<div dir="ltr"><div class="gmail_default" style="font-family:comic sans ms,sans-serif">I have found that setting up the circulation desk for self check in and out allows me a lot more time for readers' advisory and reinforcing library skills. You will always have issues when kids don't check in properly and are blocked from checking out, or didn't bring their books back so are over the limit, but once they realize that doing those things correctly makes things easier and gives them more autonomy, things work much better. This year we've had some technical issues that have kept us at the desk much more than I'd like, but once set up it does work well! Even my kindergarteners get the hang of it by this time of year.</div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, Jan 14, 2020 at 10:42 AM Elena Menicocci via AISLE <<a href="mailto:aisle@list.railslibraries.info">aisle@list.railslibraries.info</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex"><div dir="ltr"><div dir="ltr"><p>Hi All,</p><p>After years of being a librarian one thing still bothers me and I would love ideas on how to better it. Checkout time. I was wondering if anyone has ideas on how to give a little more structure to an unstructured time. </p><p>Normally my 3rd-5th graders have 15-20 minutes to look for books. In that time I am doing reader's advisory, looking for books and checking in/out books so I'm pulled in all directions. You know the drill some students checkout fast and some don't checkout for various reasons....and telling them to read quietly while there is so much activity isn't realistic.</p><p>I want to make that time just a little more meaningful while I am assisting others. But what?</p><p>Any ideas are much appreciated! </p><p>Thanks! </p><p>Elena </p><br></div></div>
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