MARION COUNTY SCHOOL LIBRARY MEDIA HANDBOOK

Transcription

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
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
Marion County
Library Media Program
5-Yr Plan
1.
2.
3.
4.
5.
6.
7.
1/7/2009
Environment
Resources
Professional Development
Advocacy
Program Evaluation
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
Coordinator, Library Media
Specialists, District Facilities
Director and staff
Timeline
2007-2012
Ongoing
Results /
Evaluation
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
Library Media
staff
2007-2012
Ongoing
1.3
Design
1. Develop an idea portfolio
for future construction and
renovations.
Library Media
Library Media
staff
2007-2012
1.4
Furnishings
Library Media
Library Media
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.
Library Media
Library Media
staff
2007-2012
Ongoing
1/7/2009
Results /
Evaluation
2007 Created 21st
Century Library
document and
shared with
district facilities
department.
Key
Element
1.6
Climate
control
1.7
Lighting
1/7/2009
Goal Statement
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.
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
Library Media
Library Media
staff
2007-2012
Ongoing
Library Media
Library Media
staff
2007-2012
Ongoing
Results /
Evaluation
Library Media Services - Resources
Mission Statement
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
Coordinator, Library
Media Specialists,
Director of Technology
and staff
Timeline
2007-2012
Ongoing
Results /
Evaluation
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%
Media Specialists,
Television Media
Production Coordinator,
Technology Director and
team
2007-2008
Evaluate and
revise annually
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.
Technology Director, ITS,
FDLRs, Student Services,
DOE, school personnel
2007-20012
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.
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,
2007-2012
Ongoing
2007-2012
Ongoing
Library Media
Processing Center,
2007-2012
Ongoing
Library Media
Coordinator
2008-2012
Review and
revised
annually
Results /
Evaluation
Implemented
2007-08
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
Media Specialists
Timeline
2007-2012
Review and
revised
annually
Results /
Evaluation
Library Media Services – Curriculum/Assessment Support
Mission Statement
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
Curriculum Director and staff
Timeline
2007-2012
Ongoing
Results/
Evaluation
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.
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.
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.
Specialists, Public Librarians,
Curriculum Director, school
personnel
Specialists, instructional staff
2007-2012
Ongoing
Specialists
2007-2012
Ongoing
Results/
Evaluation
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.
Specialists
Specialists, Television Media
Production
Director/Coordinator
2007-2012
Annually
Library Media Specialists,
Instructional Staff
2007-2012
Annually
Instructional Staff
Ongoing
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
Library Media Services – Program Administration
Mission Statement
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
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
1. Provide one, full-time
clerical support staff
member up to 1000
Library Media
Services
Coordinator,
Employment
Services, School
Library Media
Services
Coordinator, School
Library Media
Specialists,
2007-2012
Annually
2007-2012
Ongoing
2007-2012
Ongoing
Results /
Evaluation
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
Volunteers play a critical role in
the learning community.
Volunteer parents, community
members and students can have
a tremendous impact on the
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
Library Media
Specialists,
Employment
Services
Library Media
Services
Coordinator,
Library Media
Specialists,
Employment
Services
Timeline
2007-2012
Ongoing
2007-2012
Ongoing
Results /
Evaluation
Library Media Services – Professional Development
Mission Statement
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
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
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
Key
Element
Goal Statement
Activities
etc.
1/7/2009
Who is
responsible
Timeline
Results /
Evaluation
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
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
Library Media
Specialists, Library
Media Staff, School
2007-2012
Ongoing
Library Media
Library Media
Specialists,
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
Library Media
Specialists,
Library Media Staff
2007-2012
Ongoing
Library Media
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
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
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
Public Librarians
2008-2012
Annually
Library Media
Library Media
Specialists
Library Media
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
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
Library Media
Specialists,
Legislators
Library Media
Library Media
Specialists,
Legislators
Timeline
2007-2012
Annually
2007-2012
Annually
Results /
Evaluation
Library Media Services – Program Evaluation
Mission Statement
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
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
Library Media
Grants Dept.
Library Media
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
Library Media
Specialists, Principal
Library Media
Library Media
Specialists,
Principals,
2007-2012
Annually
2007-2012
Ongoing
Results /
Evaluation
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
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
Library Media
Specialists,
Students,
Library Media
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.
Literature Appreciation & Literature Based Instruction
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.
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.
2.3.1
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.
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.
3.3.1
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.
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.
4.2 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
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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) • sunlink@mail.ucf.edu • 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
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
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 techlearning_editors@cmp.com. 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)
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:
The library media program enhances student achievement by supporting all facets of the
instructional program.
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
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
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
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
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 KelleyB@pcsb.org 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 Award Winners [.pdf, 62K]
Winners list to download [.pdf, 16 pages, 52K]
file://C:\Documents and Settings\hartleyt\Desktop\JIM HARBIN.htm
1/7/2009
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
dis7712@garnet.acns.fsu.edu
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
kewray@mail.clay.k12.fl.us
Region 3 Chair
Jimmy Greene
ATTN: Jim Harbin Media Festival
Sumter District Schools
Instructional Technology & Media Services
2680 W C 476
Bushnell, FL 33513
greenej@sumter.k12.fl.us
FAX: 352-793-4377
352-793-2315 Ext 256
Region 4 Chair
Courtenay O'Connell
River Ridge High School
11646 Town Center Rd.
New Port Richey FL 34654
Phone: 727-774-7200
Fax: 727-774-7291
coconnel@pasco.k12.fl.us
Region 5 Chair
1/7/2009
Page 3 of 3
Courtney Zepeda
Golden Terrace Elementary-Primary
2711 44th Terrace SW
Naples, FL
Phone: 239-417-2404
zepedaco@collier.k12.fl.us
FAME
2563 Capital Medical Boulevard
Tallahassee, Florida 32308
(850) 531-8351 (Phone)
(850) 531-8344 (Fax)
info@floridamedia.org
©2008 Florida Association for Media in Education
contact webmaster about this web page
1/7/2009
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
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
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
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
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.
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
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
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
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
sunlink@firn.edu | (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
Karen.Sawyer@marion.k12.fl.us
2
1/7/2009
1014 SW 7th Road, Suite 1
Ocala, FL 34471
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
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?
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.
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
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
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
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ALA | Access to Resources and Services in the School Library Media Program
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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
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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
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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,
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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:
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
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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
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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:
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
1/7/09 4:56 AM
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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.
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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
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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.
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.
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.
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:
Strategies:
Timeline:
Resources:
Goal 3:
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:
Strategies:
Timeline:
Resources:
Goal 2:
Strategies:
Timeline:
Resources:
Goal 3:
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
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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...
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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
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© 2007 NEFLIN, Inc.
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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
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
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
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

MARION COUNTY SCHOOL LIBRARY MEDIA HANDBOOK

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