Classroom Book & Materials
Supply your classroom with materials from classic literature to reference materials. We have everything you need to equip your classroom for success. Ensure you always have right materials for your school with selection of titles from Pre KG to grade 12. We have titles from all of top publishers. If you are looking for particular series, planing next school year , or stocking your classroom library we have textbooks, workbooks and teacher edition you need.
Gold International Bookshop offers certified textbooks and supplemental materials from all of top pre KG -12 publishers, across every grade subject and series. This textbooks provide on overall better education value for schools, teachers and parents.
Chose from the widest selection of pre KG to grade 12 programs available , enjoy EARLY BIRDS Discount and save on your instructional materials purchases .
From A-Z for your library!
Are you looking for a books, furniture of software for you library? We have everything in one place. Equip your library with top publishers from all around the world.
We have huge selection of readers from Pre KG to grade 12.
Useful links for librarians
- Teacher Book Wizard– This tool by Scholastic allows you to search for books by grade level, reading level, genre and other criteria.
- Children’s Book Reviewsby the Guardian
- The Children’s Book Review– News of new and bestselling books, and reviews of books arranged by topic.
- University Press Books Selected for Public and Secondary School Libraries– These books are selected by an ALA committee of librarians who work with young adults.
- Outstanding Science Trade Books for Students K – 12– These lists are by the National Science Teachers Association.
- The Hub– “Your Connection to Teen Collections” from YALSA. Help for finding resources for teen interests.
- Top Ten Multicultural Reference Sources–
- Cooperative Children’s Book Center– This site has bibliographies of children’s books created by librarians and book reviews.
- Children’s Book Awards– by the Association for Library Service to Children. This site has winners of the Newbery and Caldecott Awards.
- Juvenile Series and Sequels– Find that missing book in the series. This is from the Mid-Continent Public Library.
- Kids Books Series– Help in finding age and grade appropriate series.
- SOL: Spanish in Our Libraries– An online newsletter for librarians who work with Spanish speaking patrons. There are useful tips for collection development. Also check out the related site PLUS which has Spanish language signs, bookmarks, and other library related materials.
- Books for Children and Young Adults– Links to more booklist and book review sites.
- Collection Development Resources– A very extensive collection of sites. This site is by The School Library Media Specialist web site.
- Qatar National Library
- Qatar Foundation
- Qatar Digital Library
- Library Qatar University
How to select books for your library
How do you know if materials are good or not? Do you have to read every book and watch every video?
Which are the best professional review sources?
Should I choose hardback or paperback books?
These are common questions of people just getting into the selection game. Buying materials looks like a lot of fun and it is. You get to spend the school’s money on interesting and informative materials. The serious aspect is that you’re responsible for making the best use of money.
You must select materials for both leisure reading and academic use, so it’s important to be familiar with the popular tools of the profession. You need to please everyone, yet you have very little budget.
Remember that selection is only one step in the entire collection development process. It’s essential that you consider the input from the other stages when you select. For example, the needs assessment may have identified a need for materials in the area of poetry or robotics but now you need to determine whether new items actually need to be purchased.
How do I plan for selection?
Rather than just going through the review sources and buying the “starred” items, the selection process involves a number of steps.
Your activities often start with a call for assistance from teachers. Here are some examples.
• I need everything on the topic of France. We also want to communicate with a class in France. Have you ever heard of the e-Pals Global Community?
• My students need to increase their test scores in the area of persuasive writing. I’m going to ask them to write about popular teen social issues, any idea
• I want to expand my unit on fairy tales from around the world. I want books, videos, and websites. Is there a place my class can share their ideas on the web?
• In my modern literature class I want to look at contemporary horrors and their appeal. Do you have suggestions?
• What do you have on arachnids?
• Do you have a good list of read-alouds for fifth grade?
• What classic novels should my college-bound students be reading? I’m thinking about titles like Brave New World that would promote discussion.
Once you’ve met with the teacher and discussed the needs, it’s time to begin a materials review. From the questions above, you’ll notice that some projects may involve the selection of new materials, while others may make use of existing items from the physical or virtual collection.
1. Establish the need for the materials review
2. Identify existing materials in the physical and virtual collection
3. Identify weak areas or areas of need in particular standards-based areas
4. Develop or refer to your selection policy statement and criteria
5. Explore online and print review sources
6. Meet with teachers in areas that might be using the materials with students
7. Recommend additional materials to be purchased in the area
8. Justify the specific additional materials
9. Recommend specific ways of using the materials in the curriculum
How should materials be selected?
The actual selection of materials is a small part of the “selection” part of the collection development process. You may have ten materials review projects going at the same time along with your regular selection practices. In addition, you have the short and long term collection development goals that have come out of your needs assessments.
Materials Review. These are projects that focus on particular learning standards, thematic topics, or instructional units. Often material reviews are conducted when collaborating with a teacher on a particular project such as working with a high school science teacher on materials related to genetics.
Regular Selection Practices. Library media specialists are constantly accessing review sources, attending conferences, and reading review periodicals. These are a regular part of locating current materials.
Short Term Goals. Most media specialists have short term goals. For example, a high school media specialists might set a short term goal related to meeting the needs of three new AP courses being offered next fall.
Long Term Goals. Sometimes there are selection needs that can’t be addressed by subscribing to an electronic database or purchasing a DVD. For example, expanding the Spanish language section may take time and money. You might spend a year seeking grant sources, more time taking with parents and teachers, and another year collecting materials such as Laura Joffe Numeroff’s If You Give A Moose a Muffin or in Spanish, Si le das un panecillo a un alce.
Keep lists of what’s needed and why. Maintain word-processed documents as part of your collection development policy and procedure handbook.
• weak areas of the collection
• needs based on course of study
• teacher requests
• student requests
• materials that need to be replaced
• materials where multiple copies are needed
On these lists you need to identify specific needs:
• Formats – DVDs, CDs, books, electronic databases, website
• User Groups – Third Grade, High School Biology
• Topics – electricity, Islamic arts, history of fireworks
• Literary Forms – poetry, skits
What are some general selection considerations?
Selection is the process of deciding what materials are to be added to a collection. You need to consider both quality and quantity issues. Do you buy a mediocre item you really need now, or wait and how for something better to come along?
Below are some general guidelines to consider:
• establish good guidelines and stick to them
• consider each item individually, then comparatively
• best first, but also consider need
• select items that people can use (i.e., nonfiction books with an index)
• be broad-minded
• consider binding
• consider price
• know the authors
• don’t buy on impulse
• don’t complete sets just to complete sets
• choose an inferior book that will be read over a superior book that will not
How do I establish a selection policy and procedures?
A selection policy should contain general statements about why materials are selected and who is responsible for selection. Part of your policy should include selection criteria. you’ll want to select the best parts from a number of criteria sets to make up your own personal criteria. Some people like to state criteria as statements and others as questions. A formal checklist or selection form is another option. This form can double as a consideration file form.
Some ideas for selection criteria are listed below:
- Value to Collection– do we need it?
- Use– will it be used? Popular? Loved by children?
- Materials Overlap– better/different perspective than we have already
- Connection to Curriculum– how does it connect to standards?
- Authority– who says?
- Appropriateness– appropriate for grade level, developmental level, reading level
- Scope– depth and breadth of information
- Accuracy – facts vs opinions
- Treatment– style, interest, length
- Arrangement and Organization– sequence, flow, table of contents, index
- Special Features– photos, illustrations, maps, charts, glossary
- Literary Quality– character, plot, setting
- Durability of Information– currency, “fad topic”
- Series – do we need one or all? should a series be completed?
- Cost – expense vs value to collection
- Technical Quality– photos, sound, durability, colors, font, cover
- Aesthetics– appealing colorful, interesting, stimulating
- Safety/Health Issues– wires, sharp objects, chemicals
- Other Considerations– individual use, medium, parts of fit, storage, reusable, sturdy
- Ease of use – only essential features
- Size, weight, design– storage, movement, security
- Performance– efficient, consistent
- Availability of Extras– batteries, parts, software, accessories
- Versatility– player/recorder
- Maintenance & Service– bulbs, batteries, ink
- Reliability & Dealer Support
- Size – portable
- Print– books, documents, magazines
- Visuals– maps, photographs, charts
- Audio media – audiotape, CD
- Motion media– videotape, DVD, streaming video
- Web– web pages, video, audio, visuals
- Electronic databases– local and remote server
- Software– productivity tools, reference materials, instructional materials
- Tactile– kits, games, manipulative, stuffed toys, realia, globes
- Hardware– cameras, handheld devices, electronic keyboards, laptops, learning devices
What the difference between a quality bibliographic aid and a sales catalog?
A number of bibliographic aids are available. These tools include catalogs, books, and periodicals. As you evaluate these tools consider the source of the information. If the aid contains advertising, the reviews may be bias. Be certain that independent evaluators are used. Also, look at the criteria used for review.
Use caution when reading publisher fliers and catalogs. Keep in mind that they are trying to sell their products. Even though they may contain excerpts from professional reviews, be careful. Unless you’ve read the entire review, you haven’t gotten the complete story. For example, the excerpt review might say “…the best book of the year…” However, the entire sentence might read, “This could have been the best book of the year on the French Revolution if additional care had been taken in documenting the facts. Because of a number of errors and misquotes, this book is not recommended.”