Library Collection
Development Policy
EDSL 503
Lara Ivey
Fall 2012
Table of Contents
I.
Introductory analysis of school
Pg. 3
II.
Philosophy statement-school
Pg. 4-6
Philosophy statement-library
Pg. 7
IV.
Selection Statement
Pg. 8
V.
Acquisitions Statement
Pg. 11-12
VI.
Gifts Statement
Pg. 13-14
III.
VII. Cooperative
Resources and Networking Statement Pg. 15-16
Intellectual Freedom Statement
VIII.
Pg. 17
Policy/Procedures for Handling Challenges
Pg. 18-21
Technology Statement
Pg. 22-24
XI.
Evaluation of collection
Pg. 25
XII.
Weeding/Deselection Statement
Pg. 26-28
IX.
X.
XIII.
Policy for revision of the policy
Pg. 29
XIV.
Appendices
Pg. 30-39
XV.
Forms
Pg. 40-46
XVI.
Bibliography
Pg. 47-48
XVII.
Additional Forms Attached
(ALA-ILL, P.O. Master Receipt, P.O. Under $5,000, P.O. Purchase Request)
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I. Introductory Analysis of School
Robious Elementary School, named for the Robious Train Depot, was built in
1970. As of September 2012, it serves close to 700 children in grades PK-5.
There are fifty-four teachers, including specialists and resource teachers, that
serve the school (K=5 teachers, 1st=6 teachers, 2nd=5 teachers, 3rd= 4 teachers,
4th 4 teachers, 5th= 4 teachers). Out of the 697 students, 82.21% are White,
6.743% are Asian, 5.165% are Black or African American, 3.156% are
Hispanic/Latino, and 2.726% are of two or more races.
Robious Elementary is located in suburban Chesterfield County, just outside the
state capital of Virginia. The economic demographics are middle class to uppermiddle class. Robious Elementary is served by Chesterfield County’s Central
Library Media Services (CLMS), a district media center.
This policy is being written to support the philosophy and mission of the school
and library regarding material selection, acquisitions, gifts, cooperative
resources, intellectual freedom, policies for handling challenges, a technology
statement, evaluation of the collection, weeding of the collection, and library
forms for Robious Elementary. This policy will inform staff, students, parents,
and community organizations/businesses who have an interest in using and
supporting the school’s library collection. It’s written by Lara Ivey, school
librarian.
With limited diversity, attention needs to be given to expanding exposure to
diverse cultures. With a population of close to 700 students, consideration
should be given to meeting the larger demand of that size student population.
Fortunately, there is incredible support from the PTA which has approximately
230 volunteers (2011-2012), making them a key financial piece for supporting the
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library’s acquisition of materials. These demographics will be able to help
financially support a well-balanced, comprehensive and exciting library media
program while following the guidelines outlined in this policy.
II. Robious Elementary School’s Philosophy
(Vision, Mission, and Guiding Principles)
Vision:
Robious Elementary School will provide an engaging and relevant education that
prepares every student to adapt and thrive in a rapidly changing world.
Mission:
Robious Elementary School, in partnership with students, families and
communities, emphasizes and supports high levels of achievement through a
global education for all, with options and opportunities to meet the diverse needs
and interests of individual students.
Guiding Principles:
Student Engagement
Members of the Robious Elementary School community work together
encourage and develop high student engagement with the curriculum. Positive
relationships between student and teacher increase student motivation and
engagement. It is primarily the teacher’s responsibility to engage students using
systematic teaching strategies. Schoolwide initiatives promote student
engagement by creating a culture involving students in school activities and their
classroom work. Parents and others also influence student engagement by their
expectations of students.
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Community of Learners
Robious Elementary School is a community of learners committed to providing a
sound and challenging learning environment for all employees and students,
regardless of sex, race, color, age, religion, disability, national origin or
socioeconomic status. A community of learners requires data analysis,
professional learning communities built around the needs indicated by the data
analysis, professional growth and performance plans to support the needs of
learners, professional development designed to support the process, leadership
development and cultural competence to ensure that everyone has a voice.
Quality Service and Operations
Robious Elementary School is committed to providing the highest-quality
programs and services by empowering all staff members to incorporate and
engage in quality management principles and practices while efficiently
managing resources. Robious Elementary School efficiently and effectively
exceeds minimum compliance standards, has a pervasive commitment to the
highest-quality service and maintains a culture of honesty and integrity. No
matter what their title or job description is, employees of Robious Elementary
School are expected to provide the highest-quality service effectively and
efficiently.
Community Investment
Robious Elementary School promotes the active engagement of the community
not only to nurture a better understanding of the goals and attributes of public
education but also to create effective partnerships to benefit our students. The
cornerstones of community relations are ongoing internal and external
information sharing and communication, opportunities for community input and
engagement, partnerships and volunteerism. It is the daily responsibility of every
employee to be a productive ambassador for Robious Elementary School.
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Safe, Supportive, and Nurturing Learning Environments
Learning is the core business of Robious Elementary School, but children cannot
learn effectively if they do not feel safe, so providing safe, supportive and
nurturing learning environments for students and staff members is a top priority.
Although problems can sometimes occur, Robious Elementary School is safe
and students learn every day in excellent academic environments.
Impact on Robious Elementary Library
The library is a key player in helping to see the school’s mission statement
fulfilled. High levels of achievement can be reached through extensive use of the
library’s resources within its four walls and beyond. Having a collection that
focuses on global education and diversity of interests will be instrumental in
helping each child find personal success and meaningful engagement with their
learning.
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III. Robious Elementary’s Library Mission/Philosophy
Mission/Philosophy:
The mission of the Robious Elementary School library program is to provide an
environment that supports effective users of information and technology while
collaborating with staff and patrons to educate the whole child through authentic,
blended learning experiences. Our goal is to create life-long learners, support
reading for pleasure as well as information, and equip students with 21 st century
skills.
As a central element to Robious Elementary School, the library will aid in
fostering positive relationships among the students, staff, and community. The
library will foster a culture that involves a community of learners, allowing
everyone to have a voice. Using the data analysis, the librarian will serve as
teacher, instructional partner, and informational specialist. Through creating
effective partnerships, the mission of the library and school will be reached.
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IV. Selection Statement
It is the responsibility of the Library Media Specialist to coordinate and select
materials for the library that support the curriculum and meet the needs of its
patrons. Materials are chosen for a wide range of ages (4-12) as well as varying
difficulties and view points. The below criteria will be considered when selecting
materials and input from Professional Learning Communities (PLCs) with support
from the principal will be encouraged.
A. Criteria for Selection of Materials (print, non-print, and digital)
1.) Areas to consider:
a. Educational needs of the students
b. Educational needs of the teachers
c. Educational goals of the county
d. Diverse interests within school community
e. Supports Intellectual Freedom
f. Ability levels of patrons
g. Maturity levels of patrons
h. Extracurricular interests of patrons
i.
Cost vs. need
j.
Compatibility of digital resources (format)
k. Variety of formats
l.
Availability of training or customer support
m. Technical quality
n. Licensing agreements
2. Selecting high-quality materials (look for):
a. Supports curriculum
b. Appropriate level for patrons
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c. Accessible to all students providing varied levels
d. Positive reviews from reputable sources considered
e. High literary, artistic, and technical quality
f. Virtual resources available at school and home
g. Aesthetically pleasing
h. Current/accurate information
i.
Reputable author/publisher
j.
Variety of formats
B. Selection Tools
Below are selection tools that can be used, but not limited to:
1. Review materials personally
2. Reputable review journals (Booklist, School Library Journal,
Kirkus Reviews, Horn Book, Bulletin for the Center for
Children’s Books, Voice of Youth Advocates, AASA Science
Books and Films, and American Film & Video Association)
3. Recommendations from ALA and experts in children’s
literature (ex.: Jim Trelease, Donalyn Miller, Paul Hankins,
John Schumacher, and Teri Lesesne)
4. National and State Awards (ex.:Caldecott, Newbery, Coretta
Scott King, Pura Belpre, Geisel, Sibert, and Wilder)
5. Online collection tools (ex.: Mackin, Follett, and Baker and
Taylor)
6. Great Websites for Kids (http://gws.ala.org/)
7. Recommendations from staff, students, and parents using
the Request/Recommendation Form (See Forms)
C. Electronic Titles
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1. A source, such as Overdrive Search
(www.overdrivesearch.com), will be used to provide online
books to download onto school computers and electronic
devices as well as personal devices.
2. Titles may be purchased as part of the library’s yearly budget.
3. The librarian will use the same above criteria to choose titles
available in electronic format.
4. Additional titles may be purchased through monies given to the
library through the PTA and money raised from the Birthday Book
Club and other similar activities.
5. E-readers and other electronic devices will not be available for
inter-library loan.
D. Policy for reviews
Positive reviews from above selection tools will be considered when
adding materials to the library’s collection.
E. Request/Recommendation Form (See Forms section)
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V. Acquisitions Statement
A. Policies and Procedures for Acquisitions
1. Orders will be made through the Collection & Procurement
System (CPS) software. Orders will be shipped to Central Library
Media Services to process and catalog and will be sent to the
ordering school when finished.
2. Funds can be used from your Books and Subscriptions (BAS)
Account. Additional funds can be added to your BAS Account with
a “budget change request” (BCR). PTA funds can also be used as
well as funds raised by the book fair to be put into a second central
account.
3. Ordering books and audio visual materials using BAS account or
raised funds can be done through Mackin.
4. A portion of your BAS (20%) must remain in your CPS until the
Superintendent deems if available (around March 1).
5. Orders can be placed throughout the year.
6. When using PTA/raised funds, use the following procedures:
• Prior to ordering, deposit money into the secondary account.
•After confirmation of “deposit,” ordering can begin.
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7. Final orders from both accounts will have “deadlines.”
8. Jobbers such as, but not limited to, Mackin will be used for
procurement of materials.
9. If there is only one vendor that sells this item, send a copy of the
order to the acquisition librarian.
10. If needed, items received from seminars, vendors, book fairs,
conferences, etc. can be sent to Central Library Media Services to
be processed.
B. Management Principles
1. Keep a Consideration File for when monies become available.
2. Give faculty “Oh I Wish I Had This” document at the beginning of
the year for recording titles they’d like added. (See Forms)
C. Purchase Orders
1. Allocated Budget Money
From monies allocated to you, use the “Under $5,000 County PO”
found online. (See Forms)
2. School Activity Fund Account
This is monies raised from events and activities such as, but not
limited to “Adopt a Book” or money given from the PTA. You use
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the “Purchase Requisition and Order” form. (Only available in hardcopy.)
VI. Gifts Statement
A. Policy for Acceptance of Gifts:
At times, individuals and community organizations show an interest in
donating materials to the library that will support the curriculum and
students. Library staff will review possible donations and use the same
procedures and criteria for materials that are purchased when deciding to
accept it. There may also be additional criteria to consider:
1. Condition of donated materials should be in good to excellent
condition and free of extraneous markings.
2. Reference materials should be no more than five years old and
rapidly changing topics no older than three years.
3. Fiction books should be no older than ten years, with the
exclusion of well-known titles and authors.
4. Reading and interest levels should be appropriate for an
elementary school setting (K-5).
5. Fiction and non-fiction books should not promote misleading
information.
6. Materials that wouldn’t usually be used in a library may not be
accepted.
7. Space may not allow for the materials to be added.
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8. Those wishing to purchase materials as a group or individual
need to seek approval from the library media specialist prior to
purchasing. All materials are evaluated by the library media
specialist based on basic selection criteria.
B. Right of Disposal:
Gifts are considered donations to Robious Elementary and become the
sole property of the library. We reserve the right to dispose of materials
including giving them to teachers and offering them to students, keeping
the best interest of the library patrons in mind.
C. NO Appraisal Statement:
The library will not appraise gifts and donations.
D. Tax Receipts
The library will NOT give receipts for tax purposes.
E. Gift Form (See Forms section)
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VII. Cooperative Resources and Networking
Resource sharing is available through a Professional Learning
Community (PLC) such as grade level meetings, school-wide
committees, and Edmodo. Sharing is also present county-wide
through library media services meetings. We participate in the use of
databases and subscriptions provided by the county such as
Discovery Education, EasyBib, and Comcast channels.
Interlibrary loan (ILL) is part of our resource sharing. It extends
resource sharing and fosters relationships with other schools. ILL
allows us to extend our budget and help other schools at the same
time. It is to the discretion of the librarian to possibly deny the
sharing of resources, including but not limited to:
1. New releases within one year
2. Popular series
3. Reference materials over $25.00
4. Any title/subject going to be used in the loaning library for project-based
learning.
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The librarian will publicize the ILL ability within the building. Lost,
damaged, and overdue items will be the responsibility of the
borrowing school. Materials will need to be returned by the due date
noted on ILL form. Renewal of materials will be based upon need of
the material by loaning school. The materials must be returned by
the original due date if renewal isn’t granted.
Participating in cooperative resources and networking will create
partnerships for 21st century learning and a blended learning
environment that are paramount to having our children ready to
succeed.
For an ILL form, see Forms section.
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VIII. Intellectual Freedom Statement
It is the responsibility of the librarian to support intellectual freedom
and privacy as stated in the Library Bill of Rights. The librarian is
given the responsibility to support the American Library Association
(ALA) and the American Association of School Librarians (AASL) by
supporting the right to freely choose materials, from all viewpoints, as
well as encourage forming personal opinions of material. The library
offers a wide range of materials that covers diverse interests and
supports the privacy of student choice. This belief is supported in
The Library Bill of Rights, Freedom to Read, Privacy (an
interpretation of the Library Bill of Rights), and Libraries: An American
Value that are located in the appendix.
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IX. Policy/Procedures for Handling Challenges
Any patron may formally challenge educational resources that are
used following a formal procedure. Challenges may be reported to
ALA using their online challenge database form. The following
guidelines will be used for handling challenges.
A. Purpose
To form a plan for reviewing challenged materials keeping in
mind Intellectual Freedom as it pertains to the Library Bill of
Rights (shared in section XIV).
B. Procedures
1. Level One (Librarian consults with Complainant)
a. Teachers, staff, and administrators are asked to relay
known concerns about materials to the librarian.
b. The librarian will contact the complainant to hear
concerns and share the philosophy and role of the library
as well as the selection process of materials. If the
complainant is still concerned, a formal process may
proceed.
c. All challenged materials will remain in circulation until
the process has been completed.
d. All previously challenged materials may not be brought
up for new challenges within three years of the ruling.
e. Only one item may be challenged at a time.
2. Level Two (Conference with Principal)
a. If the complainant requests the material be withdrawn
from use with his or her child, the principal may honor
the request if he or she decides that the substitution of
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other instructional material is appropriate. The material
shall not be withdrawn from use with other students.
b. If the parent still desires action concerning materials
on the list of approved Instructional materials or material
in the library media center, the principal shall provide him
or her with the "Material/Media Consideration Form" The
form is due seven school days after the principal's
conference. The principal shall notify in writing that the
material is under consideration. The principal will also
notify involved school instructional personnel that the
material is under consideration.
3. Level Three (Local School Review Committee)
a. Upon receipt of the completed "Material/Media
Consideration Form," the principal shall establish a
review committee to include at least one administrator,
two teachers (one of whom is the teacher using the
curriculum material), a librarian, and two community
members.
b. The School Review Committee shall consider many
factors, including but not limited to:
(i) Review completed "Material/Media
Consideration Form."
(ii) Read the material in question in its entirety
and utilize appropriate authoritative/review
sources.
(iii) Review the selection policy and why the
material was chosen.
(iv) Meet as a committee prior to meeting with the
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complainant.
(v) Provide the parent an opportunity to appear
before the committee to present views.
(vi) Write recommendations concerning the
continued use/non-use of the material.
(vii) Inform involved instructional personnel of the
recommendations.
(viii) Have the principal write a letter of response
to the parent reflecting the committee's
recommendations.
(ix) Maintain a file of committee deliberations,
recommendations, and correspondence in the
school office as well as the library.
(x) Have the principal forward the letter of
response, the "Material/Media Consideration
Form," and the committee's recommendations to
the Superintendent.
c. Appeal Procedure:
If the parent is not satisfied with the decision of the review
committee, he or she may appeal the decision to a
Chesterfield County Public School Review Committee.
The principal shall inform the Superintendent that a
request for consideration of instructional materials has
been reviewed by the School Review Committee and the
decision of the committee has been appealed to the
County’s Public School Review Committee.
4. Level Four (County Public School Review Committee)
a. Upon receipt of an appeal of the decision of the School
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Review Committee, the Superintendent shall call a
meeting consisting of one principal, two teachers, one
librarian, and three parents. Members of the local review
committee of the school from which an appeal is received
may not serve on the Chesterfield County Public School
Review Committee.
b. The Review Committee shall consider many factors,
including but not limited to:
(i) Study the written recommendations from the
school committee and examine all materials
leading to the decision.
(ii) Invite the appropriate instructional staff
members to appear before the committee to
discuss the material.
(iii) Read reviews if available and consult
authoritative lists concerning the material.
(iv) Invite the parent to appear before the
committee to explain his or her concerns. If the
parent does not accept the opportunity, the
committee will discontinue its review, and the
school committee's decision will stand.
(v) Prepare a report of recommendations and
forward the report to the Superintendent.
c. The Superintendent shall prepare a letter of response to
the parent and forward copies of the letter and of the
appeal committee's report to the appropriate principal and
School Review Committee from initiating school.
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X. Technology Statement
The library will encourage and foster 21st century learning and
technology skills for all students through the use of new and existing
technologies in an ever-changing world. All students will be given the
opportunity to access technology in the classroom, library, or through
personal devices (signed as part of the Code of Conduct for the
school). An Acceptable Use Policy (See Forms for AUP) will be
shared and online safety lessons will be taught through the guidance
department. Technology includes, but is not limited to, computers,
electronic devices (ex.: cell phones, e-readers, i-pods and mp3
players ), internet, email, and other networks. The librarian will stay
abreast of new technologies, including but not limited to attending
seminars when available, joining PLCs, and working with Partners in
Education.
A. Acceptable Use Policy (AUP)
1. The student may use databases and library information for
research.
2. The technology and electronic resources may be used for
working with others.
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3. The use of technology to acquire knowledge must support the
standards of learning and educational goals.
4.The technology should extend learning opportunities.
5. The county will filter sites to avoid potential hazards and
inappropriate resources aren’t allowed.
6. Outside links are not supported by the county.
B. DONATIONS of ELECTRONIC DEVICES:
Electronic devices may be accepted by the library if there is an
educational need. The following criteria, along with book donation
criteria, will be considered when determining acceptance.
1. Clear of all material (music, books, documents, etc.) unless
approved by the librarian.
2. All charging cords and adapters should be present.
3. Protective cover or pouch available.
4. It should be in good to excellent working order.
5. Electronic devices will not be available for inter-library loan.
C. BYOD Policy
1. Personal electronic devices (for research/reading purposes) may
be brought and used on the school’s network if it supports the
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curriculum being taught with permission from teacher, resource staff,
or administration.
2. The student must use the county’s network and not a personal
network while using the electronic device on school property,
including wireless hotspots.
3. The student takes complete responsibility for the well-being of the
device (at your own risk) and is the only student who should be using
it as the school system will not be held responsible for any personal
electronic device.
4. Misuse of the device (use other than for supporting curriculum),
will result in disciplinary actions as stated in the Code of Conduct.
5. Personal electronic devices are to be charged at home.
6. Printing from the devices will not be permitted, but saving
documents in something similar to Google Drive/Google+ is
encouraged.
7. The school reserves the right to examine/search personal
electronic devices if there is evidence indicating policies or laws have
been broken.
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XI. Evaluation of Collection
The collection will be evaluated on a five-year schedule that will rotate, allowing
for the collection to be reviewed in a thoughtful and meaningful way. This
process will allow for reviewing, weeding and updating to be on-going rather than
a one-time deal.
Year 1
500
600
Year 2
900
BIOGRAPHY
PROF
Year 3
000
100
200
800
EASY
Year 4
FICTION
SC
Year 5
300
400
700
This five-year plan is a suggested model that prioritizes areas of focus.
However, reference, non-fiction, and virtual resources will be reviewed on an ongoing, as-needed basis. It is not necessary to wait until the noted year to
address a need for weeding or a need for enhancement. This is especially true
when making sure that the collection is meeting the educational needs of the
students as noted in the Standards of Learning (SOL) and Student Performance
By Question (SPBQ) on the SOL yearly tests.
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XII. Weeding/Deselection Statement
Professional judgment by the librarian is key to weeding/de-selection of the
library collection and the librarian is solely responsible for this. As the curriculum,
needs, and teaching methods change, it is paramount that weeding takes place
in order to provide the best resources available. The five-year plan for evaluation
will guide this process, but not be limited to it. The main collection will be
reviewed annually along with subscriptions to databases (ex: Discovery
Education, EasyBib, and OverDrive with digital books). Professional, reference,
and AV materials will be assessed annually for up-to-date information, use by
faculty and students, working order of equipment, and to decide if the materials
are possibly obsolete. Remember CREW (Continuous, Review, Evaluation,
Weeding)!
A. Critera for Weeding
1. Condition of material
2. Lack of circulation (not in 5 years/see *)
3. Out of date (content, use or accuracy-Do NOT weed based solely
on Copyright as it could be classic or of worth to the collection.)
4. Content is fair or of poor quality (doesn’t meet current
qualifications)
5. Shows bias or stereotypes
6. Reading level doesn’t match users
7. Multiple copies that are no longer needed
8. More current information is available
9. Outdated and doesn’t “draw” the reader in by format or layout
10. Dewey Classifications for Copyright /Last Circulation
000
100
200
300
400
2-10 years/ 2 years
5-15 years/2-5 years
5-15 years/3-5 years
2-5 years/2-3 years
10 years/3 years
500
600
700
800
900
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5-10 years/3-5 years
5-10 years/2-5 years
5+ years/3 years
Flexible/3 years
5-10 years
11. Additional Areas for Copyright consideration/Last Circulation
Biographies
Fiction
Encyclopedias
Reference
Periodicals
Easy
Flexible
Flexible/3-5 years
5-7 years/X
Individual Basis/X
5 years/X
Flexible/5 years
12. What to weed key:
M
U
S
T
I
E
Misleading
Ugly
Superseded
Trivial
Irrelevant
Elsewhere (can be obtained)
*Consider, prior to weeding “non-circulating materials,” highlighting them as
“Lost, But Not Forgotten.” If at that point, there is still no interest, weed.
**DO NOT weed books with local history, local authors or local settings.
B. Weeding Schedule
Year 1
500
600
Year 2
900
BIOGRAPHY
PROF
Year 3
000
100
200
800
EASY
Year 4
FICTION
SC
Year 5
300
400
700
C. Policy and Procedures for Weeding and Disposal
1. Check the collection analysis from Mackin for suggestions.
2. Confer with building experts on topics for weeding
3. Review the proposed sections for the year.
4. Scan the shelves, item by item using the above criteria and
MUSTIE.
5. Display possible weeded material worthy of promoting.
6. Replace/repair needed items.
7. Change the book code to “discard.”
8. Remove all identifying markings on the weeded materials.
9. Make items of quality for classrooms available to teachers.
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10. Non-Fiction weeded materials should not go to the classrooms.
11. Recycle books or discard.
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XIII. Policy for Revision of the Policy
This policy should be reviewed on an on-going basis so that the manual is of the
most value to its constituents. As the librarian is going through the collection
process, notes should be kept and in a “Revision of the Policy” folder. A
Collection Review Committee (possibly made up of teachers, administration, and
a librarian-cohort) will meet to take note of findings and add/delete items as
needed to ensure the best possible practices and procedures are in place. This
should be done on a yearly basis.
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XIV. Appendices (Intellectual Freedom Statements)
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 that 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; January 23, 1980; inclusion of “age”
reaffirmed January 23, 1996.
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B. The Freedom to Read Statement
The freedom to read is essential to our democracy. It is continuously under
attack. Private groups and public authorities in various parts of the country are
working to remove or limit access to reading materials, to censor content in
schools, to label "controversial" views, to distribute lists of "objectionable" books
or authors, and to purge libraries. These actions apparently rise from a view that
our national tradition of free expression is no longer valid; that censorship and
suppression are needed to counter threats to safety or national security, as well
as to avoid the subversion of politics and the corruption of morals. We, as
individuals devoted to reading and as librarians and publishers responsible for
disseminating ideas, wish to assert the public interest in the preservation of the
freedom to read.
Most attempts at suppression rest on a denial of the fundamental premise of
democracy: that the ordinary individual, by exercising critical judgment, will select
the good and reject the bad. We trust Americans to recognize propaganda and
misinformation, and to make their own decisions about what they read and
believe. We do not believe they are prepared to sacrifice their heritage of a free
press in order to be "protected" against what others think may be bad for them.
We believe they still favor free enterprise in ideas and expression.
These efforts at suppression are related to a larger pattern of pressures being
brought against education, the press, art and images, films, broadcast media,
and the Internet. The problem is not only one of actual censorship. The shadow
of fear cast by these pressures leads, we suspect, to an even larger voluntary
curtailment of expression by those who seek to avoid controversy or unwelcome
scrutiny by government officials.
Such pressure toward conformity is perhaps natural to a time of accelerated
change. And yet suppression is never more dangerous than in such a time of
social tension. Freedom has given the United States the elasticity to endure
strain. Freedom keeps open the path of novel and creative solutions, and
enables change to come by choice. Every silencing of a heresy, every
enforcement of an orthodoxy, diminishes the toughness and resilience of our
society and leaves it the less able to deal with controversy and difference.
Now as always in our history, reading is among our greatest freedoms. The
freedom to read and write is almost the only means for making generally
available ideas or manners of expression that can initially command only a small
audience. The written word is the natural medium for the new idea and the
untried voice from which come the original contributions to social growth. It is
essential to the extended discussion that serious thought requires, and to the
accumulation of knowledge and ideas into organized collections.
31
We believe that free communication is essential to the preservation of a free
society and a creative culture. We believe that these pressures toward conformity
present the danger of limiting the range and variety of inquiry and expression on
which our democracy and our culture depend. We believe that every American
community must jealously guard the freedom to publish and to circulate, in order
to preserve its own freedom to read. We believe that publishers and librarians
have a profound responsibility to give validity to that freedom to read by making it
possible for the readers to choose freely from a variety of offerings.
The freedom to read is guaranteed by the Constitution. Those with faith in free
people will stand firm on these constitutional guarantees of essential rights and
will exercise the responsibilities that accompany these rights.
We therefore affirm these propositions:
1. It is in the public interest for publishers and librarians to make
available the widest diversity of views and expressions,
including those that are unorthodox, unpopular, or considered
dangerous by the majority.
Creative thought is by definition new, and what is new is different. The bearer of
every new thought is a rebel until that idea is refined and tested. Totalitarian
systems attempt to maintain themselves in power by the ruthless suppression of
any concept that challenges the established orthodoxy. The power of a
democratic system to adapt to change is vastly strengthened by the freedom of
its citizens to choose widely from among conflicting opinions offered freely to
them. To stifle every nonconformist idea at birth would mark the end of the
democratic process. Furthermore, only through the constant activity of weighing
and selecting can the democratic mind attain the strength demanded by times
like these. We need to know not only what we believe but why we believe it.
2. Publishers, librarians, and booksellers do not need to endorse
every idea or presentation they make available. It would conflict
with the public interest for them to establish their own political,
moral, or aesthetic views as a standard for determining what
should be published or circulated.
Publishers and librarians serve the educational process by helping to make
available knowledge and ideas required for the growth of the mind and the
increase of learning. They do not foster education by imposing as mentors the
patterns of their own thought. The people should have the freedom to read and
consider a broader range of ideas than those that may be held by any single
librarian or publisher or government or church. It is wrong that what one can read
should be confined to what another thinks proper.
32
3. It is contrary to the public interest for publishers or librarians to
bar access to writings on the basis of the personal history or
political affiliations of the author.
No art or literature can flourish if it is to be measured by the political views or
private lives of its creators. No society of free people can flourish that draws up
lists of writers to whom it will not listen, whatever they may have to say.
4. There is no place in our society for efforts to coerce the taste of
others, to confine adults to the reading matter deemed suitable
for adolescents, or to inhibit the efforts of writers to achieve
artistic expression.
To some, much of modern expression is shocking. But is not much of life itself
shocking? We cut off literature at the source if we prevent writers from dealing
with the stuff of life. Parents and teachers have a responsibility to prepare the
young to meet the diversity of experiences in life to which they will be exposed,
as they have a responsibility to help them learn to think critically for themselves.
These are affirmative responsibilities, not to be discharged simply by preventing
them from reading works for which they are not yet prepared. In these matters
values differ, and values cannot be legislated; nor can machinery be devised that
will suit the demands of one group without limiting the freedom of others.
5. It is not in the public interest to force a reader to accept the
prejudgment of a label characterizing any expression or its
author as subversive or dangerous.
The ideal of labeling presupposes the existence of individuals or groups with
wisdom to determine by authority what is good or bad for others. It presupposes
that individuals must be directed in making up their minds about the ideas they
examine. But Americans do not need others to do their thinking for them.
6. It is the responsibility of publishers and librarians, as guardians
of the people's freedom to read, to contest encroachments
upon that freedom by individuals or groups seeking to impose
their own standards or tastes upon the community at large; and
by the government whenever it seeks to reduce or deny public
access to public information.
It is inevitable in the give and take of the democratic process that the political, the
moral, or the aesthetic concepts of an individual or group will occasionally collide
with those of another individual or group. In a free society individuals are free to
determine for themselves what they wish to read, and each group is free to
determine what it will recommend to its freely associated members. But no group
has the right to take the law into its own hands, and to impose its own concept of
politics or morality upon other members of a democratic society. Freedom is no
33
freedom if it is accorded only to the accepted and the inoffensive. Further,
democratic societies are more safe, free, and creative when the free flow of
public information is not restricted by governmental prerogative or selfcensorship.
7. It is the responsibility of publishers and librarians to give full
meaning to the freedom to read by providing books that enrich
the quality and diversity of thought and expression. By the
exercise of this affirmative responsibility, they can demonstrate
that the answer to a "bad" book is a good one, the answer to a
"bad" idea is a good one.
The freedom to read is of little consequence when the reader cannot obtain
matter fit for that reader's purpose. What is needed is not only the absence of
restraint, but the positive provision of opportunity for the people to read the best
that has been thought and said. Books are the major channel by which the
intellectual inheritance is handed down, and the principal means of its testing and
growth. The defense of the freedom to read requires of all publishers and
librarians the utmost of their faculties, and deserves of all Americans the fullest of
their support.
We state these propositions neither lightly nor as easy generalizations. We here stake
out a lofty claim for the value of the written word. We do so because we believe that it is
possessed of enormous variety and usefulness, worthy of cherishing and keeping free.
We realize that the application of these propositions may mean the dissemination of
ideas and manners of expression that are repugnant to many persons. We do not state
these propositions in the comfortable belief that what people read is unimportant. We
believe rather that what people read is deeply important; that ideas can be dangerous;
but that the suppression of ideas is fatal to a democratic society. Freedom itself is a
dangerous way of life, but it is ours.
This statement was originally issued in May of 1953 by the Westchester Conference of
the American Library Association and the American Book Publishers Council, which in
1970 consolidated with the American Educational Publishers Institute to become the
Association of American Publishers.
Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read
Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30,
2004.
34
C. Privacy (An Interpretation of the Library Bill of Rights)
Introduction
Privacy is essential to the exercise of free speech, free thought, and free
association. The courts have established a First Amendment right to receive
information in a publicly funded library. 1 Further, the courts have upheld the
right to privacy based on the Bill of Rights of the U.S. Constitution. 2 Many
states provide guarantees of privacy in their constitutions and statute law. 3
Numerous decisions in case law have defined and extended rights to privacy.
4
In a library (physical or virtual), the right to privacy is the right to open inquiry
without having the subject of one’s interest examined or scrutinized by others.
Confidentiality exists when a library is in possession of personally identifiable
information about users and keeps that information private on their behalf. 5
Protecting user privacy and confidentiality has long been an integral part of the
mission of libraries. The ALA has affirmed a right to privacy since 1939. 6
Existing ALA policies affirm that confidentiality is crucial to freedom of inquiry.
Rights to privacy and confidentiality also are implicit in the Library Bill of Rights’
8 guarantee of free access to library resources for all users.
7
Rights of Library Users
The Library Bill of Rights affirms the ethical imperative to provide unrestricted
access to information and to guard against impediments to open inquiry. Article
IV states: “Libraries should cooperate with all persons and groups concerned
with resisting abridgement of free expression and free access to ideas.” When
users recognize or fear that their privacy or confidentiality is compromised, true
freedom of inquiry no longer exists.
In all areas of librarianship, best practice leaves the user in control of as many
choices as possible. These include decisions about the selection of, access to,
and use of information. Lack of privacy and confidentiality has a chilling effect on
users’ choices. All users have a right to be free from any unreasonable intrusion
into or surveillance of their lawful library use.
Users have the right to be informed what policies and procedures govern the
amount and retention of personally identifiable information, why that information
is necessary for the library, and what the user can do to maintain his or her
privacy. Library users expect and in many places have a legal right to have their
information protected and kept private and confidential by anyone with direct or
indirect access to that information. In addition, Article V of the Library Bill of
Rights states: “A person’s right to use a library should not be denied or abridged
because of origin, age, background, or views.” This article precludes the use of
profiling as a basis for any breach of privacy rights. Users have the right to use a
35
library without any abridgement of privacy that may result from equating the
subject of their inquiry with behavior. 9
Responsibilities in Libraries
The library profession has a long-standing commitment to an ethic of facilitating,
not monitoring, access to information. This commitment is implemented locally
through development, adoption, and adherence to privacy policies that are
consistent with applicable federal, state, and local law. Everyone (paid or unpaid)
who provides governance, administration, or service in libraries has a
responsibility to maintain an environment respectful and protective of the privacy
of all users. Users have the responsibility to respect each others’ privacy.
For administrative purposes, librarians may establish appropriate time, place,
and manner restrictions on the use of library resources. 10 In keeping with this
principle, the collection of personally identifiable information should only be a
matter of routine or policy when necessary for the fulfillment of the mission of the
library. Regardless of the technology used, everyone who collects or accesses
personally identifiable information in any format has a legal and ethical obligation
to protect confidentiality.
Conclusion
The American Library Association affirms that rights of privacy are necessary for
intellectual freedom and are fundamental to the ethics and practice of
librarianship.
1 Court
opinions establishing a right to receive information in a public library
include Board of Education. v. Pico, 457 U.S. 853 (1982); Kreimer v. Bureau Of
Police For The Town Of Morristown, 958 F.2d 1242 (3d Cir. 1992); and Reno v.
American Civil Liberties Union, 117 S.Ct. 2329, 138 L.Ed.2d 874 (1997).
in particular the Fourth Amendment’s guarantee of “[t]he right of the people
to be secure in their persons, houses, papers, and effects, against unreasonable
searches and seizures,” the Fifth Amendment’s guarantee against selfincrimination, and the Ninth Amendment’s guarantee that “[t]he enumeration in
the Constitution, of certain rights, shall not be construed to deny or disparage
others retained by the people.” This right is explicit in Article Twelve of the
Universal Declaration of Human Rights: “No one shall be subjected to arbitrary
interference with his privacy, family, home or correspondence, nor to attacks
upon his honour and reputation. Everyone has the right to the protection of the
law against such interference or attacks.” This right has further been explicitly
codified as Article Seventeen of the “International Covenant on Civil and Political
Rights,” a legally binding international human rights agreement ratified by the
United States on June 8, 1992.
2 See
36
3 Ten
state constitutions guarantee a right of privacy or bar unreasonable
intrusions into citizens’ privacy. Forty-eight states protect the confidentiality of
library users’ records by law, and the attorneys general in the remaining two
states have issued opinions recognizing the privacy of users’ library records.
4 Cases
recognizing a right to privacy include: NAACP v. Alabama, 357 U.S. 449
(1958); Griswold v. Connecticut 381 U.S. 479 (1965); Katz v. United States, 389
U.S. 347 (1967); and Stanley v. Georgia, 394 U.S. 557 (1969). Congress
recognized the right to privacy in the Privacy Act of 1974 and Amendments (5
USC Sec. 552a), which addresses the potential for government’s violation of
privacy through its collection of personal information. The Privacy Act’s
“Congressional Findings and Statement of Purpose” state in part: “the right to
privacy is a personal and fundamental right protected by the Constitution of the
United States.”
5 The
phrase “Personally identifiable information” was established in ALA policy
in 1991. See: Policy Concerning Confidentiality of Personally Identifiable
Information about Library Users. Personally identifiable information can include
many types of library records, for instance: information that the library requires an
individual to provide in order to be eligible to use library services or borrow
materials, information that identifies an individual as having requested or
obtained specific materials or materials on a particular subject, and information
that is provided by an individual to assist a library staff member to answer a
specific question or provide information on a particular subject. Personally
identifiable information does not include information that does not identify any
individual and that is retained only for the purpose of studying or evaluating the
use of a library and its materials and services. Personally identifiable information
does include any data that can link choices of taste, interest, or research with a
specific individual.
Eleven of the Code of Ethics for Librarians (1939) asserted that “It is the
librarian’s obligation to treat as confidential any private information obtained
through contact with library patrons.” See: Code of Ethics for Librarians (1939).
Article Three of the current Code (1995) states: “We protect each library user’s
right to privacy and confidentiality with respect to information sought or received
and resources consulted, borrowed, acquired, or transmitted.”.
6 Article
7 See
these ALA Policies: Access for Children and Young People to Videotapes
and Other Nonprint Formats; Free Access to Libraries for Minors ; Libraries: An
American Value ; the newly revised Library Principles for a Networked World;
Policy Concerning Confidentiality of Personally Identifiable Information about
Library Users; Policy on Confidentiality of Library Records ; Suggested
Procedures for Implementing Policy on the Confidentiality of Library Records .
8 Adopted
June 18, 1948; amended February 2, 1961, and January 23, 1980;
inclusion of “age” reaffirmed January 23, 1996, by the ALA Council.
37
ALA Policy asserts, in part, that: “The government’s interest in library
use reflects a dangerous and fallacious equation of what a person reads with
what that person believes or how that person is likely to behave. Such a
presumption can and does threaten the freedom of access to information.”
9 Existing
10 See:
Guidelines for the Development and Implementation of Policies,
Regulations and Procedures Affecting Access to Library Materials, Services and
Facilities .
Adopted June 19, 2002, by the ALA Council.
38
D. Libraries: An American Value
Libraries in America are cornerstones of the communities they serve. Free
access to the books, ideas, resources, and information in America’s libraries is
imperative for education, employment, enjoyment, and self-government.
Libraries are a legacy to each generation, offering the heritage of the past and
the promise of the future. To ensure that libraries flourish and have the freedom
to promote and protect the public good in the 21st century, we believe certain
principles must be guaranteed.
To that end, we affirm this contract with the people we serve:
We defend the constitutional rights of all individuals, including children and
teenagers, to use the library’s resources and services;
We value our nation’s diversity and strive to reflect that diversity by providing a
full spectrum of resources and services to the communities we serve;
We affirm the responsibility and the right of all parents and guardians to guide
their own children’s use of the library and its resources and services;
We connect people and ideas by helping each person select from and
effectively use the library’s resources;
We protect each individual’s privacy and confidentiality in the use of library
resources and services;
We protect the rights of individuals to express their opinions about library
resources and services;
We celebrate and preserve our democratic society by making available the
widest possible range of viewpoints, opinions and ideas, so that all
individuals have the opportunity to become lifelong learners - informed,
literate, educated, and culturally enriched.
Change is constant, but these principles transcend change and endure in a
dynamic technological, social, and political environment.
By embracing these principles, libraries in the United States can contribute to a
future that values and protects freedom of speech in a world that celebrates both
our similarities and our differences, respects individuals and their beliefs, and
holds all persons truly equal and free.
Adopted February 3, 1999, by the Council of the American Library Association
39
The Robious Elementary School Library is thrilled to announce the start of the Birthday
Books and More Club. If your family would like to make a minimum donation of $15.00
to this fund, a book will be placed in the library in your child’s honor. Mrs. Ivey, our
librarian, has an amazing selection of new, ready-to-shelve books from which your child
may choose. During your child’s birthday month, he/she will be notified to come to the
library to choose a book. A special bookplate will be placed in the front of the book and
your child will be the first one to check it out from the library. Upon returning the book,
it will become a permanent part of the library collection for students to enjoy for years to
come. In addition to birthdays, donating a book is a wonderful way to honor others such
as grandparents, special teachers, or even family friends.
As a member of the Birthday Books and More Club your child will:
•select a new book from the collection in the library just waiting to be shelved during
his/her birthday month
•have his/her name written on a book plate and placed in the chosen book
•donate the book to the South Anna library collection after being the first to check it out
If you are interested in participating, please fill out the form below and return it to school.
Make checks payable to Robious Elementary (NOT the PTA). Students who have
birthdays during summer months may select another month in which to celebrate. Halfbirthdays are a great idea!
We look forward to helping the children of Robious Elementary celebrate birthdays and
honor special people. Additional forms are on the back. For any questions, contact Lara
Ivey lara_ivey@ccpsnet.net.
-----------------------------------------------------------------------------------------------------------Student Name ________________________________________________________
Today’s Date ______________________________________
Child’s Teacher _____________________________________ Grade ___________
Occasion ___________________________________________________________
Occasion Date _______________________________________________________
Chosen Celebration Month (summer birthdays)_________________________________
Bookplate to Read:
This book is donated in honor of __________________________________________
for _________________________________________________________________
(For example…her 7th birthday, being a wonderful grandmother, etc.)
Parent’s Name ___________________________________________________
Parent’s Phone Number ______________________________
Parent’s e-mail ______________________________________
(Donations of $15 or more can be made payable to Robious Elementary.)
40
Below are additional forms for families wishing to donate more than one book.
Student Name ________________________________________________________
Today’s Date ______________________________________
Child’s Teacher _____________________________________ Grade ___________
Occasion ___________________________________________________________
Occasion Date _______________________________________________________
Chosen Celebration Month (summer birthdays)_________________________________
Bookplate to Read:
This book is donated in honor of __________________________________________
for _________________________________________________________________
(For example…her 7th birthday, being a wonderful grandmother, etc.)
Parent’s Name ___________________________________________________
Parent’s Phone Number ______________________________
Parent’s e-mail ______________________________________
(Donations of $15 or more can be made payable Robious Elementary.)
Student Name ________________________________________________________
Today’s Date ______________________________________
Child’s Teacher _____________________________________ Grade ___________
Occasion ___________________________________________________________
Occasion Date _______________________________________________________
Chosen Celebration Month (summer birthdays) ________________________________
Bookplate to Read:
This book is donated in honor of __________________________________________
for _________________________________________________________________
(For example…her 7th birthday, being a wonderful grandmother, etc.)
Parent’s Name ___________________________________________________
Parent’s Phone Number ______________________________
Parent’s e-mail ______________________________________
(Donations of $15 or more can be made payable to Robious Elementary.)
41
Robious Elementary School Library
Gift Form
Name______________________________________________________________
Address____________________________________________________________
Email______________________________________________________________
Phone Number_______________________________________________________
Relation to the school _________________________________________________
I’d like for my monetary donation to the RES library to:
____ Purchase books …………………
$_____________
Topic to consider___________________________________
Title/s to consider___________________________________
____ Address library needs (as seen fit by Library Committee) $_____________
Total donation $_____________
-----------------------------------------------------------------------------------------------------------If you would like a book plate placed in the purchased book, please let us know how you
would like it inscribed.
___In honor of ___________________________________________________________.
___A gift from __________________________________________________________.
___Donated by __________________________________________________________.
___Other _______________________________________________________________.
(Birthday, Teacher celebration, Holiday, Sibling, Graduation, Principal, etc.)
For Library Use :
check#_________ cash__________book________other____________
name plate________ note________ email________ teacher________
42
Request/Recommendation for Library
Materials
Teacher’s Name:
_____________________________
Today’s Date: __________ Date
Needed:________
Subject Area:
________________________________
Grade: _________
Reading
Level: _________
Unit of Study:
______________________________
Title:
___________________________________
______
Author:
___________________________________
___
Edition/Copyright: _______ ISBN:
___________
Publisher:
___________________________________
_
Number of
copies/volumes:___________________
*List price: ______
43
Priority (if making multiple
requests) _____
Importance of request:
____ High (must have to teach curriculum)
____ Medium (enhances curriculum)
____ Wish List (not critical, but would
be nice)
*If over $100.00, please justify what
role this item would play in helping to
teach the curriculum.
___________________________________
___________________________________
________________
___________________________________
________________
Oh, I Wish I Had This!
Name __________________
Grade Level _____________
Area
Key:
LA= Language Arts
SS= Social Studies
CV= Core Values
O= Other
1.
M= Math
S= Science
T= Technology
Resource Needed
(Title/Topic)
Note specific titles or topics where materials
are needed to compliment SOL instruction.
LA M SS S CV T O
44
2.
LA M SS S CV T O
3.
LA M SS S CV T O
4.
LA M SS S CV T O
5.
LA M SS S CV T O
6.
LA M SS S CV T O
7.
LA M SS S CV T O
8.
LA M SS S CV T O
9.
LA M SS S CV T O
10.
LA M SS S CV T O
*Keep this sheet in the front of your plan book for safe keeping! We will
use this to help with the ordering of materials.
CHESTERFIELD COUNTY PUBLIC SCHOOLS
File: 3031-F
CHESTERFIELD COUNTY PUBLIC SCHOOLS
CONSIDERATION OF CONTROVERSIAL MATERIALS
MATERIAL/MEDIA CONSIDERATION FORM
Author: _______________________ Title:
__________________________________________
Publisher/Producer: ___________________________________ Copyright:
_______________
Book ______ Film ______ Software ______ Recording ______ Video ______ Other
______
Request initiated by:
___________________________________________________________
Address: __________________________________________ Telephone:
________________
______________________________________________Zip Code_______________
School:
______________________________________________________________________
45
1. Did you read or view this entire work? __________
If not, what sections? (Cite page numbers or other specifics)
______________________________________________________________________
__
2. What do you believe is the purpose of the material?
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
3. What is your reason for requesting consideration of this material?
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
Signature: _____________________________________ Date:
______________________
Adopted: December 8, 2009
______________________________________________________________________
__
______________________________________________________________________
__
Reconsideration Form for Committee Members
Meeting Date_______________________
Challenge Date_____________________
Title of Work _______________________________________________
Author/Publisher/Copyright ______________________________________________
Characteristics of Work (paper, visual, interactive, digital, other) __________________
Initiator of Challenge ____________________________________________________
46
Committee Members:
Name
(Signature once challenged work has been read/viewed)
Position
Signature
1.
2.
3.
4.
Topics to Consider:
1. Member has read/viewed/ the work in its entirety.
2. Selection policy has been reviewed to show why this work was selected.
3. Reviews and recommendations for this work have been located and shared
with the committee.
4. Prior to meeting with the Initiator of the Challenge, committee members have
met and reviewed the above items.
5. Continue with policy for Reconsideration of Materials.
Bibliography
Bishop, K., & Orden, P. (2007). The collection program in schools: concepts, practices,
and information sources (4th ed.). Westport, Conn.: Libraries Unlimited.
BoardDocs® Policy: 3031-F Consideration of Controversial Materials / Media
Consideration Form. (n.d.). Paperless Agenda Solutions. Retrieved October 15, 2012,
from
http://www.boarddocs.com/vsba/chesterfield/Board.nsf/goto?open&id=84AQEV6901F7
47
Interlibrary Loan in Meridian School District (October, 2003) I. Purpose The purpose of
Interlibrary Loan (ILL) in Meridian Sch. (n.d.). Google. Retrieved October 10, 2012,
from
http://webcache.googleusercontent.com/search?q=cache:G9EHDzbQC0kJ:www.meridia
nschools.org/Staff/Manuals/Procedure+Manual/07.+Miscellaneous+Information/C+%25
29+Miscellaneous+Information+II.pdf+&hl=en&gl=us
Library Bill of Rights | American Library Association. (n.d.). American Library
Association. Retrieved October 8, 2012, from
http://www.ala.org/advocacy/intfreedom/librarybill
NPS - System Libraries. (n.d.). index. Retrieved October 1, 2012, from
http://www.newton.k12.ma.us/libraries/nps_libraries.html
Privacy | American Library Association. (n.d.). American Library Association. Retrieved
October 8, 2012, from
http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/privacy
Reporting a Challenge | American Library Association. (n.d.). American Library
Association. Retrieved October 12, 2012, from
http://www.ala.org/advocacy/banned/challengeslibrarymaterials
Texas State Library and Archives Commission (2008). CREW: A Weeding Manual for
Modern Libraries. Retrieved October 28, 2012, from
https://www.tsl.state.tx.us/ld/pubs/crew/index.html
The Freedom to Read Statement | American Library Association. (n.d.). American
Library Association. Retrieved October 8, 2012, from
http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement
Virginia Beach City Public Schools - Bring Your Own Device Guidelines. (n.d.).
Virginia Beach City Public Schools. Retrieved November 5, 2012, from
http://www.vbschools.com/curriculum/byod/guidelines.asp
Winner, M. (2008). Our Library Media Center Procedure Handbook. [Handbook].
Columbia, MD: Author.
48
Libraries: An American Value. American Library Association. Retrieved October 8,
2012, from
http://www.ala.org/offices/oif/statementspols/americanvalue/librariesamerican
49