Florence High School Library yfedia Center "Where ve very Ea age So. ‘oars: Dreaming, Believing, Learning, Achieving Policy and Procedure Manual 2015 - 2016 os SSETable of Contents: Philosophy and Plans Mission Statements Vision Statements and Acronyms Goals and Objectives Budget Maya Collection Development Selection Policy 8 Reconsideration Policy and Procedures 10 Weeding Policy and Procedures ul Gifts Policy _ 12 Collection Analysis, 1B Operational Procedures Hours of Operation, 4 Scheduling Policy 14 Circulation Policy 15 Rules 16 Technology Procedures for Online Usage by Students 16 Using Email Wisely. 17 Using the Internet Wisely. 17 Facilities Library Layout 18 Appendices Appendix A: Library Bill Of Rights 19 Appendix B: Book Processing Formats, 20 Appendix C: Library Orientation, 21 Appendix D: Citizen's Request for Reconsideration of Library Materials 22 Appendix G: Freedom to Read 2 Appendix F: Standards for the 21" Century Learner. 26 Resources: The Rankin County School Distet Stadent Handbook, Misssipp Library Media Program Guidelines, Ranking County Schoo! District Library Media Program GuidelinesMission Statements Department of Education Mission Statement ‘The mission of Mississippi's school library programs is to assist in providing a quality education for every child by: + Encouraging lifelong information literacy and learning through reading and inquity. * Providing an inviting, dynamic environment in which students and staff become learners capable of accessing, evaluating, applying, and sharing information independently. * Providing real and viral access to appropriate, high-quality resources (print and, non-print) and services that support and enhance teaching, literacy, and learning during and outside the school day. + Participating in curriculum development and design of learning activities. *+ Facilitating professional development for the learning community. Rankin County Mission Statement ‘The mission of the Rankin County School District is to prepare every student with the cognitive and social skills necessary to be productive members of an ever-changing global society. Rankin County Library Mission Statement “The mission of the Rankin County School Library Media Program is to empower inspire, and support learning in the art of inquiry and discovery, as they become critical thinkers, skillful researchers, and responsible, ethical users, producers, and managers of ideas and information, The program must provide an environment that promotes student success in today’s knowledge and technology-driven society; foster independent, enthusiastic and lifelong learners and readers; and promotes cohesiveness with the disttic’s curriculum goals, objectives, and values. School Mission Statement Where Every Eagle Soars: Dreaming, Believing, Learning, Achieving FHS Library Mission Statement I is the mission of the FHS Library to be a vital piece of the FHS community. Our role is to help: help students learn how to learn; help teachers find matcrials they need; help nistration impact student learning through effective policies and proceduresPersonal Mission Statement Ie is my job to be a resource for my entire school. I want students, teachers, staff, and administration to see the value in a properly managed library. I will do this through four different avenues: (1) collection development, (2) teacher/librarian collaboration, (3) student instruction, and (4) researching new technologies and resources for out school. Vision Statements Department of Education Vision Statement In Collaboration with the school's learning community, Mississippi’s 21 Century school library programs should be the center of teacher and learning by providing access to quality collections and technologies, and by extending services beyond the school library's four walls and the traditional school day. Program Vision Statement Our vision for the Media Centers of the Rankin County School District is for the media center to be the hub of the quintessential learning experience. This includes a comforrable, ing environment complete with the latest technology available for information retrieval. Print materials would meet or exceed minimum certification standards, Personnel/staffing would also meet or exceed minimum certification standards. Various models of flexible scheduling of classes will be incorporated to insure that teachers have adequate planning time without relying on scheduled library time in elementary school settings. ‘Acronyms RCSD - Rankin County School District FHS - Florence High School LMC - Library Media Center LMCS - Library Media Center Specialist CCRS - College and Career Readiness Standards AASL - American Association of School Librarians ALA - American Library AssociationGoals and ObjectivesGoal 1: The Florence High School Library Media Center will provide materials to meet the needs ofall subject areas according to the College and Career Readiness Standards as well as ‘materials that expand on all subject areas included in the curriculum, OBECJETIVE: The Library Media Center Specialist will become an integral part of cutriculum and department meeting to ensure that all curriculum needs are met. To help grow the collection according to the College and Career Readiness Standards, teachers are ‘welcomed to turn in request for library materials that coincide with lesson plans. However, these materials will be housed in the library and open for all students and faculey members to use, EVALUATION: Teachers will be given a survey at the end of the academic year to evaluate the curriculum collaboration berween the teachers and Library Media Center Specialise. Goal 2: The Florence High School Library Media Center will maintain a well-organized and well-labeled collection that provides a variety of books and resources that meet the interests ofits patrons. OBJECTIVE: The Library Media Center Specialist will work on a daily basis to censure that both students and teachers will have a vatied collection to help promote reading skills, which will in turn increase overall reading comprehension scores. The library will house all print resources in bookshelves with highly visible labels to help pattons find necessary materials. EVALUATION: All faculty and students will be given a survey at the end of the academic year to evaluate the overall library in areas such as use and collection resources. Also, test scores will be tracked to show the proposed: increase in overall test scores die to an increase in students reading. Goal 3: The Florence High School Library Media Center will assist with acquisition of new technologies and provide instruction in their utilization inside the classroom, OBJECTIVE: The Library Media Center Specialist will work with the school and school district to purchase electronic resources and databases that will coincide with College and Career Readiness Standards. Along with purchasing new electronic resources, the LMCS will hold seminars during Professional Learning Community meetings to help teachers keep up-to-date with the latest technology. EVALUATION: During the PLC meetings, LMCS will conduct a verbal survey to sec if the new technology is working for each department. Ifthe new technology is not working for a particular department, itis up to the LMCS to talk with the Rankin County School District's Instructional Director to discuss ways to help that particular teacher ot department work better with said electronic resource.Goal 4: The Florence High School Library Media Center will begin a strong collaboration with ceachers as instructional partners to develop research units fulfilling the content requirements of the curriculum and the College and Career Readiness Standards OBJECTIVE: The Library Media Center Specialist, along with the FHS faculty, will begin a process of building a working model of collaboration that helps student performance and increases test scores in all areas. The LMCS will work with teachers on a one-on-one as wells as the department as a whole as an instructional specialist EVALUATION: Both teachers and the Library Media Center Specialist will meet to help improve the collaborative relationship during weekly PLC meetings. During these meetings, pros and cons will be discussed as well as ways to fix any problems that are occurring. Goal 5: The Florence High School Library Media Center will promote the legal and ethical use of copyright materials and provide students and FHS staff with information on copyright law and fair use guidelines for education, so that teachers and students share and participate ethically and productively as members of society. OBJECTIVE: The Florence High School LMCS will conduct a general library tout program at the beginning of each academic school year. During this program, both students and teachers will be taught exactly what copyright materials are and hhow to both legally and ethically reproduce these particular materials. and orients EVALUATION: Secing both students and faculty correctly reproducing copyrighted materials will show if that particular portion of the orientation program was ot was not effective. Goal 6: The Florence High School Library Media Center will be an active, informational hhub for both the school and outside community. OBJECTIVE: This will be accomplished in three ways: the LMC will (1) provide access to information resources beyond the Florence High School physical collection and will not be limited by the constraints of library houts, (2) keep abreast of information needs of the school by seeking information concerning new curriculum developments and departmental decisions, and (3) open its facility to students, staff, and the community to provide physical space for educational purposes. EVALUATION: All users of the Florence High School Library Media Center will have the opportunity to complete a survey, which will evaluate theit use of the library, the sctvices the library provides, and their overall rating of the library in general. These valuations will help keep the LMCS informed of their patrons’ needs when it comes to using the library and the resources.Budget: Overview: With more than 700 students enrolled in grades 9-12, FHS is one of the only middle-sized schools in the Rankin County School District. As a school that has an excellent academic history, we strive towards being one of the top schools in the third largest school districe in the state. The FHS Library Media Center is an established educational and intellectual hub for faculty members and students as well as the Florence community at large. ‘The library media center houses a collection of more than 6,000 books and printed reference resources as well as offers access to vatious databases such as MAGNOLIA database, World Book Online, SIRS databases, eBrary database, multiple Infobase Databases, WebPath Express, and Standard Seatch. The library media center is currently working on replacing the print collection with new and updated books. We have updated our current computer lab and have added to our library flexibility by the addition of five computer catts, Monetary Breakdown: Each library media center in the Rankin County School District is given $15.00 per student; therefore Florence High School Library Media Center is given around $10,950 per year. FHS is nor a title school, so cach dollar we have must be carefully spent and all resources utilized. Also, che Rankin County School Disttic’s Insttuctional Director may earmark additional funds for the FEIS Library Media Center depending upon need for the coming year. Lastly, the library media center staff aggressively pursues private grants co help build our library. Budget Breakdown by Category Category Name Category Number | Per Student Total Amount Books and. 652 $5.50, $4,015, Periodicals : Repairs 430 $4.00 $2,920 Supplies 610 $3.50 $2,555 Equipment 71 $2.00 $1,460 Yearly Expenses: The entire budget for books and periodicals is utilized every year for both print and electronic books. $500 — additions to the Destiny Catalog System (Webpath Express and Standard Search). The Rankin County School District is currently paying for the library media center's subscriptions to Learn 360, SIRS databases, and Destiny Cataloging System. These amounts are subject ro change on a yearly bases and ate not guaranteed for more than the current school year. FHS is also the only disttict that pays for access to eBraty, a subscription service that provides access to over 17,000 full-text eBooks, Key Expenses: (1) The purchase of additional computers for use in the library, (2) purchase of toner for printers, which teachers may use to print off progress reports, (3)Various supplies and other equipment may be purchased throughout the year, including the purchase of database access. Justification: Every year, the Florence High Schoo! Library Media Center will conduct a collection analysis and weed dated or damaged print resources to keep an up-to-date collection in both realms of academia and pleasure reading. In doing so, the library media center is supporting the school’s goal of promoting reading and creating lifelong readers. Collection Development Plan: 2013-2014 000, 200, 400, popular fiction and Common Core resources 2014-2015 500 and 600 (Science and technology) and popular fiction 2015-2016 100, 300, biographies, and popular fiction 2016-2017 800 and 900 (Literature and History), and popular fiction 2017-2018 700 (Sports and current interests) and popular fiction Collection Development Policy Selection Policy Ieis the policy of the Rankin County School District Instructional Department to provide a broad range of educational materials to entich and support che curriculum and to meet the needs of the individual students and teachers. The professional staff should provide students with a wide range of materials of diverse appeal. Matcrials should be available in a variety of formats and represent varying levels of difficulty and varying points of view. In selecting matetials, principles ounweigh personal opinion, Materials are considered for their quality and appropriateness. Responsibility for Selection of Library Resources 1. The Rankin County Schoo! District Board is legally responsible for the selection of all instructional materials used in che Library Media Centers. 2. Responsibilities for actual selection shall rest with the professionally trained Library Media Center Specialist. The Florence High School professionally trained libratian has primary responsibility for selecting library materials in accordance with the school’s curriculum and instructional program. While the responsibility for final selection and recommendation for purchase rests with the Library Media Center Specialise for resources, suggestions will be welcomed from principals, teachers, staff, and students. Selection is based upon evaluation of the following: a. By the professional Library Media Center staff b. In professional library tools and other review media c. By other responsible professionals3. Basic materials shall be adopted by the Rankin County School Board prior to their use in Florence High School Library Media Center, except for materials authorized by the Superintendent for trial use. 4, In Selecting materials library staff, administrators, and faculty are guided by the principles incorporated in the School Library Bill of Rights, the Freedom to Read Statement, standards adopted by the American Association of School Librarians, and the Schoo! Library Standards of the Mississippi State Department of Education, 5. The collection will be developed systematically, ensuring a well-balanced coverage of subjects, opinions, and formats and a wide range of materials on various levels of difficuley supporting the diverse interests, needs, and viewpoints of the school community. Criteria for Selection of Library Resources 1, Materials should support the School and the District’s educational goals and polices, including the District's educational goals and policies, including the advancement of student literacy. 2. Materials should be selected to support, enrich and extend the Florence High School curriculum and to encourage informational, educational, and recreational reading, viewing, and/or listening. Instructional materials shall stimulate growth in critical thinking, reasoning, and problem solving and support lifelong learning and workplace applications 3. Consideration should be given to diverse user interests, abilities, backgrounds, cultures, languages, and maturity levels. 4, Materials intended for student use should be appropriate for the subject area and for the age, social development, ability levels, special needs, and learning styles of students served by the collection, 5. The literary style of a work should be appropriate and effective for the subject mater and its intended readers or viewers. 6. The value of any work must be examined as a whole. The impact of an entize work will be considered, transcending individual words, phrases, and incidents. 7. In order to assure quality selection the following additional factors will be weighed as they apply: a) Educational significance and/or contributions to the curriculum; b) informational or recreational interest; c) Reputation and significance or the author, producer, editor and/or publisher; d) Degree of pocential user appeal e) Contribution to the variety in viewpoints offered on controversial issues; f) Accuracy and currency of information; g) Arrangement and organization of the material; h) Artistic quality, literary style or production values; i) Readability levels; j) Quality and variety of formar; k) Need for duplicate copies of extensively used materials; I) Need to replace essential/required worn, damaged, or missing materials; and m) values commensurate with cost and/or need.10 8. Resources sharing will be considered in purchasing decisions, Materials may be purchased or not purchased based on networking and collaborative relationships wich other area collections and depending upon extend of need. 9. Resources will be purchased in a variety of formats with efforts made to incorporate emerging technology when they meet the criteria outlined above. 10. Gift Materials will be evaluated by the criteria outline above and shall be accepted or rejected in accordance with those criteria Procedures for Selection of Library Resources 1. Use reputable, unbiased, professionally prepared selection aids when possible. Among, the sources to be consulted ate: Horn Book, Book Report; Booklists School Library Journal and other appropriate sources. Professional books lists and reviews published by the American Library Association, the National Council of Teachers of English, and H.W. Wilson Company are consulted in the selection of materials for the library media center. 2. Consider recommendations from faculty and students, 3. Judge gift items by standard selection criteria and, upon acceptance of such items, reserve the right to incorporate into the collection only those meeting the above criteria. 4. Purchase duplicates of extensively used material. 5. Purchase replacements for worn, damaged, or missing materials basic to the collection. 6. Determine a procedure for preventative maintenance and repair of material. ‘The Florence High School Library Media Center adapts to the needs of it patrons and. user community first and foremost; however, when it comes to formulating and following policies and procedures, the Library Media Center begins with those written by the American Association for School Librarians, a branch of the American Library Association, and works down to those set by the Rankin County School District and the administration of Florence High School. Reconsideration Policies and Procedures Any Florence High School library patron may formally challenge resources used in the Library Media Center on the basis of appropriateness. This procedure is for the purpose ‘of considering the opinions of those people in the school and the community who ate not directly involved in the selection process. The Florence High School professionally trained Library Media Center Specialist will explain to the questioner the school’s selection procedure, how the questioned libraty resource fits in the Florence High School's education program, and any additional information regarding the particular library resource. The principles of the Freedom to Read Statement as well asthe judgment of collection development specialist will be defended, rather than the library resource as a whole.u Request for Formal Reconsideration ‘The questioner will be asked to fill out the “Citizens Request for Reconsideration of ‘Materials’ form. A copy of the completed form will be forwarded to the Superintendent of the Rankin County School District. If the Florence High School Library Media Center Specialist or Principal does not receive a completed and signed form within two weeks, then the matter will be considered resolved. Within ten school days of receipt of the complaint FHS's principal and RCSD Superintendent will appoint a committee composed of the following persons to review the complaint: FHS’s principal, Library Media Center Specialist; classroom teacher; the di iculum coordinator; and one community member. The review committee will fet cu 1, Examine the challenged resource by reading critical reviews; 2. Weigh values and faults to be able to form opinions based on the material as a whole rather than on a particular passage or section which can be taken out of context; 3. Discuss the challenged resource in the context of the educational programs 4, Prepare a written report to send ro the questioner and to keep on file for future reference. The said report will be forwarded to the Superintendent of Rankin County Schools who will inform the complainant of the results within 30 days of receipt of the complaint. No materials shall be removed from use until the commireee has made a final decision, The decision of the committee is binding and complainants may not raise the same ot substantially same challenge as the appeal that has been decided and the matter considered closed. Weeding Policy and Procedures Weeding is an integral part of collection development and is essential to tid the Library Media Center of unsuitable and unnecessary resources. For accountability purposes, discarding an item because there is not room for it on the shelf is not acceptable. Rankin County Schoo! Board asserts that the responsibility of Florence High School Library Media Center regarding weeding is 1. To provide quality Library Media Center resources to support and entich both the curriculum and the personal needs of students and faculty members alikes 2. To provide a more up-to-date collection and accurate reference information; 3. To make more effective use of space, which will allow the Library Media Center resources to be more visible and accessible; 4. To provide a more attractive collection to promote use along with encouraging patrons to care for Library Media Center resources; 5. To provide feedback on the overall collection. The Library Media Center has plan for continuous, methodical weeding and review.12 Review for Weeding of Library Media Center Resources ‘The responsibility for the weeding of resources from the Library Media Center is entrusted to the professionally trained Library Media Center Specialist who is employed by Florence High School. While the final decision rests with the collection development specialist, FHS teachers are invited to review the items marked for withdrawal. Criteria for Weeding of Library Media Center Resources Print Items a) Physical appearance — discard items that are worn our and cannot be repaired and those that have an appearance which discourages readers; b) Outdated materials that contains incorrect information, that have been replaced with a newer edition or which contain biased or sexist terminology Discard items in which the basic information and/or illustrative material is out-of-date. ‘Weeding Specific Classes of Books (maximum age of materials) 1. Ten Years: Encyclopedia sets, di sciences 2, Five Years: Almanacs, directories, books on mass media, descriptive geography, careers, and computers 3. Three Years; fiction titles 4, Other: Biographical sources, old editions of classics whose update format discourages reader. 5. ‘The following Library Media Center resources will not be weeded; however they may be replaced due to poor physical condition: Classics, Local and state materials; Materials published by or about the school which might be considered archival items. aries, topical materials atlases, and social Procedures for Weeding of Library Media Center Resources ‘Weeded resources will be offered to outside sources in the following order: staff, students, and other libraries in che RCSD area. Weeded resources in bad physical condition will be discarded and if possible recycled. All information identifying the resource as Library Media Center or school district property will be removed. The Library Media Specialist will follow instruction in the computer system to delete the weeded copy. Evaluation Florence High School will continuously evaluate the quality of resources following the above-mentioned policy. The Library Media Center will allow students and teachers to revaluate the Florence High School Center Library Media Center using a survey, which will be linked to the library home page. Gift Policy (Organizations and individual parties express interest in donating books, reference resources and other educational-related materials to Florence High School. A professional libraty staff member must review potential library donations using the following criteria:13, 1. Materials should be new or barely used, complete, and attractive. 2. Reference materials, including atlases, encyclopedia, subject specific multi-volume sets, and other nonfiction resources should be no more than five years old; science, medical, computer, and other resources in areas in which information quickly becomes outdated should be no more than three yeats old. 3. Fiction books, which are more than eight years old, will not be accepted with the exception of books by well-know young adule authors and classics 4, All materials including reference, fiction and nonfiction, and other materials should be on the reading level and an interest of students enrolled at Florence High School 5. Nonfiction books should not reflect outdated stereotypes of racial or cultural groups in cither the text or the illustrations and should avoid oversimplification of complex issues and other distortions that would give readers erroneous or misleading formation. 6. Textbooks, workbooks, standardized tests, most periodicals, pamphlets, and catalogs will not be accepted. Collection Analysis ‘The Library Media Center analyzes the collection level by Dewey “hundreds” and material format. Each of the Dewey “hundreds” includes information about the overall weakness of the reference, nonfiction, and fiction collection. The Follett Titlewave Collection Analysis indicates the materials needed to be weeded due to age not condition. It is up to the Library Media Center Specialist to decide if the resource needs to be discarded due to condition. ‘This collection analysis is repeated several times through the year. Any questions or concerns may be addressed to the Library Media Center Specialists. Copies of the current Titlewave Collection Analysis is available upon request. Collection Maintenance ‘The Library Media Center Specialist isin charge of de-sclecting items from the collection based upon the MUSTIE acronym that is used in many school and small public libraries: M- misleading, factually inaccurate U~ugly, book is worn and torn, in disrepair S—superseded by newer edition T—tivial or no real discernible value I= irrelevant to the needs and interest of the FHS community E- elsewhere available There is also an additional weeding criteria related to the age of the book in terms of copyright date.14 Operational Procedures Hours of Operation The Florence High School Library Media Center is open Monday through Friday from 7:30 AM. to 3:30 P.M, Students are allowed co utilize the library before and after school. During the class day, students may use the library on an individual basis with permission from their teacher. They must have a signed pass from their teacher and they must sign-in to the library. Students must be working at all imes. When students have completed the assignment, they must sign-out of the library and return to class. Due co larger class sizes, there may be times when independent students are asked log off computers or sent back to class. Seniors and athletes, who are dismissed after 4* block, are not allowed to stay on campus. ORGANIZATIONAL MEETINGS: The library media center may be used for club meetings before or after school, as well as, during homeroom. It isthe responsibility of the organization's sponsor to sign-up for the appropriate date on the library media center. This times first-come-first serve. Scheduling Policy for Classes ‘The Florence High School Library Media Center allows teachers to schedule a class to use the library media center during that particular block. This policy allows for flexible scheduling for both teachers and students to get the most of their time in the LMC. Teachers can either contact the Library Media Center Specialist through email, in person, or complete an online form requesting use. Please be aware when you complete the online form this does rot guarantee the use of the library. The Library Media Center Specialist will contact you via email with 2 confirmation of your reservation. Teachers can also schedule students to use the computer carts; however, the same rules apply regarding preparing student prior to using the computers. There ate particular days throughout the school year in which the Library Media Center is closed due to state testing as wel as district wide Library Media Center Specialise ‘meetings. These dates will be placed on the schedule prior to the start of the new school year s0 not to cause scheduling conflicts. During scheduled state testing the teacher workroom will be closed to everyone until the test are complete. Make sure all copies are handled before testing begins. Please be aware, substitutes are not allowed to bring classes to the library, nor should a computer cart be scheduled when the teacher will be absent. Computer Cart Scheduling Policy ‘Teachers are able to schedule the computer carts for classroom of library use. The schedule is ona first-come, first-serve premise. Teachers are not allowed to keep the cart overnight and are required to bring the cart back 15 minutes before the end of the block so that itis ready for the next class. Students and teachers are required to sign out each computer. Teachers ate to check the condition of the computer when returned and ate liable for any computers ‘damaged or lost while in their classroom. Teachers are also responsible for the computers when in use by their class in the library. Please do not schedule the use of a computer cart when you are aware that you will absent. Substitutes arc not allowed to issue computers to students. Additionally, no computers may be removed from the classroom where they are in15 use for any reason. These computers are considered a set and may not be “borrowed” from the care. Etiquette for two classes in the LMC at the same time FHS is able to hold multiple classes in the LMC. We ask that specific policies be followed when two or more classes have reserved different areas of the LMC. 1. The teacher isin charge of his/her class. The Library Media Center Specialise is there to assist. 2, Have students enter quietly 3. No student from a class should be talking with seudents in the other classes. 4. Tf there are students in your reserved section of the library who are not members of your class, please send them to the Library Media Center Specialist. “Talking must be kept to a whisper. Please do nor allow students to move furniture. 7. Under no circumstance may you leave your class unattended while you go to make copies. 8. No games may be played. If students and/or a class is not working, they will be asked to leave, 9. Ifyou need help with the computers, please ask the Library Media Center Specialist. 10. Make sure all computers are logged off and the chairs are pushed in, Mac catt computers must be logged off and returned to the cart. aa Circulation Policy Students are allowed co check out up co three books at any time. However, only 10 books will be allowed out on any given subject. Patrons can check out resources for up to three weeks. Only one renewal is allowed per item. When multiple classes are using books as part of a research paper, these particular books will be put on reserve and students will not be allowed to check them out. Both faculty and students may make request for particular titles and the Library Media Center Specialist will consider request titles, which are age and center appropriate, FACULTY POLICY: Faculty may check out books from the entire collection, Teachers may check out books and print reference materials for only a nine-weck period at a time with one renewal allowed. Invoices will be issued to faculty for lost books. FINE POICY: Students will be charged 10 cents for each day that the book is late, not to exceed $5.00, Students must pay for books that are lost before scheduling classes for the following year or to graduate. Replacement costs are anywhere from $25.00 to $50.00, reference books start at $150.00. Paperbacks range from $7.00 to $10.00 per book. Money will be repaid ifa book or print resource is found.16 Rules: Appropriate behavior and respect forall library patrons, staff, and faculty is expected from students while using the library. Below are two simple rules that students must follow while in the library; however, other rules can be found throughout the Florence High School Library Media Center's Policies and Procedure Manual, 1. Classes must follow their teacher’s guidelines. 2. Iffurnicure, books, or other print resources are used during visit, students are required to return it to the proper location. (Please return used books to the circulation desk.) Network Acceptable use Policy Procedures for Online Usage by Students Rankin County School District in commitced to offering the most current technological resources in instruction as is fiscally possible. The Board believes that access to the resources available through technology can serve a vast, diverse, and unique purpose within an instructional context, those promoting educational excellence within districe schools. ‘The benefits gleaned from the valuable interaction, resource sharing, innovation, and communication stimulated by technological resources far outweighs the possibility that users may procure material that is not consistent with the educational goals of the discrict, With this availability of information come the potential for access to matetial that is not considered of educational value in the context of the school setting. It is incumbent upon the user to utilize the computers and the Internet ethically, legally, and within the strict guidelines established by the district. Ifa user violates appropriate use of the technology, the privilege of accessing the technology will be terminated or suspended at the discretion of the building administrator. Please refer to the RCSD Student Handbook for the complete Network Acceptable Use Policy LMC Computer Lab Rules 1. Computets are not to be used as a gaming device during school hours (8:00 A.M. — 3:17 PM.) 2. Downloading of games, music, or other programs and applications are not allowed, Saving Documents Documents should only be saved to a student's Google Drive. No files should be saved to the desktop of computers located in the library ot in computer carts. Software License ‘The FHS Library Media Center computer lab has software licenses for only Mictosofe Office Documents created in Works, Publisher, or other such programs, will not open due to software license restrictions.7 Electronic Databases ‘The FHS Library Media Center purchases several educational electronic databases for the sole purpose of researching to complete academic assignments. Students and teachers ean find the above-mentioned databases on the FHS Library website. Any misuse of the databases may result in a student's loss of privileges. Students and teachers will be given usernames/passwords at the beginning of each academic year. Siblings and parents of FHS students are allowed to access said databases with the same username/password as the student. Using Email Wisely di Email encourages informal communication because it is easy to use, However, unlike a telephone call, email creates a permanent record that is archived and often transmitted to others. Remember that even when you delete an email from your mailbox; i till may exist in the system for some period of time. Be cautious about what you send and to whom. Do nor say anything in an email chat you would not want to see republished throughout the RCSD, in Internet email, ot ‘on the front page of the local newspaper. Remember that email invites shating: a push of the button will re-send your message worldwide, if any recipient decides to do so. What you say can be republished and stored by others. . Beware of the “Reply All” button. Often your message only needs to be returned to one individual. You can create liability for yourself and the school district. Make sure none of your activities violate any law or school districe policy. Do not open email files from people you don't know. Many times there will be a forwarded attachment, which is nothing more than a computer virus. Ifyou are having trouble, please see the Library Media Center Specialist. Using the Internet Wisely A. Be guarded about where you go and what you do. Read the “Licensc” or “Legal” contract of every site. Do not accidentally bind RCSD to any license or other contract. Do not assume that just because something is on the Internet, you may copy it. As a general rule, assume that everything is copyrighted and do not copy it unless there is 2 notice on the site stating that you may do so, Do not engage in any “spamming” or other activities that could clog or congest Internet networks.Library Layout19 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: IL I. Books and other library resources should be provided for the interest, information, and enlightenment ofall people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those concributing to their creation, Libraries should provide materials and information presenting all points of view on current and historical issues. Macerials should not be proscribed or removed because of partisan or doctrinal disapproval. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. Libraries should cooperate with all persons and grown- ups concerned with resisting abridgment of free expression and free access to ideas. A person's right to use a library should not be denied or abridged because of origin, age, background, or views 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. Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; and January 23, 1980; inclusion of “age” reaffirmed January 23, 1996, by the ALA Council.20 Appendix B: Book Processing Formats Follett Titlewave Processing Specifications: Spine Label: 1 ¥3" measurement Mylar: tape Mylar on dust jackets only Cataloging Specifications: Sears Subject Headings Fiction: FIC with first chree letters of author's surname Example: FIC FAU (Faulkner) Nonfiction: Class number with first three letters of author's surname Example: 973 SMI Individual Biography: 92 above first thee leters of biographee's last name Example: 92 JEF Collective Biography: 920 with first three letters of author's surname Example: 920 ROB Reference: REF above class number with first three letters of author Example: REF 809 ROB Barcode and Automation System Information: Automation System: Destiny Barcode symbology: Code 39 Data format: MARC21 Junior Library Guild Processing Specification: Cataloging Options: Software - Destiny Call Number Information Call Number Tag: Dewey Decimal System Cutter Capitalization: Use all capital leters Standard Option: Nonfiction Call Number: Abridged Dewey Number/ Nonfiction Cutter (3) Fiction Call Number: FIC/ Fiction Cutter (3) Individual Biography Call Number: 92/ Individual Biography Cutter (3) Collective Biography Call number: 920/ Collective Biography Cutter (3) Subject Headings: Sears Headings Output Information: MARC record delivery: email Barcode and MARC Local Fields: Barcodes added to MARC records and printed labels included Code 39 Print Library Name: Florence High School Library Barcode placement: Location: Back cover of book — bottom of book Orientation: horizontal Spacing: I ¥ * from bottom of the covera Appendix C: Library Orientation Policy: All students will undergo a brief Library Media Center orientation during scheduled English Classes. Purpose: To familiarize students with learning materials including the library resources necessary for searching, retrieval, organizations, and citations of information in all formats. Procedure: The Library Media Center Specialist schedules and conducts the library orientation sessions with the necessary interaction with teacher and students. The orientation includes 1, Library Policies 2. Introduction to basic research process 3. Destiny Card Catalog and other electronic databases Research Classes: Any teacher can schedule a lesson for students co learn better ways to complete assignments in that particular subject. Teachers are asked to have a brief collaborative planning meeting with the Library Media Center Specialist regarding the lesson to ensure that students receive the best information concerning researching methods,2 Appendix D: Citizen’s Request for Reconsideration of Library Materials Florence High School CITIZEN'S REQUEST FOR RECONSIDERATION OF LIBRARY MATERIALS ‘TYPE OF MATERIAL: Book, Cassette, Record, Compact Disc, Videotape, DVD, CD-ROM, Film, Filmstrip, Pamphlet, Magazine (circle one) AUTHOR: TITLE: PUBLISHER (if known): REQUEST INITIATED BY: STREET ADDRESS: CITYTOWN: STATE ZIP CODE: TELEPHONE NUMBER: COMPLAINANT REPRESENTS: 4. To what in this ttle do you object? (Please be specific; cite pages, parts or scenes) 2. For what age group would you recommend this title? _ 3. Is there anything good about this title? 4. Did you readiviewilisten to the entire work? 5. Are you aware of reviews of this ttle by professional eritios? 6. What do you believe is the theme of this work? 7. What would you like your library to do about ths title? 8. Other comments:Appendix E: The Freedom to Read Statement ‘The freedom to read is essential to our democracy. Its continuously under attack. Private groups and public authorities in various parts of the country are working to remove of limit access to reading materials, {o censor content in schools, 1o 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 threals to safety or national security, as well as to avoid the subversion of polities 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 ofa free press in order to be “protected” against what others think may be bad for them. We belicve they still favor free enterprise in ideas and expression ‘These efforts at suppression are related to @ 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, o an even larger voluntary curtaiment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials, Such pressure toward conformity is perhaps natural toa 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 tocome by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the ‘oughness 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 isthe 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 prescrvation ofa free society and a creative culture ‘We believe that these pressures (oward 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 0 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. lis 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.24 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. Totaltarian 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 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. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they ‘make available. ft would conflict with the public interest for them 10 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. Itis wrong that what one can read should be ‘confined to what another thinks proper. {sis contrary to the public imerest for publishers or librarians to bar access to writings on the basis of the personal history or politcal afiliations ofthe author. No art or literature can flourish if itis 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. ‘There is no place in our society for efforts to coerce the taste of others, o confine adults to the reading matter deemed suitable for adolescents, or o inhibit the efforts of writers to achieve artistic expression To some, much of modem expression is shocking. But is not much of lif itself shocking? We cut ‘off literature atthe source if we prevent writers from dealing with the stuf 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. {tis 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, {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 10 reduce or deny public access to public information.25 Ilis inevitable in the give and take of the democratie process thatthe 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 itis accorded only to the accepted and the inoffensive. Further, democratic soci more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self-censorship. 7. Its 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 thatthe 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 as been thought and said, Books are the major cchannel 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 oftheir faculties, and deserves of all Americans the fullest of their support. We stale 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 thatthe 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 10 a democratic society. Freedom itself is a dangerous way of life, but itis 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. ‘Adopied June 25, 1953, by the ALA Council and the AAP Frecdom to Read Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004, "The Freedom to Read Statement", American Library Association, July 26,2006, |ntp:/svww ala orgfadvocacy/intfreedom/statementspols/freedomreadstatement (Accessed November 12, 2015) Document ID: aaac9Sd4-2988-0024-6573-10a5ce6b21b2MSL d ) AMERICAN ASSOCIATION hae 2 OF SCHOOL LIBRARIANS STANDARDS FOR THE ane heReading is a window to the world. Reading isa foundational skill for learning, 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 lif, As allifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings MON BELIEFS Inquiry provides a framework for learning. To become independent learners, students must gain not only the skills but lso 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 sek 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 sills 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 \ books and reading, to information, and to information technology in at econ 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, visual, textual, and technological, have now joined information literacy as crucial skils 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 skis 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. Schoo! librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 2ist century, Pes at ee RESOURCES, & TOOLS TO: Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue personal and aesthetic growth.LEARNERS USE SKILLS, RESOURCES, & TOOLS TO: uw 14s as Inquire, think critically, and gain knowledge. Skills Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- ‘world connection for using this process in own life. Use prior and background knowledge as context for new learning, Develop and refine a range of questions to frame the search for new understanding. 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 (eg. textual, visual, media, digital) in order to make inferences and gather meaning. Liz Make sense of information gathered from diverse sources by identifying misconceptions, ‘main and supporting ideas, conflicting information, and point of view or bias. 118 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 119 Collaborate with others to broaden and deepen understanding. 1.2 Dispositions in Action 121 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. aaa 1as 16 Demonstrate confidence and self direction by making independent choices in the selection of resources and information. Demonstrate creativity by using multiple resources and formats. ‘Maintain a critical stance by questioning the validity and accuracy of all information. Demonstrate adaptability by changing the inquiry focus, questions, resources, o strategies when necessary to achieve success. Display emotional resilience by persisting in information searching despite challenges. Display persistence by continuing to pursue {information to gain a broad perspective. 13 132 133 14 aaa Responsibilities Respect copyright! intellectual property rights of creators and producers. Seek divergent perspectives during Information gathering and assessment. Follow ethical and legal {guidelines in gathering and using information. Contribute to the ‘exchange of ideas within the learning community. Use information technology responsibly. Self-Assessment Strategies ‘Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. Use interaction with and feedback from teachers and peers to guide own inquiry process. Monitor gathered information, and assess for gaps or weaknesses. Seek appropriate help when it is needed.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Use the writing Use both divergent Responsibilities process, media and and convergent visual literacy, and thinking to formulate ‘technology skills alternative conclusions 2 mts to create products and test them against oe eh that express new the evidence. Consider diverse and synthesis, evaluation, organization) to Se es Employ a critical EARN es information and stance in drawing Ree Knowledge in order 2.2 pispositions conclusions by Use valid information to construct new eaten demonstrating that the and reasoned understandings, draw pattern of evidence ‘conclusions to make conclusions, and create 221 Demonstrate leads to a decision or ‘ethical decisions, new knowledge flexibility in the erdede use of resources by Organize knowledge adaptinginformation 244 Demonstrate personal Self-Assessment so that it is useful eet productivity by i eet completing products Barats to express learning, Continue an inquiry- Connect based research process by applying critical- thinking skills analysis, Use strategies to specific resource and raw conclusions by secking additional from information and resources when clear apply knowledge to conclusions cannot curricular areas, veal- be drawn, Reflect on systematic world situations, and Process, and assess filler letlgtans, for completeness of investigation. Determine how to act ‘on information (accept, reject, modify) Use technology and other information tools Recognize new ‘o analyze and organize knowledge and information, understanding. Collaborate with Develop directions for othersto exchange fature investigations. ‘ideas, develop new understandings, make decisions, and solve problems.34 Share knowledge and participate ethically and productively as members of our democratic society. Skills Conclude an inguiry- based research process by sharing new understandings and reflecting on the learning Participate and collaborate as ‘members of a social and intellectual network of leamers. Use writing and speaking skills to communicate new understandings effectively Use technology and ‘ther information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Connect learning to community issues. Use information and technology ethically and responsibly Dispositions in Action Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. Show social responsibility by participating actively with others in earning situations and by contributing questions and ideas during group discussions, Demonstrate teamwork by working productively with others Responsibilities Solicit and respect diverse perspectives while searching for information, collaborating ‘with others, and participating as amember of the community. Respect the differing interests and experiences of others, and seek a variety of viewpoints. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues ‘of common concern. Create products that apply to authentic, real-world contexts. Contribute to the exchange of ideas within and beyond the earning community Use information and knowledge in the service of democratic values. Respect the principles of intellectual freedom. Self-Assessment Strategies ‘Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. ‘Assess the quality and ‘effectiveness of the learning product Assess own ability to work with others ina group setting by evaluating varied roles; leadership, and demonstrations ‘of respect for other viewpointsLEARNERS USE SKILLS, RESOURCES, & TOOLS TO: 41 rey sar Pursue personal and aesthetic growth. Skills Read, view, and listen for pleasure and personal growth. Read widely and fluently to make | connections with self, the world, and . previous reading. Respondtoliterature 4.2 and creative expressions of ideas in various formats and genres. Seek information for personal learningin@ 4 variety of formats and genres. ‘Connect ideas to own interests and previous knowledge and experience, Organize personal knowledge in a way that can be called upon easily. ws Use social networks and information tools to gather and share information. Use creative and artistic formats to express personal learning, areal Dispositions in Action 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. 43 432 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary ‘genres, Responsibilities Participate in the social exchange of ideas, both electronically and in person. Recognize that resources are created fora variety of purposes. Seek opportunities for pursuing personal and aesthetic growth. personal electronic ‘communication and interaction. 44 Self-Assessment Strategies Identify own areas of interest. Recognize the limits of own personal knowledge. Recognize how to focus efforts in personal learning. Interpret new information based on cultural and social context. Develop personal criteria for gauging how effectively own ideas are expressed. Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.‘American Assolation of School Librarians 50 E, Haron St Chieago I 60612 © 2007 bythe American Library Associaton Pexmission to use reproduce, and dstibute this documents hereby granted for pivate, on-commercil and education purposes only ISBN (bundle of 12) 978-0-8589-8445-1 “This publication is valible for dowaloed at itp /weealaonpaasitandards, -Mullpe copies maybe purchased frm the ALA store a usponeeala. ong. o by calling 866-SHOP ALA. Key abilities needed for understanding, learning, thinking, and mastering subjects. key question Does the student have the right proficlencles to explore atop or subject further? WTS DSL aC) Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. key question Inthe student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowlege? GINS as ‘Common behaviors used by independent learners in researching, investigating, and problem solving. key question Is the student aware that the foundational traits for _2isbcentury learning require self-accountability that extends beyond skills and dispositions? NESS STU TLE BSCR Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective, key question nts stedent recon pee ‘eects er tad pean an independent learner?