QuestionsQuestions (DECS ORDER NO. 6)
It provides policies and implementation guidelines requiring functional school libraries in elementary and secondary schools, defines their functions (teaching-learning center), sets minimum requirements for facilities, personnel, collections, programs/services, and funding, and directs monitoring and dissemination of the Order’s contents.
Each elementary and secondary school must have a functional library. Schools without libraries must establish them; schools with libraries must improve them. The detailed requirements are indicated in Enclosure I.
It makes instructional materials available and accessible to teachers and learners to develop positive reading/study habits and the ability to use materials efficiently and effectively as learning tools. It also serves as a service center, reading center, guidance center, material production center, and primarily as a teaching-learning center.
(1) Physical facilities, (2) librarian, (3) materials/collection, (4) library programs and services, and (5) budget funds.
There must be a separate building/room properly constructed for the library, well-lighted, ventilated, free from noise, centrally located and accessible, with a modified open-shelf system, and able to accommodate at least 50 pupils for library lessons once a week.
Room area for an enrollment of 500 is 72 sq. m., plus an additional 1.2 sq. m. per place for 8% of enrollment in excess of 500.
Preferably rectangular; allocate 2/3 of the area for library users and 1/3 for the library collection.
For 500 or less: one teacher-librarian; 501 to 1,000: one full-time and one part-time teacher-librarian; 1,001 to 2,000: one full-time librarian and one part-time teacher-librarian; 2,001 and above: an additional one full-time librarian for every 1,000 additional enrollees.
BSEEd or BEED major/minor in Library Science or with at least 15 units in Library Science, and one year experience with license.
BSE major/minor in Library Science or with at least 15 units in Library Science, and one year experience with license.
As an incentive, a teacher-librarian in the elementary level will be one salary grade higher than other faculty members.
A teacher-librarian shall have one teaching load: library orientation and literature appreciation (Kinder to Grade IV), library lesson (Grade V–VI), and for high school, how to research.
Examples include: (1) properly classify/arrange and catalogue all materials; (2) record library acquisitions; (3) prioritize budgeting of library funds; (4) maintain updated inventory; (5) coordinate and prepare schedules for orientation/lessons/Book Week/Book Shower/Open House; (6) conduct orientation at opening of classes; (7) coordinate with English teachers; (8) submit lists of materials for acquisition; (9) advise a Library Club; (10) assist users; (11) attend professional development; (12) maintain statistical records.
It lists general references (e.g., encyclopedias, dictionaries, atlas, almanacs, globe, maps), basic learning area references, and specific magazine/newspaper subscription counts by level (elementary vs secondary). It also requires subject-area support and storage of significant projects as reference materials, along with librarian tools/supplies such as DDC, AACR2, and subject heading lists.
Library funds shall be 5–10% of the school funds (based proportionately) as released by the Division Office.
Supplementary materials are materials other than textbooks and teacher’s manuals that aid in teaching/learning certain concepts/skills for reinforcement, enrichment, and mastery. They are either (1) print materials or (2) non-print materials.
Print supplementary materials: content evaluated by DECS IMCS Secretariat; price evaluated by a Price Committee under the Office of the Undersecretary for Administration and Finance. Non-profit supplementary materials: content and price evaluated by DECS CET. Final decision on evaluated materials is made by the Instructional Materials Council (IMC).
DECS approved textbooks and teacher’s manuals must be prioritized in procurement. After ensuring adequate textbooks/teacher’s manuals and basic print supplementary materials are provided to all public schools in the region/division, procurement of other supplementary materials is generally done only thereafter.
Purchases should be based on specific requests from school principals/administrators and should provide a school-by-school analysis of supply and demand for such materials, exercising judicious care and diligence to maximize benefits for schoolchildren.