MARION COUNTY SCHOOL LIBRARY MEDIA HANDBOOK
Transcription
MARION COUNTY SCHOOL LIBRARY MEDIA HANDBOOK
Marion County Public Schools system an equal opportunity MARION COUNTY SCHOOL LIBRARY MEDIA HANDBOOK “Research has shown time and again that school libraries staffed by qualified library media specialists are needed to have a positive impact on student academic achievement.” Library Media Services Marion County Public Schools 1014 SW 7th Road Suite 1 Ocala, Florida 34471 U.S. Commission on Libraries, 2005 This handbook has been designed to assist library media specialists in the selection, acquisition, utilization of educational media, and the organization and administration of the library media center. Special thanks to Barbara Tomyn and Terri Hartley for their work on updating this handbook. 01/08/09 21st Century Library Media Programs in Florida’s K-12 Schools ExC³EL Expectations for Collaboration, Collections, and Connections to Enhance Learning Introduction Philosophy LMC Objectives Florida Statues 4 Instruction Information Literacy Literature Appreciation & Literature-based Instruction Collaborative Planning 31 Curriculum/Assessment Support Reading Promotion & Guidance Instructional Support Student/Teacher Production School Improvement Plan 54 Resource Management Collection Organization Acquisition Maintenance 67 Program Administration Staff Budgeting Access Library Media Center Internet Site Technology: Information Retrieval, Production, Television Technology Management Program Evaluation 102 Environment Facility Furniture Climate 141 Advocacy In-School Parents/Community Professionalism: District, State, National 149 Introduction A good school library media center, under the direction of a qualified library media specialist, can satisfy many expressed needs and requirements of teachers and students, stimulate latent interests, and encourage the exploration of new ideas, new areas, and untried methods. School library media centers, in assuming a more and more significant role in school life, are developing programs designed to meet the needs of students and teachers, curriculum and community. The library media center is a centralized agency of the school, serving both students and teachers with books, materials, electronic resources, and equipment for curricular and leisure-time purposes. At the same time, it attempts to train students as individuals. For teachers, the library media center provides a rich storehouse of resources that can be used to implement and strengthen classroom work. All materials, both print and non-print, are essential to any adequate course of study. The library media specialist is the key person in organizing all these materials and making them available to the teachers and students at the time and the place they are needed. Philosophy The school library media center is a service and a teaching agency. It provides efficiently for the educational and recreational needs of both student and teacher. It is an integral and indispensable part of the total school program that now stresses individualization, inquiry, and independent learning for students. It is flexible in its program of services and in the scope of the materials of communication contained in its collection. Library Media Center Objectives To aid in the implementation of the overall instructional program of the school. To establish a laboratory for research and study for individuals and class groups. To provide and organize print and non-print materials of varied levels that will contribute to the curricular needs and interests of students and teachers. To provide for the development of research and reference skills and techniques which will enable students to become intelligent users of print and non-print materials. To provide experiences through which students develop lifelong interests and habits in good reading, listening, and viewing. To stimulate and guide students in developing discriminating tastes and appreciations. To encourage independent study and critical thinking. To provide the faculty with materials which will contribute to their professional growth and development. To encourage the use of other library and media resources in the community. Florida Statues Program Support Services Component VII School Library Media Services (Compliance and Performance) Authorization and Requirements: Section 230.23 (7) (D), F.S. Section 320.33 (9) (D), F.S. Section 233.165, F.S. Section 233.30, F.S. Criteria: 1. The district has established and maintains school library media centers and a program of library media services. (Compliance) 2. Administrators, teachers and students, and parent representatives, when appropriate, are involved in planning and evaluating library media center policies and services. (Performance) 3. Students and staff have access to the library media center at all times during the day as needed. (Performance) 4. Appropriate materials and equipment are provided for all levels and programs of instruction. (Performance) 5. The library media program includes a developmental program of library media skills instruction. (Performance) 6. The library media program provides activities that are integrated with other areas of the school program and are designed to enhance reading motivation and guidance. (Performance) 7. The library media program is administered by qualified professional and support staff to fulfill the program activities. (Performance) 8. The library media center facilities are adequate to accommodate the program activities. (Performance) 9. The district has adopted a policy for selecting library media materials and procedures for handling challenged materials. (Performance) MCPS Library Media Program Marion County Schools Library Media Services 5-YR Plan 2007-2012 Miriam Walrath Needham Coordinator, Library Media Services The Library Media Program is essential to teaching and learning and to achieving educational excellence in the Marion County Public Schools. It is our responsibility to ensure that students and staff are effective users of ideas and information. 1/7/2009 MCPS Library Media Program Marion County Library Media Program 5-Yr Plan 1. 2. 3. 4. 5. 6. 7. 1/7/2009 Environment Resources Curriculum/Assessment Support Program Administration Professional Development Advocacy Program Evaluation MCPS Library Media Program Library Media Services - Environment Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 1: 1.1 School Library Media Center facilities share a common purpose: to provide the physical surroundings in which the media needs of the school can be met to accomplish the mission, goals, and objectives of the library media program. Space: Provide very large, centrally located facility that is accessible to all, opens to the outside to permit easy delivery of materials as well as afterhours access, and is designed with consideration of future technologies. Size: the library media center should be designed to accommodate at least fifteen percent of the entire school population at any given time, with areas for large and small groups, leisure seating, sufficient area for computer labs and stand alones, maintaining, storing, and repairing equipment, reading, listening, and viewing, distributing, organizing, and storing the collection, producing and sharing multimedia products and providing group instruction.. Design: the library media center should be designed with the awareness of the needs of the physically handicapped, barrier-free routes, with easy access to the online public access catalogs and circulation areas, and meets ADA compliancy regulations. Furnishings: the library media center should contain easy-to-move, compact, multipurpose furniture that answers the need for flexibility needed for changing instructional techniques and various sizes of instructional groups. This should include furniture, shelving, display cases, wall hangings, and floor coverings that add to the aesthetic appeal, are simple and safe, rugged and durable, useful and comfortable, eye-pleasing and compact. Storage: space should be provided in the library media center to store print material, non-print materials, and instructional equipment. Climate control: the library media center should include an independent system for heating, cooling, and ventilation to provide thermal consideration of such items as computer hardware, software, and other audiovisual materials and adjustable for after-hours including summer months. Lighting: the library media center environment requires optimal lighting conditions for the eye comfort of its users, adequate level of lighting for the whole area, and local, adjustable lighting for particular activities. This lighting should be glare-free, and tailored to the specific needs in each specific area such as, some provision for darkening in case of equipment failure and other problems. Light switches should be located in a convenient centralized area for safety and accessibility. 1.2 1.3 1.4 1.5 1.6 1.7 1 1/7/2009 Key Element Goal Statement Environment School Library Media Center facilities share a common purpose: to provide the physical surroundings in which the media needs of the school can be met to accomplish the mission, goals, and objectives of the library media program. Who is responsible Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities Who is responsible Timeline 1.1 Space Provide very large, centrally located facility that is accessible to all patrons and meets the needs of the library media program for distributing, organizing, accessing, and storing collections. 1. Create library media specifications document for use by district facilities and principals prior to planning new construction and renovations. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Annual Revision 1.2 Size The library media center should be designed to accommodate at least fifteen percent of the entire school population at any given time. See 21st Century doc. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Ongoing 1.3 Design 1. Develop an idea portfolio for future construction and renovations. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 1.4 Furnishings See 21st Century doc. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Ongoing 1.5 Storage The library media center should be designed with the awareness of the needs of the physically handicapped, barrier-free routes, with easy access to the online public access catalogs and circulation areas, and meets ADA compliancy regulations. Library media centers will have easy-to-move, compact, multipurpose furniture that answers the need for flexibility needed for changing instructional techniques and various sizes of instructional groups. Library Media Centers will be provided space to store print material, non-print materials, and instructional equipment. See 21st Century doc. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Ongoing 1/7/2009 Results / Evaluation 2007 Created 21st Century Library document and shared with district facilities department. MCPS Library Media Program Key Element 1.6 Climate control 1.7 Lighting 1/7/2009 Goal Statement The library media center should include an independent system for heating, cooling, and ventilation to provide thermal consideration of such items as computer hardware, software, and other audiovisual materials and adjustable for after-hours including summer months. The library media center environment requires optimal lighting conditions for the eye comfort of its users, adequate level of lighting for the whole area, and local, adjustable lighting for particular activities. Activities Who is responsible Timeline See 21st Century doc. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Ongoing See 21st Century doc. Library Media Services Coordinator, Library Media Specialists, District Facilities Director and staff 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Library Media Services - Resources Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 2: The school library media center provides a collection of materials in a variety of formats and scope that matches both the curricula of the school and the interests and abilities of the users, and provides the current technology needed to use these resources. . 2.1 Technology: Students and staff will have access to current technology in order to have a significant positive impact on the educational process. 2.1.1. Technology: Provide adequate and up-to-date equipment and work stations for production activities. 2.1.2. Online Resources: Increase the number of patrons accessing online resources by five percent. 2.1.3. Special Accommodations: Provide technology resources to accommodate needs of special learners. 2.2 Collection: Provide high quality, diverse materials (print and non-print) that represent various points of view on current and historical issues. 2.2.1 Collection Development: Develop written collection development plan. Library Media Resources Key Element 2.1 1/7/2009 Technology Goal Statement Students and staff will have access to current technology in order to have a significant positive impact on the educational process. Activities Who is responsible Library Media Services Coordinator, Library Media Specialists, Director of Technology and staff Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement 2.1.1 Technology Hardware Provide adequate and up-todate technology. 2.1.2 Online resources Provide resources 24/7 to students, teachers, parents. 2.1.3 Special Accommodations Provide technology resources to accommodate needs of special learners. Collection Provide high quality, diverse materials (print and non-print) that represent various points of view on current and historical issues. Collection Development Identify the needs of the learning community and then provide a wide variety of resources print, non-print, and electronic information resources that address. 2.2 2.2.1 1/7/2009 Activities Who is responsible Timeline 1. Establish baseline data, using NSTE standards and guidelines, to determine adequate for each library media center and the needs of each community of learners. 2.Inventory each school’s need for additional technology including computer hardware 1. Provide training on online resources at school and district levels 2. Increase patron usage by 5% Library Media Services Coordinator, Library Media Specialists, Television Media Production Coordinator, Technology Director and team 2007-2008 Evaluate and revise annually Library Media Services Coordinator, Library Media Specialists, District Technology Director and staff 2007-2012 Ongoing 1. Offer large print books, wheel chair accommodations, closed caption multi-media productions, spoken recordings, various language formats, and adaptive keyboards as necessary. Library Media Services Coordinator, Library Media Specialists, District Technology Director, ITS, FDLRs, Student Services, DOE, school personnel 2007-20012 Library Media Services Coordinator, Library Media Specialists, District Director and staff, Curriculum & Technology Directors Library Media Coordinator or designee, Library Media Specialists 2007-2012 Ongoing process 1. Selection policy: Each school Library Media Specialist shall establish a selection policy that embodies the philosophy and procedures set forth in national, state, and county documents. Library Media Specialists shall work cooperatively with 2008-2012 Ongoing Results / Evaluation 2007-08 Implementarion of Destiny, netTrekker, Teachingbooks.n et, CCC 2007-08 Provided extra funding for recorded books, electronic books, etc. MCPS Library Media Program Key Element 2.2.1 Collection Development weeding 2.2.1 Collection Development Plan -diverse 2.2.1 Organization of Collection 2.2.1 Review, evaluate, and select 1/7/2009 Goal Statement Weeding: The process of weeding is a dey part of assessing the collection. Activities administrators and teachers to provide resources which represent diverse points of view, stimulate growth in thinking skills, and promote the overall educational program. 1. Using the MUSTIE plan or Sunlink Weed of the Month, Library Media Specialists will weed to keep library collections relevant, accurate, and useful. Various Formats: Library media materials should be available in variety of formats, (e.g., print, non-print, electronic, multimedia,) to meet the diverse needs and learning styles of all patrons. 1. Processed and Stored: Students and staff shall have access to an organized and centrally managed collection of instructional materials and technologies. The Marion County Public School System ensures this regulation by its policy that all materials will be cataloged and processed, U.S. MARC Records are made for all holdings, and these digital records are imported in school library automated catalogs and circulation systems. 1.District Selection Policy: The Library Media Coordinator shall establish a District based selection policy and procedures manual Who is responsible Timeline Library Media Coordinator or designee, Library Media Specialists 2007-2012 Ongoing Library Media Specialists 2007-2012 Ongoing Library Media Coordinator, Library Processing Center, Library Media Specialists 2007-2012 Ongoing Library Media Coordinator 2008-2012 Review and revised annually Results / Evaluation Implemented 2007-08 MCPS Library Media Program Key Element 2.2.1 1/7/2009 Review, evaluate, and select Goal Statement Activities designed to set forth philosophies and procedures for Library Media Programs. This selection policy will be used to determine the criteria for selecting materials provide resources which represent diverse points of view, stimulate growth in thinking skills, and promote the overall educational program. 1.School-based Selection Policy: The Library Media Specialist shall establish a school-based selection policy that embodies the philosophy and procedures set forth in national, state, and county documents. Library Media Specialists shall work cooperatively with administrators and teachers to provide resources which represent diverse points of view, stimulate growth in thinking skills, and promote the overall educational program. Who is responsible Library Media Coordinator, Library Media Specialists Timeline 2007-2012 Review and revised annually Results / Evaluation MCPS Library Media Program Library Media Services – Curriculum/Assessment Support Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 3: The library media program enhances student achievement by supporting all facets of the curriculum through a systematically, collaboratively planned instructional program. 3.1 Information literacy skills: Students’ ability to locate, evaluate, and use information is evidenced by assignments reflecting learning skills and problem solving using a variety of sources accurately and ethically. Literature Appreciation/Reading Engagement: Literature appreciation instruction and activities are systematically embedded into the instructional program. Intellectual Freedom: The library media program provides resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives in all formats to meet the needs of the learning community. Copyright: All patrons will demonstrate an ethical and responsible use of information. Collaboration: Increase collaboration within the school. 3.2 3.3 3.4 3.5 Library Media Curriculum Key Element 3 1/7/2009 Goal Statement The library media program enhances student achievement by supporting all facets of the instructional program. Activities Who is responsible Library Media Services Coordinator, Library Media Specialists, District Curriculum Director and staff Timeline 2007-2012 Ongoing Results/ Evaluation MCPS Library Media Program Key Element Goal Statement Activities Who is responsible Timeline 3.1 Information literacy Increase students’ ability to 1. Implement the info lit strand in SS standards 2.SUNLINK’s FIND research model will be used by district schools and taught by LMS 3. Promote, utilize, and model AASL’s 21st Century Skills for staff and students. Library Media Services Coordinator, Library Media Specialists, Instructional staff 2007-2012 Ongoing 3.2 Literature 1. Collaboratively plan library media program that include reading promotion activities, displays, etc that support the instructional program. 2.Promote a summer reading program in feeder schools, public libraries, local book stores, school website, and report card mailings. 3. Use Scholastic Reading Counts, Sunshine State Young Reading Awards, Florida Teens Read, Florida Reading Association, Accelerated Readers and summer reading programs to actively engage students in reading. 1. Following Board policy and procedures, have challenged materials policy in place. Educate staff and administration on intellectual freedom. Library Media Services Coordinator, Library Media Specialists 2007-2012 Ongoing locate, evaluate, and use information. Design assignments reflecting learning skills and problem solving strategies using a variety of sources accurately and ethically. Appreciation / Reading Engagement Literature appreciation instruction and activities are systematically embedded into the instructional program. 3.2 3.2 3.3 Intellectual Freedom 1/7/2009 The library media program provides resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives in all formats to meet the needs of the learning community. Library Media Services Coordinator, Library Media Specialists, Public Librarians, Curriculum Director, school personnel Library Media Services Coordinator, Library Media Specialists, instructional staff 2007-2012 Ongoing Library Media Services Coordinator, Library Media Specialists 2007-2012 Ongoing Results/ Evaluation MCPS Library Media Program Key Element 3.4 Copyright Goal Statement Activities Who is responsible All patrons will demonstrate an ethical and responsible use of information. 1.Provide staff with a permission form to use DVDs and videos. 2.Offer yearly training, send timely reminders, and post copies of copyright and fair use guidelines. Post copyright guidelines on student copier. 1.Survey the teaching staff regarding their curriculum, special projects, and themes or units of study and make related materials available to students. 2. LMS and teachers integrate literature and information literacy skills into classroom curriculum. 3. Library Media Specialists partner with classroom teachers on projects that require students to use a variety of resources, conduct research and present their findings. Library Media Services Coordinator, Library Media Specialists Library Media Services Coordinator, Library Media Specialists, Television Media Production Director/Coordinator 2007-2012 Annually Library Media Specialists, Instructional Staff 2007-2012 Annually Library Media Specialists, Instructional Staff Ongoing Library Media Specialists, Instructional Staff Ongoing 3.4 3.5 Collaboration 3.5 3.5 1/7/2009 Increase collaboration within the school. Timeline 2007-2012 Annually Results/ Evaluation MCPS Library Media Program Library Media Services – Program Administration Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 4: 4.1 An effective library media program requires a level of professional and support staffing that is based upon a school’s instructional program, services, facilities, size, and number of students and teachers. Effective Library Media Specialists are dynamic educators. Administrator: The school library program coordinator or director has training in library and information science and demonstrates leadership qualities. This certified coordinator’s primary responsibility of administering, overseeing, and evaluating library media collections and programs, program planning and implementation, supervising the school library media staff and developing the necessary knowledge, skill, and competencies needed by staff members to perform their jobs. School Library Media Specialists: In every school, employ a minimum of one full-time, certified university trained, Library Media Specialist, supported by qualified staff, whose main function is to provide service to students and teachers and implement an effective library media program. Support Personnel: Support personnel are an essential component of an effective library media program and assist in carrying out the routine business operations of a school library media center program under the supervision of a professional. Volunteers and student assistants: Volunteers play a critical role in the learning community. Volunteer parents, community members and students can have a tremendous impact on the library media program. Volunteers often assist with reading tutorial programs, after school clubs, book fairs and events and are under the supervision of the library media professional. 4.2 4.3 4.4 Key Element 4 1/7/2009 Program Administration Goal Statement An effective library media program requires a level of professional and support staffing that is based upon a school’s instructional program, services, facilities, size, and number of students and teachers. Effective Activities Who is responsible Library Media Services Coordinator, Employment Services, School Based Administrative Staff, Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities Library Media Specialists are dynamic educators. 4.1 Administrator 4.2 School Library Media Specialists The Library Media Services coordinator or director has training in library and information science and demonstrates leadership qualities. This certified coordinator’s primary responsibility is administering, overseeing, and evaluating library media collections and programs, program planning and implementation, supervising the school library media staff and developing the necessary knowledge, skill, and competencies needed by staff members to perform their jobs. It is necessary to employ a fulltime, certified university trained, Library Media Specialist, supported by qualified staff, whose main function is to provide service to students and teachers and implement an effective library media program. 4.2 School Library Media Specialists 4.3 LM Support Personnel 1/7/2009 Support personnel are an essential component of an effective library media program and assist in carrying out the routine business operations of a school library media center Who is responsible Timeline Plan and implement programs for the library media centers and staff. Library Media Specialists , Library Media Staff Library Media Services Coordinator 1. Provide one, full-time, certified and university trained LMS at each school for up to 1000 students per national and state recommendations. Library Media Services Coordinator, Employment Services, School Administrative Staff 2007-2012 Ongoing 2. Provide two, full-time, certified and university trained LMS at each school having over 1000 students per national and state recommendations. 1. Provide one, full-time clerical support staff member up to 1000 students per national and state recommendations. Library Media Services Coordinator, Employment Services, School Administrative Staff Library Media Services Coordinator, School Administrative Staff, Library Media Specialists, 2007-2012 Annually 2007-2012 Ongoing 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities program under the supervision of a professional. 4.3 LM Support Personnel 4.4 Volunteers and student assistants 1/7/2009 2.Provide two, full-time clerical support staff member for school populations over 1000 students per national and state recommendations. Volunteers play a critical role in the learning community. Volunteer parents, community members and students can have a tremendous impact on the library media program. Volunteers often assist with reading tutorial programs, after school clubs, book fairs and events and are under the supervision of the library media professional. 1. Recruit more volunteers. Solicit assistance from the school community and/or students to assist with book shelving and paperwork. Assure proper volunteer forms are completed to assure security clearance. Who is responsible Library Media Staff, Employment Services Library Media Services Coordinator, School Administrative Staff, Library Media Specialists, Library Media Staff, Employment Services Library Media Services Coordinator, Library Media Specialists, Library Media Staff, Employment Services Timeline 2007-2012 Ongoing 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Library Media Services – Professional Development Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 5: An effective library media program provides staff development both to maintain professional knowledge and skills and to provide instruction in information literacy for teachers, administrators, and other members of the learning community. Staff Development is an essential component of the library media program. 5.1 5.2 Monthly Meetings: All Library Media Specialists will attend monthly planned meetings and other district offered in-services. Current Developments: All Library Media Specialists will attend a minimum of one professional conference, seminar, or workshop each year in order to keep abreast of current trends. Professional Sharing: A wide range of professional resources will be available to all Library Media Specialists. Program Evaluation: Building level staff and students will be regularly surveyed about library media in-service needs and the Library Media Specialist will facilitate as needed. Explore New Technologies: The Library Media Specialist will maintain the level of technology needed to perform job responsibilities. Library Media Specialists will be expected to explore new technologies and introduce them to their community of learners. Communication: All Library Media Specialists will enhance the profession through contributions to listservs, communities, in-services, publications, conference presentations, etc. 5.3 5.4 5.5 5.6 Key Element 5 1/7/2009 Maintain Excellence for the Profession Goal Statement An effective library media program provides staff development both to maintain professional knowledge and skills and to provide instruction in information literacy for teachers, administrators, and other members of the learning community. Staff Development is an essential component of the library media program. Activities Who is responsible Library Media Services Coordinator, Director of Staff Development, Library Media Specialists, Library Media Staff Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities 5.1 Monthly meetings Library Media Specialists will attend monthly planned meetings and other district offered in-services. 1. Invite all Library Media Specialists to monthly meetings. 5.2 Current Trends Library Media Specialists will attend a minimum of one professional conference, seminar, or workshop each year in order to keep abreast of current trends. 5.3 Professional resource sharing A wide range of professional resources will be available to all Library Media Specialists. 5.4 Program Evaluation Building level staff and students will be regularly surveyed about library media needs and the Library Media Specialist will facilitate as needed. 5.5 Explore new technologies The Library Media Specialist will maintain the level of technology needed to perform job responsibilities. Library Media Specialists will be expected to explore new technologies and introduce them to their community of learners. 1. Notify Library Media Specialists of workshops, conferences, summer academies, in-services and seminars. 1. The Professional Library will notify Library Media Specialists of newly obtained resources and provide access to these resources through interlibrary loans. 1. Evaluate library program and services provided to schools, students, teachers and administrators through surveys and questionnaires. 1. Identify current professional needs. Provide training through in-services, workshops, conferences, and other opportunities as necessary in identified areas. 5.6 Communication among colleagues All Library Media Specialists will enhance the profession through contributions to listservs, communities, in-services, publications, conference presentations, etc. 1/7/2009 1. Provide avenues for networking. Continue communicating with members and colleagues via e-mail, listserv, websites, fax, Who is responsible Timeline Results / Evaluation Library Media Services Coordinator, School Administrative Staff Library Media Services Coordinator, Staff Development, FAME, Library Media Specialists Library Media Services Coordinator and staff 2007-2012 Ongoing 2007-08 Email notification 2007-2012 Monthly 2007-08 FAME Conference Neflin Workshops Library Media Services Coordinator, Library Media Specialists 2007-2012 Ongoing, Annually Library Media Services Coordinator, Technology Director, TIS staff, Library Media Specialists, Library Media and Instructional staff Library Media Services Coordinator, Library Media Specialists, Library Media Staff 2007-2012 Ongoing 2007-08 Technology Survey 2007-2012 Ongoing 2008-09 Set up Blog 2007-2012 Monthly MCPS Library Media Program Key Element Goal Statement Activities etc. 1/7/2009 Who is responsible Timeline Results / Evaluation MCPS Library Media Program Library Media Services - Advocacy Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering library media programs to children and teachers and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all MCSS schools. Goal 6: 6.1 6.2 6.3 6.4 6.5 School library media programs provide leadership and establish connections with the greater library and education community to create programs that focus on student learning and achievement; encourage personal and professional growth, and model the efficient and effective use of information and ideas. PR Library Promotions: Improve communication with the school community by keeping them informed of the resources and services offered in the media center. PR Environment: Create a safe, user-friendly safe environment for all patrons through conscious and continuous efforts PR School Constituents: Increase promotion of Library Media programs to the school community. Collaboration/Public Library: Strengthen the present collaboration between public and school libraries PR Legislation: Make members of the community more aware of legislation impacting the school library media programs. 6 1/7/2009 Key Element Goal Statement Awareness and Advocacy School library media programs provide leadership and establish connections with the greater library and education community to create programs that focus on student learning and achievement; encourage personal and professional growth, and model the efficient and effective use of information and ideas. Activities Who is responsible Library Media Services Coordinator Library Media Specialists Library Media Staff School Administrative Staff Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities Who is responsible 1.E-mail, electronic bulletin board, newsletters, orientations, open house, multimedia presentations, website, K-20 partnerships, outreach programs, public library, in-services Through handbooks, planners, and/or flyers provide basic information of the library media program 1. Atmosphere – Provide a friendly, cheerful, inviting, pleasant, hospitable, warm, safe and clean environment. Library Media Services Coordinator, Library Media Specialists, Library Media Staff, School Administrative Staff 2007-2012 Ongoing Library Media Services Coordinator, Library Media Specialists, Library Media Staff, Custodial Staff 2007-2012 Ongoing Visibility - Offer booktalks in classrooms, providing Internet workshops, authors visits, storytelling sessions, book fairs, special events (National Library Week, School Media Month, Teen Read Week, Battle of the Books, FL Teen Reads, Children’s Book Week, etc., announcing arrival of new resources Students: Offer reading, viewing, and listening experiences Library Media Services Coordinator, Library Media Specialists, Library Media Staff 2007-2012 Ongoing Library Media Services Coordinator, Library Media Specialists, 2007-2012 Ongoing 6.1 Public Relations through Library Promotions Communicates regularly with the school community by keeping them informed of the resources and services offered in the media center. 6.2 Public Relations Through the Media Center Environment Create a user-friendly and safe environment for all patrons through conscious and continuous efforts. 6.3 1/7/2009 Public Relations through the School Constituents Increase the promotion of Library Media programs, resources, and support to and from the school Timeline Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities community. 6.3 Public Relations through the School Constituents 6.3 6.4 6.4 Collaboration with Public Library To strengthen the present collaboration between public and school libraries Timeline Library Media Staff Events: Promote National book Week, Banned Books Week, Teen Read Week, Children's Book Week, Read Across America, National Library Week, National School Library Month, Author visits, etc. Encourage collaboration, route professional journals, announce arrival of new materials, prepare bibliographies, offer training and inservices, attend grade level/ department meetings, etc. Library Media Services Coordinator, Library Media Specialists, Library Media Staff 2007-2012 Annually, monthly Library Media Specialists, Instructional Staff 2007-2012 Ongoing Build strong and informed School Library Advisory Committee Library Media Specialists 2007-2012 Annually Schedule at least two meetings per year including Public Library Directors Notify appropriate public librarians of author visits Library Media Services Coordinator, Public Librarians 2008-2012 Annually Library Media Services Coordinator, Library Media Specialists Library Media Services Coordinator, Library Media Specialists, Public 2007-2012 Ongoing Collaboration with Public Library Collaborate on Summer Program events/feedback 1/7/2009 Who is responsible 2008-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element 6.5 Communication with legislators Goal Statement Make members of the community more aware of legislation impacting the school library media programs. Activities Increase communication with legislators. Keep abreast of current issues affecting the library media programs via FAME conference and/or FAME website. http://www.floridamedia. org/legislative/legislative .html 1/7/2009 Who is responsible Librarians Library Media Services Coordinator, Library Media Specialists, Legislators Library Media Services Coordinator, Library Media Specialists, Legislators Timeline 2007-2012 Annually 2007-2012 Annually Results / Evaluation MCPS Library Media Program Library Media Services – Program Evaluation Mission Statement The mission of Library Media Services is to assist School Library Media Specialists in developing and delivering effective library media programs to all members of the school community and to help students meet achievement goals established by State, County and School Guidelines by providing quality resources and support to all patrons. Goal 7: 7.1 7.2 An effective library media program requires a continuous evaluation of all aspects of the library media program to determine the quality of the staff, the facilities, the collection and the services provided to help students meet achievement goals. Program: Provide the best materials, program and instruction to support the curriculum and ensure maximum use of library media resources. Budget: Seek appropriate school and state funding needed to create an inviting and stimulating environment that is professionally managed, and generously supplied school library media center that makes a significant contribution to the school’s educational goals. Collection: Provide best available, current resources in various formats to help meet the learning needs of all students and provide opportunities for them to extend their learning. Library Media Specialist: Implement, maintain, develop and deliver an effective library media program to students and teachers and help students meet achievement goals established by State, County, and School guidelines. Services to Students: Seek student input about the resources in the school media center and the services needed to ensure that student growth and achievement are continuous. Services to Teachers: Seek teacher’s input and perspective to aid in the selection of resources on specific topics within the content areas of the curriculum that may need additional research materials, seek ways to assist in the development of information literate and tech savvy, lifelong learners. 7.3 7.4 7.5 7.6 Key Element 7 Program Evaluation Goal Statement An effective library media program requires a continuous evaluation of all aspects of the library media program to determine the quality of the staff, the facilities, the collection and service is being provided to help students meet achievement goals. Activities Who is responsible Library Media Services Coordinator Library Media Specialists Library Media Staff Principals, teachers, and students 1/7/2009 Timeline 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement Activities 7.1 Program Provide the best materials, program and instruction to support the curriculum and ensure maximum usage of library media resources. Library Media Specialists 7.2 Budget Seek appropriate school and state funding needed to create an inviting and stimulating environment that is a professionally managed and generously supplied school library media center that makes a significant contribution to the school’s educational goals. 1. Using EXC3ELRubric, complete self-evaluation of the program, reflect on outcomes, and decide how to provide better service in the future. 2. Using the “Making the Grade” goal planning form, establish short and long term goals. Share goals with Principal and Library Media Coordinator. Identify sources of revenue. Determine how much money is needed and how it will be spent 3. Investigate community, state and federal resources and grants. Write grants as needed. Library Media Services Coordinator, Library Media Specialists, District Grants Dept. Library Media Services Coordinator, Library Media Specialists, Destiny 7.2 Budget 7.3 Collection Development Provide best available, current resources in various formats to help meet the learning needs of all students and provide opportunities for them to extend their learning. 1. Establish a system of records which will provide an appropriate database for evaluating and communicating the use and distribution of the library/media collection and supporting materials and equipment. Data gathered will be used to make better informed decisions. (Destiny Stats) 7.4 Library Media Specialist Implement, maintain, develop and deliver an effective library media program to students and teachers and help students meet achievement goals established 1. The District’s Rubrics Performance Responsibility is one evaluation tool specifically designed to evaluate the 1/7/2009 Who is responsible Timeline 2007-2012 Ongoing Library Media Services Coordinator, Library Media Specialists, Principal Library Media Services Coordinator, Library Media Specialists, Principals, 2007-2012 Annually 2007-2012 Ongoing Results / Evaluation MCPS Library Media Program Key Element Goal Statement by State, County, and School guidelines. 7.5 Service to students 7.6 Service to the teachers 1/7/2009 Seek student input about the resources in the school media center and the services needed to ensure that student growth and achievement are continuous. Seek teacher’s input and perspective to aid in the selection of resources on specific topics within the content areas of the curriculum that may need additional research materials. Activities Who is responsible Library Media Specialists’ performance. Other tools may include observations and feedback from the school principal and library media services coordinator. 1. Using input from student surveys, make necessary changes to strengthen the library media program. Employment Services 1. Using input from teacher feedback and surveys, make appropriate changes to the collection and services necessary for the effectiveness of the library media program. Library Media Services Coordinator, Library Media Specialists, Students, Library Media Services Coordinator, Library Media Specialists, Teachers Timeline 2007-2012 Ongoing 2007-2012 Ongoing Results / Evaluation Instruction The library media program enhances student achievement through a systematically, collaboratively planned instructional program. Information Literacy Literature Appreciation & Literature Based Instruction Collaborative Planning Information Literacy In an outstanding library media program information literacy skills instruction is systematically embedded into the instructional program. Students use a variety of sources accurately and ethically. AASL Standards for the 21st-Century LEARNER Florida Research Model: FINDS Resources & Instructional Strategies: READS Copyright policy Copyright guidelines Reading is a window to the world. Inquiry provides a framework for learning. Reading is a foundational skill for learning, To become independent learners, students personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings. must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment. Ethical behavior in the use of information must be taught. In this increasingly global world of information, students must be taught to seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely. Technology skills are crucial for future employment needs. Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future. Equitable access is a key component for education. All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning. The definition of information literacy has become more complex as resources and technologies have changed. Information literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, Learners use skills, resources, & tools to: Inquire, think critically, and gain knowledge. 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3 Share knowledge and participate ethically and productively as members of our democratic society. 4 Pursue personal and aesthetic growth. 1 visual, textual, and technological, have now joined information literacy as crucial skills for this century. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. The amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively. Learning has a social context. Learning is enhanced by opportunities to share and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology. School libraries are essential to the development of learning skills. School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 21st century. Learners use skills, resources, & tools to: 1 Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquirybased process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Collaborate with others to broaden and deepen understanding. 1.2.2 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Find, evaluate, and select appropriate sources to answer questions. Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2 Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Demonstrate confidence and selfdirection by making independent choices in the selection of resources and information. Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. Learners use skills, resources, & tools to: 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.1 Continue an inquirybased research process by applying criticalthinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Organize knowledge so that it is useful. 2.1.2 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.2 2.2.3 2.2 Dispositions in Action 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.4 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. Demonstrate personal productivity by completing products to express learning. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.3.3 Use valid information and reasoned conclusions to make ethical decisions. 2.4 Self-Assessment Strategies 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.2 Reflect on systematic process, and assess for completeness of investigation. 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations. Learners use skills, resources, & tools to: 3 Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 3.1.2 Conclude an inquirybased research process by sharing new understandings and reflecting on the learning. Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 3.1.4 Use writing and speaking skills to communicate new understandings effectively. 3.1.5 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 3.2 Dispositions in Action 3.2.1 3.2.2 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. Connect learning to community issues. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Use information and technology ethically and responsibly. 3.2.3 Demonstrate teamwork by working productively with others. 3.3 Responsibilities 3.3.1 3.3.2 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. Respect the principles of intellectual freedom. 3.3.7 3.4 Self-Assessment Strategies 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. Learners use skills, resources, & tools to: 4 Pursue personal and aesthetic growth. 4.1 Skills 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 4.1.4 4.1.5 4.1.6 4.1.7 4.1.8 Respond to literature and creative expressions of ideas in various formats and genres. Seek information for personal learning in a variety of formats and genres. 4.2.4 Use social networks and information tools to gather and share information. Use creative and artistic formats to express personal learning. 4.4 Self-Assessment Strategies 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.3 Responsibilities 4.2 Dispositions in Action 4.2.1 4.2.2 Connect ideas to own interests and previous knowledge and experience. Organize personal knowledge in a way that can be called upon easily. Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.2.3 Display curiosity by pursuing interests through multiple resources. Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.4.3 Seek opportunities for pursuing personal and aesthetic growth. Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. 4.3.3 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. American Association of School Librarians 50 E. Huron St., Chicago, IL 60611 © 2007 by the American Library Association Permission to use, reproduce, and distribute this document is hereby granted for private, non-commercial, and education purposes only. ISBN (bundle of 12) 978-0-8389-8445-1 This publication is available for download at http://www.ala.org/aasl/standards. Multiple copies may be purchased from the ALA store at http://www.ala.org or by calling 866-SHOP ALA. 21st CENTURY LEARNERS Skills Dispositions in Action Responsibilities Self-Assessment Strategies Key abilities needed Ongoing beliefs Common behaviors Reflections on one’s for understanding, and attitudes that used by independent own learning to learning, thinking, guide thinking and learners in researching, determine that the and mastering intellectual behavior investigating, and skills, dispositions, subjects. that can be measured problem solving. and responsibilities through actions taken. are effective. key question key question key question key question Does the student have Is the student disposed Is the student aware that Can the student recognize the right proficiencies to higher-level thinking the foundational traits for personal strengths and to explore a topic or and actively engaged in 21st-century learning require weaknesses over time and subject further? critical thinking to gain self-accountability that extends become a stronger, more and share knowledge? beyond skills and dispositions? independent learner? FINDS: A Research Process Model Focus Investigate on the information need resources Develop Note and evaluate facts information into presentation Score presentation and search Student Tasks/Skills Focus on the information need The student will: 1.1 1.2 1.3 Identify information problem. 1.1.1 Narrow or broaden topic and write a thesis sentence. 1.1.2 Use brainstorming, webbing, or graphic organizers to write presearch questions. Decide how much information is needed. 1.2.1 Evaluate scope of information needed. 1.2.2 Recognize when there is a need for more than one source of information. 1.2.3 Identify possible sources of appropriate resources. Develop a search action plan with timeline. 1.3.1 Define search terms (i.e., descriptors, Boolean logic operators, proximity operators, alternative terms, wild cards, key words, search punctuation). 1.3.2 Understand online navigation procedures and search strategies. 1.3.3 Identify and sequence the steps in a search action plan. 12443 Research Parkway, Suite 402, Orlando, Florida 32826 1-800-226-0085 (FL only) • 407-384-2074 • 407-384-2077 (Fax) • [email protected] • http://www.sunlink.ucf.edu/ Provided by SUNLINK • A project of the Florida Department of Education, Library Media Services • Administered by the University of Central Florida 10/2006 Student Tasks/Skills Investigate resources to look for an answer The student will: 2.1 2.2 2.3 2.4 Locate collections such as fiction, nonfiction, reference, biography, nonprint, and e-resources. 2.1.1 Identify the library media specialist and staff as information sources. 2.1.2 Use online public access catalogs (OPAC) in the local school, district, and public libraries, as well as the SUNLINK statewide K-12 database. 2.1.3 Collect shared resources such as those available from SUNLINK and multitype library consortium. 2.1.4 Identify appropriate resources from various locations (i.e., public library, Internet, book store). Apply evaluative criteria to select the best resources to answer the search question. 2.2.1 Develop evaluative criteria for selecting resources to answer different types of information problems. 2.2.2 Understand that the information need determines the resources selected (i.e., newspaper, photograph, chart). 2.2.3 Distinguish whether a primary or secondary source is more appropriate. Demonstrate an understanding of how information is organized and located. 2.3.1 Recognize that reference information is organized in specific formats (i.e., specialized dictionaries and encyclopedias; directories and handbooks; almanacs and yearbooks). 2.3.2 Understand that resources may be organized according to type or format either alphabetically, chronologically, topically, graphically, and/or numerically. 2.3.3 Understand and use the organizational structure of the library (i.e., Dewey Decimal Classification System, Library of Congress Classification System). 2.3.4 Use tables of content, indexes, headings, key words, captions, guide words, glossaries, appendixes, cross references, menus, help screens, hypertext links, URLs, and other organizers. Exhibit responsible care and use of materials, e-resources, equipment, and facilities. 2.4.1 Follow procedures for circulation and timely return of materials. 2.4.2 Exhibit responsible care in the use of materials, equipment, and facilities. 2.4.3 Follow guidelines and etiquette in the use of electronic information resources. 2.4.4 Demonstrate responsible use of Internet and other e-resources consistent with the school’s Acceptable Use Policy. FINDS: A Research Process Model http://www.sunlink.ucf.edu/finds/ Student Tasks/Skills Note and evaluate facts The student will: 3.1 3.2 3.3 Read, evaluate, and select information to answer search need. 3.1.1 Differentiate between fiction and nonfiction; fact and opinion. 3.1.2 Recognize that information is presented for a variety of purposes. 3.1.3 Recognize that ideas and information can be enhanced, manipulated or distorted (i.e., stereotypes, prejudice, bias). 3.1.4 Distinguish contrasting points of view and perspective in ideas and information. 3.1.5 Predict outcomes, sequences, events, and use visual and oral clues to interpret information. 3.1.6 Use graphs, charts, tables, diagrams, maps, schedules, illustrations, photographs, and other visuals. 3.1.7 Use specialized resources (i.e., gazetteers, biographical sources, atlases, periodicals, literary criticism, manuals, government documents) in print, nonprint, or e-resource format. Take notes and record data required for citations. 3.2.1 Compile notes using strategies such as Power Notes, graphic organizers, or note cards. 3.2.2 Compile sources of all types of resources used for bibliography or works cited list. 3.2.3 Recognize the purpose of copyright and copyright law. Analyze information gathered and compare with research need. 3.3.1 Sequence information alphabetically, numerically, statistically, categorically, or chronologically, as appropriate. 3.3.2 Review notes and/or information for clarity, coherence, and completeness. 3.3.3 Review data using e-tools (i.e., spreadsheets, databases, word processing). 3.3.4 Search for additional information, if needed. FINDS: A Research Process Model http://www.sunlink.ucf.edu/finds/ Student Tasks/Skills Develop information into knowledge for presentation The student will: 4.1 4.2 4.3 Select a presentation format appropriate for the topic, audience, and purpose. 4.1.1 Understand that information can be shared in a variety of formats (i.e., written, oral, visual, digital). 4.1.2 Understand the strengths and limitations of each type of media. 4.1.3 Understand the need for effective planning strategies such as group member assignments, work flow, etc. Analyze and synthesize collected information. 4.2.1 Establish a clear focus for the product and/or information need. 4.2.2 Use various techniques (i.e., source cards, spreadsheets, outlines, storyboards) to organize information. 4.2.3 Allow individuals in a group project to maintain their own opinions while working toward group consensus. 4.2.4 Participate in group discussions and activities by expressing opinions about materials heard, read or viewed. Use resources and technology to create and present a quality product. 4.3.1 Prepare presentation for intended audience (i.e., children, adults, supporters, opponents). 4.3.2 Compile a bibliography (and in-text citations when required) in compliance with legal and ethical usage of copyright law and fair use guidelines appropriate to format. 4.3.3 Use appropriate types of equipment and accessories to complete the project. 4.3.4 Demonstrate effective interpersonal communication skills to share ideas and information with others. Score presentation and search The student will: 5.1 Apply or develop evaluative criteria for information problem or product. 5.1.1 5.2 Reflect on the search process, noting strengths and weaknesses. 5.2.1 5.3 Use evaluative criteria (i.e., rubric, checklist, personal need). Identify area(s) of needed change for next project (i.e., journal entries, rubric, group discussion). Make recommendations for improving process. 5.3.1 Suggest specific ways to improve personal search methodologies. READS Introduction/Purpose A goal of the school library media program is to provide intellectual and physical access to a broad range of literature and informational reading resources for personal pleasure and curriculum support. Library media programs aggressively support reading, as well as the full spectrum of information and communications technologies literacies, through offering a broad range of resources and instructional strategies that are carefully crafted to meet the unique needs of learners at each developmental stage. Additionally, the library media instructional and promotional services are collaboratively planned with classroom teachers so that the concepts and skills taught in the classroom are reinforced, enriching the learning experience. Read Explore Analyze Develop Score as a personal activity different types of literature structure and aesthetic features of literature response to literature reading progress Student Tasks/Skills Read as a personal activity. The student will: 1.1 Select and read fiction and nonfiction at an appropriate reading level. 1.1.1 Choose age and ability appropriate fiction resources to read based on interest or curriculum need. 1.1.2 Choose age and ability appropriate nonfiction resources to read based on interest or curriculum need. 1.2 Select listening and viewing resources for enjoyment and information. 1.2.1 Choose age and ability appropriate resources for listening and viewing activities. 1.3 Use community resources for recreational and informational needs. 1.3.1 Visit the school or public library to check out materials. 1.3.2 Visit museums, galleries, science centers, and parks virtually or in person. Explore characteristics, history, and awards of creative works. The student will: 2.1 Identify and critically analyze literary and media themes and genres. 2.1.1 Demonstrate knowledge of the distinguishing characteristics of literary and media genres. 2.1.2 Analyze and explain universal themes and symbols in print, nonprint, and digital resources 2.2 Recognize that social, cultural, political and historical events influence ideas and information. 2.2.1 Analyze and compare a variety of historically and culturally significant works in various formats. 2.2.2 Demonstrate an appreciation for cultural and ethnic diversity by selecting appropriate creative and literary works. 2.3 Appreciate literary and artistic excellence. 2.3.1 Identify award-winning authors, illustrators, and producers of literary and creative works. 2.3.2 Demonstrate a knowledge of and respect for the concept of intellectual freedom. Analyze structure and aesthetic features of literature and media. The student will: 3.1 Identify and analyze a creator’s purpose and style. 3.1.1 Use prior and background knowledge to determine purpose and to make complex predictions and inferences about the work. 3.1.2 Identify an author’s or illustrator’s style 3.2 Understand the literary techniques and complexities of a work. 3.2.1 Determine main idea and supporting details of a work through inferring, paraphrasing, and summarizing. 3.2.2 Compare and contrast story elements in multiple works. 3.2.3 Distinguish contrasting points of view and perspective in ideas and information. Develop response to literature and media. The student will: 4.1 Select a presentation format appropriate for the topic, audience, and purpose, working in groups or individually. 4.1.1 Choose a method to present an original work or a response to a creative work based on appropriateness and personal preference. 4.1.2 Use knowledge of the strengths and weaknesses of presentation methods in final selection. 4.2 Organize product, working in a group or individually. 4.2.1 Generate ideas for an original work or a response to a work read or viewed using a graphic organizer, group discussion, or brainstorming. 4.2.2 Organize ideas and information for clarity, coherence, emphasis, and logical sequence to produce a product. 4.2.3 Revise and evaluate product by checking work 4.3 Communicate original work or response to creative works, working in a group or individually. 4.3.1 Use the writing process; media, oral, and visual techniques; and technology skills to create original products or responses to creative works. 4.3 Demonstrate knowledge of legal and ethical usage of creative works. 4.3.1 Practice legal and ethical usage of copyrighted resources appropriate to format. 4.3.2 Demonstrate understanding of and respect for copyright laws and intellectual property rights by using standard bibliographic format to credit sources. Score reading progress. The student will: 5.1 Develop lifelong reading through participation in motivation programs and activities. 5.1.1 Participate in library media activities and reading celebrations. 5.1.2 Participate in structured independent reading programs. 5.2 Monitor individual reading progress . 5.2.1 Engage in improving lifelong information and communications technology literacy skills by relating reading/viewing to real world situations. 5.2.2 Participate in reading motivation programs with management components (optional). Copyright Guidelines for Administrators By Hall Davidson This chart was designed to inform school leaders of what they may do under the law. Feel free to make copies for nonprofit uses or download a PDF version from www.techlearning.com. But let us know by sending an e-mail to [email protected]. For more detailed information, visit www.halldavidson.net or www.siia.net/piracy. Technology Permissible Violation Solution Copying software Librarians may make copies for archival purposes or to replace lost, damaged, or stolen copies. • Copying in lieu of purchase. • Copying to augment class collections or to increase the number available for simultaneous use. • Audit all workstations to determine if any illegal copies are installed. • Buy more software licenses. Installing software License terms determine how many copies can be made and on what type of machines the software may be installed. In the absence of a license term, the rule of thumb is one installation per license. More copies installed than there are licenses, for example, 28 copies for 25 licenses. • Monitor use. This is important. Otherwise, overuse may be construed as a “wink wink” tacit approval of a violation of stated school policies. • Or simply buy a license for every machine and every potential workstation. Password sharing • Many licenses allow for multiple uses from a single password within a school or licensing population. • Use at home may also be legitimate under the license (for example, Atomic Learning, United Streaming/Discovery). Sharing passwords beyond the license, such as with another school that has not purchased the necessary license. • Reinforce the importance of honoring licenses. If you are paying, why shouldn’t other schools? • Have the passwords changed periodically. Software found on school computers • Software legitimately purchased and installed on the machine should be fine. Dated receipts can confirm this. • Software in the public domain or free to schools is acceptable. Software illegally installed. Games are especially suspect. If there is no evidence of legitimate purchase, presume the worse. • Check with the school’s technology lead or purchasing department to find records of licenses purchased. • Delete the software. Noninstructional software in particular is absolutely not worth the risk. Library checkout of software Library may legitimately checkout software. • The software is not removed from the home computer when the software is returned. • The software sent home is a copy (the library may keep an archival, noncirculating copy). • Follow up to be sure parents have erased the software. • Create contracts with them before allowing checkout. • Be certain there is no “winking” approval of nonerasure in the homes. Parents or students can use the programs at school, after all. Use of software on networks Software license terms will determine whether and under what conditions software may be installed on a network. Many licenses will permit network installation and use for a specified number of users or nodes connected to the network. Number of users exceeds the number that’s licensed for that network. • When permissible under software license, install metering software. • Purchase additional licenses to accommodate the additional users within the network. Video or DVD use • When used for instruction, that is, lesson plan involved, not generally “educational” content. • When used for instruction, rental tapes, DVDs, and tapes made from television broadcasts. (Note: Tapes made from television broadcasts may have an expiration period.) Used for entertainment or reward, especially in a place not dedicated to face-to-face instruction (cafeteria, multipurpose room). No “movie clubs” or movies shown as “daycare” during open house, etc. • Work to develop an instructional use for the material: a study of genres or a discussion of protagonist/antagonist. • Acquire genuinely instructional media. This is often also engaging. • Get a license for entertainment. Copy machine • A copy for every student when used for instruction within Fair Use guidelines, for example, stories less than 2,500 words, or 10 percent (or 1,000 words) of longer works. • Librarians’ copies for archival purposes. • Consumables being copied. • The work being copied is not a legitimately acquired original copy (for example, library book vs. photocopy of consumable). • Have teachers submit list of consumables they need and buy them. • Secure license for copying material (course packs). Posting music on the Internet on a site open to the public (for example, school home page or teacher page) • Music may be posted if the rights are secured or if the school owns the rights (for example, an original work). • Music pieces tied to instruction (for example, music history) may be posted as part of an online course or unit behind a passwordprotected page while that course or unit is being taught, so long as the requirements of the TEACH Act are being met. • Popular commercial titles are almost never allowed to be legitimately posted. • Permission may be difficult to secure, especially in a short time frame. • Encourage student-created works with Garageband, Movie Maestro, Acid Loops, etc. • Use royalty-free music created and sold for that purpose. • Use public domain or music posted for open use by the rights holder. Images, music, and video used in multimedia projects Images, music, and video may be used in student multimedia work without permission so long as the Fair Use multimedia guidelines are followed. Noninstructional uses (entertainment, clubs, dances, yearbooks, etc.) are not covered. • Buy rights for entertainment or performance. • Use music or images from a licensed collection. Performance of works (plays, music, etc.) Performance of band and choral material The setting must be a place dedicated to instruction (for example, a classroom). If not narrowly instructional (for example, History of the Musical), use is almost never okay without permission. Performance of copyrighted works outside the world of face-to-face instruction without permission or payment is not permissible. • Secure the rights for a school performance. Although school rights are usually less, be prepared to pay (yes, you can then charge admission). • Band and choral performance may come with the purchase of the sheet music. Digitizing video (media) • Students may legitimately incorporate media into their multimedia projects as long as it is from a legitimate original source. • Students do not have the right to defeat antipiracy encryption technology. • Copies for noninstructional projects are not allowed. • Students may have the knowledge but not the legal permission to defeat antipiracy protections (Interestingly, librarians do have rights in this area for evaluation purposes). • Erase or destroy illegitimate copies. • Do not permit school equipment to be used for impermissible copying. If you install DVD or CD copying machines—which have many legitimate instructional uses—consider creating a contract for teachers and students who have access to the machine. Use of copyrighted characters (for example, Bugs Bunny) • If there is a relevant instructional use of the character, it might be copied—but no such legitimate use comes to mind. • There are some stickers or software with copyrighted images that can be purchased and used legitimately. Copyrighted characters may not be used without permission for any school purpose other than instruction. • Set a clear policy and monitor the school publications, notices, and postings. This includes, unfortunately, PTA, PTO, and booster club publications. • Encourage groups to use original student artwork (this doesn’t mean Bugs Bunny knockoffs), which celebrates student artists. Posting copyrighted material on the Internet • An administrator or teacher may do this if the material is the type of material typically used in face-to-face instruction, is an integral part of the instruction, is behind a password-protected site, is managed (that is, when the topic is no longer under study, it is removed) and all the other requirements of the TEACH Act are met. • Archival posting is not permissible. • The material is not password protected. • The material will be up long after it is relevant. • The material was not legitimately acquired (for example, pirated material). • Make sure all copyrighted material is removed from non-password– protected areas on the school or district Web site. • Monitor material behind the password to make sure it is relevant to the current instructional program. Videotape anthologies Anthologies are permissible only with public domain material or with permission from copyright owners. • The creation of videotape anthologies from video (unless permission is secure). • Suggest multimedia as an alternative technology to videotape. • Suggest committing the anthology to a home library. • Suggest using anthologies created by vendors. Showing copyrighted DVDs or tapes for child care at legitimate school events • Permissible only with a license. • Some videotapes do permit public performance without a license, but this is not common and virtually never with “Hollywood” media. This includes television programs. If the tape comes with a warning (“For Home Use Only”) as most tapes and DVDs do, this use is specifically prohibited. It is a common abuse. • Secure a license. • Have students create an original video, which can be just as engaging. • Acquire worthwhile videos such as Reading Rainbow, which permits such use. Downloading presentations from the Web for instruction Material from public sources that has been legally uploaded onto the Internet may often be used for instruction without payment or permission, with due credit given. • Material in the presentation must not be from propriety sources (for example, HBO). Material not legitimately acquired may not be used. • Unauthorized material posted by someone else for download is still prohibited. • Check the bibliography or reference page for the work if it looks like resources are not original—if it doesn’t have proper citations, use common sense. • If the work is original and posted, it’s often usable (“Netiquette” would require an e-mail asking permission and giving thanks). Copying CDs with lessons and media resources • Gathering resources, including videos, sounds, and images, into an authoring or presentation program is perfectly acceptable if sanctioned by the license agreement. • Most media libraries with download functions permit this—sharing best practices between teachers is a good thing. • The resources are not licensed by your school (or are not in the public domain). If licensed, the license must be current. When it expires, the resources are not usable. • If the CD came originally from another site, it should bear closer scrutiny. • Teachers have wide latitude in their classes, but distribution is a different issue. • Allocate money in the budget for media or library licenses. • Make sure material being duplicated is either public domain or covered by licensing—duplication is an area where educational rights are more limited. • Prohibit use of unlicensed material from commercial libraries. Unauthorized use of commercial resources (that is, without paying for them) is egregious and most likely to have monetary penalties. Taping television programs in the library for teachers Taping programs must be done at the “instance and inspiration” of a single teacher, not done in advance by an efficient and well-intentioned librarian. Taping must not be done in anticipation of requests. Keep a good communication channel open between resource folks and teachers—teachers have the most authority under the copyright act. Copying books Libraries are able to replace lost or damaged works by copying if an unused replacement cannot be obtained at a reasonable price. Individual students or classroom teachers are not allowed to copy lost or damaged books. • Budget for a certain amount of lost classroom materials each year. • Hold students accountable for damages to library properties. www.siia.net/piracy www.aolatschool.com www.apple.com/education www.atomiclearning.com www.inspiration.com www.nettrekker.com education.ti.com Copyright Guidelines for Use of Video in Marion County Schools District Policy states: The District shall abide by all provisions of the copyright laws. With regard to District Policy the following guidelines need to be adhered to by all schools. 1. The district supports the use of video in Marion County schools and classrooms for instructional purposes only....dedicated face to face instruction not for entertainment or motivation. 2. Licensing may be obtained by individual schools at a cost to a school if the school’s administration decides to use video for anything other than direct instruction. i.e. extended day, fund raisers, motivation, etc. Purchasing the license requires the school’s administration to oversee that the school does not abuse the use. 3. All schools should have written procedures in place for the use of video within the school. The library media specialist and assistant principal of curriculum will be responsible for writing this procedure using these guidelines, district policy and information from Gary Becker’s book, Copyright: a guide to information and resources. 4. Materials not part of the LMC collection must be approved by both the LMS (is it a legal copy?) and the assistant principal of curriculum (is it part of the systematic course of instruction?) for use in the classroom. The library media specialist is responsible for developing a form for use by staff. R rated videos do not normally have a place in the Marion County classroom. Controversial materials (such as R rated movies) should have written parental approval as well. 5. Changing formats of video or editing video is not permitted. 6. The production of video also requires student and faculty producers to adhere to copyright law. Copyrighted music and footage used in video productions must have clearance in writing permitting the use. 7. A good rule of thumb....if you are not sure don’t do it....or call Miriam for clarification. 01/08/09 Literature Appreciation In an outstanding library media program literature appreciation instruction and activities are systematically embedded into the instructional program. National Award Lists American Library Association http://www.ala.org/Template.cfm?Section=bookmediaawards ALA Book Picks School Library Journal, March issue Best Books School Library Journal, December issue Caldecott Award www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecottm edal.cfm Coretta Scott King Award www.ala.org/Template.cfm?Section=bookmediaawards&template=/ContentMana gement/ContentDisplay.cfm&ContentID=127039 Newberry Award www.ala.org/ala/alsc/awardsscholarships/literaryawds/newberymedal/newberyme dal.cfm State Programs: Florida Reading Association Children’s Book Award PreK-2nd www.flreads.org/Children's%20Book%20Award/childrenftpage.htm Sunshine State Young Reader’s Award http://myssyra.org/ 3rd-5th Florida Teens Read www.floridamedia.org/displaycommon.cfm?an=12 9th-12th Community Programs: Altrusa Read In Black Stallion Literacy Ocala Civic Theater Ocala Storytelling Festival School Programs Author Visits Florida School Library Media Week activities National Children’s Book Week activities Reading Incentive Programs (Accelerated Reader, Scholastic Counts) Collaborative Planning In an outstanding library media program there is evidence of collaborative development, implementation and assessment of instructional lessons and units in both the LMC and classrooms. Lesson Plan Template Sample Lesson Plans Lesson Title/Focus/Grade: SSS/Benchmarks: Information Literacy Descriptors: Preparation: Resources Needed: Vocabulary: Reading Strategy: Connection: (3-5 min) Teaching: (5 min) Active Engagement: (15 min) Link/Closing: (3-5 min) Check Out Library Books: (15 min) Differentiated Instruction: Student Assessment: Extension Activity: Curriculum/Assessment Support The library media program enhances student achievement by supporting all facets of the instructional program. Reading Promotion & Guidance Instructional Support Student/Teacher Production School Improvement Plan Reading Promotion & Guidance In an outstanding library media program the importance of reading and literacy is evidenced through LMC publications, promotions and activities. Accelerated Reader Program Book Fairs Children’s Book Week Activities Florida Teens Read FRA Children’s Choice Award National School Library Media Month Activities Scholastic Reading Counts Program SSYRA Book Bowls Sunshine State Young Reader’s Award “Age, Grade, Reading Level, and Computerized Reading Programs” Q & A Age, Grade, Reading Level, and Computerized Reading Programs I would like to organize sections of the library using reading level designations, such as those supplied by Accelerated Reader. Is this okay? While knowing the reading level of a book can assist library users, organizing a library via these labels can pose a psychological barrier for users who do not know their reading level. Many will feel that they should not utilize those resources. Users who do know their reading level may feel compelled to only select resources from their reading level. This will result in users not utilizing the full scope of the library collection. Is it okay to restrict certain sections of the collection based on the patron's age or grade level? Restricting access to library materials based on age or grade level does not respect the individual needs, interests, and abilities of users and violates the Library Bill of Rights. All students in my school are required to participate in a computerized reading program that assigns reading levels and point values to book and tests students for reading comprehension. Parents and teachers want library books placed on the shelves by reading level so that students can easily access and be limited to books that meet their individual needs. This would be easy to do since the vendor sells pre-printed labels for grade level and point value designation. Is this acceptable? No. A student should have access to all materials in a school library. The chronological age or grade level of students is not representative of their information needs or total reading abilities. If collections are organized by age or grade, some users will feel inhibited from selecting resources from sections that do not correspond to their exact characteristics. If the library limits users from checking out resources from sections other than those that match the patron's characteristics, the library will most likely not serve the needs of users. While some parents and teachers may find housing books by grade level helpful in guiding developing young readers, a library should not use such labels as a classification system, or to promote any restrictive or prejudicial practice. Most computerized reading programs list books by grade levels on their Web sites if parents and teachers wish to seek such direction. My library users participate in the Accelerated Reader program, and we feel pressured to purchase books that are on the reading lists. Some of the books on these lists are recommended for reading levels that match the abilities of my users, but I question the emotional and maturity levels of the themes of the books. What do I do? While lists from programs like Accelerated Reader may be helpful in selecting books for a school or public library in school districts where such programs are a prominent part of the curriculum, it is important to remember that emotional and maturity levels do not necessarily correlate with reading level. A library or school district should have a selection policy that specifically outlines how materials are selected and what resources are used. This may include specific review journals and other professional collection development tools. Librarians should advise teachers and administrators that their responsibility is to practice good selection, and to follow the selection policy of the institution. This may mean that some books on the Accelerated Reader lists that are recommended for high achieving young readers may not be selected because of the maturity level. Recommended Book Lists A local school has a required summer reading list. Our library pulls them from the general collection and places them together. Is that considered viewpoint neutral? Yes. Assembling materials that will be in high demand for a limited period of time helps library users find them. Such selections should be accessible to all users and not limited to the target audience. Labeling Based on Ethnic or Language Group We have a large population of a specific ethnic/language group in our service area and we would like to create a section of the library and a collection to recognize that. Is that acceptable and how may we go about it? When there is a large population of a specific ethnic or language group in an area, it often creates a large demand for items relevant to their experience in the library. To meet that demand and make it simpler for the users to locate those resources, libraries sometimes choose to create a special collection and/or area devoted to those resources. As long as these collections represent diverse points of view within the parameters of the collection and are designed to help patron find resources relevant to their experience and not to restrict them to a certain section of the library, this practice would be acceptable. American Library Association April 6, 2006 Instructional Support In an outstanding library media center program systematic consultations and planning occur with the instructional design team and/or curriculum council to ensure maximum use of LMC resources. Additionally, staff development sessions are offered by or coordinated through the LM program. Library Media Services Home Page www.marion.k12.fl.us/dept/LPC/index.cfm Library Media Services Contacts www.marion.k12.us/dept/LPC/contact.cfm Marion County Public School Library Media Specialists contact information Elementary Schools December 2008 School Media Specialist Media Assistant Anthony Elementary Belleview Elementary Belleview Santos Elementary College Park Elementary Dr. N.H. Jones Elementary Dunnellon Elementary East Marion Elementary Eighth Street Elementary Emerald Shores Elementary Evergreen Elementary Fessenden Elementary Fort McCoy Elementary/Middle Fort McCoy Elementary/Middle Greenway Elementary Hammett Bowen Jr. Elementary Harbour View Elementary Madison Street Elementary Maplewood Elementary Oakcrest Elementary Oakcrest Elementary Ocala Springs Elementary Reddick Collier Elementary Romeo Elementary Saddlewood Elementary Shady Hill Elementary South Ocala Elementary Sparr Elementary Stanton Weirsdale Elementary Sunrise Elementary Ward Highlands Elementary Wyomina Park Elementary Beverly Rovelli Sandi Lewis Terri Robinson Kathy Jennings Beth Fant Amy Roland Susan Dunn Sheri Hughes Dortha Johnston Terri Adams Gloria Rowley Romaine Sanders Romaine Sanders Sonya Watkins Penny Bunch Tracy Chinn Midge Barrett Ginger Forrester Laura Wooten Laura Wooten Dianne Hughes Beth Senn Pat Lakin 5-3088 Linda Grant Karen Cox Pam Fritz Barbara Mauldin Eric Wilson Diana Meierhenry Michael McClain Diane Hansel Doreen McRae Millie Werner Barbara Swoap Robin Meade Teri Kirchoffer Rita Hutton Luann Deas Jessica Hendrix Deanna Sellinger Kelly McLeroy Mary Hunt MariAnne Norton Christina Jackson Cheryl Perrone Chris Williams Theresa Brady Terry Crist Debra Bastie Adrianne Green Phone 671-6000 671-6100 671-6260 291-4040 671-7260 465-6710 671-4810 671-7125 671-4800 671-4925 671-4935 671-6325 671-6325 671-4845 291-7911 671-6110 671-7250 671-6826 671-6350 671-6350 Christine Cunningham 671-6363 Pam Phillips 671-6070 Elizabeth Gates 465-6700 Janet Wiseman 291-4075 Becky Cheney 291-4085 Kelly Werner 671-4755 Beth Ann LaFountain 671-6060 Donna McLean 671-6150 Jean Winkler 671-6200 Jill Caruthers 671-6810 Charlene Myers 671-6370 Ext. 5-1011 5-1111 5-1211 5-1311 5-1411 5-1511 5-1611 5-1711 5-1811 5-1929 5-2011 5-2111 5-2111 5-2311 5-0311 5-2411 5-2511 5-2611 5-2727 5-2727 5-2811 5-2911 5-3028 5-3111 5-3211 5-3311 5-3411 5-3511 5-3611 5-3711 5-3811 Revised December 2008 Middle and High Schools December 2008 Middle School Media Specialist Media Assistant Phone Ext. Belleview Middle Dunnellon Middle Fort King Middle Fort McCoy Elementary/Middle Fort McCoy Elementary/Middle Horizon Academy Leola LeHew Carolyn Wallace Linda Pruitt Romaine Sanders Romaine Sanders Marie Valletta Sandy Haney 5 5036 Cecil Jones Nancy Britt Christina Jackson MariAnne Norton Sandra Joiner Carolee Sterling 5 5034 5 5211 5 5411 5 2111 5 2111 5 7211 5 7211 Hillcreset Howard Middle Lake Weir Middle Liberty Middle North Marion Middle Osceola Middle Pati Burnett Julie Quaid Maxene Renner Carol Eubanks Belinda Vose Brooks Spencer Amanda Baptiste Deborah Roche Alicia MacMillan Diane Carr Gloria Gardner 671-6235 465-6720 671-4725 671-6325 671-6325 671-6290 671-6290 671-6800 671-7225 671-6120 291-7930 671-6035 671-7100 High School Media Specialist Media Assistant Phone Ext. Belleview High Dunnellon High Forest High Lake Weir High MTI North Marion High Vanguard High West Port High Jason Pfriender Joan Lourenco Lynnda Shawver Cayla Armatti Betty Hackmyer Pat Conlon Susan Johnson Marylou Banning Connie Mischo Rebecca Jenkins Cindy Albaum Damien Johnson 671-6210 465-6745 671-4700 671-4820 671-4765 671-6010 671-4900 291-4000 5 7911 5 8211 5 8511 5 8862 5 0018 5 9111 5 9411 5 9742 Cassie Carr Lucille Leschak Sandy Berryhill 5 5811 5 6011 5 0611 5 6211 5 6470 or 5 6430 Revised December 2008 Student/Teacher Production In an outstanding library media center program LM personnel are included on an instructional design team and/or curriculum council to provide production resources and activities for teachers and students. Closed Circuit Television Broadcasts/News Programs Jim Harbin Student Media Festival www.floridamedia.org/displaycommon.cfm?an=7 Marion County Student Media Festival Florida Association for Media in Education - FAME Page 1 of 3 The Jim Harbin Student Media Festival The FAME Jim Harbin Student Media Festival is in honor of Jim Harbin, consultant with the Florida Department of Education, who originated th statewide student media festival to recognize the excellent work being across the state of Florida by student media producers. FAME sponsors the Jim Harbin Student Media Festival to encourage stu FAME members to communicate through media production and to reco reward outstanding presentations. These talented student producers a for their outstanding media productions at an awards ceremony at the Annual Conference. Your students will have a stimulating and positive educational learning as they create their productions. If you are interested in judging, need information, or have suggestions or comments, please contact the stat chairperson, Bonnie Kelley, at [email protected] or your Regional Chai below. The registration form will be online shortly after the beginning of the 2 school year. Deadline dates are as follows: May 1 each year: First place county winners to the Regional Chairperso June 1 each year: Completed productions and entry forms to the State Chairperson Information and Rules Entry form [.pdf format, 4 pages, 768k] Revised 3-07-2008 Rules for Entering [.pdf format, 3 pages, 107K] Copyright Guidelines [.pdf format, 1 page, 60K] Judging Form [.pdf format, 1 page, 48K] 2007-2008 Jim Harbin Winners Download the list of winners in all categories and grade level ranges [. pages, 48K] View streaming videos of the first place winners! 2006-2007 Jim Harbin Winners 2006-2007 Jim Harbin Award Winners [.pdf, 62K] 2005-2006 Jim Harbin Winners Winners list to download [.pdf, 16 pages, 52K] file://C:\Documents and Settings\hartleyt\Desktop\JIM HARBIN.htm 1/7/2009 Florida Association for Media in Education - FAME Page 2 of 3 State and Regional Chairpersons State Chairperson Bonnie Kelley Supervisor, Library Media/Technology Pinellas County Schools Administration Building 301 Fourth Street, SW P.O. Box 2942 Largo, FL 33779 (727)588-6345 Fax (727)588-5192 Region 1 Chair Daniella Smith R. Frank Nims Middle School 723 West Orange Avenue Tallahassee, FL 32310 Phone: 850-488-5960 [email protected] Region 2 Chair Kathy Wray Library Media Specialist Middleburg Elementary School 3958 Main Street Middleburg, FL 32068 Phone: 904-291-5485x2248 FAX: 904-291-5491 [email protected] Region 3 Chair Jimmy Greene ATTN: Jim Harbin Media Festival Sumter District Schools Instructional Technology & Media Services 2680 W C 476 Bushnell, FL 33513 [email protected] FAX: 352-793-4377 352-793-2315 Ext 256 Region 4 Chair Courtenay O'Connell Library Media Specialist River Ridge High School 11646 Town Center Rd. New Port Richey FL 34654 Phone: 727-774-7200 Fax: 727-774-7291 [email protected] Region 5 Chair file://C:\Documents and Settings\hartleyt\Desktop\JIM HARBIN.htm 1/7/2009 Florida Association for Media in Education - FAME Page 3 of 3 Courtney Zepeda Library Media Specialist Golden Terrace Elementary-Primary 2711 44th Terrace SW Naples, FL Phone: 239-417-2404 [email protected] FAME 2563 Capital Medical Boulevard Tallahassee, Florida 32308 (850) 531-8351 (Phone) (850) 531-8344 (Fax) [email protected] ©2008 Florida Association for Media in Education contact webmaster about this web page file://C:\Documents and Settings\hartleyt\Desktop\JIM HARBIN.htm 1/7/2009 School Improvement Plan In an outstanding library media program the LMS actively serves as a member of the School Advisory Council and the library media program is integrated into the School Improvement Plan. Resource Management The library media program provides appropriate, accurate and current resources in all formats to meet the needs of the learning community. Collection Organization Acquisition Maintenance Collection In an outstanding library media program there is extensive evidence of current resources (print, nonprint, & electronic) that are very responsive to curricular and recreational needs. These resources also reflect the school’s cultural diversity. Materials Selection Policy Challenged Materials Policy Procedures for Handling Questioned or Challenged Library Media Center Materials CHAPTER 4.00 - CURRICULUM AND INSTRUCTION EDUCATIONAL MEDIA MATERIALS SELECTION I. II. 4.22 Objectives of Selection - The primary objective of the school’s educational media center is to implement, enrich, and support the educational program of the school. The center shall provide a wide range of materials on all levels of difficulty, with diversity of appeal, and the representation of different points of view. The School Board asserts that the responsibility of the media center is to provide: A. Materials that will enrich and support the curriculum, taking into consideration the varied interest, abilities, and maturity levels of the students served. B. Materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards. C. A background of information enabling students to make intelligent judgments in their daily life. D. Materials representative of the many religious, ethnic, and cultural groups and their contributions to the American heritage. E. A comprehensive collection appropriate for the users of the media center which places principle above personal opinion and reason above prejudice in the selection of materials of the highest quality. Criteria for Selection of Educational Materials A. The standards to determine the propriety of the educational materials shall be pursuant to Florida Statutes. B. First consideration shall be given to the needs of the individual school based on knowledge of the curriculum, of the existing collection, and of the needs of children and youth. Requests from users of the collection, i.e., administrators, faculty, parents, and students, shall be given high priority. C. Materials shall be considered on the basis of accuracy of content, overall purpose, timeliness, importance of the subject matter, quality of the writing/production, readability and popular appeal, authoritativeness, comprehensiveness of material, reputation of the publisher/producer, reputation and significance of the author/artist/composer/producer, etc., and format and price. D. Gifts of media or money shall be accepted with the understanding that their use or disposition shall be determined by those persons having the ©EMCS Page 1 of 2 MARION 4.22 CHAPTER 4.00 - CURRICULUM AND INSTRUCTION responsibility for acquisitions, according to the same selection criteria and procedures as purchased materials. III. Procedures for Selection A. B. In selecting materials for purchase, the school media specialist shall evaluate the existing collection and shall consult with 1. Reputable, unbiased, professionally prepared selection aids such as those published by the American Library Association and other reputable publishing companies generally accepted by the educational media profession. 2. Media staff, curriculum consultants, community representative. 3. Media committee appointed by the principal to serve in an advisory capacity in the selection of materials. students, and In specific areas, the media specialist shall follow these procedures. 1. Purchase materials which are outstanding and frequently used; 2. Replace periodically worn or missing basic items; 3. Withdraw out-of-date or unnecessary items from the collection; and, 4. Examine sets of materials and materials acquired by subscription and purchase only material to fill a definite need. STATUTORY AUTHORITY: LAW(S) IMPLEMENTED: HISTORY: faculty, 1001.41, 1001.42, F.S. 1000.21, 1001.43, 1006.28, 1006.34(2)(b), F.S. ADOPTED: 03/14/00 REVISION DATE(S):04/25/06; 04/10/07 FORMERLY: IIA, IIAF, IIBE ~ An Equal Opportunity School District ~ ©EMCS Page 2 of 2 MARION 4.22 CHAPTER 4.00 - CURRICULUM AND INSTRUCTION CHALLENGED MATERIALS 4.30 The following procedures shall be followed when the appropriateness of books or materials is questioned: I. School-community citizens may register their concerns with the principal of the school where material is being challenged. II. All concerns shall be presented in writing on a printed form that is available in each school office or the Superintendent’s office. A complainant who does not complete and return the form shall receive no consideration. The statement shall include the following information: III. A. Author, compiler, or editor; B. Publisher; C. Title; D. Reason for objection; E. Page number of each item challenged; and F. Signature, address and telephone number of person making criticism. These procedures shall be followed for school level appeals: A. A committee of teachers, educational media specialists, and other qualified personnel shall be appointed by the principal to evaluate the challenged materials and to make recommendations of any changes. The principal shall notify the Superintendent and the instructional materials coordinator when a committee is convened. B. Challenged materials shall be read and re-evaluated by the committee, considering the specific objections raised. The committee shall report its decision to the Superintendent / designee within fifteen (15) working days. C. The complainant shall be informed in writing concerning the committee’s recommendations by the Superintendent / designee. ©EMCS Page 1 of 3 MARION 4.30 CHAPTER 4.00 - CURRICULUM AND INSTRUCTION IV. These procedures shall be appropriate for district-level appeals and shall be followed when the complainant disagrees with the decision rendered from the school-level appeal. A committee shall be appointed by the Superintendent to review the appeal. The Superintendent shall designate the instructional materials coordinator as being responsible for the organization of this review committee according to School Board policies. The committee’s recommendations shall be submitted to the Superintendent within fifteen (15) working days. A committee member shall not be selected from the school where the challenged materials originated. A. B. C. ©EMCS The following shall serve as a review committee for elementary schools: 1. A chairperson of a School Advisory Council or designee; 2. Elementary media specialist; 3. Elementary principal; 4. A curriculum supervisor; 5. Three (3) instructional staff members at the elementary level; and 6. Two (2) parents of elementary-age students. The following shall serve as a review committee for secondary schools: 1. A chairperson of a School Advisory Council or designee; 2. Secondary media specialist; 3. Secondary principal; 4. A curriculum supervisor; 5. Three (3) instructional staff members at the secondary level; and 6. Two (2) parents of secondary-age students. The committee’s review shall be treated objectively, unemotionally, and in a businesslike manner and shall be conducted in the best interest of the students, the school, and the community. Efforts shall be made to meet with citizens who register concerns to consider their objections. Page 2 of 3 MARION 4.30 CHAPTER 4.00 - CURRICULUM AND INSTRUCTION D. V. The complainant shall be informed, in writing, in fifteen (15) working days after the committee’s recommendation is received by the Superintendent. A School Board appeal may be requested by the complainant when the school and district-level appeals do not satisfactorily resolve the concerns. The School Board shall review recommendations from the school and district-level committees and shall render the final decision on the complainant’s concern. STATUTORY AUTHORITY: 1001.41, 1001.42, F.S. LAW(S) IMPLEMENTED: 1001.41, 1001.43, F.S. HISTORY: ADOPTED: 03/14/00 REVISION DATE(S):04/25/06 FORMERLY: NEW ~ An Equal Opportunity School District ~ ©EMCS Page 3 of 3 MARION 4.30 (THIS LETTER IS TO BE SENT ON SCHOOL LETTERHEAD.) INITIAL RESPONSE TO COMPLAINANT Date____________ Name and address of Complainant__ _____________________________ _____________________________ Dear (Complainant) : I have been informed of your concern about the media resource entitled ________________________. The School District of Marion County outlines the procedures for addressing these concerns. As a media specialist and chair of the School Media Resources Committee, I am responsible for coordinating the review of any challenged materials. The Committee will convene to review the questioned material when we receive from you, a completed copy of the enclosed Request for Reconsideration of School Materials form. Enclosed also, for your information, is a copy of the School District of Marion County Materials Selection Policies. Thank you for your prompt reply. I will be communicating with you at a later date. Sincerely, Media Specialist encl. (THIS LETTER IS TO BE SENT ON SCHOOL LETTERHEAD.) ACKNOWLEDGMENT OF COMPLETED COMPLAINT REQUEST TO COMPLAINANT Date ___________________________ Name and address of complainant __________________________________ __________________________________ Dear (Complainant): I have received your completed Request for Reconsideration of School Materials form for the item entitled, ____________. The School District of Marion County Selection Policy now directs me to convene the School Media Resources Committee. Each Committee member will review the material in its entirety. The principal will then report the Committee's decision to you in writing within 30 calendar days. If you have any further questions, please contact me at phone number _______________________. Sincerely, Media Specialist (THIS LETTER IS TO BE SENT ON SCHOOL LETTERHEAD.) Notice to School Media Resources Committee Members Challenged Material Date ___________________________ Name and address of Committee member __________________________________ __________________________________ Dear ____________________: The material entitled _______________________________, at _______ (school name)__________ has been challenged. The School District of Marion County Selection Policy directs me to convene the School Media Resources Committee to review the challenged material. The first meeting will be held on __________(date)______ at____________(time)_________ in the __________(location)________. As a Committee member, you will need to review the material in its entirety before our final meeting and complete the attached checklist. I have enclosed a copy of the School District of Marion County Selection Policy to assist you. Thank you for serving on this vital Committee. Sincerely, Media Specialist encl. CHECKLIST FOR THE SCHOOL MEDIA RESOURCES COMMITTEE Title ____________________________________________________ Author __________________________________________________ Source of material (Use for Internet or on-line materials.) __________________________________ A. PURPOSE 1. What is the overall purpose of the material? 2. Is the purpose accomplished? _____ Yes _____ No B. AUTHENTICITY 1. Is the information authored or otherwise sourced? 2. What is the reputation and significance of the author and publisher/producer in the field? 3. Is the material up-to-date? _____ Yes _____ No 4. Are information sources well documented? _____Yes _____ No 5. Are translations and retelling faithful to the original? _____ Yes _____ No C. APPROPRIATENESS 1. Does the material promote the educational goals and objectives of the curriculum? _____ Yes _____ No 2. Is it appropriate to the level of instruction intended? _____ Yes _____ No 3. Are the illustrations appropriate to the subject and age levels? _____ Yes _____ No D. CONTENT 1. Is the content of this material well presented by providing adequate scope, range, depth and continuity? _____ Yes _____ No 2. Does this material present information not otherwise available? _____ Yes _____ No 3. Does this material give a new dimension or direction to its subject? _____Yes _____ No 4. Does the material give a realistic picture of life as it is now? _____ Yes _____ No 5. Is factual information part of the story and is it presented accurately? _____ Yes _____ No 6. Are concepts presented appropriate to the ability and maturity of the potential reader? _____ Yes _____ No 7. Do characters speak in a language true to the period and section of the country in which they live? _____ Yes _____ No 8. Is there a preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would make this material inappropriate for children? ____ Yes ____ No 9. If there is use of offensive language, it is appropriate to the purpose of the text for children? _____ Yes _____ No 10. If there are graphics or photographic reproductions, are they appropriate to the purpose of the text for children? _____ Yes _____No 11. Does the material give a broader understanding of human behavior without stressing differences of class, race, color, sex, education, religion or philosophy in any adverse way? ______Yes ______ No 12. Is the material well written or produced? _____ Yes _____ No 13. Does the material make a significant contribution to the history of literature or ideas? _____ Yes _____ No (THIS LETTER TO BE SENT ON SCHOOL LETTERHEAD.) LETTER TO COMPLAINANT AFTER DECISION BY COMMITTEE (To accompany copy of Final Report) Date: _________________ Name and address of complainant ____________________________ ____________________________ Dear _______________________: The School Media Resources Committee has reviewed the material which you challenged on________(date)________, titled: ________________________________________. After careful consideration and discussion, the Committee has reached a decision. A copy of the report is enclosed. We appreciate your right as a parent to restrict or question any material your child reads, listens to, or views. It is never the intention of the school system to provide students with learning experiences or activities which are in conflict with the values of their parents. For this reason we encourage your child to choose other materials from our selection. Thank you for your involvement. It is through a cooperative effort between the school and the parent that the most effective learning conditions can be obtained. Sincerely, Principal (THIS REPORT TO BE SENT ON SCHOOL LETTERHEAD.) FINAL REPORT OF SCHOOL MEDIA RESOURCES COMMITTEE Date: To: ______________________, Principal From: ____________________, Media Specialist/Chairperson Title of challenged material: Date request for Reconsideration Form received: Date of Committee meeting: Final Decision of the Committee: Rationale: Committee Members present: Member Position Organization In an outstanding library media program all resources are processed and shelved appropriately, the online catalog is maintained for accuracy, and signage is professionally produced and updated. Additionally, the LMC is a member in good standing of SUNLINK. Destiny Interlibrary loans “cheat sheet.” Destiny Interlibrary Loans Finding Out If A Copy Is Available Somewhere in the County: Quick ILL Tips !" You need to check your Holds/ILL requests A teacher at your school, Mrs. Smythe, wants to read every day, especially if the red flag shows on the “All the Pretty Horses” by Cormac McCarthy. You search circulation page (Upper right corner). your Destiny Catalog, and your library doesn’t have a copy of that book. !" Use an ILL Book Sleeve to label your copy be- fore you send it. This reminds everyone that this book belongs to another school, so it doesn’t get shelved at the wrong school. To see if another school in the county has the book: !" Go to the “Catalog” Tab !" In the “Find” box type, “Title Of The Book” !" For “Look In…” choose “Marion County !" If you do something that can’t be undone on your end, call or email the other school….things happen! !" If you find things that this guide doesn’t cover, call or email me, and I will try to figure it out! !" If you discover an easier way to do something, please share! Schools” from the drop-down menu. !" Click the “Title” button. A list comes up. Scroll down to find “the title you are searching for. It says “No Local Copies” 3 of 3 Available Off-Site. So now you know there are three out there on shelves somewhere in Marion County not being read at the moment! Time to borrow! To Request One Of Those Remote Copies: To Fill A Request From Another School: !" !" !" !" !" !" Scroll Down to the ILL Requests Section, “To Be Filled by YOUR SCHOOL NAME” : !" !" !" !" !" !" !" Click on the “Circulation” Tab. Search for the patron as usual and bring up her record. Click on “Patron Status” on the left menu. Scroll down to “Holds” Click “Add Hold” Type “Title of the Book” in the “Find” box…..Don’t hit enter yet! Change : In “My Library” to In “All Participating Libraries Now click “Go!” It brings up the list of books, so you find the title you seek where there are copies available off site. Select the record by clicking the title. Now you see a screen with your patron’s name, and the “Request” below. To the right, click the “Save” button. Now you see the various schools that have a copy of this book. Choose a school by your own preference or convenience. * * * For “Delivery Method” choose “Ship It”. * * * Click “Save”. At this point you see, on the patron’s page that the hold request is “Pending” and you can see the initials of the school you requested the book from. Go to “Holds/ILL” from the menu on the left….click “View Requests”. If you scroll down to “To Be Filled By Other Sites” you will see the Title, the Patron’s name and the Date of the request PLUS on the left side it will say “Pending”. !" If you see a book with the status of “Pending” you have work to do. !" Check the barcode number (Destiny assigns this, so make sure you pull the right copy). !" Find the book on the shelf, (Make sure it is suitable to lend, then you can choose “Decline” or “Ship it”… preferably “Ship It” unless you have a very good reason for not sharing! ) !" Lending school: DO NOT CHECK THE BOOK OUT TO THE PATRON! When you choose the “Ship It” Button, Destiny automatically updates the hold request at the other school and adds an “ILL Checkout” button to the Patron’s record. Both schools will see the status of the book as “En Route” on their Holds/ILL page. ! Don’t forget to stick the book in an envelope and take it to your courier pick-up location! When You Receive A Book you Borrowed from Another School: !" Go to your Holds/ILL page, find the transaction on the When the Borrowed Book Is Returned: !" Check in the book by scanning it in as normal. This changes the status to “Returning: (This is the only time during an ILL that a book is scanned!) This brings up a reminder to return the book. !" Put the book in an envelope and send it back to its home school. “To Be Filled by Other Sites” section. !" Click “Receive” at the right end of the info. (This changes the status to “Ready”). !" When the patron comes to pick up the book, scan her ID, or search her name to bring up her record. !" Click the “ILL Checkout” Button in the Holds section If these procedures are followed, BOTH schools can see the status of the book at all times! of her page. (This changes the status to “Checked Out” on the Holds/ILL page…important because both the lending and borrowing schools can see this status!) To Request Multiple Copies: !" Follow steps to request one copy up to the :Now Click GO: step. !" Now click “Go!” brings up the list of books, so you find the title you seek where there are copies available off site. !" Select the record by clicking the title. Now you see a screen with your patron’s name, and the “Request” below. !" “Change As Soon As Possible” to “Reserve for Specific Date” !" Now you can pick the school, !" The delivery method (“Ship It”) !" Type number of copies needed in the “Reserve” box. !" Select dates needed !" Click Save! The lending school will scan the barcodes of the books they are lending into the system as they prepare to ship them. When you receive the books you will see a “Pull Copies” button on the ILL/Holds page. Accept them here. Shipping it This action: taken by clicking: changes the Status to: Requester approves an ILL request Pending Lender declines to fill an ILL request Declined Lender ships a copy En Route Ready Requester receives the shipped copy Requester marks the missing shipped copy Lost Requester checks out the shipped copy Requester checks in the shipped copy Lender receives the returning copy Lender marks the missing returning copy Lost Lost (in Check Out or Patron Status) Checked Out (in Check In) Returning (deletes the ILL) Lost SUNLINK www.sunlink.ucf.edu/mediaspecialists/ Sunlink Disaster Preparedness Resources for Florida School Library Media Centers SUNLINK on the World Wide Web 1/7/09 3:18 AM Research • • • • • Ask a Librarian Ask for Kids FINDS Florida Electronic Library Kids' Search Tools Quick Search: Book Lists • • • • • • • • • Florida Teens Read - NEW! SSYRA Book Lists and Winners - NEW! Top 500 Holdings in SUNLINK Award Winning Books Best Books for Young Adults Best, Notable and Recommended Kids Read Notable Children's Books Teens Top 10 Day by Day • • • • • Daily Buzzword Test Prep Question of the Day Pet of the Day Today in History Daily News Quiz © SUNLINK Project 2008 Email us | (800) 226-0085 (FL only) | About SUNLINK | Privacy Policy SUNLINK is funded by the Florida Department of Education and administered under a grant to the College of Education at the University of Central Florida. The SUNLINK database (updated on August 1, 2008) now indexes 2,041,029 titles from 2,893 schools (K-12) in 67 districts in the state of Florida, including 31,627 cataloged educational web sites, 546,155 book cover images, 500 images from the Florida Memory Project, 34 Florida Department of Education Project records, and almost 2,000 files of streaming video from Annenberg Media. SUNLINK will help you find what you need wherever it may be! file:///Users/lms9hx1g0ta/Desktop/SUNLINK%20on%20the%20World%20Wide%20Web.webarchive Page 1 of 1 Disaster Preparedness 1/7/09 3:18 AM Disaster Preparedness Resources for Florida School Library Media Centers SUNLINK | Disaster Home | Planning | Recovery | Resources | Help@SUNLINK Tip # 1 Keep your Disaster/ Emergency Plan available at all appropriate locations. Make sure the staff is familiar with its contents and are trained to respond BEFORE the disaster as well as after. Tip # 2 Update your emergency supply inventory at least twice a year, noting in particular the supplies on hand and those which would have Tip # 3 Checklists and web sites for school library media specialists to reference when preparing for hurricanes, fires, floods and other disasters (and how to recover if the worst happens) Review your Disaster/ Emergency Plan regularly, updating as necessary. Tip # 4 Your Disaster/Emergency Plan—The cornerstones of emergency preparedness are risk assessment, an effective communication system, training and supplies. More info here. After a Disaster—If the worst should happen, where do you get help? What should you do first? Who has experience in dealing with this type of disaster? More info here. Resources—You're not alone. Many librarians and school library media specialists have survived disasters and many more have planned for emergencies. We asked Florida's school library media specialists and the LM_NET listserv what resources they'd recommend. More info here. file:///Users/lms9hx1g0ta/Desktop/Disaster%20Preparedness.webarchive Top priority (after people's safety) should be given to the bibliographic records of your collection. For the school library media center this is the shelf list, the card or OPAC catalog, inventories, or increasingly, some type of magnetic storage device (tape, disc). Any computer Page 1 of 2 Disaster Preparedness to be purchased in an emergency. 1/7/09 3:18 AM SUNLINK—Your SUNLINK data can help to restore your local automation system, and SUNLINK can work with you in other ways to help in case your collection is damaged or destroyed. We hope that never happens, but you definitely will want to learn what SUNLINK can do and make it be part of your emergency plan. More info here. storage devices (disks, tapes, etc.) should be backup regularly and the backup stored offsite. Prepared at the request of the Florida Department of Education, Office of School Library Media Services, for Florida's K-12 school library media specialists. © SUNLINK Project 2006 [email protected] | (800) 226-0085 (FL only) | Privacy Policy SUNLINK is funded by the Florida Department of Education and administered under a grant to the College of Education at the University of Central Florida. Updated 8/06 file:///Users/lms9hx1g0ta/Desktop/Disaster%20Preparedness.webarchive Page 2 of 2 Acquisition In an outstanding library media program the written collection development plan is reviewed/revised every 2 years. There is an ongoing consideration file of reviewed, recommended print, nonprint, and electronic materials. The LMS effectively uses electronic collection analysis tools. Follett Titlewave Collection Analysis www.flr.follett.com/login/ Library Media Services Centralized Processing SMEF: Special Media Enhancement Funds are instructional materials funds allocated by the state each year for library media materials. The amount is determined by the student population. Materials purchased with these funds must be checked out through the school library media center. Materials acquired with these funds are to be cataloged and inventoried as part of the library media collection. These items include library books, reference materials, audiovisual and electronic media, and periodical and/or information database subscriptions. Equipment purchases, class sets of resources and supplies are not eligible expenditures from these funds (Section 1006.40 (4), F.S.). Please contact Karen Sawyer at the Library Processing Center (MCPS ext. 56870) if you have any questions concerning SMEF funds. Procedures for Using Special Media Enhancement Funds Special Media Enhancement Funds Requisition Procedures for Using Special Media Enhancement Funds Special Media Allocation Funds are meant to enhance the school library budgets, providing additional funding for needed library materials. These funds are to be used only for the acquisition of library materials which are used for instructional purposes and will be cataloged and inventoried as part of the library’s permanent collection. Special Media Allocation Funds are available each year specifically for library materials due to state lobbying efforts by the Florida Association of Media in Education (FAME). Funds are calculated on individual school attendance based on twenty (20) day student FTE count. Letters are sent to school principals and library media specialist at that time outlining each school’s allocation and any funds remaining from the pervious school year. Please refer to the following guidelines when requesting purchase of material using Special Media Enhancement Funds (SMEF). 1. Complete the Special Media Enhancement Funds Requisition form as provided in the handbook. Providing all of the information as listed on the form. • Example: Order Date: ______________________ Vendor: ______________________ ______________________ ______________________ ______________________ School Name: __________________ __________________ __________________ __________________ The following materials or services are needed for use in this school/department and it is requested that they be made available by: ____________________. ISBN # Catalog # Quantity Description Unit Price Total Shipping Discount TOTAL • • If you have a list of items, in the description area note “see attached list”, then attach 3 copies to the list. If items are to be sent electronically (AR or Reading Practice quizzes) please specify. 2. Attach to the requisition required copies of quotes, Title Wave and or book lists. 1 1/7/2009 3. Separate lists are required for the purchase of each of the following: • Books • AR Quizzes • AV materials 4. Use separate requisition form for each vendor and order. 5. When ordering quizzes indicate if quizzes are to be sent electronically or other means 6. All orders are date stamped when they arrive at Library Processing (LPC) and will be processed in the order in which they are received using established purchasing procedures and criteria. 7. Once approved purchase orders have been returned to LPC from Finance and Purchasing a copy will be sent to Library Media Specialist (LMS) via courier for record keeping purposes. 8. Blast emails will be sent out weekly with a listing by purchase order number of orders received at LPC. This will allow LMS to track the progress of each order. 9. Shipments received at LPC are processed in the order in which they are delivered. 10. Special Media Enhancement Funds should be spent early so that materials are available at the school during the current school year. If you have any questions or need assistance please contact: Karen Sawyer 671-4109 or 56870 [email protected] 2 1/7/2009 Library Media Services 1014 SW 7th Road, Suite 1 Ocala, FL 34471 Special Media Enhancement Funds Requisition Order Date: ___________________ Vendor: ______________________ ______________________ ______________________ ______________________ School Name: __________________ __________________ __________________ __________________ The following materials or services are needed for use in this school/department and it is requested that they be made available by: ____________________. ISBN # Catalog # Quantity Description Unit Price Total Shipping Discount TOTAL 1. If you have a list of items, in the description area note “see attached list”, then attach 3 copies to the list. 2. If items are to be sent electronically (AR or Reading Practice quizzes) please specify. MED02 New Form 07/08 Sent-In Materials: Sent-In refers to any materials (with the exception of equipment) that need to be processed in order to be added to Destiny and your school’s LMC collection. Packing slips should be reconciled with the original order and given to the school secretary/bookkeeper for payment purposes. A Report of Transfer of Library Materials form must be attached to all incoming books or materials. Complete the top 4 lines of the form. Make sure each page of an attached list has your school name on it (a copy of a packing list may be used.) Indicate the fund and year otherwise all items will be stamped “Sent In/current year.” Please send items to the attention of Karen Heckathorn at the Library Processing Center. Materials will be processed in the order in which they are received. Materials are not boxed in any particular order and purchase orders may be combined. Upon completion of processing the materials will be delivered back to the school by courier with a form to be signed by the school’s front office staff. Please contact Karen Heckathorn at the Library Processing Center (MCPS ext. 56872) if you have any questions. Report of Transfer of Library Materials Library Media Services 1014 SW 7th Road, Suite 1 Ocala, FL 34471 Report of Transfer of Library Materials Items Sent – In To: School/Department: Date: From: Quantity Library Media Services – Library Processing Center ____________________________________________ ____________________________________________ ____________________________________________ Description Item Name Cost Funding Source Received By: ___________________________________________________ Date: ___________________________________________________ MED03 New Form 07/08 Year Maintenance In an outstanding library media program there is a planned, deliberate weeding program along with a systematic analysis of the LMC’s holdings. Inventory “Perform a complete inventory of your entire collection each year. Even if your district office or your principal does not ask you for a copy of this inventory, it is an important part of your collection development process. Inventory is an integral part of keeping track of how your library media center is growing. Is one area constantly neglected? Inventory numbers will tell you. Have you lost an unexpectedly large number of items in your collection? Maybe security is a problem. The best part of taking an inventory is that while you are physically touching each item in your collection, you can make a quick assessment if the item is cataloged in an area unsuitable for optimum use or simply placed in the wrong area on the shelves. Many missing materials are found in this way. By physically examining each item, a determination can be made as to the need of discarding particular items. Taking an inventory also alerts you to problems in your database of materials. As you work through the inventory process, you will notice if things are not correctly entered in the management system. Correct any problems you find immediately. Inventory may be taken at any time of the year.” Stephens, Claire Gatrell & Patricia Franklin. Library 101: A Handbook of the School Library Media Specialist. Westport, CT: Libraries Unlimited, 2007. pp 152-153 Weeding Weeding and the Teacher-Librarian A quality library media center offers learners a dynamic collection of materials, materials that are carefully selected to meet student needs. Materials on a library’s shelves, as well as electronic and online resources, should be continuously and systematically evaluated for relevance, timeliness, and appeal. The American Library Association recommends that 5% of a collection be weeded annually. Weeding is an ongoing part of the collection development process. Consider it de-selection, a process of evaluating and sometimes withdrawing materials that are rarely used, contain inaccurate or dated information, are in poor physical condition, or are no longer relevant to curriculum or student or faculty needs. The flipside of selection, weeding is a process of equal importance. But because weeding is often subject to community controversy, your policy should be a part of your library’s/district’s collection development policy. Remember: something is not always better than nothing! • Present a more appealing, inviting, easier to use collection • More effectively utilize limited space • Ensure that library users access current, accurate information • Correct past mistakes in the selection process • Dispel the illusion of a sizable collection when critical need exists for new resources (Numbers can mislead!) • Identify materials in need of repair or replacement • Eliminate outdated material or material that has been superseded Weeding is both a formal and informal process. It occurs informally as you and your staff check books in and out, as you shelve, and as you look for materials on the shelves. Keep an area or a book truck aside for books you may want to discard, repair, or replace. Plan for formal weeding times during periods you are not likely to be interrupted. It is not necessary to weed the whole collection at one time. Select a focus area, perhaps one in most serious need of weeding, either because of the age of the collection or because you just cannot fit another book in the section. Don’t overwhelm yourself! Make sure your administrator understands the importance of weeding in maintaining a strong library. Let your administrator and your custodian know when you begin to weed in earnest. Your administrator will advise you about how and when to best discard materials. He or she might appreciate the heads-up in the event that trash scavengers question your policies. Rely on the expertise of faculty partners in areas where your knowledge is lacking. A physics teacher might offer significant insight if science is not your bag. This activity may serve to inspire new faculty interest in the collection and involvement in your program. Hint: avoid asking pack-rats to help! If you are new to a building, it is wise to avoid weeding until you have been through one cycle of the curriculum, in other words, probably a year. Assignments in any given school may be quirky, unique, or unpredictable. If you don’t observe the cycle, you may dispose of a treasure your history teacher relies on. Copyright 2004 Joyce Kasman Valenza. All rights reserved. Permission granted to reproduce for on-profit educational purposes. ! " When you are weeding, have on hand: • Book truck for possible weeds • Book truck for items to be bound or repaired • Boxes for definite discards • Post-it notes to identify individual issues. (Should we check circulations, out-of-print status, etc?) • Appropriate school reading lists • Appropriate collection development tools • H. W. Wilson’s Children’s Catalog, Middle and Junior High School Catalog, Senior High School Library Catalog • Brodart’s Elementary School Library Collection • Libraries Unlimited’s Recommended Reference Books for Small and Medium-Sized Libraries and Media Centers • Scarecrow’s Reference Books for Children • Bowker-Greenwood’s Best Books for Children, Best Books for Young Teen Readers (John T. Gillespie) • Neal-Schuman’s Core Collection for Young Adults (Patrick Jones et al.) • Printed collection reports from your automated system for the section of books you are examining, listing latest checkout dates/circulation history • Access to Mackin.com (to check on and note out-of-print status, replacement availabilities, alternate purchases, etc.) • Access to state library catalogs (If many libraries own the title, there might be good reason to keep it.) • Place marker to note where you left off on the shelves • Note pad to list materials that need to be replaced # #$ Delete holdings from the automated circ/cat system and update any inventory records. Mark or stamp the item as WEEDED or DISCARDED. Remove pockets and cards and other identifying markings. Avoid distributing weeded items. Dispose of items with as little publicity as possible. If it’s too old and unattractive for your collection, it is not likely to be useful elsewhere. Avoid donating items to garage sales or other organizations. If you are weeding because you have unneeded multiple copies, you might consider distributing extra copies to teachers who could use them. ! % % % % " ! Condition: Is the material too beat-up, worn out, or simply too icky or ugly to borrow? Would anyone really want to borrow it? Is it worth repairing? Is it repairable? Copyright: Is it too old to be relevant? Remember, the relevance of copyright will vary in different areas of the collection. History and folktales have far longer shelf lives than technology and health materials! Pay special note before weeding books that are out-of-print. (Amazon.com might help you determine this.) Curriculum and Content: Does this material support your curriculum or student or faculty interests? Is it on current reading lists? Is it a primary source? Copyright 2004 Joyce Kasman Valenza. All rights reserved. Permission granted to reproduce for on-profit educational purposes. Circulation: Has the material moved? How recently was it borrowed, referred to, or assigned? Use your circulation statistics to seriously evaluate books that have not circulated in the past five years. Classics: Is the book a classic, award winner, or of historic or literary significance? Does the author have unique authority? Is the illustrator noted? Is it included in standard collection development tools (Children’s Catalog, Senior High School Catalog, etc.)? Nonfiction books can be classics too! Be careful about avoiding such titles as Rachel Carson’s Silent Spring if they are in good condition and relevant to curriculum and research. Confusing: Is the item culturally or factually “dated,” inaccurate, or obsolete? Does it contain gender or ethnic stereotyping? Community: Does the item have special relevance to the community? Does it deal with local history? Is it a memorial gift? Copies: Do you have far too many copies of an item no longer in great demand, perhaps no longer required reading? Is it redundant? % & ! "'!! " " % " (Remember to examine each item individually, applying multiple criteria! Every library has different needs. Understand your curriculum and students interest before attempting any major weed!) Dewey Class or Type 000 Number of years 2–10 100 10–15 200 5–10 300 3–10 400 10 500 5–10 600 5–10 Special Considerations Books on technology age quickly! Books on computers, unless historical, date after three years. Circulating encyclopedia should be no older than eight years. Look for and avoid weeding classics and famous names in the areas of philosophy and psychology, which may have long shelf lives! The history of witchcraft is likely to be both in demand and on assignment lists. Popular psychology may date quickly. Titles on the history of religion and mythology may have long shelf lives. Check to ensure your collection represents the religious diversity of the community. Titles relating to social and controversial issues and careers will date quickly. Keep these very current and balanced! Materials on education, government, holidays, folklore, fashion history, and the law may have lasting value. Weed old versions of test prep books when new versions of tests are in place. Circulating almanacs should be no older than three years, unless the curriculum includes work in historic statistics. Your ESL materials should be appealing. Weed frequently. English and foreign language dictionaries and thesauri may be valuable for ten years. Examine all science books for currency after five years. Natural history, botany, science history, and classic works may have longer lives. Make sure all science works reflect current discoveries. Engage science faculty in helping you with these decisions. Look carefully at books on health and diseases. Information here is in constant flux. Weed books on popular culture, home-making, and crafts no longer in style. Copyright 2004 Joyce Kasman Valenza. All rights reserved. Permission granted to reproduce for on-profit educational purposes. 700 Flexible: Use judgment 800 Flexible: Use judgment 5–15 900 Biography Flexible: use judgment Reference Evaluate titles on individual basis, applying Dewey criteria when appropriate Fiction Flexible: use judgment Periodicals 3–5 Multimedia materials # " ' % " Art, music, film, theater, and sports history have permanent value. Weed current musical artists and athletes no longer popular. Evaluate sports for local interest. Literary classics and literary criticism may have permanent value. Keep poetry collections in good condition. Historical resources will have longer shelf lives. (Middle Ages, Renaissance, Civil War, etc.) Carefully examine materials on travel, regions, countries, and current events for changes, especially in volatile geographic areas. Consider bookmarking or linking to web travel guides rather than holding on to guides more than five years old. Keep materials on important historical and popular individuals. Keep titles of individuals of local interest. Eliminate “one-hit wonders” and biographies and memoirs of popular individuals your students have never heard of. Keep works of literary and historic value (Death Be Not Proud, Diary of Ann Frank). Print encyclopedias—replace at least one set every five years and consider replacing with continually updated online editions. Weed last year’s almanacs and yearbooks after new ones arrive. Be aware of any need for historical statistical research. Standard references, like Facts About the Presidents, should be weeded when new editions arrive. You may want to keep one or two years in the circulating collection. Evaluate atlases after five years. If space is tight and funding is regular, weed materials duplicated by subscription databases (Wilson Biographies Online replaces Current Biography). Dictionaries, especially unabridged versions, may have long shelf lives. Avoid weeding classics in good condition and award-winning titles. Replace if worn. Weed duplicates after titles are no longer popular. Unless it’s a classic or popular, weed young adult fiction older than ten years. Consider weeding abridged and poorly bound materials. Replace shabby paperbacks with new copies. Is this material available through your online databases? If it isn’t, even if it is old, should you keep it for research in current history? (Woodstock, Challenger Disaster, etc.) Unindexed periodicals have little value after two years. Use criteria listed above according to class. Weed materials in obsolete formats (phonograph albums?). Begin to migrate to emerging formats when (or before) equipment reaches critical mass (VHS to DVD). ! Weed It! For an Attractive and Useful Collection (Prepared by Karen Klopfer, formerly Western Massachusetts Regional Library System) http://www.wmrls.org/services/colldev/weed_it.html Sunlink Weed of the Month http://www.sunlink.ucf.edu/weed Introduction to Weeding, Sally Livingston Jefferson County Schools http://www.pld.fayette.k12.ky.us/lms/weed_int.htm Weeding (Arizona Public Libraries) http://www.lib.az.us/cdt/weeding.htm The CREW Manual Copyright 2004 Joyce Kasman Valenza. All rights reserved. Permission granted to reproduce for on-profit educational purposes. Program Administration Technological processes and resources enhance learning and serve as an infrastructure for administering a properly staffed and well funded library media program. Staff Budgeting Access Library Media Center Internet Site Technology Technology Management Program Evaluation Staff In an outstanding library media program the LMC is staffed with at least one full time certified LMS and one full time clerical assistant. Job Description: Library Media Specialist Rubrics Performance Responsibility Performance Responsibilities Conference Form SCHOOL DISTRICT OF MARION COUNTY JOB CLASSIFICATION DESCRIPTION 3.23 LIBRARY/MEDIA SPECIALIST QUALIFICATIONS: (1) Bachelor’s Degree from an accredited institution. (2) Certified in Media. KNOWLEDGE, SKILLS AND ABILITIES: Ability to read, interpret, and follow State Board rules, Code of Ethics, School Board policies, and appropriate state and federal statutes. Ability to demonstrate effective skills of listening, speaking, and writing. Ability to use skills necessary in curriculum design and alignment, planning, organizing, and analyzing data, supervision, problem-solving, and public relations. Ability to select, organize, administer, and utilize instructional media, equipment, and technology. Ability to integrate the resources and services of the library media program with the ongoing instructional program. Ability to assist students and school personnel in the effective use of media. Ability to use group dynamic skills in the context of cultural diversity. Knowledge of subject content, teaching theories, methods and practice, current research, and trends. Knowledge of the unique needs, growth patterns, and characteristics of the students served. REPORTS TO: Principal and / or Assistant Principal JOB GOAL To ensure that students and staff are effective users of ideas and information by providing instruction to foster competence of informational skills and by working with other educators to design learning strategies to meet the needs of individual students. SUPERVISES: Staff as assigned PERFORMANCE RESPONSIBILITIES: Planning / Preparation * (1) Identify, select, or develop short- and long-range goals and objectives for the library/media program based on student, faculty, and curriculum needs. * (2) Plan with teachers and instructional leaders for the integration of library/media / information skills into the school program. * (3) Develop schedules and organize resources to allow easy access to information and services. ©EMCS 3.23 LIBRARY/MEDIA SPECIALIST (Continued) * (4) Review the School Improvement Plan and plan for the acquisition of materials to enhance learning consistent with the needs of students with diverse cultural and socio-economic backgrounds, learning styles, and special needs. Administrative / Management * (5) Develop and implement policies and procedures necessary for the efficient and effective operation of the library/media center. * (6) Administer the library/media center budget based on program goals and objectives. * (7) Maintain complete and accurate records as required by law, District policy, and administrative regulations. * (8) Assign, instruct, and supervise support staff and volunteers. * (9) Coordinate the selection and acquisition process for library/media resources and equipment. *(10) Provide for use of current technologies. *(11) Facilitate the use, maintenance, repair, and inventory of all library/media center materials and equipment. Assessment / Evaluation *(12) Solicit on-going feedback from members of the school staff regarding the availability, use, and impact of library/media materials. *(13) Establish a system of records which will provide an appropriate database for evaluating the use and distribution of the media collection and supporting materials and equipment. Intervention / Direct Services *(14) Teach library media skills in collaboration with teachers to support classroom instruction. *(15) Provide reference assistance. *(16) Use appropriate materials, technology, and resources to help meet the learning needs of all students. Collaboration *(17) Collaborate with teachers to support instructional goals and objectives. *(18) Participate in overall school curriculum planning and development. *(19) Implement an effective public relations program to promote library/media resources and programs. *(20) Maintain contact with other library, education, and information agencies. Staff Development *(21) Establish, maintain, and promote a collection of current professional resources for administrators and teachers. *(22) Train faculty in the use of library/media resources, equipment, and technology. *(23) Initiate and engage in continuing professional growth through in-service, classes, study and complete the Professional Development Plan and keep abreast of recent developments in education. 2 ©EMCS 3.23 LIBRARY/MEDIA SPECIALIST (Continued) Professional Responsibilities *(24) Model professional and ethical standards consistent with Code of Ethics and Principles of Professional Conduct of Education Professionals in Florida when dealing with students, peers, parents and community. *(25) Contribute to the overall mission of the school by supporting school committees, programs, and services during work day. Student Growth / Achievement *(26) Conduct a library/media services program in a manner which ensures that student growth / achievement is continuous and appropriate for age group, subject area, and / or student program classification. PHYSICAL REQUIREMENTS: Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects. TERMS OF EMPLOYMENT: Salary and benefits shall be paid consistent with the District’s approved compensation plan. Length of the work year and hours of employment shall be those established by the District. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of personnel. *Essential Performance Responsibilities Instructional Salary Schedule Board Approved: 03/14/00 Revised: 11/14/00; 4/24/02 ~An Equal Opportunity School District~ 3 ©EMCS Budgeting In an outstanding library media program the LMC annual budget is based both the school’s and LMC’s mission, as well as short and long term goals, and is developed with teacher and student input. The LMC staff proactively meets with the administration to explain and justify requests. The budget is adequate to meet needs; state and local funds are represented proportionally; monies from fund-raisers are used to supplement, not supplant, the LMC budget. It is the responsibility of the Library Media Specialist to maintain clear and accurate records for all sources of funding i.e., Federal: Title 1; State: Special Media Enhancement Funds; District: School/Instructional Budget; Local: Internal Account (school based fundraisers). Access An outstanding library media center program provides access to the library media center both before and after school hours, and throughout the school day through the use of flexible scheduling. Online resources are available 365/24/7. ALA Position Statement: Access to Resources and Services Freedom to Read Freedom to View Position on Flexible Scheduling MCPS Lost, Overdue and Damaged Book Procedures MCPS Online Resources Information ALA | Access to Resources and Services in the School Library Media Program 1/7/09 4:56 AM Access to Resources and Services in the School Library Media Program An Interpretation of the LIBRARY BILL OF RIGHTS The school library media program plays a unique role in promoting intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library media program, the principles of the Library Bill of Rights apply equally to all libraries, including school library media programs. Under these principles, all students have equitable access to library facilities, resources, and instructional programs. School library media specialists assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library media specialists work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Intellectual freedom is fostered by educating students in the use of critical thinking skills to empower them to pursue free inquiry responsibly and independently. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society. School library media specialists cooperate with other individuals in building collections of resources that meet the needs as well as the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library media collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students. While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equitable access to resources and services, the school library media program provides resources that reflect the linguistic pluralism of the community. Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media specialists resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means. Major barriers between students and resources include but are not limited to imposing age, gradelevel, or reading-level restrictions on the use of resources; limiting the use of interlibrary loan and access to electronic information; charging fees for information in specific formats; requiring file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Access%20to%20Resou…vices%20in%20the%20School%20Library%20Media%20Program.webarchive Page 1 of 2 ALA | Access to Resources and Services in the School Library Media Program 1/7/09 4:56 AM access to electronic information; charging fees for information in specific formats; requiring permission from parents or teachers; establishing restricted shelves or closed collections; and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information. It is the responsibility of the governing board to adopt policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. It is the responsibility of school library media specialists to implement district policies and procedures in the school to ensure equitable access to resources and services for all students. Adopted July 2, 1986, by the ALA Council; amended January 10, 1990; July 12, 2000; January 19, 2005; July 2, 2008. [ISBN 8389-7053-2] Related Files Access to Resources and Services in the School Library Media Program Related Links Adobe Reader American Library Association | 50 E. Huron, Chicago IL 60611 | 1.800.545.2433 2009 © American Library Association file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Access%20to%20Resou…vices%20in%20the%20School%20Library%20Media%20Program.webarchive Page 2 of 2 ALA | Freedom to Read Statement 1/7/09 4:57 AM The Freedom to Read Statement The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label "controversial" views, to distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read. Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression. These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. The problem is not only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials. Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference. Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that serious thought requires, and to the accumulation of knowledge and ideas into organized collections. We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings. The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights. We therefore affirm these propositions: 1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority. Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept that challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Freedom%20to%20Read%20Statement.webarchive Page 1 of 3 ALA | Freedom to Read Statement 1/7/09 4:57 AM to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it. 2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available. It would conflict with the public interest for them to establish their own political, moral, or aesthetic views as a standard for determining what should be published or circulated. Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper. 3. It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author. No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish that draws up lists of writers to whom it will not listen, whatever they may have to say. 4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression. To some, much of modern expression is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters values differ, and values cannot be legislated; nor can machinery be devised that will suit the demands of one group without limiting the freedom of others. 5. It is not in the public interest to force a reader to accept the prejudgment of a label characterizing any expression or its author as subversive or dangerous. The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for others. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them. 6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large; and by the government whenever it seeks to reduce or deny public access to public information. It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or selfcensorship. 7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a "bad" book is a good one, the answer to a "bad" idea is a good one. The freedom to read is of little consequence when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans the fullest of their support. We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Freedom%20to%20Read%20Statement.webarchive Page 2 of 3 ALA | Freedom to Read Statement 1/7/09 4:57 AM but it is ours. This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers. Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004. A Joint Statement by: American Library Association Association of American Publishers Subsequently endorsed by: American Booksellers Foundation for Free Expression The Association of American University Presses, Inc. The Children's Book Council Freedom to Read Foundation National Association of College Stores National Coalition Against Censorship National Council of Teachers of English The Thomas Jefferson Center for the Protection of Free Expression Related Files Freedom to Read Statement Related Links Adobe Reader American Library Association | 50 E. Huron, Chicago IL 60611 | 1.800.545.2433 2009 © American Library Association file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Freedom%20to%20Read%20Statement.webarchive Page 3 of 3 ALA | Freedom to View Statement 1/7/09 4:57 AM Freedom to View Statement The FREEDOM TO VIEW, along with the freedom to speak, to hear, and to read, is protected by the First Amendment to the Constitution of the United States. In a free society, there is no place for censorship of any medium of expression. Therefore these principles are affirmed: 1. To provide the broadest access to film, video, and other audiovisual materials because they are a means for the communication of ideas. Liberty of circulation is essential to insure the constitutional guarantee of freedom of expression. 2. To protect the confidentiality of all individuals and institutions using film, video, and other audiovisual materials. 3. To provide film, video, and other audiovisual materials which represent a diversity of views and expression. Selection of a work does not constitute or imply agreement with or approval of the content. 4. To provide a diversity of viewpoints without the constraint of labeling or prejudging film, video, or other audiovisual materials on the basis of the moral, religious, or political beliefs of the producer or filmmaker or on the basis of controversial content. 5. To contest vigorously, by all lawful means, every encroachment upon the public's freedom to view. This statement was originally drafted by the Freedom to View Committee of the American Film and Video Association (formerly the Educational Film Library Association) and was adopted by the AFVA Board of Directors in February 1979. This statement was updated and approved by the AFVA Board of Directors in 1989. Endorsed January 10, 1990, by the ALA Council American Library Association | 50 E. Huron, Chicago IL 60611 | 1.800.545.2433 2009 © American Library Association file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20Freedom%20to%20View%20Statement.webarchive Page 1 of 1 Office of Secondary Education Marion County Educational Leadership Center 1614 SE Ft. King Street Ocala, Florida 34471 (352) 236-0579 Office of Secondary Education Memorandum To: Library Media Specialists From: David Ellers, Executive Director of Secondary Education CC: Principals, Mr. Yancey, Dr. Greene Date: January 12, 2009 Subject: Library Patron Privacy Recently, requests have been made by schools to release student circulation records to media specialists. These records include specific information regarding the types and titles of books and other materials a student may have checked out from media centers. When the “Destiny” circulation program was implemented it was decided that the ability of media specialists to access patron circulation records would be restricted due to student privacy concerns. The position of the American Library Association is: What people read, research or access remains a fundamental matter of privacy. One should be able to access all constitutionally protected information and at the same time feel secure that what one reads, researches or finds through our Nation's libraries is no one's business but their own…."The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated." -- Fourth Amendment of the U.S. Constitution Additionally, state law is clear in regard to patron privacy: F.S. 257.261 Library registration and circulation records.-(1) All registration and circulation records of every public library, except statistical reports of registration and circulation, are confidential and exempt from the provisions of s. 119.07(1) and from s. 24(a) of Art. I of the State Constitution. (2) As used in this section, the term "registration records" includes any information that a library requires a patron to provide in order to become eligible to borrow books and other materials, and the term "circulation records" includes all information that identifies the patrons who borrow particular books and other materials. (3)(a) Except in accordance with a proper judicial order, a person may not make known in any manner any information contained in records made confidential and exempt by this section, except as otherwise provided in this section. (b) A library or any business operating jointly with the library may, only for the purpose of collecting fines or recovering overdue books, documents, films, or other items or materials owned or otherwise belonging to the library, disclose information made confidential and exempt by this section to the following: 1. The library patron named in the records; 2. In the case of a library patron less than 16 years of age, the parent or guardian of that patron named in the records; 3. Any entity that collects fines on behalf of a library, unless the patron is less than 16 years of age, in which case only information identifying the patron's parent or guardian may be released; 4. Municipal or county law enforcement officials, unless the patron is 16 years of age, in which case only information identifying the patron's parent or guardian may be released; or 5. Judicial officials. (4) Any person who violates this section commits a misdemeanor of the second degree, punishable as provided in s. 775.082 or s. 775.083. In order to comply with state law and continue to protect the privacy of our students, patron circulation records in “Destiny” will continue to be restricted. If you have any questions or concerns regarding this policy, please contact me 2360579. ALA | AASL Position Statement on Flexible Scheduling ALA American Library Association 1/7/09 4:56 AM Search ALA Contact ALA Login Search AASL Search AASL Position Statement on Flexible Scheduling AASLblog School Library Campaign Electronic Discussion Lists Home AASL Professional Tools Position Statements AASL Position Statement on Flexible Scheduling Position Statement on Flexible Scheduling Schools must adopt the educational philosophy that the library media program is fully integrated into the educational program. This integration strengthens the teaching/learning process so that students can develop the vital skills necessary to locate, analyze, evaluate, interpret, and communicate information and ideas. When Position the library media program is fully integrated into the instructional Statements program of the school, students, teachers, and library media Resource specialists become partners in learning. The library program is an Guides extension of the classroom. Information skills are taught and learned AASL within the context of the classroom curriculum. The wide range of Standards for resources, technologies, and services needed to meet students the 21stlearning and information needs are readily available in a costCentury effective manner. Learner The integrated library media program philosophy requires that an Toolkits open schedule must be maintained. Classes cannot be scheduled in the library media center to provide teacher release or preparation time. Students and teachers must be able to come to the center throughout the day to use information sources, to read for pleasure, and to meet and work with other students and teachers. Planning between the library media specialist and the classroom teacher, which encourages both scheduled and informal visits, is the catalyst that makes this integrated library program work. The teacher brings to the planning process a knowledge of subject content and student needs. The library media specialist contributes a broad knowledge of resources and technology, an understanding of teaching methods, and a wide range of strategies that may be employed to help students learn information skills. Cooperative planning by the teacher and library media specialist integrates information skills and materials into the classroom curriculum and results in the development of assignments that encourage open inquiry. file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20AASL%20Position%20Statement%20on%20Flexible%20Scheduling.webarchive Page 1 of 2 ALA | AASL Position Statement on Flexible Scheduling 1/7/09 4:56 AM The responsibility for flexibly scheduled library media programs must be shared by the entire school community. THE BOARD OF EDUCATION endorses the philosophy that the library program is an integral part of the districts educational program and ensures that flexible scheduling for library media centers is maintained in all buildings and at all levels. THE DISTRICT ADMINISTRATION supports this philosophy and monitors staff assignments to ensure appropriate staffing levels so that all teachers, including the library media specialists, can fulfill their professional responsibilities. THE PRINCIPAL creates the appropriate climate within the school by advocating the benefits of flexible scheduling to the faculty, by monitoring scheduling, by ensuring appropriate staffing levels, and by providing joint planning time for classroom teachers and library media specialists. THE TEACHER uses resource-based instruction and views the library media program as a integral part of that instruction. THE LIBRARY MEDIA SPECIALIST is knowledgeable about curriculum and classroom activities, and works cooperatively with the classroom teacher to integrate information skills into the curriculum. (6/91) AMERICAN LIBRARY ASSOCIATION 50 E. Huron Chicago, IL 60611 Call Us Toll Free 1-800-545-2433 © 20092009 American Library Association. Copyright Statement View our Privacy Policy. For questions or comments about the Web site, complete the Feedback Form. FAQ Member and Customer Service Events Calendar Last Revised: September 27, 2006 file:///Users/lms9hx1g0ta/Desktop/ALA%20%7C%20AASL%20Position%20Statement%20on%20Flexible%20Scheduling.webarchive Page 2 of 2 Library Media Services Marion County Schools updated 11/17/08 Lost, Overdue and Damaged Book Procedures Elementary No overdue fines will be generated and/or charged in elementary schools (k-5). Charges for lost or damaged books will be assessed per Florida Statues plus the cost of processing. All lost or damaged book fees are reviewed/discussed/deleted from previous year by winter break of the current year at the discretion of the library media specialists. Elementary students will not be put on district debt list for unpaid library fees. Students should be offered alternate reading materials (i.e. second chance books) if unable to check out a book from the library. Middle Overdue fines charged will be .05 per day with a maximum of $2.00. Charges for lost or damaged books will be assessed per Florida Statues plus the cost of processing. All lost or damaged book fees are reviewed/discussed/deleted from previous year by winter break of the current year at the discretion of the library media specialists. Overdue fines are deleted when student moves to another school. High Overdue fines charged will be .05 per day with a maximum of $3.00. Charges for lost or damaged books will be assessed per Florida Statues plus the cost of processing. Lost or damaged book fees stay with student through graduation. Students will be put on debt list at the end of each year for lost books but not overdue fines. Patrons Patron history is a privacy issue and the right to access a patron’s history will not be available in Destiny. Confidentiality of library records is a basic principle of librarianship. District-wide procedures for all schools k-12 Every school in our district agrees to interlibrary loans. Items lost through interlibrary loans will be paid for and if possible replaced by library media services. There are no overdue fines assessed or charged for interlibrary loans. All interlibrary loans will be sent to the library media specialist not the requesting patron. Overdue fines do not travel from school to school. Students will be encouraged to pay for lost books from other schools but will not be barred from checking out books from the school they are currently attending due to unpaid lost books fees. Students who are not allowed to check out books from the school library must be provided alternative reading material. School should have alternative reading materials available for these students and a plan in place as to how these students will be served. Refunds for books lost, paid for and then returned will only be given during the current school year. F.S. 1006.28 …Money collected for lost or damaged books; enforcement.--The school principal shall collect from each student or the student's parent the purchase price of any instructional material the student has lost, destroyed, or unnecessarily damaged and to report and transmit the money collected to the district school superintendent. If instructional materials lost, destroyed, or damaged have been in school use for more than 1 year, a sum ranging between 50 and 75 percent of the purchase price of the book shall be collected, determined by the physical condition of the book. The failure to collect such sum upon reasonable effort by the school principal may result in the suspension of the student from participation in extracurricular activities or satisfaction of the debt by the student through community service activities at the school site as determined by the school principal, pursuant to policies adopted by district school board rule. Marion County Public Schools Online Resources DESTINY is the online catalog to school library collections in Marion County Schools. http://mymariondestiny.marion.k12.fl.us EBSCO DATABASE: http://search.epnet.com [user id: marion / password: marion] EBSCO is a database of professional resources for teachers and staff. FLORIDA ELECTRONIC LIBRARY: www.flelibary.org [password: Florida Library Card number] Includes databases: Florida on Florida; (Florida Memory Project (state library and archives); FloridaCat (all book holdings in Florida); AskALibrarian (online reference) + database search NETTREKKER D.I.: www.school.netTrekker.com An educational search engine with over 180,000 online resources aligned with state standards and organized by readability and grade level. Includes reference tools, time lines, ELL pages and more. PROQUEST: www.proquestk12.com [user id: 01-7476 / password: bigchalk] Easy to use full text and multimedia resources such as eLibrary Curriculum Ed., eLibrary Elementary, History Study Center, Professional Collection, Literature Learning, and eLibrary Science. SUNLINK: www.sunlink.ucf.edu Sunlink is an online catalog of school libraries in the state of Florida. Users can access their school library collection as well as other school library collections in Florida. Teachingbooks www.TeachingBooks.Net [Password: marioncounty] Makes available original, in-studio movies of authors and illustrators, audio excerpts of professional book readings, guides to thousands of titles and a wealth of multimedia resources on children's and young adult literature for students and educators. LMC Internet Site In an outstanding library media program the LMC website is linked to the school’s homepage, is well organized and easy to use, reflects the mission of the program, and provides access to online databases from school and home. Technology In an outstanding library media program the LMC models and promotes the use of innovative technologies. The LMC technology plan is integrated into the School Improvement Plan and is reviewed/revised on a regular basis. Technology Management In an outstanding library media program the latest, best technology available such as an automated circulation system, an online catalog, electronic review and purchasing sources, and email communications are routinely used in an efficient manner. Television Media Productions www.marion.k12.fl.us/dept/tis/tmp Technology Information Systems www.marion.k12.fl.us/dept/tis Helpdesk Contact the TrackIt Helpdesk for any technology related question or problem other than the Destiny Library and Destiny Textbook programs. Terri Hartley (MCPS ext. 56873) is your Library Media Services contact for Destiny. Someone at the Helpdesk should be able to help with computer, telephone, television, and television reception related problems. The Helpdesk is manned from 7:30 am until 5:30 pm Monday through Friday. You may either email them or call them at MCPS ext. 57000. If the person answering the phone cannot help you or if you need someone to come to your work location a work order will be generated. Program Evaluation In an outstanding library media program data and input from a variety of sources is used for making strategic decisions for future LM programming. Student Library Survey Faculty Library Survey 21st Century Library Media Programs in Florida’s K-12 Schools ExC³EL Rubrics Environment Effective library media programs provide an inviting, accessible and stimulating environment for individual and group use that share resources across the learning community. Facility Furniture Climate PLANNING FOR 21ST CENTURY LIBRARY FACILITIES As an integral part of the total school program, the library media facility should be centrally located and easily accessible from all instructional areas of the school. Consider locating the library media center as close as possible to the following areas: 9 As many classroom and instructional areas as possible, to permit easy and flexible access for small groups and individual students 9 The outside, to permit easy delivery of materials and after hours access. 9 On first floor of multiple story buildings. LAYOUT Flexibility in design is essential to allow multiple activities and to accommodate future curriculum and technological changes. The design should provide for clear supervision while recognizing efficient flow of traffic to minimize disturbances. Control of exits is important; the minimum number of exits required for safety and smooth traffic flow is recommended. The library media center is an active, learning center and should be able to accommodate multiple instructional activities at the same time. Specific areas of the library would include: 9 9 9 9 9 9 9 9 Reference area Booktalking/storytelling area Instructional/classroom area Main reading room Digital media production area Storage room for equipment Recreational reading area Conference room 9 Library media specialist office 9 Professional library Bulletin boards and display cases, important to the educational and public relations activities of the library media program, should be placed strategically within the LMC where they are easily viewed and not blocked by shelves. COMMUNICATION: Telephone: A separate telephone line is essential to the effective operation of today’s school library media center. The telephone should be accessible from the circulation and office areas. Television: A well-equipped television-producing studio should be provided. Essential items to be considered include location of the “head end” of a distribution system, the location of cable jacks and drops, and any other special features. Data Network: Wireless access is preferred for Internet and network access. The LMC should provide enough data drops and wireless access points for student access to network research, telecommunications, circulation desk, printers and online catalog stations. Additional drops and access points would include those necessary for such areas as multimedia production, office, and workrooms. Sufficient data jack, along with both electrical outlets and phone jacks, must be installed for present, as well as future needs. Data Projection and Sound: The LMC should be equipped with smart classroom equipment, including but not limited to, ceiling mounted LCD projector with sound equipment and cabling in the main reading room and classroom. ELECTRICAL DESIGN: The electrical design of a library facility must be an integral and early part of the planning. The number of electrical outlets installed must be sufficient to meet present as well as future needs. Areas to consider: 9 Security gate system 9 Built in counter workspace 9 Projection areas 9 Computer stations Number of outlets=number of items needing electricity ACOUSTICS: Acoustical treatments are a vital element in any library media facility design. Carpeting the library media center with static free, high quality commercial grade carpeting will help eliminate the noise that originates at floor level. Acoustical vinyl or tile flooring is recommended for media production and project areas and for equipment and storage areas. A library is intended to support a great deal of movement, and using sound absorbent materials on ceilings and walls will also help control sound. ADA GUIDELINES: Compliance with ADA guidelines is required for any new or remodeled school library. The needs of the disable users should be accommodated. Physical access, adaptive technologies and alternative information formats are the primary issues to consider. SIZE RECOMMENDATIONS: A general rule of thumb is that the library media center requires approximately six (6) square feet for each student enrolled in the school. Six square feet is a general guideline-a starting point for planning and evaluation. 9 Circulation (300-400 sq. ft) 9 General reading/browsing/listening/viewing area (student population X 10% X 40 sq. ft.) 9 Group instruction (700 sq. ft.) 9 Multimedia production/storage (500-700 sq.ft) 9 Processing/work room/office (500-700 sq.ft.) SHELVING CALCULATIONS PER 3 FT. SHELVES: Picture/thin: 20 books per foot/60 books per shelf Standard size: 10 books per foot/ 30 books per shelf Reference books: 6 books per foot/18 books per shelf Periodicals: 1 per foot for display purposes To calculate how many linear feet of shelving are required for a collection, take the total number of volumes and divide by the number of books per foot. For example, a primary collection of 5,000 volumes consisting of picture and thin books would require a total of 250 linear feet of shelving. Shelving should only be twothirds full. To allow for this, multiply the number of linear feet required by 1.33. ISSUES: Planning Team Organization principal, library media coordinator, library media specialists, classroom teacher, students, parents, Determining Space Needs services to be performed space required infrastructure required lighting needs located near, away from, etc. SHELVING: *display space *open *closed *periodicals *paperback racks *type of collection *present volumes *volumes per foot *linear feet needed SHELVING ISSUES: *ADA Requirements 36” between shelves 60” to allow passing *Height of shelving Secondary Free standing stacks- up to 4ft. Shelving on wall-6ft-6 1/2ft Elementary Freestanding stacks- 3-½ ft. Shelving on wall-5-5 ½ ft. *Metal vs. Wood *Linear Feet SEATING: One class per LMS + one class Square tables are preferred for elementary….rectangular for secondary Chairs Elementary- padded cloth backs 15” Chairs Secondary- padded cloth backs 17/18” CIRCULATION DESK The circulation desk is the most important piece of furniture in the library media center. Must be able to observe everywhere from here. Should have book return and moveable cart for book drop. In elementary schools, the desk should be 3-½ ft. high. TECHNOLOGY AREAS *computer spaces *labs *automated catalogs *wireless access in lmc *av production spaces *laminating *digital media production *cctv and television production area STAFF AREAS LMS office space Workroom Equipment storage Professional Library COLOR Color used in study spaces affects learning. *for primary grades use bright primary colors *for secondary students use tints of blue, green, beige SIGNAGE Best to wait until library is open for permanent signage Advocacy The library media program and its initiatives are promoted throughout the learning community. In-School Parents/Community Professionalism In-School In an outstanding library media program statistical reports are shared with the administration on a regular basis. Teacher/student policies and procedures are put in written form and distributed. In-house reminders and announcements are distributed on a regular basis. The LMC website is aligned with the curricular and recreational needs of students, and the informational needs of faculty, staff and parents. Library Media Program Long Term Goals Library Media Program Annual Report Planning Sheet Elevator Speech & 9 Week Memo Ideas to Win the Hearts and Minds of Teachers Library Media Program Long Term Goals School Goal 1: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: Goal 2: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: Goal 3: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: How will you know when these goals are reached? 1. 2. 3. LMS Library Media Program Short Term Goals School Goal 1: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: Goal 2: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: Goal 3: Areas targeted for change and/or improvement: Strategies: Timeline: Resources: How will you know when these goals are reached? 1. 2. 3. LMS Library Media Program Annual Report Planning Sheet Highlights of school year________________ Curriculum Support Student activities (class visits, programs) Collection/New purchases/acquisitions Technology update Additional Activities and Professional Development Copyright © 1998 American Library Association. All rights reserved. Permission granted to reproduce for nonprofit educational purposes. 2.22a Gifts/fund-raising Out in the community Volunteers Professional activities (conferences, committees, courses) Publications (bibliographies, reviews, pathfinders) Needs Goals for next year(s) Appendix (attach circulation/catalog statistical reports relating to collection and use and any articles or public relations material) 2.22b Copyright © 1998 American Library Association. All rights reserved. Permission granted to reproduce for nonprofit educational purposes. Elevator Speech You run into your administrator (principal, superintendent, School Board member) in an elevator. You only have time for 3-5 sentences before your administrator leaves the elevator. What can you say that will convey what a teacher-librarian does? Write an elevator speech in the space provided. 9 Week Memo Please do a 9 Week Memo each 9 weeks. File a copy, give your principal a copy and send me a copy. Date To: Principal From: Re: The Library Media Program: Making a Difference in Student Learning Part 1: The purpose of this memo......(2-3 sentences) Part 2: Describe the major accomplishments of the library media program for this nine weeks......(2-4 paragraphs) Part 3: Describe goals and plans for next nine weeks....(2-4 paragraphs) Part 3 will become part 2 in the next 9 week memo. IDEAS TO WIN THE HEARTS AND MINDS OF TEACHERS QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. 1. 2. 3. 4. 5. 6. 7. Remember what it was like to work in the classroom. Invite the principal to hold faculty meetings in the library. Offer to do book talks in the classrooms. Allow teachers to underline, highlight or write in professional journals. Laminate personal articles for a small fee. Mention teachers’ names as often as possible in the library newsletters. Take photos of teachers using the library. Use the photos in bulletin board displays. 8. Have the best pencil sharpener in the building. 9. Ask teachers to evaluate library services. 10. Host a potluck meal on inservice day. 11. Never allow a teacher to leave the library empty-handed. 12. Volunteer to let students do make up tests in the library. 13. Volunteer to videotape classroom teaching techniques. 14. Give special attention to new teachers. 15. Collect posters and loan them to teachers for their classrooms. 16. Display teachers’ hobbies and collections. 17. Suggest gift books for children and adults. 18. Notify teachers when you are ready to discard books and magazines. 19. Be flexible. Bend the rules once in a while. 20. Provide plenty of service with a smile. Smiles are inexpensive, require little effort, and work wonders. PR Notebook for School Librarians Parents/Community In an outstanding library media program collaboratively plans parent involvement activities with teachers and administrators. The library media program also works collaboratively with the local public library to provide resources and services to students, teachers, and parents. Marion County Public Library System www.marioncountyfl.org/Library/Library_default.aspx MCBCC | Library Branch Locations & Hours | Contact Us | Volunteering FAQs | Friends of the Library | Careers Marion County Public Library System 2720 East Silver Springs Boulevard (352) 671-8551 Marion County Administration ▪ 601 SE 25th Avenue ▪ Ocala, FL 34471 ▪ (View Phone Listing) Read the Legal Disclaimer Copyright © 2008 Contact Webmaster Site developed by Keddiemedia, LLC http://marioncountyfl.org/Library/Library_default.aspx (2 of 2) [1/8/2009 9:46:22 AM] Ocala, FL 34470 Professionalism In an outstanding library media program the LMS is actively involved in local, district, stat, and national professional organizations. MCCMS - Marion County Council of Media Specialists MCCMS is the local school library media specialists’ professional organization. Business is conducted during monthly district library media specialist meetings. Annual dues are $15.00. This money is used for literacy promotion both within the school system and in collaboration with the public library system. The major annual activities of the organization include: Community Book Sale, Elementary Book Bowl, Middle School Book Bowl, Elementary & Secondary Principal Heart Awards. A president and treasurer are elected by the members each year. President: Penny Bunch, Hammett Bowen Jr. Elementary School Treasurer: Tracy Chinn, Harbour View Elementary School NEFLIN-Northeast Florida Library Information Network www.neflin.org F.A.M.E.-Florida Association for Media in Education www.floridamedia.org Northeast Florida Library Information Network home workshop registration 1/9/09 11:30 PM member services special projects Latest News About Us Check out the Blog About NEFLIN It's the Blah Blah Blah Blog and it's all about you, and NEFLIN, and what's going on in the library world. read more... NEFLIN 2.0 about us contact us search NEFLIN is a non-profit, multitype library cooperative. Established in 1992, NEFLIN's members employ over 2,300 staff at 540 public, academic, school, and special libraries located within our 20 county service area. NEFLIN's Headquarters is located in Orange Park, outside of Jacksonville. With a staff of only three MLS librarians and one administrative staff, it is amazing the work that is NEFLIN Updates To receive NEFLIN updates and keep up with the latest library information. accomplished. The organization is managed by an executive director and is governed by the 9-member Board of Directors, made up of elected representatives from member libraries. Through grant funding and membership dues, NEFLIN provides members access to training and continuing education, resource sharing, research and development, partnerships for grant funding, leadership opportunities, and additional services through relationships with other organizations. In 2008, the $1.1 million budget came from 37% in state grants, 33% in federal grants, 26% in other sources, and just 4% in member dues. Our Vision NEFLIN will provide resources to its member libraries, to help them serve and empower their diverse users and create a sense of community. Our Mission NEFLIN transforms member libraries by providing services that promote communities of excellence. NEFLIN Strategic Plan FY2006-FY2008 Florida's six multitype library cooperatives are CFLC NEFLIN PLAN SEFLIN SWFLN TBLC http://www.neflin.org/about.php Page 1 of 2 Northeast Florida Library Information Network 1/9/09 11:30 PM © 2007 NEFLIN, Inc. http://www.neflin.org/about.php Page 2 of 2 Index A AASL Standards AASL Position Paper ALA Position Papers Access Annual Report Award Lists 33-40 123-124 115-120 114-120 153-154 49 I Ideas to Promote LMC to Teachers 156 Information Literacy 32 Interlibrary Loans 85-86 Introduction 4 Inventory 97 J Jim Harbin Student Media Festival 62-5 Job Description 104-106 K B Budget 114 C Challenged Materials Collection Analysis Community Programs Copyright Guidelines 71-83 91 49 47-48 D E Elevator Speech Evaluation Form EXC³EL Rubrics 155 113 134-140 F Facility Planning Faculty Survey FAME FINDS Fines Five Year Plan Flexible Scheduling FL State Statutes Freedom to Read Freedom to View 142-148 132-133 159;162-4 41-44 125 6-30 123-124 5 117-119 120 G Goals 151-152 H Helpdesk 127 L Lesson Plans 51-53 Library Materials Processing 91-96 Library Media Center Objectives 4 Library Media Services 59 Library Media Specialist Contact Information 60-61 Library Media Specialist Job Description 104-106 Library Media Specialist Performance Rubrics 107-113 Library Surveys 129-133 Literature Appreciation 49 Long Term Goals 151-152 M Marion County Council of Media Specialists 159 Marion County Public Library 157-158 Materials Selection Policy 69-70 Media Festival 62-65 N NEFLIN Nine Week Memo 159-161 155 O Objectives Online Resources 4 126 P Patron History Performance Rubrics 121-122 107-113 P cont. Philosophy Privacy Processing Professional Organizations Promote LMC to Teachers Public Library 4 121-122 91-96 159 156 157-158 Q R Reading Programs Reading Promotion READS 49; 56-58 55 45-46 S Selection Policy 69-70 Sent Ins 95-96 Special Media Enhancement Funds SMEF 92-94 Standards 33-40 State Programs 49 State Statutes 5 Student Library Survey 129-131 Student Media Festival 62-65 SUNLINK 87-90 Surveys 129-133 T Teacher Library Survey Technology 132-133 127 U V W Weeding X Y Z 97-101