elementary school library policy manual
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elementary school library policy manualThis is by the National Library of New Zealand. This by the Australian School Library Association. This is a pdf download. This is in pdf format. This is a pdf file. There is also information on 21st century literacy and on creating readers. From the Georgia Department of Education. It will tell you how to set up and organize a school library. A guide for those new to establishing a school library. This is by the African Library Project, 2012. This is a great story about a new school library. Manhattan Beach, CA. This is a pdf document. A great opportunity for student involvement. This is an article by Laura Busch, July, 2016. Also make sure you get to know the school secretary and the building custodian. This article by Hilda K. Weisburg and Ruth Toor in the June 12, 2015 issue of American Libraries will help the new school librarian manage the many end of year activities in the school library. You may find that you cannot log in.Library connections with other areas of the school. The place of the library in the overall school plan. Guidelines should link policies and procedures about: Staffing Collection development Budgeting Ordering Processing Circulation Stocktaking Copyright ASLA have produced a useful online manual that includes templates for developing guidelines: A manual for developing policies and procedures in Australian School Library Resources Centres. ALIA Schools and the Victorian Catholic Teacher Librarians (VCTL) jointly produced A manual for developing policies and procedures in Australian School Library Resource Centres. This is a useful tool for developing guidelines. In the absence of overall guidelines it is important that individual school libraries develop a basic collection development policy and procedures manual. Collection development policy A collection development policy covers the acquisition and deselection of resources. The policy should be approved by the principal and the school council.http://www.orenprom.com/img/account/file/deh-p7900ub-manual.xml
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It is helpful to have an agreed policy in case anyone challenges an aspect of library collection development activity. The policy should include: Budget allocation Collection evaluation Selection criteria Challenged materials Donations and gifts Deselection criteria and weeding Disposal of weeded material Stocktaking Refer to A manual for developing policies and procedures in Australian School Library Resource Centres for further information. Procedures manual A procedures manual outlines information required for the day-to-day operation of the library. It is useful for existing staff and essential for new staff. A procedures manual should be reviewed and updated at the start of each year. A procedures manual should cover: People The roles of library staff including volunteers, monitors and senior teachers in charge. Useful people within the school including School Business Manager, cleaners, maintenance, and first aid. Technical support Suppliers of library equipment and stationery. Basics Logins and passwords. Codes and access lists. Keys. School policies affecting the library eg mobile phones and BYOD (bring your own device). Committees with library representation. Budget: amount, allocation, ordering, handling invoices and use of credit cards. Copyright: where to find information. Useful reports. Library folders on the school network. Services Opening hours including lunchtimes and recess. Supervision responsibilities. Class and individual student access. Teacher support. Student and teacher orientations. Information literacy and collaborative teaching roles of library staff. Circulation information: loan numbers, loan periods, renewing, reservations, managing overdue and lost items, billing students for lost or damaged items. Traditions such as Book Week. Resources Library collections and their organisation. Other resource collections within the school. Purchasing: responsibility, suppliers, selection criteria. Donations and gifts.http://en.meress.sk/userfiles/deh-p790bt-manual.xml Processing methods for each material type: stamping, labelling, covering, cataloguing. Mending. Weeding criteria, withdrawing procedures, disposal and dealing with complaints. Stocktaking cycles and records of previous stocktakes. Other Recommendations for future plans. Developments that have occurred over the last few years. School Library Guidelines - home page Give feedback about the School Library Guidelines. OPEN CIRCULATION TIMES: 7:05-7:30 Monday-Friday Once that is finished we will be making a set of Library cards with the students name and barcode on it. We will give each teacher their set of library cards with the exception of Kinder. They will stay in the library to be used during your class visit. If your student comes to library during open check-out time please send them with their library card. Depending on the grade level, students may not check out books until orientation is complete. We will strive to get books into the hands of students as early as possible. Kindergarteners may check out a free choice book from the designated books in the browsing cart.First Grade will also check out one free choice book until the teacher places them on a reading level, at which time they may check out a leveled book and a free choice book. This will allow us to recheck a book if necessary and helps reduce lost books and late notices. Students will not be allowed to return to their classrooms to get their library books once they have entered the library. Any book damage should be reported immediately. All book repairs will be handled by the library staff. Please have your students line up at the library door and wait to be invited in. Please give at least a week’s notice if possible.The library is also responsible for the laminator and laminating supplies, cold laminators, poster printer.https://www.thebiketube.com/acros-boss-dr3-manual-instrucciones Please feel free to browse the shelves and let us know if there is something specific you would like and we will do our best to either locate a resource to borrow from another district library, or order our own. Catalogs are available in the library for you to look at and make suggestions for future purchases. If you don’t feel comfortable using the library circulation system, please leave a note of your name, item checked out, and barcode number and it will be entered for you. If you are no longer in need of a library resource, please return it as soon as possible. Should another teacher need an item that is checked out to you, we request that you return the item to the library with a note indicating the name of the teacher that needs the item. If that is not possible, please email the librarian with the name of the teacher who is now in possession of the item so we can make the checkout transfer. Please let us know how we can be of assistance. Eagle Mountain-Saginaw ISD is not responsible for the content of sites hosted on outside webservers. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of Texas and for the preservation of the liberties and rights of Texas citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child. The objectives of public education are: The students in the public education system will demonstrate exemplary performance in: The school library media program, as an integral part of the total curriculum, is the vehicle that provides opportunities for students to achieve these skills and foster a lifelong interest in both reading and knowledge.http://pedi-bc.com/images/88-camaro-manual-transmission.pdf Library media specialists play an integral part as they collaborate with teachers and students to demonstrate the ways in which research and technology skills support student success in an exemplary school library program. For students to be information literate they must be engaged in extended, inquiry-based research. School libraries provide students and teachers the opportunity to develop information literacy and digital technology literacy ( Technology Applications ). The role of the library media specialist has expanded to include utilization of the following resources: library books, reference resources, access to databases, internet connectivity for computers, multimedia, and information in all formats, electronic as well as print. Examples of how library programs support learning follow: Citizens of this information world must have the skills and dispositions to access information efficiently and to assess critically the sources they rely upon for decision-making, problem solving, and generation of new knowledge. Further, the school library program encourages a critical stance as it encourages students to examine the authority of authors and the bias of sponsors; to assess the importance of currency of information to the topic at hand; and to determine the scope and relevance of information to meet their needs. This instruction occurs best in the context of the school curriculum where students have a need to know and are guided by a standard of excellence set by their classroom teachers in collaboration with the school librarian. As part of the school library program, the school librarian provides leadership in the use of information technologies and instruction for both students and staff in how to use them constructively, ethically, and safely. The school librarian offers expertise in accessing and evaluating information, using information technologies, and collections of quality physical and virtual resources. In addition, the school librarian possesses dispositions that encourage broad and deep exploration of ideas as well as responsible use of information technologies. These attributes add value to the school community. The school librarian participates fully in all aspects of the school’s instructional program including federally mandated programs and reform efforts. The school library program provides flexible and equitable access to all, physically as well as virtually. The collection includes materials to meet the needs of all learners, representing various points of view on current and historical issues, as well as a wide variety of interest areas. Policies, procedures and guidelines are developed to maintain the school library program. Library staffing and budget are sufficient to support the school’s instructional program and meet the needs of the school library program goals. Students in America have the right to choose what they will read, view, or hear and are expected to develop the ability to think clearly, critically, and creatively about their choices, rather than allowing others to do this for them. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they develop as strategic readers who can comprehend, analyze, and evaluate text in both print and digital formats. Learners must also have opportunities to read for enjoyment as well as for information. School librarians are in a critical and unique position to partner with other educators to elevate the reading development of our nation’s youth. The extent to which young people use information depends upon their ability to understand what they read, to integrate their understandings with what they already know, and to realize their unanswered questions. To this end, school librarians model and collaboratively teach reading comprehension strategies: assess and use background knowledge, pose and answer questions that are appropriate to the task, make predictions and inferences, determine main ideas, and monitor reading comprehension as well as the learning process. School librarians model and collaboratively teach these skills and strategies. School librarians co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning. The following components of school library programs position school librarians in leadership roles in developing reading comprehension strategies and in promoting free independent reading: School librarians partner with classroom teachers, specialists and other literacy colleagues to make decisions about reading initiatives and reading comprehension instruction, and to develop all learners’ curiosity in, and intellectual access to, appropriate resources in all formats and media. The skills identified in the Standards for the 21st-Century Learner align with the reading process. Availability of library resources and professional staff at point of need develops intellectual behaviors that transfer to future academic pursuits and lifelong academic and public library use. Research suggests that reading proficiency increases with the amount of time spent reading voluntarily. Unfortunately, independent reading is often a casualty in our fast paced, media-oriented society. Today's students know how to read but have little or no interest in doing so. They have failed to catch the love of reading; therefore, they choose not to read. It is imperative that school librarians work with teachers and parents to find ways to instill in students the joy of reading while helping them build the reading habit. Mark Twain Best practice in school libraries includes books and other resources being shelved using a standard classification system that also enables students to find resources in other libraries, such as a public library, from which they may borrow materials. Student browsing behaviors can be profoundly altered with the addition of external reading level labels. School library collections are not merely extensions of classroom book collections or classroom teaching methods, but rather places where children can explore interests safely and without restrictions. A minor’s right to access resources freely and without restriction has long been and continues to be the position of the American Library Association and the American Association of School Librarians. Only a student, the child’s parents or guardian, the teacher, and the school librarian as appropriate should have knowledge of a student’s reading capability. More importantly, students may have no understanding of how most school and public libraries arrange their materials, thus further affecting book selection in other libraries. It is the responsibility of school librarians to promote free access for students and not to aid in restricting their library materials. School librarians should resist labeling and advocate for development of district policies regarding leveled reading programs that rely on library staff compliance with library book labeling and non-standard shelving requirements. These policies should address the concerns of privacy, student First Amendment Rights, behavior modification in both browsing and motivational reading attitudes, and related issues. One collaborative effort involved the development of new school library standards. Revised and adopted by the Texas State Library and Archives Commissioners on May 16, 2005, the revised standards establish guidelines for school library programs at four levels: exemplary, recognized, acceptable, and below standard. Supplemental Resources include output and outcome measures that libraries may use to describe the level of use and effectiveness of the program and may be found at the Texas School Libraries website. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. 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 shapes 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. 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. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society. 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. 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 equal access to resources and services, the school library media program provides resources that reflect the linguistic pluralism of the community. 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. Policies, procedures, and rules related to the use of resources and services support free and open access to information. 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. School library media specialists implement district policies and procedures in the school. The following contain statements about library materials. Base your decision on broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy. Consider the general acceptability of the material based on standard evaluation aids and local holdings in other schools. The values and faults of a title should be weighed against each other and your opinions should be based on the material as a whole. Library media material shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected. Library media materials shall be selected based on assessed curricular needs. Materials should reflect the identified learning outcomes of the instructional program. Library media materials shall present facts in an objective manner. Materials concerning human development and family life should contain facts presented in a manner appropriate to the level of the students. Library media materials shall provide a global prospective and promote diversity as a positive attribute of our society. It is important to include materials by authors and illustrators of all cultures. Materials shall reflect the basic humanity of all people and be free of stereotypes, caricatures, distorted dialect, sexual bias, and other offensive characteristics. Library materials concerning religious, social, and political content should inform rather than indoctrinate. The selection of learning resources on controversial issues will be directed toward maintaining a diverse collection representing various views. The school library media center provides free and equitable access to all information. Library media materials shall be available in a variety of formats, e.g., print, nonprint, electronic, multimedia, to meet the needs and learning styles of a diverse student population. Library media materials shall be assessed for currency of the information as it relates to the content and purpose of an item. Literary quality, technical merit, physical arrangement, and aesthetic characteristics should be considered as integral components in the evaluation of all media formats. Library media materials shall be evaluated for cost effectiveness in terms of accessibility, projected use, and durability. Library media materials shall be provided to meet curricular needs and the individual needs, interests, and learning styles of all students at all levels. Can they interpret the book during individual reading, or would adult interaction be necessary? Board Policy EFA (Local). Every school library in the district should have a copy of this publication. Weeding is undertaken to keep materials in the library media center current and attractive. Materials should be geared for use by its K-12 student population. Retaining damaged materials in the collection can lead to less respect for the collection as a whole. It also occurs informally on a daily basis. Weeding is the responsibility of the campus librarian. As stated in the CREW Manual, the six benefits of weeding are: Send a copy to Debbie Monscke in the Business office and another copy to Gina Burgess at the Warehouse. Libraries should open for student checkout during the first full week of school and end student check out no earlier than two weeks before the last student day. Each campus determines the last day of checkout for graduating students. Downloading of student attendance data may affect the beginning of student checkout at the secondary level. Generally, elementary libraries are open from 7:45-3:45 P.M. Generally, middle school and high school libraries are open between 8:00-4:00 P.M. Individual campuses may set extended hours as determined by the principal and librarian. If the paraprofessional is not available to cover for the librarian during lunch, the library should be closed no longer than 30 minutes. If possible, arrangements should be made for a volunteer or another school staff member to operate the checkout desk during this period so that library service is available continuously throughout the school day. The first card is provided free.See the list below for more information. These items may be checked out overnight at the discretion of the campus librarian. Kindergarteners as well as older students display an interest and aptitude for nonfiction materials. Give the first copy to the student, the second to the office with cash or checks for deposit, and keep the third copy for your records. Take appropriate action in the online circulation system to clear the student’s record when lost materials are paid for as well as to make it easy to track lost materials. Because of processing requirements, a replacement book is not accepted unless it is the same binding, publisher, and has the same number of pages as the lost book. In Grades 6-12, fines of 25 cents per day (with a one-day grace period) are charged for materials that are overdue. Each borrower is held responsible for items charged out under his or her name. Fines are only charged for days school is in session. Books returned to the book drop when the library is closed will be checked in before assessing fines. Donna will record a general message stating that the child has a lost book. Please contact your child’s library for specific details. Think about whether it is worth angering a parent for a small amount of money. Don’t let kids know you have done this. This is especially appropriate if the student is Economically Disadvantaged. Depending upon the age of the student, they can shelve books, dust, put chairs in order, help with inventory scanning, straighten headphones, cover computers with sheets for the end of the year or attend to many other end of the year chores. IF the book is returned: Deduct the amount of the fine from the refund. Include a copy of the original receipt. They will set up a vendor number for the parent and do a check request for the refund which will be mailed to the home address. The average price of books at different grade levels is published each March in School Library Journal. That amount may be used when the replacement cost cannot be determined. When an item is determined to be lost and a student is paying for it, you may NOT add the fine amount to the cost of the book. If a parent refuses to pay a fine, or is unable to pay the fine, the report card must be turned over to them. That amount can be used when the replacement cost cannot be determined. If within the school year an item is returned in good condition along with the official receipt, the price of the item shall be refunded. The processing fee is non-refundable. See Section 28.002 of Texas Education Code. Students who transfer between schools within the district will not be allowed to borrow items at the current school if there are unreturned items or unpaid fines at their previous school. Inventory will be done on a four year cycle. That is fine. As long as the minimum requirements are met. Sign up sheets by week, day, and hours should be available before the beginning of each semester. The procedure for scheduling this service should be explained to teachers at the beginning of the year. All copyright guidelines will be followed in the use of this system. The folder should contain all information the substitute will need to successfully run the library in your absence. Minimal information to be included: See the statement on flexible access in School Library Programs: Standards and Guidelines for Texas, 2005 Revision. Information changes continually, making what is taught today potentially useless tomorrow. As educators, then, we must teach our students how to access evaluate, and manipulate information using various print, non-print, and electronic sources rather than merely learn it. Resource-based learning, combining the power of utilizing the information available in the library media center with the learning that takes place in the classroom, is revolutionizing education today. Reading for information With these skills, students become empowered to make informed decisions based on active construction and reconstruction of ideas and thoughts. There are four basic premises in the integration of information literacy: Technology is a tool, not an end product. Technology literacy is embedded in information literacy. There are four basic premises in the integration of technology into curriculum and learning: This should be introduced when the student is developmentally ready. If not, equipment can be distributed on a first-come, first-served basis. Also keep records of repairs done on all equipment. This information is useful in making decisions on when it is time to discard equipment. Approved labeling methods include etching or permanent marker. Carts with heavy equipment can easily tip over and injure students. Put an open PO on the system to cover the cost of repairs. Estimate the amount you will need based on prior year records. In the subject line type: Request (so the request emails can easily be recognized) If you determine it is an error and need help determining the issue, please contact Patty with any documentation before deleting the request. In the selection interview, the candidate should be told what type of work the job entails, the work schedule (daysand times), and the benefits involved. It should focus on skills the paraprofessional brings to the job. Introduce new skills one at a time. Training should be an ongoing process. If problems arise, the principal must be informed immediately by the librarian and as a team, they can plan a course of action. Fortunately, many prefer to contribute their services to the Library Media Center. An organized volunteer program is an excellent way to involve parents and community members in the local school. Volunteer services are most beneficial when organized so both the volunteer and staff members are aware of the different responsibilities and so the Library Media program can benefit from the unique talents of the volunteer. All volunteers must complete a Criminal History and Background Check by law (Texas Education Code Section 21.917). Tasks should be based on the volunteer’s skills and desires. A general orientation of the school library should be given to the volunteers. Recognition of the volunteer’s efforts is essential: a thank you note, a small gift, light refreshments, and an end-of-the-year party are appropriate. Grades are assigned based on written tests and performance of duties. Some elementary libraries have student volunteers from fourth or fifth grade who do jobs that fit their abilities.