well-known children’s authors and classics;
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d) All materials should have a reading level and an interest level of Pre-K through 7th
grade;
e) Non-fiction books should not reflect outdated stereotypes of racial or cultural groups
in either the text or the illustrations and should avoid oversimplification of complex
issues and other distortions that would give readers erroneous or misleading
information; and
f) Materials that generally are not appropriate for library use, such as textbooks,
consumable instructional materials such as workbooks, standardized tests, most
periodicals, pamphlets, and catalogs will not be accepted.
2. Procedures
a) The Head of the Technical Services should be notified of all gifts and donations in
accordance with the policy on Acceptance of All Grants, Gifts and Donations (Board
Report 04-1027-PO1), as amended from time to time.
b) Any gift or donation with a value of at least P100,000 should be recorded on the
Asset Register pursuant to the Maintenance and Disposal of Assets Policy (Board
Report 04-0526-PO1), as amended from time to time.
D. Procedure for Challenges to Library Resources

The Board acknowledges the interests of parents, students, teachers, librarians, administrators
and other members of the school community in the Learning Tower library resources. When a
challenge is raised about materials that are maintained in a library or a request is made to
include additional materials (collectively, “complaint”), the librarian needs to consider the
individual’s interest in expressing a complaint, the requirements set out in this policy, and the
principles of Intellectual Freedom as expressed in the American Library Association’s Library
Bill of Rights and its interpretation for school libraries. If the complaint cannot be resolved
through an informal telephone conference or meeting between the complainant and the
librarian or principal, as appropriate, the following procedure must be followed:
1. Listen calmly and objectively to the complaint. Explain briefly the selection criteria
and procedures established by the Learning Tower Library in this collection
development policy.
2. Provide the complainant a copy of this policy and the complaint form. Explain that the
signed and completed form must be submitted before further action is taken. If the
librarian or the school administrator does not receive a completed and signed form
within two weeks, he or she may consider the matter to be resolved.
3. Upon receipt of a signed and completed complaint, the librarian shall notify the
school’s administration within ten (10) school days of receipt of the complaint, the
school and the library administrators will form a review committee with the librarian and
will meet or confer about it.
4. The review committee will determine whether the material that is challenged or
requested meets the criteria for selection set forth in this collection development policy.
5. The written decision of the committee will be sent to the complainant within 30 days
of receipt of the complaint.
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6. The complainant may challenge the committee’s decision by making a written appeal
to the Board of Directors of the Library and the Telefonplan School Administration. The
Directors will provide the librarian of the involved school a copy of the Complaint, the
committee’s decision, and the written appeal. With input from the librarian, the board of
directors will render a final decision on the appeal.
7. Complainants may not raise the same or substantially same challenge after the
appeal has been decided or matter closed.
8. Challenged material may remain in circulation until this review and appeal process is
completed.
Technical Processing of Library Materials
A. Accessioning
In order to have an organize system of accessioning our library material, a series of recording
must be taken by all acquired library materials. The following is the process to which a
particular library is accessioned.
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Step 1: All library materials acquired by any manner are accessioned at the general
accession record managed by the head of the technical services. The material is
classified whether as BOUGHT, DONATED, or EXCHANGED. All materials are
recorded and given its accession number
Step 2: After being classified, the material shall be described. The material’s physical
features shall be indicated such as its dimension, weight, use, etc. As for books, the
title, author and statement of responsibility shall be given.
Step 3: When the material had been given its proper description, the head librarian will
then assign the item to its rightful section among the Eight Fields of Intelligence.
Accession record 00001 shows the accessioning of a printed material and figure
accession record 00002 shows the accessioning of a non-print material.
Step 4: After being accessioned, all items will go to the physical processing section, and
then will be accessioned again by the Head Librarian of each section to which the
library material was assigned.
Accession Acquired Format Title Statement of Publisher/ Description Section

Number Through Responsibility Distributor Assignment
00001 Bought Book Hello Kitty: A Little Collins, J.R. Sanrio A book on Intrapersonal
Book of Happiness emotional Intelligence
reflections
00002 Donated Wooden Wooden Blocks D/B: Gabriel De Kids@ Work Wooden Spatial
Blocks Leon Corp. Building blocks Intelligence
B. Physical Processing
After the library Material was accessed, it will now be passed on to

the physical processing at the Technical Section.
Step 1: All printed materials are first physically processed by

having the Barcode pasted on the center of the cover.
The Accession number along with the assigned section of the
library material serves as the barcode for each item.
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Step 2: The book shall be stamped by the property stamp of the Learning Tower
Library. The stamp shall be placed on all the sides of the book, inside each book
cover, and on the secret page of the book.
Step 3: On page 20, the accession code and accession number is to be written
again. Along with the property stamp of the library.
Step 4: The security tape is to be placed on any part of the book to mislead the users in
finding it.
Step 5: The book pocket and date due slip are then pasted on the back cover of the
book. The cataloguing classification on the spine.
Step 6: All printed materials are covered with plastic cover. The adhesive tape must not
touch any part of the book so as to keep it neat and to avoid scratches on the book
cover. We use a tape that is pH neutral and stable. Since the adhesives used in many
plastic tapes are not stable, they can stain the cover cloth on a book or the adhesive
can transfer to the cover of the book so that the cover remains sticky even after the tape
is removed.
Library Property Stamp Sample Covering of a book
This is an example of a fully accessioned book at the Technical Section:

reflections
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Property Stamp
00 Barcode
Property Stamp
with written barcode
and accession number
C. System of Barcoding
The library adapts certain barcoding system assigned by the technical section. Since the
barcode is given after the material is accessioned, the multiple intelligence section to which the
item was assigned and the accession number composes the barcode.
These are the codes for the barcoding system:
Verbal Intelligence Section: VI-00001

Logical Intelligence Section: LI-00001
Intrapersonal Intelligence Section : IAI-00001
Interpersonal Intelligence Section : IEI-00001
Spatial Intelligence Section : SI-00001
Musical Intelligence Section : MI-00001
Body Kinesthetic Intelligence Section : BKI-00001
Naturalist Intelligence Section : NI-00001
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The book, "Hello Kitty : A Little Book of Happiness" is bearing the barcode IAI-0001 since it
belongs to the Intrapersonal Intelligence Section.
The kit, “Wooden Blocks” is bearing the barcode SI-0002 since the item is classified for use at
the Spatial intelligence Section.
Plastic numbers: LI-000141 Mini Xylophone: MI-008334
Plastic Leaves: NI-00365 Wooden Letter Stamp: VI-043716
D. Cataloguing Classification
The Library follows the Library of Congress Cataloguing Classification. However, upon
placement on the shelf, all the books are arranged by title for the students to easily locate the
book they would want to use.
E. Special Policies
After being accessioned and physically processed, all library materials are then recorded to the
section’s accession record. A general accession list will be provided by the head librarian of
that section. And then, another accession lists will be provided to record the material whether
as print or non-print.
The section technical processing is as follows:
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Step 1: After the material is delivered from the Technical Section, the Head Librarian of
the Section will record the library materials received to the general accession record of
that section. Another accession number will be given to the material.
Step 2: Being recorded at the general accession record, the librarian will then record the
material again. This time, it will be recorded on the printed materials accession list if the
material is printed such as books, maps, posters, charts, etc. or at the non-printed
materials accession list is the material is non-printed. Another accession number will be
given to the library material.
Step 3: After being recorded twice, the material will undergo another physical
processing. The accession number from the general accession list of the section, and
the accession number from the print/non-print accession list will be written to the
material. For printed materials such as a book, the accession numbers shall be written
at the back of each book cover and on the secret page. For non-print materials, the
accession numbers shall be written on the material’s case or on the material itself.
Step 4: After having the accession numbers, the item will be taped with its M.I. banner
on its spine. An M.I. banner is the color designated for each section. The color
assignments are given so that materials can be easily located and classified if in cases
the item was misplaced among the sections. These are the color assignments of each
section:
Verbal Intelligence Section: Red

Logical Intelligence Section: Orange
Intrapersonal Intelligence Section : Yellow
Interpersonal Intelligence Section : Pink
Spatial Intelligence Section : Violet
Musical Intelligence Section : Blue

Body Kinesthetic Intelligence Section : Brown
Naturalist Intelligence Section : Green
Step 5 : The materials are then shelved or arranged on the interactive nooks for use of
the students.
Below is an example of a technically processed book at its designated section:
This is the accession number assigned to the material at the technical section:
reflections
On the Intrapersonal Section, this will be the accession number assigned to the book:
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reflections
On the Intrapersonal Section’s printed materials accession list, this will be the accession
number assigned to the book:
reflections
So the processed book will look like this:
00001 Accession number from technical section

00123 Accession number from the Intrapersonal section
04214 Accession number from the printed materials accession list
Behind the back book cover
Accession numbers 00001

00123
Date Due Slip 04214
Book Pocket
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Inside the secret page (page 20):
00001
00123
04214
On the Spine: Accession numbers
Property Stamp
M.I. banner (yellow for Intrapersonal Intelligence)

PZ
33.5 LC Classification of the book
This is an example of a technically processed non-print material at its section:
This is the accession number assigned to the material at the technical section:
86734 Bought Plastic Big Plastic Big Blocks -- Matel Inc. Plastic Big locks Spatial
Blocks good for playing Intelligence
67 pcs.
On the Spatial Section, this will be the accession number assigned to the material:
67 pcs.
On the Spatial Section’s non-printed materials accession list, this will be the accession number
assigned to the plastic building blocks
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67 pcs.
86734
00071 Accession numbers
00003
M. I. banner (violet for spatial intelligence)
Property Sticker
***In cases wherein the material was not placed with security tapes, loaning or using the
material to other sections will not be allowed.
***All non-print materials are to be used at the sections only. It can be loaned as long as the
material’s physical attributes are durable and if the material has stocks or displacement copies.
*** Library staffs and facilitators must take charge in supervising the students in using the
materials so as not to be easily destroyed.

Loaning Policy and Procedure
1. All students are allowed to borrow five books per week.

However, in cases where reasonable dilemmas cannot be
postponed, students are given consideration to borrow
another 2 books.
2. Other printed materials such as poster, charts, maps,

paintings, journals, etc., are allowed to be borrowed for
over-night use only. Extensions and renews will be subject
to the decision of the Section Librarian in order to justify if
the material is durable for loaning and if the material is not
in demand to other users.
24
3. Library furnitures and other library displays, to however it can be used as a tool for study,
are not allowed to be borrowed. All materials designated as library design are not to be used
outside the walls of the section where it is located and even outside the library.
4. Non-print materials such as kits, toys, realia,

models, sculptures, artificial objects (such as
plastic fishes, leaves, etc.) are allowed to be
borrowed as long as a) it has a placement
stock, b) it is still durable, c) it is not in demand
for the other users. These materials are only
allowed to be borrowed for overnight use only.
5. Parents and guardians of the students and

members of the community are also allowed to
borrow library materials. However, only books
will be allowed for loaning within a period of 2-3 days maximum. They shall secure a library
identification at the circulation desk and should have attended a library orientation to be
allowed to borrow books.
6. Teachers, librarians, and facilitators of the library and

the Telefonplan School are entitled to borrow 7 books
per week with additional 3 books in cases where
reasonable dilemma cannot be postponed for borrowing
a sum of library materials. They are also allowed to
borrow non-print materials good for 2 days loaning.
7. Other library staffs are also allowed to borrow library

materials; but are only limited to borrow books which
can be loaned for a good 2-3 days maximum.
8. Original works such as paintings, sculptures, and models, are not allowed to be borrowed.
Only its replica will be allowed for loaning.
9. In case of damage and lost of borrowed materials, the borrower is responsible to replace the
material similar to the item or those with higher edition or quality. Failure to do so, however, the
borrower can also pay for the lost or damage plus 50% of the original price of the item. This is
so for the library to accumulate extra funds for buying the lost material or for repairing the
damaged item.
10. All library patrons must be able to secure a library identification via body metrics
technology. They shall also be required to attend the library orientation before using the library
collection and facilities and loaning library materials.
25
Manual on Repair of Library Material
The Learning Tower Library in adherence to its mission, vision, goals and objectives set-up the
following criteria for repairing library materials. These criteria will help the librarians identify
whether the item needs to be repaired or weeded out.
A. Criteria for evaluating materials in need of repair

The following questions need to be answered in order to know the action to be taken for the
library material:
-Is this book a candidate for weeding?

-Is the information misleading or has it been superseded by a new edition or a better
book on the subject?
-Is the information trivial, of no discernible literary or scientific merit or irrelevant to the
needs and interests of the library’s patrons?
-Has the book previously been repaired using improper or damaging techniques?
26
-Is the book worn beyond mending or rebinding?
-Should this book be replaced or sent to the bindery?
-Is it easier and cheaper to purchase a replacement copy rather than repair the old
volume?
Choosing the proper repair for a book and carrying out that repair takes knowledge and skill.
After deciding to repair a book, the librarian will now choose the best kind of treatment. If a
volume is to be replaced or withdrawn after one more circulation or when a replacement is
purchased, mending it quickly using non-conservation repair methods such as clear plastic
tape, might be an option. If the book is needed for a longer period of time or is part of a
permanent collection, it should always be repaired using conservation repair techniques such
as these procedures specified by the library.
The following are criteria to consider in repairing a book and the technique to be used in
repairing it:
-Has it been damaged through carelessness or simply through use?

-Was it manufactured in a way that caused the damage?
-Has an old repair failed or caused more damage?
-How have previous repairs hindered the mechanics (the way the book opens and
closes, the way the pages turn) of the book?
-Is the book constructed in signatures (folded pages that can be sewn or glued
together)?
-Is the book constructed in single sheets glued or oversewn together?
-Is the paper coated and shiny?
B. Planning Repairs and the Workplace
Step 1: Read the directions for any repair thoroughly before attempting the repair.
Step 2: Make sure the workspace is large enough to work comfortably. Clear away
excess objects and have the tools and materials needed close at hand.
Step 3: Think about where the repaired books will dry. Materials that are glued or
pasted must dry under weight or paper will buckle.
Step 4: If the book has several problems, start with the simplest and work toward the
most complex. In general the text block is repaired first (torn pages, damaged
signatures, etc.) then the cover (rebacking, mending damaged comers, etc.). The last
part of the book to be repaired is the attachment of the text block to the cover (the crash
and endpapers).
Step 5: Try to group similar types of repairs together. In addition to saving time and
materials, repeating the same repair several times is a good way to improve repair
techniques.
C. Book Repair Tools
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A folder is a tool approximately 6 - 8” long and about 1 - 1 l/2” wide. A typical folder is
approximately l/8” thick, smooth with one pointed end and one rounded end made from animal
bone or plastic. Folders are used for many things such as creasing paper, smoothing down
repair tissues and working cloth into a joint area. Some plastic folders are available with two
round ends. When purchasing a folder, try to buy one made of bone with one rounded end and
one pointed end. That tool will be much more versatile. Bone folders can also be filed to a
desired shape and size while plastic folders cannot.
A microspatula is a metal tool, approximately 6 - 8” long with one rounded end and one pointed
end. Use a microspatula to pick up pasted strips of Japanese repair tissue, lift book cloth or
end papers away from the book board, or apply glue or paste in a very tight area.
Microspatulas are manufactured very thin and many book binders file or sand them even
thinner.
A needle-in-a-stick can be used to apply glue to small, tight areas, mark cutting lines or score
tear lines on Japanese repair tissue. This kind of tool can be purchased from a pottery material
supply house (needle in a wooden handle) or botany material supplier (needle in a plastic
handle). It can also be constructed by drilling a very small hole in the end of a wooden dowel
and inserting the needle into the hole. The needle should fit tightly into the hole in the dowel. A
small drop of glue on the end of the needle will help it hold better.
28
A good assortment of brushes makes repairing books much easier. The size of the surface to
be pasted or glued determines the size of the brush used, so keep a variety (thin, medium,
thick) on hand. Round or flat bristle brushes be used.
While natural bristle brushes are usually best for performing repairs, some libraries
recommend using a synthetic bristle brush for PVA glue as it can be difficult to wash all the
glue out of a natural bristle brush. A build-up of PVA glue can ruin a brush. Some people like to
use separate brushes for paste and glue.
A brush should never be allowed to dry with the adhesive on it. Keep the brush in the adhesive
or water and always wash a brush out when finished. Mild hand soap or dish washing liquid
can be used to thoroughly clean brushes.
When storing a brush in water, use only enough water to cover the bristles. If the water
extends above the ferrule of the brush (the metal ring around the shaft of the brush that holds
the bristles in place), the wood of the shaft can expand with moisture. As the wood dries and
contracts, the ferrule and the brush’s bristles can loosen. Shake out all the water from a brush
before putting it in paste or glue.
A self-healing cutting mat and sharp Xacto knife, scalpel or breakaway utility knife such as Olfa
Silver makes precise cutting easy and fast. It is important to always work with a sharp blade
when cutting or trimming repair materials. Attempting to cut with a dull blade will usually result
in a torn edge that needs even more repair.
29
Cutting on cardboard is not always a good idea because the knife blade can be caught in the
“track” of a previous cut and ruin a repair. Self-healing cutting mats allow numerous cuts to be
made without tracks forming. These mats can be purchased in various sizes from book supply
sources, art stores or fabric stores.
Dividers can be used to transfer and mark measurements from one place to another.
Other basic tools include sharp scissors and a rigid, metal straightedge.
D. Simple Book Repairs
Most book repairs begin as simple problems. If a simple problem is ignored or handled
incorrectly, it becomes a complex repair. When a book is repaired early, there is much less
work and the volume stays in circulation longer.
1. Dry Cleaning
Dry cleaning is any kind of cleaning that does not use
water or liquid cleaners. Done correctly, dry cleaning will
not damage library materials. Some dirt can be swept off
the page using a soft, natural bristle brush. Always brush
from the center of the page out toward the edges in a star
burst pattern and up and down the hinge area to remove
dirt or eraser crumbs.
30
Brushes can be of any size but should have soft, natural bristles. Plastic or nylon bristles can
scratch the paper. Brushes used for dry cleaning should not be used for water, paste or glue
so it’s best to designate a brush just for dry cleaning.
2. Repairing tears with wheat paste alone
When the paper tear has a strong, obvious top and bottom
edge, applying wheat paste to the edges of the tear can be
enough to bond them together. Use a very fine paint brush,
microspatula or needle to apply wheat paste to the top and
bottom edges of the tear and press them together.
Cover the repair with wax paper or Hollytex and press the
edges of the tear together with a folder. Remember to always
best to work form the base of the repair toward the edge of the
page.
Wipe away any excess paste that is forced out of the edge of
the tear. Note how much excess paste was used and try to use
less for the next repair. Always aim for enough paste; not too
little, not too much.
When the repair is dry, curl the paper around all the edges are well adhered. If there are loose
edges, repasted and dry under weight. If the page creases at the repair, consider applying a
Japanese repair tissue (below) patch over the repair. If the tear is not properly aligned, moisten
the area with water to release the repair and redo it.
3. Repairing tears with Japanese Tissue Patch and Wheat Paste
Japanese repair tissue adds strength to a repair. It is used when

the tear does not have wide, overlapping edges and needs
reinforcement.
Apply paste on the Japanese repair tissue, then pick up the tissue
using a needle, microspatula or fine tweezers.
Carefully lay the tissue on the tear. If the tear is at the edge of the
page, extend the Japanese tissue 3/8” past the edge of the paper.
This extension can be turned under now or trimmed when the repair is dry.
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It can be difficult to work with a piece of Japanese repair tissue over 3”
so try repairing long tears with several short, overlapping pieces of
Japanese tissue. While it may seem inviting to use one long piece of
tissue, it is much harder to control, and the finished repair can look
clumsy.
Once the pasted Japanese tissue is laid over the tear, cover it with a
strip of wax paper and use a folder to gently press the edges of the tear
together. Remember to always work from the
base of the repair toward the edge of the page.
Wipe away any excess paste that is forced out of the edge of the tear. If
there is much excess, use less next time. When the entire tear is
repaired, cover it with wax paper or non-stick material and blotter paper,
then put it under weight. Remember, if the repair does not dry under
weight, the paper can buckle and curl.
After the repair is dry, curl the paper around the tear and make sure all
the edges are well adhered. If there are loose edges, repaste and dry
under weight. If the page creases at the repair, consider applying a
second Japanese repair tissue patch on the opposite side of the original
repair.
4. Repairing Tears With Document Repair Tape
Document repair tape is discussed on page 18. In general, it should only be used on books
that are not valuable or part of a library’s permanent collection.
Make sure the edges of the tear are lined up correctly and apply the tape over the tear. Do not
try to repair a long tear with only one piece of tape. If necessary, apply tape on both sides of
the paper to attach loose edges but remember that this will add two extra layers of thickness to
the book.
Archival tapes are usually 5/8 to 1” wide. Tape that wide can often be cut in half or thirds so as
to lessen the amount of tape used in each book. In addition to saving money, it will also be
better for the book. When tape is applied to both sides of a repair, cut the second piece a little
wider than the first so the edges are offset.
5. Repairing paper cuts

Paper cuts slice completely through the paper fibers so they do not have a top or bottom
feathered edge. Paper cuts must be repaired with a Japanese repair tissue patch or document
repair tape. Since the cut is unsupported, it might be better to put repair tissue on both sides of
the cut or wrap a short amount of the Japanese repair tissue or document repair tape around
to-the back side of the repair to reinforce the repair. Follow the instructions for applying
Japanese Repair Tissue Patch and Wheat Paste or Applying Document Repair Tape.
32
6. Repairing Paper Loses
It is not too common to find holes in the middle of the page, but it can happen. While the print
cannot be restored, the page should be mended to prevent further damage.
Choose two layers of Japanese tissue that will be close in thickness to the repaired page. Tear
two pieces of Japanese tissue to cover the hole.
Protect the text block with wax paper on either side of the damaged page. Paste up one piece
of Japanese tissue, position it on the page and work the edges into place. Paste up the second
piece of repair tissue and lay it in place, working edges down with a folder.
Cover with wax paper or non-stick material and blotter dry under weight. After the repair is dry,
curl the paper around the tear to ensure all the edges are well adhered. If the edges are loose,
repaste and dry under weight, then test again.
7. Repairing Missing Page Corners

Choose two layers of Japanese tissue that together will be close in
thickness to the repaired page.
Protect the pages behind the repair with wax paper. Use a piece of
black mat board to highlight the edge of the repair.
Fold a piece of Japanese tissue in half and place over the missing
comer. The edges of the patch should extend past the edges of
the page.
Needle or water tear the two layers of tissue. The patch should be
about 1/16” wider than the loss.
Apply paste to the repair patch (page 34) and position the repair patch on one side of the
missing comer. Work the edge of the patch into place.
Fold the patch over and work the edges of the patch into the page. Dry under weight and trim
any excess margin.
After the repair is dry, curl the paper around the tear to ensure all the edges are well adhered.
If the edges are loose, repaste and dry under weight, then test again.
8. Replacing Missing Corners on Case Bound Books
33
It is not uncommon for a corner of a hard cover book to be damaged or destroyed while the
rest of the case is in reasonably good condition. These corners can be replaced, and the book
returned to the shelf.
Cut through the book cloth along the top and side of the book board, cutting from the
undamaged cloth toward the damaged corner. Make sure to cut far enough back so that the
ragged edge of the book board is fully exposed.
Fold the book cloth out of the way and make a diagonal cut,
trimming off the ragged edge of the damaged corner. Trim only as
much board as necessary. Make a second diagonal cut, about 3/8 -
l/2” inside the first cut. This cut should only go through half of the
thickness of the book board. Use a knife or microspatula to remove
half the thickness of the book board to create a step.
Cut a replacement comer out of binder’s book board or mat board.

This replacement comer should be the same thickness as the
original board and should have a reverse step that will fit into the cut
out step on the book cover.
Two or more layers of binder’s board or mat board can be glued

together to achieve the desired thickness. Board from a discarded
book can also be saved and used. If the undamaged comers have
become rounded with use, it might be better to round the
replacement comer to blend in with the other comers.
Fit the replacement comer onto the book and make sure it is the proper fit. Apply glue to the
“step” in the book board and the replacement comer and
fit in place. Dry the repair underweight using paper
covered bricks (position comer so it is flat against the
work surface or bull dog clips. Cut a piece of new book
cloth to fit the comer repair. Remember the grain
of the comer cloth must run parallel with the spine of the
book.
9. Choosing and Attaching One Side of the New Book

Cloth Spine
Choose a piece of book cloth that is a close color match

to the original book cloth. If a close color match isn’t
possible, select a color that has the least amount of
contrast, i.e., black book cloth on a dark blue book would
be less noticeable than light blue book cloth.
34
Transfer measurement A and B to the book cloth. Be sure the grain of the book cloth is
parallel to the spine of the book. Cut the new spine piece.
Turn back the original book cloth on one cover (be careful not to crease it). Brush PVA glue on
the exposed board. Work the glue all the way back into the area where the original book cloth
and book board are still attached.
DO NOT put glue in the joint area. Lay the new book cloth on the glued book board, with the
right side up. Use a folder to press the new book cloth onto the board.
DO NOT glue down the original book cloth. Work the cloth into the joint with the long edge of a
folder. Protect the new book cloth with a piece of Hollytex or wax paper if necessary.
Insert rods in the joints and put under weight. Let the book dry for at least 10 minutes, so the
glue will set.
10. Replacing damaged or missing pages
When a page is damaged beyond repair or has been previously mended with clear plastic
tape, it may have to be replaced to keep the book usable. If a page is missing entirely, the only
option is to replace the page.
Check to see if the library has a second copy of the damaged book to use to photocopy a
replacement page. If there is not a second copy, request one through interlibrary loan, noting
that the book is being used to photocopy replacement pages to repair a library book.
Whenever possible, ask to receive the book, not photocopied pages from the book. If the
requested book does not circulate, ask for photocopies that are actual size, not reduced. The 8
l/2” x 11” photocopy paper will probably be larger than the book so the page(s) will need to be
trimmed to fit the book.
Replacement pages add thickness to the spine that

can cause it to swell or split. Usually only 3 or 4
replacement pages can be safely inserted. All
pages should be photocopied front and back to
keep the added thickness to a minimum.
All photocopied pages need to have a 3/4 - 1” wide

inner margin for tipping or hinging into a book.
Replacement pages that fold out of the book, such
as maps, should be copied in sections, hinged
together, then trimmed to text block height.
35
The margins of the copied page should be uniform. The text on both sides should be in
alignment.
Single-sided copies should be aligned with the upper right hand corner of the paper.
Since most books are not 8 l/2 x 1 l”, it will be easiest to photocopy each page, cut and paste
them into the correct position on a single sheet of paper, and then photocopy that page front
and back. The edge margins can be trimmed to the correct size after the page is copied.
Use a light table or work on an outside window to line up the print and margins on the two
pages for the correct placement.
If the cut and pasted photocopy came directly from the book, the finished replacement page
will be a second generation copy. The more generations a copy is from the original, the less
clear the print will be.
If possible, use acid-free bond paper to make copies for replacement pages. Regular bond
paper is acidic and can cause future damage to the book. Acid-free bond can be more
expensive than regular photocopy paper but one package of acid-free paper will last a long
time if it is only used for photocopying replacement pages. Acid-free paper is also available in
11 x 14” and 11 x 17”. These larger sizes can be useful when replacing end sheets printed with
maps or printed information.
Some photocopy machines have double-sided copy features,

but it is not always best to use this feature. When a photocopy
machine has a double-sided copy feature two separate paper
trays are used, one outside the machine to load the paper and
one inside the machine to store the paper between the first
and second printing steps. Using two different paper trays
often means the margins on the two sides of paper do not line
up correctly.
Each machine is different so experiment to see how a particular machine works. If a photocopy
machine does not have a double-sided copy feature or it does not make accurate double-sided
copies, double-sided photocopies can still be made by copying the first page and then
manually re-inserting the paper into the paper tray to print the second. For proper registration,
IT IS IMPORTANT TO USE THE SAME LEADING EDGE OF PAPER IN BOTH
PROCEDURES. There may still be a difference in the margins but it will be consistent each
time and the cut and pasted copy can be readjusted to compensate for it. For instance, the
second page of copy might need to be 3/8” lower than the first for the final copy to be even on
both pages.
It may take several attempts to determine the correct difference between page 1 and page 2.
Trim the finished copy to the correct height then tip-in or hinge-in the page.
36
Conservation and Preservation of Library Material
The processes of preservation, conservation and restoration are applied to safequard the
library materials from further decay and deterioration. Preservation is the process in which all
actions are taken to check and retard deterioration where as conservation includes proper
diagnosis of the decayed material, timely curative treatment and appropriate prevention from
further decay. More over there are two aspects of preservation of library materials:
(i) the preventive measures which includes all forms of indirect actions aimed at
increasing the life expectancy of undamaged or damaged elements of cultural
property.
It comprises all the methods of good house-keeping, caretaking, dusting, periodical
supervision and prevention of any possibility of damage by physical, chemical,
biological and other factors.
37
(ii) the Curative measures consists of all forms of direct actions aimed at increasing
the life expectancy of undamaged or damaged elements of cultural property. It includes
repairing, mending, fumigation, deacidification, lamination, and other jobs which are
required considering the physical condition of the individual document.
Preventive conservation plays a vital role and has assumed much importance in our country
because a large number of institutions do not have proper conservation facilities. In fact if
diagnosis in time is followed by proper preventive measures many problems can be solved.
Here in this paper in accordance with the principles of preventive conservation some measures
have been suggested to control the library materials from the effect of various deteriorating
factors.
A. Preventive Measures for Environmental Factors

Control of environmental factors partially begins from selection of site, the planning and the
construction of the library building and also the soil on which it will be constructed because
these elements have greater impact over the environmental control inside the library building.
It is very important to choose the best architectural design for the library having cross
ventilation facilities for free air circulation within the building. If there is a need to use wooden
materials, the wood selected should be well seasoned and must be treated chemically to avoid
insects. Growth of plants near the building must be avoided, as the roots will damage the
building foundation. It is always better to construct the building away from traffic to avoid dust
and dirt. Provision of adequate number of electric fans and few exhaust fans will facilitate air
circulation inside the library.
Sunlight should be prevented from falling directly on papers because the sun is a great emitter
of ultraviolet rays. The windows must be provided with colored curtains, which will prevent
falling of direct light as well as absorb ultraviolet rays. Lemon yellow or green coloured glass
panes should be fitted in window panes as these are more effective in blocking ultraviolet rays.
It is extremely good to fit acrylic plastic sheet in the panes of window because it filters out UV
rays to a greater extent than coloured glass. The UV rays of fluorescent tubes should be
filtered by covering the tubes.
As high humidity and high temperature are more hazardous for library materials it is advisable
to maintain ideal room temperature (20 0-250c) and relative humidity of (RH45- 55%) for
preservation of documents.
Air conditioning of the stack area round the clock is an ideal example of maintaining optimum
temperature & humidity for the storage of documents. But it is practically not possible for all the
libraries to afford for air conditioning for 24 hours. So it is useful to adopt local control
measures like use of humidifiers in dry climate to increase required level of moisture content
and dehumidifiers to remove moisture in wet seasons. These may be operated whenever
necessary for which proper monitoring of relative humidity is highly essential.
High humidity could also be minimized by the use of de-hydrating agents like silica gel. The
requisite quantities of silica gel may be spread in dishes and kept in different places in the
38
room. After the use for 3-4 hours the silica gel may get saturated and may need replacement
with fresh gels, while the saturated gel can be reactivated for further use after heating it in
open pans.
During the summer months when the temperature is high the windows should be kept closed.
If the windows are to be kept open wet curtain should be used. High speed air circulators also
be used for free air circulation. Floors can be cleaned by wet dusters. As accumulation of dust
and dirt accelerate the physical damage of books, a cleaning schedule should be made
considering the sequence of operations following daily and weekly routines. Specific
instructions should be given to clean remote corners of the book shelves, behind cabinets,
under desks, chairs, and all surfaces accumulating dust.
The best way is to use a vacuum cleaner because it sucks the dust and can not resettle
on the surfaces.
B. Preventive Measures for Biological Factors
Since stagnant air, dampness, dark and dingy places in a library facilitate the growth of
biological pests, good housekeeping and maintenance of optimum storage condition is
necessary to control the propagation of the insects. Provision of cross windows, ventilators,
exhaust fans ensures good circulation of air but at times it is necessary to circulate the air
inside the room with electric fans. It is preferable to avoid contact of book racks with walls (at
least 15 cm away from the walls) to eliminate dampness. Attending to cracks, crevices and
loose joints in floors and walls eliminate the possibility of insect hiding in these places.
Presence of edibles inside the library should not be allowed. Periodic use of insecticidal
powder of solution like lindane at the dark corner walls, beneath the racks and almirahs is a
good precautionary measure to prevent insects. It is safe to use paradichloro-benzene as it
acts both as an insect repellent and insecticide.
A simple practice is to keep naphthalene bricks on the shelves as it repels the insects from
coming to the book racks. Dry neem leaves, neem seed powder and camphor tablets tied in
muslin bags should be kept inside the racks for keeping the pests away. The foundation of all
the new library buildings should be given anti-insect treatment.
C. Preventive Measures for Chemical Factors
If the air pollution is controlled there will not be any external acidity in the paper materials. One
of the best ways of controlling atmospheric pollutants is filtering of the air intake in to storage
areas, which can be attained by air conditioning system operating for 24 hours throughout the
year. Without this facility simple measures like wrapping the books and manuscripts in cloth or
placing them in book containers reduces the effects of pollution to a great extent. The books
kept inside cupboards are better protected than those which are kept outside. Documents kept
inside folders are safer than those which are kept in the open. Proper care should be taken to
save books and documents from dust. It is preferable to use vacuum cleaner and fine brushes
39
for dusting of shelves and books. No chemical formulations should be directly applied on to the
book covers, since these may have an adverse effect on the books as well as users of the
books and staff of the library. Wooden storage should be avoided as it gives off volatile acidic
vapours. If it is to be used it must be covered with coats of acrylic emulsion paint. Besides,
acid free paper, board and good quality materials should be used for repair and restoration
of documents.
D. Preventive Measures for Human Factors
There are certain do’s and don’ts which the library staff and the users should follow to increase
the longevity of the library resources. These are among others:
i. Important books and manuscripts should kept in specially prepared containers.
ii. For carrying a large number of books trolleys should be used. Utmost care should be
taken while transporting rare, valuable and delicate books.
iii. Care should be taken while photocopying the books as at that time considerable
stress is imposed on the material and the bindings suffer most and also the spine
damages.
iv. Use bookends to support books when shelves are not full. Books should not be
shelved too tightly or too loosely.
v. It must be always ensured while opening the books, pages are not torn or covers are
not damaged. To turn a page lift the top corner and lightly slip the finger tips down the
fore-edge supporting the page.
vi. Pages should never be folded otherwise creases will be formed and they may be torn
at the folds. Corner of pages should not be folded to mark pages.
vii. Avoid licking of fingers as an aid to turn pages.
viii. Underlining must be avoided.
ix. Books should not be left open on the reading table, face downwards.
x. Leaning on an open book should be avoided since this can damage the spine and
binding.
xi. Never allow a book to stand on its fore edge.
xii. When a book is displayed open, never use metal clips or pins to hold book
pages open.
Disaster Preparedness
Disasters are generally unexpected events with destructive consequences to a collection.

Therefore it is vital for any library to take every possible precautions to prevent the occurrence
of an unavoidable disaster. A disaster planning is an essential element of preventive
conservation. It is also necessary to identify any external and internal threats that might cause
problems for the collection and measures to meet those threats. Without an existing disaster
40
preparedness plan or crisis management plan, the librarians will be unable to act quickly to
organise salvage efforts. It should be mandatory for every library to have a written disaster
preparedness and response plan containing description of emergency procedures, emergency
supplies list, disaster response outline, conservation experts, list of staff volunteers, list of
external contacts and names, addresses, home and work telephone numbers of personnel
with emergency responsibilities. Besides libraries should be provided with fire and smoke
detection system and automatic fire extinguishing system.
Use of match stick or open flame and smoking should strictly prohibited inside the library.
Inflammable materials and chemicals should not be stored inside the stacks. The telephone
number of the fire office should be visibly and clearly exhibited. Location of emergency gate
must be clearly indicated. The electrical defects and faults should be set right in time.
The Learning Tower Library

Security of Library Materials
There are many methods of ensuring that no materials leave the library without being checked
out. These systems always contain a security device that is placed on the materials (including
books, magazines, videocassettes, audiocassettes, CDs, and DVDs) as well as a detection
device that is typically located at all library exits. The detection devices must be safe for
magnetic media and usually have audible and/or visible alarms. If desired, the audible alarm
can be a voice alarm.
There are two major methods currently used for detection: electromagnetic detection and
radio frequency identification (RFID).
The demands on today's libraries are both changing and increasing, and circulation rates are
rising at the same time that new services are being offered. These changes are placing new
demands on staff time. Yet, the number of staff is not increasing, or is actually declining,
because of budget constraints. As a result, libraries are looking to technological solutions to
minimize the staff handling of library materials so that greater attention can be focused on the
41
patron.
RFID solutions are being designed to improve library operational efficiency. This enhanced
capability is provided by RFID tags which do not require line-of-sight to be read, so that books
are actually handled less. The tag combines book identification and book security into one
label, minimizing labeling time and cost. More than one book can be read at a time, speeding
circulation. The tags can be placed on any type of media, including CDs, DVDs, and
videocassettes. The RFID tags are read/write, providing flexibility in what is encoded.
They can also be put into the patron cards, speeding up the process even more. Library staff
can check out and check in several items simultaneously without having to locate and scan
individual bar codes.
Patron self-checkout systems are also available to libraries that incorporate RFID technology.
Patrons can process several items simultaneously and the security devices can be turned off
in a matter of seconds. A portion of the RFID memory can be allocated for theft protection so
that no other tag is required. Since the anti-theft device is in the label, the security gates do
not need to be attached to a central system or interface with the library's central database.
RFID solutions can also speed up the return process. As library items pass over the RFID
check-in antenna, they are automatically checked into the central library database. With the
power of the RFID tag, regular inventories can become a reality. Shelf readers allow staff to
read the RFID labels easily without having to remove books from the shelves. The shelf reader
can also be used to search for a single or specified group of items and alarm the user when an
item has been mis-shelved.
Some of these features are also available on an electromagnetic detection system when used
in combination with a barcode. This type of system is limited, however, since the barcode must
be visible to the detector to identify the material, and the electromagnetic device with a
barcode system does not allow for any additional information to be stored in the tag if desired.
Access Control
Electronic access technology is the best system for controlling access to library buildings,
facilities, and rooms. Authorized people are allowed to enter a controlled area by automatic
unlocking of the door. Plastic access cards are inexpensive and software can be programmed
to restrict access to certain areas while recording the time, date, and location of authorized
and unauthorized access attempts.
For extra security, access control can be used in conjunction with video surveillance to control
and monitor large facilities. Access cards can be integrated as photo ID cards for library
employees and can be used as temporary “keys” for library clientele to have access to
restricted areas. The access system also can be used for monitoring employee time and
attendance, security patrols of the property, and can limit access to sensitive areas,
42
information, or equipment. Electronic access control systems enhance safety and protect
valuable library assets.
When combined with central monitoring, versatile design, and online report capabilities, the
system can become a valuable management tool. Access control solutions range from simple
authorized access systems to advanced closed-circuit monitoring and exception reports
delivered through secure Internet connections.
The most popular type of card is the magnetic stripe card, which looks like a credit card and
carries two or more tracks of information on the magnetic stripe. These can be used for access
control and other services. The security level is low and the magnetic stripe cards are prone to
corruption of the data if placed near a magnetic field. The cards can also have user
identification photos and information printed on them.
The proximity card is more expensive but is also more durable and easier to use. For internal
use, a close-range type is used; for car parking entrances, a longer range of up to one yard or
so is possible. Proximity card readers can be hidden behind a wall surface for aesthetic
purposes, with just a marker on the wall. Other available card readers include barcode readers
and RFID readers. Entry keypads can also be included within an access control system for
entry without a card, or in addition to the card. Biometrics entry systems are available including
fingerprint recognition, palm recognition, and iris scanning systems for high security areas.
All types of readers are connected to a local controller which supervises a number of doors
local to it. The controller contains a database of users and their rights of access at certain
times. The information is downloaded from a central computer and if communication with the
computer is lost, most controllers will continue to operate their local doors without any adverse
effect. Controllers also provide the power supply for the locks or this may be local to each
door.
Video Surveillance
Video surveillance and closed-circuit television (CCTV) systems serve as a way to monitor and
record security, deter crime, and ensure safety. Advances in CCTV technology and reduction
in costs have also made video surveillance a cost-effective management tool for library
facilities.
Libraries can use CCTV

to identify visitors and
employees, monitor work
areas, deter theft, and
ensure the security of the
premises and other
43
facilities. The system can also be used to monitor and record evidence on clientele and
employee misconduct.
CCTV systems are quickly becoming one of the most important and economical security and
safety tools available to libraries.
The key steps when considering or designing a CCTV security system include:
• Determine the primary application of the CCTV system
• Define the layout and characteristics of the controlled area(s)
• Decide on camera type and features
• Determine the best location for viewing monitors
• Determine the best method of signal transmission
• Decide on the type of recording/archival equipment for the system
When used for video surveillance and monitoring, the primary purposes of a CCTV system are
detection, assessment, and identification. In all applications a CCTV system must provide the
ability to visually observe, monitor, and record. Observation provides real-time information for
detection and identification. Recording provides after-the-fact material for assessment,
analysis, and review, usually with overlaid time, date, and location information .

Circulation Policy and Procedures
The Circulation procedures of the Learning Tower Library exist to facilitate community access to the
materials and information contained in the Library’s collections.
A. Eligibility and Registration

In order to borrow materials from the Learning Tower Library and use its facilities and services, the
library user must be a) a registered student of the school year of the Telefonplan School, b) registered
member of the Learning Tower library who had applied for an identification biometrics at the main
circulation desk.
B. Application for Identification

Applicants for the Learning Tower Library can secure the biometrics identification only after attending
the library orientation and paying the biometrics fee of P500.00. The biometric identification is only
applicable to one (1) year following its activation. Reissuance of the biometrics identification will cost
P1000.00 for unlimited use.
Requirements:
44
(for students, faculty, and non-working personnel of the Telefonplan School):
-valid school identification
-registration form
-P500.00 llibrary fee
(for individual members of the community):

-a) registered birth certificate of the user issued by the National Statistics Office,
-b) NBI or Barangay Clearance (for the library to know about any criminal records
obtained by the user),
-c) two valid identification card (ex: former school id, passport, SSS id, company ID,
driver’s license, etc.)
-d) library fee of P500.00.
(for parents and guardians of the students who wishes to use the library facilities):
-a) photocopy of identification card of child/ren or ward;
-b) registered birth certificate of the user issued by the National Statistics Office,
-c) NBI or Barangay Clearance (for the library to know about any criminal records
obtained by the user),
-d) two valid identification card (ex: former school id, passport, SSS id, company ID,
driver’s license, etc.)
-e) library fee of P500.00.
Loaning Policy and Procedure
1. All students are allowed to borrow five books per week.

However, in cases where reasonable dilemmas cannot be
postponed, students are given consideration to borrow
another 2 books.
2. Other printed materials such as poster, charts, maps,

paintings, journals, etc., are allowed to be borrowed for
over-night use only. Extensions and renews will be subject
to the decision of the Section Librarian in order to justify if
the material is durable for loaning and if the material is not
in demand to other users.
3. Library furnitures and other library displays, to however it can be used as a tool for study,
are not allowed to be borrowed. All materials designated as library design are not to be used
outside the walls of the section where it is
located and even outside the library.
4. Non-print materials such as kits, toys, realia,

models, sculptures, artificial objects (such as
plastic fishes, leaves, etc.) are allowed to be
45
borrowed as long as a) it has a placement stock, b) it is still durable, c) it is not in demand for
the other users. These materials are only allowed to be borrowed for overnight use only.
5. Parents and guardians of the students and members of the community are also allowed to
borrow library materials. However, only books will be allowed for loaning within a period of 2-3
days maximum. They shall secure a library identification at the circulation desk and should
have attended a library orientation to be allowed to borrow books.
6. Teachers, librarians, and facilitators of the

library and the Telefonplan School are entitled to
borrow 7 books per week with additional 3 books in
cases where reasonable dilemma cannot be
postponed for borrowing a sum of library
materials. They are also allowed to borrow
non- print materials good for 2 days loaning.
7. Other library staffs are also allowed to borrow library

materials; but are only limited to borrow books
which can be loaned for a good 2-3 days maximum.
8. Original works such as paintings, sculptures, and models, are not allowed to be borrowed.
Only its replica will be allowed for loaning.
9. In case of damage and lost of borrowed materials, the borrower is responsible to replace the
material similar to the item or those with higher edition or quality. Failure to do so, however, the
borrower can also pay for the lost or damage plus 50% of the original price of the item. This is
so for the library to accumulate extra funds for buying the lost material or for repairing the
damaged item.
10. All library patrons must be able to secure a library identification via body metrics
technology. They shall also be required to attend the library orientation before using the library
collection and facilities and loaning library materials.
Borrowing procedure
Step 1: Choose the book or material you wish to borrow.
Step 2: Notify the librarian or head librarian of the section that you wish to borrow the material.
The librarian will encode the barcode and accession number of the material you wish to borrow.
Step 3: At the main circulation desk located at ground floor of the building, have your material
checked-out by the circulation librarian. She will de-activate the security tape so that you can
borrow the material without alarming the alarm system of the library front gate.
Step 4: Make sure that the material is date stamped for the day you will return the material to the
library.
46
Step 5: Returning the book is easy. You just have to slip the book onto the returning holes of the
school or at the library entrance.
Weeding Procedure and Policy
A. Criteria for Weeding Library Materials
Misleading Can occur more rapidly in technology than mythology. Look for: “Dated” popular
fiction, Obsolete information, Books containing racial, cultural or sexual stereotyping.
Ugly Refers to the physical condition of the book. Antiquated appearance, worn-out, frayed,
dirty, unable to mend
Superseded There may be newer copies available. Duplicate copies, Almanacs, yearbooks,
encyclopedias superseded by newer editions
Trivial Look for appropriateness for the collection. Check for poor writing, inaccurate
information, an inappropriate interest or reading level for students.
Your collection has no use for the book. It is irrelevant to your curriculum.
B. Procedure for weeding

Step 1: All accumulated weeded materials are to be recorded by the head librarian of each
section of the library. All materials must be slashed from the main accession registry and from
the print and non-print registry of the particular section.
Step 2: The weeded materials are to be forwarded to the technical section for further weeding
procedures.
Step 3: At the technical section, the librarians are to record again the weeded materials from
the different section of the library. They should check carefully if the weeded materials are the
same with the recorded materials from the technical section.
47
Step 4: If the materials weeded out are confirmed the same at the technical section, each
materials are to be physically processed. The following are to be taken-out or erased from the
book: a) General accession number
b) Main accession number
c) Print or non-print accession number
d) Barcode
e) Property stamp
f) LC classification Sticker
g) M.I.Banner Sticker
Step 5: After being physically processed, the librarian at the technical section will make a letter
containing the final list of weeded materials. A copy of this letter will be furnished to all the
heads of the Eight sections of the library. All librarians must sign the letter to show their
responsibility about the materials weeded-out.
Step 6: The signed letter will be forwarded to the head of the Technical Section. After being
signed, another letter shall be made for all the Heads of the Library concerning the weeded
materials. This letter will be forwarded to the board of directors of the library and shall be
decided upon on pushing through with the weeded materials to be donated to other libraries,
communities, or to be disposed properly.
Appendix A; The Learning Tower Library Facade
48
The Learning Tower Library Façade
Appendix B: Floor Plan and Facilities
Elevator Auditorium Elevator

49
Administration
Office
Library
Café Information and Readers
Circulation Desk Services
Office
Technical
Section
Office
Exit Entrance
Ground Floor
Information and Circulation Desk Library Auditorium
Library Café Administrative Offices
Second Floor: Verbal Intelligence
Elevator Elevator
50
Library Entrance
Reading Area Books Area
Arts Area Storytelling Area
Third Floor: Logical Intelligence
Elevator Elevator
51
Library Entrance
Fourth Floor: Spatial Intelligence
Elevator Elevator
Library Entrance
52
Fifth Floor: Intrapersonal Intelligence
Elevator Elevator
Library Entrance
53
Sixth Floor: Interpersonal Intelligence
Elevator Elevator
Library Entrance
54
Seventh Floor: Body-Kinesthetic Intelligence
Elevator Elevator
Library Entrance
55
Eighth Floor: Musical Intelligence
Elevator Elevator
Library Entrance
56
Ninth Floor: Naturalist Intelligence
Elevator Elevator
Library Entrance
57
Appendix C: The Learning Tower Library Forms
58
Application for the biometric library identification. It is done at the readers services office
located on the ground floor of the Learning Tower Library. This is done after the patron
has submitted the requirements for application and took the library orientation.
The library biometric identification is just one of the most advanced features of the
library.
This is a library patron using our library biometric identification. It used to enter the
library, use the library facilities, and borrow materials from the library.
This is our library book

request Form. This is used
by the patrons to request for
materials that they would
want to be available in the
library. Other than books,
this form can also be used
for request of other library
materials such a toys,
realias, and kits.
This form can be used by all

the patrons: the students,
facilitators, and
administration of the Telefonplan School, the whole library personnel, and the individual
members of the library.
Appendix D: The Learning Tower Library Website
59
60

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Table of Contents:

I. Historical Background ……………………………………………………………………… 2

II. Mission, Vision Goals and Objectives …………………………………………………… 3-4

III. Library Personnel

Job Descriptions ……………………………………………………………………… 5-7

Selection Procedure and Qualifications …………………………………………… 8-11

Organizational Chart ………………………………………………………………… 12

IV. Collection Development Policy ………………………………………………………….13-16

Physical Processing …………………………………………………………………. 18-19

System of Barcoding ………………………………………………………………… 20

Cataloguing Classification ………………………………………………………….. 21

Special Policies ……………………………………………………………………… 21-24

VI. Manual on Repair of Library Materials ………………………………………………... 27-37

VII. Conservation and Preservation ………………………………………………………. 38-41

VIII. Security of Library Materials …………………………………………………………. 42-44

IX. Circulation Policy and Loaning Procedures .…………………………………………. 45-47

X. Weeding Policy and Procedures ……………………….……………………………… 48

School Façade ……………………………………………………………………… 49

Floor Plan and Facilities …………………………………………………………… 50-58

Library Forms ……………………………………………………………………….. 59

Library Website ……………………………………………………………………… 60

The Learning Tower Library was brainchild

Co-founded by Dr. Julie Ann Dominique De

Each floor is designated for a specific field of intelligence.

The library is now a principal non-profit provider of information

The Learning Tower Library Facade

Library Vision Statement:

Library Goals and Objectives:

To develop a greater understanding of the relationship between children's abilities and

a. Head Librarian of Administrative Services

b. Head Librarian of Technical Services

c. Head Librarian of Readers Services

d. Library staff (Media Specialists)

e. Library staff within each department

g. Support Staff (janitors, security guards, medical attendants, elevator assistants)

Selection procedures and qualifications of library personnels

Educational Attainment: Must be a graduate of BLIS or BSE-LIS or BSE-LS.

Must hold a Master’s Degree either in Library Science or

Must at least have Doctorate units.

Skill Requirement: Must be able to work in a general office environment.

Must be knowledgeable about Library Science.

Should possess good communication, interpersonal and

Ability to communicate effectively and follow written and oral

Educational Attainment: Must be a graduate of BLIS or BSE-LIS or BSE-LS.

Must hold a Master’s Degree either in Library Science or

Skill Requirement: Must be able to work in a general office environment.

Must be knowledgeable about Library Science.

Should possess good communication, interpersonal and

Must be courteous and respectful to superiors and clients.

Educational Attainment: Must be a graduate of BSE-PSED or BSE-BEEd.

Must be knowledgeable about Children Education.

Should possess good communication, interpersonal and

Must be courteous and respectful to superiors and clients.

Must beflexible to children’s needs and should know basic first

a. Furnished Application form with indicated size of pictures

d. Letter of recommendation from professors or eligible authority

a. for application to library staff:

b. for application to facilitator:

-Creative activities for children