-Students will be able to brainstorm a list the important things about the library that new students should know (e.g., rules about the upkeep of books, location of fiction and non-fiction books, library map, etc.)

-Students will use planning skills for finding information for their handbook -Students can work successfully in groups

-Students will use notetaking skills

-Students can locate information as needed and extract relevant information -Students can synthesize and organize information

-Students will use writing skills

-Students can present information in a library handbook they create

This lesson should be planned as a collaborative lesson with the classroom teacher integrating a writing assignment (Library Handbook) with library skills. 1. Have a whiteboard or poster visible as children enter the library with the words "You are the expert!" written on it.

2. Ask children about what they have learned in the library during the year in an effort to boost their confidence about their achievements since the beginning of the year. Then, introduce the assignment of creating a Library Handbook for next year's students making the point that "they are the experts" and will be the authors and illustrators of this important resource.

3. Create a handout (checklist) outlining the particulars of the assignment and how you want them to proceed. Call on different children to read each point, checking for understanding along the way.

4. With the help of the classroom teacher, break students up into small groups for a planning session. Each group will brainstorm a list of things that they think new students should know about the library. Circulate among the groups and ask questions if necessary that will help jog students' memories about what they have learned that could help new students. After a sufficient list has been brainstormed, have students discuss where they can find the information they need to complete their tasks. Then, have the groups break into pairs. Each pair should have an assignment. For example, one pair could research the process of accessing the online catalog and finding information while another pair may take on the assignment of creating a library map. Describing the school web site could be another task for a pair.

5. Once all students have their particular tasks defined, they can start exploring the library to research the information they need. Students should be encouraged to take notes as they collect information during their search.

6. After students have had sufficient time for exploration and collection, invite them back into their larger groups for a discussion on how they will use and represent the information they have found. Remind them to use their checklist to help guide them.

7. With this session, they have reviewed and practiced many of the skills they have learned throughout the year as well as completed valuable preparation for their writing assignment which will be the actual Student Library Handbook. The writing assignment will be completed as part of their classroom language arts curriculum.

8. Proudly display their products in the Library Media Center once completed.