Video summary

자봉교육23 11 22

Main summary

Key takeaways

Educational

Main ideas and lessons from the training video

1) Training purpose and agenda (what the session will cover)

The trainer explains the volunteer training sequence:

  • Briefly introduce Kkumnamu (“Dream Tree”) Library
  • Teach how to read library call numbers
  • Explain shelving arrangement and how books are placed based on call numbers
  • Give shelving guidelines
  • Conduct a reading/comparison test (quiz)
  • Conclude training

2) Library overview (Kkumnamu Library basics)

  • The library opened on December 1, 2017.
  • Despite the colorful design and the name “Kkumnamu” (Dream Tree), it is not only for children/teens.
  • It serves all ages: infants/toddlers → elementary students → teens → adults.
  • It occupies one floor but has about 50,000 books.
  • Besides books, there are DVDs on shelves.
  • Borrowing rules:
    • 5 books per person
    • Total 6 items if counting 1 DVD in addition to books
    • Loan period for books: 2 weeks
    • For materials with no reservations, extension: 1 additional week
  • Library hours:
    • Weekdays: 9:00 AM–9:00 PM
    • Weekends: 1:00 AM–1:00 PM (as stated in the subtitles; likely intended weekend opening hours)
    • Closed on public holidays (“red days”) and every Monday
  • Main volunteer work:
    • Reshelving returned items
    • Returned books should go into the correct placement areas.

3) Returning books and using equipment

  • Returned books are placed in a designated shelving area:
    • The shelves are marked “Books Just Returned”
    • Books also appear on other shelves (including between shelf rows) for items that users finished reading and returned—these must be reshelved properly too.
  • For large quantities:
    • Carrying many books by hand is physically hard, so volunteers use a “book truck” (wheeled cart).
    • Process: load many books onto the truck → push it around → unload onto the correct shelves.

4) How library call numbers work (Library Heaven system)

The trainer emphasizes that the symbols/codes are not random; they encode ordering and placement.

4.1 Meaning of the first “age classification” symbol(s)

  • The very beginning code groups books by age audience.
  • In this library, books can have special prefixes:
    • No age code: general books for teen/adult audiences (described as often smaller font)
    • “Si”: books for children (elementary level)
    • “Shi”: books for infants/toddlers, comparable to fairy tales (as described)
  • This age code determines placement before any subject logic.

4.2 Subject and author/identity coding (next lines of the call number)

After the age classification line:

  • Next line: subject classification (from a Decimal Classification table)
    • Example references:
      • 800 series: literary works (novels/essays)
      • 300 series: economics/personal finance topics
  • Then an author code is derived from the author name and converted into symbols (to create a consistent ordering key).
  • Then series volume numbers:
    • For series (e.g., Harry Potter, Narnia): volumes like Part 1, Part 2, etc.
  • If multiple copies exist:
    • A duplicate number code indicates how many copies exist.

4.3 Special separation requests beyond the standard code

  • If there are extra staff instructions such as “keep separately,” then:
    • Stickers may indicate the book must be stored separately.

5) Sticker-based special sections (where books go)

The video explains multiple sticker categories and what to do if you find those books.

Green sticker: textbook-included works

  • Identified by green stickers
  • Placed in a separate shelf area described as near the “book attic/loft” area.
  • The trainer notes it is not an official separate room, but used due to space constraints.

Red “Hideout” stickers: educational comics in comic format

  • Identified by red stickers reading “Hideout”
  • Located in a small area off the children’s bookshelf area.
  • Important shelving rule:
    • Even if call number and volume differ, on weekends they can mix quickly.
    • To improve shelving speed, these books are shelved grouped only by series.
    • Examples mentioned conceptually:
      • Greek/Roman Mythology series grouped together
      • King of Inventors series grouped together
  • Net rule: Hideout = series-grouped, not strictly fully call-number sorted.

Yellow stickers: books that should be in preservation/storage

  • Identified by yellow stickers
  • If you find them on normal shelves:
    • Move them to the desk or to the bottom shelf of the “recently returned” area.
  • Rationale given:
    • Preservation storage is staff-access only.
    • Staff will batch take them to storage and shelve them.
  • If found incorrectly corrected on the shelf:
    • Move to the top shelf of the “recently returned” area (per the trainer’s earlier instruction).

Black stickers: children’s English storybooks

  • The library has English books organized in a special interior area called “I-Maru.”
  • Inside that wooden-floor area, there’s a separate space for children’s English materials.
  • Black stickers indicate English storybooks:
    • They are shelved grouped by window side (i.e., in that specific placement region).
  • Wall cabinets also contain English materials:
    • Those are thicker, so they can be distinguished visually.

6) Physical bookshelf layout (how the library zones map to placement)

General placement guidance:

  • Entering via the elevator:
    • There is a central door and a large loft area.
  • The video describes placement by walking zones:
    • Teen/general books: start from central door along wall cabinets toward the back
    • Children’s books: toward the front near the English bookshelves
    • Textbooks (green sticker): on shelves near the area described as next to the children section
    • “Hideout” study corner: located in a particular corner area
    • Children’s Floor / storybooks: located on the inner wooden floor space in a separate “Children’s Floor”
    • Children’s English: in a separate room inside the wooden floor area (I-Maru-related)

7) Core shelving methodology: reading and comparing call numbers

The trainer teaches a clear comparison rule that volunteers must follow.

Key rule: compare by breaking into digits (symbol-by-symbol)

  • For ordering, compare digit-by-digit:
    • Classification numbers and authorship codes are compared digit-by-digit.
  • For Korean and English letter components:
    • Korean is shelved in alphabetical order (consonants/vowels sequence)
    • English letters shelved in alphabetical order (A, B, C, D)

Step-by-step digit comparison

When two call numbers differ:

  • Compare the first digit.
  • If equal, compare the next digit.
  • Continue until the first differing digit is found.
  • The one with the smaller/earlier digit or earlier alphabet element comes first.

Author code interpretation (Korean/letters)

The trainer describes:

  • Interpret consonant/vowel ordering using an alphabetical-like sequence:
    • Consonants example: Ga-Na-Da-Ra-Ma-Ba-Sa
    • Vowels order example: Aya-eo-eo-eo-yo-yu-… (as spoken; subtitles are imperfect but the intent is vowel ranking)
  • Practical tip:
    • The trainer printed the consonant/vowel order on the back of their volunteer badge.
    • Volunteers should refer to that order if uncertain.

8) Special shelving mechanics for slide bookshelves and rows

The trainer explains how librarians originally shelved books in a sliding-shelf setup.

Sliding shelves: top-to-bottom insertion, then reveal deeper rows

  • Librarians inserted books:
    • from top to bottom up to a front row position
  • Then they slide shelves back:
    • sliding back reveals additional rows (4th row, 5th, 6th, 7th)
  • Ultimately, shelving continues starting from the next page/segment once the front area is filled.

Use shelf labels to reduce mistakes

  • Shelving hints exist as labels like:
    • “Shelved starting from number [X] here”
    • “Shelved starting from 004 here”
  • Volunteers should consult these labels to decide whether a book belongs near the front or deeper back—reducing wasted trips.

9) Volunteer guidelines and precautions (operational rules)

Mandatory administrative steps (most important items)

  1. Fill out the attendance log after volunteering
    • Hours are uploaded into the 1365 portal based on that log.
    • If it’s not filled out, hours won’t be recognized.
    • Record the exact time you worked (before/after activity) so it counts.
  2. Volunteer recognition differs by organization
    • If submitting hours elsewhere, verify recognition criteria in advance.

Examples of approval/recognition problems

  • A past middle school volunteer recorded 4 hours per weekday, but the school recognized only 3 hours.
  • Lesson: required/allowed hours vary by institution—verify rules.

Approval timing for portal certificates

  • Confirmation certificate via 1365 takes 1–2 weeks after completion.
  • Because portal entries require extra approval, volunteers must apply early.
  • Especially near year-end, it may be impossible to get approval quickly.

How to apply

  • Volunteers must apply through the 1365 portal to volunteer at this library.
  • If you do not apply there, you cannot volunteer.

Conduct during the session

  • Volunteer time for activity:
    • The activity is 1 hour total
    • Recommended: ~45 minutes working, 15 minutes break/rest
  • Warning:
    • Don’t just read books and leave without doing the volunteer work.
  • If you find “nothing to reshelve”:
    • Don’t assume shelves are correct—check the shelving order.
    • Mis-shelving is common even when items seem “all there.”

Required materials at the volunteer desk

  • Volunteers wear a volunteer badge.
  • Attendance sheet location:
    • In/near the workbench desk drawers
  • If the attendance sheet is missing:
    • Ask a nearby staff/teacher.
  • Fill out the attendance sheet before leaving.

Disaster evacuation route

  • If exiting via the library’s central door:
    • Use the main staircase
  • If arriving by elevator:
    • Use the emergency stairs next to the elevator
  • If using emergency stairs:
    • Evacuate using one of the two routes described for emergencies.

10) Quiz / testing core concept reinforcement

The quiz reinforces the same main method:

  • Compare call numbers/symbols by breaking into digits.
  • The video emphasizes that people often mistakenly compare these codes as whole numbers/strings.

Key warning from the trainer (most emphasized point)

  • Students may read something like: 813.7 Kim 445 as if 445 were a single number, comparing “4455” style incorrectly.
  • In the library:
    • You must compare digits individually.
    • You compare 4 vs 5, not “4455 vs …” style.
  • Final takeaway:
    • Apply digit-by-digit comparison to classification + author code parts, then shelf accordingly.

Speakers / sources featured

  • Unnamed trainer/lecturer (library staff/volunteer instructor): the only speaker throughout the subtitles.
  • Institution referenced: Kkumnamu (“Dream Tree”) Library and its Library Heaven system (as described by the speaker).
  • External system/portal referenced: 1365 portal (used for volunteer hour tracking/certificates).
  • Music: background “[Music]” cue present, but no identifiable source.

Original video