NCERTNCERT · Library & Documentation DivisionInnovative & Sustainable Library Practices · NEP 2020
Training Manual 2026–27
Innovative & Sustainable Library Practices
Module03

Organising Knowledge · Collection & Access

Collection Organisation and Access

A library’s value comes not from the size of its collection but from the systematic way resources are curated, organised and made accessible. This module covers classification, cataloguing, shelf arrangement, inclusive access and sustainable practices for vibrant, learner-centric school libraries.

10 learning objectives8 sectionsModule 3 of 11
DDCColon ClassificationAACR2RDAMARC 21Dublin CoreOPACCall numberCataloguingOpen accessCWSNUDLOERWeedingNEP 2020NCF-SE 2023

Learning objectives

Tap each objective as you work through the module to track your progress.

  • Understand the conceptual foundations and significance of collection organisation in school libraries.
  • Identify and apply classification systems such as DDC, CC and child-friendly methods.
  • Develop cataloguing skills using AACR2, RDA, MARC 21 and Dublin Core for effective discovery.
  • Arrange and maintain shelves systematically for easy, independent retrieval by learners.
  • Explore physical, digital and inclusive access mechanisms that support diverse learners, including CWSN.
  • Evaluate digital tools such as OPAC, QR codes and e-resources for enhancing access.
  • Understand sustainable library management aligned with NEP 2020 and green-library concepts.
  • Formulate policies and SOPs for circulation, digital access, weeding and preservation.
  • Integrate NEP 2020 and NCF-SE 2023 into library organisation for learner-centric spaces.
  • Cultivate 21st-century skills through well-organised, inclusive, technology-enabled access.
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3.1

Introduction

Collection organisation and user access are two of the most fundamental components of modern librarianship and the backbone of effective teaching-learning. A library’s value comes not from the size of its collection but from the systematic way resources are curated, organised and made accessible. NEP 2020 gives renewed impetus to vibrant, technology-enabled, inclusive and learner-centric information ecosystems.

School libraries today operate in a hybrid environment where physical and digital resources coexist. Effective organisation involves selection, acquisition, classification, cataloguing, metadata creation, indexing, preservation and physical arrangement. Access refers to the policies, systems and technologies — open shelves, OPAC, digital repositories, remote access — that let users interact with the organised collection. NEP 2020 and NCF-SE 2023 require libraries to operate as dynamic learning laboratories, not storage spaces.

3.2

Conceptual Foundations of Collection Organisation

Collection organisation is the intellectual and physical framework through which a library manages its resources — the systematic arrangement of information objects so they can be identified, located, retrieved and used. In school libraries this transcends technical efficiency: it directly supports pedagogy by giving learners structured trajectories to explore information meaningfully.

NEP 2020 identifies libraries as critical infrastructure for literacy, numeracy and stage-wise competencies; NCF-SE 2023 recommends a multidisciplinary approach across languages, subjects and formats. Librarians must therefore embed curriculum alignment into organisation, keep systems simple enough for young learners and flexible enough for multiple languages, and integrate multimedia, STEM kits, manipulatives, cultural artefacts and OERs — making organisation an ongoing, future-oriented process.

3.3

Classification of Resources

Classification is the systematic arrangement of materials by subject content using a scientific system of categories and numbers. For children still developing navigational skills, it must be clear, intuitive and age-appropriate. It groups similar subjects, gives a predictable shelf sequence, aids stock verification, supports digital catalogues and connects physical and digital collections.

Popular classification schemes

  • Dewey Decimal Classification (DDC): the most widely used system in school libraries — logical, decimal, easy to use; divides knowledge into ten broad classes (e.g. 300 Social Sciences, 500 Pure Sciences, 900 History & Geography).
  • Library of Congress Classification (LCC): letters and numbers; robust but often too complex for schools.
  • Colon Classification (CC): developed by S. R. Ranganathan; a faceted approach allowing infinite specificity, but needs trained staff.
  • Universal Decimal Classification (UDC): useful for specialised, technical and multimedia collections.

Child-friendly classification

  • Colour-coded subject zones and pictorial signage (a globe for geography, a rocket for science).
  • Shelf talkers describing themes, age-level indicators and genre iconography (mystery, adventure, biography).

Non-book and digital resources — toys for the Foundational Stage, STEM and robotics kits, e-books, videos, interactive content and cultural artefacts (IKS) — require flexible subject headings, descriptive keywords and metadata so they integrate into the OPAC and library system.

3.4

Cataloguing: The Heart of Intellectual Organisation

Cataloguing creates standardised bibliographic descriptions so users can search by author, title, subject, keyword or series. It provides multiple access points, supports inventory control and OPAC interfaces, enables resource sharing across SCERT/DIET networks and ensures interoperability.

Standards, tools and record components

  • Standards: AACR2 (traditional code), RDA (modern, digital-friendly), MARC 21 (machine-readable cataloguing), Dublin Core (digital metadata), ONIX (publisher metadata).
  • Systems: Koha, e-Granthalaya, NewGenLib, SLIM++.
  • A standard record includes: author/creator, title and subtitle, publisher and year, edition, physical description, ISBN/ISSN, call number, keywords, age-level recommendation, summary/abstract, subject headings and a QR code linking to digital resources.

Digital cataloguing embeds URLs in OPAC records, tags learning competencies, links QR codes to multimedia (e.g. NROER, DIKSHA) and records licensing. Inclusive cataloguing identifies Braille, large-print, audiobook, tactile, sign-language and dyslexia-friendly formats — supporting inclusive education as mandated under the RPwD Act 2016.

3.5

Shelf Arrangement and Physical Organisation

  • Principles: numerical arrangement by call number, alphabetical sequence within subjects, clearly labelled sections, well-lit and child-accessible shelves, and consistent shelf guides and directional signs.
  • Child-friendly spaces (NCF-SE 2023): a Quiet Reading Zone, Storytelling/Read-Aloud Corner, Digital Learning Section, Group Collaboration Space, Teacher Resource Centre and display boards — with age-appropriate, mobile, ergonomic furniture.
  • Maintenance: weekly shelf reading, monthly weeding, annual stock verification, dust jackets and book supports, sustainable repair, plus pest control and humidity management.
3.6

Access to Library Resources

Access is the bridge between the organised collection and its users — it must be open, inclusive, digital-friendly and community-oriented.

  • Open & physical access: open shelves, reference sections, newspaper/magazine corners, textbook banks and storytelling areas; for CWSN — ramps, wider aisles, accessible furniture and height-appropriate shelves.
  • Digital access: OPAC, QR-coded reading lists, digital portals, e-Pathshala, DIKSHA, NDLI and SCERT/DIET digital archives, with IP-based, login or QR authentication.
  • Remote access & community engagement: extending services to teachers, parents, community centres and youth clubs for lifelong learning.
  • Inclusive access (UDL): assistive technologies (screen readers, magnifiers), audiobooks, tactile materials, closed captioning, and dyslexia-friendly fonts and contrasting colours.
3.7

Sustainable Library Practices

  • Green library principles: natural lighting, recycled materials, energy-efficient devices, solar panels, waste segregation and minimal plastic.
  • Sustainable collection development: using OERs, choosing durable formats, repairing rather than discarding, recycling outdated materials and encouraging responsible donations.
  • Sustainable shelving and access: digital catalogues and QR codes reduce paper waste; multiuse furniture maximises efficiency.
3.8

Policies and SOPs for Collection Organisation and Access

  • Circulation policy: loan periods for students and teachers, renewal rules, overdue procedures and special exam-period provisions.
  • Digital access policy: safe-browsing guidelines, data privacy, access rights and copyright compliance.
  • Weeding and preservation policy: criteria for discarding, ethical disposal, preservation of rare resources and digitisation of fragile items.

Conclusion

Collection organisation and access form the structural and functional foundation of school library services. As NEP 2020 reimagines libraries as vibrant, inclusive, technology-ready hubs, librarians must embrace modern classification, cataloguing, digital integration, sustainable practice and inclusive access.

A well-organised library lets students navigate information independently, supports teachers in delivering the curriculum and builds a long-term culture of reading and inquiry — helping shape an enlightened, empowered generation of learners.

References

  1. IFLA. (2015). IFLA school library guidelines (2nd ed.). International Federation of Library Associations and Institutions.
  2. Jain, P., & Ghosh, S. (2021). Sustainable practices in library management: A green library perspective. Library Management, 42(6–7), 437–451.
  3. Ministry of Education. (2020). National Education Policy 2020. Government of India.
  4. NCERT. (2023). National Curriculum Framework for School Education (NCF-SE). NCERT.
  5. Satija, M. P. (2013). The theory and practice of the Dewey Decimal Classification system. Chandos Publishing.
  6. Taylor, A. G., & Joudrey, D. (2018). The organization of information (4th ed.). ABC-CLIO.

From learning to practice

Apply & Practise

✎Project Work

1.Role of collection organisation in learning outcomes.

GuidanceExplain how organised collections, classification, cataloguing and shelving support independent learning and NEP 2020 goals, and suggest practical improvements for school libraries.

2.Effectiveness of classification systems with child-friendly approaches.

GuidanceCompare DDC, CC and UDC and explain why simplified, visual, child-friendly classification helps young learners navigate subjects.

3.Role of cataloguing and metadata standards.

GuidanceDiscuss how AACR2, RDA, MARC 21 and Dublin Core improve resource discovery and digital access through OPAC and metadata.

4.Importance of inclusive library spaces for CWSN.

GuidanceExplain physical and intellectual accessibility — ramps, Braille, audiobooks, UDL — and link them to NEP 2020 and RPwD Act requirements.

5.Sustainable library management and digital access.

GuidanceDescribe green practices, OER-based sustainable collections and digital tools like OPAC and QR codes that reduce waste and enhance access.

⚒Hands-on Activity · Classify, Catalogue, and Find It! A Collection Sprint

Format Small groups (3–5)Time 45–60 minutes

Objective. Participants assign a DDC number and create a basic catalogue record for sample resources, then arrange them on a mock shelf with child-friendly signage.

Materials
  • 10–15 real books (or printed cover cards) per group, mixing subjects, languages and formats.
  • A DDC Quick-Reference Sheet (main classes 000–900 with two levels of subdivision).
  • Blank Catalogue Record Cards (Title, Author, Publisher, Year, Edition, ISBN, DDC call number, Subject Headings, Age Level, 1–2 sentence summary).
  • Coloured markers and adhesive spine labels; a chart-paper ‘mock shelf’ divided into labelled DDC zones; sticky notes for pictorial signage.
  • Optional: a device with a Koha/e-Granthalaya demo, or a printed OPAC screenshot.
Steps
  1. Orientation (5 min): the facilitator demonstrates one completed catalogue card; groups scan the DDC sheet to identify which main class covers each book.
  2. Classification (15 min): members assign a 3-digit DDC number to each book, write spine labels, add a language prefix for non-English titles, and apply child-friendly genre stickers.
  3. Cataloguing (15 min): members complete a record card per book, with at least two subject headings, an age level, and a plain-language summary; groups compare and correct.
  4. Mock shelf (8 min): groups arrange labelled books in DDC sequence with fiction colour-coded separately, and create three child-friendly shelf signs.
  5. Access check (5 min): groups swap catalogue cards, pick three at random and try to locate the books, recording whether they were found.
  6. Inclusive audit (5 min): groups add at least one inclusive-access note (‘large-print available’, ‘audiobook on NDLI’, ‘Braille edition to be sourced’).
Deliverable. A set of completed catalogue cards, a spine-labelled DDC-sequenced mock shelf with child-friendly signage, and a brief access-check result sheet — a mini classified and catalogued collection.
Debrief questions
  • How many books were found on the first attempt? What made some harder to locate — the call number, the shelf arrangement or the catalogue card?
  • Based on today’s activity, what is the single most important change you would make to the organisation of your current library — and why?

☑Worksheet & Self-check

Tap an option to check your answer instantly. Short-answer model responses are drawn from the manual’s answer key.

Q1.Which classification system divides knowledge into ten broad classes using decimal notation and is described as the most widely used in school libraries?

Answer: B. DDC is described as the most widely used system in school libraries due to its logical structure, decimal notation and ease of use.

Q2.The Colon Classification (CC) system was developed by which scholar?

Answer: C. Colon Classification was developed by S. R. Ranganathan, using a faceted approach that allows infinite specificity.

Q3.Which cataloguing standard is described as a ‘machine-readable cataloguing standard’?

Answer: D. MARC 21 is listed as the machine-readable cataloguing standard among the recognised cataloguing tools.

Q4.Which legislation is cited as mandating special formats such as Braille books and audiobooks for CWSN?

Answer: B. Inclusive cataloguing for CWSN supports inclusive education as mandated under the RPwD Act 2016.

Q5.What is the purpose of child-friendly classification in school libraries, and what visual tools supplement traditional schemes?

Model answer. Child-friendly classification makes navigation intelligible to young learners who may not yet decode numerical sequences. The module recommends supplementing traditional schemes with colour-coded subject zones, pictorial signage (e.g. a globe for geography, a rocket for science), shelf talkers describing themes, age-level indicators and genre iconography (mystery, adventure, biography).

Q6.What are the key components of a standard bibliographic catalogue record?

Model answer. A standard record includes author/creator; title and subtitle; publisher and year; edition; physical description; ISBN/ISSN; call number; keywords; age-level recommendations; summary/abstract; subject headings; and a QR code linking to digital resources.