The Traveling Book Cart 

Leonard Lief Library is undergoing renovation, including window replacement beginning with the third floor.  As a result, the Education Library had to be temporarily relocated to the second floor, which complicated student access to research materials.  But despite the ongoing circumstances, the unit learned to adapt.  A new method was developed, one that could bring the Education Library to the students themselves: the book cart project was born.

Estefany Zelaya, a graduating senior at Lehman College, joined the Library as a Humanities Intern tasked with managing various projects for the Education Library.  One of her responsibilities was curating book carts for School of Education’s library instruction sessions.  These carts brought third floor children’s book collection to Education students in the Library’s Instructional Classrooms.  The following is an account of Zelaya’s experience behind the process of creating these book carts.

Working as a Humanities Intern in the Library’s Education Unit was a meaningful and eye-opening experience.  Through collaboration with faculty, staff, and hands-on projects, I gained a deeper appreciation for behind-the-scenes work that supports student learning.  One project in particular highlighted how vital Library accessibility is for Education students:  creation of Traveling Children’s Books carts.

A book cart is a three-shelf wheeled cart filled with children’s books from Education collection.  Traditionally used for reshelving and cataloging, the cart assumed a new role during my internship.  Because construction limited access to the third floor, the cart traveled with Education Librarian Alison Lehner-Quam to children’s book-focused classes.  Each week the cart featured a new selection of books tailored to course assignments.  From mid-February through late March, I researched and built one to two new carts per week in order to meet growing demand.

The process of building a cart began with Lehman’s Children’s Books Research Guide.  The collection spans birth through 12th grade, including young adult titles, making it not only extensive but potentially overwhelming.  The Research Guide simplifies navigation by organizing books into clear subject areas such as math, science, literacy, art, and social studies –  along with thematic categories highlighting identity, culture, bilingual literature, and award-winning titles.  Notably, the Caribbean and Bilingual Collections are among the largest in the Library.  The Guide made the collection approachable, especially for students new to library research.

Each cart was developed in response to faculty requests, which included multiple themes aligned with future classroom use.  Topics ranged from dinosaurs and community helpers to recycling, oceans, mural art, and bilingual stories.  For every cart, I used OneSearch and Research Guide to identify relevant books, and compile detailed Excel lists that include author, title, theme, and (most importantly) call number.  Accurate call numbers are essential, as even small errors made locating books difficult.

Pulling books from the shelves was the most time-consuming step.  Searching through hundreds of titles required patience, familiarity with the classification system, and adaptability when books were misplaced.  However, this hands-on process also had unexpected benefits.  While searching for specific titles, I often discovered additional books that enriched the cart’s themes, thereby reinforcing value of engaging directly with the physical collection.

Once assembled, the cart was organized and decorated to make it inviting.  I designed theme-based labels and fliers using Canva and decorated the cart to my heart’s content with old book jackets, giving it both a colorful and playful appearance.  The final product was both functional and visually engaging for students.

Although I did not attend the classes, feedback from faculty affirmed the project’s success.  Professor Melissa Garcia Vega praised curated selections for supporting teacher candidates and emergent multilingual learners, while Lehner-Quam emphasized how invaluable the carts were while the third floor remained inaccessible.  Their feedback reassured me that the carts meaningfully supported student learning.

As the Library fully reopens, I encourage Education students and families to explore the children’s collection in person.  While the Traveling Book Cart will be repurposed, the magic of discovering stories that inspire confidence, curiosity, and belonging remains.  The Library’s children’s books are ready to welcome readers with open arms.

Estefany Zelaya