Library Policy and Procedures
Selma Unified School District
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Library Mission Statement “School libraries are much more than books. They are the heart of the school with a full range of print, media, and digital resources that support student achievement.” The school library is an extension of the classroom. The mission of the Selma Unified School District library media program is to enable students to become 21st Century Learners. In today’s world that term means having the skills to effectively access, evaluate, use, and integrate information into their lives. A strong school library program supports the curriculum, provides resources for free voluntary reading and promotes the mission of academic achievement for all students. The Selma Unified School District (SUSD) library plan reflects the state adopted Model School Library Standards for California Public Schools, Kindergarten through Grade 12 as well as the California Common Core State Standards. [Type the document title] | [Pick the date] Through the use of these standards the Selma Unified library programs will help students to learn and work with 21st Century skills. These rigorous standards are designed to prepare our students for success in the hyper competitive global economy that is powered by information and technology.
Terry Elementary School Mission The mission of Terry Elementary School is to provide an enriched education to all students. The academic program shall facilitate the development of foundational skills and the application of higher order thinking skills. We believe that through the integration of academics, values, and social interaction, students will strive to achieve their potential contribution to self and society.
District Missions Statement
The mission of the Selma Unified School District is to provide a student-‐centered instructional program, which allows students to reach their highest potential as contributing members of society.
SELECTION PROCEDURES Selma USD
S ELECTING FOR S CHOOL L IBRARIES PURPOSE OF COLLECTION
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LANGUAGE ARTS STANDARDS K-‐‑8
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SELECTION CRITERIA
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CURRICULUM SUPPORT MATERIALS
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PICTURE BOOKS GRADES K-‐‑6
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RECREATIONAL READING GRADES 3-‐‑6
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RECREATIONAL READING GRADES 7-‐‑12
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VIDEOS AND OTHER MEDIA
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BINDINGS
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SELECTION PROCEDURES Selma USD
SELECTING FOR SCHOOL LIBRARIES PURPOSE OF COLLECTION ☛ Meet needs of curriculum (efferent) ✿ Frameworks ✿ Standards ✿ Local emphasis ☛ Meet needs of reading program ☛ Meet needs of recreational reading (aesthetic)
LANGUAGE ARTS STANDARDS WHICH MAY BE ADDRESSED BY LIBRARY RESOURCES Kindergarten ☛ Reading comprehension: ✿ 2.1 locate title, table of contents, name of author, illustrator. Grade One ☛ Literary Response & Analysis: ✿ 3.2 describe the role of authors and illustrators and their contributions to print. ✿ 3.3 Recollect, talk and write about books read during the school year. Grade Two ☛ Listening and Speaking: ✿ 1.9 Report on a topic with supportive facts and details. Grade Three ☛ Reading: ✿ 1.7 Use a dictionary to learn the meaning and other features of unknown words. ☛
Writing: Research ✿ 1.3 Understand the structure and organization of various reference materials (thesaurus, atlas, and encyclopedia).
Grade Three ☛ Listening and Speaking: ✿ 1.11 Distinguish between speaker’s opinion and verifiable facts. Grade Four ☛ Writing: Research & Technology ✿ Quote or paraphrase information sources, citing them properly. ✿ Locate information in reference texts as an aid to writing. ✿ Understand the organization of almanacs, newspapers and periodicals and how to use them. ☛
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Writing Applications: ✿ 2.3 Write information reports ! Include facts and details for focus. ! Draw from more than one source of information, Speaking Applications: ✿ 2.2 Make informational presentations.
SELECTION PROCEDURES Selma USD Grade Five ☛ Reading Comprehension: Focusing on Informational Materials ✿ 2.1 Understand how text features (format, graphics, sequence, diagrams, illustrations,) make information accessible and usable. ☛
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Writing Strategies: Research and Technology ✿ 1.3 Use organizational features of printed text (citations, end notes, bibliography) to locate relevant information. ✿ 1.5 Use a thesaurus to identify alternative word choice and meanings. Writing Applications: ✿ 2.3 Write research reports about important ideas, issues or event. Listening and Speaking Strategies: ✿ 1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. Speaking Applications: ✿ 2.2 Deliver informative presentations… ! C. Develop the topic with simple facts, details, examples, and explanations.
Grade Six ☛ Reading Comprehension: Focusing on Informational Materials " 2.1 Identify the structural features of popular media (newspapers, magazines, and online information) and use the features to obtain information. " 2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries or reports. ☛
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Writing Strategies: Research and Technology ✿ 1.4 Use organizational features of electronic text (database…) to locate information. Writing Applications: ✿ 2.3 Write research reports ! B Support the main idea(s) with facts, details, examples…. From multiple authoritative sources. ! C Include a bibliography. Listening and Speaking Strategies: ✿ 1.6 Support opinions with detailed evidence … Speaking Applications: ✿ 2.2 c Develop the topic with facts, details, examples, and explanations from multiple authoritative sources.
Grade Seven ☛ Reading Comprehension: Focus on Informational Materials " 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs). " 2.2 Locate information by using a variety of consumer, workplace, and public documents. " 2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping. ☛
Writing Strategies: Organization and Focus
SELECTION PROCEDURES Selma USD "
1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.
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Writing Applications: " 2.3 Write research reports ! C. Include evidence compiled through the formal research process (e.g., use of a card catalog, Readers’ Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries). ! D. Document reference sources by means of footnotes and bibliography.
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Listening and Speaking Strategies -- Analysis and Evaluation of Oral and Media Communications: " 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism...
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Speaking Applications: " 2.3 Deliver research presentations: ! C. Include evidence compiled through the formal research process (e.g., use of a card catalog, Readers’ Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).
Grade Eight ☛ Reading Comprehension: Focus on Informational Materials " 2.1 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision or to solve a problem. ☛
Writing Strategies: Research and Technology " 1.2 Plan and conduct multiple-step information searches by using computer networks and modems. " 1.3 Achieve an effective balance between researched information and original ideas.
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Writing Applications: " 2.3 Write research reports ! C. Use a variety of primary and secondary sources and distinguish the nature of each. "
2.4 Write persuasive compositions ! Present detailed evidence, examples, … differentiating between fact and opinion.
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Listening and Speaking Strategies - Analysis and Evaluation of Oral and Media Communications: " 1.9 Interpret and evaluate the various ways in which visual image makers (illus., news photographers) communicate information and affect impressions and opinions.
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Speaking Applications: " 2.3 Deliver research presentations: ! B. Record important ideas, concepts, and direct quotations from significant information sources … ! C. Use a variety of primary and secondary sources and distinguish the nature and value of each. "
2.3 Deliver persuasive presentations: ! Differentiate fact from opinion and support arguments with detailed evidence, examples and reasoning.
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2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using ...
SELECTION PROCEDURES Selma USD
SELECTION CRITERIA
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Curriculum Link
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Purpose
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Reading level
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Accessibility
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Clarity of text
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Authority
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Comprehensiveness
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Scope
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Currency
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Index / Table of Contents / Glossary
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Special Features
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Objectivity
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Graphics
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Current collection
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Price
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Format
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Style -- story-like
SELECTION PROCEDURES Selma USD CURRICULUM SUPPORT MATERIALS In an information literate society, it is vital for students to have access to accurate and up-to-date resources about topics they are researching. The collection development process should employ sound educational criteria for selection of resources; the items should address the frameworks, match the curriculum and the state standards and support the learning program at each school. The collection may include books, magazines and newspapers, software, videos, laser disks, multimedia programs, Internet access, and licensing agreements that allow networked distribution of the previously mentioned materials. 1 HOW TO IDENTIFY RECOMMENDED TITLES: Choosing items from a catalog does not constitute selection. It is expected that you will make the majority of your selection in the following ways:
1.
If there is a vendor faire organized by Selma USD you will see materials specifically recommended for our district.
2.
Adopted textbooks have lists of titles that provide an extension for the classroom teacher.
SELMA VENDOR FAIRES TEXTBOOK EXTENSIONS
Teachers will identify the titles for units, author studies, etc. from the Library Extensions List provided in the text. These titles may be non-fiction or fiction. Be aware that many are out of print. It is not possible to purchase all of these items requested at one time, and some priority will need to be developed at the site. After several years, the library may indeed have all of the available support materials for the textbook adoption. 3.
Teacher requests for titles are always acceptable especially those materials suggested at workshops (i.e. the Steve Dunn training, Character Counts).
4.
Examining materials at other vendor faires is a good way to make selections.
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TEACHER REQUESTS VENDOR FAIRES
Collection development statement from the current Selma Library Plan, Selma USD.
Document revised 2007
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SELECTION PROCEDURES Selma USD PICTURE BOOKS GRADES K-6 HOW TO IDENTIFY RECOMMENDED TITLES: Choosing items from a catalog does not constitute selection. It is expected that you will make the majority of your selection in the following ways: 1.
There are yearly workshops that identify the exemplary books of the previous year. Our goal is to select quality literature from the over 6,000 books published in this genre each year. Workshop leaders include Peggy Sharpe, and Judy Freeman. When money permits staff will be allowed to attend. Regardless, the list of recommended books will be made available to you.
2.
Award winning titles are always recommended. Caldecott Medal -- named in honor of nineteenth-century
WORKSHOPS
AWARD WINNERS
English illustrator Randolph Caldecott. It is awarded annually to the artist of the most distinguished American picture book for children. Horn Book award. Winners are selected in three categories:
Picture Book, Fiction and Poetry, and Nonfiction. The winning titles must be published in the United States but they may be written or illustrated by citizens of any country. Coretta Scott King award is given to African American authors and illustrator for outstanding inspirational and educational contributions. These titles promote understanding and appreciation of the culture of all peoples and their contribution to the realization of the American dream. E.B. White Read Aloud award honors a book that reflects the universal read aloud standards that were created by the work of the author E.B White in his classic books for children: Charlotte'ʹs Web, Stuart Little, and The Trumpet of the Swan. Newbery Medal is named for eighteenth-‐‑century British bookseller John Newbery. It is awarded annually to the author of the most distinguished contribution to American literature for children. Pura Belpre award is presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. Document revised 2007
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SELECTION PROCEDURES Selma USD Theodor Seuss Geisel award. The Theodor Seuss Geisel Award is given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers -- for children to read by themselves. The winner(s), recognized for their literary and artistic achievements that demonstrate creativity and imagination to engage children in reading, receives a bronze medal. Check these websites: Caldecott http://www.ala.org/ala/alsc/awardsscholarships/literaryaw ds/caldecottmedal/caldecottmedal.htm Coretta Scott King http://www.ala.org/ala/emiert/corettascottkingbookaward/ corettascott.htm E. B. White Read Aloud http://www.abfc.com/ebwhite.html Horn Book http://www.hbook.com/bghb/default.asp Newbery http://www.ala.org/ala/alsc/awardsscholarships/literarya wds/newberymedal/newberymedal.htm Pura Belpre http://www.ala.org/ala/alsc/awardsscholarships/literarya wds/belpremedal/belprmedal.htm Theodor Seuss Geisel http://www.ala.org/ala/alsc/awardsscholarships/literarya wds/geiselaward/GeiselAward.htm
3.
You will access lists of exemplary books from a variety of sources -the state or county, workshops, or from the District Librarian. Many of these may be accessed on the Internet.
State Recommended Readings Grades K12,
Lists include: Booklist editor’s choice, American Library Association Notables, School Library Journal -- 100 books that shaped the century, Best books from CLWG, National Council of Teachers of English list, Orbis Pictus for outstanding non-fiction, Fanfare, BEST Books, Bulletin Blue Ribbon, American Association of Science lists and recognized authors and Selma USD CORE and extended reading. Check these examples: Children’s Notable Lists http://www.ala.org/ala/alsc/awardsscholarships/childrens notable/Default1888.htm Document revised 2007
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SELECTION PROCEDURES Selma USD Notable Trade Books for Young People -- Social Studies http://www.socialstudies.org/resources/notable/ Outstanding Trade Books for Science http://www.nsta.org/publications/ostb/
4.
Adopted textbooks have lists of titles that provide an extension for the classroom teacher.
TEXTBOOK EXTENSIONS
Teachers will identify the titles for units, author studies, etc. from the Library Extensions List provided in the text. These titles may be non-fiction or fiction. Be aware that many are out of print. It is not possible to purchase all of these items requested at one time, and some priority will need to be developed at the site. After several years, the library may indeed have all of the available support materials for the textbook adoption.
5.
Teacher requests for titles are always acceptable.
Document revised 2007
TEACHER REQUESTS
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SELECTION PROCEDURES Selma USD RECREATIONAL READING GRADES 3-6 HOW TO IDENTIFY RECOMMENDED TITLES: Choosing items from a catalog does not constitute selection. It is expected that you will make the majority of your selection in the following ways: 1.
Special programs such as Character Counts, Partners in Print, Hawks, and Reading Recovery etc. often have recommended lists of materials which complement the Districtwide programs.
SPECIAL PROGRAMS
2.
There are many “beginning to read” series that are entertaining and well written.
BEGINNING TO READ SERIES
Series titles include: I Can Read, First steps in Math or Reading, Step Into reading, I Can Read about Science, etc. 3.
Award winning titles are always recommended.
AWARD WINNERS
Awards include the Caldecott Medal, Boston Globe Hornbook, Theodor Seuss Geisel award, the Coretta Scott King award, Pura Belpre award etc. 4.
You will access lists of exemplary books from a variety of sources -the state or county, workshops, or from the District Librarian. Many of these lists are available on the Internet.
LISTS OF RECOMMENDED BOOKS
Lists include: State Recommended Readings Grades K-12, Booklist editor’s choice, American Library Association Notables, School Library Journal 100 books that shaped the century, Best books from CLWG, National Council of Teachers of English list, Orbis Pictus for outstanding non-fiction, Fanfare, BEST Books, Bulletin Blue Ribbon and recognized authors and Selma USD CORE and extended reading. . See websites and lists pages 8-10 5.
Teacher requests for titles are always acceptable.
Document revised 2007
TEACHER REQUESTS
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SELECTION PROCEDURES Selma USD RECREATIONAL READING GRADES 7-12 HOW TO IDENTIFY RECOMMENDED TITLES: Choosing items from a catalog does not constitute selection. It is expected that you will make the majority of your selection in the following ways: 1.
There are yearly workshops that identify the exemplary books of the previous year. Our goal is to select quality literature from the over 6,000 books published in this genre each year. When money permits staff will be allowed to attend. If not, the recommended booklists will be made available to you.
2.
Award winning titles are always recommended.
WORKSHOPS
AWARD WINNERS
Awards include the Newbery Award, Boston Globe Hornbook award, Coretta Scott King award, and Michael L. Printz award. 3.
You will receive lists of exemplary books from a variety of sources - the state or county, workshops, or from the District Librarian.
LISTS OF RECOMMENDED BOOKS
Lists include: State Recommended Readings Grades K-12, Booklist editor’s choice, American Library Association Notables, School Library Journal 100 books that shaped the century, Best books from CLWG, National Council of Teachers of English list, Orbis Pictus for outstanding non-fiction, Fanfare, BEST Books, Bulletin Blue Ribbon, and recognized authors and Selma USD CORE and extended reading. . Check these websites; Booklist Editor's Choice http://www.ala.org/ala/booklist/youthseriesroundup/SeriesRou ndup.htm http://www.ala.org/ala/yalsa/booklistsawards/outstandingbooks/outstandi ngbooks.htm 4.
Teacher requests for titles are always acceptable. TEACHER REQUESTS
Document revised 2007
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SELECTION PROCEDURES Selma USD VIDEOS AND OTHER MEDIA HOW TO IDENTIFY RECOMMENDED TITLES: Choosing items from a catalog does not constitute selection. The purpose of the California Learning Resources Network is to provide a one-‐‑stop information source that enables California educators to identify supplemental electronic learning resources that both meet local instructional needs and embody the implementation of California curriculum frameworks and standards. http://clrn.org/home/ Note: Order the videos and software with MARC records and full processing.
1.
California Learning Resources Network http://clrn.org/home/
2.
Award winning titles are always recommended.
California Learning Resources Network
AWARD WINNERS
Check these websites: Science Books and Films best Science Books for children: http://www.sbfonline.com/
3.
Certain producers are noted for their excellent products.
WELL KNOWN ‘PRODUCERS’
Broderbund: www.broderbund.com Reading Rainbow: http://shopgpn.com/ Greater Plains Network http://shopgpn.com/ has Reading Rainbow videos, 321 Contact, etc. Weston Woods [now owned by Scholastic] http://teacher.scholastic.com/products/westonwoods/
BINDINGS
TYPES OF BINDINGS FOR PURCHASE: Document revised 2007
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SELECTION PROCEDURES Selma USD Quality of the binding, pages, and cover contribute to the value of a book, especially when comparing prices for the same title. Prebound books, such as those offered by Bound to Stay Bound Books or Mook and Blanchard, are considered the best hardbound editions available and usually feature an attractive color cover that replicates the book jacket. These vendors purchase books from publishers and then rebind them with more durable, flexible bindings. This process adds several weeks to the order fulfillment time but many years to the life of the books. Library bindings are second only to prebound books as superior hardbound editions that should withstand years of library circulation. They are usually available from publishers that cater to libraries, such as Children'ʹs Press, Heinemann Library, Rourke Publishing, et al. Trade bindings are basic hardbound editions commonly found in bookstores and from publishers that cater to classrooms or individuals, such as Dorling Kindersley and National Geographic. They are not bound to withstand years of library circulation. Reinforced paper bindings are paperbacks that have been rebound with a special board cover and spine. The color cover replicates the original paperback cover, but pages tend to turn yellow with age and tear more easily than in hardbound books. Unlike the aforementioned bindings, these usually feature a conditional lifetime guarantee by the vendors, which include Sagebrush Education Resources and Perma-‐‑ Bound Books. Paperback bindings are the least durable, even when reinforced with special book covers or tape. The pages tend to yellow with age and tear more easily than in hardbound books. However, paperbacks or reinforced paperbacks can fill a specific niche in your collection -‐‑-‐‑ and children love to check them out. Most new and classic titles you select will be available in a superior hardbound edition. But, unless a new title becomes an instant classic, it will go out of print within a few years. Fortunately, many of these titles are reprinted in paperback and/or reinforced paperback editions. Read the catalog fine print carefully to determine the bindings available. Follett Library Resources offers a variety of bindings. Perfection Learning Corporation offers paperback and reinforced paperback bindings. Even Mook and Blanchard, which specializes in Document revised 2007
CHOOSE CAREFULLY PREBOUND LIBRARY BINDING TRADE BINDING AVOID REINFORCED PAPER BINDINGS PAPERBACK READ VENDOR CATALOG CAREFULLY
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SELECTION PROCEDURES Selma USD
prebound bindings, offers many titles with trade bindings.
Document revised 2007
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Book Ordering Procedure This procedure is for all books that are purchased to be housed in the library. The District Library Coordinator does not need to approve literature sets, books for classroom libraries, etc… The District Library Coordinator does need to approve all book purchases before they are ordered, if they are for the library, it doesn’t matter what funding is being used. Purchasing Steps: 1. Notify the District Library Coordinator if you receive money to purchase books. The Library Tech/Clerk will then work with the District Library Coordinator on the selection of materials to be purchased. 2. Select the books and create the order either online or with an order form from a catalog. The order will now need to be approved by the District Library Coordinator before creating a purchase order request. 3. After the District Library Coordinator has approved the order, you will create your online purchase order request using the online purchasing system School Stream which can be found on the district website under the link Staff Resources. 4. Please add the sentence to the order, after it’s been approved, “This order has been approved by Maria Petropulos.” The purchase orders will not go through unless you add this sentence. 5. Create digital copies of your book order and attach the forms to the purchase order request. (You may need to scan the pages to pdf using the schools scanner and then email it to yourself. You will then save that digital copy of your order form on your computer and attach it to the order) All new people will be working with the District Library Coordinator on their book orders. Special Projects Purchase Orders When purchasing books, please ask your principal/program manager for the funding code and include it on the purchase order. Please ask if you will be using special projects funding, which many site funded book purchases seem to use the majority of the time. If it is using special 1/22/2014 SUSD
projects funding use the special projects purchase order form instead of the regular one. The special project funding code ends with 0019 if that helps. Scholastic Warehouse Purchases
1. 2. 3. 4. 5. 6.
Create purchase order request. Write do not exceed on the purchase order with the amount. Give to District Library Coordinator for signature. Give to Joan; she will give you another copy to take to the warehouse. Attach receipt to the purchase order. Turn in to Joan.
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Sample Purchase Order Request
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Circulation Check Out Procedures Books and magazines may be borrowed from the Library. Students are responsible for all the materials checked out in their name. • Check Outs o Kindergarten -‐ 1 book, 2 books after January o 1st Grade – 2 books o 3rd – 6th Grade – 4 books • Students who are working on a History Day Project, Science Day Project, their teacher requires them to check out based on their reading level, etc. may check out those books, as well as, the number listed above. • Books and magazines may be checked out for up to one week. • Books may be renewed unless there is a hold on the title. • Reference books and current daily newspapers are to be used in the Library. After a student finds their books they will: • Bring the book to the circulation desk. • Type in student identification number. • Scan barcode using the hand scanner.
Elementary Overdue Book Check-‐out Procedure Students that have an over-‐due library book may still check-‐out another book. If the following week that student doesn’t return the overdue book the student will only be able to check out a book and keep it in the classroom until the overdue book is returned. Library staff needs to inform the classroom teacher of this policy. Another option….Libraries may choose to have an “Honor Book" section that students who have overdue books "check out." These are paperback books that have been donated or weeded, but they aren't barcoded so students are just on their honor to bring them back.
Discarding Library Books Deleting the site copy in Destiny • In Destiny log on and go to library search • Scan book by barcode • Click on trash can icon on the right side
Track as weeded
Preparing the book to Discard • Remove barcode or blackout with a sharpie • Blackout everything that says Selma Unified or the schools name • Stamp DISCARD or WITHDRAWN inside the front cover
Library Bill of Rights The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services. I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views. VI. Libraries that make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use. Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; inclusion of “age” reaffirmed January 23, 1996. A history of the Library Bill of Rights is found in the latest edition of the Intellectual Freedom Manual.
