Workbook for Selection Policy Writing
| Top | WHY DO I NEED A POLICY? | BASIC COMPONENTS OF A SELECTION POLICY | Objectives | Responsibility for Selection | Criteria | Procedures | Special Areas | Policies on Controversial Materials | Reconsideration | SAMPLE LETTER TO COMPLAINANT | INSTRUCTIONS TO RECONSIDERATION COMMITTEE | SAMPLE REQUEST FOR RECONSIDERATION OF LIBRARY RESOURCES | SELECTION POLICY DISTRICT #1 | Part 1: Selection of Learning Resources | Statement of Policy | Objectives of Selection | Responsibility for Selection of Learning Resources | Criteria for Selection of Learning Resources | Procedures for Selection of Learning Resources | Part 2: Procedures for Dealing with Challenged Materials | Statement of Policy | Request for Informal Reconsideration | Request for Formal Reconsideration | Bottom | Why Do I Need a Policy? Every school system should have a comprehensive policy on the selection of instructional materials. Basic Components of a Selection Policy
The Great Question Press
Why should teachers nurture potent questioning skills and behaviors? As a practical matter, students need to be able to read between the lines, infer meaning, draw conclusions from disparate clues and avoid the traps of presumptive intelligence, bias and predisposition. They need these thinking skills to score well on increasingly tough school tests, but more importantly, they need these skills to score well on the increasingly baffling tests of life . . . how to vote? how to work? how to love?
*Intellectual Freedom
Intellectual Freedom Brochure Brochure created by the AASL Intellectual Freedom Committee available for download, duplication, and distribution. It describes why intellectual freedom is important in a school library program, the difference between selection and censorship, what to do before a challenge occurs, where to obtain assistance during a challenge, why schools filter and how it affects students intellectual freedom, and how the ALA Code of Ethics affects school librarians. Material Challenges The ALA Office for Intellectual Freedom is charged with implementing ALA policies concerning the concept of intellectual freedom as embodied in the Library Bill of Rights, the Association’s basic policy on free access to libraries and library materials. For assistance with material challenges contact Office for Intellectual Freedom at 800-545-2433 ext. 4220 or oif@ala.org.
37 Ways Teachers Should Use Pinterest
Posted on Sunday February 5, 2012 by Staff Writers There are a lot of great technology tools out there for teachers that can make it easier to connect with other educators, get ideas for classroom activities, and find inspiration. One of the newest and best of these online tools is Pinterest, which has quickly become a favorite among educators.
*Position Statement on Labeling Books with Reading Levels
The following position statement is currently under review to align with the National School Library Standards. Librarians use spine labels to organize and identify library resources by call number to help patrons locate general subject areas or specific fiction, non-fiction, reference, audiovisual, or other items. Viewpoint-neutral directional labeling in libraries increases students’ access to information and supports their First Amendment right to read. Best practice in school libraries includes books and other resources being shelved using a standard classification system that also enables students to find resources in other libraries, such as a public library, from which they may borrow materials. One of the realities some school librarians face in their jobs is pressure by administrators and classroom teachers to label and arrange library collections according to reading levels.
*Position Statement on the Confidentiality of Library Records
The members of the American Library Association,* recognizing the right to privacy of library users, believe that records held in libraries which connect specific individuals with specific resources, programs or services, are confidential and not to be used for purposes other than routine record keeping: i.e., to maintain access to resources, to assure that resources are available to users who need them, to arrange facilities, to provide resources for the comfort and safety of patrons, or to accomplish the purposes of the program or service. The library community recognizes that children and youth have the same rights to privacy as adults. Libraries whose record keeping systems reveal the names of users would be in violation of the confidentiality of library record laws adopted in many states.
*Position Statement on Digital Content and E-books in School Library Collections
Today’s twenty-first century students must be able to discover, analyze, evaluate, interpret, and communicate ideas, information and knowledge in a variety of ways. Because school library programs are instrumental in teaching these skills, their collections must include a wide variety of formats beyond printed books. These multiple formats, including e-books and other forms of digital content, should be accessible by the school community physically and virtually as indicated in the mission statement of AASL’s program guidelines, Empowering Learners: Guidelines for School Library Programs (2009). School library programs should provide access to materials in all formats, provide students and staff with current resources, and anticipate changes in technology.
Learning to Work with Vendors
Working with book/material vendors can be stressful if you are socially awkward like my co-librarian and me. For the most part, we’ve been navigating the process by working exclusively with one specific vendor, but I can’t help wondering if we’re missing out. In the summer our library services holds a book/material Vendor Day meet and greet.
*AASL Selection & Reconsideration Policy Toolkit
Toolkit Cover (Print Version) Since 1998, the American Library Association’s (ALA) Workbook for Selection Policy Writing has provided guidance to school librarians. After two decades, the document needed a makeover! Kristin Pekoll, assistant director at the ALA Office for Intellectual Freedom (OIF), had a vision.
Weeding Library Collections: A Selected Annotated Bibliography for Library Collection Evaluation
"Next to emptying the outdoor bookdrop on cold and snowy days, weeding is the most undesirable job in the library. It is also one of the most important. Collections that go unweeded tend to be cluttered, unattractive, and unreliable informational resources." - Will Manley, "The Manley Arts," Booklist, March 1, 1996, p. 1108. There are two aspects to weeding.
