LIBRARY MEDIA CENTER MANUAL OF POLICIES & PROCEDURES

2019-2020

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TABLE OF CONTENTS 03….Purpose of the Manual 04….Duties of the Library Media Specialist 06….Beginning-Of-Year Procedures 06….End-Of-Year Procedures 07….Inventory 08….Selection Policy 11….Reconsideration of Materials 12….Reconsideration Form 14….Checklist for Committee Library Media Committee 17….Library Media Committee 18….Collection Development Purchasing 19….Barcodes 22….Interlibrary Loan 28….Weeding & Disposal of Materials 30….Cataloging & Processing 37….Copyright 37….Patron Records 38….Acceptable Use Policy (AUP) 38….Fundraising 40….Volunteer Appendices: 43….Library Bill of Rights 44….Access to Resources 46….Call Number Prefixes 47….Anatomy of a 14 Digit Barcode

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PURPOSE

This manual is being created to provide a standard for all library media centers throughout the county. Many of the topics covered are required policies and procedures, while others merely provide suggestions and references helpful in fulfilling the vast array of responsibilities expected of a library media specialist. The intention is that this manual will be available both online and in print. Policies and procedures sometimes undergo change and educational trends fluctuate. For these reasons the online version of this manual will be updated frequently as the need arises. Periodically, updated print versions will be made available. Many thanks go to all the library media specialists in Monongalia County who provided input to make this manual a useful venture. Thanks also goes out to Linda Taft, library media specialist at Morgantown High School, now retired, who provided much research and laid the groundwork for this document. Questions regarding this manual and suggestions for changes or additions should be sent to Chris Urban, Director of Technology ([email protected])

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DUTIES OF THE SCHOOL LIBRARY MEDIA SPECIALIST The responsibilities of the School LMS are varied and can be grouped into roles. The following is heavily based on the “Sample Job Description” of the American Association of School Libraries: Leader: • serves on decision making teams for the school including curriculum and school improvement teams • creates an educational environment which promotes learning, instruction and collaboration with teaching staff • encourages the use of instructional technology by teaching staff and students • collects data to improve learning and services promoted through the library • takes part in professional organizations and learning in order to stay up-to- date on professional issues and practices • advocates for the school library program through various avenues and formats Instructional Partner: • participates in the school and district curriculum development processes • collaborates with teachers and students to further quality education • provides professional development to school staff Information Specialist: • develops and maintains the library collection through the following practices: selection, acquisition, evaluation and organization of materials. This includes o reading reviews and staying abreast of recommended reading and award lists o acquiring materials which meet the curriculum and personal reading needs of students and teachers o purchasing quality materials from reputable sources and following acquisition policies of the school and county o evaluating the collection through analytical reports which identify age, usage and other concerns regarding materials o weeding materials from the collection based on evaluation reports o mending, repairing or replacing damaged or worn items in the collection

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o “organizing the collection for maximum and effective use” • promoting an understanding of copyright and fair use practices within the school Teacher: • instructs, supports and guides students o in research methods and evaluation o in selecting optimum materials for research o selecting and evaluating appropriate and quality reading materials o in considering a variety of viewpoints and genres in selection of reading materials. Program Administrator: • with input from and consideration for teachers, administrators, students and parents, develops strategic plans to improve the library program • aligns library goals with those of the school and county • supervises and, if required, evaluates any support staff assigned to the library • recruits and supervises library volunteers including following county training procedures in addition to training for library procedures • designs and applies a library budget which is consistent with the library’s program and goals • designs and implements a schedule for library use which includes flexible use by students and staff Resource: American Association of School Librarians. “Sample Job Description: School Librarian.” AASL. 2010. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learning4life/resour ces/sample_job_description_L4L.pdf Accessed 5 Nov. 2019.

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BEGINNING-OF-THE-YEAR PROCEDURES • Test logins for Destiny and all databases to be sure they work. • Update teachers in Destiny. Add new teachers and delete those no longer at the school. • Be sure that students have been “promoted” to the correct grade and teacher. • DO NOT ADD NEW STUDENTS TO DESTINY! This is done at the county level. • High schools should remove students who have graduated if this was not completed at the end of the previous school year. • Set your open and closed days on the Follett Calendar (optional). • Check in new materials and give packing slips to the school secretary. • Review the LMS Manual. • Form the Library Media Committee. • Update Destiny homepage.

END-OF-THE-YEAR PROCEDURES • Complete orders and turn them in to the county office. • Complete Inventories. (See section on “Inventory”) • Run any reports to document the collection: “Collection Age”, “Missing and Lost Items”, circulation statistics, and any other report helpful in evaluating the library program and collection. • “Clean up” Destiny. • End check out. (It is recommended that all library materials be returned the week after state testing is completed.) • Delete unnecessary notes on patron records. • Delete lost books based on inventory results (It is recommended that anything lost for 3 years or more be deleted.) • Delete unnecessary reports in Job Manager. • Stop scheduled report notices. • Delete old graduates.

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INVENTORY

The most important reason for doing a physical inventory is to guarantee agreement between the physical collection and its documented status. An inventory allows us to reconcile discrepancies and to correct cataloging and labeling errors between an item and its MARC record. An inventory lets you track the location and status of library materials, as well as identify missing or damaged items. You can use a library inventory to identify any gaps in your collection and plan for future purchases. To conduct an inventory, enter the barcode of each copy in your collection, and Destiny confirms your records are accurate. Inventory can be started at any point in the year, but should be completed and finalized by the end of the year. Best practice is to inventory the entire collection, but mini inventories can be conducted by systematically moving through the collection over a period of time. To begin an inventory: 1. In Destiny, select Back Office, then Inventory. Click Start New. Create a name for the inventory. Use the name of your school and the school year. 2. Make sure the correct inventory shows in the Library Inventory drop-down. 3. To have Library Manager confirm that the order in which you enter barcodes is the correct shelf order, select the Check shelf order checkbox. 4. Type or scan each barcode in the Scan or enter one-at-a-time field. You finalize inventory after you have entered the barcode of each item in your collection. To finalize inventory: 5. Select Back Office > Inventory. 6. From the Library Inventory drop-down, select the inventory you want to finalize. 7. Click Finalize. 8. Choose to mark all unaccounted-for copies lost or ignore them. 9. Click Yes. When we have consistency between catalog and collection, we may generate accurate reports from the automation system: • A collection analysis report provides a true picture of our collection so we can weed outdated material and make purchases that develop a balanced, relevant collection. It is also the evidence we need to request additional

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funding for improving the school library to meet the needs of our students and teachers. • A loss analysis report tells us what is really missing so we can replace important curricular materials. It also provides our yearly rate of loss which may give us the leverage we need to change library visitation policies or request a security system. • A bibliographic and item record report reveals duplicate records and “empty” titles. If we purchase from multiple vendors, their records may not consolidate in our automation system.

SELECTION POLICY

Objectives of Selection of Materials (ALA) The prime objectives of the school library media center’s collections are to support and enhance the curriculum of the school, as well as to provide informational, cultural and recreational resources in a variety of formats. The school library media center makes available a wide range of materials at varying levels of difficulty with diverse appeal compatible with the different needs, interests and viewpoints of students and teachers.

Responsibility for the Selection of Library Media Center Materials In keeping with the American Library Association's Library Bill of Rights (see Appendix A), it is the responsibility of the school library media specialist to: • Provide materials to enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity levels of the students served. • Provide materials which will enrich and stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards. • Provide a background of information which will enable students to make intelligent judgments in their daily lives. • Provide materials, both fiction and nonfiction, on opposing sides of controversial issues so that young citizens may develop, under guidance, the practice of critical reading and thinking. • Provide materials representative of many religions, ethnic, and cultural groups and their contribution to our American heritage.

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• Place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library. • Encourage students and faculty to recommend selections with final decisions for purchases to be made by the media specialist Criteria for Selection of Materials (ALA) Individual learning styles, the curriculum, and the existing collection are given consideration when determining the library needs in each school. Materials considered for purchase are judged on the basis of the following criteria (in no particular order): • Overall purpose in relation to instructional objectives and/or the curriculum • Educational significance • Favorable reviews found in standard selection sources • Favorable recommendations based on preview and examination of materials by professional personnel • Contribution the subject matter makes to the curriculum and to the interests of the students • Reliability/accuracy/authoritativeness • Quality of writing or production • Reputation and significance of the author, producer, and publisher • Accessibility/readability • Treatment - clear, comprehensible, well-organized, unbiased • Special features - useful illustrations, photographs, maps, charts, graphics, etc. • Possible uses - individual, small group/large group instruction, in-depth study • Format and price • High degree of potential user appeal • Library materials shall be selected for their strengths rather than rejected for their weaknesses. Items chosen for the collection need not meet ALL criteria listed above. (ALA) • Materials will be selected to reflect each school’s goal and strategic plan.

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Procedures for Selection

In selecting materials for purchase, the school library media specialist evaluates the existing collection, accepts recommendations from teachers of the subject matter in question, and consults reputable, professionally prepared selection aids.

Gifts and Donations The library media center welcomes gift and donated materials. Gift and donation materials are judged by basic selection standards and are accepted or rejected by the same standards. Materials not chosen for inclusion in the collection may be offered to classroom teachers or donated to community book collections, or discarded if need be. Once in the collection, out of date, worn, and no longer useful materials are withdrawn from the collection. Replacements are purchased for worn or damaged materials necessary to the collection.

Resources: American Library Association Workbook for Selection Policy Writing. American Library Association, 2019. http://www.ala.org/ . Accessed 18 Dec. 2019. American Library Association. “Workbook for Selection Policy Writing.” ALA, 18 Jan. 2004, http://www.ala.org/Template.cfm?Section=dealing&Template/ContenManagement/ContentDispla y.cfm&ContentID=11173. Accessed 26 Dec. 2019.

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RECONSIDERATION OF MATERIALS

School library media centers subscribe in principle to the philosophy expressed in the ALA’s “Library Bill of Rights” and the American Association of School Librarians’ “Access to Resources and Services in the School Library Media Program: An Interpretation of the Library Bill of Rights.” Copies of these documents are appended to and made a part of this handbook. (See Appendices A & B) School library media centers also recognize that occasionally materials selected may be challenged or questioned, despite the care taken in selecting them. A procedure for processing and responding to criticism of approved material has been established and will be followed. This procedure will include a formal signed complaint of standard format and an appointed committee to reevaluate the material in question. Procedure for Handling Challenged or Questioned Books and Materials Two forms are mentioned in the process below: the “Request for Reconsideration of Library Materials” and the “Checklist for Committee’s Reconsideration for Instructional Materials”. These forms follow the procedure given below.

1. Upon receiving a complaint, the library media specialist will hold a conference with the patron making the complaint. The principal will be notified and may be present at the conference.

2. If the problem cannot be resolved in the conference, the patron will be given a “Request for Reconsideration of Library Materials” form.

3. The patron will return the completed form to the library media specialist, who will forward a copy to the principal.

4. The library media committee will meet to review the complaint. This committee will be composed of the library media specialist, the principal, at least one faculty member and a parent. The committee will review the complaint and make a written report and recommendation, the “Checklist for Committee’s Reconsideration of Instructional Materials” may be forwarded to the Monongalia County Board of Education. If needed the final decision will be made by the Board of Education.

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Request for Reconsideration of Instructional Materials

School:

Please check type of material: ( ) Book ( ) Non-Print Material ( ) Periodical ( ) Other

Title:

Publisher or Producer:

Request initiated by:

Telephone:

Address:

City: State: Zip:

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The following questions are to be answered after the individual has read, viewed, or listened to the instructional material in its entirety. If sufficient space is not provided, attach additional sheets. (Please sign your name to each additional attachment.) 1. To what in the material do you object? (Please be specific, cite pages in books, scene in film or video, etc.)

2. What do you believe is the theme or purpose of this material?

3. What do you feel might be the result of a student becoming involved with this material in a learning situation? For what age group would you recommend this material?

4. What is good in this material? Please comment.

5. Are you aware of professional evaluations of this material?

6. What would you like the school to do about this material? ___Do not require my child to use this material. ___Permanently remove this material from the library media center. ___Other (explain)

7. Would you care to recommend other instructional material of the same subject and format?

8. Have you been able to discuss this work with the teacher or library media specialist?

Signature of Complainant Date:

Resources: Kpekoll. “Sample Reconsideration Form.” Tools, Publications & Resources, 9 Apr. 2018, www.ala.org/tools/challengesupport/selectionpolicytoolkit/sampleforms. Accessed 3 Nov. 2019.

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CHECKLIST FOR COMMITTEE’S RECONSIDERATION OF INSTRUCTIONAL MATERIALS

Title Author

PURPOSE 1. What is the purpose, theme, or message of the material? How well does the author/producer/composer accomplish this purpose?

2. If the material is fantasy, is it the type that has imaginative appeal?

3. Will the reading/viewing/listening to this material result in more compassionate understanding of human beings?

4. Does the material offer an opportunity to better understand and appreciate the aspirations, achievements, and problems of various minority groups?

5. Are any questionable elements of the story an integral part of a worthwhile theme or message?

CONTENT 6. Does material about modern times give a realistic picture of life as it is now?

7. Does the material avoid an oversimplified view of life, one which leaves the reader with the general feeling that life is sweet and rosy or ugly and meaningless? 8. When factual information is part of the material, is it presented accurately?

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9. Is prejudicial appeal readily identifiable by the potential user?

10. Are concepts presented appropriate to the ability and maturity of the potential users?

11. Do characters speak in a language true to the period and section of the country in which they live?

12. Does the material offend in some way the sensibilities of women or a minority group by the way it presents either the chief character or any of the minor characters?

13. Is there preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would make this material inappropriate for young people?

14. If there is use of offensive language, is it appropriate to the purpose of the text?

15. Is the material free from derisive names and epithets that would offend minority groups? children? young adults?

16. Is the material well written or produced?

17. 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?

18. Does the material make a significant contribution to the history of literature or ideas?

19. Are the illustrations appropriate and in good taste?

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20. Are the illustrations realistic in relation to the information?

RECOMMENDATION: 1. What is your reaction to the material as a whole?

2. What is your recommendation concerning the disposition of this material?

3. What is the rationale on which you base your recommendation?

Signature ______Date ______

Resources: American Library Association. “Workbook for Selection Policy Writing.” ALA, 2019. https://www.ala.org/Template.cfm?Section=dealing&Template/ContenManagement/ContentDispl ay.cfm&ContentID=11173 Accessed 3 Nov. 2019 Kpekoll. “Sample Reconsideration Form.” Tools, Publications & Resources, 9 Apr. 2018, http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/sampleforms Accessed 3 Nov. 2019.

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LIBRARY MEDIA COMMITTEE

Each school library media center should have a Library Media Committee to assist in promotion of the library media program and to handle reconsideration of materials. The makeup of this committee can vary depending on the size and grade level of the school. The committee should include at least five people – the librarian, at least two teachers from different grade levels, and at least one parent. It is suggested that an odd number serve on the committee for voting purposes. This committee might be called together by the library media specialist for advice in writing school level policies, establishing long-range goals, guidance and support in promoting programs, and recommending additional materials. The committee is essential in cases of challenged books when a book must be reconsidered for inclusion in the library media collection.

Resources: Durham Middle School (Acworth, GA). “Media Committee.” Durham Library Learning Commons. http://www.cobblearning.net/durhammediacenter/media-committee/ Accessed 3 Nov. 2019. Guilford County Schools. “MTAC - Media and Technology Advisory Committee.” Guilford County Schools: Soar to Greatness, 2002-2019. https://www.gcsnc.com/Page/46321 Accessed 3 Nov. 2019.

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COLLECTION DEVELOPMENT A balanced collection reflects a diversity of materials, not an equality of numbers. Collection development and the selection of materials should be done according to professional standards and established selection and review procedures. (American Library Association, “Diversity”) Current sources for reviewing media may include but are not limited to: ALA, Award Lists, School Library Journal, Publisher’s Weekly, Horn Book, Titlewave, and Kirkus Reviews. Other sources will be consulted as appropriate. Whenever possible, the actual resource will be examined. (American Library Association,“Workbook”) There are many valuable websites which offer informative We Need Diverse Books at www.DiverseBooks.org Library media specialists are encouraged to seek recommendations for purchase from faculty and students. Faculty members have in-depth knowledge of curriculum needs, and students can best communicate their own needs and interests. Library media specialists are also encouraged to keep a consideration file and to work on orders on a continuous basis instead of waiting until the allocation is actually received. It is recommended to take advantage of programs such as Follett’s Titlewise which will analyze existing titles in the collection and compare your libraryto recommended collections, while providing detailed reports which can be used to determine what areas need to be improved. (ie. Follett School Solutions Titlewise.)

Resources: American Library Association. “Diversity in Collections: An Interpretation of the Library Bill of Rights.” ALA, 2006-2019. http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/diversecollections 3 Nov. 2019 American Library Association. “Interpretations of the Library Bill of Rights.” ALA, 2019. http://www.ala.org/advocacy/intfreedom/librarybill/interpretations Accessed 3 Nov. 2019 American Library Association. “Workbook for Selection Policy Writing.” ALA, 18 Jan. 2004, http://www.ala.org/Template.cfm?Section=dealing&Template/ContenManagement/ContentDispla y.cfm&ContentID=11173. Accessed 26 Dec. 2019.

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PURCHASING INFORMATION Budget Accurate records should be maintained of all funds budgeted by the county and generated by the school for the library media center. As of 2019, Monongalia County Schools provides eleven dollars per student through county funding for the purchase of books, periodicals, audio visual materials, and other library materials. Examples of other funds that might be generated are books fairs, used book sales, grants, donations, local monies such as PTO funding, fines and lost or damaged book payments. It is recommended that if a book has been lost and paid for and later returned in good condition, a refund should be issued to the student. Charging fines for late materials is left to the discretion of the media specialist.

Allocation An annual allocation is typically supplied by the building principal for the purchase of supplies needed in the media center.

Ordering

Currently, each library media specialist will receive an allocation and ordering information from the county during second semester of the school year. The ordering information will specify when the orders are due. The suggested due date is usually sometime in May. A portion of the allocation can be saved for use during the fall as needs arise, but make sure to use it before the expiration date. This information can be obtained from your school financial secretary.

BARCODES

Monongalia County Schools’ media centers have a variety of barcode styles. This is a result of when each particular library was automated. It was suggested after 2008 when schools were upgraded to Destiny, a web-based library management program, that schools use 14 character barcodes to facilitate the interlibrary loan procedure.

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It is the responsibility of the media specialist to keep accurate records of the barcode ranges assigned to various vendors. For example barcode range 3502000010000 -3502000009999 for Follett Library Resources, barcode range 3502000010000-3502000012000 for Scholastic, etc. (Note: these barcode ranges have only 13 characters, because a check digit has not been assigned by vendor). A range should be kept for barcodes used in-house on books that are donated, locally purchased, etc. See Appendix D.

Printing Barcodes by the sheet: 1. Log in to your school library administrator account. Go to Reports > Library Reports (Library Manager) or Resource Reports (Resource Manager). 2. Select Barcode Lists. 3. Select either Used Barcode Numbers or Unused Barcode Numbers from the Select list. These are tabs on the right hand side of the screen. 4. The options vary with your choice in step 3: o For used barcode numbers, enter a range for the barcode numbers you want. This would be replacement barcodes for any that are worn or damaged, or newly entered/cataloged materials that you need barcodes. . You can leave both boxes blank to list all the numbers in use in the defined barcode symbology. . If you leave the first box blank and enter a number in the second box, the list includes all used barcode numbers up to and including the number in the second box. . If you enter a number in the first box and leave the second box blank, the list includes that number and all those after it.

o The used barcode list displays consecutive barcode numbers as a range. For example,

WshHS000250485 - WshHS000250921

o For unused barcode numbers, enter either a quantity or a range: . Select Number of barcodes and enter the quantity of barcode numbers you want. Then, enter the beginning barcode number. Make sure that this number is the next unused barcode number suggested by Follett to avoid duplication with vendors. If you

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click on "preferred barcode symbologie", it will show the next available number. . Select Barcode range and enter the range you want. If you leave the first box blank, the report only lists unused barcodes that are below the highest value currently assigned in Destiny.

o Then, in the Display list, choose whether you want any consecutive barcode numbers displayed as a range, or listed individually. • Make sure the barcode numbers you enter match the symbology shown in brackets. 5. Click Run Report. You should get a message asking if you are sure that you want to run the report of unused barcodes.

To Print Barcodes for recently cataloged books: 1. Navigate in Destiny to Reports > Library Reports > Print Copy Barcodes 2. Make sure that you are on the tab for “Used”. 3. Designate the number of barcodes you wanted printed for each item. 4. Sort by “Date/Time Copies Added 5. Select by “Date Time Copies Added”. 6. Change the date to the day you added the copies. Select the time you entered them, or your schools start time. 7. Select either “Any type” or the specific Material type you want to barcode. 8. Select “Title”, “Author”, and “Call Number” to be printed on each barcode. 9. Select your label stock and set the offset for your specific printer. 10. Click “Run Report” to generate the report in the Report Manager.

To Print Spine/Pocket Labels: 1. Open Reports > Library Reports > Spine/Pocket Label 2. Sort by “Date/Time Copies Added”. 3. Based on “Date/Time Copies Added”. 4. Select the date copies were added and put the time based on when the items were cataloged. 5. In Output Options, select label stock from pull down list.

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6. Select which label to start and set printer offset which will vary by label and printer. 7. Select the font size. 8. Select the check box for “Start a new line at every space”. 9. Select “Run Report”. Report will generate in Report Manager

Resources:

“Generate a list of barcode numbers.” Destiny Classic Help, https://resourceshelp.fss.follett.com/Default.htm#t_generate_barcode_list.htm. Accessed 6 Jan. 2020.

INTERLIBRARY LOAN (ILL)

Borrowing books from other libraries can supplement the library media collection whether books are obtained from libraries within the Monongalia County school system or other school, public and academic libraries. When a book is likely to be used by few students and teachers, it makes economic sense to share resources. Preference should be given to borrowing a book from within our county school system before going to outside libraries. Borrowing from a school within our system requires less communication and offers free mailing when using the county mail. Using other libraries will usually require using the US Postal Service to ship books and each library will have its own procedures for procuring materials.

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ILL Between Schools

Borrowing Library Procedures - Placing a Hold By selecting from the Location menu on the catalog search screen, the patron or LMS may determine if another school owns the needed book. Searches may be expanded to all schools in the county or limited to elementary, middle or high schools. Once you have located the title you want, click on the Copies tab. You will see a list of schools owning this book and the availability status. If the patron is logged into Destiny, they may put their own book on hold by clicking on the Hold It button in the book’s details record. Otherwise the LMS may initiate a hold on the book through the HOLD option in the Circulation menu.

Initiating a Request (Borrowing library)

To make the ILL request from another school in the county:

• Go to Circulation. • Choose Hold in the Circulation menu. • Search for the paton. • Once the paron has been chosen, in the lower right, click on Add holds. • Fill in the title in the box near the top of the window. To the right is a drop down menu. Select “All participating libraries”. Then click on Go. • Check to be sure that the information in the “Requesting” area is correct. Then you may either choose to request the book right away or reserve if for a specific date range. Use the drop-down menu to provide this information. Then click on Save. • At this point, you may specify the school from which you wish to borrow the book, or let the system automatically make this selection. • Under Delivery Method, select “Ship It” or “Patron Pickup”. Then click on Save. Your request has now been submitted to the designated school library. • The lending library will be notified by a flag in Destiny next to the My Info tab. Because this is easy to miss, when borrowing a book via ILL it is suggested that a follow up email message be sent to the lending library.

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Receiving the item (Borrowing Library)

If the item is shipped: • When the item arrives from the lending library, let the patron know that it is available. • When the patron arrives to check out the item, pull up the patron record in Circulation. Click on Holds/ILL in the menu to the left. Find the book and click on ILL Checkout. The item is now checked out and will be displayed on the patron’s record. • If the lending library has sent a packing slip with the item, it is a good idea to keep this as a written record of the transaction. • When the item is returned by the patron, check it in. A note will appear reminding you to which school it belongs. It will show in your list of ILLs until the lending library has marked it “Received” by the lending library.

If the item is to be picked up at the lending library: • You or the patron will need to pick up the item at the lending library where it will be checked out to the patron. • When the patron is finished with the item, it should be returned to the lending library where it will be checked in.

Lending Library Procedures

Receiving an ILL request (Lending Library)

If you receive a request for an item • You will see an exclamation point next the flag to the right of the “My Info” tab in the Destiny window. Click on this icon and any ILL requests will be listed. • If you cannot loan the book, click on Decline. If you can fulfill the request, click on Ship It, then mail the item to the borrowing library.

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It is a good idea to print two packing slips, one to be mailed with the book and one to be kept for your records. • It is a good idea to write the due date on the packing slip so it can be easily noted by the borrowing library. Or you may allow the borrowing library to establish the due date when the book is checked out there. • If the item is to be picked up, click on Pull Copy and hold it for pick up. When the patron arrives to check it out, uncheck the box in circulation next to “Only my patrons”. Pull up that patron’s name and check out the item.

Receiving returned items (Lending Library) When an item is returned, whether via mail or in person, check that item in. If the item was originally shipped to the borrowing library, you may need to go to Holds/ILL and click on “Received”.

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QUICK ILL REFERENCE CHART

Borrowing Library Lending Library Locate patron record under HOLDS/ILL.

Add item to be held and choose lending library. Specify a date if needed and SAVE.

Select delivery method (usually “Ship It”).

Email lending library.

Pull item requested.

Click on “Ship It”.

Print packing slip and write due date on it.

Ship item including packing slip via county mail. Retain packing slip and note due date.

Notify patron that item has arrived.

When patron comes to pick up item, check it out through the “Holds/Ill” area. Check in item when returned by patron.

Ship item to lending library via county mail.

When item is returned, check it in. It should disappear from your “Holds/Ill” list. If not, click “Received”.

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OTHER ILL SOURCES

Public Libraries:

The Morgantown Public Library will loan books to school library media centers. They request that the borrowing library apply for a borrower’s card so material may be checked out to that school library. The library may also obtain books from other public libraries. Requests may then be made through the public library’s online catalog or by calling the library and asking for Interlibrary Loan. Morgantown Public Library: http://morgantown.lib.wv.us/morg.htl

(304) 291-7425

West Virginia Library Commission (WVLC): The WVLC will loan their materials to school libraries. On their site they have an online catalog. To actually request items via ILL, they recommend signing up through ILLaid, a fairly standard ILL procedure for larger libraries. ILL procedures and ILLaid access are available at http://wvlc.illiad.oclc.org/illiad/lending/lendinglogon.html. If you have questions, contact the WVLC at (304) 558-2041 or (800) 642-9021.

The WVLC home page is http://librarycommission.lib.wv.us/. From here you may navigate to the public online catalog as well as other options.

Academic Libraries: We have several academic libraries located in the area, the most notable being West Virginia University. To see if a book is located in the WVU system, use the search field at https://library.wvu.edu/. To access the ILL system, you will need to go to the WVU Interlibrary Loan web page which may be reached from the services menu of the WVU Libraries main page or go to http://illiad.lib.wvu.edu/. Click on “Lending Pages for Libraries Only” in the menu on the left. Here you will sign into ILLiad and make your request. If you have not used ILLiad at WVU before, click on “First Time Users” near the bottom of the window to set up an ILLiad account. [Wait for confirmation from Judi McCracken at WVU ILL.]For help, call WVU ILL at (304) 293-0321.

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The WVU online catalog may be accessed at https://library.wvu.edu/. The home site for the WVU Libraries is http://www.libraries.wvu.edu/.

Other academic and public libraries will have similar procedures. The website for each library will prove helpful, but the first time you borrow from a library it is often a good idea to call to verify the procedures.

WEEDING AND WITHDRAWING MATERIALS

As a part of responsible collection development, all collections need to be weeded. This process should be systematic, deliberate, ongoing, planned and thoughtful. (California) “Continued attention to the state of the collection and weeding helps to ensure equity and high quality. Collections are not static.” (Baltimore) Many sources suggest using the acrostic MUSTY, in considering which items should be removed from the collection: M – Misleading. Is the information outdated, obsolete, racially, culturally, or sexually stereotyping? U – Ugly. Is the physical appearance of the item antiquated, worn, frayed, dirty, unable to be mended? S – Superseded. Are newer copies available? Are there unneeded duplicate copies? Are newer editions available for almanacs, yearbooks, encyclopedias? T – Trivial. Is the material inappropriate? Is the material poorly written or produced? Is the information inappropriate in interest or reading level for students.

Y – Your collection has no use for the item. Is it irrelevant to your curriculum? (California)

The number of circulations can also be used as criteria for weeding. If an item has not circulated for five years, thought should be given to withdrawing the item from the collection.

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Copyright date can also be considered as a marker for weeding.

Suggested age markers include: 000s – 2-10 years

100s – 10 years

200s – 2-10 years

300s – 5-10 years

400s – 10 years

500s – 5-10 years

600s – 5-10 years

700s – 5-15 years

800s – Flexible

900s – 15 years

Biographies – Flexible

Fiction – 10 years

Encyclopedias 5-7 years

Reference – Evaluate on individual basis

Periodicals – 5 years Almanacs/Yearbooks – 3 years in reference, 3 additional years in circulation (California)

Consider keeping:

Classics, award winners

Local history

Annuals & school publications

Titles on current reading lists

Out of print titles that are still useful (California)

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Destiny can determine the age of the collection or offer information about non-circulating items. Various reports can be generated through the “Reports” component. Similar data on age of the collection and percentage of Dewey distribution can be generated through a Titlewise analysis, a service provided by Follett to users of Follett-based catalog systems including Destiny. After weeding items from the collection, be sure to withdraw them and dispose of them properly: 1. Delete the copies from the catalog 2. Remove any marks identifying the school, library and funding source 3. Dispose of them as determined by the Library Media Specialist Resources: Baltimore County Public Schools. “BCPS Weeding Guidelines.” Collection Maintenance: Weeding and Inventory, 25 June 2019. http://www.bcps.org/offices/lis/office/admin/selection.html Accessed 3 Nov. 2019. California Department of Education, Weeding the School Library: The Counterpart to Selection, http://www.cde.ca.gov/ci/cr/lb/documents/weedingbrochure.pdf Accessed 3 Nov. 2019.

CATALOGING AND PROCESSING

Ordering – Cataloging Specifications • It is recommended that the library media specialist order pre-processed materials whenever possible. If requesting pre-processed materials, it will be necessary to fill out a cataloging specifications sheet unless this information is already on file with the vendor. • On this sheet, you will be asked to indicate the call numbers you want for specific kinds of materials. • Also, you will be asked to indicate your barcode symbology and beginning barcode number. (See Appendix C for a diagram of barcode symbology.)

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Cataloging and Processing General Information:

All library media centers in Monongalia County School are automated using the Follett union database, Destiny. There is a catalog component in Destiny which uses local records, Alliance + and Z39.50 sources to locate catalog records. This section will address common processing procedures.

Books:

Purchasing pre-processed books whenever possible is recommended. Most books will arrive from the vendor, publisher, or supplier either partially or completely processed, depending on cataloging specifications. Once a book order is received, it is important to get the books physically processed to be placed on the shelf and get the MARC records into your Destiny catalog. Check-In Procedures for Book Orders:

1. Check the packing slip against the contents of the order when it has been received to make sure everything on the packing slip has actually been received and is accurate.

2. Check binding, spine, print, and paging of each book for damage BEFORE processing.

3. Apply the barcode, barcode protector, spine label, card pocket, Mylar cover and security strip if applicable.

4. Stamp ownership inside each book as established by your library. See more details in #6 in the next section below.

5. Notify the school secretary of order arrival.

Cataloging Procedures for Vendor-Processed Books If Books Arrive Processed:

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1. Check the order carefully and separate out any books that should be REFERENCE or any other special category or are additional copies of current titles. The copy records, call numbers, or circulation types in Destiny may need to be changed. Also, the labels may need to be changed.

2. MARC records for your new books may be sent via your “K-12” E-mail account. If the books were ordered from Follett, the MARC records can be found in your Titlewave.com account under “Order History”. Select the invoice then “Download Now” under Standard.

3. The downloaded records will need to be located later.

4. To import MARC records, go to Catalog in Destiny and click on Import titles: Importing Titles:

a. You will have several choices on the next screen; the automatic defaults are recommended. The default circulation type will be REGULAR but may need to be changed for some titles after import.

b. Next, select “Choose File”. Browse and locate your new MARC records that have been downloaded from your email or Titlewave. After the records have been previewed, click on Import to import them into your Destiny collection.

c. Go to Job Manager in Destiny, and click on the View link for your import; you will ALWAYS have a report of some kind about your import. If you view the report for errors/warnings, copies can be edited as needed.

5. Apply the spine labels, label protectors, card pockets, Mylar covers and security tags if applicable.

6. Stamp with the library name in locations chosen for your library media center. If you can’t determine what the past practice has been, the following is recommended: stamp in the front, on the title page, on page 100 (or 50 if there are less than 100 pages), in the back, and on the top.

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7. Let the teachers know about the new books.

8. Display the new books and invite students to check them out.

Cataloging Procedures for Unprocessed Books:

1. Follow general Check-in Procedures if books were ordered without processing.

2. In Destiny/Catalog, choose Add Title from the menu:

3. There are several different ways to search for a record for your book. The drop-down menu lets you choose: Title, Author, Library of Congress Control Number or International Standard Book Number.

4. Type in your request and click on “Go” to search for your record. The red school house beside a search result indicates that there is already a record for this book in Monongalia County’s Destiny database. ALWAYS USE THE MONONGALIA COUNTY RECORD IF ONE IS AVAILABLE. Click on Details to view the record.

5. Click on Add Copy to add this book to your library media center: a. Add the book’s barcode. ALWAYS CHECK THE CALL NUMBER TO MAKE SURE IT IS CORRECT. THERE SHOULD BE NO SLASH, AND EXTEND NO MORE THAT 3 PLACES BEYOND THE DECIMAL POINT. b. Add the price and change the circulation type if the book is a reference or another category with a circulation type other than regular. c. After everything has been added to the copy, click on Save Copy; the book is now in the library media center’s collection.

6. If a title is not in Monongalia County’s Destiny database, Alliance +, Follett database containing thousands of catalog records, will probably have the record. Alliance + records are denoted with the blue A+. Click on Details to look at the record:

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a. Alliance + may have several records for your title. Choose an Alliance+, record that exactly matches the item you are cataloging. b. Choose the correct record and click SAVE.

7. If Destiny cannot find a title record in Monongalia County or in Alliance +, it searches Z39.50 sources. If the title is found in a Z39.50 source, adding a copy is done exactly the same way as the previous two copies were done.

IF A TITLE RECORD ABSOLUTELY CANNOT BE FOUND IN MONONGALIA COUNTY, ALLIANCE +, or Z39.50 SOURCES after you have searched by title and by ISBN and/or LCCN, ONLY then can you do original cataloging, however it is recommended when cataloging to link your copy to an existing record.

Brief Cataloging:

1. Click on Add Title in the Destiny menu; search for your title, then click on Nothing matches? Add the title, then on BRIEF format. Information for the Brief Record MUST BE TAKEN ONLY FROM THE TITLE PAGE AND THE VERSO OF THE TITLE PAGE. NEVER CATALOG A TITLE FROM THE COVER.

2. The following information should be included when cataloging: title, author, subject. (Sears List of Subject Headings should be used.) https://www.ebscohost.com/promoMaterials/SearsFM.pdf

3. Enter the above information and click on Save Title.

4. After you click on Save Title, your title will appear; now you need to add a copy to add your local barcode, call number, and other local information. Call number assignments should follow the Dewey Decimal Classification (DDC 23). ps://www.oclc.org/content/dam/oclc/dewey/ddc23-summaries.pdf

5. Brief cataloging is incomplete. As time permits, brief cataloging should be changed to full MARC.

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MARC Cataloging:

1. Click on Add Title in the Destiny menu: search for your title, then click on Nothing matches? Add the title, on MARC format.

2. The MARC worksheet will now be displayed. The numbers are called Tags; the information that goes in the tag is a field. Fields have subfields that ask for very specific information. YOU DO NOT HAVE TO FILL IN EVERY BLANK FIELD OR SUBFIELD. Click on the blue letters (subfields) to add needed information.

3. Click on Add copy to add your local information such as call number, barcode, and price.

4. Preview, stamp school name and barcode the AV material.

5. Go to Destiny/Catalog and click on Add Title.

6. On the drop-down menu, choose the kind of AV material your are processing.

7. Because AV materials often do not have ISBNs and have no LCCNs search by Title for your material if there is no ISBN.

8. There can be many different versions of AV materials, as well as duplicate titles, be very careful that the title records are correct when adding AV materials.

9. To add title record or copy, follow the procedures listed above for adding books.

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Processing Equipment in Destiny:

MARC records cannot be purchased for equipment; equipment records must be produced by original cataloging UNLESS a record that can be used is already in Destiny. 1. When searching Destiny/Library Search for equipment records, be very specific when searching keyword. Search all Monongalia County records in Destiny, not just one school. There should be one record in Destiny for each type and specific model of equipment; all examples of that one type and model will then be attached to the record. IF YOU HAVE 10 IDENTICAL PIECES OF EQUIPMENT, DO NOT CREAT 10 DIFFERENT RECORDS. Create one record and attach 10 copies to it IF there is not already a record in Destiny. If a record has already been created (if you find it already in Destiny), attach copies to that record. Search all schools in Destiny/ Library search before you create an original record. 2. When creating an original equipment record in Destiny/Catalog: add Title, choose equipment from the drop-down menu. 3. There are two different ways to enter original cataloging information in Destiny. The first is the Brief Title entry. This includes the bare minimum of information needed to access the equipment when searching. Much of this information does not pertain to equipment records. Filling the necessary blank spaces will automatically put the information into MARC format after the record is saved. 4. The second method of original cataloging is MARC Format. 5. Now click on Add Copy to add your local information: call number, barcode, and price.

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COPYRIGHT

In accordance with the philosophy of assisting the creation of responsible, contributing citizens, it shall be the policy of Monongalia County Schools’ media specialists and users of the media center to comply with the current U.S. Copyright Law and with all guidelines and additions to the law. The criteria of the Fair Use Law will be followed in the educational setting. Fair Use factors (FL-102 ) are:

1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes 2. The nature of the copyrighted work. 3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole. 4. The effect of the use upon the potential market for, or value of, the copyrighted work (U.S Copyright Law FL-102)

The distinction between fair use and infringement may be unclear and not easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission. (U.S Copyright Law FL‐102)

Resources: U.S. Copyright Office. "More Information on Fair Use." Copyright.gov. Dec. 2016. https://www.copyright.gov/fair-use/more-info.html Accessed 3 Nov. 2019.

PATRON RECORDS

Keeping accurate and secure patron records is important to maintaining the integrity of the Destiny database. Students will be added at the county level. If a new student arrives, keep a paper record of check outs until the county has added that student. If a student leaves, the LMS may delete that student record if it is certain that student will never return to the county. Keep in mind that the student may be transferring to another school in the county in which case that record is still valid.

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If a student who has moved owes items to the library, it is best to leave those records in the system for a year or two in case the item shows up or the student returns. Some librarians set up a dummy homeroom for students who have moved but owe materials. In such a case, the homeroom on such a student’s record may be changed. The one time students may need to be added to Destiny by the LMS would be in the event that a homeschooled student is enrolled in a class or classes at the school. These students may be added with a temporary ID number if the county has not done so, but be aware that these students should have WVEIS numbers and adding a student may duplicate the county entry. Students may also be temporarily added if using the school library as part of a summer program. Note that homeschooled students who are not enrolled in any classes at the school during the school year should not be using the school library. Teacher records are created by the LMS, not the county. A system for assigning patron numbers to teachers is at the discretion of the LMS. New teachers are usually entered at the beginning of the school year which is also a good time to delete teachers no longer at the school. One LMS suggests creating a homeroom with the LMS’s name and assigning teachers to that homeroom so they can be easily located.

ACCEPTABLE USE POLICY

Monongalia County Schools expects all students and employees to adhere to its Acceptable Use Policy. It is the role of the media specialist to teach students to become responsible users of information. The Internet is a primary source of reference material in today’s media center, and student access to the Internet is essential for 21st century literacy. The LMS should facilitate the understanding of copyright, plagiarism, citing sources, and making informed decisions about the validity, accuracy and appropriateness of Internet sites. Please reference the current Monongalia County Schools Acceptable Use Policy.

FUNDRAISING AND BOOK FAIRS

All public school library media centers in Monongalia County receive an allotment from the county Board of Education for the purchase of books and periodicals. Other library requirements must be purchased through other sources.

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In many schools this necessitates fundraising. Fundraising forms are required for every fundraiser and can be obtained from the principal. Book fairs are the most popular option among elementary and middle schools. In many cases, the school’s PTO, PTA, or PTG may handle much of the setting up prior to the fair, packing up at the end of the fair, and scheduling of volunteers. It is generally up to the library media specialist to book the fair, keep financial records, reorder books that sell out and turn in the reports. During the fair, volunteers might assist students, run the cash table, and tidy up. Much of the distribution of responsibilities is up to the librarian and the abilities of the volunteers. Scholastic Book Fairs is the most widely used company, but others are available, too. Usbourne has a book fair plan and has been used by some schools in the county. To learn of other potential book fair companies, an internet search would provide the most current alternatives. When using an unfamiliar company, wisdom suggests asking for references from schools that have used that company and actually checking out those references. Other fundraising possibilities:

Most of the school library media centers in our county rely on book fairs to supplement their funding. Some other fundraisers that have been used include: • Running a school store, selling pencils, paper, erasers and other student needs. • Donations from boosters and parent groups such as PTO. • Selling personalized stationery. • Grants. • Raffling baskets of donated items. • A Birthday Book program.

Notes:

• When an idea for a fundraiser arises, check with the principal for feedback, potential conflicts and support. • Put the fundraiser on the school calendar as soon as possible to avoid conflicts with other school events and fundraisers.

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• Obtain a form from the principal to complete for the county. The Board of Education will need to approve the fundraiser. • Enlist the assistance of some reliable volunteers. This will not only assist with the work load, but may also provide a source of ideas and cultivate public relations. • After the fundraiser be sure to complete appropriate reports, including the one required by the county. Sales Tax

Collecting sales tax is a recurring question and one that has had different answers over the years depending on the interpretation of tax laws. As this manual is written the opinion of the state tax office is that a once-a- year fundraiser, such as a book fair, qualifies as an isolated transaction and falls under the “occasional sales” exemption of the West Virginia tax code. Therefore, we do not have to charge sales tax.

VOLUNTEERS

Volunteers in a school library media center can be an invaluable asset. Much depends on recruiting dependable, perseverant individuals who do not mind engaging in the mundane tasks that keep a library going. Volunteers can be enlisted through parent-teacher organizations, and this often is a good resource for help with fundraisers. At many schools, there is a Parent Volunteer Coordinator to assist you in recruiting volunteers. ALL volunteers must be trained by the county. They MUST complete an Online training. However, to recruit people who are energetic, friendly and willing to tackle the routine library tasks, it is sometimes better to personally approach individuals. Many library media centers ask volunteers to fill out an application form. This assists the librarian in assigning tasks suited to the volunteer and provides contact information. Some important points to consider: • Volunteers should not be left in charge of students – a certified teacher must be in the area.

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• Any student information that the volunteer encounters must remain private. (For this reason, many library media specialists do not allow volunteers to check materials in and out where access to online information is available.) • Volunteers should focus on assisting students and completing library tasks, not socializing with other adults or engaging their child’s teacher in an impromptu parent-teacher conference. • Many potential problems in having volunteers in the library can be avoided by having specific tasks planned ahead of time that volunteers may carry out. Most volunteers want to be useful and busy – all need to be useful and busy.

Some jobs for volunteers might include:

• Processing materials: stamping, affixing labels, attaching pockets or jacket covers • Shelving • Light dusting • Mending books and other materials • Creating displays • Pulling books for seasonal collections or specific topics from a librarian- generated list • Straightening shelves and shelf-reading • Assisting with inventory • Assisting with fundraisers • Assisting students in locating materials • Checking materials in and out

Resources: “Create a Volunteer Program to Support Your School Library.” Scholastic, http://scholastic.com/pattersonpartnership/pdfs.create-a-volunteer-program.pdf. Accessed 13 Dec. 2019.

Hillsborough County School District, “Volunteer Application Form” Library Media Services: Media Handbook. http://sdhc.k12.fl.us/docs/00/00/13/30/Library_Media_Handbook/.pdf. Accessed 13 Dec. 2019.

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Volunteer Application Form:

<> Media Center

Volunteer Application form Volunteers are a vital part of our school’s media program. We greatly appreciate your time. Thank you for volunteering to assist us in making our media center a valuable learning resource for our students.

Date: ______

Volunteer Name: ______Address: ______

______

Telephone Home: ______Work: ______

Cell: ______

When would you like to volunteer (Please circle all that apply.)

Days: Monday Tuesday Wednesday Thursday Friday

Times available: ______

Number of hours per week: ______

Please indicate your areas of interest:

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APPENDIX A Library Bill of Rights

The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.

I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views. VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use. VII. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people’s privacy, safeguarding all library use data, including personally identifiable information.

Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; January 29, 2019.

Inclusion of “age” reaffirmed January 23, 1996.

Although the Articles of the Library Bill of Rights are unambiguous statements of basic principles that should govern the service of all libraries, questions do arise concerning application of these principles to specific library practices. See the documents designated by the Intellectual Freedom Committee as Interpretations of the Library Bill of Rights. Resource: Admin. “Library Bill of Rights.” Advocacy, Legislation & Issues, 11 Feb. 2019, http://www.ala.org/advocacy/intfreedom/librarybill. Accessed 15 Dec. 2019.

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APPENDIX B Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights

The school library plays a unique role in promoting, protecting, and educating about 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, the principles of the American Library Association’s Library Bill of Rights apply equally to all libraries, including school libraries. Under these principles, all students have equitable access to library facilities, resources, and instructional programs.

School librarians 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 librarians 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 librarians 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 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 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 have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School librarians resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access regardless of technology, formats or method of delivery.

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Major barriers between students and resources include but are not limited: to imposing age, grade-level, 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 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 librarians 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; and July 1, 2014.

Resource:

Admin. “Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights.” Advocacy, Legislation & Issues, 9 July 2019, www.ala.org/advocacy/intfreedom/librarybill/interpretations/accessresources. Accessed 16 Dec. 2019.

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APPENDIX C Call Number Prefixes R Reference (+Dewey # & 1st letter of author’s last name)

920 Collective Biography (+1st letter of author’s last name) B or 92 Biography (+complete last of name of person) FIC Fiction (+complete last name of author or first three letters of author’s last name) E Easy Book SC Story Collection (+1st three letters of author’s last name) VC Video Cassette (+number) DVD DVD (+number) CD Compact Disc (+number) PLA Playaway (+number)

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APPENDIX D

ANATOMY OF A 14 DIGIT BARCODE

3 TYPE IDENTIFIER‐for library materials 502 LOCATION CODE‐ (site specific, use your school code) 00001286 ACTUAL BARCODE NUMBER (zeroes allow room for growth) 3 CHECK DIGIT‐Random Number (selected using an algorithm) added by vendor for security purposes.

Example 3 502000001286 3

This barcode symbology is: Code 39 Mod 10 If you do not use a Check Digit, it is: Generic Code 39.

February 2020

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