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Henry County High SchoolLibrary Media Center
Policies and Procedures Manual
This handbook was designed to define the role of the library and the librarian as well as to provide a resource for students, parents, faculty, and substitutes on policies and procedures. With the help of the teachers, the Librarian and Library Media Center can help students in those library, information, and 21st Century Learning skills that are integrated into all areas of the curriculum. The Library Media Specialist, Rachel Burgin, invites suggestions and welcome ideas on improving the collection, whether it is new services we can provide, books that need to be discarded or certain books that need to be purchased to enhance instructional units, etc. Feel free to offer any suggestions you feel will help us better serve the students. Email [email protected] or leave a note in the suggestion box located on the circulation desk.
Table of ContentsFor Students & Faculty:
Why Have a School Library? 3Faculty Services 3Students Services 3Library Hours 4Scheduling the Library Media Center 4Procedures & Policies for Bringing Classes to the Library Media Center
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Procedures & Policies for Student Check Outs & Returns 6Pathfinders (for Lessons Involving Research) 6KYVL 7Philosophy
Belief Statements Vision Mission Goals
7 - 8
Copyright Laws & Fact Sheet 8 - 11
For Librarian or Substitutes:
Library Media Specialist Roles & Responsibilities 12Collection
Goals Development Balance
12 - 13
Evaluation & Assessment 13Cataloging, Classification and Subject Analysis 14Library Media Center & Specialist Assessment 15Librarian Objectives 15 - 16Selection Criteria 17 - 21Surveys 22 – 23Special Consideration for Gift Materials 23Weeding 24 - 26Disposal Procedures 27Challenged Materials 27 - 29Challenged Materials Letter & Forms 30 - 32
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Why Have a School Library?According to the KDE document Beyond Proficiency: Achieving a Distinguished Library Media Program:
“The school Library Media Program is an integral part of the school's total educational program. In today's information age, an individual's success in problem solving, becoming an informed citizen, even in pursuing personal interests largely depends upon the ability to access, use and evaluate information from a variety of resources thus ensuring that students become information literate. Adequate library media facilities, with appropriate resources and professional personnel, are key components to success. The Library Media Program should provide an inviting, accessible, and stimulating environment for meeting the information needs of the total school community. A quality school Library Media Program is basic to the successful implementation of Kentucky's learning goals and academic expectations.”
Faculty Services-Collaboration in planning and implementing lessons particularly involving information literacy, research, technology, reading, and writing
-Assistance in gathering and collecting library resources and materials that will help supplement core curriculum and professional development
Student Services-Assistance in becoming active and creative locators, evaluators, and users of information to solve problems, think critically, and to satisfy curiosity through research and reading experiences
-Guidance and encouragement in using the Library Media Center facility, resources, and materials for independent learning, reading, and discovery in a warm, positive, exciting atmosphere
-Support in finding books that will encourage reading for enjoyment
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Library Hours-Our virtual library doors are always open! Students, parents, and teachers can access our catalog and databases from anywhere there is Internet access.
-The Library Media Center Facility is open: Monday - Thursday 7:30 am – 4:30 pm & Friday 7:45 am – 3:45 pm
Scheduling the Library Media CenterThe LMC has 3 instructional areas. You may reserve any of these three areas to use with your class.
1. The Main Area- this is the area in the front section of the library. There is room for 28 students at the 7 square tables. This area is equipped with the Intelligent Classroom and dry erase board. Reserve the main area for library lessons!
2. The Computer Area- We have 30 desktop computers in the library that you may reserve for research or class work on projects or typing tasks.
3. The Reference Area- This area has a dry erase board and is directly across the room from the circulation desk. There are 6 tables that seat 6.
To reserve an area:
Reservations may be made up to two weeks in advance. The schedule book resides in a binder on the circulation desk of the library. Simply write your name and task down in the time slot that you desire.
Considerations:
Please show up to the library if you have reserved a time. There are often many people that want to use the library space. If you do not need it, please remove yourself from the schedule
You will most likely be approached by an LMS as you are making your reservation. This is not because we are nosey, but because we want to be able to help you. This is our classroom, and we feel responsible for what goes on in
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here. If you would just like to use the space and do not need anything from us, that is perfectly acceptable. You are welcome to share that with us. However, we would hate to miss the opportunity to collaborate with you or to help you in any way possible.
There may be “drop in” students in the reserved area when you arrive with your class, especially if you have reserved the computers. We work very hard to give these students advanced warning that you will be arriving and that you have reserved the computers. They will be asked to log off immediately once you arrive. A teacher reservation trumps a student “drop in”.
Please stay with your class. We will work with you and your students, but we expect you to stay with them to offer assistance that we cannot provide regarding your expectations etc.
Procedures & Policies for Bringing Classes to the Library Media Center
Teachers will be responsible for letting the LMS know when he/she plans to bring their classes into the LMC.
It is also necessary that you let the LMC personnel know what topic(s) students will be researching. LMC staff can locate books, periodicals, Internet sites, etc… in preparation of the students and have them available.
Please send no more than 5 students from one class at a time.
Students should always have a pass provided by the teacher that is allowing the student to leave class to come to the LMC. Passes can be obtained in the LMC.
Students will sign in at the circulation desk at the front of the library and leave their pass in the basket beside of the sign in sheet.
These passes will be matched up with the sign in sheets daily to ensure students are accounted for at all times.
Students are to sign out and leave with their pass.
Student Check Outs & Returns5
Checking out books:
All student books are due 14 days from the day they are checked out. Students may not check out audio/visual materials.
Students may check out a total of four books. If a student has an overdue book he/she will not be allowed to check out any other books until the book is returned.
Fines for late books are 5 cents per day.
Students will be charged 25 cents per page for items printed out in the LMC on the color laser printer. Items printed on a black/white printer are free.(This will help to cover the cost of the ink used.)
Returning books:
Students may renew the same book providing they bring the book back to the LMC. (The barcode off of the book must be scanned.)
If the computer says a student has a book out, he/she is welcome to search the shelves BUT he/she will not be allowed to take another book until it has been found or paid for.
PathfindersAre your students about to be working on some research? Do you want to send your students to specific sites? Are you frustrated that your students are having a hard time finding credible information? Do you wonder why it is taking them so long to do their research? Do they complain that they can’t find anything?
If you answered “yes” to any of those questions then we can help you and your students immensely. We are happy to collaborate with you to make a resource list for your students. We call these “Pathfinders”. We will meet with you to get a thorough description of your assignment and your student’s needs. Then we will create a list of books, databases, and websites that your students can use as a first stop for their research.
KYVL – Kentucky Virtual Library6
NoveList - A fiction database that provides subject heading access, reviews, annotations, and much more for over 135,000 fiction titles. It also includes other content of interest to fiction readers, such as Author Read-alikes, What We're Reading, Book Discussion Guides, BookTalks, and Annotated Book Lists. For school media specialists and teachers there are Picture Book Extenders and articles on Teaching with Fiction.
Grolier-Encyclopedia – It includes seven encyclopedia databases: Encyclopedia America, Grolier Multimedia Encyclopedia, The New Book of Knowledge, La Nueva Enciclopedia Cumbre, America the Beautiful, Lands and Peoples, and The New Book of Popular Science. Students will have access to timelines, atlases, reviewed websites, video, and sound. Texts range in ability levels for those that need accommodations. This is a great place to start research for those that need to develop their background knowledge.
EBSCOhost is another extensive database for all content areas. Students have access to full text forms of many different sources, such as magazines, newspapers, academic journals, primary documents, state reports, photos, maps, government documents, etc.
Belief Statements Literacy is essential for the success of the individual, the family and society. Access to information and ideas is indispensable for the development of human
potential. Information and ideas strengthen individuals and society and the free use of
such should be honored and protected. All students deserve a relevant and challenging education that prepares them
for the future. Total education of our children is the shared responsibility of students, parents,
schools and the community.
VisionThe vision for the School Library Media Center is to serve to maximize achievement and success for all students in a climate that fosters personal responsibility, values learning, and respects cultural diversity and in a positive learning environment where students and faculty feel welcome and comfortable.
Mission7
Our mission is to support lifelong learning by anticipating and responding to the needs of students and staff for information, to encourage a desire to read, and to enrich the quality of life in the school community.
This mission is accomplished:• By providing intellectual and physical access to materials in a variety of formats• By providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas• By working with other educators to design learning strategies to meet the needs of individual students
Goals to implement, enrich, and support the curriculum and the Program of Studies to support the school’s Reading Initiative by encouraging all students to read
for enrichment and recreation to refine and improve research methods and skills to foster teacher collaboration to provide print and non-print materials to meet the varied interests and needs
of all members of the school community
Copyright LawsCopyright Law (Title 17, United States Code, Sect. 101 et al) is the section
spelling out copyright information for everyone, including teacher and school use. Section 107 lists the fair use exclusions. Section 108 includes allowed reproduction by libraries and archives. Section 110 deals with video and performance rights. Section 110 deals with video and performance rights. Section 117 deals with computer software.
Fair use (Section 107) lists four criteria for evaluation: The purpose of use The nature of the copyrighted work The amount and substantially of the portion used in relation to the copyrighted
work as a whole the effect of the use upon the potential market for or value of the work
Furthermore, these “fair use” guidelines must also indicate the degree of brevity, which is considered acceptable for copies, spontaneity – the instance and inspiration of the moment (for immediate use, not enough time to get permission), and
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cumulative effect, which refers to the maximum application of fair use that may be made over a period of time (more than 2 or 3 uses).
Certain copies may not be made. These include: copying to create or replace anthologies, compilations, or collective works; copying “consumable” (workbooks, standardized tests,) copying to substitute for purchase; copying for repeated use; copying for profit. Any copyrighted, syndicated comic strip or cartoon character many not be reproduced or altered for bulletin boards, hallways, cafeteria walls, newsletters, worksheets, etc.
Since educators are no longer immune from prosecution for misinterpreting copyright laws, please take the time to familiarize yourself with these suggestions for observing “fair use”.
Copyright Fact Sheet
Books1. One chapter or 10% of a book.2. One cartoon, chart, diagram, graphic, or pictorial work from a book.3. No copies may be made from a consumable workbook or activity sheet unless
permitted by the publisher.4. If a copy is made, then it may not be reused next month or next year without
permission.5. Make only the number of copies for instructions.6. One copy of a transparency may be made of no more than 10% of the book.7. Copying from printed publications such as a poem or a chapter from a book is
limited to a single copy for research use.
Periodicals1. An article from a newspaper or periodical may be used for research or preparing to
teach.2. Overhead transparencies may be made no more than 10% of the periodical.3. Only 5 articles from the same journal title during any calendar year (if the journal
is 5 years old or less).4. Only 1 article from the same journal issue during any calendar year.
Viewing Recordings (DVDs, Videos etc…)
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Teachers may use any legally obtained copyrighted work in the classroom as part of face-to-face instruction.
1. The performance must be made from a legitimate copy.2. Attendance must be limited to the teacher & pupils.3. The performance must be part of a systematic course of instruction and not for
entertainment, recreation, cultural value or enrichment.4. The performance must be part of the teaching activities in a non-profit
organization.5. The performance must take place in a classroom or similar devoted place of
instruction.6. Rented or purchased DVDs may be used for face-to-face instruction. It is only
legal for the students to be actively involved in that particular course of study to view the video.
Software1. Only the numbers of copies permitted by the publisher are allowed.2. Using illegally copied software in schools or offices is prohibited.3. Software licensing agreements of copyright holders must be observed. Licensing
agreement is for school and teacher use only.4. Use of computer software on a network computer system is prohibited unless
network licenses have been purchased.
Television (Off-Air)1. Off-air recordings (broadcast by TV stations for reception by the general public)
without charge may be made only at the request of individual teachers, not in anticipation of use.
2. Off-air recordings must be retained for a period not to exceed 45 days. Upon conclusion of such period, the recording must be erased.
3. They may be used once by individual teacher in the course of relevant teaching activities and repeated once when instructional reinforcement is necessary during the first 10 consecutive school days after broadcast.
4. Off-air recordings need not be used in their entirely, but the recorded programs may not be altered from their original content. Off-air recordings may not by physically or electronically combined or merged to constitute teaching anthologies or compilations.
5. All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
6. Check KET booklet for copyright information of KET programs.
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Music1. Music recording may not be reproduced. Multiple copies may not be made from a
master.2. Music for use as background music of a slide presentation is permitted only if the
presentation is required for instructional purposes, not entertainment.3. Sheet music may not be copied unless the music is on order and has not yet been
received by the teacher. A purchase order must have been issued. Any copies must be destroyed once the purchased material is received.
4. Recordings of music may not be transferred from a radio broadcast to a tape.5. For academic purposes other than performance, multiple copies of excerpts of
works may be made provided that the excerpts do not comprise a part of the whole which would constitute a performable unit such as a section, movement, or area, but in no case more then 10% of the whole work.
6. A single copy of recordings of performances by students may be made for evaluation or rehearsal purposes and may be retained by the educational institution or individual teacher.
Library Media Specialist Roles & Responsibilities 11
Library Media Specialists are certified professionals whose job it is to:
Select and prepare purchase orders for the circulating collection Check on the receipts of orders, bills and books Process books and other library materials Circulate materials to students and teachers Instruct students in the use and enjoyment of the LMC Train student aids in library procedures Submit inventories of book stock and audio/visual software Keep up book collection by repairing and, if needed, discarding books and
materials Consulting with department heads and principal on integrating with current
curriculum
Collection GoalsThe primary goal of the school library media center in regard to its collection is to help implement, enrich, and support the educational program of the school. Additional goals are concerned with the development of individual pupil's reading skill, literary texts, discrimination in choice of materials, and with instruction in the use of resources and the media center. Also, its function is to provide a wide range of materials on all levels of difficulty with a diversity of appeal presenting different points of view. Keeping these objectives in mind, collection development refers to an ongoing plan to locate, select, acquire, organize, access or otherwise make available the resources students and teachers need.
The school library media specialist is the professional responsible for maintaining the media collection, selecting the best materials to add to the collection, and for necessary weeding. Many print and online tools are available for the process of collection development. Standard criteria (accuracy, appeal, appropriateness, currency, relevance, format, need, curriculum, etc.) should be used in making a final decision to add an item to or delete an item from the collection.
Collection DevelopmentAn exemplary Information Center program is supported by a current, well-organized collection. Collections should be balanced and aligned with the curriculum and supported with adequate budgets to update the collection annually. Professional selection tools should be consulted to ensure quality and a policy for challenged materials should be in position in the event challenges occur.
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Collection BalanceA well-balanced collection that supports the school’s curriculum, reflects the interests of the local school community, and supports special needs and programs is an essential component of the Information Center program. Although resources in the collections will vary among schools tomeet student and teacher needs, information specialists should ensure that the fundamental core resources are available, such as literary classics, curriculum related materials, and award winning books. Collections should include current and retrospective materials with accurate content and demonstrate a balance among books, periodicals, media, and online resources. All resources are cataloged with appropriate subject headings in the Information Center database.
Collection Evaluation and Assessment
The Handbook for School Libraries (DSE, 1996: 25) stipulates that "collection evaluation” takes into account:
1. the capacity of a collection to meet the school's needs,2. the implementation of educational policies and curriculum priorities,3. the ...needs of the school's educational programs and individual
users,4. identification of resources that are no longer relevant to the
school's needs,5. the age and condition of the resources,6. the need to ensure that resources encompass a variety of formats,7. technological developments, and8. library staffing, space and funding levels."
The school library media specialist should use the resources and criteria for collection mapping and evaluation on this site as tools for meeting the above requirements: http://eduscapes.com/sms/program/mapping.html
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Cataloging, Classification and Subject Analysis
Use the current edition of the Abridged Dewey Decimal Classification.
Use the current edition of the Sears List of Subject Headings.
Use capital letters in the call number. Do not use a designator for juvenile, fiction,
or professional books. Supply full MARC cataloging in US MARC 852 or MARC21 format. Use
the diskette size format (IBM or MAC) specified on the School Library Media Order Cover Sheet. The preferred method of obtaining MARC Records is via the Internet.
Use barcode symbology Code 39. Use barcode number range on books as specified on the School Library
Media Order Cover Sheet . Some vendors keep a record of the last number used by your school; therefore, specify begin barcode number with next number as per school file.
Place barcode label on the back of the book, in the upper right hand corner, parallel to the spine.
Send library bindings when available. Boardbound books are not acceptable. No hardbound paperback books unless specified. No paperback editions unless specified.
Attach the spine label to the spine of the book with the bottom of the label 1 -1/2" from the bottom of the book.
Supply the book pocket, circulation card, and spine label. Do not supply a shelflist card or catalog cards.
Print (or use label) the school name and address on the title page and book pocket.
Affix date due label on back of book. Glue the book pocket to the back fly leaf.
For copy cataloging or cataloging help, use the following sites : http://5270orginfo.wikispaces.com/Copy+Cataloging+Sourceshttp://classify.oclc.org/classify2/http://www.bcps.org/offices/lis/office/admin/selection.html
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Library Media Center & Specialist AssessmentFor Assessment, the Kentucky Department of Education School Library Media Program Rubric should be used: http://education.ky.gov/curriculum/books/Documents/Library%20Media%20program%20rubric%20-UPDATE-11.21.2011.pdf
AASL Rubric can/should also be used:http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/planningguide/PlanningGuide_RubricFocus.pdf
Surveys should also frequently be administered to ensure the effectiveness of the school library media program using the following criteria: http://eduscapes.com/sms/program/survey.html Surveys should be conducted with both students, teachers, administrators, and community members.
Librarian Objectives To foster independent and successful use of library media materials by students
and staff in a welcoming environment. To support the school curriculum through a variety of relevant and appropriate
media, which assists teaching and developing lifelong learning skills. To acquaint students with state of the art technology in the use of appropriate
hardware and software. To promote lifelong reading in our community through school and public
libraries. To exhibit leadership in curriculum planning and serving the unique needs of
each school. To strive for the level of excellence as outlined in Beyond Proficiency and
Information Power: Building Partnerships for Learning.
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Student Goals The students will identify and locate appropriate resources within
and beyond a school library media center. The students will appropriately select one library media resource,or
portion of resource, over another for personal use or academic assignment.
The students will evaluate information presented in a variety of sources and formats.
The students will comprehend,utilize and apply information derived from a variety of library media resources.
The students will design and produce materials in a variety of formats to present information or ideas.
The students will value and use a variety of literature resources for recreation, information, and personal growth.
From Peggy Sharp's Strengthening Your Library Media Program
http://lms-handbook.wikispaces.com/Selection+Tools
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Selection CriteriaWhen selecting materials for the School Library Media Center, resources should be evaluated based on:
Appropriate for recommended levelsLibrary media materials should be accessible to students of varied abilities, and meet informational and interest needs of all students.
Pertinent to the curriculum and the objectives of the instructional program
Library media materials should be selected on the basis of assessed curricular needs. Materials should reflect the identified learning outcomes of the instructional program.
Accurate in terms of contentLibrary media materials should present facts in an objective manner. Authority of the author, organization, publisher/producer should be a consideration in selection. Materials concerning human development and family life should contain facts which are presented in a manner appropriate to the level of the students.
Reflective of the pluralistic nature of a global societyLibrary media materials should provide a global perspective and promote diversity as a positive attribute of our society. It is important to include materials by authors and illustrators of all cultures.
Free of bias and stereotypeMaterials should reflect the basic humanity of all people and be free of stereotypes, caricatures, distorted dialect, sexual bias, and other offensive characteristics. Library materials concerning religious, social, and political content should inform rather than indoctrinate.
Representative of differing viewpoints on controversial subjectsStudents have the right to information on both sides of a controversial issue. By having access to a variety of resources students will have the knowledge base to develop critical thinking and problem solving skills. The school library media center provides free and equitable access to all information.
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Appropriate format to effectively teach the curriculumLibrary media materials should be available in variety of formats, e.g., print, nonprint, electronic, multimedia, to meet the needs and learning styles of a diverse student population.
Recent copyright date as appropriate to the subjectLibrary media materials should be assessed for currency of the information as it relates to the content and purpose of the item.
Acceptable in literary style and technical qualityLiterary quality, technical merit, physical arrangement, and aesthetic characteristics should be considered as integral components in the evaluation of all media formats.
Cost effective in terms of useLibrary media materials should be evaluated for cost effectiveness in terms of accessibility, projected use, and durability.
Appropriate for students with special needsLibrary media materials should be provided to meet curricular needs and the individual needs, interests, and learning styles of all students at all levels.
Specifically, the following aspects should be examined in selection: Authority
There should be adequate qualifications of those responsible for creating the materials should be considered.
ScopeOverall purpose and coverage should be considered.
Educational suitabilityMaterials should be appropriate for all learning and interest levels.
FormatAppropriateness to content and technical quality
Authenticity, accuracy, and timeliness Treatment and arrangement
Clearly presented, well-organized, balanced, appropriate depth of coverage for students
Physical qualityDurability, aesthetic appeal
PriceIn relation to budget limitations
Special features
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Glossary, index, usage guides, follow-up activities, bibliography, etc.
In addition to the general selection criteria listed above, you may also choose to use the following criteria when evaluating an item for purchase:
Print Resources: Books are also evaluated on the following: size, quality of paper, suitability,
clear typeface, durable binding, and physical attractiveness. Fiction is chosen based on the literary qualities of characterization, plot,
setting, theme, and writing style. Picture books are chosen based on unity of text and illustrations, quality of
artwork, and appropriateness of medium to story. Non-fiction is chosen based on accuracy, divergent viewpoints, how
illustrations enhance the materials, special features such as glossaries, indexes, and bibliographies that contribute to ease of use; and series considerations.
Biography is judged by the same criteria as nonfiction and, in addition, is selected on the basis of its objectivity, documentation, and inclusion of vivid details that add interest to the story of the person’s life.
Reference works are chosen based on ease of use (indexes, cross-references, illustrations), revision policies, quality of supplements and yearbooks, and currency of material.
Magazines and newspapers are purchased to support student research, promote leisure reading, and teach news and world events. Consideration may be given to how such media is indexed for ease of research. Newspapers may jointly reflect local, state, and national news coverage.
Paperback books supplement the collection and are often duplicates of hardcover editions, or books that can be purchased only in this format. This collection primarily contains fiction and ephemeral material on currently popular topics, and popular authors of series. Visual appeal is also a consideration in selection.
Non-Print Resources
Electronic databases, which include CD-ROMS and online databases and may be bibliographic, reference, or multimedia, are selected using the following criteria:
Cost/benefit considerations Value over other formats Comparison with print and other electronic products Ease of installation and maintenance Ease of access, use and instruction Search features (subject, keyword, Boolean operators)
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Response time Reasonable storage and maintenance costs Frequency of updates and newer editions Availability of compatible hardware Ability to network Availability of user manuals and other documentation Availability of support services by vendor Local staffing to install, maintain, and train users.
Audio-visual resources (video recordings, DVDs, etc.) are selected on the basis of format, content, technical quality, ease of use, and durability as well as the general criteria listed above for all library media resources. The format should be the most appropriate medium for the subject and the content of the resource. Audiovisual resources must meet the same content criteria as printed resources and must also be technically and artistically superior.
The following publications provide selected lists of books and other materials recommended for school libraries:
Booklisthttp://www.ala.org/booklistThe librarian's leading choice for reviews of the latest books and (more recently) electronic media. The Booklist Web Site includes a current selection of reviews, feature articles, a cumulative index not available in the print magazine, and the "Editor's Choice" lists.Also available in print
B ook Links: Connecting Books, Libraries and Classrooms www.ala.org/BookLinksA magazine designed for teachers, librarians, library media specialists, booksellers, parents, and all other adults interested in connecting children with high quality books.Also available in print
Young Adult Library Services Association Booklists & Book Awardswww.ala.org/YALSATemplate.cfm?Section=booklistsawardsIncluding the Alex, Printz and Margaret Edwards awards, and "Best Books for Young Adults," "Quick Picks for Reluctant Young Adults Readers," "Outstanding Books for the College Bound" and other booklists.
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School Library Journalhttps://www.schoollibraryjournal.com/subscribe.asp?screen=ai1Sign up for a free 30 day online subscriptionThe world’s largest reviewer of books, multimedia, and technology for children and teens.Also available in print.
Library Media Connectionhttp://www.linworth.com/Blending the best of THE BOOK REPORT, LIBRARY TALK, and TECHNOLOGY CONNECTION. The essential resource for library media and technology professionals.
ALA Literary and Related Award Winner Resource Pagehttp://www.ala.org/ala/alsc/awardsscholarships/literaryawds/literaryrelated.cfm
Books for You: An Annotated Booklist for Senior High, 14th Edition.Kylene Beers and Teri Lesesne, editors, and the Committee on the Senior High School Booklist. Beginning with a history of young adult literature, this edition of Books for You offers high school students, teachers, and librarians a comprehensive annotated list of more than a thousand books. Thematically arranged chapters allow readers to explore topics through brief entries that include bibliographic information and informative summaries. This volume is an indispensable tool for advising readers and for developing collections. Indexes will assist readers looking for a particular author, book, or topic, and the appendixes provide a list of award-winning books, URLs for publishing houses, and titles of multicultural books. 440pp. 2001. ISBN 0-8141-0372-3.
Book Lists—Hearing from Teachers (Middle Level)These booklists have been included in NCTE publications or have been compiled from recommendations by teachers on NCTE listservs.
Professional Review JournalsThe following online sources are recommended as tools to locate reviews. Most are considered professional review journals, e.g. Booklist, Booklinks, Multicultural Book Reviews, and School Library Journal; however, some are considered general popular review sources. Keep this in mind when using these sources. Many of the sources listed below are available for purchase on the Periodicals Catalog.
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Sample Surveys
Student Survey1. What materials do you most often access or check out of this library?
1. Reference materials2. Reading materials for class3. Reading materials for pleasure
2. Do you find the materials you access at this library are up-to-date and meet your needs?
1. Yes2. No
If no, please explain ________________________________________________3. What reference materials do you find most helpful?
1. Internet reference materials (our online dictionary and encyclopedia, etc.)2. Bound reference materials3. Materials you can’t access of find in this media center
4. What subject do your classes require you to research the most?1. History or time periods2. Science3. English4. People or Biographies5. Other. Please explain________________________
5. What materials would you like to see added to our collection?
Faculty Survey1. Do you find the materials you access at this library are up-to-date and meet your needs?
1. Yes2. No
If no, please explain ________________________________________________2. What subject do you require your students to research the most?
1. History or time periods2. Science3. English4. People or Biographies5. Other. Please explain________________________
3. What do you struggle most with?1. Technology2. Evaluating sources3. Finding materials for curriculum
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4. Creating classroom materials5. Other. Please explain _________________________
4. What workshops would you like to the media center to offer?5. Do you plan on bringing your students in for a technology workshop?
1. Yes2. No
6. Is there an instructional unit you would like to collaboratively plan or work on with a media specialist?
1. Yes. Subject _________________2. No3. Undecided
7. What materials would you like to see added to our collection?
Special Consideration for Gift MaterialsGift materials should meet desirable standards and needs of students and/or faculty using the following criteria: 1. Physical suitability 2. Usefulness 3. Literary quality
When gift materials are accepted, it should be with the understanding that the media center may use them in accordance with the decision of the media specialist in consultation with the principal, SBDM council, faculty, and or media center committee.
Types of materials that are unacceptable and will be refused outright: 1. Old, out-dated non-fiction 2. Good fiction title in editions that repel readers 3. Unsuitable fiction, series books, light love stories, sensation mysteries 4. Adult books with features questionable for use by students 5. Comics, magazines of movie or true romance type, or materials of propagandistic nature 6. Special gift collections designed to be kept together are discouraged
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Gifts of money are acceptable. Books can be chosen in relation to the school collection. Accepted gift materials shall be acknowledged.
Weeding and Deselection
Why Weed? To utilize the available space in your library in the best and more economical
way To give your library a reputation of reliability and a collection which is up-to-
date To locate those books which need to be repaired, rebound or replaced To save the expense of housing materials unnecessarily To give your library a fresh, inviting appearance
When to weed? Continuously. Work out a systematic “discarding schedule” which will cover the entire collection, perhaps beginning with the most crowded section first. In addition, as each book passes across the desk or is shelved, it should be examined to see if it needs to be discarded, mended, rebound or replaced. Media assistants can readily spot these volumes and set them aside for the librarian’s decision.
Who should weed? The library collection is the librarian’s responsibility because the library media specialist is the person who knows the collection and the needs of the school. The library media specialist who selects the book and non-book materials for the collection is just as capable of discarding materials when they are no longer appropriate.
What to weed? Items in poor physical condition - If the item is badly worn or excessively
dirty, a decision concerning replacement should be made. The collection will appear more appealing by replacing ragged, smudged books and unattractive rebinds with attractive rebinds.
Items not circulated in the last three to five years Materials outdated in content, use, reliability, or accuracy (Copyright date
should be considered; particularly in the sciences and technology. A rule of thumb is to reconsider almost anything more than three to five years of age, materials no longer in demand or that no longer support the curriculum or current community needs, older editions no longer used, and dated textbooks
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where they are part of the collection. However, some older material may be considered classic or may be of great historical value to your collection.)
Items mediocre or poor in quality Materials which are biased or portray stereotypes Materials inappropriate in reading level Duplicate information which is no longer in heavy demand - Certain subject
areas, from inspirational tones to how to make a million dollars, go out of fashion and use. This type of fad literature should be weeded, particularly when it is found that a title no longer circulates, is no longer timely, or the information seems unreliable.
Items superseded by new or revised information Materials having outdated and unattractive format, design, graphics, and
illustrations Items that contain information which is inaccessible due to the lack of a table
of contents, adequate indexing, or searching capabilities Items not selected in accordance with general selection criteria
Specifics in Weeding000 Generalities/General Works - Encyclopedias - New edition needed at least every five years. If the library has several sets, stagger replacement so there is always one new set. 100 Philosophy and Psychology - Value determined by use.200 Religion/Mythology - Value determined by use. Collection should contain basic information (but not propaganda) about as many sect and religions as possible.300 Social Sciences - Information on controversial issues should be represented from all sides and information current and accurate.
Almanacs, Yearbooks - Superseded by each new volume. Seldom of much use after two years.
Politics and Government - Discard topical materials after five years. Judge books dealing with historical aspects according to their use.
Education - Keep historical materials according to use. Discard materials on outdated theories.
Etiquette, Customs - Keep only basic, up-to-date materials.400 Linguistics and Languages- Discard outdated and unattractive textbooks and grammars. Weed according to use.500 Natural Science - Except for botany, math and natural history, most science books are out of date in five years. Keep basic works of historical value. 600 Technology - Keep 5 years at most, unless book contains material of historical value.
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Agriculture - Keep up-to-date with new editions and information on new developments.
Home Economics - Discard dated information, especially in sewing and grooming books. Replace unattractive cookbooks which are still in demand.
Business - Keep five years. 700 Fine Arts - Keep basic materials
Crafts - Keep basic materials on production techniques. Decorating - Keep attractive and up-to-date items. Photography - Discard information over five years old.
800 Literature - Keep basic material. Discard material by poets, dramatists and minor novelists no longer being read.900 History - Depends upon use, accuracy of fact, and fairness of interpretation.
Travel and Geography - Outdated in five years unless notable for historical content.
Atlases and statistical travel books are superseded by each new edition and are seldom of much use after three years.
Biography - Unless the subject has permanent interest or importance, discard it when the demand for it subsides.
MUSTY is an easily remembered acronym for five negative factors which frequently ruin a book's usefulness and mark it for weeding. (see chart below)
M Misleading (and/or factually inaccurate)
U Ugly (worn and beyond mending or rebinding)
S Superseded (by a truly new edition or by a much better book on the subject)
T Trivial (of no discernible literary or scientific merit)
Y Your collection has no use for this book (irrelevant to the needs and interests of your community.)
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Disposal of Weeded Materials Remove the barcode label from the item. If unable to remove the barcode label, use a permanent black marker to cross
through the barcode to prevent scanning. Remove the call number label or mark out the call number on the spine. Stamp the item "withdrawn." If your library does not have a "withdrawn"
stamp, use a permanent black marker to write "W" on the inside of the front cover or somewhere on the item. This will clearly identify the item as having been weeded and withdrawn.
Fiction books may be given away to students or teachers. Non-fiction materials should be destroyed since they may contain outdated
information. Textbooks may be discarded, sold to used textbook companies, given to
citizens, destroyed, etc. The textbook spreadsheet, Follett database, or any other method of accounting for textbooks should be updated by the person(s) responsible at the individual school. All identifying information should be deleted from the material.
Deletion of all federally-funded materials (ESEA, Chapter II, Title I, Title II, Title IV, Title VI, Perkins Funds, etc.) needs to be coordinated through Dr. McAuliffe's office prior to its removal. The list or database at the school needs to be updated with the deletion of these materials in order to be current. All identifying marks should also be removed.
Challenged MaterialsEvery media specialist should be prepared ahead of time for challenges to library materials. According to the American Library Association’s (ALA) Censorship and Challenges website, a “challenge is an attempt to remove or restrict materials, based upon the objections of a person or group.” This is not just simply a person saying that a book or some other material is not appropriate for the age level of the students in the school but an actual attempt to have the material removed from the curriculum or the library. Such a challenge would jeopardize a school media specialist’s ability to adhere to a core policy set up in the Library Bill of Rights. Libraries should “provide materials and information presenting all points of view on current and historical issues.” The Library Bill of Rights further states that “libraries should challenge censorship.”
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The school library media program is at the “forefront of complex and sensitive information issues in today’s society.” As such, prior to ever receiving a challenge, each library media center should have a well-defined collection development policy (established by the school’s site-based council) that details the proper procedures and steps to be taken to select and purchase new materials for the library media center. Most policies discuss the importance of finding positive, supportive reviews of the material in appropriate journals, such as School Library Journal, VOYA, Kirkus, and Horn Book, and of garnering favorable recommendations from educators and other professionals in the field of expertise. The LMS must also examine the author’s reputation, the overall quality of the material, its themes, viewpoints, and suitability for the age group. By adhering to the council’s collection development policy, the LMS has taken a proactive role that will help if and when a challenge occurs.
In addition to having a collection development policy, most councils have a specific policy that addresses challenges to instructional and library materials. The policy is usually entitled "Review of Challenged Instructional Material." The LMS must be familiar with this policy ahead of time, so that he/she will be ready to act when a challenge occurs.
LMS Preparations for the ChallengeWhen the occasion arises that the principal gives the LMS the Challenged Materials form, the first step is to remain calm and rational, remembering to never get personally upset by the challenge or the challenger. Parents believe that they are acting in their child’s best interests, and the LMS must never attack them personally or make them feel inferior. The LMS should still be able to smile and act politely to the challenger of the book. Furthermore, the LMS will refrain from denigrating the challenger to other members of the school community. The LMS must act professionally and be a positive force demonstrating a belief in intellectual freedom and the right to read.
As the LMS, it is important to remember that “what people read, research or access remains a fundamental matter of privacy.” [1] Moreover, “the right to think is the beginning of freedom, and speech must be protected from the government because speech is the beginning of thought.”[2] With every challenge, the LMS will activate the procedures in place to handle this situation and support the school district’s policy of upholding the ALA and NCTE philosophy of “intellectual freedom.”
When a challenge is made, the challenger requests and fills out a Challenged Materials Form and submits the form to the school principal. After receiving the notification of the principal, the LMS immediately notifies the Office for Intellectual Freedom (OIF), sponsored by the American Library Association, via their online
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form to report the challenge, available at http://www.ala.org/ala/oif/challengesupport /reporting /challengedatabaseform.html. It is important for the OIF to keep up-to-date information on all challenges in the United States, so that they can work to promote the policies of the ALA Library Bill of Rights. Furthermore, studies done by Dianne McAfee Hopkins at the University of Wisconsin in the late 1990’s revealed that librarians should seek professional assistance when handling material challenges because of the sensitivity of the issue and even for their own psychological well-being.[3] She goes on to say that in many instances if the librarian does indeed report the challenge outside the school district there is more of a likelihood that the challenged materials will be retained.”[4]
Next, the LMS calls Erin Byrne, the Associate Director of the OIF, at her toll-free number, 1-800-545-2433, ext. 4221. She or one of her associates will be able to provide assistance in locating old reviews of materials and in supporting us during the entire process. Another valuable contact and resource is Donna Travillian (Library Media Program Consultant, Division of Curriculum Development, Kentucky Department of Education), at 502-564-7056 or via her e-mail at [email protected]. Ms. Travillian is also willing to provide assistance to all Kentucky public school library media specialists who are facing challenges and can offer valuable advice and guidance.
Challenge PolicyOften objections to materials found in the library media center will be made by a member of the school community, should a complaint be made the following steps should be taken.
1. The parent or staff member will be asked to write a letter or fill out the Statement of Concern form which will give the library specialist a specific description of what is offensive in the work.
2. Once the library specialist has received the complaint they shall make the complaint known to the principal and library committee.
3. In the event of challenged material, one parent, the principal, and one faculty member non-representative of a classroom will join the library committee to review the written complaint and take action.
4. The committee along with the parent, principal and non-classroom representative will evaluate the material and address the objection to decide if the material should remain part of the library collection, or be removed from the library.
5. The complainant will be notified of the decision.
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Challenged Materials Letters & Forms
SAMPLE LETTER TO COMPLAINANTDate: Dear:We appreciate your concern over the use of_____________________________________________________________________________(Title)_____________________________________________________________________________by (Author’s or Producer’s Name)at our school School.We have developed policies and procedures regarding the selection of materials to ensure that our students are getting access to a broad scope of developmentally appropriate materials, but we realize that not everyone will agree with every selection made. To help you understand the selection process we are sending you a copy of the X County Public Schools Library Policy and Procedures Manual that includes a section on our selection policy and explains how we evaluate materials. We hope that upon review of our selection and evaluation guidelines, you will view the objected to material in a more favorable light.Also enclosed are the established procedures for handling challenges and objections to materials, and a Statement of Concern. If you are still wish to challenge the materials after having reviewed our selection policy, please complete the Statement of Concern form and return it to the librarian. The form must be returned within two weeks from the date of this letter, no later than ______________________________(Date due here.). If I have not heard from you within the specified time period, I will assume you no longer wish to file a formal complaint.Thank you for your interest in the X School and its students.Sincerely,(Name of Library Media Specialist)Library Media Specialist
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STATEMENT OF CONCERN
Please return this form to the Librarian.Date:Name: Telephone: Address:
Complainant represents:______himself/herself______ organization ( if yes, please name)______ other group ( if yes, please identify)
Do you have a child in this school? ________( no) _______( yes) __________ (grade level)
Are you a member of the staff at Sunshine Elementary? ________( no) _______( yes)
Title of item under consideration:Author/Producer:
Resource type:___ Book ___ Magazine ___ Newspaper ___ Audiovisual ___ OtherIf other, please specify:______________________________________________________
1. What brought this resource to your attention?
2. Did you read, view, or listen to the entire item? ____(yes) _____(no)
3. To what in the item do you object? Please be specific, and cite pages, paragraphs, frames, etc.
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Request for Review of MaterialsType of material: Title:
Author (if known) Publisher (if known)
Request Initiated by:Address/Telephone:Complaint represents:
____self____organization____other group
Describe and locate (page numbers, frame numbers, etc) objectionable material:
1. To what material do you object? Be specific.
2. What do you feel might be the result of exposure to the material?
3. For what age group would you recommend this material?
4. Is there anything good about this material?
5. Did you inspect all this material carefully?
6. What do you believe is the theme or main idea of this material?
7. Which of the following would you like the school to do with this material?
___refrain from assigning it to your child___withdraw it from all students
8. In its place, what material, if any, would you recommend that would convey a valuable perspective?
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Signature of Complainant:_______________________ Date: _______
http://www.bcps.org/offices/lis/office/admin/selection.html
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