For other uses, see Library (disambiguation).
A library is a collection of sources of information and similar resources, made accessible to a defined community for reference or borrowing. It provides physical or digital access to material, and may be a physical building or room, or a virtual space, or both. A library's collection can include books, periodicals, newspapers, manuscripts, films, maps, prints, documents, microform, CDs, cassettes, videotapes, DVDs, Blu-ray Discs, e-books, audiobooks, databases, and other formats. Libraries range in size from a few shelves of books to several million items. In Latin and Greek, the idea of a bookcase is represented by Bibliotheca and Bibliothēkē (Greek: βιβλιοθήκη): derivatives of these mean library in many modern languages, e.g. French bibliothèque.
The first libraries consisted of archives of the earliest form of writing—the clay tablets in cuneiform script discovered in Sumer, some dating back to 2600 BC. Private or personal libraries made up of written books appeared in classical Greece in the 5th century BC. In the 6th century, at the very close of the Classical period, the great libraries of the Mediterranean world remained those of Constantinople and Alexandria.
A library is organized for use and maintained by a public body, an institution, a corporation, or a private individual. Public and institutional collections and services may be intended for use by people who choose not to—or cannot afford to—purchase an extensive collection themselves, who need material no individual can reasonably be expected to have, or who require professional assistance with their research. In addition to providing materials, libraries also provide the services of librarians who are experts at finding and organizing information and at interpreting information needs. Libraries often provide quiet areas for studying, and they also often offer common areas to facilitate group study and collaboration. Libraries often provide public facilities for access to their electronic resources and the Internet. Modern libraries are increasingly being redefined as places to get unrestricted access to information in many formats and from many sources. They are extending services beyond the physical walls of a building, by providing material accessible by electronic means, and by providing the assistance of librarians in navigating and analyzing very large amounts of information with a variety of digital tools.
Main article: History of libraries
The first libraries consisted of archives of the earliest form of writing—the clay tablets in cuneiform script discovered in temple rooms in Sumer, some dating back to 2600 BC. These archives, which mainly consisted of the records of commercial transactions or inventories, mark the end of prehistory and the start of history.
Things were much the same in the government and temple records on papyrus of Ancient Egypt. The earliest discovered private archives were kept at Ugarit; besides correspondence and inventories, texts of myths may have been standardized practice-texts for teaching new scribes. There is also evidence of libraries at Nippur about 1900 BC and those at Nineveh about 700 BC showing a library classification system.
Over 30,000 clay tablets from the Library of Ashurbanipal have been discovered at Nineveh, providing modern scholars with an amazing wealth of Mesopotamian literary, religious and administrative work. Among the findings were the Enuma Elish, also known as the Epic of Creation, which depicts a traditional Babylonian view of creation; the Epic of Gilgamesh; a large selection of "omen texts" including Enuma Anu Enlil which "contained omens dealing with the moon, its visibility, eclipses, and conjunction with planets and fixed stars, the sun, its corona, spots, and eclipses, the weather, namely lightning, thunder, and clouds, and the planets and their visibility, appearance, and stations"; and astronomic/astrological texts, as well as standard lists used by scribes and scholars such as word lists, bilingual vocabularies, lists of signs and synonyms, and lists of medical diagnoses.
The tablets were stored in a variety of containers such as wooden boxes, woven baskets of reeds, or clay shelves. The “libraries” were cataloged using colophons, which are a publisher’s imprint on the spine of a book, or in this case a tablet. The colophons stated the series name, the title of the tablet, and any extra information the scribe needed to indicate. Eventually, the clay tablets were organized by subject and size. Unfortunately, due to limited to bookshelf space, once more tablets were added to the library, older ones were removed, which is why some tablets are missing from the excavated cities in Mesopotamia.
According to legend, mythical philosopher Laozi was keeper of books in the earliest library in China, which belonged to the Imperial Zhou dynasty. Also, evidence of catalogues found in some destroyed ancient libraries illustrates the presence of librarians.
The Library of Alexandria, in Egypt, was the largest and most significant great library of the ancient world. It flourished under the patronage of the Ptolemaic dynasty and functioned as a major center of scholarship from its construction in the 3rd century BC until the Roman conquest of Egypt in 30 BC. The library was conceived and opened either during the reign of Ptolemy I Soter (323–283 BC) or during the reign of his son Ptolemy II (283–246 BC). An early organization system was in effect at Alexandria.
The Library of Celsus in Ephesus, Anatolia, now part of Selçuk, Turkey was built in honor of the Roman SenatorTiberius Julius Celsus Polemaeanus (completed in 135) by Celsus’ son, Gaius Julius Aquila (consul, 110 AD). The library was built to store 12,000 scrolls and to serve as a monumental tomb for Celsus.
Private or personal libraries made up of written books (as opposed to the state or institutional records kept in archives) appeared in classical Greece in the 5th century BC. The celebrated book collectors of HellenisticAntiquity were listed in the late 2nd century in Deipnosophistae. All these libraries were Greek; the cultivated Hellenized diners in Deipnosophistae pass over the libraries of Rome in silence. By the time of Augustus, there were public libraries near the forums of Rome: there were libraries in the Porticus Octaviae near the Theatre of Marcellus, in the temple of Apollo Palatinus, and in the Bibliotheca Ulpiana in the Forum of Trajan. The state archives were kept in a structure on the slope between the Roman Forum and the Capitoline Hill.
Private libraries appeared during the late republic: Seneca inveighed against libraries fitted out for show by illiterate owners who scarcely read their titles in the course of a lifetime, but displayed the scrolls in bookcases (armaria) of citrus wood inlaid with ivory that ran right to the ceiling: "by now, like bathrooms and hot water, a library is got up as standard equipment for a fine house (domus). Libraries were amenities suited to a villa, such as Cicero's at Tusculum, Maecenas's several villas, or Pliny the Younger's, all described in surviving letters. At the Villa of the Papyri at Herculaneum, apparently the villa of Caesar's father-in-law, the Greek library has been partly preserved in volcanic ash; archaeologists speculate that a Latin library, kept separate from the Greek one, may await discovery at the site.
In the West, the first public libraries were established under the Roman Empire as each succeeding emperor strove to open one or many which outshone that of his predecessor. Rome’s first public library was established by Asinius Pollio. Pollio was a lieutenant of Julius Caesar and one of his most ardent supporters. After his military victory in Illyria, Pollio felt he had enough fame and fortune to create what Julius Caesar had sought for a long time: a public library to increase the prestige of Rome and rival the one in Alexandria. Pollios’s library, the Anla Libertatis, which was housed in the Atrium Libertatis, was centrally located near the Forum Romanum. It was the first to employ an architectural design that separated works into Greek and Latin. All subsequent Roman public libraries will have this design. At the conclusion of Rome’s civil wars following the death of Marcus Antonius in 30 BC, the Emperor Augustus sought to reconstruct many of Rome’s damaged buildings. During this construction, Augustus created two more public libraries. The first was the library of the Temple of Apollo on the Palatine, often called the Palatine library, and the second was the library of the Porticus of Octaviae.
Two more libraries were added by the Emperor Tiberius on Palatine Hill and one by Vespasian after 70 AD. Vespasian’s library was constructed in the Forum of Vespasian, also known as the Forum of Peace, and became one of Rome’s principal libraries. The Bibliotheca Pacis was built along the traditional model and had two large halls with rooms for Greek and Latin libraries containing the works of Galen and Lucius Aelius. One of the best preserved was the ancient Ulpian Library built by the Emperor Trajan. Completed in 112/113, the Ulpian Library was part of Trajan’s Forum built on the Capitoline Hill. Trajan’s Column separated the Greek and Latin rooms which faced each other. The structure was approximately fifty feet high with the peak of the roof reaching almost seventy feet.
Unlike the Greek libraries, readers had direct access to the scrolls, which were kept on shelves built into the walls of a large room. Reading or copying was normally done in the room itself. The surviving records give only a few instances of lending features. Most of the large Roman baths were also cultural centres, built from the start with a library, a two-room arrangement with one room for Greek and one for Latin texts.
Libraries were filled with parchment scrolls as at Library of Pergamum and on papyrus scrolls as at Alexandria: the export of prepared writing materials was a staple of commerce. There were a few institutional or royal libraries which were open to an educated public (such as the Serapeum collection of the Library of Alexandria, once the largest library in the ancient world), but on the whole collections were private. In those rare cases where it was possible for a scholar to consult library books, there seems to have been no direct access to the stacks. In all recorded cases, the books were kept in a relatively small room where the staff went to get them for the readers, who had to consult them in an adjoining hall or covered walkway. Most of the works in catalogs were of a religious nature, such as volumes of the Bible or religious service books. “In a number of cases the library was entirely theological and liturgical, and in the greater part of the libraries the non-ecclesiastical content did not reach one third of the total” In addition to these types of works, in some libraries during that time Plato was especially popular. In the early Middle Ages, Aristotle was more popular. Additionally, there was quite a bit of censoring within libraries of the time; many works that were “scientific and metaphysical” were not included in the majority of libraries during that time period. Latin authors were better represented within library holdings and Roman works were less represented. Cicero was also an especially popular author along with the histories of Sallust. Additionally, Virgil was universally represented at most of the medieval libraries of the time. One of the most popular was Ovid, mentioned by approximately twenty French catalogues and nearly thirty German ones . Surprisingly, old Roman textbooks on grammar were still being used at that time.
Han Chinese scholar Liu Xiang established the first library classification system during the Han dynasty, and the first book notation system. At this time, the library catalogue was written on scrolls of fine silk and stored in silk bags.
During the Late Antiquity and Middle Ages periods, there was no Rome of the kind that ruled the Mediterranean for centuries and spawned the culture that produced twenty-eight public libraries in the urbs Roma. The empire had been divided then later re-united again under Constantine the Great who moved the capital of the Roman Empire in 330 AD to the city of Byzantium which was renamed Constantinople. The Roman intellectual culture that flourished in ancient times was undergoing a transformation as the academic world moved from laymen to Christian clergy. As the West crumbled, books and libraries flourished and flowed east toward the Byzantine Empire. There, four different types of libraries were established: imperial, patriarchal, monastic, and private. Each had its own purpose and, as a result, their survival varied.
Christianity was a new force in Europe and many of the faithful saw Hellenistic culture as pagan. As such, many classical Greek works, written on scrolls, were left to decay as only Christian texts were thought fit for preservation in a codex, the progenitor of the modern book. In the East, however, this was not the case as many of these classical Greek and Roman texts were copied. “…formerly paper was rare and expensive, so every spare page of available books was pressed into use. Thus a seventeenth-century edition of the Ignatian epistles, in Mar Saba, had copied onto its last pages, probably in the early eighteenth century, a passage allegedly from the letters of Clement of Alexandria”. Old manuscripts were also used to bind new books because of the costs associated with paper and also because of the scarcity of new paper.
In Byzantium, much of this work devoted to preserving Hellenistic thought in codex form was performed in scriptoriums by monks. While monastic library scriptoriums flourished throughout the East and West, the rules governing them were generally the same. Barren and sun-lit rooms (because candles were a source of fire) were major features of the scriptorium that was both a model of production and monastic piety. Monks scribbled away for hours a day, interrupted only by meals and prayers. With such production, medieval monasteries began to accumulate large libraries. These libraries were devoted solely to the education of the monks and were seen as essential to their spiritual development. Although most of these texts that were produced were Christian in nature, many monastic leaders saw common virtues in the Greek classics. As a result, many of these Greek works were copied, and thus saved, in monastic scriptoriums.
When Europe passed into the Dark Ages, Byzantine scriptoriums laboriously preserved Greco-Roman classics. As a result, Byzantium revived Classical models of education and libraries. The Imperial Library of Constantinople was an important depository of ancient knowledge. Constantine himself wanted such a library but his short rule denied him the ability to see his vision to fruition. His son Constantius II made this dream a reality and created an imperial library in a portico of the royal palace. He ruled for 24 years and accelerated the development of the library and the intellectual culture that came with such a vast accumulation of books.
Constantius II appointed Themistius, a pagan philosopher and teacher, as chief architect of this library building program. Themistius set about a bold program to create an imperial public library that would be the centerpiece of the new intellectual capital of Constantinople. Classical authors such as Plato, Aristotle, Demosthenes, Isocrates, Thucydides, Homer, and Zeno were sought. Themeistius hired calligraphers and craftsman to produce the actual codices. He also appointed educators and created a university-like school centered around the library.
After the death of Constantius II, Julian the Apostate, a bibliophile intellectual, ruled briefly for less than three years. Despite this, he had a profound impact on the imperial library and sought both Christian and pagan books for its collections. Later, the Emperor Valens hired Greek and Latin scribes full-time with funds from the royal treasury to copy and repair manuscripts.
At its height in the 5th century, the Imperial Library of Constantinople had 120,000 volumes and was the largest library in Europe. A fire in 477 consumed the entire library but it was rebuilt only to be burned again in 726, 1204, and in 1453 when Constantinople fell to the Ottoman Turks.
Patriarchal libraries fared no better, and sometimes worse, than the Imperial Library. The Library of the Patriarchate of Constantinople was founded most likely during the reign of Constantine the Great in the 4th century. As a theological library, it was known to have employed a library classification system. It also served as a repository of several ecumenical councils such as the Council of Nicea, Council of Ephesus, and the Council of Chalcedon. The library, which employed a librarian and assistants, may have been originally located in the Patriarch’s official residence before it was moved to the Thomaites Triclinus in the 7th century. While much is not known about the actual library itself, it is known that many of its contents were subject to destruction as religious in-fighting ultimately resulted in book burnings.
During this period, small private libraries existed. Many of these were owned by church members and the aristocracy. Teachers also were known to have small personal libraries as well as wealthy bibliophiles who could afford the highly ornate books of the period.
Thus, in the 6th century, at the close of the Classical period, the great libraries of the Mediterranean world remained those of Constantinople and Alexandria. Cassiodorus, minister to Theodoric, established a monastery at Vivarium in the toe of Italy (modern Calabria) with a library where he attempted to bring Greek learning to Latin readers and preserve texts both sacred and secular for future generations. As its unofficial librarian, Cassiodorus not only collected as many manuscripts as he could, he also wrote treatises aimed at instructing his monks in the proper uses of reading and methods for copying texts accurately. In the end, however, the library at Vivarium was dispersed and lost within a century.
Through Origen and especially the scholarly presbyter Pamphilus of Caesarea, an avid collector of books of Scripture, the theological school of Caesarea won a reputation for having the most extensive ecclesiastical library of the time, containing more than 30,000 manuscripts: Gregory of Nazianzus, Basil the Great, Jerome, and others came and studied there.
By the 8th century, first Iranians and then Arabs had imported the craft of papermaking from China, with a paper mill already at work in Baghdad in 794. Early paper was called bagdatikos, meaning "from Baghdad", because it was introduced to the west mainly by this city. By the 9th century, public libraries started to appear in many Islamic cities. They were called "house of knowledge" or dar al-'ilm. They were each endowed by Islamic sects with the purpose of representing their tenets as well as promoting the dissemination of secular knowledge. The 9th-century AbbasidCaliphal-Mutawakkil of Iraq, ordered the construction of a "zawiyat qurra" – an enclosure for readers which was "lavishly furnished and equipped". In Shiraz, Adhud al-Daula (d. 983) set up a library, described by the medieval historian, al-Muqaddasi, as "a complex of buildings surrounded by gardens with lakes and waterways. The buildings were topped with domes, and comprised an upper and a lower story with a total, according to the chief official, of 360 rooms.... In each department, catalogues were placed on a shelf... the rooms were furnished with carpets". The libraries often employed translators and copyists in large numbers, in order to render into Arabic the bulk of the available Persian, Greek, Roman and Sanskrit non-fiction and the classics of literature.
Organization was a strength of Islamic Libraries during the Golden Age (7th -14th century). In this period, books were organized by subject. Within the subject, the materials were further organized by when the libraries gained the item, not by last name of the author or the title of the book. Also, Islamic libraries may be the first to have implemented a catalogue of owned materials. The content of a bookshelf was recorded on paper and attached to the end of shelf. Arab-Islamic people also were very favorable of public knowledge. Public libraries were very popular along with mosque, private, and academic libraries. Instead of being available to the elite of society, such as caliphs and princes, information was something that was offered to everyone. Some of the libraries were said to let patrons check out up to 200 items. These buildings were also made for comfort of the readers and information seekers. It was said that the rooms had carpets for sitting and reading comfortably. Also, openings such as doors and windows were secured closed as to protect patrons against cold drafts.
This flowering of Islamic learning ceased centuries later when learning began declining in the Islamic world, after many of these libraries were destroyed by Mongol invasions. Others were victim of wars and religious strife in the Islamic world. However, a few examples of these medieval libraries, such as the libraries of Chinguetti in West Africa, remain intact and relatively unchanged. Another ancient library from this period which is still operational and expanding is the Central Library of Astan Quds Razavi in the Iranian city of Mashhad, which has been operating for more than six centuries.
The contents of these Islamic libraries were copied by Christian monks in Muslim/Christian border areas, particularly Spain and Sicily. From there they eventually made their way into other parts of Christian Europe. These copies joined works that had been preserved directly by Christian monks from Greek and Roman originals, as well as copies Western Christian monks made of Byzantine works. The resulting conglomerate libraries are the basis of every modern library today.
Buddhist scriptures, educational materials, and histories were stored in libraries in pre-modern Southeast Asia. In Burma, a royal library called the Pitakataik was legendarily founded by King Anawrahta; in the 18th century, British envoy Michael Symes, on visiting this library, wrote that "it is not improbable that his Birman majesty may possess a more numerous library than any potentate, from the banks of the Danube to the borders of China". In Thailand, libraries called ho trai were built throughout the country, usually on stilts above a pond to prevent bugs from eating at the books.
The centrality of the Qurʾān as the prototype of the written word in Islam bears significantly on the role of books within its intellectual tradition and educational system. An early impulse in Islam was to manage reports of events, key figures and their sayings and actions. Thus, "the onus of being the last 'People of the Book' engendered an ethos of [librarianship]" early on and the establishment of important book repositories throughout the Muslim world has occurred ever since.
Upon the spread of Islam, libraries in newly Islamic lands knew a brief period of expansion in the Middle East, North Africa, Sicily, and Spain. Like the Christian libraries, they mostly contained books which were made of paper, and took a codex or modern form instead of scrolls; they could be found in mosques, private homes, and universities, from Timbuktu to Afghanistan and modern day Pakistan. In Aleppo, for example, the largest and probably the oldest mosque library, the Sufiya, located at the city's Grand Umayyad Mosque, contained a large book collection of which 10,000 volumes were reportedly bequeathed by the city's most famous ruler, Prince Sayf al-Dawla.Ibn al-Nadim's bibliography Fihrist demonstrates the devotion of medieval Muslim scholars to books and reliable sources; it contains a description of thousands of books circulating in the Islamic world circa 1000, including an entire section for books about the doctrines of other religions. Modern Islamic libraries for the most part do not hold these antique books; many were lost, destroyed by Mongols, or removed to European libraries and museums during the colonial period.
European Middle Ages
In the Early Middle Ages, monastery libraries developed, such as the important one at the Abbey of Montecassino in Italy. Books were usually chained to the shelves, reflecting the fact that manuscripts, which were created via the labour-intensive process of hand copying, were valuable possessions. This hand-copying was often accomplished by travelling monks who made the treks to the sources of knowledge and illumination they sought for learning or to copy the manuscripts held by other monasteries for their own monastic libraries.
Despite this protectiveness, many libraries loaned books if provided with security deposits (usually money or a book of equal value). Lending was a means by which books could be copied and spread. In 1212, the council of Paris condemned those monasteries that still forbade loaning books, reminding them that lending is "one of the chief works of mercy." The early libraries located in monastic cloisters and associated with scriptoria were collections of lecterns with books chained to them. Shelves built above and between back-to-back lecterns were the beginning of bookpresses. The chain was attached at the fore-edge of a book rather than to its spine. Book presses came to be arranged in carrels (perpendicular to the walls and therefore to the windows) in order to maximize lighting, with low bookcases in front of the windows. This "stall system" (i.e. fixed bookcases perpendicular to exterior walls pierced by closely spaced windows) was characteristic of English institutional libraries. In European libraries, bookcases were arranged parallel to and against the walls. This "wall system" was first introduced on a large scale in Spain's El Escorial.
Also, in Eastern Christianity monastery libraries kept important manuscripts. The most important of them were the ones in the monasteries of Mount Athos for Orthodox Christians, and the library of the Saint Catherine's Monastery in the Sinai Peninsula, Egypt for the Coptic Church.
From the 15th century in central and northern Italy, libraries of humanists and their enlightened patrons provided a nucleus around which an "academy" of scholars congregated in each Italian city of consequence. Malatesta Novello, lord of Cesena, founded the Malatestiana Library. Cosimo de' Medici in Florence established his own collection, which formed the basis of the Laurentian Library. In Rome, the papal collections were brought together by Pope Nicholas V, in separate Greek and Latin libraries, and housed by Pope Sixtus IV, who consigned the Bibliotheca Apostolica Vaticana to the care of his librarian, the humanist Bartolomeo Platina in February 1475.
In the 16th century, Sixtus V bisected Bramante's Cortile del Belvedere with a cross-wing to house the Apostolic Library in suitable magnificence. The 16th and 17th centuries saw other privately endowed libraries assembled in Rome: the Vallicelliana, formed from the books of Saint Filippo Neri, with other distinguished libraries such as that of Cesare Baronio, the Biblioteca Angelica founded by the Augustinian Angelo Rocca, which was the only truly public library in Counter-Reformation Rome; the Biblioteca Alessandrina with which Pope Alexander VII endowed the University of Rome; the Biblioteca Casanatense of the Cardinal Girolamo Casanata; and finally the Biblioteca Corsiniana founded by the bibliophile Clement XII Corsini and his nephew Cardinal Neri Corsini, still housed in Palazzo Corsini in via della Lungara. The Republic of Venice patronized the foundation of the Biblioteca Marciana, based on the library of Cardinal Basilios Bessarion. In Milan, Cardinal Federico Borromeo founded the Biblioteca Ambrosiana.
This trend soon spread outside of Italy, for example Louis III, Elector Palatine founded the Bibliotheca Palatina of Heidelberg.
These libraries don't have as many volumes as the modern libraries. However, they keep many valuable manuscripts of Greek, Latin, and Biblical works.
Tianyi Chamber, founded in 1561 by Fan Qin during the Ming dynasty, is the oldest existing library in China. In its heyday, it boasted a collection of 70,000 volumes of antique books.
Enlightenment era libraries
The 17th and 18th centuries include what is known as a golden age of libraries; during this some of the more important libraries were founded in Europe. Francis Trigge Chained Library of St. Wulfram's Church, Grantham, Lincolnshire was founded in 1598 by the rector of nearby Welbourne. This library is considered the "ancestor of public libraries" because patrons were not required to be members of a particular college or church to use the library. Trigge's library held over 350 books, and his inclusion of both Catholic and Protestant resources is considered unique for the time, since religious conflicts during the Reformation years were common. Thomas Bodley founded the Bodleian Library, which was open to the "whole republic of the learned", Norwich City library was established in 1608, and the British Library was established in 1753. Chetham's Library in Manchester, which claims to be the oldest public library in the English-speaking world, opened in 1653. Other early town libraries of the UK include those of Ipswich (1612), Bristol (founded in 1613 and opened in 1615), and Leicester (1632). Shrewsbury School also opened its library to townsfolk. The Mazarine Library and the Bibliothèque Sainte-Geneviève were founded in Paris, the Austrian National Library in Vienna, the National Central Library in Florence, the Prussian State Library in Berlin, the Załuski Library in Warsaw, and the M.E. Saltykov-Shchedrin State Public Library in St Petersburg.
At the start of the 18th century, libraries were becoming increasingly public and were more frequently lending libraries. The 18th century saw the switch from closed parochial libraries to lending libraries. Before this time, public libraries were parochial in nature and libraries frequently chained their books to desks. Libraries also were not uniformly open to the public.
Even though the British Museum existed at this time and contained over 50,000 books, the national library was not open to the public, or even to a majority of the population. Access to the Museum depended on passes, of which there was sometimes a waiting period of three to four weeks. Moreover, the library was not open to browsing. Once a pass to the library had been issued, the reader was taken on a tour of the library. Many readers complained that the tour was much too short.
Main article: Subscription library
At the start of the 19th century, there were virtually no public libraries in the sense in which we now understand the term i.e. libraries provided from public funds and freely accessible to all. Only one important library in Britain, namely Chetham's Library in Manchester, was fully and freely accessible to the public. However, there had come into being a whole network of library provision on a private or institutional basis.
The increase in secular literature at this time encouraged the spread of lending libraries, especially the commercial subscription libraries. Many small, private book clubs evolved into subscription libraries, charging high annual fees or requiring subscribing members to purchase shares in the libraries. The materials available to subscribers tended to focus on particular subject areas, such as biography, history, philosophy, theology, and travel, rather than works of fiction, particularly the novel.
Unlike a public library, access was often restricted to members. Some of the earliest such institutions were founded in late 17th century England, such as Chetham's Library in 1653, Innerpeffray Library in 1680, and Thomas Plume's Library in 1704. In the American colonies, the Library Company of Philadelphia was started in 1731 by Benjamin Franklin in Philadelphia.
Parochial libraries attached to Anglican parishes or Nonconformist chapels in Britain emerged in the early 18th century, and prepared the way for local public libraries.
The increasing production and demand for fiction promoted by commercial markets led to the rise of circulating libraries, which met a need that subscription libraries did not fulfil. William Bathoe claimed that his commercial venture was ‘the Original Circulating library’, opening doors at two locations in London in 1737. Circulating libraries also charged subscription fees to users and offered serious subject matter as well as the popular novels, thus the difficulty in clearly distinguishing circulating from subscription libraries.
Subscription libraries were democratic in nature; created by and for communities of local subscribers who aimed to establish permanent collections of books and reading materials, rather than selling their collections annually as the circulating libraries tended to do, in order to raise funds to support their other commercial interests. Even though the subscription libraries were often founded by reading societies, committees, elected by the subscribers, chose books for the collection that were general, rather than aimed at a particular religious, political or professional group. The books selected for the collection were chosen because they would be mutually beneficial to the shareholders. The committee also selected the librarians who would manage the circulation of materials.
In Britain, there were more than 200 commercial circulating libraries open in 1800, more than twice the number of subscription and private proprietary libraries that were operating at the same time. Many proprietors pandered to the most fashionable clientele, making much ado about the sort of shop they offered, the lush interiors, plenty of room and long hours of service. "These 'libraries' would be called rental collections today."
Private subscription libraries functioned in much the same manner as commercial subscription libraries, though they varied in many important ways. One of the most popular versions of the private subscription library was a gentleman's only library. Membership was restricted to the proprietors or shareholders, and ranged from a dozen or two to between four and five hundred.
The Liverpool Subscription Library was a gentlemen only library. In 1798, it was renamed the Athenaeum when it was rebuilt with a newsroom and coffeehouse. It had an entrance fee of one guinea and annual subscription of five shillings. An analysis of the registers for the first twelve years provides glimpses of middle-class reading habits in a mercantile community at this period. The largest and most popular sections of the library were History, Antiquities, and Geography, with 283 titles and 6,121 borrowings, and Belles Lettres, with 238 titles and 3,313 borrowings.
Private subscription libraries held a greater amount of control over both membership and the types of books in the library. There was almost a complete elimination of cheap fiction in the private societies. Subscription libraries prided themselves on respectability. The highest percentage of subscribers were often landed proprietors, gentry, and old professions.
Towards the end of the 18th century and in the first decades of the nineteenth, the need for books and general education made itself felt among social classes created by the beginnings of the Industrial Revolution. The late 18th century saw a rise in subscription libraries intended for the use of tradesmen. In 1797, there was established at Kendal what was known as the Economical Library, "designed principally for the use and instruction of the working classes." There was also the Artizans' library established at Birmingham in 1799. The entrance fee was 3 shillings. The subscription was 1 shilling 6 pence per quarter. This was a library of general literature. Novels, at first excluded, were afterwards admitted on condition that they did not account for more than one-tenth of the annual income.
Main article: National library
The first national libraries had their origins in the royal collections of the sovereign or some other supreme body of the state.
One of the first plans for a national library was devised by the WelshmathematicianJohn Dee, who in 1556 presented Mary I of England with a visionary plan for the preservation of old books, manuscripts and records and the founding of a national library, but his proposal was not taken up.
The first true national library was founded in 1753 as part of the British Museum. This new institution was the first of a new kind of museum – national, belonging to neither church nor king, freely open to the public and aiming to collect everything. The museum's foundations lay in the will of the physician and naturalist Sir Hans Sloane, who gathered an enviable collection of curiosities over his lifetime which he bequeathed to the nation for £20,000.
Sloane's collection included some 40,000 printed books and 7,000 manuscripts, as well as prints and drawings. The British Museum Act 1753 also incorporated the Cotton library and the Harleian library. These were joined in 1757 by the Royal Library, assembled by various British monarchs.
In France, the first national library was the Bibliothèque Mazarine, which evolved from its origin as a royal library founded at the Louvre Palace by Charles V in 1368. The appointment of Jacques Auguste de Thou as librarian in the 17th century, initiated a period of development that made it the largest and richest collection of books in the world. The library opened to the public in 1692, under the administration of Abbé Louvois, Minister Louvois's son. Abbé Louvois was succeeded by the Abbé Bignon, or Bignon II as he was termed, who instituted a complete reform of the library's system. Catalogues were made, which appeared from 1739 to 1753 in 11 volumes. The collections increased steadily by purchase and gift to the outbreak of the French Revolution, at which time it was in grave danger of partial or total destruction, but owing to the activities of Antoine-Augustin Renouard and Joseph Van Praet it suffered no injury.
The library's collections swelled to over 300,000 volumes during the radical phase of the French Revolution when the private libraries of aristocrats and clergy were seized. After the establishment of the French First Republic in September 1792, "the Assembly declared the Bibliotheque du Roi to be national property and the institution was renamed the Bibliothèque Nationale. After four centuries of control by the Crown, this great library now became the property of the French people."
Modern public library
Main article: Public library
Although by the mid-19th century, England could claim 274 subscription libraries and Scotland, 266, the foundation of the modern public library system in Britain is the Public Libraries Act 1850. The Act first gave local boroughs the power to establish free public libraries and was the first legislative step toward the creation of an enduring national institution that provides universal free access to information and literature. In the 1830s, at the height of the Chartist movement, there was a general tendency towards reformism in the United Kingdom. The Capitalist economic model had created a significant amount of free time for workers, and the middle classes were concerned that the workers’ free time was not being well-spent. This was prompted more by Victorian middle class paternalism rather than by demand from the lower social orders. Campaigners felt that encouraging the lower classes to spend their free time on morally uplifting activities, such as reading, would promote greater social good.
In 1835, and against government opposition, James Silk Buckingham, MP for Sheffield and a supporter of the temperance movement, was able to secure the Chair of the Select Committee which would examine "the extent, causes, and consequences of the prevailing vice of intoxication among the labouring classes of the United Kingdom" and propose solutions. Francis Place, a campaigner for the working class, agreed that "the establishment of parish libraries and district reading rooms, and popular lectures on subjects both entertaining and instructive to the community might draw off a number of those who now frequent public houses for the sole enjoyment they afford". Buckingham introduced to Parliament a Public Institution Bill allowing boroughs to charge a tax to set up libraries and museums, the first of its kind. Although this did not become law, it had a major influence on William Ewart MP and Joseph Brotherton MP, who introduced a bill which would “[empower] boroughs with a population of 10,000 or more to raise a ½d for the establishment of museums”. This became the Museums Act 1845.
The advocacy of Ewart and Brotherton then succeeded in having a select committee set up to consider public library provision. The Report argued that the provision of public libraries would steer people towards temperate and moderate habits. With a view to maximising the potential of current facilities, the Committee made two significant recommendations. They suggested that the government should issue grants to aid the foundation of libraries and that the Museums Act 1845 should be amended and extended to allow for a tax to be levied for the establishment of public libraries. The Bill passed through Parliament as most MPs felt that public libraries would provide facilities for self-improvement through books and reading for all classes, and that the greater levels of education attained by providing public libraries would result in lower crime rates
Not to be confused with library school.
A school library (or a school library media center) is a library within a school where students, staff, and often, parents of a public or private school have access to a variety of resources. The goal of the school library media center is to ensure that all members of the school community have equitable access "to books and reading, to information, and to information technology." A school library media center "uses all types of media... is automated, and utilizes the Internet [as well as books] for information gathering." School libraries are distinct from public libraries because they serve as "learner-oriented laboratories which support, extend, and individualize the school's curriculum... A school library serves as the center and coordinating agency for all material used in the school."
Researchers have demonstrated that school libraries have a positive impact on student achievement through the more than 60 studies that have been conducted in 19 U.S. states and one Canadian province. The major finding of these studies was that students with access to a well-supported school library media program with a qualified school library media specialist, scored higher on reading assessments regardless of their socio-economic statuses. In addition, a study conducted in Ohio revealed that 99.4% of students surveyed believed that their school librarians and school library media programs helped them succeed in school. A report that reported similar conclusions was compiled by Michele Lonsdale in Australia in 2013.
History of school libraries
Library services to schools have evolved since the late 1800s from public or state library book wagons to informal classroom collections to what we know today.. The later part of the 19th century marked the beginning of the modern American library movement with the creation of the American Library Association (ALA) in 1876 by a group of librarians led by Melvil Dewey. At these beginning stages of development, the school libraries were primarily made up of small collections with the school librarian playing primarily a clerical role.
Dewey wrote that "a broad conception at the end of the century of the work of the schools is simply this, to teach the children to think accurately, with strength and with speed. If it is in the school that they get their start, then where do they get their education?"
1920 marked the first effort by the library and education communities to evaluate school libraries with the publication of the Certain Report, which provided the first yardstick for evaluating school libraries.
By the 1940s, 40% of schools indicated the presence of classroom collections. Around 18% reported having centralized libraries. City schools reported 48% and rural schools reported 12%. School libraries experienced another major push following the launch of Sputnik in 1957, which forced the United States to re-evaluate its priorities for math and science education. NDEA was a response to Sputnik and Title III of NDEA provided financial assistance for strengthening science, mathematics, and modern foreign language . As a result, the 1960s were one of the greatest periods of growth and development for school libraries due to an increased flow of money and support from the private sector and public funding for education. Most notable during this time was the Knapp School Libraries Project which established model school library media centers across the country. Hundreds of new school libraries were expanded and renovated during this time.
Most recently, school libraries have been defined by two major guidelines documents: Information Power (1988) and Information Power II (1998).
Globally important mission statement is the Unesco School library Manifesto, which states: "The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens" (para. 1).
The purpose of the school library
School library media centers in the 21st century can, and should be, hubs for increased student achievement and positive focused school reform--Kathleen D. Smith 
The school library exists to provide a range of learning opportunities for both large and small groups as well as individuals with a focus on intellectual content, information literacy, and the learner. In addition to classroom visits with collaborating teachers, the school library also serves as a learning space for students to do independent work, use computers, equipment and research materials; to host special events such as author visits and book clubs; and for tutoring and testing.
School libraries function as a central location for all of the information available, and a school librarian functions as the literary map to the resources and materials found within the library.
A school library functions as an opportunity for educators to work with librarians in support of a resource center for the students to be able to safely access the internet for both school work and interacting with each other. In her article, "Tag! You're It!": Playing on the Digital Playground, De las Casas discusses how today's youth is much more comfortable with technology than ever before, and believes that “We need to advocate for regulations and laws that support education of young people rather than simply limiting their access to the Web.”
The school library media center program is a collaborative venture in which school library media specialists, teachers, and administrators work together to provide opportunities for the social, cultural, and educational growth of students. Activities that are part of the school library media program can take place in the school library media center, the laboratory classroom, through the school, and via the school library's online resources.
In Australia school libraries have played a major role in the success of Reading Challenge programs initiated and funded by various State Governments.
The Premier's Reading Challenge in South Australia, launched by Premier Mike Rann (2002 to 2011) has one of the highest participation rates in the world for reading challenges. It has been embraced by more than 95% of public, private and religious schools.
The school library collection
School libraries are similar to public libraries in that they contain books, films, recorded sound, periodicals, realia, and digital media. These items are not only for the education, enjoyment, and entertainment of all members of the school community, but also to enhance and expand the school's curriculum.
Staffing of the school library
In many schools, school libraries are staffed by librarians, teacher-librarians, or school library media specialists or media coordinators who hold a specific library science degree. In some jurisdictions, school librarians are required to have specific certification and/or a teaching certificate.
The school librarian performs four leadership main roles: teacher, instructional partner, information specialist, and program administrator. In the teacher role, the school librarian develops and implements curricula relating to information literacy and inquiry. School librarians may read to children, assist them in selecting books, and assist with schoolwork. Some school librarians see classes on a "flexible schedule". A flexible schedule means that rather than having students come to the library for instruction at a fixed time every week, the classroom teacher schedules library time when library skills or materials are needed as part of the classroom learning experience.
In the instructional partner role, school librarians collaborate with classroom teachers to create independent learners by fostering students' research, information literacy, technology, and critical thinking skills.
As information specialists, school librarians develop a resource base for the school by using the curriculum and student interests to identify and obtain library materials, organize and maintain the library collection in order to promote independent reading and lifelong learning. Materials in the library collection can be located using an Online Public Access Catalog (OPAC). Often these catalogs are web-based from which students can gain access both at school and from home.
This role also encompasses many activities relating to technology including the integration of resources in a variety of formats: periodical databases; Web sites; digital video segments; podcasts; blog and wiki content; digital images; virtual classrooms, etc. School librarians are often responsible for audio-visual equipment and are sometimes in charge of school computers and computer networks.
Many school librarians also perform clerical duties. They handle the circulating and cataloging of materials, facilitate interlibrary loans, shelve materials, perform inventory, etc.
Notable school librarians:
Notes and references
- ^The goals of the school library program should support the mission and continuous improvement plan of the school district.Standards for the 21st Century Learner
- ^Morris, B. (2013). Administering the school library media center. Westport, CT: Libraries Unlimited. (p.32).
- ^Morris, 2013, p.32
- ^Todd, R., Kuhlthau, C., & OELMA. (2014). Student Learning through Ohio School Libraries : The Ohio Research Study. Available online at: http://www.oelma.org/studentlearning/
- ^Lonsdale, M. (2013). Impact of school libraries on student achievement: A review of the research. Camberwell, Victoria, Australia: Australian Council for Educational Research. Available online at http://www.asla.org.au/site/DefaultSite/filesystem/documents/research.pdf
- ^Dewey, M. (1920). What a library should be and what it can do. In A. E. Bostwick (Ed.). The library and society: Classics of American librarianship (pp. 75-78). New York: H.W. Wilson.
- ^Charles C. Certain Committee. (1986). Standard library organization and equipment for secondary schools of different sizes. In Melvil M. Bowie (Comp.), Historic Documents of school libraries (pp.34-51). Littleton, CO: Hi Willow Research and Publishing. (Original work published 1920, Chicago: American Library Association)
- ^Michie, Joan S., et al. "Fifty Years of Supporting Children's Learning: A History of Public School Libraries and Federal Legislation from 1953 to 2000. NCES 2005-311." (March 1, 2005): ERIC, EBSCOhost (accessed March 1, 2018).
- ^Boardman, Edna (September–October 1994). "The Knapp School Libraries Project: The Best $1,130,000 Ever Spent on School Libraries". Book Report. 13 (2): 17–19. ISSN 0731-4388. ERIC # EJ489785.
- ^American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information power: Guidelines for school library media programs. Chicago: American Library Association.
- ^American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association.
- ^Smith, K. (2002). "Building Student Learning Through School Libraries." Statement delivered at the White House Conference on School Libraries, available from: http://www.imls.gov/news/events/whitehouse_3.shtm
- ^Morris, 2004
- ^Felmley, D. (2010). How far should courses in normal schools and teachers’ colleges seek to acquaint all teachers with the ways of organizing and using school libraries?. Journal of Proceedings and Addresses of the Forty-Sixth Annual Meeting Held at Cleveland, Ohio, 1087-1095. Doi:10.1037/e597422010-207
- ^De las Casas, D. (2010). “Tag! you're it!”: playing on the digital playground. Knowledge Quest, 39(1), 80-82.
- ^Morris, 2004
- ^Center for National Policy, Washington DC, What States Can Do, May 2, 2012
- ^Morris, 2004; Thomas, M. J. & Perritt, P.H. (2003, December 1). A Higher standard: Many states have recently revised their certification requirements for school librarians. School Library Journal. Available online at http://www.schoollibraryjournal.com/article/CA339562.html?industryid=47056