Library Labyrinth

For
Library Media Specialists
in the
School District of Palm Beach County
Library Media Services
August 2005
The Library Labyrinth
On behalf of the students, faculty and administration, we want to Welcome you to a
new year at the School District of Palm Beach County, Florida. As a Library Media
Specialist, you play a vital role in promoting and providing access to information and
reading material. The Making the Grade Study published by Dr. Donna Baumbach
in November 2003 documents the impact a quality library media program can have
on student achievement. As a literacy leader, you should enrich curriculum content,
collaborate with teachers about potential resources and excite students to the power of
reading. Your service is an intricate part of providing a challenging learning
environment in each school in Palm Beach County.
This dictionary of terms has been compiled to provide you with basic information
about key library media practices used in the District. The practices are arranged in
alphabetical order by identifying vocabulary. Some of the vocabulary will be familiar
to you while other words or acronyms might be unique to the operations in this
School District. Efforts have been made to make this dictionary allinclusive
however if you discover terms that are missing, we would appreciate your notifying
Library Media Services.
We extend our best wishes that you have a successful and productive year but always,
take time to read.
Janeen Pelser, Manager Judy Garcia, Manager
Library Media Services The Education Network [TEN]
Gail Newstein, Specialist Karen Oberstein, Specialist
Professional Library Library Media Services
School District of Palm Beach County, FL 2
Library Media Services, 8/2005
Mission Statement
The mission of the school library media program is to ensure that students and
educators have universal access to certified, expert staff and to print and nonprint
resources and materials so that they can be effective users of ideas and information
enabling them to be literate lifelong learners. This mission is accomplished, with
sufficient funding and resources, by the school library staff, in collaboration with the
school community:
· by providing intellectual and physical, flexible openaccess to materials in
multiple formats;
· by stimulating interest in reading and appreciation of literature through group
instruction and individual guidance;
· by working with educators to design and carry out authentic learning and
research experiences; and,
· by providing instruction to foster competence in acquiring and using
information and ideas and in evaluating information resources; and,
· by providing an active and stimulating atmosphere for information users.
A
AAA PLAN [Triple A Plan]
The strategies outlined by the Superintendent to assist schools whose letter grade remains
close to a “D” or “F”.
ACCESS
The equitable ability and freedom to obtain and use resources and services. Library
Media Center policies and procedures need to give patrons easy access to the resources.
ACQUISITIONS SECTION [LIBRARY MEDIA SERVICES]
The part of the Department of Library Media Services that deals with the purchase of
media for library media centers. They receive and facilitate orders from schools for:
BOOKS VIDEOS PERIODICALS NEWSPAPERS

Object 6100 Object 6220 Object 5342 Object 5110
Key people to contact:
Teresa Viola PX 45197
Mary Sedor PX 45122
Dianna Cooper PX 45123
ACQUISITIONS HANDBOOK
The Acquisitions Handbook is distributed by Library Media Services once a year in the
Fall. It provides directions on how to order library media materials. Contact Library
Media Services immediately if you do not have a copy.
Key person to contact:
Teresa Viola px 45197
Mary Sedor px 45122
Dianna Cooper px 45123
ADVOCATE FOR EXCELLENCE IN SCHOOL LIBRARY MEDIA PROGRAMS
[PRINCIPAL’S AWARD]
An award sponsored by FAME to recognize principals’ who have shown unwavering
support for library media programs in their schools. Applications are due to the FAME
office by May 30 of each year. More information is available at URL:
www.floridamedia.org
Select SCHOLARSHIPS & AWARDS from the menu on the left hand side of the page
Scroll down the page until the award is highlighted.
ADOPTABOOK, BIRTHDAY BOOK
Formal book donation programs which a library media specialist can put in place. It is
important to have rules in writing for any such program.
EXAMPLE
EQUESTRIAN TRAILS ELEMENTARY
ADOPT A BOOK PROGRAM
Dedicate books to your friends, children, parents or teachers.
Leave a memory of yourself behind when you leave our school
Donate Books to the Equestrian Trails Elementary Library Media Center
What is it?
In response to popular demand, Equestrian Trails Library Media Center has created a
formal book donation program. The AdoptABook program is open to all Equestrian
Trials Elementary community members. It consists of dedicating books to your friends,
children, teachers, or parents and donating those books to the library media center. It is
an excellent way to leave a lasting memory of your time at Equestrian Trails in the library
media center, to say “Thank you” to someone you care for and at the same time, help
Equestrian Trails Library Media Center maintain the high quality of its collection.
Books contributed will bear a bookplate with the name(s) of the person(s) donating and
the person the book is dedicated to on the inside cover along with the occasion the book
is honoring (such as birthday, graduation, Thank you, etc.)
How does it work?
Step 1: Select a book
The library is always in need of good new hardcover books that meet our curriculum
needs. A library bound book costs from $10 to $20.
Sponsoring Books from the Library Order
Students can select new book titles that are not on our shelves, or they can select a
duplicate copy of a favorite title already on our shelves. Students and/or parents can stop
by the library media center and select a book titles from the Follet Library catalog. These
books meet our collection development plan needs and come to the library fully
processed with a book cover, spine label, barcode, book jacket, library hardcover binding
and with full MARC records for inclusion in the library catalog. These are important
features that save a lot of our processing time.
Step 2: Fill out the dedication / donation form
Stop by the library media center for a donation form.
Step 3: Bookplate and book processing
Before books are ready for check out, the bookplate will be affixed to the book and the
MARC record will be processed for inclusion in our automated library catalog. This can
take up to one month.
Step 4: Right to first check out
As soon as the book you donated is fully processed and ready for check out, the person it
is dedicated to will have the right to check it out first.
ADOPT A BOOK PROGRAM
Application Form
Please fill in the information on this application form and return it to Library Media
Center.
Name of purchaser: ______________________________________________________
Student’s name: ______________________________________________________
Student’s teacher: ______________________________________________________
Home phone number: ______________________________________________________
Date: ______________________________________________________
Title of book: ______________________________________________________
Author of book: ______________________________________________________
Book ISBN number: ______________________________________________________
Price: $______________________________
Select occasion: Thank you Birthday In memory of
In honor of Dedicated to
Other: ________________________________________________
Information for bookplate:
To: __________________________________________________
From: ________________________________________________
AESOP
The bargaining unit that includes Media Clerks. It is important to be familiar with the
bargaining unit agreement so that the duties of the Media Clerk are within the guidelines.
Ask the principal’s secretary to get you a copy of the AESOP agreement in booklet form
so that you have it to refer to.
AESOP school representative
AMANDA AWARD
An award sponsored by FAME to recognize a middle or high school library media
specialist who implemented a program to promote selfesteem and resiliency in young
teen patrons during the school year. Application forms are due to the FAME office by
June 30. Rules and an application form are available at:
www.floridamedia.org/
Select SCHOLARSHIPS & AWARDS from the menu on the left hand side of the page
Scroll down the page until you see AMANDA AWARD
AMERICAN LIBRARY ASSOCIATION (ALA)
ALA is the national organization that sets the standards for the profession. You can learn
more about them at:
http://www.ala.org/
AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS (AASL)
AASL is a division of the ALA that focuses on school librarianship. You can learn more
about them at:
http://www.ala.org/aaslhome
AV EQUIPMENT
AV equipment in purchased from bid vendors. A fiveyear bid contract for AV
equipment was approved by the school board in March, 2002 and revised in 2003. The
bulletin for bid items is on the District web page. To get to the bulletin, start on the
District Web Page
Click Department Web Sites
Click Purchasing Department
Click Info for Schools and Depts.
Click Bulletins
Click Audio Visual Equipment P10738FO/P March 13, 2005
Buyer code is: MC
Miriam Chinchilla, Purchasing px 48213
Judy Garcia, ITV px 22702
Mark Murray, Maintenance px 27135
AV EQUIPMENT BID VENDORS
QUESTION: Are schools still using bid vendors now that the ceiling for direct pays is at
$750.00?
I think that for the most part they are using the bid vendors for small purchases. We have
good vendors and people like dealing with them making their purchases easier. Also,
the bid vendors are willing to resolve any problems and accommodate special delivery
requests. I hope they continue using the bid for small purchases because they take a risk
using non bid vendors.
The problems using a nonbid vendor are many. One school ended up using a bid vendor
after dealing over and over with a vendor that would not fill out the W9 form needed in
Accounts Payable. If a vendor goes out of business and the school needs warranty repair
on an item, you are out of luck. Some places will ask the end user, if there is a problem,
to ship the item directly to the manufacturer and deal with the manufacturer on their own,
they don't get involved once the item leaves the store, which is not easy and the schools
have no time for that. If an item has to be returned some will ask for the original carton.
Some will not accept the "direct pay", only a credit card or cash.. etc, etc. Many instances
where things may go wrong and if the vendor is not on bid, they will not listen to me,
that's why I recommend using the bid list. If something goes wrong with a nonbid
vendor it has to be handled at the school level.
However, under $750. as you mentioned we don't force the schools to use bid vendors.
Miriam Chinchilla, January 2005
GUIDELINES FOR AUDIO VISUAL EQUIPMENT
How to decide when to repair, buy new or discard
1. How old is the item?
If the item is more then 35 years old, evaluate its effectiveness very closely. Many pieces
of AV equipment including TVs, VCRs, tape players and overhead projectors are
considered obsolete after approximately 35 years of use. Older models do not have the
connections or operating system to interface with current standards.
2. What was the original BID price of the item?
Current catalog or store prices do not reflect the discounts available to schools through
the bid process. Check the ORIGINAL cost of the item and if necessary compare it to the
CURRENT bid price that can be found on the school district web site. Think very
seriously about getting any repair work done to items that do not have property tags.
3. Is there a warranty or a service contract?
Most items on the bid list come with a service contract for a minimum of one year. Some
schools purchase service contracts for unusual items such as security systems. Be aware
of any warranties or service contracts that are still in effect.
4. Is the cost of repairs also cost effective?
If an item cost $150.00 to repair but can be replaced for $100.00 on the bid, it is
reasonable to discard the broken item and replace it with a new piece of equipment. AV
items that cost under $250.00 and are direct day purchases should probably not be
repaired after the warranty goes out of effect.
5. Are parts and bulbs / lamps still available at reasonable costs?
As pieces of equipment get older, the parts and bulbs to sustain them may become scarce
and more costly.
6. Can repair parts be obtained in reasonable time?
Most district contracts require a vendor to fill an order within 30 or 60 days. If a
replacement part takes longer then that time, the piece of equipment should be assessed
for unique qualities that justify the repair.
7. Does the school have a longrange plan to excess old equipment and replace it
with current technology?
The annual goals for the school collection development plan and/or technology plan
should include a list of equipment by date of purchase with recommendations for
replacing or upgrading the equipment at appropriate intervals.
8. Does the piece of equipment have a ‘repair’ history?
A piece of equipment that needs to be repaired frequently may be a ‘lemon’, may be
having heavy use, or may be abused. Justify frequent repairs to any equipment.
9. What are the ‘needs’ in your school?
If you do not have enough pieces of a specific type of equipment, you may need to try and
get the item repaired because you are still trying to reach capacity for the teachers.
AV EQUIPMENT – BULBS
There are several companies that supply bulbs or lamps for AV equipment. One of the
most popular is:
Marpan Supply Company Inc.
V000012669
215 East Pershing Street
Tallahassee, FL 32301
8502249353
FAX – 8502241790
AV EQUIPMENT REPAIR
A person from Maintenance comes to each school on a regular basis. The schedule in the
APPENDIX lists each AV Technician and the schools he/she is assigned to. That person
should be contacting you each time he/she comes to the school to get any AV equipment
that is broken. Many times the technicians repair equipment on site. If they cannot repair
it on site, they will give you paperwork indicating that they took the equipment with
them.
Select AV items, such as regular televisions or microphones, are considered ‘disposable’
because it costs more to repair them then to replace them. As a rule of thumb, a
maintenance tech can ‘look’ at these items to see if the problem is a small one that can be
quickly remedied. If a tech spends more then a half hour trying to repair a ‘disposable’
piece of equipment, it is not cost effective.
If an AV technician returns an item to the school with a message saying the item is
beyond repair, LMSs are encouraged to immediately transfer the item to Maintenance so
they can use it for parts.
If the broken equipment is computer technology (hardware or software) someone in your
school (normally the head secretary or the Technical Assistant [TA]) will enter a work
order in the HEAT system. You just need to find out whom to notify if there is a
computer break down.
AV EQUIPMENT – DISCARD
#1 – The first rule is that someone’s trash may be another’s treasure. The District email
system allows LMS to share information about equipment needs and excess equipment.
Email the LMS Manager listing the equipment needed or the equipment for discard [only
working equipment] and that information will be shared with all Library Media
Specialists.
If equipment really is obsolete and/or beyond repair and/or too expensive to repair [e.g.
televisions] and/or no other school wants it, then talk to your AV Technician. This
individual is scheduled at your school regularly. Talk to him/her about the best options
for a particular piece of equipment.
Never discard a piece of equipment unless you fill out a TRANSFER OF PROPERTY
FORM PBSD 0082. Even if the item is a cheap tape player, keep a history of the item
that includes when, what, where and why the item was discarded.
Any item that has a ‘red tag’ must be discarded using the TRANSFER OF PROPERTY
FORM PBSD 0082. The item can be sent to the Property Redistribution Warehouse.
Further information about the DISPOSITION OF SURPLUS is available on the District
web page. On the District web page, select DEPARTMENTS, then select
PURCHASING. On the PURCHASING web site, select WAREHOUSE. On the
Warehouse web site there is a link to CHAPTER 21 DISPOSITION OF SURPLUS.
There is also information about the surplus auction and other related services.
See also Property Redistribution Warehouse
AUDIO VISUAL MATERIALS SELECTION
AV materials defined as nonprint materials [such as videocassettes, CDROMs, and
DVDs] that need specific hardware to be used, must :
§ be age appropriate
§ be relevant to specific instructional objectives
§ have an appropriate MPAA (Motion Picture Association of America) rating
§ be current, accurate, appropriate content
§ be free of stereotypes
§ have literary merit
§ have good instructional design and content from reliable sources
§ be used according to copyright laws including but not limited to PL 94533,
The Copyright Act
Note that as the instructional leader, the principal has overall responsibility for the
materials used in the school and classroom. This includes materials that are purchased
for school collections, provided by agencies outside the local school, brought in by
parents or noneducators, rented from commercial enterprises, downloaded from
electronic sources such as the Internet or television, or produced by students or faculty
for use in the school.
AUTHOR VISITS TO A SCHOOL
If an author is scheduled to visit a school and the school intends on paying the author a
stipend / honorarium, then it is necessary to submit a Consultant Contract. There are two
Omni forms that could be used.
If the payment is under $2,500 then use PBSD 1587
If the payment is between $2,500 and $10,000 then use PBSD 1420
The form indicates that a consultant should be fingerprinted, however the principal can
sign off this requirement IF there is guarantee that the author will be escorted at all times
he/she is on the school campus.
AV Technician See AV Equipment and Appendix for list of AV Technicians
B
BARCODES
Barcodes are purchased from the vendor Computype.
Vendor number is: V411249729
There are two types of barcodes:
Item barcodes for media, equipment and possibly textbooks.
User barcodes for patrons.
It is the responsibility of the school to keep a supply of barcodes on hand for both users
and items. LMS does maintain a small supply of item barcodes for each school but does
NOT have any user barcodes. Refer to the ACQUISITIONS HANDBOOK for
directions on how to order.
Mary Sedor px 45122
BEHAVIOR see CLASSROOM MANAGEMENT
BINDING, TYPES OF
Over the past decade budgets have plateaued while the cost of books has continued to
climb. In addition, many schools have embraced reading programs such as Reading
Counts. As a result, there is an increase in the number of prebound and paperback
books purchased for school libraries. The District stands by the industry guidelines
supporting the purchase of quality material that will withstand high circulation. Make
sure the vendor stipulates the type of binding for books you are ordering. The ‘best deal’
can be the worst if the books do not withstand normal circulation over a 1015 years
period of time.
The following guidelines should be ordered when buying books:
1. Hardcover rather than soft cover
2. Library binding rather than commercial or family editions
3. Trade editions rather than book club editions
4. Sewn rather than glueonly bindings
5. Sewn or glued rather than stapled or spiralbound
TYPES OF BINDING
Hardcover, library binding – quality hard cover binding intended for the high circulation
requirements found in a library setting.
Hardcover, trade clothe – also known as School and Library (S&L), Single Library
Editions (SLE) or Reinforced Trade Editions (RTE).
Hardcover, turtleback prebound – a prebound book is a paper book purchased directly
from the publisher, which is then rebound with a hard cover. This category of binding
offers the combination of hard cover durability but with a lower price than other hard
cover books. Turtleback books feature a cover with mattefinish laminate over high
strength binder board, computerenhanced cover art and reinforced spines. These books
can have sewn or glued pages. Glued pages cannot withstand heavy circulation.
Paperback, Trade Paper – paperback books where both paper and printing are high
quality. These are good purchases for homes. They can have a 12 year life in a
classroom. In a library they are considered disposable. They generally last for about 6
circulations. Pages may be sewn, glued or stapled.
Paperback, Mass Market – books with paper covers, produced in a size to fit a standard
store display. Quality of paper and print will vary. Cheaper paper will turn brown within
a couple of years. Pages are generally glued or stapled. In a library they are considered
disposable books.
Mary Sedor px 45122
BLACK AMERICAN STUDIES
Information about curriculum for African and African American Studies can be found
near the bottom of the District’s home page.
Debbye Raing px 48955
BOOK FAIRS
According to Melanie Pitts, book fairs auditors are concerned about the vendor’s
inventory: i.e., no accounting for the number of books furnished, sold, rewarded, or
returned. The auditors thought this was a very “loose” way of doing business. Evidently,
some vendors do not concur – they are fine with the honor system. Many vendors do not
supply an inventory list, but will supply an invoice when asked. Schools should be
requesting invoices from vendors before the book fair is terminated. The invoice
will show that the vendor has agreed to the book fair calculations. This procedure will be
explained to the auditors. The books in the book fair are the property of the vendor,
which the school effectively sells on a consignment basis, so they are not considered to
be part of the school inventory.
BOOK CHALLENGE
One of the most stressful situations in library media centers can be caused by a book
challenge. There are typically between 36 book challenges each year in the School
District. Book challenges are often surrounded by emotional dialog stemming from the
need of an individual to defend his/her belief system. NEVER NEVER NEVER try to
persuade someone challenging a book. Accept and honor his/her belief system while
standing by the Library Bill of Rights. There is no problem if a parent does not want
his/her/their child to read a specific book. That same parent cannot make a similar
decision for all children.
When a book is challenged immediately notify Library Media Services. LMS will
contact the Professional Library to initiate a search for professional reviews on the book.
LMS will also FAX the paperwork and procedure to the school so that you have
everything you need. DO NOT REMOVE THE BOOK FROM THE SHELVES.
The majority of book challenges end when the library media specialist provides the
concerned individual with the paperwork required to pursue a challenge. The paperwork
is now in OmniForm. It is PBSD 1113 – Citizen Request for Reconsideration. See the
FORMS section in the Appendix.
In a few cases, the concerned individual will complete the paperwork and a meeting will
be scheduled between the principal, the library media specialist and the individual. The
Manager of Library Media Services and the Director are sometimes asked to attend the
meeting. During the meeting, the belief system of the individual is never challenged.
The issue is the right and freedom to read.
If there is a need to proceed further in a challenge, a schoolbased committee will be
formed according to the guidelines in school board policy. Library Media Services will
be there to support and assist you with this process.
Janeen Pelser px 45108
School Board Policy 6Gx508.12
SELECTION AND DISPOSITION OF INSTRUCTIONAL MATERIALS
A. The Board believes that the selection, challenge, and removal of instructional materials
are within its jurisdiction in accordance with appropriate statutory and constitutional laws.
B. Instructional materials for use in school media centers or classrooms shall be carefully
selected, using the criteria outlined in the "Library Bill of Rights" and District procedures
for adoption or selection of instructional materials used in schools and shall portray the
cultural diversity of our society. Representation on District and School Instructional
Materials Committees should reflect the diversity of the District and schools. Training for
instructional materials selection should address multicultural education.
C. Any complaint arising out of the use of materials in a school shall be registered with the
principal of the school.
D. Grievances Concerning Instructional Materials. The Superintendent or designee is
authorized to establish and administer procedures in accordance with federal and state
law to ensure timely and objective review of instructional materials.
STATUTORY § 230.23(17); 230.23005, Fla. Stat.
AUTHORITY:
LAWS IMPLEMENTED: § 230.03(2) 230.23(7); 230.33(9); 233.43; Fla. Stat.
HISTORY: 2/18/72; 4/6/83; 2/20/85; 6/16/99
PROCEDURE:
Any citizen may file a complaint with a school or District concerning the use of
instructional materials. Instructional materials being questioned shall not be removed
from use until the following informal and formal grievance procedures have been
completed. Such complaints shall be handled as follows:
1. School level – Informal. The complainant shall first contact the principal or a

member of the school staff with the complaint. Every effort shall be made by the
respective school center to resolve the issue(s) within the following guidelines.
The principal and appropriate staff member(s) should meet with the complainant
to explain:
a. The criteria and selection procedures as outlined in the school collection
development policy and District policies and directives and
b. The role, which the material in question has in that school’s curriculum.
c. A summary of the reviews found in professional literature.
If the complainant is not satisfied by the explanation and desires to file a formal
complaint, that person may do as follows:
2. School level – Formal.
The complainant will:
a. Be given a copy of [OmniForm] form PBSD 1113 – Citizen’s Request for

Reconsideration of Instructional Materials.
b. Complete and sign the form giving the title or titles of the material(s)
under criticism and the cause of the complaint.
c. Provide the name of any organization represented by the citizen(s) filing
the complaint, if such is the case.
d. Make copies of the completed form. The original form should be sent to
the school’s principal. The complainant shall retain a copy.
The principal will review the completed form before appointing members to a
School Materials Review Committee. The committee shall consist of:
a. Two teachers from the appropriate subject area or grade level.
b. A library media specialist
c. An assistant principal
d. One student (middle / high school only)
e. A counselor
f. Three lay persons, one of whom is from the school’s advisory council, and
g. An appropriate area representative designated by the Area Superintendent.
h. The principal or designee who serve ex officio.
The School Materials Review Committee will review the material in question,
study the information provided on the PBSD 1113Citizen’s Request for
Reconsideration of Instructional Materials form and if available, reviews from
the professional literature before rendering a written recommendation to the
principal using form PBSD 1857School Materials Review Committee
Recommendations. The recommendations to the principal will be based on the
following criteria:
a. Educational significance
b. Need and value to the collection / course
c. Quality of the writing / production
d. Readability level
e. Organization and presentation of content
f. Relationship to the course of study and curriculum
g. Reputation of the publisher / producer
h. Reputation and significance of the author / artist / producer
i. Timeliness or permanence
j. Quality format
k. Degree of potential user appeal
l. Valid, accurate, objective, uptodate and appropriate information
The School Materials Review Committee will meet within a reasonable amount
of time not to exceed twenty (20) working days from receipt by the principal of
the PBSD 1113Citizen’s Request for Reconsideration of Instructional
Materials form.
The School Materials Review Committee may solicit and/or review comments
from appropriate audiences or resource persons.
Within ten (10) working days after receipt of the recommendations from the
School Materials Review Committee, the principal shall render a written, final,
schoollevel decision and forward same with the School Materials Review
Committee recommendation to the Superintendent, Area, Assistant
Superintendent for Instruction, Library Media Services and the party requesting
the review.
3. District Level – Formal Appeal
The complainant may appeal the decision of the principal and the School
Materials Review Committee to the Superintendent of Schools in accordance
with the following provisions:
a. The complainant shall notify the Superintendent in writing of the appeal
(appellate) request.
b. Within twenty (20) working days from receipt of such request, the
Superintendent and appropriate staff will review the action taken at the
school level and issue an appropriate decision. If the decision does not
include further review, the complainant will be so notified and may
request a appearance to appeal directly before the Board in accordance
with Board Policy.
c. If the Superintendent finds cause for further review, the complaint shall be
submitted to the District Materials Review Committee, appointed on an ad
hoc basis by the Superintendent with the following provisions.
i. The committee should consist of:
1. Two teachers in the appropriate subject area / grade level.
2. A library media specialist
3. One principal at the appropriate level
4. One student (middle and high school only)
5. Four lay persons, at least one of whom is serving on a
school advisory council
6. An Area Superintendent or designee
7. One representative at the appropriate level from the
Division of Instruction
ii. The District Materials Review Committee will study the
information on the form, review the material(s) in question, and
make a recommendation to the Superintendent within fifteen (15)
working days from receipt of the complaint based on the selection
criteria.
iii. The District Materials Review Committee can solicit and/or
review comments from the complainant as well as appropriate
resource persons.
iv. The Office of Public Affairs will make the selection criteria
available to interested persons upon request.
v. The material(s) in question will be made available for review upon
request of interested persons.
vi. The recommendations of the District Materials Review Committee
and the basis for the recommendation will be sent to the
Superintendent, Assistant Superintendent for Instruction, the
principal and the complainant.
vii. The Superintendent shall make a final administrative decision in
writing within five (5) working days from receipt of the District
Materials Review Committee recommendation and send a copy of
that decision to the principal, Area, Library Media Services and the
complainant.
viii. The complainant may appeal in writing to the Board such decision
of the Superintendent and may request an appearance not to exceed
three (3) minutes before the Board in accordance with School
Board Policy. The Board, in exercising discretion in this matter,
may by majority vote agree to have the complainant’s appeal
brought before the Board as a formal agenda item for Board
determination. The Board’s determination to no consider the
appeal, or any action arising as a result of consideration of such
appeal, shall be the final step in the appeal process.
BOOK FAIRS
At this time, there are two companies that can help a school have a book fair:
Book Fairs with Flair, Inc.
E. Richard Petrella
PH: 9547488262
PH: 8009721298
Scholastic Book Fairs
Lisa Ramos
18003271894 ext. 207
BOOK MENDING
Book mending should be kept to a minimum however, LMC staff should know how to do
minor emergency repairs. Common repairs that can be easily, quickly, and satisfactorily
completed include:
· taping torn pages
· reinserting separated pages
· eliminating minor scribbling
· taping and labeling spines
· fastening contents back into binding
· replacing clear book covers
Basic materials needed for book mending include:
· clear ½” book tape
· 2” wide clear repair tape for hinges on the inside of the book
· 4” wide repair tape for spines on the outside of the book
· quality eraser, white correction fluid for selfstick paper to erase scribbling
· spine repair tape in light colors so titles and Dewey numbers may be written on
with a fine line permanent marker
· quality white glue that is flexible when dry for loose pages and hinges
· clear book covers in a variety of sizes
· filament tape to secure clear book covers
· clear tape
Most of the items listed above are available from a library supply company. Also
available from these companies are inexpensive booklets and kits that provide
instructions and materials for book repair. Additional information can be obtained by
calling the companies directly:
· Brodart 18002338959
· Demco 18003561200
· Gaylord Brothers 18004486160
· Highsmith Inc. 18005582110
Refer to the Acquisitions Handbook for current companies on bid for bookbinding and
book mending services.
BOOK ORDER
You can order 15 copies of a single book title but no more. SACS guidelines
recommend NOT counting more then 5 copies of a single book title when calculating the
number of titles in a collection.
Classroom sets of books are not ordered with library monies.
Library Media Services provides vendors with uniform processing specifications.
The specifications are included in the red Acquisitions Handbook. In order to keep costs
reasonable, vendors have been told NOT to customize processing for individual schools
except in the case of security strips.
Schools must buy books from vendors on the state bid list or the sole source list.
Mary Sedor px 45122
See also NEW BOOKS ARRIVE AT THE SCHOOL
BOOKCROSSING
BookCrossing.com was launched in April 2001. It is a web site that facilitates the
redistribution of literature by taking on the role of a global exchange. BookCrossing
encourages readers to pass their used books along through “Read and Release”, thus
extending the life of a book. For more information, go to:
http://bookcrossing.com
BOOKKEEPER See SCHOOL TREASURER
BUDGETS
There are a number of different budgets that you might interact with during the school
year. Each year, the funding sources must be approved by the governing agency.
Information about a specific budget is provided through a memorandum addressed to the
school principal and the library media specialist.
Keep in mind that school districts always have a minimum budget projection of five
years. Each year there are variables but the LONG RANGE PLANNING EFFECT
makes it possible to plan and project needs rather then react to disasters. Use the
library committee to project the library media program needs beyond one year to three or
five years. Build a budget that supports the program, than sell it to the
administration, PTA, SACS committee and faculty.
School Operating Budget
The principal should allocate monies to the library program from the school operating
budget. The budget funding strip will begin with a 0100
FUND FUNC OBJT LOCA PROJ

0100 LMC=6200 varies your school #
The Budget Department provides principals with the following distribution charts to use
as a guideline for creating the school’s operating budget.
ELEMENTARY SCHOOLS
BASIC NONSALARY DISTRIBUTION PERCENTAGES
FUNCTION OBJECT DESCRIPTION %

5100 5110 Kindergarten Supplies 8.0%
5101 5110 GR 13 Supplies 24.0%
5102 5110 GR 45 Supplies 16.0%
6200 5110 Supplies 5.0%
6200 5342 Periodicals 3.0%
6200 6220 Audio Visual Material NonCap 4.0%
6200 6420 Equipment NonCap 5.0%
6200 6100 Library books 9.0%
7300 5110 Admin Supplies 25.0%
MIDDLE SCHOOLS

5102 5110 GR 68 Supplies 54.0%
5102 6420 GR 68 Equipment NonCap 9.0%
6122 5110 Counselor Supplies 1.0%
6200 5110 Supplies 4.0%
HIGH SCHOOLS

5103 5110 GR 912 Supplies 48.0%
5103 6420 GR 912 Equipment NonCap 9.0%
6122 5110 Counselor Supplies 3.0%
6200 5110 Supplies 3.0%
These tables are provided to Principals by the Budget Department as a guideline for disseminating the school’s general
budget.
School principal
School treasurer
Project 4070
State Categorical Fund – the Florida Legislature allocates these monies annually. They
can be used to buy books, videos, AV materials, periodicals, subscriptions and software.
To date, they remain categorical monies directed to library media programs. The money
is transferred to the District in lump sum. Library Media Services then pays for the
districtwide electronic database subscriptions. The remainder of the fund is distributed
to schools according to FTE. Project 4070 is generally distributed to schools around
October.

0100 6200 varies your school # 4070
Project 4070 monies can ONLY be used with object numbers specified in the
appropriations letter:
3742 Electronic database subscriptions 5342 Periodical subscriptions
6100 Books
6220 AV materials UNDER $750 6210 AV materials $750 or more
6920 Computer programs UNDER $750 6910 Computer programs $750 or more
School treasurer
Project 8234
Also called 10book monies. The school board allocates these funds annually from
capital dollars for NEW schools. They can ONLY be used to buy books. The focus of
the funds is
1) to assist new schools that have 3 years to build their collections to SACS
accreditation standards,
2) to assist schools whose average age of collection exceeds 20 years and
3) to assist schools with unique problems that require special resources (e.g.,
mildew or flooding destroys part of book collection; school changes curriculum
emphasis)

3709 7410 6100 your school # 8234
(changes each year)
Collection development data to determine purchases with the funds comes primarily from
SIRSI reports and from the Annual Statistical Analysis report turned in to Library Media
Services at the end of May. LMSs are expected to buy first from vendors who provide
shelfready, preprocessed books. Sole source vendors can be used when necessary.
Project 8234 is generally distributed to schools in January by bulletin sent to the
Principal, Library Media Specialist and School Treasurer.
School treasurer
Project 8716
Monies allocated for AV equipment and media. The school board allocates these funds
annually from capital dollars. They can be used to buy AV or computer equipment and
materials. They can also be used to support the TV studio when the studio is a
responsibility of the Library Media Specialist. The funds are distributed to schools
according to FTE. They are generally distributed to schools in January by bulletin sent to
the Principal, Library Media Specialist and School Treasurer.

3709 7410 varies your school # 8716
(changes each year)
Project 8716 monies can ONLY be used with object numbers specified in the
appropriations letter:
6210 AV materials $750 or more 6220 AV materials under $750
6410 AV equipment $750 or more 6420 AV equipment under $750
6430 Computer related equipment $750 or 6440/6442 Computer equipment
more
6910 Software $750 or more 6920 Software under $750
Budgeting and Purchasing for
the Library Media Program
For books, online resources, equipment, videos/DVDs, emerging
technologies, periodicals, supplies…. one responsibility of library media
specialists is to determine the priorities for purchase, selecting those items that most
positively impact student achievement and meet the needs of the staff and community in
a fiscally responsible manner. In a typical school, purchases for the library media
program must compete with everything from custodial supplies to balls and tennis rackets
for Physical Education, which are all necessary for the operation of the school.
Nevertheless, it is hard for a library media specialist to compete unless armed with goals
and objectives for the library media program and a solid knowledge of how to manage
the different funding sources available.
Multiple funding sources can be tapped for library media purchases. The
school’s FTE (Full Time Equivalency) budget is supposed to support the library media
program. With the exception of the Instructional Materials money in Library Media
Services’ budget and Capital funds, the school level administrator controls all other
funding sources. Ultimately it is the school administrator who is responsible for
providing financial resources for purchasing items for the library media program. It is
the library media specialist responsibility to advocate for the program by making the
needs known.
The school operating system budget should fund the major portion of
library media purchases. The administrator submits the school’s budget to the Area
Office in the early spring of the preceding year, basing it on enrollment projections that
are provided by the district office.
Palm Beach County guidelines from the Budget Office indicate the percentage of the
school budget that should be allocated to the library media program.
Instructional Materials (DOE categorical) funds that are allocated to
schools for library media purchases are in the Department of Instructional
Support, Library Media Services’ budget. Each fall, the Department of
Instructional Support, Library Media Services distributes to principals and library media
specialists a bulletin that indicates the Instructional Materials allocation for the year. The
library media specialist and principal should discuss the figures and plan expenditures for
the year in concert with the school library committee. Note that collections and programs
that are underfunded show significant deficiencies that have been proven to negatively
impact student achievement (Curry Lance, 2001).
The State Instructional Materials allocation cannot be used for equipment or supplies.
The authorization letter from the State of Florida Department of Education stipulates that
the money can only be used to purchase items that circulate through the library media
program.
It is essential that all schools follow proper purchasing procedures. The
Purchasing Department of Palm Beach County Schools conscientiously works with the
bid process to ensure that schools receive the maximum purchasing discounts. School
Treasurers have online access to the Purchasing web site that should help in locating
items and vendors on bid contract with the school district or on state contract.
There are specific procedures for ordering different types of library media
materials. It is important to follow district procedure when ordering library media
materials. There are specific “buyers” assigned to different commodities. These buyers
can assist library media specialists in completing their orders. Library Media Services
also publishes an Acquisitions Handbook, which gives stepbystep directions on how to
order periodicals, books, videos and other items.
Library Media Specialists should use vendors for books and audiovisual materials that are
on the state approved bid list. Library Media Services works with these vendors to
ensure they provide
shelf ready processing (labels and pockets) and electronic records in machinereadable
format (MARC) that can be uploaded to SIRSI, the districtwide library automation
system. Cataloging and processing at the school is a time consuming and costly process
that diverts library media staff from their primary responsibility of providing instructional
services to students. Refer to the Acquisitions Handbook provided to each school for
specific directions on ordering library media materials.
In order to take advantage of volume discounts, library media specialists should
purchase the majority of books from one of the district approved library book
jobber. Some companies have an online service that will help you analyze the collection
and select book titles. An example is Titlewave.com, Follett’s online ordering program.
The School Treasurer will enter a requisition online in TERMS and a “Do Not Exceed”
amount. This action will encumber the money. The list of titles is then submitted to
Library Media Services.
Occasionally some books are ordered directly from the publisher. Follett
may not carry some print items. There also are some smaller book jobbers who visit
schools to sell their products. Some of these vendors are on the state bid contract, others
are not. If ordering from these companies, it is important to remember to select from
those who have been approved to provide cataloging and MARC records. Refer to the
Acquisitions Handbook for a list of vendors who support shelf ready processing and
compatible MARC records.
Occasionally it may be necessary to order from a sole source vendor. This is particularly
necessary when ordering some multicultural material. These items must be shipped to
Library Media Services for processing.
Besides price issues, there are copyright considerations when
choosing a vendor for videos. Copyright guidelines for videos provide nonprofit
educational institutions with “fair use” privileges, which allow them to be used in faceto
face instructional settings within a single classroom as part of the curriculum. Uses
outside of this situation would require public performance rights (PPR) and/or closed
circuit television (CCTV) rights that may or not be available from vendors other than the
producers. On the other hand, there is much to be said for “one stop shopping,” so
Library Media Services has a list of approved audiovisual jobbers that can also provide
processing and MARC records. The list can be found in the Acquisitions Handbook.
The sales representatives for each company can provide details regarding which titles
include the above rights, if any, and can provide schools with a quote indicating product
availability, rights, pricing, discounts, and shipping costs. Many videos/DVDs are only
available from a single vendor (sole source). These should be ordered from that company
and shipped to Library Media Services for processing. These vendors should be called to
ascertain shipping costs and discounts, if any.
Audio books and ReadAlongs
Prerecorded media are available from multiple companies, but are usually sole source
(exclusively from the producer or copyright holder). Common sources are Listening
Library, Live Oak, Recorded Books, and Scholastic. However, Follett, and SVE can
supply a few of the titles that are not sole source and can provide both processing and
MARC records.
Maps and Globes
There is no district bid for maps and globes, so the vendor should be called to determine
discounts and shipping costs, if any. The three major map companies are Cram, Nystrom,
and Rand McNally.
Computer Software
Schools should check with vendors to determine availability and
pricing. Some software titles are only available from the producer (sole source) and must
be purchased directly from them. These vendors should be called to ascertain shipping
costs and discounts, if any. The order must clearly state the computer platform required
(e.g., Windows NT, Macintosh, etc.), and should specify if the order is
for a single CDROM, lab pack, school edition, network version, or site license.
Online Databases
Companies that provide online databases are usually sole source, and are therefore bid
exempt. Schools must work with the individual vendors to secure the best pricing.
Specify the product and terms of the contract. Be sure not to duplicate databases provided
by Library Media Services.
Video and Audiovisual Equipment
Due to the fact that the District does inhouse maintenance of most
equipment after warranties expire, purchase of equipment should be restricted to those
items that have been approved by the District. This will ensure that the needed parts and
schemata will be available to the departments that make the repairs.
Most audiovisual equipment is listed on a bid Bulletin found under the Purchasing
Department on the District web page. For types of equipment that are not listed, call the
Purchasing Department for assistance.
Computers and Printers
The District has a bid for the computers and printers that are
purchased in the school district. The purchase price includes both onsite
installation and repair and a warranty. All employees have access to the district
web site that provides ordering information.
Networking Components and Computer Peripherals
A bid listing provides district employees with order information for purchase of
components and peripherals (e.g., scanners, special computer cables, etc.) at discounted
prices. Schools should comparison shop to identify the best source.
Library, Office, and Classroom Supplies
The School Board Warehouse is the first source for any items that they stock. If supply
items are not in the warehouse, they may be purchased from any of the many companies
that have been approved for a catalog bid. These include office suppliers (from whom we
receive the largest discounts), classroom suppliers, and library suppliers. Schools should
comparison shop to identify the best source.
Periodicals subscriptions
Periodicals (magazines) are ordered from the contract jobber to secure maximum
purchasing discounts. The district’s periodical jobber (EBSCO) distributes periodical
ordering procedures in May. Subscriptions run from January 1 through December 31. It
is essential that schools submit the periodical order by the deadline set by the jobber to
ensure that subscription service begins on a timely basis.
Newspaper subscriptions
Newspaper subscriptions should be sent to the individual publishers, following the
directions provided by Library Media Services.
Mary Sedor px 45122
School treasurer
BUYER CODES
Buyer Codes are needed when requisitions are entered into TERMS, the computerized
ordering system used by the school district. When a requisition is entered into the
system, the principal must approve it. Then, the BUYER must also approve it before the
requisition becomes a purchase order. The most important buyer codes used by Library
Media Specialists are:
MO Media Orders (books, videos, periodicals, maps & globes)
MC Miriam Chinchilla (AV equipment)
DM Erica Peace (Computer equipment)
KB Karen Brazier (laminator, copier, supplies)
Every year, Library Media Services has
problems with orders that do not have the
correct buyer codes. If you are not sure
of the buyer code, please ASK! Other important buyer
codes can be found in the Acquisitions Handbook.
Mary Sedor px 45122
School treasurer
C
CATALOGING FOR LIBRARY MATERIALS
Books, CDs, DVDs, videos and other media ordered from a school district’s contract
vendor will normally be received shelfready with complete library processing [MARC
records, book pocket, spine label and lexile information]. The following specifications
are used by vendors when supplying library cataloging information and MARC records:
· Abridged Dewey Classification and Sears Subject Headings
· FICTION: F plus first three letters of author’s last name
· INDIVIDUAL BIOGRAPHY: 921 plus first three letters of the biographee’s last
name
· COLLECTIVE BIOGRAPHY: 920 plus first three letters of author’s last name
Refer to the Acquisitions Handbook for additional details about the specifications
provided to contract vendors who do processing.
If you order books from a company other than a contract vendor, the books will be
shipped to Library Media Services for processing.
Books that are donated or obtained through book fairs or other sources can be hand
carried to Library Media Services for processing.
CENSORSHIP See Book Challenge
CERRA, BOB
Bob Cerra is the lobbyist for FAME, the state professional organization. You can
‘subscribe’ to his legislative updates through email. Contact him at:
rcerra@tdo.infi.net
CERTIFICATION
The Florida legislature revised some of the certification rules effective July 1, 2002.
Once an individual obtains a teaching certificate from the State of Florida, it is possible to
take a State of Florida certification test in Library Media. If the teacher passes the test,
Educational Media is added to his/her teaching certificate.
By comparison, the American Library Association only recognizes librarians who have
obtained a Master’s Degree in Educational Media from an ALA accredited institution.
There are two ALA accredited programs in the State of Florida: University of South
Florida and Florida State University. The benefit of earning an ALA library degree is
that the certification is recognized in academic, special, school and public libraries.
Librarianship is a complex career that entails much more than initially “meets the eye”.
Many teachers have entered the field and become overwhelmed with the scope of
responsibility.
Kathy Turner, Certification px 48148
See also RECERTIFICATION
CHALLENGE See Book Challenge
CIRCULATION See also OVERDUE BOOKS
Circulation policies and practices should give students and staff maximum access to the
collection. The policies and practices should be established in written procedures for:
· taking books out of the library
· returning books to the library
· renewing books that are checked out
· charging fines for overdue material
· estimating charges for lost or damaged material
· using ‘ephemeral’ to record items that are used in the library but are not checked
out by students or staff
Policies should be established by the schoolbased library committee. The committee
should include representation from students.
Individual school library committees using the parameters set by the district SIRSI
Administrator set circulation policies each year. Policies must support the right of
students to have access to materials in the library media center. Policies are reported
annually every May on Omni Form PBSD 1922.
· BORROWING: The length of borrowing and quantity of materials borrowed by
students and teachers should be based on the size of the collection, the needs of
the school, and the availability of reliable shelvers.
· OVERDUES: Fines for overdues are not recommended as they cause inequities.
Alternatives for borrowing privileges can be implemented for students with
overdue books. Policies for fine and overdue books should be in writing in the
school’s student handbook. Always have alternatives for paying fines and
overdues so that no student is every denied access to library media.
· LOST OR DAMAGED BOOKS: Consult the school principal and the school
library committee when creating a written policy concerning lost or damaged
books. Letters should go home to parents if lost or damaged items require
payment. Be very cognoscente of the cultural impact fees and fines can have on
your student population. ALWAYS have options for payment in your written
policy. Options can include a uniform amount for lost or damaged materials
based on the format (hardcover book, paperback, CD, video); full purchase price;
a token fee; or after school service. The policy should be based on how the
school community will best be served.
· Students should be held accountable in some way for lost, damaged, or overdue
books and should be required to clear their library record BEFORE transferring to
another school or BEFORE leaving at the end of the school year. Schools should
have a procedure in place to include clearance from the library media center when
a student withdraws or transfers from the school.
· Uncleared records for lost books do transfer to other schools in the district when a
student moves from one school to another HOWEVER, the Legal Department has
clearly stated that even a transfer student is considered a ‘new’ student at his/her
next school and cannot be held accountable for charges that were not cleared from
previous schools. In other words, EVERY STUDENT who enters a school for the
first time has a clear record at the new school.
· As a professional COURTESY, the library media specialist, when dealing with
transfer students who have overdues/fines etc. from a previous school, should
o Notify the previous school that the student has transferred to a new
location
o Print out overdue/fine notices and make ONE effort to get the book or
money from the student so that it can be returned to the original school.
o Clear the students record and begin a new history at the new school.
· All overdue and fine records in the OPAC should be REMOVED AFTER ONE
YEAR.
Library Media Services does encourage school libraries to use the selfcheck out system
affiliated with the OPAC. Students participating in selfcheckout will require a great deal
of training, guidance, and reinforcement from the librarians and classroom. However, the
increased access, empowerment, and responsibility that selfcheckout offers to students in
well worth the effort.
CIRCULATION, HOW TO INCREASE
Ideas to increase use and circulation of materials.
1. Create an inviting, welcome environment.
2. Set up seasonal and thematic displays.
3. Set the policies for the library automated circulation system to maximize the
number of books a student is permitted to check out.
4. Create well advertised times in the school day when students can go to the library
media center specifically to return books and check out new ones.
5. Have the library media center open before and after school and during lunch.
6. Balance “responsibility” with “accessibility”. If a student persistently
· looses books
· is late returning books
· damages books
· does not pay for lost or damaged media
have a published plan with consequences. The plan needs to be consistent and
accessible to all student. It should include alternatives to paying for the book.
7. Make sure students understand the concepts of ‘borrowing’ and ‘returning’.
Some students have not had prior experiences with these concepts and need to
learn to trust them.
8. Conduct an annual survey of the students and staff to get a realistic understanding
of their perceptions. Make adjustments in the library program to address the
praise or concerns that surface.
9. Develop a dynamic marketing plan with the library committee.
10. Implement Reading Counts. Work with the faculty to determine incentives and
rewards for readers.
11. Have contests, riddles, word searches, etc. that can only be solved by reading
from specific types of books. Different classes within the same grade level can
compete for the answers.
12. Display student work from different classes. Invite parents to see the displays.
13. Have display racks that show the covers of books.
14. Feature teachers, staff and administrators on the morning announcements telling
about their favorite books.
15. Always have bookmarks featuring different genre or titles. Have a ‘design a
bookmark’ contest.
16. Photography students with their favorite book. Display the pictures. [Make sure
you have parents release forms for the photos.]
17. Sponsor a “What are you reading?” day when everyone in the school must carry a
book with them so they can answer questions about it if anyone asks.
18. Collaborate with teachers to make sure they are assigning librarybased research
projects that make use of all the library’s resources including electronic databases.
19. Check out large numbers of books to teachers so they can create printrich
environments in the classroom.
20. Promote the public library as a place to get additional reading material, computer
access, free videos, etc.
21. Label your school the “Reading Capital of Palm Beach County” and empower the
students as “cando” people. Tie the promotion to Reading Counts to get each
student to improve his/her lexile level by a specified number of points for the
year.
22. Collaborate with teachers to support individual class efforts to promote reading.
For Example, if the teacher has a reading bulletin board or contest in his/her
classroom, the library media specialist can use the class’s library time to support
the effort.
23. Have student sign a ‘contract’ that they will read 15 minutes every night for 30
days… or, that they will have a family ‘read night’ one a week. Involve family
members in the contract process. Use this as an opportunity to discuss ‘business
contracts’ and their relationship to commerce and productivity.
24. Encourage teachers to have ‘book clubs’ in their classrooms or sponsor one in the
library. Have the club read the same book and then discuss it.
CIRCULATION STUDY
The School District Broward County did a study and identified common characteristics of
schools with HIGH CIRCULATION and common characteristics of schools with LOW
CIRCULATION. The results follow:
STUDY OF HIGH CIRCULATION
Broward County Public Schools
May 2005
ELEMENTARY
Hours & access
· Open before and after school
· Flexible access time
Circulation
· Increased checkout limits
· Earlier kindergarten circulation
Reading Motivation
· Active reading motivation programs
· Active schoolwide AR program
· Battle of the Books and other reading competitions
· Special reading events, such as Family Reading Night
· Multiple copies of highinterest materials
Classroom Connection
· Media visit as a classroom center
· Class projects requiring multiple resources
MIDDLE SCHOOL
Circulation
· Increase book checkout limit
Reading Motivation
· AR and Sustained Silent Reading
· Sports prize drawing for RAB participants
· AR points tied to Language Arts grade
· SSRYA contests
· Books of interest to young adults
Classroom Connection
· Combining information literacy skills training with checkout
· Scheduling reading teacher’s classes
· Scheduling Language Arts classes for check out
HIGH SCHOOL
Hours & Access
· Extended hours and no pass lunches
Reading Motivation
· Activities such as book discussions, poetry jams, teen reads, Afro
American readaloud
· Book talks to reading classes
Marketing
· Displays
· Warm environmentplants, aquarium, etc.
STUDY OF LOW CIRCULATION
Broward County Public Schools
May 2005
ELEMENTARY
Hours & Access
· Rotation schedules
· Media Center closed for:
o adding modulars
o testing
o school activities
o class size reduction
o training
Circulation
· No media clerk
MIDDLE SCHOOL
Hours & Access
· Media center closed for:
o FCAT tutoring
o FCAT makeup
o testing
o school events
· Online resources with classroom and home access
Miscellaneous
· Classroom collections
· FCAT pressures, no time for leisure reading
· Limited research collection
· Items in collection that are not barcoded
HIGH SCHOOL
Hours & Access
· Media center closed for school activities including FCAT
Circulation
· No media clerk
Miscellaneous
· Student preference for online resources over print
· Classroom collections
· Lack of technology in media center
· Outdated materials
CLASSROOM LIBRARIES
A fellow media specialist and myself were discussing the catch22 we seem to be in.
Many of our teachers are building relatively large classroom libraries, which the research
tells us is a good thing. Our question is, how do we maintain a high level of library use
when we have to compete with classroom libraries? FORPD Participant, Pinellas
County
“I like to think that the classroom library is really an extension of the school library
media center sort of a "branch library." This works well for everyone when the books in
the classroom library are selected by the teacher and the library media specialist (and
perhaps even students and parents) and checked out to the classroom for a time. These
collections can change completely or in part every sixweeks or grading period. When
they are selected with the abilities and interests of particular students, classroom
collections don't need to be quite as large. Smaller classroom collections can be more
focused, and they can change more often.
By changing classroom collections frequently, everyone can be sure that the classroom
collections are high quality (because of selection criteria used in all school library media
centers), meet the needs and interests of the students throughout the year, and remain
"fresh" and relevant. Teachers and parents can remind students that,"There are more
where that came from in the school media center. ""Favorite topic? Favorite author?
Check the online catalog. I'll bet your media specialist has more for you."
Circulating classroom libraries from the school library also makes best use of the school
budget. Centralizing the ordering and purchasing avoids unneeded duplication, assures
needed duplication in the case of popular titles, and ensures the best discounts from book
jobbers. Also, school media specialists are familiar with different bindings and editions
and will select those that best meet the needs for individual items sometimes several
copies of a paperback will do, but more durable binding is critical if the book is
anticipated to be popular. Circulating the books from the media center also helps prevent
loss. School library media centers have barcodes and inventory procedures to keep track
of the collection wherever it may be located.
A classroom collection that is stagnant cannot meet the needs of all students throughout
the year no matter how large it is! Good readers will quickly have read everything in the
classroom. Poor readers may be challenged to find readable books of interest.
Supplementing the classroom collection with visits to the school library media center and
rotating collections on current topics will be beneficial to all. Students are generally
excited to see new titles, and with the wealth of titles available today, classroom
collections that are selected from centralized library media center will keep kids excited
for months!
Finally, while it is always nice to have books at your fingertips, may students will not
find that to be the case in their own homes, so acquainting them with "free" sources of
quality reading materials such as their school or public library is an important part of
their education. Preparing them to located information in different formats, to understand
information, and to use information is the role of the school library media specialist a
reading teachers best friend! Remember, education is a team sport!
Here's a couple variations on classroom libraries that involve the school media center for
the youngest students.* They can be adapted to any age or grade level.
Book Bags each classroom acquires enough canvas book bags (either from commercial
sources or by making them) for each child in the classroom, plus a few extras. Each book
bag is numbered and can be decorated. Once a month, the class goes to the library media
center, where the children help select the books for the book bags. Into each book bag
goes: 1) a book that children can 'read for themselves' (a wordless picture book, an
alphabet book, books with a few words, highly illustrated books, etc.) and (2) one book
that can be read to the child by an older sibling, parent, friend, or caregiver (a good read
aloud picture book, a folktale, a nonfiction animal book, etc.). Back in the classroom, the
book bags are hung on hooks or placed in cubbyholes. Each day as the children go home
they can take a different book bag, rotating throughout the month. The teacher keeps a
list on a clipboard to record the book bag number next to the child's name. The
homework for a kindergartner through second grader is to read two books a day. If the
child forgets to bring the book bag back, the spares can be used. In no case is a child
denied access to a book bag, because reading practice is considered essential. At the end
of the month, the class revisits the library media center, where the books are exchanged
for new ones. Books in the book bag program are checked out to the room. No individual
circulation records are kept for these books.
Curiosity Kits a variant on the book bag program is the creation of curiosity kits where
each child creates a book bag filled with 2 or more books on a theme that they think other
members of the class might be interested in: whales, riddles, drawing books, hobbies,
paper airplanes, kite flying, etc.”
Dr. Donna Baumbach,
Director, SUNLINK Project
Director, Instructional Technology Resource Center
CLASSROOM MANAGEMENT
Student behavior in the classroom or in the library is the foundation of a learning
environment. Students need to know expectations and consequences but every effort
should be made to ensure any student’s access to reading material is not jeopardized
despite inappropriate behavior. Create alternative consequences and remedial strategies
that lead the student back to acceptable behavior expectations.
· Post rules so they are visible for everyone to see
· Keep rules simple
· Model courteous dialog
· Reward good behavior
· Share information with the classroom teacher
· Get IMMEDIATE assistance from veteran teachers if behavior management
becomes an issue in the library
· Assign students to specific seats at specific tables.
· Set up activities games, puzzles or learning centers at tables so students never sit
idle
· Rotate students between table activities, computers and check out so there are not
long lines at the check out desk
Behavior Assessment
Student’s name: _______________________________________
Teacher: ______________________________ Date: __________
DATE: DATE: DATE: DATE: DATE:
Follows Directions
Participates in story time and
related activities
Answers questions and shares
experiences about topic
Good Listener
Remains in seat
Eyes watch the library media
specialist and/or printed page
Talks to other regularly / not
attentive to activity in library
Mostly looks around the room – not
focused on lesson
Wiggles, squirms and touches others
Comments are not about the topic or
book under discussion
Comments from Library Media Specialist: _____________________________________
_______________________________________________________________________
CLASSROOM TEACHERS ASSOCIATION [CTA]
The bargaining unit for teachers. Library Media Specialists are included in this
bargaining unit. It is important to get a copy of the booklet that contains the agreement.
It is also important to alert CTA to issues that are important to the library profession. The
address for CTA is 715 Spencer Drive, West Palm Beach, FL 33409.
Your CTA representative at the school
CTA Office 6834623
COLLECTION DEVELOPMENT CRITERIA
All resources, regardless of format, are considered for purchase on the basis of the
following criteria:
· Authority [qualification of those responsible for creating the material]
· Scope [overall coverage of content]
· Educational suitability [interest level, reading level, appropriate content]
· Format
· Authenticity, accuracy and timeliness
· Treatment and arrangement of content [clearly presented, well organized,
balanced, appropriate depth of coverage for grade levels in school]
· Physical quality [durability, aesthetic appeal]
· Price
· Favorable reviews available from professional sources [Library Journal, Horn
Book, etc]
· General Audience [G] for videos
· Books with quality paper, durable binding, physically attractive
COLLECTION DEVELOPMENT POLICY
Library media collections are vital to the education of our students. The collection must
provide a wide range and variety of resources to meet the education needs, special
learning needs, learning styles and personal interests of the students and staff. Collection
development is a complex process resulting in the provision of resources, materials and
equipment that will satisfy the curricular and recreational reading, viewing and listening
requirements of the learning community.
A wellmaintained collection exhibits these characteristics:
§ Contains items in many formats including electronic / online resources
§ Has materials on the subjects and reading levels of the school population
§ Has materials for different learning styles – auditory, visual, tactile
§ Adds new items to the collection to address curriculum changes
§ Is continually weeded for old and outdated materials
§ Meets or exceeds the SACS minimum standards for usable materials
Creating and maintaining a current collection that meets the needs of its diverse users is
an ongoing process that includes the removal of materials no longer appropriate and the
replacement of lost and worm materials that still have education value.
Selection of resources requires knowledge of both the curriculum and the resources;
acquisition of resources requires knowledge of purchasing practices and material
availability; and maintenance of resources required adding to the collection to meet new
courses or interests and weeding from the collection dated or obsolete materials. Criteria
used to judge a collection include:
§ Current material (Average age of the collection should not exceed 20 years.)
§ Condition of books, equipment and other materials
§ Number of items should meet at least the minimal requirements set by SACS.
(Elementary library media centers must have 10 books per student or 10,000
books, whichever is the lower figure. Middle and high school collections must
have 10 books per student or 15,000, whichever is the lower figure.)
§ Relevancy to the curriculum and reading levels of students
§ Financial support from the school operating budget [see Budgets]
Every school library media center must have a collection development policy on file both
at the school and at Library Media Services. It is recommended that the Library
Media Specialist have an annual SIGNATURE page as well as annual goals
attached to the Collection Development Policy for the school. (See sample on next
page. Idea from Michelle Cates, Grove Park Elem). Guidelines for writing a collection
development policy are on the Library Media Services web page accessed through the
District web page. To get to the District Web Page
Click Library Media Services
Click Index and select “c” for collection development
[Stoic] COLLECTION DEVELOPMENT POLICY – SAMPLE
COLLECTION DEVELOPMENT POLICY of __________________ School
SCHOOL DISTRICT OF PALM BEACH COUNTY MISSION STATEMENT
(SCHOOL) MISSION STATEMENT
(LIBRARY MEDIA CENTER) MISSION STATEMENT
I. INTRODUCTION:
This collection development policy is a statement of the principals and guideline used by
the _____ School Media Center in the selection, acquisition, evaluation, and maintenance
of library media center materials. It will be used both in providing consistency among
those responsible for developing the collection and in communicating the media center's
policies to faculty, students, and staff and other interested stockholders of our school
community. It is understood that as the programs and other information needs of the
school change, so too, the collection development policy will change to meet these
needs.
II. PROFILE/IDENTIFICATION OF USERS:
The users of _____ School Media Center come from grades _____ through _____ (as
well as from the surrounding adult community). They represent culturally diverse ethnic
and economic backgrounds, which may included Haitian, Hispanic and Arabic. As well
as students, the _____ School Media Center serves its faculty, parents and community.
III. SCOPE OF THE COLLECTION
The collection development is influenced by the curriculum of _____ School, which
follows the guidelines of the School District of Palm Beach County, which in turn are
governed by the Department of Education of the State of Florida. Special emphasis will
be given to the _____ magnet programs.
IV. COLLECTION DEVELOPMENT
The acquisition and maintenance of the Library Media Center materials collection is a
primary function of the library media center's mission. Collection development refers to
the process of building and maintaining the library's entire materials collection, in both
print and nonprint formats. The collection development process includes the formulation
of policy and procedures, budget allocations, needs assessment, selection, collection
maintenance and evaluation, and resource sharing.
The primary goal of the Media Center's collection development efforts is to build a
current collection that supports the needs of the school community. This goal reinforces
the School District of Palm Beach County and _____ School missions.
The Library Media Center recognizes its responsibility to respond to the research needs
of the student body and faculty. It will do this through its commitment to provide access
services, including online database searching and document delivery .With the
understanding that no library media center can supply materials to satisfy all the needs of
its users, the Library Media Center will participate in SUNLINK and SEFLIN inter
library loan.
The Library Media Specialist of _____ School serves as the liaison to all
departments/grade levels as well as to parents and students. (The Library Media
Specialist serves as chairperson of a Library Media Center/Library Advisory Committee
that reviews issues pertinent to the overall program of the media center).
V. OWNERSHIP/ACCESS
_____ school Library Media Center is changing from selfcontained proprietorship to the
nowalls open concept, that encourages access to global resources [some of these include
Internet, ILL, SEFLIN, and SUNLINK].
The purpose of the library media program is to provide students a wide range of
resources and technology and the skill to use them efficiently and effectively.. The _____
School Library Media Center will acquire emerging research technologies as funding is
made available and the technology is deemed a usable supplement to the curriculum.
VI. INTELLECTUAL FREEDOM
In collection development, the American Library Association Standards of Intellectual
Freedom will be followed. (Adhered to)
VII. CRITERIA FOR SELECTING SCHOOL MEDIA/LIBRARY MATERIALS
Materials considered for purchase are selected on the basis of the following criteria:
Firsthand examination by a library media professional or a favorable review in a
reputable, unbiased, professionally prepared selection tool, including but not limited to:
Booklist
School Library Journal
Book Talk
Book Report
Bulletin for the Center for Children's Books
Kirkus Reviews
Junior High School Library Catalog
Senior High School Library Catalog
Books for Secondary School Libraries
OnlineOffline
Book Links
T.H.E. Journal
Home PC
· educational significance
· need and value to the collection/course
· quality of the writing/production
· readability level
· organization and presentation of content
· relationship to the course of study and curriculum
· reputation of the publisher/producer
· reputation and significance of the author/artist/producer, et al
· timeliness or permanence
· quality of format
· degree of potential user appeal
·
Professional personnel at Library Media Services are available to assist library media
specialists and other school personnel in the identification and location of InterLibrary
Loan materials.
CDROM or electronic database subscriptions that are made available to _____ School
Library Media Center users on the school’s local area network (LAN) are selected using a
similar criteria to that established for the selection of print materials except availability of
technology hardware and software platforms must also be taken into consideration.
The following guidelines will apply to all new CDROM products being considered for
the LAN:
1) The products must contain information for which there is a high demand in the
library media center; whether this information is in the form of frequently used
indexes or other reference sources.
2) Reference sources selected for the LAN will support the library media center use
across a variety of disciplines.
3) Available space on the LAN
4) Compatibility of the product with existing LAN software and hardware
5) Ability of product to substitute for print copy
6) Ease of use, including interface consistency
7) Offers increased access to information over the printed source
8) Frequency of updates to the product
9) Support the overall collection development policy of _____ School Library Media
Center
10) Effect on the available number of workstations
11) Time needed by individual users to effectively utilize the product
VIII. GIFTS AND DONATIONS
Gifts to the library media center are encouraged. However, gifts will be added to the
collection only after the items have been evaluated to determine if they meet the policy of
the School District of Palm Beach County regarding gifts and donations. Such materials
will meet the same criteria as resources, which are purchased. The Library Media
Specialist reserves the right to incorporate into the collection only those items, which
meet the specific criteria of the collection development plan.
IX. WEEDING AND MAINTENANCE
Weeding of library materials is essential for the maintenance of an active, academically
useful library media collection. Weeding is quality control of the collection in which
outdated, inaccurate and wornout materials and equipment are discarded. The Library
Media Specialist is responsible for the ongoing process of maintaining a quality
collection. Teachers, administration and the school library media advisory
committee assist in the reevaluation and systematic deleting of materials and equipment
to insure that materials and equipment remain responsive to the user needs, changing
curriculum and advancing technology. In coordinating this process, the library media
specialist will:
· Use objective criteria for removing materials and equipment from the media
center, which include obsolescence, physical age and condition, and general
inapplicability for continued inclusion in the existing collection.
· .Dispose of materials by:
a. Giving them to students for individual use
b. Recycling the materials for various instructional activities
c. Forwarding them to the Department of Multimedia Services for disposition
d. Cannibalizing nonrepairable equipment for needed parts to keep other
equipment working
· Dispose of equipment in accordance with Board Policy 7.12
X. CITIZEN’S RIGHT TO CHALLENGE INSTRUCTIONAL MATERIAL
XI. DEVELOPMENT OF COLLABORATIVE LESSON PLANS WITH
TEACHERS
XII. INFORMATION LITERACY AND THE SUNSHINE STATE
STANDARDS
XIII. SUNSHINE STATE YOUNG READER AWARDS
XIV. READING COUNTS
XV. STATISTICS AND INVENTORY
COLLECTION DEVELOPMENT SELECTION OBJECTIVES
Resources in various formats are selected to implement the following objectives:
· Support Florida Sunshine State Standards
· Support curriculum areas with current and relevant information
· Promote reading
· Provide a balanced collection reflecting different points of views and different
cultures
· Support students in research and study
· Promote critical thinking skills
· Provide materials on a wide range of ability levels
· Provide materials in students’ native languages
· Provide instructional and professional support for teachers, administrators and
staff
· Support a variety of learning and teaching styles
· Promote leisure reading
· Ensure students have equal access to information
· COLLECTION DEVELOPMENT POLICY
____________________ SCHOOL
SCHOOL YEAR 20__ 20__
NAME / TITLE SIGNATURE
____________________________________ ______________________________
Principal
____________________________________ ______________________________
Assistant Principal
____________________________________ ______________________________
Manager Library Media Services
____________________________________ ______________________________
Library Media Specialist
____________________________________ ______________________________
SAC Chairperson
____________________________________ ______________________________
Media Committee Member
____________________________________ ______________________________
____________________________________ ______________________________
____________________________________ ______________________________
Reading Coach
____________________________________ ______________________________
Parent
____________________________________ ______________________________
Other
Evaluating the
The collection development plan puts in writing the policies and practices of the library
so that there is consistent treatment of patrons and a history that can replicated by new
personnel in the library media center. Most collection development policies include:
· Mission , philosophy and goals of the school and of the library media program
· Demographics of staff and students
· Processes for involving school community, teachers, students and parents
· Processes and timelines for systematic review of the library program and
collection
· Identification of areas of specialization in the collection to meet unique curricular
or demographic needs
· Criteria for selection of materials and equipment
· Criteria for discarding or upgrading materials and equipment
· Priorities for acquisition of materials and equipment
· Funding sources
· Process for dealing with challenged materials
· Reports submitted annually with summary data
MISSION STATEMENT
The school library media program has a published mission that is consistent with
the educational mission of the school and the library media mission of the local
school system and the state. The mission statement serves as the foundation for
planning, implementation, and evaluation. The indicators are characteristic of an
appropriate school library media program mission statement.
Include statements from the school’s improvement plan.
Indicators (Mark Y for Yes, N for No, or NA for Not applicable)
The mission statement:
_____ describes the school library media program
_____ states the relationship of the goals of the school library media program
with the goals of the school
_____ states the relationship of the goals of the school library media program
with the goals of the school district
_____ indicates the library mediarelated roles and responsibilities for all
students, administrators and staff in the school
_____ promotes social responsibility in the use of information
_____ specifies the governance and support systems for the school library media
program
_____ References recent research and/or position papers that support the
potential impact of good school library media programs on student
achievement
Examples of Documentation
____ School Improvement Plan ____ Collection Development Policy
____ SACS report ____ School Technology Plan
Evaluating the COLLECTION DEVELOPMENT POLICY continued
GOALS AND OBJECTIVES
The school library media center has written goals and objectives.
The goals and objectives:
_____ support national, state and local educational goals.
_____ provide an instructional focus to achieve national, state and local learning
standards / outcomes.
_____ promote lifelong reading, listening, writing, speaking and viewing habits.
_____ support district reading initiatives and reading for academic and personal
success.
_____ ensure opportunities for collaborative planning among school library
media staff and other faculty members.
_____ provide for appropriate certified staff and support staff.
_____ provide for appropriate professional development on information literacy
skills both for library media staff and faculty members.
_____ provide all patrons have equitable access to an organized, diverse
collection of quality instructional materials and information technologies
that support the curriculum.
_____ promote resource sharing to expand the availability of instructional
material.
_____ provide for continuous improvement through periodic review of the school
library media mission, goals, objectives, collection and program.
Sample documentation to support achievement:
____ Written school/district goals ____ Written school or district library goals
____ Policies / procedures handbook ____ School improvement plan
____ School selection / evaluation policy ____ Curriculum and instruction documents
____ Professional development schedule ____ Teacher/LMS schedules/lesson plans
____ Surveys ____ Staffing information
____ Annual LMS reports
INSTRUCTION
The school library media center program is an instructional program that guides students
to become independent learners. The library media specialist provides direct instruction
to students and collaborates with teachers to provide learning experiences that develop
proficiency in information literacy, communication, and technology skills.
_____ encompass the information literacy skills outlined in Information Power
_____ support the Sunshine State Standards and the district instructional
program.
_____ support District curriculum initiatives such as provision of multicultural,
AfricanAmerican, and Holocaust materials.
_____ collaborate with teachers to create authentic learning experiences to
promote student achievement.
_____ identify and facilitate selection and access to instructional materials that
support the curriculum.
_____ inform teachers about new materials and emerging technologies.
_____ provide professional development in the integration of technology into the
curriculum.
Sample documentation to support achievement:
____ Examples of student work ____ Statistics of student use of library
____ Lesson plans ____ Evaluation / assessment of skills
____ Committee membership ____ Circulation statistics
____ Schedule of classes ____ Schedule of training
STAFFING
The school library media center has certified library media specialists and adequate
support staff with appropriate skills.
_____ ensure that all students in each classroom have access, on a regular basis,
to certified library media personnel.
_____ provide adequate clerical and technical assistance to ensure that the library
media specialist is involved in the instructional process.
_____ provide for centralized processing so that the library media specialist is
involved in the instructional process.
_____ provide for centralized ordering so that the library media specialist is
involved in the instructional process.
_____ provide for a certified library media administrator to coordinate the
system’s school library media programs and direct the integration of the
program into the system’s instructional program.
_____ use evaluation instruments specific to library media programs to evaluate
teaching effectiveness and program management.
_____ participate in ongoing professional development specific to library media.
Examples of documentation:
____ Staffing schedule ____ Records of certified staff
____ Annual Statistical Analysis report ____ School district LMS web site
____ School LMC collection dev. policy ____ Record of inservice
____ Portfolio ____ Purchase orders / invoices
RESOURCES AND RESOURCE SERVICES
The school library media center is organized to provide flexible and equitable access to
resources and services for students and staff. Reference to resources should also include
selection and weeding criteria [See Selection in the guide] and ways to evaluate the
usefulness of the resources.
_____ provide an organized collection of materials, in a variety of formats that
are evaluated, recommended and selected in accordance with a collection
development policy.
_____ provide, train and use electronic, online resources available 247 to
support the curriculum.
_____ ensure online public access catalog contains full MARC records for each
item in the system.
_____ support library policies, practices and procedures that encourage patrons to
maximize the use of the library media center resources.
_____ ensure library media center resources are available to patrons at all times
during the school day and school year.
_____ maintain inventory control annually.
_____ allocate annual school budget that considers factors such as enrollment,
cost of materials, new curricula, and emerging technologies.
_____ provide for reference material and other specific requests.
_____ encourage the use of instructional materials and technologies by students
and staff.
_____ support the total curriculum of the school including special programs such
as Exceptional Student Education or ESOL.
_____ promote the school library media program to students, staff, parents and
the community.
____ School selection/evaluation policy ____ Annual reports
____ Internet use policy ____ School student handbook
____ School LMS handbook ____ Student use statistics
____ Circulation statistics ____ Purchase orders/invoices
____ Inventory reports ____ Training reports on use of databases
____ Budget allocation ____ Collection development plan
____ School Improvement plan ____ Evidence of use of automated catalog
____ Networked computers ____ Internet access
____ Samples of promotional material
FACILITIES
The school library media center is conveniently located and barrierfree, providing
services that promote and support student learning.
The school library media center facility
_____ meets the standard set in the Educational Specifications of the School
District of Palm Beach County.
_____ is designed to accommodate furniture that is sturdy, durable and functional
as well as meets the specific space, activity, and user requirements.
_____ has made provision to accommodate the special requirements of the
school’s population in the least restrictive manner.
_____ accommodates changes in the library media program, the school’s
instructional program, and new technologies.
_____ is wired for technology.
_____ provides for proper use, care, and security of furnishings, equipment,
supplies and materials.
_____ is arranged and managed to provide equitable and timely access to an
organized and diverse collection of resources.
_____ is arranged and managed so it is aesthetically appealing to the user and

conducive to learning.
____ Library media center handbook ____ Architectural layout
____ Furniture inventory ____ Educational Specifications
____ Signage ____ Copies of LMC schedule
____ Schedule of collaborative planning ____ Network & electrical outlets
____ Adaptive furniture, equipment
Evaluating the
PROGRAM EVALUATION
The school library media center has a plan, including both outcomes and assessment
measures, to evaluate all levels and aspects of the school library media program.
_____ emphasizes the extent to which school and library media goals and
objectives have been met.
_____ is a continuous process involving school staff in data collection and
analysis activities carried on throughout the year.
_____ reports systemically to library committee, faculty and administration.
_____ prepares and sends annual reports to the District Library Media Services.
_____ uses results of the evaluation to determine learning outcomes and to plan
for program modification, budget, staff development, collection
development and communication needs.
____ Written plan for evaluation ____ LMS annual reports
____ Data collection instruments ____ OPAC reports
____ School improvement plan ____ Meeting agenda / minutes
____ Collection development policy ____ LMC handbook
COLLEGE / UNIVERSITY PROGRAMS
There are four university programs within the State of Florida that offer advanced
degrees in Library Media Science or other acceptable programs (also called Educational
Media or Information Science). The District recommends two of the programs because
they are endorsed by the American Library Association (ALA) and will give the graduate
more flexible career options.
The University of South Florida continues to offer a program that is part online and part
live with a professor. Florida State University offers an online course.
Florida State University [all courses online]
University of South Florida [courses part online / part live]
COLORADO STUDY
Heralded by school Library Media Specialists, the Colorado Study is current research
conducted by Keith Curry Lance that supports the impact of good school library
programs on student achievement. A summary report of the research is on the Internet or
you can get a copy from the Professional Library.
Gail Newstein px 46187
See also: Making the Grade
COMPUTERS
The District uses a Windowsbased wide area network (WAN) and local area network
(LAN). A minimum of two computers should be used in the LMC for SIRSI
administration (called Ecole). A minimum of four computers should be on the floor of
the LMC for use by patrons accessing SIRSI iBistro. Computers should also be available
so patrons can access the subscription electronic databases and Internet.
If a SIRSI computer is not working, the LMS should first check with the technical
assistant (TA) in the school or call the Help Desk to get assistance. If neither source can
resolve the problem, and it has been determined that the problem is NOT A NETWORK
or HARDWARE problem, contact Library Media Services for technical support.
If the problem is a network problem, you will have to wait until District personnel resolve
the network issues. When there is a network problem, it receives priority at the District
level.
If the problem is a hardware problem, ask the TA or secretary to submit a work order.
If you want to BUY a computer, go to the District web page
Click Purchasing
Click On the computer icon
Technical assistant
Help Desk px 48940
School secretary
Karen Oberstein, SIRSI px 45198
Erica Peace, purchasing px 43804
Jeff Stern, Computer Repairs px 45211
Help Desk px 48940
COPIER – COPIES COPY
Students attending public schools are entitled by law to a free, appropriate, public
education. Educators, including library media staff, cannot impose any restrictions that
keep a student from accessing the resources and materials needed to complete any
assignment required for a class. One set of guidelines for student use of the copy
machine follows.
COPY MACHINE GUIDELINES
THE COPY MACHINE IS FOR SINGLE COPIES ONLY!
STUDENT COPIES ARE FREE AS LONG AS THEY ARE WITHIN
THE ESTABLISHED GUIDELINES. PLEASE BRING YOUR
COPIES OVER TO THE CIRCULATION DESK.
GUIDELINES FOR GETTING REIMBURSED:
1. COPIES MUST BE CURRICULUM RELATED, OR
REQUIRED BY THE TEACHER!
2. PERSONAL COPIES COST 10 CENTS A PAGE.
3. ELECTION FLYERS COST 10 CENTS A PAGE.
4. CLUB RELATED COPIES 10 CENTS A PAGE. (CLUBS ARE
AFTER SCHOOL ACTIVITIES AND NOT COVERED BY
STATE AND COUNTY POLICY).
5. STUDENTS WHO ELECT TO MAKE CLASS SETS OF
HANDOUTS THAT ARE NOT REQUIRED BY THE
TEACHER FOR A PRESENTATION MUST PAY 10 CENTS A
PAGE OR YOU CAN PURCHASE A TRANSPARENCY AND
THE MEDIA CENTER WILL MAKE A COPY OF THE
HANDOUT FOR 20 CENTS A PAGE.
IF A TEACHER MAKES IT A REQUIREMENT TO HAVE
HANDOUTS FOR A PRESENTATION, PLEASE HAVE THE
TEACHER FILL OUT A REQUEST FOR A CLASS SET AND
PROVIDE PAPER.
6. STUDENTS WILL BE REIMBURSED FOR CLASS NOTE
COPIES IF THEY CAN PROVIDE AN EXCUSED ABSENCE
RECEIPT FOR THE DAY THEY MISSED THAT CLASS.
SINGLE COPIES ONLY!!!!! EXCUSED ABSENCE
RECEIPTS CAN BE OBTAINED FROM STUDENT
SERVICES. COPYING OTHER STUDENTS HOMEWORK
PROHIBITED!
FAIR USE GUIDELINES FOR
EDUCATIONAL
COPYRIGHT GUIDELINES
COPY FOR NUMBER OF
MATERIALS TEACHER COPIES FOR CLASS* USES PER
USE TERM**
Books
(Fiction and nonfiction) 1 Chapter 1,000 words or 10% 2
Encyclopedias 1 Story 2,500 words or 1 story 3

Anthologies
Poems 1 Poem 250 words or 1 poem 2
Periodicals 1 article 2,500 words or 1 poem 3
Charts, cartoons, pictures 1 per book 1 per book 3
Lectures, sermons, 1 per book 1 per book 3

speeches
Computer programs Not applicable because of the need to copy the entire program
Videotapes of TV May be shown twice to students within 10 school days of
broadcast
Educational TV Educators; daily newscasts may be recorded by qualified
libraries for research use only
Videotapes of TV May be recorded and used for educational purposes for a
broadcasts (educational maximum of seven (7) days, unless extended copyrights are
TV) listed
Lawfully made videotapes May be used for educational purposes in facetoface classroom
teaching
* May reproduce whichever amount is LESS.
** Total use of reproductions should not exceed nine times per class per semester.
COPYRIGHT ETHICS AND PERMISSION
No copyrighted materials shall be reproduced by any employee without prior written
permission from the copyright owner unless a clear educational fair use exception exists
within the guidelines set out below. It is the responsibility of every employee to be aware
of and to observe these guidelines. District policy 8.121 covers copyright. Omni forms
PBSD 1874Copyright Materials Clearance for Educational Purposes and PBSD 1994 –
Permission to View Rated Material also have information regarding fair use and
copyright. Two web sites that give comprehensive information on copyright are:
www.fairuse.Stanford.edu [maintained by Stanford University]
www.copyright.iupui.edu/ [maintained by Indiana University et al]
www.copyright.gov//
CORE COLLECTION
The minimum collection of materials, equipment, books and technology purchased by a
new school when it opens. This collection serves as the base upon which to build a more
adequate collection that meets SACS guidelines of 10 books per student [maximum of
10,000 volumes for elementary and 15,000 volumes for secondary], as the instructional
program develops.
D
D SCHOOL See AAA Plan or FCAT
DAMAGED MEDIA
Not all students in Palm Beach County have been taught to care for borrowed items.
Even students from affluent families may have the cultural attitude that everything is
‘disposable.’ Gerry Padgett at Wynnebrook Elem. says that she discusses responsibility
and the care of media every year with every class. “I show them how to carry a book,
hold it, turn the pages and what not to do with it. They are not toys for spinning or balls
for bouncing. They should not be left around little brothers and sisters or pets and we do
not write in any book that we do not own personally. I tell them that they should leave
their library book(s) at school until they convince me and their teacher that they can
handle the responsibility of a library book. Students who chronically damage or lose
books are only allowed to check out paperbacks. “
DEWEY DECIMAL CLASSIFICATION SYSTEM
000Generalities (General Works) 600Applied Science & Technology
001.4 Computers 611 Human body
001.9 Unexplained phenomenon 613.6 Survival, Wilderness training
[Big Ft, Loch Ness, Bermuda Triangle] 629.1 Airplanes
031 Encyclopedia 629.4 Space travel
092 Biographies of one person 636 Dogs & cats & pets
920 Biographies of multiple persons 641.5 Cooking
649.1 Child care babysitting
100Philosophy and Psychology)
150 Psychology 700Fine Arts and Recreation
155.2 Psychology for kids 712 Landscaping
158.1 Chicken Soup for the Soul 732 Sculpture
177 Random Acts of Kindness 736 Origami
741 Drawing
200Religion 750 Painting
292 Greek and Roman mythology 770 Photography
29399 World religions 780 Music
Buddhism, Islam, Christianity, Hindu 790 Sports
300Social Sciences 800Literature
321 Government 811 American poetry
333 Economics 812 American plays
340 Law 817 American humor
350 Military 820 English literatures
364 Criminology 822.33 Shakespeare
370 Education
380 Transportation 900Geography and History
395 Etiquette 904 Accounts of events
398 Folklore and fairy tales Disasters, Titanic
910.9 Explorers
400Languages 913 Ancient World
419 Sign Language 914 Europe
420 English 915 Asia
430 German 916 Africa
440 French 917 North American
450 Italian
460 Spanish 930 Ancient History
470 Latin Ancient Egypt, Rome, Greece
480 Greek 940.1 Medieval History
940.54 World War II
500Natural Science 950 History of Asia
523 The Universe 960 History of Africa
Galaxies, solar system, comets, sun, stars 970 History of North America
551.2 Volcanoes, earthquakes 973.1 History of the USA
551.5 Weather 973.2 Colonial period
552 Rocks 973.7 Civil War
562 Fossils 973.9 1901 to present
577 Ecology 974 Different regions of the USA
581 Plants 980 History of South America
595.7 Insects
597.9 Reptiles
DEWEY DECIMAL CLASSIFICATION – ORGANIZATION OF LIBRARY
Easy and frequent access by students to a full range of quality reading materials is a
primary goal of educators. To expedite access, library media collections, paired with
creative programming, provide resources and services specifically targeted toward the
interest, information, and enlightenment of all students within the educational setting.
Consequently, library media specialists and library advisory boards have a professional
obligation to ensure that all students they serve have free, equal, and equitable access to
the entire range of library media resources at all times.
Ethical professional practice requires that library media collections are arranged
according to a library classification system structure. School library media collections
traditionally use the Dewey Decimal Classification System (DDCS). Professional
practices strongly encourage all circulating print materials to be intershelved.
To further facilitate access, the online catalog, which provides the DDCS number is
searched by author, title, subject or key word. The catalog can also be searched by
reading levels associated with reading motivation programs such as Reading Counts.
Consequently, the online catalog facilitates multiple search strategies to locate an item,
meeting a curriculum or interest need, as well as a specified reading level requirement.
The combination of shelf organization and searchable online catalog facilitates access to
information for all curriculum areas and for personal interest needs.
Basic library structure should be taught to students from infancy through 12 th grade
progressing from the Easy book collection to an awareness of the Library of Congress
Classification System. An understanding of these organization systems reinforces usage
of school and public libraries, as well as technical and academic institutions. Continuous
practical applications of using the DDCS and the online catalog while in school prepares
students for a lifetime of library usage and learning. By teaching students to use these
tools, educators provide the learning skills needed for them to function flexibly and
knowledgeably during the acquisition of information and reading materials.
DIRECT PAY
Direct pay is the process used to buy one or more items that TOTAL less than $750.00.
A purchase order is not required. Instead a direct pay is issued to the vendor. The direct
pay process does NOT encumber monies in the TERMS system. If you are close
to a budget deadline be very careful issuing direct pays. The balance of
your funds could be pulled or frozen before the invoice arrives from the
vendor. Library Media requests that all materials, print or nonprint that need
processing be ordered as a purchase order even if the total bill is less than $750.00. LMS
does not track direct pays in order to make sure the order is processed correctly.
Mary Sedor px 45122
School Treasurer
DISASTERS
Planning for disasters is one of the most difficult activities for libraries to undertake
because it is difficult to overcome people’s natural tendency to put off a timeconsuming
task. Prevention and preparedness should be a critical part of disaster planning.
Disasters can include: fire, flood, earthquake, vandalism, power outage, hurricanes, etc.
but are not always large events. A roof leak during the rainy season can be a disaster.
The safety of staff and patrons must come first, followed by reclamation of collections
and restoration of services. Restoration / continuation of services is often referred to as
continuity planning. Continuity planning requires that you know what the core services
of the library are, and what you need to set up these basic services if there is a disaster.
The regular routines of a library can sometimes make a potential disaster an
inconvenience. Daily or weekly backups of OPAC data and other information stored
electronically should be the norm.
BACK UP CONTINGENCY PLAN
FOR CHECKOUT IN CASE OF DISASTER
1. Cards in pockets for manual checkout.
2. A) SUNLINK or B) one shelflist card with barcode, price and cataloging in

print [CIP] data (found on the verso of the title page) or C) one printed copy of
the SIRSI shelflist report by location. When new items are placed in the
database run the report of new items to supplement the shelflist report.
3. One printed copy of the student and staff list per school. These need to be
current, replaced every nine weeks.
4. Keep on file weekly checkedout list of items in print (SIRSI report)
5. Keep notebook log on all equipment items. Include the local school number
(equivalent to call number), red tag number if applicable, serial number,
equipment name, manufacturer’s name, model information, price and year of
acquisition. Although SIRSI is excellent for circulation, every school should have
a notebook listing equipment.
6. If there is electric and network connections at a school, SUNLINK is the backup
to the WebCAT for searching each school’s catalog and for inventory purposes.
If SIRSI is not available, use SUNLINK in place of the WebCAT. If WebCAT is not
available for a short time, hold or make a list items to be checked out and hold returned
items for checkin at a later time.
1. For one week, list items to be charged to a teacher to be discharged when the
system is up. Use Ephemeral to get circulation statistics.
2. For one month, use card checkout system or count items charged to a teacher;
recount items when returned and use Ephemeral to get circulation statistics.
3. For one year, use the manual card checkout system and manually keep circulation
statistics.
DISPOSAL OF EQUIPMENT OR MATERIALS
Complete a Transfer of Property form, PBSD 0082 in OmniForm located on the School
District web site. Once you locate the form, print both pages. The second page provides
information about the equipment redistribution procedures. All equipment with a red
property tag number MUST be listed on PBSD 0082 when it is transferred or
discarded. Property classified as NOR (Not On Record) should be listed by serial
number and description. File the form and maintain copies for at least five years so there
is a record of the use and disposal of equipment paid for with taxpayer’s money.
Items that are being set aside for ‘redistribution’ during the summer months should be
clearly labeled and placed in one, easy to reach location. Give the office staff a copy
of the equipment that has been identified for disposal and make sure they know
where the equipment has been placed.
School Board Policy 6Gx507.12
DISPOSAL OF SCHOOL BOARD LAND, TANGIBLE PROPERTY, AND INSTRUCTIONAL
MATERIAL
1. The Board shall dispose of real property (land and buildings) in accordance with Section
235.04(1), FS.
2. The Superintendent shall dispose of tangible property (equipment, furniture, vehicles, etc.) in
accordance with Section 235.04(2), FS.
3. The Superintendent shall dispose of obsolete or surplus instructional materials in accordance with
State Board of Education Rule 6A7.74, FAC, and in the following manner:
a. Given to other public education programs within the district or state.
b. Given to the teachers to use in developing supplementary teaching materials.
c. Given to students or others.
d. Given to any charitable organization, governmental agency, private school or state.
e. Sold to students or others.
f. Sold to recycling plants, pulp mills, paper manufacturers, junk dealers or other persons,
firms or corporations upon such terms as are most economically advantageous to the
district school board.
g. If disposition cannot be accomplished by any of the above, items may be disposed of as
provided for in State Statutes for disposal of surplus, obsolete and/or salvage for which
there is no value.
h. All monies received from sale of surplus, obsolete or salvage instructional material shall
be appropriated for instructional materials.
Authority: 230.22(2), FS
Implemented: 235.04, FS
History: New: 2/18/72; Revised: April 6, 1983
DR. SEUSS see READ ACROSS AMERICA WEEK
E
EBSCO See PERIODICALS
ECOLE also SIRSI ECOLE (formerly WebCat)
Ecole, also referred to as WorkFlows, is the portion of SIRSI used by the Library Media
Specialist to manage the library’s collection. Training is provided by Library Media
Services on the operations in Ecole.
The license for WorkFlows allows the software to only be loaded on individual
computers used for library administration. Ecole should not be accessible to students
because of privacy issues. Ecole should not be loaded on any servers except those
designated for SIRSI.
Karen Oberstein px 45198
EDUCATION SPECIFICATRIONS
The Ed Specs is a document created at the district level to serve as a guide when new
schools begin construction. The ‘generic’ Ed Specs are located on the district web page:
Select DEPARTMENT WEB SITES from the menu on the left hand side of the district’s
home page
Select PLANNING DEPARTMENT
Select PROGRAM MANAGEMENT
Scroll down the page and you will see three documents in blue lettering.
Adobe Reader is needed to see the documents titled:
Elementary School Generic Ed Specs
Middle School Generic Ed Specs
High School Generic Ed Specs
A new school under construction will have a Education Specification document written
specifically for the design of that school.
Devra Corman px 48121
Pat Steinkuehler px 48126
EDUCATIONAL MEDIA ASSOCIATION [EMA]
EMA is the local professional organization affiliated with FAME, the state media
organization. The organization generally meets monthly.
Nora Bernstein, President px 54838
Heritage El
ELECTRICAL OUTLETS
The District established last year guidelines regarding use of extension cords on District
property.
· All extension cords must be UL rated with a minimum 15A rating (heavy duty
extension cords no residential cords)
· Only extension cords with a single plug at the end are allowed
· Extensions cords are not to be plugged into each other or to a surge protector (piggy
backing cords)
· Extension cords and surge protectors are to be plugged directly into wall outlets
· Surge protectors are not to be plugged into each other
· Multioutlet adaptor (to convert a single outlet into two or more outlets) are not
allowed
· Cords are not allowed to run over, under or through windows, doors, drawers,
cabinets, etc...
· Extension cords and surge protectors are not allowed to power permanent fixtures
such as appliances ( refrigerator, microwave, coffee maker, etc.) and copy machines.
ELECTRONIC DATABASES
Library Media Services subscribes to a number of electronic databases for the district.
These databases specialize in educational material. Patrons doing research will have
FASTER and BETTER results if they search the subscription electronic databases FIRST
before going to the Internet.
On the District web page, click on LEARNING TOOLS. The databases are immediately
available.
Within the WAN, the electronic databases can be accessed from any school computer OR
they can be accessed remotely using a password. All of the electronic databases use the
same USERNAME and PASSWORD. It is palmbeach.
EMAIL
Individuals can send email messages to school district personnel through Outlook. If you
are inside the WAN, Outlook contains an Address Book that lists all the personnel in the
school district. The email address will be in part:
@palmbeach.k12.fl.us
Check with the technical assistant (TA) at your school for more information.
Acceptable uses of the Email/electronic office system are activities, which support the
user’s job assignment within the guidelines and policies of the School District of Palm
Beach County, the Florida Department of Education, and the laws of the State of Florida.
Users are encouraged to make full use of these electronic facilities in the pursuit of their
jobs and assignments, provided such use complies with Board Policy 3.29 Employee Use
of Technology
Help Desk px 48940
Technical Assistant
EMERGENCY DISASTER PLAN see DISASTER
END OF THE YEAR PROCEDURES
Get OmniForm PBSD EOY Checklist.
Great ideas from Debbie Siegel for EndoftheYear activities:
WBRCHS 2005
End of Year Procedures
Teachers remaining in their same rooms need to do the following:
Prior to locking up these items in your file cabinets, remove the batteries from the
DVD/VCR, Audio Enhancement (rechargeable) and document camera remotes.
1. Place batteries in a Ziploc bag (provided by Media Center)
· DVD/VCR remote
· Audio Enhancement A/C charger and microphone
· Mouse remote/USB sensor
· LCD remote
· Document camera remote
2. Computer cable to/document camera/splitter cable
II. Place all directions for all equipment in file cabinet.
III. Leave all equipment in cabinets plugged into the surge protectors provided by
Media; finally unplug the surge protector from outlet.
IV. Return all InterWrite School Pads to the Media Center to be stored under lock
& key. A Media Tech will be by to unlock, remove the Blue tooth, and relock
your teacher computer.
V. Contact Gerena by email to ensure any and all computers are locked in your
room.
VI. Equipment in Audio/Visual cabinets and ceiling mounted equipment
including: Audio Enhancement bracketed equipment will be discharged from
the teacher in that room and left in the room. TEACHERS WILL NOT BE
HELD RESPONSIBLE AS LONG AS THEY HAVE HAD THEIR CHECK
LIST SIGN BY DS, GG, or KC ABSOLUTELY NO EXCEPTIONS!!
VII. Contact by email any teacher room/building changes immediately for further
instructions.
VIII. All televisions on carts are to be returned BY TEACHER to the Media
Center storage room.
IX. Upon your return in fall you will be receiving the EXACT EQUIPMENT you

used the prior year. So if it is not in proper working order kindly inform us by
Email or we will assume that everything is in functioning order.
ESOL ENDORSEMENT
Compliance with ESOL requirements are based on the subject taught. Teachers are
divided into 3 categories.
Category I Teachers are those who are responsible for language instruction or reading
and they must be ESOL Endorsed. In order to be ESOL Endorsed they must take 5
college courses:
Methods of Teaching ESOL
ESOL Curriculum and Materials Development
CrossCultural Communication and Understanding
Applied Linguistics
Testing and Evaluation of ESOL
Category II Teachers are those who teach Math, Social Studies, Science or Computer
Literacy and they must show proof of completion of one of the college courses listed
under Category I or 60 inservice points in District ESOL Training in areas related to the
Category I courses.
Category III teachers are those who are not in Category I or II (i.e., Art, Music, Physical
Education, Media Specialists, Guidance Counselors, Occupational Specialists) and they
must show completion of one of the college courses listed under Category I or 18
inservice points in District ESOL Training in Areas related to the Category I courses.
If anyone has questions about their status in regard to ESOL requirements they can
contact Dr. Carole Wilkinson by phone at PX48320 or by email at
wilkinson@palmbeach.k12.fl.us.
EPHEMERAL
SIRSI Ecole operation. Ephemeral (transitory) is the collection of statistics for items
used that are not circulated on SIRSI Ecole, i.e., magazines, newspapers, books on carts
for classes, etc. It increases circulation statistics because the library gets credit for items
being used in the library although they are not checkedout by patrons.
EVALUATION OF COLLECTION
In addition to evaluating resources title by title for selection or weeding, the collection as
a whole needs evaluation.
· Check against lists of materials recommended by associations, subject area
specialists, etc.
· Check for unfilled requests or unmet needs
· Analyze statistics related to circulation. If an item never circulates, it is not
needed in the existing collection.
· Average age of collection
· General condition of the collection
· Balance of print, nonprint and electronic resources
· Size of collection compared to enrollment
SELFEVALUATION OF THE LIBRARY MEDIA PROGRAM
Evaluation – Mission Statement
(Select the level of your selfevaluation according to the following chart.)
2 points = At Expectation. All indicators are marked “Yes” and can be observed in LMC
1 point = In Progress. Most indicators are marked “Yes” and can be observed in the LMC
0 points = Not started. Most indicators are marked “No” and cannot be observed in the LMC
Action Steps for Improvement
_________________________________________________________________________
Evaluation – Goals and Objectives
_________________________________________________________________________
Evaluation Instruction
Evaluation – Staffing
_________________________________________________________________________
Evaluation – Resources and Resource Services
_________________________________________________________________________
Evaluation – Facilities
_________________________________________________________________________
Evaluation – Program Evaluation
_________________________________________________________________________
EXPORATION OF MARC RECORDS FROM THE OPAC
Exportation of a school library media center’s MARC records must be done by the
OPAC System Administrator at Library Media Services. A request for the exportation of
records to a vendor such as Follett or Scholastic, must be made in writing and must be
signed by the school principal and school library media specialist. The written request
must include the vendor’s name, address and phone number as well as the name, phone
number and email address of the system technical person who will receive the records. If
a vendor requires payment for a service, a copy of the requisition for the service must be
attached to the written request.
Sufficient notice is required so that the Systems Administrator can plan a time to transfer
the data that will not impact the normal use of the OPAC system.
See SIRSI Manual for complete policy
F
F SCHOOL See FCAT
FAIR USE (COPYRIGHT)
One of the rights accorded to the owner of copyright is the right to reproduce or to
authorize others to reproduce the work in copies or phonorecords. This right is
subject to certain limitations found in sections 107 through 118 of the copyright act (
title 17, U.S. Code). One of the more important limitations is the doctrine of “fair
use.” Although fair use was not mentioned in the previous copyright law, the doctrine
has developed through a substantial number of court decisions over the years. This
doctrine has been codified in section 107 of the copyright law.
Section 107 contains a list of the various purposes for which the reproduction of a
particular work may be considered “fair,” such as criticism, comment, news
reporting, teaching, scholarship, and research. Section 107 also sets out four factors
to be considered in determining whether or not a particular use is fair:
1. the purpose and character of the use, including whether such use is of
commercial nature or is for nonprofit educational purposes;
2. the nature of the copyrighted work;
3. amount and substantiality of the portion used in relation to the copyrighted
work as a whole; and
4. the effect of the use upon the potential market for or value of the copyrighted
work.
The distinction between “fair use” and infringement may be unclear and not easily
defined. There is no specific number of words, lines, or notes that may safely be
taken without permission. Acknowledging the source of the copyrighted material
does not substitute for obtaining permission.
U.S. Copyright Office
101 Independence Ave. S.E.
Washington, D.C. 205596000
(202) 7073000
FAME
FAME is the Florida Association for Media in Education. It is the state professional
organization for school library media specialists. They hold an annual state conference
attended by many school librarians.
Nora Bernstein, President, EMA Heritage Elementary
FCAT
The state exam administered to all students in the State of Florida as a measure of
achievement. The test is generally administered in March. The results of the exam are a
major factor used by the State to assign each school a grade. Data given to school
representatives pinpoints specific students who can make a difference in a school's grade
if the student(s) is provided with additional support during the next few weeks. Schools
are asked to identify those students and develop a plan to address their needs. In
addition, the team from each school has been asked to develop a plan that involves the
entire school in providing FCAT support during the next few weeks.
If a school has a D or F grade, every employee in the school must focus on strategies that
will improve student performance. Use your library committee to brainstorm
strategies, policies and practices to get students to read more. Consider:
· increasing the number of books a student can check out
· reward incentives for reading more
· programs like Reading Counts
· restructuring the library program to focus on reading
· using TV announcements to ‘advertise’ books
· organizing books by genre
· show the PageTurner Adventures video clips daily on TV featuring tips to
prepare for highstakes tests
· use morning announcements to practice main idea / styles of writing
· have contests via bulletin board or morning announcements that focus on
writing styles and FCAT skills
· review one FCAT skill with each library lesson TELL the students the skill
you are reviewing with them
· really stress MAIN IDEA / COMPREHENSION in every activity you do
with students because the most FCAT questions come from this area
· help teachers with any resources etc. needed for classroom lessons that
support FCAT
· do bulletin boards and display case displays
· collaborate with teachers to share learning experiences that start in the
classroom then move to the library
· promote reading reading reading
· read aloud to student but ask FCAT comprehension questions as you go
through the story
· establish reading 'clubs' for lowest quartile students [Nora Bernstein]
· HS drop fines for students in lowest quartile to eliminate any reason not to
read [Debbie Svec]
FEEDER SCHOOLS
In middle and high school, find out what schools ‘feed’ part of their population into your
school. Develop a working relationship with the library media specialists from that
school so that communication is ongoing. Discuss common concerns.
In elementary, find out what neighborhoods ‘feed’ students into the school. Learn more
about the neighborhood and positive ways to interact with it. Invite the mayor, local
public librarian, ministers and other community leaders to be a part of your library
program.
FINE ARTS DAY
Make yourself feel special by doing an idea that came from Connie Burgess, South Grade
Elem. Join with the Art, Music and/or P.E. teachers to sponsor a Fine Arts Day. Library
Media can do all kinds of activities from guest story tellers, guest readers, dress up as
favorite book characters, eat the meals of famous book characters [great way to get the
cafeteria involved], mystery clues in the library, etc. The Fine Arts Day can center on a
literary genre like Tall Tales or Mystery Madness. The theme can be played out in all the
Fine Arts activities done on your special day. Select a day that is before a holiday or
right after FCAT exams or at the end of a grading period when everyone needs a
transition before starting the next units of study.
FINES
Refer to School District Policy 8.1224 – Instructional Materials Accountability
Professional literature now discourages the use of fines that are seen as an obstacle or
barrier to student reading. Fine policies are a schoolbased decision, however elementary
library media centers do not charge fines for overdue books. The policy for middle and
high schools is set by the school’s Library Committee and is reported on the Library
Automated Systems Annual Policies Report PBSD 1922 sent to Library Media Services
every May. Once the policies are set in the OPAC, the library automation system will
automatically calculate the overdue fines. Holidays and weekends are excluded from the
tabulation. If a form is not submitted to Library Media Services in May, the default of
NO FINES is instituted.
It is the inherent right of every student in the School District of Palm Beach County to
have access to the resources in the school library media center when they enroll at a
school. If a student needs material (print or nonprint) to complete a class assignment,
he/she CANNOT be blocked from access to that material because of fines owed or
overdue books not returned. Compromises and alternative solutions must be instituted.
For example, the material needed for an assignment can be put on reserve for use by the
student in the library PROVIDED the student has sufficient access to the library [time,
transportation] to complete the assignment. Or, the material can be checked out to the
teacher for use by the student in the classroom. Or, the librarian can ‘override’ the block
in the SIRSI system and check the material out to the student. Alternatives should be part
of the directives listed in the School’s Library Handbook that outlines practices and
procedures.
Both student and parent notification of overdue material must be handled in a timely
manner. An overdue notice should be sent to the teacher and/or student within 10 school
days after an item is overdue. Parent contact can be made via telephone, email,
community liaison or formal letter.
After 30 days, the item should be considered long overdue. Parents should be notified
that the item is long overdue and that there is a request for reimbursement of the item.
If the item is later returned, the total amount paid must be refunded.
School should develop procedures that include media signoff when students withdraw.
It is imperative the library media personnel be sensitive to parents who have immigrated
to the United States and may not have prior experience with borrowing materials from a
library.
The collection of monies must adhere to district policy and procedures for the collection
and deposit of funds. An individual receipt must be issued to the student. The title call
number and barcode number should be written on the receipt in case the material is
returned at a later date.
Students should not be charged for minor damage to materials. Items that are damaged
beyond repair should be handled as lost materials.
All library fines for overdue books should be cleared from the SIRSI system at the
end of each school year. All library fines/charges for overdue and lost books MUST
be cleared from SIRSI when a student matriculates from one school level to another
[e.g. elementary to middle school].
School library media centers can charge for lost books. If a book is overdue for more
then one month, the library media center should assume it is lost and should institute
procedures to get payment for the book. Some library media centers charge the full price
of replacing the book, others charge a percentage of the cost of the book based on age
and/or wear and tear. Each library media center should have a written policy in the
school’s library media handbook and in the student handbook of the school.
Whether or not a student has unpaid fines or lost books, no student can be denied access
to print or nonprint material needed to complete an assignment for a class. If the student
needs a book for a book report, then a book MUST be provided. Fine policies CANNOT
hinder a student’s progress in his/her academic program.
The Library Media Specialist should not work in isolation. Through the Library
Committee and faculty support, he/she can develop alternatives that support both
responsible habits and access to media materials for all students. If a student has a
history of unpaid fines or overdue/lost books, seek alternative access solutions such as:
· student can do volunteer work in the library media center before or after school or
during lunch to pay off fine.
· student can pay a part of the fine each week.
· student can reserve media and use it in the library.
· media is checked out to the teacher for use by student in the classroom.
· allow student to check out a paperback book instead of a hard cover book.
The institution of the Webcat (SIRSI) software has created a new situation that has
resulted in disparity throughout the District. A student who moves from one school (1 st )
in the district to another school (2 nd ) and has unmet obligations in the first school, will be
BLOCKED from checking out media in the second school. Some Library Media
Specialists simply override the block while others attempt to retrieve the book or fine
money to send back to the first school. The transfer of even small amounts of money
from one school to another has also resulted in inconsistent action. As a result, form
PBSD 1936 – End of the Year Checklist, directs Library Media Specialists to clear ALL
OVERDUE FINES from the system at the end of each school year. Library Media
Specialists who want to maintain ongoing records of fines from one fiscal year to the next
need to make a printout in May of students who owe money to the library.
Library Media Services has set the SIRSI parameter to enable a maximum overdue fine
of $2.50. Overdue fines will not exceed that amount. Fines that are collected must be
used for the replacement of books for the library. Money collected for lost books must be
used to replace them.
It is also recommended, that each school institute, as part of their STUDENT EXIT
procedures, a library media center sign off so that the Administration and the parents are
informed if the student still has any media that is checked out or if she/he has any fines or
overdue books registered in the system.
Fines and Fees
October 2001
(Questions & Answers)
1. Can Media Centers still legally charge fines for lost books, overdue fines,
printing, ID cards, supplies and materials lost by STAFF?
Florida Statues, School Board Policy and the CTA Agreement neither permit nor
prohibit such fines. Legally, these fines could be charged to staff, as long as staff
is aware of the potential penalties when borrowing materials or obtaining ID cards
or supplies. One practice might be to inform all staff of the library media center
rules, including potential fines, in a faculty handbook. This type of policy should
ONLY be implemented in concert with a schoolbased library committee with the
support of the principal and administration.
2. Can a Media Specialist legally block students that owe monies for books or fines
in his/her own school?
“Legally Blocked” is defined as prohibiting a student from borrowing additional
books until a pending fine is paid. Proposed Policy 2.21 allows schools to request
students to pay for any lost or destroyed library books and textbooks loaned to the
student. In addition, students may be charged a modest fine for library books
returned late. FLA. STAT. § 233.46(4) authorizes principals to suspend children
from extracurricular activities if they have a fine for lost, destroyed or
unnecessarily damaged instructional materials.
There is no statute or policy that expressly empowers a Library Media Specialist
to legally block student from borrowing additional books. However, if library use
is a student privilege, and not a right, the Library Media Specialist may impose
conditions upon the privilege so long as doing so does not inhibit a student’s right
to full participation in a class. For example, if the students visit the library to
encourage reading, it would be permissible under Policy 2.21 to prohibit a student
from removing a book from the library. However, if the students have an
assignment to complete a book report, the child must be given the same
opportunity to complete the assignment. In this case, the Library Media
Specialist must work with the teacher to determine whether there is a reasonable
alternative to removing the book from the library.
3. Can a Media Specialist legally block students that owe monies for books or fines
from another school in the district?
Note: this is a relatively new issue brought about by the ability of Library Media
Specialists to “see” other library media center holdings through the union online
public access catalog [SIRSI]. Notwithstanding the limitations set forth in answer
number 2, Library Media Specialists could legally block students that owe monies
for books or fines in his own school or in other districts. It is an administrative
decision as to whether such a practice would be advisable. District policy
encourages Library Media Specialists to work cooperatively with other schools
particularly in securing the return of library books. Any fines for overdue
material should be cleared from the system annually or if a student has a debt but
moves from one school to another.
4. What paper trail or evidence is needed for any money from students?
Records that were discussed included a monies collection form; receipts; self
generated forms; or records from the library media center computer. There was
extensive discussion about the nickel and dime charge for each copy made on the
copier. Receipts were not given for these small transactions. The need to provide
receipts for money collected for fines and/or copy machine use is an issue better
addressed by the finance department. However, FLA STAT. §233.46(4) provides
that all money from the sale, exchange, loss or damage of instructional materials
must be transmitted to the Superintendent to be deposited in the district school
fund and added to the district appropriation for instructional materials.
5. What policies or procedures are already in effect through School Board approval
or state law? [i.e., At what point can Library Media Specialists expect district
support for their schoolbased policies on collection of money from students? At
which point do they begin to violate FAPE?]
FLA/ STAT. § 233.46(2) places a duty on school principals to collect from the
pupil or parent the purchase price of lost, destroyed or unnecessarily damaged
instructional materials. For items that have been in use for more than one year,
the appropriate charge in 5075% of the purchase price. Alternatively, a principal
may allow satisfaction of debt by community service activities at the school site.
A principal may suspend a child from extracurricular activities if a fine is not
paid.
FAPE, or “Free Appropriate Public Education, is a term defined in the Individuals
with Disabilities Education Act [IDEA]. The IDEA requires that all children with
disabilities receive a FAPE. Proposed Policy 2.21 affirms the district’s legal duty
to provide a uniform system of free public schools. Both current and proposed
Policy 2.21 prohibit any fee or charge as a condition of attendance and full
participation in any class. The types of fines contemplated by the Library Media
Specialists do not violate the current or proposed Policy 2.21 as long as they do
not prevent a child from fully participating in a class.
The School District Legal Department
Bruce A. Harris
Laura E. Pincus
October 2001
FIRE PREVENTION CODES
Schools periodically get sited for having TV studio curtains that do not meet fire
prevention standards. You can BUY studio curtains that meet the standard from Heritage
Products Resources.
If you have curtains and need to get them cleaned, two companies have a contract with
the District:
Coit – contact Barbie at 9544860900
High Standard – call 7224545
Spraying curtains with a retardant does not meet the standards. Curtains and other
flammable substances must be immersed in a solution that can be bought locally from:
East Coast Fire Equipment Inc.
165 Cleary Road
West Palm Beach, FL 33403
6833473
FLORIDA LIBRARY ASSOCIATION (FLA)
State professional association affiliated with the American Library Association.
http://www.flalib.org/
FORMS
Library Media Services has a number of forms available for your use. They are in Omni
Form format. The District owns a license to the Omni Form software. Omni Form Filler
must be installed on your administrative computer in the Library so that you can access
the forms from the District’s web site. Check with the Technical Assistant at your school
to have Omni Form Filler installed on your computer.
To access the Library forms go to the District web site and
Find POPULAR LINKS just below the School District name
Click OmniForm Files [red bar]
Click FORMS [green bar]
Click CATEGORY [on left hand side of screen]
Down arrow to Library Media
Click Library Media
The forms used by Library Media Services are listed.
LIBRARY MEDIA
1868 Annual Statistical Analysis, LMS
(3/30/2004)
323 KB
Turn this form in to Library Media Services at the end of each school year in May.
1911 Budget Planning Sheet, LMS
(9/12/2001)
42 KB
Optional form to help you plan your budget for the year.
1874 Copyrighted Materials Clearance for Educational Purposes
(3/7/2001)
53 KB
Permission or release is required by law when you use any copyrighted material. This
form can be used for that purpose.
1113 Citizen's Request for Reconsideration of Instructional Materials
(11/10/2000)
31 KB
This form is part of school board policy. It is given to any individual who challenges a
book.
1936 End of the Year Checklist for Library Media Centers
(3/12/2004)
24 KB
Important checklist for reports and procedures that need to be done at the end of the
school year.
1867 Input on Library Media Services
(1/10/2001)
45 KB
One way school district personnel can give feedback to Library Media Services at any
time during the year about needs and concerns.
1922 Library Automation System Annual Policies Report
(4/7/2004)
128 KB
REQUIRED form submitted to Library Media Services at the end of each school year.
Information on the form is used to update your school “policies” in the SIRSI OPAC.
1858 Library Media Program Review Self Monitoring
(11/10/2000)
196 KB
An excellent form to use by yourself or with the school Library Committee to analyze
strengths and weaknesses in the library program in order to write goals and objectives to
improve the program.
1875 Library Media Requisition Request
(6/15/2004)
53 KB
Recommended for use by Library Media Specialists when they submit a requisition to the
School Treasurer.
1857 School Materials Review Committee Recommendation
(11/10/2000)
36 KB
Part of the school board policy, this form is used when a schoolbased committee has
been formed to review challenged material AFTER for PBSD 113 has been completed
and AFTER an attempt has been made to reconcile the concerns of the citizen by meeting
with him/her.
2100 StartoftheYear Checklist for Library Media Centers
(5/26/2004)
37 KB
A new form to help Library Media Specialists get off to a good start at the beginning of
each year.
1940 Student Produced Videos Submission for Broadcast
(3/27/2002)
67 KB
A form that can be used when a studentproduced video is sent to The Education
Network for broadcast on the open, cable channel.
2016 Transferred Student Missing Library Media Materials Report
(3/12/2003)
48 KB
Form can be used by a Library Media Specialist as a professional courtesy to alert a
‘previous LMS that a student has now enrolled in a different school. One attempt should
be made to get the student to return books, etc. that belong to the previous school, than
the student should be cleared of all obligation to his/her previous school.
The FIRST time you try to access a form you will be required to download it to your own
computer. Training on OmniForm is available through the District.
Sharon Eastman, Record & Forms px 47528
Technical Assistant at your school
The Freedom to Read Statement

The freedom to read is essential to our democracy. It is continuously under attack. Private groups
and public authorities in various parts of the country are working to remove or limit access to
reading materials, to censor content in schools, to label "controversial" views, to distribute lists of
"objectionable" books or authors, and to purge libraries. These actions apparently rise from a
view that our national tradition of free expression is no longer valid; that censorship and
suppression are needed to counter threats to safety or national security, as well as to avoid the
subversion of politics and the corruption of morals. We, as individuals devoted to reading and as
librarians and publishers responsible for disseminating ideas, wish to assert the public interest in
the preservation of the freedom to read.
Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the
ordinary individual, by exercising critical judgment, will select the good and reject the bad. We
trust Americans to recognize propaganda and misinformation, and to make their own decisions
about what they read and believe. We do not believe they are prepared to sacrifice their heritage
of a free press in order to be "protected" against what others think may be bad for them. We
believe they still favor free enterprise in ideas and expression.
These efforts at suppression are related to a larger pattern of pressures being brought against
education, the press, art and images, films, broadcast media, and the Internet. The problem is not
only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to
an even larger voluntary curtailment of expression by those who seek to avoid controversy or
unwelcome scrutiny by government officials.
Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet
suppression is never more dangerous than in such a time of social tension. Freedom has given
the United States the elasticity to endure strain. Freedom keeps open the path of novel and
creative solutions, and enables change to come by choice. Every silencing of a heresy, every
enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it
the less able to deal with controversy and difference.
Now as always in our history, reading is among our greatest freedoms. The freedom to read and
write is almost the only means for making generally available ideas or manners of expression that
can initially command only a small audience. The written word is the natural medium for the new
idea and the untried voice from which come the original contributions to social growth. It is
essential to the extended discussion that serious thought requires, and to the accumulation of
knowledge and ideas into organized collections.
We believe that free communication is essential to the preservation of a free society and a
creative culture. We believe that these pressures toward conformity present the danger of limiting
the range and variety of inquiry and expression on which our democracy and our culture depend.
We believe that every American community must jealously guard the freedom to publish and to
circulate, in order to preserve its own freedom to read. We believe that publishers and librarians
have a profound responsibility to give validity to that freedom to read by making it possible for the
readers to choose freely from a variety of offerings.
The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand
firm on these constitutional guarantees of essential rights and will exercise the responsibilities
that accompany these rights.
We therefore affirm these propositions:
1. It is in the public interest for publishers and librarians to make available the widest diversity of
views and expressions, including those that are unorthodox, unpopular, or considered dangerous
by the majority.
Creative thought is by definition new, and what is new is different. The bearer of every
new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to
maintain themselves in power by the ruthless suppression of any concept that challenges
the established orthodoxy. The power of a democratic system to adapt to change is
vastly strengthened by the freedom of its citizens to choose widely from among
conflicting opinions 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 also why we believe it.
2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they
make available. It would conflict with the public interest for them to establish their own political,
moral, or aesthetic views as a standard for determining what should be published or circulated.
Publishers and librarians serve the educational process by helping to make available
knowledge and ideas required for the growth of the mind and the increase of learning.
They do not foster education by imposing as mentors the patterns of their own thought.
The people should have the freedom to read and consider a broader range of ideas than
those that may be held by any single librarian or publisher or government or church. It is
wrong that what one can read should be confined to what another thinks proper.
3. It is contrary to the public interest for publishers or librarians to bar access to writings on the
basis of the personal history or political affiliations of the author.
No art or literature can flourish if it is to be measured by the political views or private lives
of its creators. No society of free people can flourish that draws up lists of writers to
whom it will not listen, whatever they may have to say.
4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the
reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve
artistic expression.
To some, much of modern expression is shocking. But is not much of life itself shocking?
We cut off literature at the source if we prevent writers from dealing with the stuff of life.
Parents and teachers have a responsibility to prepare the young to meet the diversity of
experiences in life to which they will be exposed, as they have a responsibility to help
them learn to think critically for themselves. These are affirmative responsibilities, not to
be discharged simply by preventing them from reading works for which they are not yet
prepared. In these matters values differ, and values cannot be legislated; nor can
machinery be devised that will suit the demands of one group without limiting the freedom
of others.
5. It is not in the public interest to force a reader to accept the prejudgment of a label characterizing
any expression or its author as subversive or dangerous.
The ideal of labeling presupposes the existence of individuals or groups with wisdom to
determine by authority what is good or bad for others. It presupposes that individuals
must be directed in making up their minds about the ideas they examine. But Americans
do not need others to do their thinking for them.
6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read,
to contest encroachments upon that freedom by individuals or groups seeking to impose their own
standards or tastes upon the community at large; and by the government whenever it seeks to
reduce or deny public access to public information.
It is inevitable in the give and take of the democratic process that the political, the moral,
or the aesthetic concepts of an individual or group will occasionally collide with those of
another individual or group. In a free society individuals are free to determine for
themselves what they wish to read, and each group is free to determine what it will
recommend to its freely associated members. But no group has the right to take the law
into its own hands, and to impose its own concept of politics or morality upon other
members of a democratic society. Freedom is no freedom if it is accorded only to the
accepted and the inoffensive. Further, democratic societies are safer, 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 also 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; revised January 28, 1972, January 16, 1991, July 12, 2000, June 30,
2004, by the ALA Council and the AAP Freedom to Read Committee.
A Joint Statement by:
American Library Association
Association of American Publishers
FTE
FTE refers to the student enrollment at a particular school. Projected FTE is based on the
count of students taken in October and February. FTE is used to distribute project dollars
to schools.
FUNDING STRIP
A funding strip is required each time a requisition is entered into the system. A typical
funding strip is shown below:
FUND FUNC OBJECT LOCA PROJ

0100 6200 6100 Sch ID 4070
The words across the funding strip read: Fund, Function, Object, Location, Project.
See more information on funding strips in the Acquisitions Handbook.
Your school treasurer
The project authorization letter [will always show funding strip]
Mary Sedor px 45122
FUNDS See BUDGET
G
GETTING STARTED – HIGH SCHOOL
Ideas on how to get an active library media program started in a high school.
· Start with core curriculum department meetings. Contact depart chair and ask to
attend department's meeting. Inform them of media services (equipment,
databases, books). Give helpful handouts.
· Create some research ideas for papers and projects and share with
each departments. Ex. rangefinders for economics could be famous
entrepreneurs
· Focus on key teachers and dialogue with them about possible projects and/or
research. Invite them to bring classes to the library media center for project or
research.
· Specially speak with 11th and 12th grade English teachers. Ask about their
research paper process and when the paper will be required. Assist them with
topics. Try to spread the classes during 2nd, 3rd and 4th nine weeks
· Create a 9th grade media orientation (policies and procedures, card catalog,
Internet, databases, how to research). Meet with 9th grade teachers and inform
them about your orientation and sign classes up.
· Provide instruction (by department ) for the district databases and how they can
be utilized to supplement their curriculum. Ex: Opposing Viewpoints debate
classes , health classes, etc
· Share by email any websites that might be helpful to specific departments
· Market yourself by constantly informing faculty of specific services and
information that media can and will provide [Carole Koester, Royal Palm Beach
High School / 2004]
· Think out of the box. Have computers easily available for students to use.
· Serve coffee in the morning [Barnes & Nobles model].
· Invite student activity groups or faculty committees to use a section of the library
media center for meetings.
· Run a contest of some kind.
· Use the web sites / web pathfinders and share with faculty then make some for
specific units taught by teachers at your school.
· Take the FINDS model of research and offer to teach research skills to classes
getting ready to do a research paper [be sure to tell the teachers the lessons /
concept is tied to FCAT].
· Put invitations or posters in each department 'lounges'.
· Get paperback copies of best sellers for teachers to read [to hook them into the
library]. Use homecoming or other school events to run 'specials' in the library or
set up complimentary displays matter of fact you don't have to do it, invite
student council or cheerleaders etc. to make a display for the library.
· Use the ALA software and make READ campaign posters with teachers, admin
and students at the school we have the printer here but are now ordering supplies.
H
HAND CARRIES
Term used by Library Media Services for materials that are brought (hand carried) or
ponied to the facility on Florida Mango for processing. Library Media Specialists
CANNOT create records in the ON SHELF section of the union catalog. Items donated
or purchased through book fairs, etc., can be brought to LMS where full MARC records
and processing are completed.
Willard Kendrick px 45125
Sharon Brockington px 45228
HANDBOOK see LIBRARY MEDIA CENTER HANDBOOK
HELP DESK
Immediate technical assistance on computer hardware and software can be obtained by
calling the HELP DESK. Problems specific to SIRSI should be directed to Library
Media Services.
IT Help Desk px 48940
HIGH SCHOOL – GETTING A KICK START
Ideas to kickstart a serviceoriented library media program in high school.
· Start with core curriculum department meetings. Contact department chair and
ask to attend the department meetings. Inform them of media services
(equipment, electronic databases, books). Give helpful handouts including
samples of Pathfinders or Bibliographies.
· Create some research ideas for papers and projects and share with each
department.
· Focus on key teachers and dialogue with them about possible projects and/or
research. Invite them to bring classes to the media center for project or research.
· Specially speak with 11 th and 12 th grade English teachers. Ask about their
research paper process and when the paper will be required. Assist them with
topics. Try and spread the classes among the four grading periods.
· Promote reading through book talks, morning announcement broadcasts, emails
for teachers to share.
· Invite teachers to recommend titles or subjects that will be used when ordering
new materials. INFORM the teacher when the items arrive in the library.
· Create a 9 th grade media center orientation (policies and procedures, the online
catalog, Internet, electronic databases, how to do research). Meet with 9 th grade
teachers and inform them about the orientation and sign up classes.
· Provide instruction, by department, for the district databases and how they can be
utilized to supplement their curriculum. Ex. Opposing Viewpoints can be used in
debate classes, health classes, etc.
· Help administer the Reading Counts program.
· Share by email any websites that might be helpful to specific departments.
· Market yourself by constantly informing faculty members of specific services and
information that media can and will provide.
HIGHLY QUALIFIED
A term defined by the No Child Left Behind federal legislation that stipulates that all
personnel working in Title I schools must be ‘highly qualified’. Because of this
legislation, paraprofessionals and library media clerks must have:
1. an Associates Degree or
2. 60 hours of college credits or
3. pass a competency test administered by the District
by January 2006. Personnel who do not meet the highly qualified requirements cannot be
employed in a Title I school after the specified date.
HOLOCAUST STUDIES
Lesson plans and bibliographies that support the school districts Holocaust curriculum.
Eileen Shapiro px 48169
HURRICAN PREPAREDNESS
Several library media specialists have emailed asking if there is any special preparation
that should be done before a hurricane. Familiarize yourself with School Board Policy
6Gx502.38: Emergency Procedures for Hurricanes and Other Disasters. The school
district also has a manual entitled PROCEDURES FOR HURRICANE
PREPAREDNESS that gives the following guidelines. Only do those things that pertain
to your school.
1. Close and fasten windows.
2. Close and secure hurricane shutters.
3. Store all portable items inside the building. Consider such items as garbage cans,
cartons, tin cans, loose boards and portable playground equipment.
4. Secure or take down and store awnings.
5. Store all books, papers, and other equipment as far as possible from windows
or areas subject to damage or entry of water. Store these items ABOVE the
floor in plastic coverings, if possible, to protect them from water damage due
to minor flooding.
6. IF THE SCHOOL IS A SHELTER, if possible move all equipment except the
televisions to a secure location. Since the televisions provide
information/entertainment for the people using the shelter, leave them connected
to ITV, which will transmit as long as power is available.
Have a policy in place written in the school’s Collection Development Plan about
the use of magazines and books by individuals using the shelter during the
hurricane.
7. In all nonshelter areas move audiovisual, computer equipment and other
expensive appliances to a secure central location without windows. If
equipment has to be left in an area that may receive water damage, cover it
with plastic.
8. Turn off all gas and electrical appliances, except as required in designated
emergency shelters.
9. Check battery powered emergency lights to make sure they are operational.
10. Take any additional precautions considered necessary for the protection of the
particular facility and site.
11. Insure that telephone numbers and instructions for contacting appropriate
personnel are available for implementation of poststorm procedures.
12. Listen for and expect announcements about shutdown of the mainframe.
13. Unplug electrical and cable plus. If necessary, LABEL the plug and/or
outlet.
14. Cover equipment that is in proximity to windows with plastic or vinyl
material [garbage bags].
15. Run the SIRSI User Checkout report. Print it and place it with your
equipment notebook. If you do NOT have an equipment notebook, run the SIRSI
shelf list of equipment report. Place the Checkout report and the Equipment
report in the school vault. THIS IS PARTICULARLY IMPORTANT FOR ANY
SCHOOL USED AS A SHELTER. EQUIPMENT AND MATERIALS WILL
BE MOVED AROUND WHILE EVACUEES ARE IN RESIDENCE.
Go to the ATM and get cash to have on hand.
Fill up your car with gas.
Get as much drinking water as possible. Fill up bath with water to flush toilets.
Have canned food on hand.
Back up your personal computer to a disk that you can store in a protected area.
Buckle down and hold on.
Be safe be secure see you soon!
See Also Disaster Plan
POSTSTORM PROCEDURES
Your principal or their designee will be checking for water and wind damage. You can
assist by identifying any problems in the library media center. Make sure you know your
building LOCATION NUMBER so that the damage report will have needed
information. You can help your principal by:
1. Check electrical outlets and/or gas.
2. Check air conditioning.
3. Check for mildew and mold.
4. Check for any leaks in ceiling or by windows.
5. Check for damaged windows or doors.
6. Check for any flooding.
7. Check telephone hook ups.
8. Check computers and network connectivity.
9. Check the SIRSI OPAC connections. If they are not operational call
the SIRSI systems operator but proceed with manual checkout using book
cards.
Long term, watch for any signs of mildew or mold.
See also DISASTERS
I
IBISTRO
The iBistro is the portion of SIRSI used by the students and teachers. Its features allow
patrons to search the school’s catalog of resources by author, title, subject, lexile level,
native language, etc. iBistro was an upgrade to WebCat. It was instituted in June 2003.
IMPLEMENTATION PLAN
A plan developed by each school outlining the goals and objectives for the school library
media program according to the national, state, and local standards and the strategies,
activities, timeline, budget, responsibilities and evaluation used to achieve them. The
plan is used to provide direction in and improvement of the county and individual school
library media programs.
INFORMATION LITERACY
The ability to find and use information effectively. The skill set is defined in Information
Power (ALA) that provides the foundation for the instructional program in every library
media center.
INSERVICE
Inservice refers to the training program available through your school or district which
results in the accumulation of “points” that can be used to renew a teaching certificate or
in the case of members of the AESOP bargaining unit, can be used to get a stipend. One
point is given for each hour of inservice. Components sponsored by Library Media
Services include:
Automated Media Management
60 points
Component # 8506004
Collegial Study Groups
60 points
Component # 8406004
Developing Professional Reading Habits
10 points
Component # 1506003
ElementK Online, Comp USA InstructorLead Learning & Library Specific Issues
60 points
Component # 8407003
Electronic database searching strategies
60 points
Component # 3003017
Library Media Services
60 points
Component # 8407004
Online information Retrieval Resources Available in School Library Media Centers
60 points
Component # 2407003
Read Together Community Program
40 points
Component # 8013001
Research in the Professional Library Relevant to Curriculum Area Specialization
30 points
Component # 7507013
Research on Reading Instruction
10 points
Component # 1013002
School Library Media Services
60 points
Component # 1407001
School Library Media Services for Limited English Proficient Students
30 points
Component # 2001023
Subject Area Specialists’ Evaluation of Library Media Collection
60 points
Component # 8407001
SUNLINK Automation for Information Power
60 points
Component # 8407002
Video Image Recording, Production & Broadcast
60 points
Component # 2407002
Work Related Problem Solving Through Research in the Content Area
30 points
Component # 7507012
Professional Development Contact (PDC) at your school
Debbie Cooke, Staff Development px 48016
Gail Newstein, Professional Lib px 46187
INSTRUCTIONAL TELEVISION [ITV]
Information about the schedule of movies and other services available from Instructional
Television can be obtained from their web site.
Key People to Contact:
Judy Garcia px 22702
See also The Education Network [TEN]
INTERLIBRARY LOAN
The free interchange of materials between libraries of all kinds is encouraged in the
School District of Palm Beach County. Interlibrary loan (ILL), or resource sharing,
serves as an adjunct, not a substitute method, for maintaining a collection that meets
accreditation standards of the Southern Association of Colleges and Schools (SACS).
Requests to borrow materials should be sent to the closest school library media center.
When resources within the district have been exhausted, interlibrary loan requests which
conform to the policies of the Florida School Library Media Network (SUNLINK), the
South Eastern Florida Library Information Network (SEFLIN), or the Florida Library
Information network (FLIN), can be sent to more distant school library media centers or
public libraries.
Interlibrary Loan (ILL) is a transaction in which school library media center materials, or
copies of pages, are made available by one school library media center to another upon
request. The process is set by voluntary agreement based on the SUNLINK resource
sharing guidelines published in 1993, revised edition.
Any type of school library media center material may be requested for loan or in
photocopy form from another school. In each instance, the lending school library media
center has the privilege of deciding whether a particular item should be provided and
whether the original, or a copy should be sent.
Interlibrary Loan requests are made directly between school library media centers. The
safety of borrowed materials is the responsibility of the borrowing library media center
from the time the material leaves the lending library until it is received back by the
lending library media center.
The method of shipping and return of materials is made by mutual agreement of the
borrowing and lending libraries. The borrowing library media center is responsible for
packaging the material so as to insure its return in good condition. If damage or loss
occurs, the borrowing library must meet all costs of repair or replacement, in accordance
with the preferences of the lending library.
The decision to loan material is at the discretion of the lending library media center.
Each library media center is encouraged to interpret as generously as possible its own
lending guidelines with due consideration to the interests of its primary clientele.
The lending library media center should process requests promptly, making every effort
to take action on a request within one working day of receipt. The lending library media
center is responsible for compliance with the copyright law and its accompanying
guidelines.
When material is loaned, conditions of the loan should be stated clearly by the lending
library media center. For example, “In library use only, not to be checked out” or “due
back in two weeks”. Renewal requests should be kept to a minimum.
No charges will be levied for material loans or photocopies. Any postage for sending
requests or returning borrowed library materials is the responsibility of the borrowing
library media center. The postage for loaning materials is the responsibility of the
loaning library media center.
Both lending and borrowing school library media centers will record interlibrary loan
statistics. Refer to the OPAC manual for information about capturing the circulation
statistics for ILL.
INTERNET GUIDELINES
For a copy of the Internet Guidelines for the School District of Palm Beach County, go to
the district’s home page. Select TECHNOLOGY INFORMATION from the menu on the
left hand side of the page. Select INTERNET GUIDELINES from the drop down menu.
INVENTORY
Florida Statutes that authorize Instructional Material funds require an annual inventory of
resources.
District policy School Board Policy 6Gx508.1225
INSTRUCTIONAL MATERIALS ACCOUNTABILITY
The policy, found on the district web page, targets textbooks but best practice has been
for library media centers to follow the precedent since categorical funds originate from
the same source.
The annual inventory does rectify the database [union catalog] with the collection of a
particular school. Missing items are identified and the database records are updated for
current holdings. Records for missing or discarded items are removed.
Although the annual inventory report is compiled in May, the physical inventory of items
can be conducted at any convenient time during the school year. Items can continue to
circulate during the inventory process. The library media centers with clerical staff
should NOT be closed for the inventory process. Schools without clerical support staff
may need to close to complete this process.
It is also possible to inventory part of the collection each year. If the decision is made to
only inventory part of the collection, EXACT RECORDS must be maintained and filed
so that a history of the inventory rotation is clearly evident. Division of the collection
can be made at the librarian’s discretion but it is easiest to inventory Fiction / Easy one
year and nonfiction the next year.
Library media specialists can borrow a laptop and a bar code scanner from Library Media
Services by calling the LMS Help Desk at px 45218
INVOICES
Invoices for Purchase Orders are sent by the vendor directly to the School District
purchasing department who enter them into TERMS. When an invoice appears in the
system, the School Treasurer must approve the invoice for payment. It is VERY
important to communication regularly with the School Treasurer so that invoices are
approved in timely fashion after the merchandise has been received.
If media is ordered from a vendor who does NOT provide shelfready processing, the
items will be shipped to Library Media Services NOT to the school. Library Media
Services will alert the School Treasurer and the Library Media Specialist that the
shipment is complete so that the invoice in TERMS can be approved for payment. See
the Acquisitions Handbook for additional information.
Invoices for Direct Pays are handled by the School Treasurer.
School Treasurer
Mary Sedor px 45122
JIM HARBIN MEDIA FESTIVAL
The Jim Harbin Media Festival is an annual competition sponsored by FAME. District,
regional and state competitions are held in the Spring of each year. Rules for competing
in the Jim Harbin Media Festival can be found on the FAME web page at URL:
www.floridamedia.org
Select Jim Harbin Student Media Festival from the menu on the left hand side of the
page.
JOB DESCRIPTIONS
Go to the District Web Page
Click on Employment Info
Click on Job Descriptions
Scroll down to the job description you need.
3132 – ClerkMedia I
3134 – Clerk, Media II
(Instructional positions have no job descriptions)
6280 – TeacherElem/Media Specialist
6290 – TeacherMid/Media Specialist
6300 – TeacherSec/Media Specialist
K
L
LAMINATOR REPAIR
The District maintenance people do not repair laminators. They contract out the service.
Call 18004328401 but be sure you have money in your budget to pay for the service.
LESSON PLANS
If an elementary library media specialists is on the Fine Arts Wheel, it is strongly
recommended that you have lesson plans available that document what you are doing
with each class. Make sure lesson plans are correlated to the Sunshine State Standards
and the Information Literacy Skills. Use your guide to make the correlations easy.
Subscribe to School Library Media Activities Monthly to get come great ideas.
ELEMENTARY LESSON PLAN IDEAS
1. Work with grade levels or entire school to sponsor a Reading/Walking Historical
or Geographic Tour. Each participating class researches its topic developing
decorations, brochures, PowerPoint, artifacts, tour guides etc. to share with or to
give to ‘visitors’. Develop a schedule for classes to visit each other. Work with
art and music teacher as well as academic teachers to cover multiple Sunshine
State objectives.
2. If you want evidence of a collaborative project between the library media center
and classroom teachers, talk to Linda Nadrowski, LMS at Limestone Creek
Elem. Last week, Linda culminated a project with the 4th grade teachers by
inviting parents and guests to a "Florida Extravaganza" where 4th grade students
were able to showcase their research and multimedia projects on the State of
Florida.
To begin the project, the classroom teacher assigned each student a letter of the
alphabet that represented a topic common to Florida. Linda and the teachers had
reviewed the topics prior to their assignment to students because some topics were
easier to research then others. Armed with this information, teachers were able to
assign students topics that would challenge each student at his/her ability level.
Students then came to the library to research their topics. They were required to
gather facts about their topic and write a short paper of five or more sentences.
Most of the work was done in the library or the classroom. This information was
later used in the library to make a PowerPoint presentation for each 4th grade
class. Each student had two slides. The first introduced the topic and the author
of the information. The second slide presented the facts the student had gathered
for his/her report.
Another dimension of the project was a multimedia display to represent the
student's selected topic. The library was transformed into a 'Museum of Florida
Environment and History' so that students throughout the school could see the
results.
Topping off the event were Fall decorations and refreshments. Parents were
impressed! Students were proud! and the principal, Maureen Werner, was
gratified that her support of an open library program has yielded such outstanding
results! [Linda Nadrowski, Limestone Creek, FY05]
3. Have a Reading Picnic. Ask teachers to bring blankets or quilts for students to sit
on. Get the PE teacher to have some games like horseshoes, 3legged races, bag
races, tugofwar, etc. Have a ‘basket’ of books so students can read individually
and/or a book for the teacher to read out loud to the class. Ask cafeteria to
prepare bag lunches. Get Publix or Winn Dixie to sponsor watermelons for
dessert.
[Connie Burgess, South Grade Elem., FY04]
4. Monthly book lunches for the principal to discuss selected books with the
students. [Crystal Lakes El – Tom Doyle]
5. Parts of the book. After reviewing the parts of the book with 1) a chart
illustrating the parts and 2) students selected from the group to come up and point
to the parts of the book, have all students go to tables where books are on display.
Each student selects a book and as the librarian says different parts: author, title,
spine, call number, bar code, illustrator, copyright, table of contents, each student
points to the correct part and ‘traces’ it with his/her finger. [Lynn Kendrick,
Lighthouse El, FY04]
6. A tradition started by one librarian and carried on by another has become a
mainstay for 2 nd graders at Wellington Elementary. Classroom teachers and the
library media specialist collaborate on an Immigration project that culminates
with students entering the U.S. through Ellis Island. Works begins as students
choose a country [can tie in to a study of ancestors]. Classroom projects can
include reports, PowerPoint presentations, posters etc. while the library helps the
students find the facts and complete their passport. Students are ready to
‘immigrate’ when their projects and passport are complete. The library is
transformed in to stations including 1) Interview by a U.S. Immigration official;
2) Medical exam and so forth. Parent volunteers and library staff manned the
stations. Many students came dressed in some native costuming as they entered
the library one at a time to experiences some of the issues immigrants had when
they first came to America. [Lydia Adrian, Wellington El, FY05]
7.
Collaborative Planning Worksheet
Teacher(s): __________________________________________________
Grade Level: _______________
Subject: ________________________________________________
Ability Level(s): _________
Unit Topic: ______________________________________________
Date: ____________________
Subject Area Objectives:
_______________________________________________________
Rationale:
Session(s): Preinstruction Activities:
Date and Times:
Sunshine State Standards / Information Literacy Skills:
Learning Activities:
Librarian’s Responsibilities: Teacher’s Responsibilities:
Resources Needed: Debriefing:
Student Outcome(s):
LEXILES
Lexiles are part of a system developed by MetaMetrics. It is in use in the District
because the Scholastic Reading Inventory is being used to measure progress in reading
levels. The union catalog, available through SIRSI, has lexiles for all the records for
which lexiles are available. For more information check the MetaMetrics web site
http://www.lexile.com/
Sue Millas px 48122
Cindy Robinson px 48094
Frequently Asked Questions About Lexiles
Q What does it mean when I am told that someone reads at a certain lexile.
A The student has been tested using the Scholastic Reading Inventory. This score
for the test is given as a lexile. The lexile indicates the level at which the student
reads.
Q What is a lexile?
A A lexile is a reading level determined by analyzing text and determining its
difficulty level based on vocabulary and sentence structure. (Most text falls
between 200 and 1800).
A reader’s lexile ability can be determined by testing. Then the reader’s lexile
ability and the lexile level of reading materials can be matched to the reader.
Q What does a lexile tell me about a book I have not read?
A The lexile can only tell you about the comparative difficulty of the sentence
structure and the level of vocabulary. A lexile does not give any information
about the age appropriateness of a text.
Close attention must be paid to content when selecting books for children. The
Firm written by John Grisham and Charlotte’s Web by E. B. White both have
lexile of 680.
Q Is there a list of lexiles for every book ever published?
A At this time MetaMetrics, Inc. has approximately 25,000 books lexiled. The
School District of Palm Beach County has approximately 1,000,000 records in the
union database.
To find the lexile level of a book that has been lexiled, you can do a title or author
search at www.lexile.com. A bibliography by lexile can also be produced at this
site.
Q Is there ever a time when the lexile level of a book should be ignored by a
student or teacher?
A When a student is reading for pleasure they should be allowed to choose to read
any material they wish at any level. When a child selects a book because they are
interested in it they should be encouraged to pursue that interest.
Questions Frequently Asked by Teachers
About Lexiles
Q What does it mean when I am told that someone reads at a certain lexile.
A The student has been tested using the Scholastic Reading Inventory. This score
for the test is given as a lexile. The lexile indicates the level at which the student
reads. The following table shows the lexile levels students should be reading at
the end of each grade level.
Grade Nearly Proficient

Proficient
1 100 and below 100400
2 100300 300600
3 250500 500800
4 350600 600900
5 450700 7001000
6 500800 8001050
7 550850 8501100
8 600900 9001150
9 6501000 100012000
0 7001025 10251250
11 8001050 10501300
Q What is a lexile?
A A lexile is a reading level determined by analyzing text and determining its
difficulty level based on vocabulary and sentence structure. (Most text falls
between 200 and 1800).
A reader’s lexile ability can be determined by testing. Then the reader’s lexile
ability and the lexile level of reading materials can be matched to the reader.
Q What does a lexile tell me about a book I have not read?
A The lexile can only tell you about the comparative difficulty of the sentence
structure and the level of vocabulary. A lexile does not give any information
about the age appropriateness of a text.
Close attention must be paid to content when selecting books for children. The
Firm written by John Grisham and Charlotte’s Web by E. B. White both have
lexile of 680.
Q Is there a list of lexiles for every book ever published?
A At this time MetaMetrics, Inc. has approximately 25,000 books lexiled. The
School District of Palm Beach County has approximately 1,000,000 records in the
union database.
To find the lexile level of a book that has been lexiled, you can do a title or author
search at www.lexile.com. A bibliography by lexile can also be produced at this
site.
Q Is there ever a time when the lexile level of a book should be ignored by a
student or teacher?
A When a student is reading for pleasure they should be allowed to choose to read
any material they wish at any level. When a child selects a book because they are
interested in it they should be encouraged to pursue that interest.
Q Why do teachers want to know the lexile of every book in the media center?
A Teachers are being encouraged to use the lexile level of reading materials to
match students to the reading material that will best facilitate the raising of the
students’ reading levels.
Q Some teachers come to a library media center and ask where books with a
certain range of lexiles are located in the library media center. Should a
library media center be arranged by lexile?
A Library Media Centers are arranged using the Dewey Decimal Classification
System so that books on the same subject are located together even though they
are on different reading levels. This encourages students to select materials on
subjects that interest them on the level they find comfortable. Arranging books by
lexiles violates best practices of book selection because it disrupts the selection
process and limits the reader. The Dewey Decimal Classification System also
enables retrieval by author, subject or title.
Q How can I let teachers and students know the lexile of the books that I have
in the library media center that have been lexiled?
A Whenever possible the lexile level of materials should be located within the
MARC records. Books may also be labeled with the lexile on the inside of the
book either on the inside front cover or on the card pocket.
The School District of Palm Beach County abides by the American Library
Association policy that prohibits any kind of level labeling on the outside of a
book. District processing guidelines do allow a single colored sticker to indicate a
lexiled book.
Edline can be used to let a school post the list of books that have lexiled quizzes
for the Reading Counts program. This list can be shared with public libraries and
bookstores.
Q Can I get a lexile for a book if it is not in the MARC records or listed on
lexile.com?
A Lexile.com has an analyze program available on their web site. The directions are
clear. The county has the district license to use this program.
Q Do I really have to scan the entire book or at least 20 pages of it to get a lexile
for the book?
A To get a lexile that is valid at least this much text must be analyzed. If you are
only interested in a ballpark figure you can use less text, but this does not give a
valid lexile.
LIBRARY BILL OF RIGHTS
Original documents stored at the web site for the American Library Association.
http://www.ala.org/
Library Bill of Rights
The American Library Association affirms that all libraries are forums for information and ideas,
and that the following basic policies should guide their services.
I. Books and other library resources should be provided for the interest, information, and
enlightenment of all people of the community the library serves. Materials should not be excluded
because of the origin, background, or views of those contributing to their creation.
II. Libraries should provide materials and information presenting all points of view on current and
historical issues. Materials should not be proscribed or removed because of partisan or doctrinal
disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to provide
information and enlightenment.
IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of
free expression and free access to ideas.
V. A person’s right to use a library should not be denied or abridged because of origin, age,
background, or views.
VI. Libraries, which make exhibit spaces and meeting rooms available to the public they serve, should
make such facilities available on an equitable basis, regardless of the beliefs or affiliations of
individuals or groups requesting their use.
Adopted June 18, 1948.
Amended February 2, 1961, and January 23, 1980,
inclusion of “age” reaffirmed January 23, 1996,
by the ALA Council.
Diversity in Collection Development:

An Interpretation of the Library Bill of Rights
Throughout history, the focus of censorship has fluctuated from generation to generation. Books
and other materials have not been selected or have been removed from library collections for
many reasons, among which are prejudicial language and ideas, political content, economic
theory, social philosophies, religious beliefs, sexual forms of expression, and other potentially
controversial topics.
Some examples of censorship may include removing or not selecting materials because they are
considered by some as racist or sexist; not purchasing conservative religious materials; not
selecting materials about or by minorities because it is thought these groups or interests are not
represented in a community; or not providing information on or materials from nonmainstream
political entities.
Librarians may seek to increase user awareness of materials on various social concerns by many
means, including, but not limited to, issuing bibliographies and presenting exhibits and programs.
Librarians have a professional responsibility to be inclusive, not exclusive, in collection
development and in the provision of interlibrary loan. Access to all materials legally obtainable
should be assured to the user, and policies should not unjustly exclude materials even if they are
offensive to the librarian or the user. Collection development should reflect the philosophy
inherent in Article II of the Library Bill of Rights: “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.” A balanced collection reflects a
diversity of materials, not an equality of numbers. Collection development responsibilities include
selecting materials in the languages in common use in the community the library serves.
Collection development and the selection of materials should be done according to professional
standards and established selection and review procedures.
There are many complex facets to any issue, and variations of context in which issues may be
expressed, discussed, or interpreted. Librarians have a professional responsibility to be fair, just,
and equitable and to give all library users equal protection in guarding against violation of the
library patron’s right to read, view, or listen to materials and resources protected by the First
Amendment, no matter what the viewpoint of the author, creator, or selector. Librarians have an
obligation to protect library collections from removal of materials based on personal bias or
prejudice, and to select and support the access to materials on all subjects that meet, as closely
as possible, the needs, interests, and abilities of all persons in the community the library serves.
This includes materials that reflect political, economic, religious, and social, minority, and sexual
issues.
Intellectual freedom, the essence of equitable library services, provides for free access to all
expressions of ideas through which any and all sides of a question, cause, or movement may be
explored. Toleration is meaningless without tolerance for what some may consider detestable.
Librarians cannot justly permit their own preferences to limit their degree of tolerance in collection
development, because freedom is indivisible.
Adopted July 14, 1982; amended January 10, 1990, by the ALA Council.
LIBRARY COMMITTEE
Every school should have a Library Committee that is standalone or part of an existing
committee. Policies, practices, issues, budget, collection development and program
direction should be shared with the Committee. Keith Curry Lance and other researchers
strongly support this practice. See also COLORADO STUDY.
LIBRARY MEDIA CENTER [LMC]
The word ‘library’ has now been reattached to the media center by the professional
literature. Media center became too ambiguous a term as the meaning of “media”
evolved for AV to TV to computergenerated products. The public no longer understood
that a school media center was indeed a library.
LIBRARY MEDIA CENTER HANDBOOK
Most library media specialists prefer to include information in the school student
handbook and/or parent handbook and/or teacher handbook however it is possible for the
library program to develop its own handbook.
Whether the handbook is reproduced for everyone to have a copy or whether single
copies are available for educators or parents to read on an as need basis, the following
information should be readily available and retrievable by every library media specialist.
· Teacher and staff
o Welcome
o Mission statement and annual goal(s)
· Library Operation
o Staff
o Hours
o Hall passes / open library time / purpose of visit
§ Check out a book
§ Research a subject
§ Reading Counts
§ Theme exploration
o Rules – behavior expectations [keep it simple]
o How teachers can schedule classes in to the library
o Material check out policy for students
§ Make sure your policies encourage students to read
o Material check out policy for teachers
§ Encourage teachers to buy ‘resource material’ that is stored in the
library and can be checked out as needed by the teacher
§ Make the process easy and pleasant
§ There should be no limit to the number of items a teacher checks
out
§ Lost or overdue items
· One idea – charge to next years budget
o Online Public Access Catalog [SIRSI] – guide on how to use with screen
captures
o How to use Electronic databases and Library Media Super Search
o Copyright Laws
o Omni Forms to keep you out of trouble
§ PBSD 1113 – Instructional Materials Reconsideration Citizen’s
Request
§ PBSD 1874 – Copyrighted Materials Clearance for Educational
Purposes
§ 1994 – Permission to View Rated Materials
· School Library Philosophy
o Variety of resources
§ Strengths of the collection
§ Types and uses of AV equipment / technology
o Equal access
o Library Bill of Rights [http://www.ala.org/]
o Information / research skills [see scope and sequence]
o Technology
o Selection and weeding policies
o Teacher recommendations for resources
· Services available to staff and students
o Collaborate on lesson plans and curriculum emphasis
o FCAT skills reinforced in library
o Access to online searches / word processing / etc.
o Technical instruction and support on use of software
o Instruction on online searches, constructing products and research papers,
selecting the best resources for information, validating information
o Leisure reading [= practice reading]
o Production room equipment including laminators, copiers, etc.
· Orientation
o Orientation team for new staff members at beginning of the year
o Orientation for new grade [Kindergarten, 6 th graders, 9 th graders]
o Orientation packet for students new to the school [all year long]
· Morning announcements / TV Studio
LIBRARY MEDIA SERVICES
The purpose of the Library Media Services Department is to
· Catalog and process materials for school library media centers
· Manage acquisitions of resources through vendor contacts and purchasing
contracts
· Provide online electronic subscriptions available 24/7 from the district web site
· Locate and borrow resources using interlibrary loan procedures
· Maintain a professional library to support educators
· Provide consultation and technical services as needed
· Provide leadership, consultation, communication, coordination and guidance to
school library media programs
· Provide guidance, support and training to all new library media specialists
Take I95 to Belvedere Road. Head west to Florida Mango. Turn right, heading North.
Look for the white sign that reads 1400 Support Center on the right side of the road.
Turn right and drive one block. The building will be on the left. Parking lot is on the
south and west side of the building.
Janeen Pelser, Manager px 45108
Karen Oberstein, Specialist px 45198
Michelle Loper, Secretary px 45218
ACQUISITIONS
Mary Sedor px 45122
PROCESSING
LIBRARY SUPPORT TEAM [LST Team]
An LST Team will be put together from Library Media Services staff to assist a school
for shortterm that has a unique problem. The LST Team is designed to give a school a
“good start.” They do not necessarily complete a task. For example, the LST Team
might come in and assist a school moving its library to a portable because of renovations.
The team will assist for one or possibly two days. The school is expected to complete the
task.
LOST BOOKS
The centralized circulation system [SIRSI] and union catalog have resulted in the
availability of new data previously not accessible to library media specialists using
manual systems. It is now possible to SEE lost books and fines owed by students 1) from
a previous school year and/or 2) from a previously attended school. The following
uniform practices are recommended by the District to deal with the various situations that
arise from this data.
1. No student can be kept from accessing library material needed to complete an
assignment.
No student can ever ‘loose’ the privilege of checking out items from the library.
Using the school library is a ‘right’ not a ‘privilege.’
2. Notes, in the extended information section of a user file in SIRSI, must NOT be
made about a student’s loan history. Such comments could be construed as a
privacy violation.
3. All schools should clear fines and fees for lost books at the end of each fiscal
year. Maintaining a ‘history’ on a student in the SIRSI system is NOT
recommended.
4. Elementaries MUST clear all fees and records for lost books when students
matriculate to the middle school.
Middle schools MUST clear all fees and records for lost books when students
matriculate to the high school.
5. IF a student moves from one school [A] to another school [B] in the district, and
said student has fines from school A, school B should “forgive” the fines when
they modify the student record to their school. [See SIRSI handbook]
6. IF a student moves from one school [A] to another school [B] in the district and
said student has an overdue book from school A,
A. the student is to be treated as if he/she is a new student to school B,
without a history of overdue or lost books. i.e., the student is to
have full check out privileges.
B. as a courtesy school B should make one attempt to notify the
student that he/she can return the school A book to school B who
will send the book back to school A.
C. school B should send a form letter to school A [see Appendix]
asking School A to mark the item LOST so that the student’s
record is cleared.
D. school B should NEVER collect fine money for school A.
E. school B can collect the money for a lost book that belongs to
school A. Follow District procedures when handling any money
between library and student and between two school libraries.
Key contact people:
School treasurer
See also: Overdue Books
LITERACY INSTRUCTION
For ideas go to:
www.literacy.uconn.edu/efftchr.htm
LST Team
Selected members of Library Media Services who go to a school to assist with unique or
unusual tasks such as boxing up books when a media center is being renovated.
M
MAGAZINES See PERIODICALS
MAINTENANCE [AV EQUIPMENT REPAIR]
Maintenance has a crew who should be scheduled into each school on a regular basis to
do repair on AV equipment. Get to know the AV Technician who comes to your school.
This person is vital to helping you keep AV equipment in working order. See Appendix.
Mark Murray, Maintenance px 27135
MAINTENANCE [Building]
If there is a major problem with a building or room [door locks are broken, window
broken, air conditioning isn’t working, etc.] contact the Office Secretary at your school.
He/she will probably call Maintenance at px 27500.
Air conditioning is covered by Jack Anderson at Energy Management Systems [EMS] at
px 27047. Again check with the Office Secretary at your school for the procedures to
follow.
Contact your school custodian for small repairs including light bulb replacement, floor
cleaning, clean ups etc.
Communications handles telephones. Bruce Walsh is the Communications Network
Supervisor. He can be reached at px 48030 but first check with the Office Secretary at
your school for the procedures to follow.
Any environmental issues can be directed to Chris Skerlec at Environment Control at px
45110. You should first check with the Office Secretary for the procedures to follow.
MAKING THE GRADE
A research study published in 2003 by Dr. Donna Baumbach, UCF. It provides
supportive data for the original Colorado Study conducted by Keith Curry Lance. Both
studies, and others done in Pennsylvania, Alaska, and etc. document that quality library
program are an indicator leading to improved student achievement and higher test scores.
MARC RECORD
The District union catalog is comprised solely of full MARC records. Short or
incomplete records are not acceptable EXCEPT in designated locations within the system
such as TXTBK.
MARC Record Display
001 2004040351
003 DLC
005 20040413112945.0
008 040105s2004 nyu b 001 0ceng
010 a 2004040351
020 a 0816053332 (acidfree paper)
040 a DLC
050 00 a E840.6
b .W37 2004
082 00 a 973.929/092/2
100 1 a Warshaw, Shirley Anne,
d 1950
245 14 a The Clinton years /

c Shirley Anne Warshaw.
260 a New York :
b Facts On File,
c 2004.
300 a p. cm.
490 1 a Presidential profiles
504 a Includes bibliographical references and index.
William Jefferson Clinton’s presidency is well documented in The Clinton
Years beginning with a thorough and concise introduction that discusses the
significance of his twoterm democratic presidency and provides a summary of
the Clinton political platform, policy positions, and initiatives within the
context of major domestic and international events during President Clinton’s
589 a
eight years in office. Appendixes offer a wealth of additional information. A
detailed chronology of noteworthy achievements and events during the
Clinton years. An extensive bibliography offers sources for further research
and a comprehensive index completes the volume. 2004, Facts on File, 524p,
$85.00
b Polly D. BoruffJones
c American Reference Books Annual (ARBA) 2005
e Reviewer is Asst. Librarian, Indiana Univ.—Purdue Univ. Indianapolis
521 Lexile
526 Reading Counts
600 10 a Clinton, Bill,
d 1946
650 0 a Politicians
z United States
v Biography.
651 0 a United States
x Politics and government
y 19932001.
651 0 a United States
x History
y 1969
v Biography.
830 0 a Presidential profiles (Facts on File, Inc.)
MEDIA CLERKS I AND II
There is a twotier career advancement for media clerks. Refer to their job descriptions
located on the District web page.
If a school wishes to promote a Media Clerk I to a level II, first check the job description
to make sure the Media Clerk meets the requirements for level II. Fill out a Personnel
Action Recommendation (PBSD 0012) which must be signed by the principal and
submit the form to Personnel Services
Maryse Glaze, Personnel px 48432
New requirements were announced in the Spring 2003 for Media Clerks and
paraprofessionals who are in Title I schools. Noninstructional personnel are
required to have 1) an AA degree or 2) 60 hours of college credits or 3) pass an
equivalency test. Contact Title I personnel for additional information at px 48444.
MEDIA CLERKS I AND II – DUTIES AND RESPONSIBILITIES
Duties may include some of the activities below. This is not a comprehensive list of all
duties.
· Reading Counts – loading and updating software, label all books, maintain
student databases, run reports, distribute prizes
· Enter all new materials and equipment into online circulation system
· Run and distribute all overdue notices
· Maintain accounts for lost and damaged books
· Repair all damaged books and delete all items from OPAC that are beyond repair
· Maintain copy machines and other teacher workroom equipment (poster maker,
laminator, binding machine etc.)
· Train personnel on the proper use of equipment in the teacher workroom
· Pull and display all seasonal and monthly book displays
· Pull curriculum materials as requested by teachers
· Assist with news crew in TV Studio
· Start up and shut down all computers
· Discharge and Shelve books
· Check out books / circulation activities
MEDIA ORDERS [MO] See BUYER CODES
MEDIA SPECIALIST DUTIES AND RESPONSIBILITIES
Duties may include some of the activities below. This is not a comprehensive list of all
duties and some of the identified duties are specific to elementary, middle or high
schools. Library Media Specialists without media clerks must also cover those clerical
duties.
· Promote an effective and dynamic library media program
· Collaboratively plan instructional activities to support curriculum
· Create optimum learning and relevant use of library media resources through
flexible scheduling
· Identify and analyze learning and information needs of students
· Apply research related to teaching and learning to lessons on information and
research skills and reading and literature appreciation
· Recognize the learning, cultural and learning styles of students
· Utilize assessment tools that improve instruction
· Communicate availability of resources and technology
· Be aware of multiple formats and design presentations to demonstrate resources
and technology
· Order new materials and equipment to support the curriculum based on collection
development plan
· Manage the library media center staff, budget, equipment, resources and facility
· Remain informed about hardware/software/equipment and print options
· Use strategies for locating, accessing, validating and evaluating information in
multiple formats
· Be aware of perspectives, ethical and equity issues in the acquisition and
utilization of information
· Support the philosophy of intellectual freedom and the student’s right to
information
· Write grants
· Sponsor special programs such as RIF or competitions such as Battle of the Books
· Serve on committees such as Technology Committee, SACS Committee, Grade
Level or Subject Area committees
· Chair a Library Committee or make library issues a part of another existing
committee
· Promote Reading
· Guide students in selection of appropriate reading material
· Instruct individual or groups of students on selection and use of print and
electronic reference resources
· Writing scripts and filming PSAs for special programs aired on morning
announcements
· Sponsor a Book Fair
· Coordinate special events such as Read Across America or Science Fair
· Promote and follow up on summer reading initiatives
· Troubleshoot technology problems in LMC and in classrooms
· Integrate information and research skills into library lessons that address the
classroom curriculum
· Help students communicate what they have learned
· Develop creative thinking and problemsolving skills
· Help students become wise, selective consumers and creative presenters of
information
· Help students and educators discover good books
· Contribute effectively and responsibly to the learning community
· Teach students to evaluate the information gathered, the process used and the
products created
· Integrate the use of new technologies
· Uphold district, state and national policies that protect intellectual property and
copyright compliance
· Broadcast morning announcements
· Grow to be a lifelong learner and reader
· Develop, maintain and update written procedures for school library media
programs to include information literacy skills and collection development
guidelines.
· Communicate and publish, in print and/or electronic formats, statewide and
district guidelines and procedures relevant and timely to school library media
programs.
· Participate in statewide reading / literacy / curriculum initiatives to ensure the
integration of the best instructional practices role of the library media program.
· Advocate the researchbased role of the library media program.
· Attend workshops and conferences in order to maintain a highquality library
media program.
METAMETRICS See LEXILES
MENTOR
LMS pairs a Library Media Specialist new to the District with a seasoned LMS so that
the new individual has someone to call, visit, contact and commiserate with.
My Mentor __________________________________________________
Janeen Pelser, LMS px 45108
MISSION STATEMENTS
The mission of Library Media Services is to:
· Promote reading
· Maximize learning and instruction that result in higher achievement for students
of all abilities and learning styles
· Support district and schoolbased curricular initiatives
· Promote an appreciation for literature through curricular connections and personal
interests
· Integrate technology seamlessly into all aspects of the library media program
· Insure equitable distribution of funds and resources in all formats to all schools
· Manage acquisition and processing of resources for the school library media
centers
· Automate library media centers by providing a centralized online public access
catalog and electronic support services
· Provide online electronic resources that support the curricular needs of schools
· Provide leadership and direction in the development of exemplary, 21 st Century
library media programs
· Plan collaborative curriculum improvements through committee involvement
· Promote the infusion of multicultural concepts and resources into library media
programs
· Create and maintain networks and partnerships with the public library system and
other community agencies that enhance access to information and ideas and
support reading and education initiatives
· Evaluate units, strategies, practices and programs to identify and elevate
successful collaborative routines
· Support the development of competent, lifelong readers and researchers who use
libraries for reliable information and pleasure reading
· Provide relevant and organized collections of print, nonprint, electronic and other
resources that support the information needs of students, faculty, parents and staff.
· Improve the library program, collection, resources and services through regular
assessment of their quality, appropriateness and utilization
· Provide clean, comfortable, barrierfree facilities and policies that encourage use
of the library and afford maximum access to resources.
· Maintain effective library management through administrative planning in
accordance with established library practices and district policy
· Provide learning experiences that encourage users to be discriminating consumers
and skilled creators of information
· Develop strategic partnerships to provide an evolving range of services to faculty,
parents and students.
· Participate in cooperative resource sharing and collection development
agreements with other libraries and organizations to enhance available
information resources and services.
· Develop a plan for longterm sustainability and growth
· Provide a qualified, knowledgeable staff motivated and dedicated to excellent
service
· Library media staff have an ideal opportunity to know the scope of the
curriculum. They can observe natural links and can help teachers design
multidisciplinary activities that are interesting and based in the real world.
· The flexible atmosphere of a library media center can accommodate cooperative
projects for large or small groups as well as individual students.
· The library concept encourages learners to develop systematic information
searching strategies, and then to reflect on what they have read or seen, evaluate
it, compare it with the expression of other authors, link what they have learned to
previous knowledge and create new information to share with others.
· The library media program links to virtually unlimited range of information
sources.
· Electronic technology makes many of the library media center’s resources
available 24/7 through remote access.
· All aspects of the library media program, resources, staff, facility, instruction and
technology, need to be integrated with the entire teaching and learning program.
· As with traditional resources, electronic resources ranging from instructional
software to Internet access will affect learning and student achievement most
positively when they are incorporated into daily teaching and learning activities.
· Teachers need to plan consciously with the library media specialist to use the
library media center for group research, whole class projects, guided exploration,
and collaboratively planned projects.
MOLD & MILDEW
Most library media collections likely have some degree of mold and mildew on their
books. Mold and mildew can be inactive or can develop at a very rapid pace depending
on climate and conditions. Collections should be examined frequently and, when
detected, action taken quickly to salvage damaged materials and prevent additional
damage from occurring.
Prevention is the best course, but early detection and appropriate responses can help
prevent collection loss. If the condition persists or worsens, infected materials need to be
weeded.
PREVENTION
§ Air conditioning in the library media center should remain on during weekends
and vacation times.
§ The temperature should be 75˚ 78˚ and humidity between 5060%.
§ Observe windows and doors for any evidence of moisture or leadage.
§ Dust top leaves of books. Moisture gathers under the dust and creates brown
spots on the paper.
RESPONSE
§ If fuzzy growth is detected on books, the principal should call the Project
Manager for the school to alert Environmental Control to do a site inspection and
determine the action that needs to be taken.
MOVIES See Videos
MULTICULTURAL MATERIALS
Multicultural education is a process designed to foster knowledge about and respect for
those of all races, ethnic groups, social classes, genders, religions and disabilities. Its
purpose is to celebrate diversity as a positive attribute and to ensure equity and justice for
all members of the school community. Multiculturalism is about inclusion and
recognition. It recognizes the rights of all individuals to enjoy their cultural heritage and
receive equal treatment and opportunities.
There are policies and procedures established which provide LEP students equal access to
all programs and services offered by the school and district based on need and eligibility
exclusive of language proficiency and national origin. [Section 233.058 F.S.; Rule 6A
6.0908, F.A.C.; Section III, 1990 LULAC et al v. State Board of Education Consent
Decress]
Each school will provide a wide range of materials on all levels of difficulty, in a variety
of formats, with diversity of appeal, representing the presentation of many different
points of view. Multicultural materials will be selected to portray various cultures, races,
ethnic groups, social classes, genders, religions and disabilities in a positive way that
helps to encourage heightened sensitivity to diversity. In addition, each school library
media center will have print material in the native language of students according to the
recommendations provided by the Department of Multicultural Education. Priority
should be given to materials that most directly support the curriculum by preparing
students to meet the requirements of the educational curriculum.
The percentages set for Limited English Proficient (LEP) materials are based on the
Southern Accreditation of Colleges and Schools (SACS) guidelines that stipulate there
should be ten (10) books per student enrolled in a school. A formula to determine the
number of native language materials was set in December 2000 by the Department of
Multicultural Education. The target for schools is based on the percentage of students
enrolled in the school who are classified as Limited English Proficient [LEP]. The
formula is used as a guide for library media specialists as they develop their native
language and multicultural collections.
30% or greater LEP population is 3.5% of the library media collection
20% 29% LEP population is 2.5% of the library media collection
10%19% LEP population is 1.5% of the library media collection
9% or less LEP population is one [1] book per LEP student
In order to identify items in a particular native language in a particular school collection,
library media specialists are directed to change the “location” of the item in the SIRSI
system to the actual name of the native language. Refer to the SIRSI handbook for more
information. In addition, library media specialists have the option of using “location”
Culture to identify other multicultural items.
Key contact people:
Sandy Mann, Multicultural px 47305
N
NATIONAL BOARD CERTIFICATION
National Boards are available in the area of Library Media.
Cheryl Hires, Staff Dev. px 48346
NEW BOOKS ARRIVE AT THE SCHOOL
“We recently received our new book order and decided to promote the books to teachers
through hosting a Preview Party. We printed out a letter informing teachers that we had
received new books in the library. We also told them that we had selected these books
with them and their students in mind. We then selected a book for each teacher that went
with their grade level content themes or a personal interest and checked that book out to
them. We delivered the book and the letter to their mailbox. The letter let them know that
this book was their "ticket" to a new book Preview Party after school this Thursday. We
plan on serving light refreshments and having all the new books on display for them to
browse. We've received many encouraging comments from teachers!” Lisa Horton,
Freedom Shores
NEW TEACHERS AT YOUR SCHOOL
New teachers often do not have a personal collection of materials and supplies to support
the curriculum areas they will teach. Offer to loan them a class set of materials that
correlates with their first unit of study. Focus on suggesting how they can use the
library media center to compliment their lessons. Help them develop ‘good library
habits’ that they will use throughout their careers.
NEWSPAPERS
Requisitions for newspaper subscriptions for the upcoming fiscal year should be entered
as a direct pay by July 1. (Palm Beach Post, Sun Sentinel, Miami Herald)
School treasurer
Mary Sedor px 45122
NOR
NOR means “Not on Record” and indicates that a piece of equipment is below the ceiling
established by the school district for tagging [bar coding] a piece of equipment. In FY04
the ceiling is $750.00. An item costing $749.99 or less is NOR. See also RED TAG.
O
OBJECT NUMBERS
Object numbers are a VERY important part of the funding strip. They are generally the
ONLY number that you change in the funding strip. The object number indicates the
TYPE of item that is being purchased. For example, Object 6100 = books. If you do not
have money from a particular funding strip in the object needed, the School Treasurer
must do a budget transfer that moves money from one object to another. However, some
projects do not allow budget transfers. For example, Project 8234Collection
Development Funds is for books only. Monies cannot be transferred out of object 6100
in that project. See more information in the Acquisitions Handbook.
OMNI FORM
Omni Form is a software program licensed by the District. Most District forms are in
Omni Form. The forms are available on the District web site. See FORMS for more
information. It is necessary to have OmniForm Filler installed on a computer to access
the forms.
Key persons to contact:
Your Technical Assistant
Sharon Eastman, Record & Forms px 47528
See also FORMS and Appendix
ONE LIBRARY MEDIA SPECIALIST, NO CLERK
Ideas provided by Library Media Specialists who have experienced the challenge of
having no clerk.
1) Use patrols or older students if your principal will allow to check in the books

using Kid Power.
2) I have a form that I trained all fourth and fifth grade classes how to use that has
them filling in their name, room, title and bar code for two books. I takes time to
enter them but that is something that you can even have students do on Kid
Power.
3) Use a clipboard or some other means for teachers to leave message and cut down
on their interruptions of what you are doing.
4) Use intraschool email to keep staff informed as much as possible.
5) Train teachers, staff, and students to find their own materials as much as possible
6) Have teachers leave their materials, check them out at a later time and have them
delivered by a student.
7) Have a form for teachers to fill out with title and barcode for the items they
needed to take with them.
8) Cut out any thing that any one can do for themselves it is hard to let go (or was
for me) of some tasks but it was helpful in the long run.
9) If you are assigned certain tasks like laminating, bulb changing etc. set a time of
day when you will address those tasks. Do NOT stop in the middle of your time
with a class to attend to these issues. Train teachers to expect service at the time
you have designated.
10) Look for good volunteers. Keep the principal and administrators informed about
the scope of your duties and the time it is taking. Sometimes they can use their
budget to fund a partial or full time paraprofessional.
11) See if some near by middle/high school has students that need service hours. Be
sure and check with school personnel to make sure you are getting reliable
students.
12) In many schools substitutes for teachers leave ‘early’ after school when classes
are over. Ask that the substitute be assigned to work in the library for that hour at
the end of the day. Have carts of books, laminating or other tasks ready for the
substitute when he/she arrives. [Works really well at South Grade Elementary]
OPAC
OPAC means online public access catalog. It is a generic term for card catalogs that are
now accessed on the Internet by computer. The OPAC in Palm Beach County is SIRSI
Ecole (brand name).
OUTOFFIELD
Outoffield teachers must take a minimum of two college classes each year toward
certification in the area in which they are teaching. According to new guidelines in the
State of Florida an individual already certified in one area of education only needs to pass
a State exam to be certified in other areas including Library Media. Individuals who
become certified by passing the exam are strongly urged to take graduate courses in
Library Media. Professional library organizations such as the American Library
Association only recognize librarians with a Master’s Degree from an ALA certified
university.
Kathy Turner, Certification px48148
OUTSTANDING INSTRUCTION PAY PLAN [OI PROGRAM]
Must be in the District for 2 years. Go to web site under Performance Pay to see criteria.
Diane CurcioGreaves px 47354
OVERDUE MATERIALS
Overdue notices should be run from the OPAC on a REGULAR basis. The cooperation
of the classroom teacher is necessary to encourage students to return overdue books.
Ideas to get overdue books back. ALTERNATIVES are a good thing!!
· Research supports NOT charging fines.
· Have amnesty days for overdue books or the Big Book FindIt Days [Some
LMSs indicated that this idea backfired on them. Students waited for an amnesty
day before they would return items.]
· Take advantage of special holidays [e.g. near Thanksgiving let students bring in
their book(s) and a can of food in place of the fine.]
· Freedom Shores checks out 1 book to 1 st graders, 2 books to 2 nd graders, 3 books
to 3 rd graders, 4 books to 4 th graders and 5 books to 5 th graders. If a student has
an overdue book, he/she looses the privilege and goes back to being able to only
check out 1 book until his/her record is clear.
· Send out notices on a regular basis – don’t wait ESPECIALLY if you are holding
report cards at the end of the year
· Have a weekly ‘commercial’ or news report on morning announcements
· Lake Worth MS found that teachers would bring student to the library to check
out books but never returned so that the student could bring the books
back. Students used to scheduled classes in elementary didn’t think to go
to the library alone so LMC staff got two grocery carts donated from
Publix and once a month student aides go to homerooms and collect
library books that are overdue.
Recognize homerooms that have no overdue books [but HAVE been checking
books out!] on morning announcements or on a bulletin board etc.
Have a pizza party for homerooms that have no overdue books each grading
period
As a library lesson, do a worksheet on how overdue/lost books impact budget or
on the value of the library media collection [math]
· Change perception at school. This is not MY collection, it is OUR collection or
even YOUR collection. YOU need to help take care of it. Pass ‘ownership’ back
to students
· Mail bills to parents particularly as you get close to end of the school year [Note:
be mindful of cultural issues including some parents not used to library systems
that enable ‘borrowing’ and end up forbidding their child access to the library
because they are afraid they will have to pay money.]
· Each 9 weeks, hold report cards of students with overdues [Some secondary
LMSs actually had the report cards in the library and gave them to the student
when bill or lost book was returned; in other schools the report card was held in
the office and office staff handled it.]
· Must have support of the principal / faculty / library committee for any policy
· Relationship with office personnel is very important if they are the ones holding
the students report card
· A schoolwide approach is required when overdue or lost of books/media is
excessive.
· Public relations campaigns and positive reinforcements should be developed to
encourage the timely return of materials.
· Use the school website or telephone system to notify parents of lost or overdue
materials.
· Remember, attendance at extracurricular activities may be curtailed for students
with lost or overdue materials.
By Florida Statute, the library media specialist cannot block a student from access
to resources needed to meet the requirements of his/her education program. But
ALTERNATIVES are a good thing!! Make sure alternatives are IN WRITING in
student handbook and collection development policy
Let student work in library after school [or as arranged by LMS with student] to
‘pay’ for lost books
If student has overdue books, only check out paperback books to him/her
Keep books needed by student on reserve so he/she can use them in the library
[LMS must ensure that student is able to come to the library to use the material]
Forgive bills and lost books one time
See also FINES
OVERDUES for teachers]
The following are practices from different schools that can be implemented in
collaboration with a schoolbased library committee with administrative support
· Crestwood Middle schools issues a nineweek overdue list to each teacher
showing them what is checked out to them and which items are considered
overdue. Equipment, which is checked out for the year, is included on the list for
verification purposes. Items that need to be returned are highlighted. A note is
also included to explain what the list means and how to respond to it. The note
includes an explanation the lost items must be paid for at the end of the year.
Most of the time, items are paid for from team or department funds. The library is
on the final checklist for the teachers and department heads [supervisors] will not
accept the final checklist until all items are cleared from the Library Media
Center. [2004]
· Woodlands Middle School has teacher/staff complete a “Lost/Stolen Report”.
Items are then marked lost in the SIRSI system and a copy of the report is given
to administration as an FYI.
· Coral Sunset Elementary has an endoftheyear form for staff members that
requires different signatures including the Library Media Specialist.
· Crosspoint Elementary informs the teacher of the missing material and ends with
“that item was very popular and it was my only copy.” Usually the teacher will
either find the item or ‘donate’ the money to replace it. If the item is not returned
in a year, it is discharged and marked lost.
P
PALM BEACH COUNTY LIBRARY ASSOCIATION [PBCLA]
A local organization for individuals that support libraries and librarians. Membership is
available to school, academic, public and special librarians as well as to friends of the
library system.
PAPERCUTTER – SHARPEN BLADE
Call Dixie Saw & Knife
V000005520
5884138
PD9
Expression that refers to an ‘old’ form used to discard equipment. If you have items to
discard, whether they are NOR or have a RED tag, list the items on the Property Transfer
Form (PBSD 0082). Then contact the warehouse to request the items be picked up.
SAVE copies of the signed transfer form – you never know when the history of an item
may be needed.
PDD DAYS See PROFESSIONAL DEVELOPMENT DAYS
PERIODICALS
EBSCO is the vendor used for magazine and periodical subscriptions. If you need to get
in touch with the company you can call Brenda Davis at 18777011206 however,
Library Media Services is available to help you with any problems. You may view title
options online at www.ebsco.com/ebsconet go to ACCESS CODE type BR2614901 tab
PASSWORD palmbeach enter, go to Search and choose Title Advance then enter. Call
18005547149 if you need web support.
The entire District is on the same cycle for renewing subscriptions. Each school receives
an Annual Renewal List in early May. The Annual Renewal List lists all the magazines
that the school subscribed to during the past school year. At that time, the library media
specialist can ADD or DELETE magazines for the next school term. The Annual
Renewal List is returned to EBSCO by the end of May.
In August, the school will receive a PROFORMA from EBSCO. The proforma will

reflect the choices made in May. At that time, the school can DELETE any titles they
do not want to subscribe to. YOU CANNOT ADD TITLES to the proforma in August.
If you need to add titles in August, contact Library Media Services/Acquisitions at px
45122 for the procedure.
As soon as the invoice is received, enter a requisition in the system to pay for the
subscriptions. Subscriptions officially run from January to December. Do NOT wait for
all subscriptions to begin. Authorize payment of the invoice as soon as you get the
purchase order. If there are any problems with your subscriptions, contact Library
Media Services.
Key person to contact are:
Mary Sedor px 45122
Questions have been asked about libraries circulating magazines. It is a schoolbased
decision, but during an email discussion, the majority of middle and high school
librarians stated they do NOT circulate magazines. Many DO track usage by ephemeral
to justify the budget allocated to each magazine.
PHOTOCOPYING GUIDELINES
Federal, state and district guidelines are very adamant in stating that every student has a
right to a free, appropriate, public education. If a students needs to make copies or print
documents that are required for an assignment, those documents MUST be provided free
of charge. Alternatives can be used when available. For example, the student can be
encouraged to email documents from the school computer to a computer at home where
the student can manipulate and print the text and/or graphics. Students can also be asked
to take hand notes from computer and print text if time is available and it is an
appropriate task.
A survey was taken of several middle/high schools to determine how much is charged for
copies that are NOT required as part of an assignment. A sampling results of the survey
are reported below:
*Crestwood prints computer copies and copier copies at no charge when copies
are part of a lesson plan and the teacher is in the library media center with the
students. If the students are making excessive copies, more than 10 per student,
the teacher is tasked to contribute some packs of paper.
If students request a copy of s teacher hand out that the student lost, then the
student is charged 10 cents per page. If they want something personal copied,
they have to pay 10 cents per page.
Students can only print instructional information from the computers. They
cannot make color copies.
Omni charges 5 cents a page with a maximum of 25 cents. If a teacher brings his
class and paper, there is no charge.
Carver charges 10 cents per copy. Color copies are not available from copiers or
printers. Students voluntarily pay for copies printed from the computer. They are
on an honor system to pay 10 cents per copy to help defray cost of cartridges and
paper.
At Lake Worth Middle, there are no charges for photocopies but students are
limited to 10 copies for any one subject. If a student wants copies for personal
use, he/she must provide the paper.
+At Royal Palm Beach HS, the first 10 copies made by a student are free (per
person, per topic) if the copies are for curriculumbased assignments. After the
10 copies or for copies for person use, the cost is 5 cents per page. There are no
color copies.
If a school does charge for copies, the library media specialist is directed to present the
policy to the library committee for consensus approval.
PREVIEW OF MATERIALS
Best practice is to NOT preview material mailed to you by vendors. The major concern
is the timelines set by the vendor for returning the items before an invoice is issued by the
company to the school district. Once an invoice has been received by the School district,
the Departments of Budget and Finance become involved in the transaction. At this point
it may be necessary to do a Confirming Purchase Order or to have the person who
requested the item(s) pay for them outofpocket. The final resolution of payment resides
with the Principal.
If you do preview materials, THEY MUST BE RETURNED TO THE VENDOR so that
a requisition can be generated. When the requisition becomes a purchase order, the
company can sent the school the material. DO NOT KEEP PREVIEW ITEMS.
Countless times schools have received double shipments that complicate the billing /
payment process. RETURN ALL PREVIEW ITEMS WITHIN THE TIME FRAME
designated by the company.
It is VERY important to read and follow the directions stated in the contract provided by
the vendor. If it states you have thirty (30) days to preview the materials, then you
MUST mail back the items so they arrive at the company within thirty days of the DATE
THE COMPANY MAILED THE ITEMS TO THE SCHOOL – NOT the date you
received the items. Furthermore, you must mail them back according to the directions
provided by the vendor at the expense of the school. ALWAYS GET A RETURN
RECEIPT for items mailed back to a vendor and keep the record of ALL transactions on
file for a minimum of one year.
PRINTER CARTRIDGES
There are different programs in the District for recycling printer cartridges. Some
companies such as Gov Connections mail new cartridges in a box with a return label
enclosed. When the new cartridge is removed from the box, the old one is placed in it
and mailed back to the company. Office Depot recycles cartridges and gives the educator
a ream of recycled copy paper. It is necessary to check with different companies to see
what services or promotionals are available since these kinds of programs change on a
regular basis.
PROCESSING SECTION [LIBRARY MEDIA SERVICES]
Section of Library Media Services that pulls MARC records for import into the SIRSI
system and processes materials so they are shelf ready.
PROCESSING SPECIFICATIONS
Specifications for the shelfready processing of materials by vendors for the schools in
the District are set by Library Media Services. A copy of the specifications can be found
in the Acquisitions Handbook. School cannot customize the specifications. They are
standardized for the District by Library Media Services.
Mary Sedor px 45122
PROFESSIONAL ASSOCIATIONS
See ALA
See EMA
See FAME
See FLA
See PBCLA
PROFESSIONAL DEVELOPMENT DAYS [PDD]
Six days during the school year that are selected by the school board for early dismissal
of students so that teachers can receive professional training. In FY04 the PDD days are:
September 23, 2004
October 21, 2004
November 4, 2004
January 27, 2005
February 24, 2005
April 21, 2005
Professional Development Contact (PDC) at your school
PROFESSIONAL LIBRARY [Elizabeth Bias Professional Library]
The Professional Library is part of the school district although it is housed on the second
floor of the library at Palm Beach Community College, main campus. The Professional
Library does operate the same hours as PBCC including holidays and weekends so it is
prudent to call before making a trip to the facility. Services are free and resources can be
ponied or emailed in many instances. The collection and staff at the Professional Library
support educational research. Call them to get information on different research topics or
to earn inservice points.
Library services and materials include:
· Customized research
· Interlibrary loan from over 1,000 libraries
· Individualized instruction in online searching
· Access to other library collections through our SEFLIN membership
· Special collections in ESL, Multicultural, Parents, Curriculum, Budget
· ERIC documents
· Subscriptions to 200 professional educational journals
· Access to thousands of online professional journals
· Inservice opportunities for district employees
Gail Newstein px 48187
Jean Burns px 46186
PROFORMA
Sent by EBSCO to each school during the month of April/May so that the Library Media
Specialist can review existing periodical subscriptions to ADD, DELETE or MAINTAIN
subscriptions for the coming school term.
PROPERTY REDISTRIBUTION WAREHOUSE
The Property Redistribution Warehouse recycles furniture and equipment to schools.
Excessed items are auctioned to the community. To view items made available for reuse
within the school district you may access the web site:
www.esurplusaution.com/fl/palmbeach/employee.com
If you need an item on the site for your school or department send an email to Property
Redistribution at
equip@mail.palmbeach.k12.fl.us
The email must list the auction number, item name and description, quantity, contact
name and PX number and the school/department and location you want the items
delivered to.
PUBLISHING STUDENT WORK
One possibility:
http://www.stonesoup.com/
Miller Educational Associates
PURCHASE ORDERS
Any purchase of items that totals more than $750.00 requires a purchase order that begins
as a requisitions entered into terms.
BLANKETS – The list accompanies the purchase order. It is understood that the
invoice will NOT exceed the dollar amount of the purchase order, not will it match
exactly the dollar amount.
NORMALS – Items are listed individually on the purchase order. Invoice must match
the exact dollar amount on the purchase order. If there is variation a change order must
be entered in the system.
See the Acquisitions Handbook for more information.
Mary Sedor px 45122
Q
R
RATED MATERIAL IN THE CLASSROOM
A summary of the District’s procedures for using “Rated” Material in the classroom is
found on the District’s form PBSD 1994 accessible through the District web page. Omni
Form Fill software is needed to read the form. The form is available in four languages.
No ‘Rated” material should be used in the school without the expressed knowledge and
consent of the principal.
Any media used in the classroom must be tied to the Sunshine State Standards and
curriculum content.
READ ACROSS AMERICA WEEK [first week in March]
The first week in March has become a time to celebrate Dr. Seuss and to sponsor
activities that support the Read Across America campaign. The dates of the national
campaign often conflict with FCAT preparations in the school but it is possible to
sponsor a “belated” promotion. Here are some ideas that have been used successfully in
the schools:
Sock It To Reading – wear your favorite socks to school
Hats Off to Reading – generally on March 2 nd , Dr. Seuss’s real birth date, wear
your favorite hat to school [or a Dr. Seuss hat]
Invest in Reading – wear a vest to school
Invite a local judge to administer the Reader’s Oath originally composed by
Debra Angstead of Missouri.
I promise to read
Each day and each night.
I know it’s the key
To growing up right.
I’ll read to myself,
I’ll read to a crowd.
It makes no difference
If silent or loud.
At home and at school,
On my bean bag or bed
By the fire or pool.
Each book that I read
Puts smarts in my head,
‘Cause brains grow more thoughts
The more they are fed.
So I take this oath
To make reading my way
Of feeding my brain
What it needs every day.
Also check out the Dr. Seuss and the Read Across America web sites.
READING
Library Media programs need to be directly tied to student achievement in reading.
1. Home language and literacy experiences that lead to the development of key print
concepts are plentiful among children who enter school prepared to learn to read. Joint
book reading with family members helps children develop a wide range of knowledge
that supports them in schoolbased reading. Once students are in school, parental help in
the form of modeling good reading habits and monitoring homework and television
viewing is associated with gains in student achievement. Programs that assist families
in initiating and sustaining these sorts of activities show positive benefits for
children's reading achievement.
2. Preschool programs are particularly beneficial for children who do not experience
informal learning opportunities in their homes. These preschool experiences include
opportunities to listen to and examine books, say nursery rhymes, write messages, and
see and talk about print. Such preschool experiences lead to improved reading
achievement in the school years, with some effects proving durable through grade 3.
3. Skills that predict later reading success can be promoted through a variety of
classroom language and meaningful reading and writing events in kindergarten and grade
1. The two most powerful of these predictors are lettername knowledge and phonemic
awareness (the conscious awareness of the sounds in spoken words). Instruction that
promotes phonemic awareness engages children in hearing and blending sounds.
Activities that promote this attention to sounds can be motivating and playful for young
children, including oral renditions of rhymes, poems, and songs, as well as writing their
own journals and messages. Such instruction has demonstrated positive effects on
primarygrade reading achievement, especially when it is coupled with lettersound
instruction.
4. Primarylevel instruction that supports successful reading acquisition is consistent,
welldesigned, and focused. Teachers lead lessons where children receive systematic
word recognition instruction on common, consistent lettersound relationships and
important but often unpredictable highfrequency words, such as the and what. Teachers
ensure that children become adept at monitoring the accuracy of their reading as well
their understanding of texts through instruction in strategies such as predicting,
inferencing, clarifying misunderstandings, and summarizing. Instructional activities that
promote growth in word recognition and comprehension include repeated reading of text,
guided reading and writing, strategy lessons, reading aloud with feedback, and
conversations about texts children have read.
5. Primarylevel classroom environments in successful schools provide opportunities
for students to apply what they have learned in teacherguided instruction to everyday
reading and writing. In these classrooms, teachers read books aloud and hold followup
discussions, children read independently every day, and children write stories and keep
journals. These events are monitored frequently by teachers, ensuring that time is well
spent and that children receive feedback on their efforts. Teachers design these events
carefully, using information from ongoing assessment of children's strengths and needs as
the primary basis for new activities.
6. Cultural and linguistic diversity among America's children reflects the variations
within the communities and homes in which they live and is manifest in differences in
their dispositions toward and knowledge about topics, language, and literacy. Effective
instruction includes assessment, integration, and extension of relevant background
knowledge and the use of texts that recognize these diverse backgrounds. The language
of children's homes is especially critical for schools to build on when children are
learning to speak, listen to, write, and read English. There is considerable evidence that
the linguistic and orthographic knowledge students acquire in speaking and reading their
first language predicts and transfers to learning to read a second language. When teachers
capitalize on the advantages of bilingualism or biliteracy, second language reading
acquisition is significantly enhanced.
7. Children who are identified as having reading disabilities benefit from systematic
instruction, but not at the cost of opportunities to engage in meaningful reading and
writing. These children profit from the same sort of wellbalanced instructional programs
that benefit all children who are learning to read and write. Programs are characterized by
intensive oneonone or smallgroup instruction, attention to both comprehension and
word recognition processes, thoroughly individualized assessment and instructional
planning, and extensive experiences with an array of texts.
8. Proficient reading in third grade and above is sustained and enhanced by programs
that adhere to four fundamental features: (1) deep and wide opportunities to read, (2) the
acquisition of new knowledge and vocabulary, partially through wide reading but also
through explicit attention to acquiring networks of new concepts through instruction, (3)
an emphasis on the influence that the kinds of text (e.g., stories versus essays) and the
ways writers organize particular texts has on understanding, and (4) explicit attention to
assisting students in reasoning about text.
9. Professional opportunities to improve reading achievement are prominent in
successful schools and programs. These opportunities allow teachers and administrators
to analyze instruction, assessment, and achievement, to set goals for improvement, to
learn about effective practices, and to participate in ongoing communities in which
participants deliberately try to understand both successes and persistent problems.
10. Entire school staffs, not just firstgrade teachers, are involved in bringing children to
high levels of achievement. In successful schools, goals for reading achievement are
clearly stated, high expectations for children's attainment of these goals are shared with
all participants, instructional means for attaining these goals are articulated, and shared
assessments are used to monitor children's progress. Instructional programs in successful
schools may have many different components, including a range of materials and
technology, but they maintain a focus on reading and writing. Successful programs
extend into the home by involving parents in their children's reading and homework.
Community partnerships, including volunteer tutoring programs, are common in such
schools.
Reported research comes from a line of work previously or currently supported by funds
from the U.S. Department of Education.
READING COUNTS
A reading support program developed by Scholastic that makes use of lexile levels to
demonstrate student progress. RC books can be identified on the shelves with colored
strips or dots. It is necessary to have a copy of the Reading Counts program installed on
computers that will have the tests available for students. Reading Counts compliments
the District’s use of the Scholastic Reading Inventory to measure student reading levels.
The district has standardized the processing of any Reading Counts book to a 5/8 x 1/ ¼”
orange strip with rounded corners placed above the book call number label. In
accordance with ALA policy and best practices, processing will not include any label that
references reading levels on the outside of the book. Reading Counts lexile levels and
points are printed on the pocket of the book.
Vendor
DelPrado has a store. It is run by the PTA. They include funding for the store in their
budget for the year. They get donations of items from Scholastic (items that were
opened, etc) and but items from a local discounter. They run the store twice a year.
At Golden Grove El. students who have 50 points are Blue Star Readers, 75 points Red
Star, 100 pts. Bronze Star, 200 points Silver Star, 250 pts. Gold Star and 500 pts. are
Diamond Star Readers. I run 2 reports at the end of each month. The first is a total amt.
for every student. The second is the amount they received that month. Total amt. report
is used to identify Star readers. Monthly points are used to identify ice cream party
participants (I select the 5 top point winners for each month from each grave level,
including K and invite them to an ice cream sundae party. They get videotaped and I
play the footage on morning announcements the next day).
Each student name gets posted on our "Reading Wall of Fame" outside the media center
under the color star they achieved that month. The names get progressively larger and
fancier the higher the level. Diamond Star winners get a banner (all glittered up and quite
tacky!) in the media center hallway. I use Printshop for the banner. Each star winner
gets their name posted and read on morning announcements every month, also.
Blue star winners receive a blue pencil that says "Blue Star Reader" on it.
Red stars get a key chain that they put on their backpacks.
Bronze star's get a coppercolored bentzil and a pair of shoelaces
Silver get's a baseball cap with metallic silver stars on it.
Golds get a tshirt, green with metallic gold stars.
Diamonds get a diamondshaped plaque.
In addition, I choose a SuperStar Reader for the year (student that has accumulated the
most points in the school). The principal rewards the superstar reader a 14 inch trophy
on morning announcements.
Best of luck! It’s a terrific program if you market it well.
Deanna West
There are quite a few "free" incentives that can be used as rewards for the Reading
Counts program.
After students reach a set number of points they can be rewarded by having their picture
taken w/ a digital camera and displayed on a bulletin board in the media center or
cafeteria
the student can be on morning announcements and talk about a favorite book that they
read
a chance to eat lunch with their principal
a pass to come to the media center and "play" on a computer for 15 min. and check out a
new book etc.
Kerry Rennie
Egret Lakes
My school uses AR but we do have incentives. I have a foundation that is committed to
literacy and the foundation provides an ice cream party or a pizza party for the class with
the most points in each grade each month. At the end of the year bikes, helmets, locks
were gives out to the student who had the highest number of points in each grade.
Additionally they gave out many shirts. Nearly everyone got a shirt that participated.
They also provide some books as monthly prizes.
Connie Burgess
At Timber Trace we use Accelerated Reader for K2 and Reading Counts for 35. Our
staff decided that we preferred to offer frequent, easy to achieve, inexpensive buttons that
are presented on TV. This way the winners are not always the good readers. For AR,
every 5.0 points earned a button. For RC, every 40 points earned a button. Students
would announce, this is my fifth button.....13th button, etc.
We use Reading Counts at Palm Beach Gardens Elementary. The PTA funds individual
incentives by offering prizes from catalogs like Oriental Trader. They set up a prize
exchange table on the last Friday of each month in the cafeteria. In this way, students can
exchange their reading counts points for prizes as they finish eating. When other
students see them getting prizes for points, it motivates them to read more.
We are also doing an "Olympic Reading Marathon" this year as a school wide
competition to increase participation. This activity will run for as long as it takes for 1
class at each grade level to cross the finish line. The jogging display is set up in the
Media Center, and each class is decorating a paper doll jogger and putting their teacher's
name on the uniform. Class totals will be recorded weekly, and the joggers will advance
around the track based upon the number of points the whole class has earned. The class
at each grade level that is in the lead by the end of each month, will be given a trophy to
keep in the classroom until the end of the next month. The first class at each grade level
that crosses the finish line first, will keep the trophy
for the remainder of the year. Primary grades must earn 2500 points to cross the finish
line, and intermediate grades must earn 5000 points to cross the finish line.
RECERTIFICATION
Required of all instructional personnel every 5 years. Educator must earn 120 inservice
points or take two college courses plus pay a fee to recertify their state license.
Carol Hartman px 48775
RED TAG
The popularized name given to the identification tag for any single piece of equipment,
furniture or material that exceeds $1,000.00 in cost. The red tag barcode is provided by
the District and is centrally inventoried. A copy of the red tag inventory is given to each
school and department each year for updating. Computers are an exception. They
receive a red tag even if their price is less then $1,000.
Jose Gonzalez, Accounting px 48262
REPORTS
The SIRSI Ecole OPAC has a wide range of reports available to assist the Library Media
Specialist in maintaining the collection. Training on reports is provided through Library
Media Services.
REQUISITIONS
Orders that are entered into TERMS prior to becoming a Purchase Order. See
Acquisitions Handbook for more information.
Key contact people are:
Mary Sedor px 45122
School Treasurer
S
SACS See Southern Association of Colleges and Schools
SCHEDULING
Each school determines the manner in which the school library media center will be used.
Many elementary schools have an openflex schedule while others have scheduled
classes or a mix of both. Recent research, most notably from Keith Curry Lance, and
Making the Grade by Dr. Donna Baumbach [UCF] support an openflex schedule which
is much more demanding on the Library Media Specialist if operated correctly.
LMSs are asked to develop longrange plans to work with faculties/administrations that
have placed the library media program on the wheel in order to guarantee a ‘break’ for
each teacher. A teacher’s perception of the library media program changes when he/she
thinks of library time as a ‘break’ as opposed to an opportunity to collaborate on the skills
and standards needed by students to be successful on the FCAT test. Research supports a
good library program will raise test scores an average of 10 points or more. The LMS
needs to develop a number of longterm strategies designed to educate their peers on the
professional contributions of a good library media program.
There is a trend to have middle school library media specialists teach some classes.
Make sure your library committee is mindful of the impact this has on the student’s and
educator’s intellectual and physical access to the materials in the library.
The Library Media Specialist should work with the Library Committee and the
administration so that all members of the school community have a good understanding
of the best researched program options that will support higher student achievement.
IDEAS TO JUSTIFY OR MAINTAIN AN OPEN SCHEDULE
1. A. Connect library activities to curriculum units taught in the classroom. My
school uses integrated thematic units that are based on schoolwide essential
questions. B. At your school, meet with your grade groups and find out what
they are teaching or send out a survey asking what they plan to teach. C. The
most successful things I’ve done is get my teachers to tell me about their research
assignments in advance and I teach a whole group lesson directing their students
to specific resources. D. I prepare a pathfinder for his or her topic and provide it
to each student. The students come down in small groups to do their research.
Teachers have reported that they felt their students did a better job on their
projects having had this instruction and students seem more productive and less
frustrated than those without the instruction. E. Also you might want to think of
ways to help teachers with a culminating activity for one of their units. I have
some teachers that I help create iMovies or PowerPoint presentations. The
students come in small groups to work on their part of the project. F. You also
might create centers for a special topic and the library center becomes part of the
classroom center rotation!!
SCHOLARSHIPS
fame SPONSORS THE Sandy Ulm Scholarship. Application forms are on the FAME
web site at URL:
www.floridamedia.org/
Select SCHOLARSHIPS & AWARDS from the menu on the left hand side of the page.
Scroll down the page until you see the SANDY ULM SCHOLARSHIP
SCHOLASTIC READING INVENTORY
District has a license to this software program that screens a student’s reading ability and
assigns him/her a lexile level. The test is being administered to all students in the Fall
and Spring of each school year. See also LEXILES.
SCHOOL BOARD POLICIES
The school board policies located at http://www.palmbeach.k12.fl.us/policies/ that
directly impacts library media centers are:
2.04 – Public Information
2.21 – School Requests of Payment from Students
3.29 – Employee Use of Technology
6.14 – Purchasing Department
7.12 – Disposal of School Board land, Tangible Property and Instructional
Materials
8.09 – Adult Education
8.12 – Selection & Disposition of Textbooks & Related Instructional Material
SCHOOL TREASURER
Also called the Bookkeeper, the School Treasurer is a key person in helping the LMS to
enter requisitions, watch purchase orders and monitor balances in different accounts.
This person is VERY important to the LMC budget.
School treasurer
Mary Sedor px 45122
SCOTT FORESMAN
Received the bid for the elementary reading textbook series beginning in FY2003.
SECURITY SYSTEMS / SECURITY STRIPS
Primarily used by middle and high schools, these systems detect books that have not been
checked out. Security strips must be inserted in each book for the system to work so it is
more difficult to convert an established library. CheckPoint Systems, Inc. presently has
the bid for security detection units.
It is VERY important that Library Media Services has the specifications for each
library’s security system on file. If books are processed at Library Media Services,
security strips will be included in the processing if the library media specialist has
provided the strips. See the Acquisitions Manual, page 46 for more information on
security systems and for directions on how to complete a direct pay order for security
strips/tags.
Key persons to contact:
Miriam Chinchilla, purchasing px 48213
SELECTION OF MATERIALS
See COLLECTION DEVELOPMENT or WEEDING
SHELVING BOOKS
Materials must be shelved after they have been returned and checked in. This is one of
the more physically demanding activities of librarianship because of the bending and
stretching. It is however essential to the operations of a good library media program.
ACCURATE SHELVING IS ESSENTIAL TO ACCESS.
Consider different ways that the shelving responsibility can be shared. Possibilities
include student assistants assigned to the library, student assistants who volunteer, adult
volunteers or clerical staff.
Develop unique programs such as making shelving a ‘career’. Work with 5 th grade
teachers or with student assistants assigned to the library. Assign a SECTION of
shelving to one student. Put the name of the student on the shelf. Check the shelf
periodically to make sure it is in good order. Grade the student on his/her success in
keeping the shelf neat and in order.
SINGLE SCHOOL CULTURE
A program supported by the Department of Safety & Learning Environments that
advocated a way of organizing and running schools beginning with shared norms, beliefs,
values and goals resulting in agreed upon processes and procedures that produce
consistency in practices related to both adult and student behavior, achievement and
climate.
If a behavior is creating a “toxic culture” then adults need to change the behavior
based on researched, best practices. Here is an opportunity to use research studies
from KEITH CURRY LANCE and MAKING THE GRADE.
SIRSI Ecole
SIRSI Ecole is the brand name for the OPAC used in the school district. It is a
sophisticated circulation, inventory, online software program that maintains the District’s
union catalog of resources. Training is provided on the software by Library Media
Services. See Ecole and iBistro for additional information.
SOFTWARE – DISPOSAL [if software has a property tag]
Software that is surplus or obsolete should be transferred to Network Services per the
directions supplies in Bulletin P10986FO/A. The steps are outlined below. Refer to the
bulletin for complete directions.
1. Fill out transfer form [PBSD 0082.
2. Transfer software to the Software Warehouse [9725].
3. Software package needs to include licenses, manual, red tag, disks, instructions,
storage device etc. Pony to John Inglis, Manager, Network Services, FHESC,
Suite B246.
4. If software is no longer available, attach a letter from the principal to the transfer
form.
5. Incomplete packages will be returned to the school. They will not be removed
from the inventory listing.
6. Forms that are completely filled out, software ponied, and signatures in place will
be processed by Capital Assets who will remove the property from the inventory
of the school
SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS [SACS]
Association used in the school district to accredit high schools. Standards include
minimum collection and personnel guidelines for elementary, middle and high school
library media centers.
The most recent SACS revisions are reproduced below:
Key people to contact
http://www.sacs.org/
STATISTICS – END OF THE YEAR REPORT
Statistics are important measurements because they:
· demonstrate good use of public funds
· assist in planning for goals, objectives and future purchases
· provide feedback on the efficacy of specific library services
· provide data on what the library does for its educational community
STIPENDS
Stipends are extra sums of money given to teachers who sponsor clubs or extracurricular
activities. Check with your principal to see if you are eligible for a stipend for
sponsoring a “TV Studio Club” that does the morning announcements.
STOLEN EQUIPMENT
Unfortunately there are times when library media specialists must deal with stolen
equipment. Follow the procedures provided by the School Police when filing a report.
The District is ‘selfinsured’. Check with the Area Superintendent to see if funds are still
available to replace any items that were stolen.
STORYTELLING
Reading outloud is a very powerful reinforcer to reading but see if you can add some
elements to the story. See if you can add activities that enrich the experience for the
child. Select stories that allow:
1) Lots of audience participation
2) Manipulatives [pictures pasted to paint sticks or pictures tied with a string to wear
around the neck etc.]
3) Music [singing and dancing]
4) Choral responses one book was great. Each participant was a different night
sound. By the end of the book you thought you were in a jungle.
5) Anticipation [Use a 'mail box' to see what package had been delivered. Package
will contain some item that helps to 'introduce' the story.]
6) Movement
7) English and Spanish to be read together.
STUDENT HANDBOOK
The school library media center MUST have written policies and procedures concerning
the following issues:
1) Length of time items can be borrowed [may be different for different media: e.g.
books and videos. [Reported to OPAC on PBSD 1922.]
2) Quantity of materials to be borrowed. LMS supports the rights of students to
access reading materials by making the quantity unlimited. [Reported to OPAC on
PBSD 1922.]
3) Overdues
4) Lost or damaged books [Payment policy including how to make out a check.]
5) How students get ID cards.
6) Checkout procedures
7) Circulation of magazines, videos, and realia
8) Renewal policy and procedures
9) Returning material
SUNSHINE STATE YOUNG READERS [SSYRA]
State program to encourage reading among young readers. Learn more at URL
http://www.firn.edu/doe/instmat/ssyrap.htm
SURVEYS
Making the Grade and other research documents emphasize the importance of surveying
patrons to get THEIR perspective on the library program, staff and services.
Sample surveys are provided but should be customized with the assistance of the Library
Committee to reflect the unique needs of the school.
Faculty Survey
Dear Faculty,
This survey will give us the information we need to help
serve you and your students better. We appreciate your time
and support. Please return this form to the library media center.
1. The library media center has adequate material to
support my curriculum.
1 2 3 4 5
2. The library media staff is helpful and assists me in
finding materials I need for instruction.
1 2 3 4 5
3. The library media staff helps me design instructional
units.
1 2 3 4 5
4. The library media center is a friendly, comfortable
place.
1 2 3 4 5
5. My students find the library media staff helpful and
friendly. 1 2 3 4 5
6. I use the following material when I am designing
instructional units:
‫ﭐ‬ books ‫ﭐ‬ electronic databases
‫ﭐ‬ periodicals ‫ﭐ‬ Internet searches
‫ﭐ‬ videos, DVDs ‫ﭐ‬ Other: ____________________________________
7. How do your students use the library media center? (check all that apply)
‫ﭐ‬ bring the whole class ‫ﭐ‬ send small groups of students
‫ﭐ‬ send individual students ‫ﭐ‬ students visit before school
‫ﭐ‬ students visit after school ‫ﭐ‬ students visit during study hall
‫ﭐ‬ students use public library ‫ﭐ‬ students use electronic resources
remotely
8. How do you direct your students to make use of library media center resources?
€ book reports € require bibliography with assignment
€ take class to do assignments € ask library staff to address the class
€ provide a bibliography € check out material & use in class
€ electronic databases € information literacy skills [FCAT]
€ Other: ______________________________________________________
9. Are you aware of the Making the Grade research study? € Yes € No
Student Survey
Dear Students,
Our purpose is to serve you. Please help us by participating
in this survey. We will carefully consider all responses.
Please return this form to the library media center.
1. When do you visit the library? (Check all that apply)
‫ﭐ‬ before school ‫ﭐ‬ with a class
‫ﭐ‬ during lunch ‫ﭐ‬ between classes
‫ﭐ‬ during study hall ‫ﭐ‬ after school
‫ﭐ‬ have not used the school library
Explain why: ________________________________________________
2. How many times do you visit the library each month?
‫ﭐ‬ 14 times a month ‫ﭐ‬ 5 – 8 times a month
‫ﭐ‬ 9 – 12 times a month ‫ﭐ‬ more then 12 times a month
3. Please check the reasons you visit the library.
‫ﭐ‬ do homework ‫ﭐ‬ find materials for assignments
‫ﭐ‬ meet friends ‫ﭐ‬ find materials for pleasure
‫ﭐ‬ world process ‫ﭐ‬ socialize before school starts
‫ﭐ‬ Internet search ‫ﭐ‬ study / homework before school starts
‫ﭐ‬ electronic databases ‫ﭐ‬ study / homework after school
‫ﭐ‬ read magazines ‫ﭐ‬ prepare multimedia presentation
‫ﭐ‬ read newspaper ‫ﭐ‬ other: (specify) _______________________
4. Do you have enough time to visit the library? ‫ﭐ‬ Yes‫ﭐ‬ No
5. Do you usually find the material you need in the library? ‫ﭐ‬ Yes ‫ﭐ‬ No
6. Do you find the library staff approachable and helpful? ‫ﭐ‬ Yes ‫ﭐ‬ No
7. Does the library media specialist offer guidance with your research?
‫ﭐ‬ Yes ‫ﭐ‬ No
8. Do you feel comfortable using the library resources? ‫ﭐ‬ Yes ‫ﭐ‬ No
9. Do you feel comfortable using the subscription electronic databases?
10. Which electronic database(s) do you use the most? ________________________
_________________________________________________________________
STUDENT SURVEY
11. Is the school library media center a pleasant and comfortable place to visit?
12. Do you use other libraries? ‫ﭐ‬ Yes ‫ﭐ‬ No

If yes, what other types of libraries do you use? (mark all that applies)
‫ﭐ‬ local public library
‫ﭐ‬ college library
‫ﭐ‬ Other: ______________________________________________________
13. Please rate the following:
Facility [climate, attractiveness, furniture] 1 2 3 4 5
Accessibility [hours, pass system] 1 2 3 4 5
Assistance provide by library staff 1 2 3 4 5
Collection (books, periodicals, technology) 1 2 3 4 5
14. What grade are you in?
______________________________________________
15. Other comments
Parent Survey
Dear Parent,
Check the answer that best describes the Library Media Program at your student’s
school. It is not necessary to sign the form.
1. Are you familiar with your school library media program and the services it

provides?
_____ Yes _____ No
2. If your answer to Question 1 was “es”, how would you rate the services of the
library.
_____ Excellent _____ Good _____ Fair _____ Poor
3. Does your child use the facilities of the school library media center?
_____ Yes _____ No
4. Do you use the electronic resources provided by the library media center on your
home computer?
_____ Yes _____ No _____ Do not have a computer
5. Are library materials sufficient for your child’s needs?
_____ Yes _____ No _____ Don’t know
6. Do you feel your child is offered ample opportunity to use the library during the
school day?
_____ Yes _____ No _____ Don’t know
7. Do you feel your child finds it necessary to use other libraries in the community

to complete assignments?
_____ Yes _____ No
8. Are you aware of the resources available in the Parent Collection in the school
library?
_____ Yes _____ No
9. Please indicate below the strong points of the school’s library media program.
Check any that apply.
_____ Individual help for students _____ Quality of materials / resources
_____ Creative programs _____ Quantity of materials / resources
_____ Atmosphere / environment _____ Recreational reading opportunities
_____ Computer / technology access_____ Scope of reference / research
_____ Staff interactions _____ Literature enrichment
T
TECHNICAL ASSISTANT (TA)
Individuals hired at most schools to provide technical support to the network of
computers. These individuals often oversee purchase as well as maintenance of computer
technology. Their service compliments the service of Library Media Specialists. It is
suggested that a solid partnership be formed.
TECHNOLOGY, EMPLOYEE USE OF
Guidelines for the use of technology owned by the School District of Palm Beach County
by employees, can be found on the district’s web page. From the district home page,
select DISTRICT INFORMATION from the menu on the left hand side of the page.
Select SCHOOL BOARD POLICIES from the drop down menu. Select CH 3
PERSONNEL from the table. Scroll down to 3.29 EMPLOYEE USE OF
TECHNOLOGY.
TECHNOLOGY PLAN
For some time the State of Florida required Districts to develop 5year plans to introduce
and update computer technologies in use in the schools. As these plans are refreshed, it is
very important that Library Media Specialists help to forge the plans so that computers in
the library are replaced and updated systemically. The school district’s Technology Plan
can be accessed from the district’s web page. Select TECHNOLOGY INFORMATION
from the menu on the left hand side of the home page. Select TECHNOLOGY PLAN
from the drop down menu.
Technology Committee at your school
Library Committee at your school
TECHNOLOGY, STUDENT USE OF
Guidelines for the use of technology owned by the School District of Palm Beach County
by students, can be found on the district’s web page. From the district home page, select
DISTRICT INFORMATION from the menu on the left hand side of the page. Select
SCHOOL BOARD POLICIES from the drop down menu. Select CH 8 CURRICULUM
& INSTRUCTION from the table. Scroll down to 8.123 TECHNOLOGY
ACCEPTABLE USE POLICY FOR STUDENTS. See also INTERNET GUIDELINES
TEN [The Education Network]
TEN is the public access cable channel that is used by the School District. It is on
Channel 19 of Adelphia. School Board meetings are broadcast on TEN.
TERMS
TERMS is the finance system software program used by the District for the purchase and
payment of commodities. Training is required to use the system effectively. The School
Treasurer is generally the person who interacts with the system.
School Treasurer at your school
TEXTBOOKS
The textbook division is located in the Florida Mango Support Center. For information
about textbooks, contact Meezie Pierce, Manager, Instructional Materials at px 45114.
+++++++++++++++
A system that has worked well for us at Congress MS is
1) Students complete a textbook checkout form (which is issued by the teacher)
that requires a parent signature, home address, and phone number.
2) Teachers designate a day that they would like to bring their classes through to
checkout textbooks. This only works if the Teacher makes sure most students bring
in
their textbook forms by the designated date.
3) Teachers bring their students down on the designated day and students are
issued
a textbook in exchange for the form.
4) The Media Center records the barcode # on the form (the books have been bar
coded
ahead of time) and stores the forms alphabetically in large Binders. This gives us a
hard copy record of what student has what textbook.
5)The Media Clerk or a volunteer can then check out the textbook to the student on
Ecole after the mad rush is over.
6) As books are returned, we mark returned and the date returned on the textbook
form in addition to discharging the book from the system.
TIMELINE for the OPAC (sample)
AUGUST
1. Call SIRSI Sys Op to remove all Lost, LostPaid, Withdrawn, and Missing
2. Clear all Media Accounts of students who brought in moneys or books over
the summer.
3. Go through Startoftheyear Checklist, PBSD 2100
SEPTEMBER
1. Run Individual Overdue Notice
2. Send home letters through US mail about last year’s obligations still not
cleared.
3. Review obligations for books to other schools. Contact schools by phone
and/or email when necessary or use PBSD 2016. Clear all obligations
from other schools from your system.
4. Discuss all obligations with students as they check out books.
OCTOBER
1. Run Individual Overdue Notice and send to students / parents.
NOVEMBER
DECEMBER
2. Change books due before December to bills. Print and send home
(do not change book account to lost)
JANUARY
1. Beginning – Discuss all forgiven notes with students (one chance).
2. End – Change any book due before the holiday to a bill. Send home bills.
FEBRUARY
MARCH
APRIL
1. Change overdues from before Spring Break to bills, send home.
MAY
1. MidMay – All library books due.
2. May 17 th – With overdue notices to teachers, announce that all overdues will
be turned to bills.
3. Wed / Thursday – Bill all remaining overdues
4. Friday – Send bills home in the mail with a letter informing parents that the
report card will be held in the office unless obligations are cleared.
5. Last week in May – Copy of bills to teachers to place in report cards to be held
in the office.
JUNE
1. Make two copies of the final bill list: one for the office to go with held report
cards and one for the library media center for Fall Reference.
TITLE I GUIDELINES
Kay Scott px 48444
TV PARENTAL GUIDELINES
The following categories apply to programs designed for the entire audience.
TVY All Children.
This program is designed to be appropriate for all children. Whether animated or live
action, the themes and elements in this program are specifically designed for a very
young audience, including children from ages 2 6. This program is not expected to
frighten younger children.
TVY7 Directed to Older Children.
This program is designed for children age 7 and above. It may be more appropriate for
children who have acquired the developmental skills needed to distinguish between
makebelieve and reality. Themes and elements in this program may include mild
fantasy violence or comedic violence, or may frighten children under the age of 7.
Therefore, parents may wish to consider the suitability of this program for their very
young children. Note: For those programs where fantasy violence may be more intense
or more combative than other programs in this category, such programs will be
designated TVY7FV.
TVG General Audience.
Most parents would find this program suitable for all ages. Although this rating does not
signify a program designed specifically for children, most parents may let younger
children watch this program unattended. It contains little or no violence, no strong
language and little or no sexual dialogue or situations.
TVPG Parental Guidance Suggested.
This program contains material that parents may find unsuitable for younger children.
Many parents may want to watch it with their younger children. The theme itself may
call for parental guidance and/or the program contains one or more of the following:
moderate violence (V), some sexual situations (S), infrequent coarse language (L), or
some suggestive dialogue (D).
TV14 Parents Strongly Cautioned.
This program contains some material that many parents would find unsuitable for
children less than 14 years of age. Parents are strongly urged to exercise greater care in
monitoring this program and are cautioned against letting children under the age of 14
watch unattended. This program contains one or more of the following: intense violence
(V), intense sexual situations (S), strong coarse language (L), or intensely suggestive
dialogue (D).
TVMA Mature Audience Only.
This program is specifically designed to be viewed by adults and therefore may be
unsuitable for children under 17. This program contains one or more of the following:
graphic violence (V), explicit sexual activity (S), or crude indecent language (L).
For further information write or call:
TV Parental Guidelines
Monitoring Board
P.O. BOX 14097
Washington, DC 20004
202/8799364
TVs
There are several issues to consider when buying new televisions.
1. To buy a regular television or a computerconnected television
2. To mount a TV or buy carts
3. To discontinue the use of televisions and move to projection units
U
UNIVERSITY PROGRAMS See COLLEGE / UNIVERSITY
V
VENDORS
Because of the size of Palm Beach County, it is required that you only purchase from
vendors on the “approved’ lists. Library Media Services uses the State book Vendor list
although purchases can be made from ‘solesource’ vendors.
Each purchasing agent in the Purchasing Department submits and monitors bids with
approved vendors. Library Media Specialists often work with Miriam Chinchilla (AV
equipment) and Gaea Peary (computer technology) as will as Buyer MO (Media Orders).
Your school treasurer
Mary Sedor px 45122
Miriam Chinchilla px 48213
Erica Peace px 43804
VIDEO GUIDELINES FOR USE IN THE CLASSROOM
The Copyright Law of 1978 attempted to balance protection of the intellectual property
rights of a copyright owner with educational interests of teachers and students. Two
concepts are important for the teacher to understand in using videotapes in order to avoid
Copyright Act violations: “lawfully made” copy and “facetoface teaching activities.”
The law permits a teacher to display a videotape “in the course of facetoface teaching
activities of a nonprofit educational institution, in a classroom or similar place devoted to
instruction,” provided the videotape has been “lawfully made.”
· Lawfully made copy – For purposes of classroom use of videotapes, the
Copyright Act looks at how the videotape copy being used by a teacher came into
being rather than who actually owns the videotape. A teacher who makes his or
her own copy of a videotape owned by another person or a copy of a rental tape
would not have a lawfully made copy unless permission to make and use such a
copy had first been secured from the copyright owner.
· Facetoface teaching – Unless otherwise permitted by the copyright owner, a
videotape must be used in a classroom setting as part of an instructional activity.
In other words, the use of videotape in a classroom solely for entertainment
purposes is not permitted.
The following guidelines should be followed in using videos in the classroom:
1. Any video shown may not have a rating other than G – General Admission unless
the teacher has filled out an OmniForm 1994 Permission to View “Rated”
Material and has a signed copy for each student viewing the film.
2. Videos copied off the air that specifically state that copying is prohibited by the
Copyright Act may not be used in the classroom.
3. Videos purchased and used by the school must meet the “lawfully made copy”
criteria.
4. Use of any video must be in the course of facttofact instruction.
5. Any questionable videos/DVDs etc. should be approved by the principal prior to
use in the classroom.
6. Videos may NOT be shown for entertainment purposes without paying public
performance fees.
EFFECTIVE USES OF VIDEOS
IN THE CLASSROOM
Below are suggestions for ways to effectively use videos in the classroom. There must
ALWAYS be an academic reason for showing a video. The current state standards for
Language Arts include: Writing, Speaking, Viewing, Listening and Presenting which
gives the educator a broad range of classroom objectives. The ideas below can be used to
generate additional effective practices.
1. Discuss the video in advance. Ask the students to predict the outcome.
2. Assign students specific things to look for in the video, i.e., qualities of main
characters, how the setting impacts the story, plot of the story, historical
significance, turning point in the story, Venn Diagram of characters, etc.
3. Younger students could write the name of an object in the movie for each of the
basic colors. For example: Red – dress worn by main character, Blue – water.
4. Stop the move after fifteen to twenty minutes and have student write what they
have learned about the story. Activity can also be done orally. Students can also
be asked to predict what will happen next and to identify the clues [in dialog,
music, action, etc.] that lead them to their prediction.
5. Discuss the use of literary devices in the movie. An example is Personification
when animals and inanimate objects are given human characteristics.
6. Give an oral or written popquiz the day after the movie is shown.
7. Discuss the problem or conflict in the story and how it was resolved.
8. If the movie is based on a book, provide copies of the book and have students
compare and contrast the storyline and action in the book and in the movie.
Students should read the book first, then watch the video [Why?]. Discuss which
media the students prefer and why. Were some students disappointed with the
movie because they had developed their own images of characters etc. or because
they felt the movie did not ‘live up’ to the storyline in the book.
9. Ask students to ‘listen to’ the music score or sound effects that go with the movie.
How do they add to or take away from the story plot?
10. Today, computer animation and graphics are often used to build backgrounds and
replace some characters. Ask students to identify what is ‘real’ and what is
fabricated in a studio. Then, use one of the ‘how the movie was made’ segments
to discuss the impact of these movies on personal experience and expectations.
11. Ask students to identify visuals, conversations, actions that relate to math: dates,
days of the week, money exchanges, height of characters, measurements [e.g. bale
of hay or distance traveled], speed of transportation, etc.
12. Use the movie to start discussion about social rules and customs such as shaking
hands, dress in different countries or centuries, group interactions and social
expectations.
13. What makes a movie funny? Is it the dialog, the characters, the action, accents,
etc. Why is comedy one of the most difficult genres? Is it possible for a movie to
be funny to one segment of society and offensive to another?
14. Locate the setting of a movie on a map or globe. Talk about the country, its
landscape, vegetation and customs. How does the country itself influence the
movie?
15. Use a movie to initiate a series of activities or as a finale to a unit or theme. For
example, study a play written by Shakespeare, than show a movie of one of the
great performances as a concluding activity.
16. Provide students with a graphic organizer that they must fill in as they watch the
movie.
17. Use a Venn Diagram to compare things in the movie.
18. Do NOT show the entire movie. Only show the parts that are relative to the
classroom objectives.
VIDEO LICENSING
You can now show Copyrighted Entertainment Movies legally on videocassette or
DVD in your K12 pubic school, if you have a Movie Public Performance Site
License and follow the basic rules. Such a license provides insurance against
copyright noncompliancy. Fair Use guidelines specify:
1. No fees can be charged
2. Film must be tied to curricular objectives
3. Principal’s permission must be obtained
4. If rated, parent permission must be obtained.
Movie Licensing USA, Licensing Agent for most major studios including Walt
Disney Pictures, Touchstone Pictures, Hollywood Pictures, Warner Bros.,
Columbia Pictures, TriStar Pictures, Paramount Pictures, DreamWorks Pictures,
MetroGoldwynMayer, Universal Pictures, Sony Pictures, United Artists and a
number of independent studios, provides Movie Public Performance Site
Licensing to schools for the use of entertainment videos. The license covers 90%
of the major movie producers, but it does not cover 20 th Century Fox. The Movie
License ensures copyright compliance for showing of copyrighted movies
produced by the studios represented, and used by schools for nonteaching
activities.
Movie Licensing
201 South Jefferson Avenue
St. Louis, Missouri 631032579
FAX: 3142890404
URL: www.movlic.com
EMAIL: mail@movlic.com/schools.html
VIDEO – OFF – AIR RECORDING
Offair recording of television programs and use of these recordings for instructional
purposes is permitted, but must meet the following guidelines:
1. Only programs transmitted via open broadcasts or basic subscriber cable service
are eligible under these guidelines. “Open broadcast” includes all commercial
and public television stations. Programs transmitted via higher tier cable service,
such as HBO and CINEMAX are not eligible.
2. Recordings may only be made at the request of and used by individual teachers
and may not be regularly recorded in anticipation of requests.
3. A limited number of copies may be reproduced from each offair recording to
meet legitimate needs of teachers under these guidelines.
4. All recordings must include the copyright notice, which was broadcast with the
original program.
5. Use of offair recordings is restricted by the following:
· The programs may be used for instructional purposes only (not entertainment).
· Instructional use of the recordings must be made within ten consecutive school
days of the time the recording was made. “Consecutive school days” does not
include weekends, holidays, or other times when school is not in session.
· During those ten days, a teacher is permitted one showing to each of his or her
classes. One repeat with the same audience is also permitted, if required for the
purpose of instructional reinforcement. A program may not be recorded offair
more than once at the request of the same teacher, regardless of the number of
times the program may be broadcast.
· Although programs need not be played in their entirety, recordings may not be
physically edited to produce anthologies or to remove elements that require an
“R” rating.
· All tapes must be erased no later than 45 calendar days after recording was made.
VIDEO RATINGS
The school district makes use of the rating system developed by the movie industry to
determine when parent permission should be obtained before a movie is shown in any
school setting.
G General Audience All ages admitted
PG Parental Guidance Suggested Some materials may not be suitable
for young children
PG13 Parents Strongly Some materials may be inappropriate for

Cautioned children under 13
R Restricted Under 17 requires accompanying parent or
adult guardian
NC17 No one 17 and under admitted
Do NOT show any “Rated” movies in a school setting unless the principal and parents
have knowledge of the video’s purpose and gives consent. Use OmniForm PBSD 1994
to get signed parent release.
ONLY show videos that are tied directly to the Sunshine State Standards and curriculum
content. NEVER show a video for entertainment purposes during school hours.
See also Rated Material
VIDEOES – RENTED
Teachers may use rented, purchased or home recorded videocassette programs for
instructional purposes only if all the following requirements are satisfied:
· The program must have been made or recorded in a lawful manner.
· The program must be used in the course of facttoface teaching activities. The
teacher must be able to point to specific objectives in the lesson to which the
program relates and be prepared to justify how the program assists in attaining
these objectives.
· Programs may be used only in classrooms or similar places devoted to
instructional activities.
· Programs cannot be used for recreation or entertainment purposes.
W
WEB SITE
The District web site is the key to a lot of information about different departments and
services in the school district. Library Media Services has a homepage on the District
Web site. The LMS web page includes policies and procedures in place for Library
Media programs. It replaced the printed “handbook” for Library Media Specialists.
If your school needs information about how to have the district HOST a web site for the
school, go to the following URL:
www.palmbeach.k12.fl.us/webhosting.asp
Janeen Pelser, LMS px 45108
WEBCAT See iBistro
WEEDING
Weeding is an essential element of collection development that ensures the library’s
materials are useful and accessible. It is a valuable and integral part of the entire
selection and collection management process. Collections should change over time to
reflect changes in the demographics of the school and in the curriculum. Weeding should
be a continual evaluation of resources with the intent of removing those that no longer
meet the goals of the library and the mission of the school.
Weeding can be a controversial aspect of collection development so it is VERY
important that the weeding guidelines be included in the Collection Development Policy
of the school. A wellworded weeding guideline can lessen or alleviate
misunderstanding.
Removing outdated or wornout items makes the collection more visually attractive and
more inviting to users. Patrons trust the library to provide information that is easy to find
and up to date.
Many libraries use the CREW weeding method. CREW stands for: Continuous Review,
Evaluation, and Weed.
They also establish a criteria that includes guidelines such as:
· Misleading and/or factually inaccurate
· Ugly, worn out or damaged
· Superseded by a new edition or a better source
· More appealing, uptodate material available
· Irrelevant to the needs and interests of the school
· Available from another source
· Poor condition of spine and/or pages
· Frequency of use or never checked out
· Number of copies
· Age
· Medium becomes outdated [e.g. videos to DVDs]
When evaluating a book, it is possible to categorize them by: Keep; Keep but mend;
Replace with a new copy; Give it Away; or Destroy it.
Examine materials as they are returned to the circulation desk. Set aside damaged and
obviously outdated materials so that they can be evaluated. SIRSI can also help with the
weeding process. Three reports are under My Copies:
Weed by total check outs
Weed by last date checked out
Weed by publication year
Materials included on the report should be evaluated individually and measured against
the weeding criteria established by the library.
Weeded materials should be discarded [thrown away] particularly if they are worn or
contain outofdate information. The practices of putting outofdate materials such as
encyclopedias in the classroom is discouraged or giving old, worn books to students is
discouraged.
WIRELESS
A wireless network provides access to multiple computers, databases, printers, the
Internet, the library OPAC and other technologies throughout a building or cluster of
buildings.
A wireless LAN (Local Area Network) functions within a building and requires a
network drop that connects to the wired network, a wireless access point, and wireless
network interface cards. The range is up to 1,000 meters and the signals can usually go
through cement, wood and other dense substances.
A wireless WAN (Wide Area Network) requires roof antennas or similar repeating
equipment for delivering bandwidth across wider idstances. WANS can cover a range of
about 24 miles.
WORKFLOWS See ECOLE
WORK ORDERS
Work orders are for computers, printers, software, etc. To fill out a work order:
Go to: http://iheat/hss
Fill in: User ID (your school number)
Fill in password: pilot
Click on: Login
Click on: New issue
Fill out the form
Click on: Submit (at bottom of the page)
Your work order has been submitted. You may want to print out a copy of the work
order for your records. The confirmation page has a REFERENCE ID NUMBER that
you will need if you want to check on the status of a work order.
Help Desk px 48903
X
Y
Z
SCHOOL LETTERHEAD
August ______________
To the Parent(s) of:
I am taking this opportunity to inform you that your child has a library obligation to our
school from the last school year for the following book(s):
Name of book $0.00 [how much the book cost]
Notices were sent to you concerning your child’s lost library books through the mail at
the end of the last school year and through your child this school year. As with
textbooks, students are responsible for the care and return of library books. When the
books or moneys to replace the books are not given to the library, the school’s collection
and the students’ reading opportunities are diminished.
Our Library Media Center committee has a policy to limit the number of books students
with overdue books may borrow until this obligation is handled. Your child will continue
to have access to the resources in the library but checking out books has special benefits
we want your child to take advantage of.
We need your help. Please work with us in partnership to help your child learn the
importance of being responsible. Help your child find the book or pay for its
replacement. If you have concerns, please contact the library staff at _______________.
We will be happy to help you develop a plan so your child can take part in helping pay
for lost material.
Sharing your interest in literacy,
Glossary of Terms
ADA
American Disabilities Act – Federal legislation that safe guards the rights of individuals
with disabilities.
Author Card
A card in the card catalog or OPAC with the name of the author on the top line.
Automated
Refers to circulation records and catalog records stored in a ‘online public access
catalog” [OPAC] which is a computer database.
Barcode
Used in automated library systems, this is a number in machinereadable format that
appears on a label attached to each book. It uniquely identifies each library item, and is
equivalent to an access number in a nonautomated library.
Bibliography
A list of resources. See also Pathfinder
Book Card / Media Card
A card kept in a pocket attached to the library material (book, video, periodical, etc). On
the card, the date and borrower’s name and room number are recorded at the time the
material is checked out. In an automated system, this is accomplished by giving the item
a barcode label and checking the item out in the system. Book cards remain in the
specification for preprocessed books as a backup system to be used if the automated
system malfunctions.
Call Number
The number or letters assigned to an item to identify its location in the library media
center.
Card Catalog
An index to a library’s collection The card catalog is arranged alphabetical by author,
title and subject in manual systems. Automated systems allow the user to search any data
field.
CDROM
Stands for “compact disc read only memory”
Circulation
The movement and use of materials in and out of the library media center
Classification
Systems of organizing materials according to subject and format
Clerical staff
Paid paraprofessional or nonprofessional workers
Consideration or Want File
A file of materials to be considered for purchase
Curriculum integration
An educational philosophy that the library media program fully integrates into the
educational program strengthening the teaching/learning process so that students can
develop the vital skills necessary to locate, analyze, evaluate, interpret and communicate
information and ideas.
Dewey Decimal Classification
A system of classification used in most school and public libraries. It divides knowledge
into ten main classes, which are further subdivided.
DVD
Stands for “digital video disc” or “digital versatile disc”
Flexible schedule program
The philosophy of curriculum integration requires that students and teachers be able to
come to the library throughout the day to use information sources, to read for pleasure,
and to meet and work with other students and teachers. Classes are not scheduled in the
library media center to provide teacher release or preparation time.
Format
The physical appearance of material or the way the material is arranged or the way that
data is stored [print, nonprint, electronic, etc.]
Interlibrary loan (ILL)
A process that permits library materials and resources to be borrowed or shared between
two libraries.
Inventory
An accounting procedure by which holdings are checked, accurately listed and analyzed.
Florida statues require an annual inventory.
ISBN
Stands for “International Standard Book Number” A 10digit number assigned by a
publisher to each newly published book. Usually appears on the reverse side of a book’s
title page and also on the back cover of a book.
Library Media Specialist
In this Handbook, a library media specialist refers to an educator who has Educational
Media on his/her Florida State Teaching Certificate
Library Aides
A students who volunteers or is assigned to the library media center
Media Clerk
A school district job title for an appointed paraprofessional who is responsible for the
housekeeping, clerical and mechanical maintenance of the library. There are two job
descriptions: Job Code 3132 – Clerk, Media I and Job Code 3134 – Clerk, Media II
Main Entry Card
The author card is usually the ‘main entry’ for an item. When an item does not have a
specific author, the title becomes the main entry.
Media
Any form of communication (books, magazines, electronic materials and services,
videos, etc.)
Microform
Any type of media, which carries small micro photographic materials
OmniForm
A software program that enables the user to create and fill in forms. The school district
purchased a districtwide license to the software.
Pathfinder
A document prepared by the library media specialist in collaboration with the classroom
teacher(s). The document lists different sources for a specific topic, gives the location of
each source and provides helpful search hints. Generally includes resources in the library
media center, web sites and community resources if applicable.
Periodicals
Any media that is printed at regular intervals of time Most often these are called
magazines.
Pocket
A pocket attached to a library book or other item into which a book or media card is
placed. In preprocessed books, the pocket contains standard information including the
name of the author, title, call number and bar code number. It also contains information,
if it is available, about the number of points and lexile level of Reading Counts books.
Preservation
The protection of all materials including print and nonprint resources and equipment.
Processing Technical Services
Functions concerned with the acquisition, cataloging and classification of library
materials and preparation of library materials to make them ‘shelf ready’ for use by
students and staff.
Realtime
Access to online electronic resources for library users that is available during actual
connect time.
Realia
Threedimensional objects such as models, sculptures and puzzles
Reference Collection
A special collection in the library of readily accessible, current, factual materials that are
usually checked out for a short period of time [e.g. overnight]. Research does advocate
integrating reference material with the general collection.
Reserve Collection
Materials on a particular subject set aside at a teacher’s request for use by students
Resource
Items acquired for the library collection that instruct or support learning and the
curriculum; includes pricing, electronic, and nonprint materials, such as audiovisual
materials, games, models, posters, pictures, kits, software etc.
Search strategy
Refining a search in the OPAC, in the electronic subscription databases, on the Internet or
in print / nonprint media by selecting specific words or combination of words.
Selection policy
The guidelines developed by library staff with the assistance of the school library
committee, for the selection and removal of library resources, materials, and equipment.
The policy, also called the collection development policy, identifies criteria for
evaluation of materials, procedures for selection, and a process for periodic reevaluation
and disposal of items included in the collection.
Shelf Labels
Labels that serve as a guide to the books arranged on the shelves. Good signage is very
important in a library to facilitate access to materials.
Shelflist Catalog
A file of cards arranged in call number order that should match the order of items on the
shelves. The shelf list catalog serves as a record of all materials in the library. A shelf
list can be printed from the OPAC if needed.
Spine
The part of the book’s cover that faces the reader when the book is on the shelf. The call
number is on the spine.
Subject Card
A card in the card catalog with a subject heading on the top line.
Subject Headings
Standardized terms used to provide subject access to library materials. Most school
library media centers use the Sears List of Subject Headings as a standard. Automated
libraries often use the Library of Congress Children’s Subject Headings.
Title Card
A card in the card catalog with a title on the top line.
Vertical file
A file of relevant pamphlets and unbound printed materials, arranged in alphabetical
order by subject.
Volunteers
Unpaid student, parent and community workers who assist in the library media center
Volunteers cannot replace paid professional and paraprofessional staff, but are helpful in
the daily operation of a school library.
Weeding
Eliminating items from the collection. The Collection Development policy of a school
library media center should include a section on the criteria used by the school to weed or
discard books. SUNLINK publishes a ‘weed of the month’ with guidelines for weeding
certain genre or subjects.

Library Labyrinth

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Library Labyrinth

Загружено:

Авторское право:

Доступные форматы

For

BOOKS VIDEOS PERIODICALS NEWSPAPERS

Select occasion: Thank you Birthday In memory of

1. School level – Informal. The complainant shall first contact the principal or a

2. School level – Formal.

a. Be given a copy of [OmniForm] form PBSD 1113 – Citizen’s Request for

3. District Level – Formal Appeal

FUND FUNC OBJT LOCA PROJ

FUNCTION OBJECT DESCRIPTION %

FUNCTION OBJECT DESCRIPTION %

FUNCTION OBJECT DESCRIPTION %

FUND FUNC OBJT LOCA PROJ

FUND FUNC OBJT LOCA PROJ

FUND FUNC OBJT LOCA PROJ

6210 AV materials $750 or more 6220 AV materials under $750

DATE: DATE: DATE: DATE: DATE:

_____ encompass the information literacy skills outlined in Information Power

_____ is arranged and managed so it is aesthetically appealing to the user and

Encyclopedias 1 Story 2,500 words or 1 story 3

Poems 1 Poem 250 words or 1 poem 2

Periodicals 1 article 2,500 words or 1 poem 3

Charts, cartoons, pictures 1 per book 1 per book 3

Lectures, sermons, 1 per book 1 per book 3

2. A) SUNLINK or B) one shelf­list card with barcode, price and cataloging in

IX. Upon your return in fall you will be receiving the EXACT EQUIPMENT you

The Freedom to Read Statement

FUND FUNC OBJECT LOCA PROJ

Grade Nearly Proficient

Diversity in Collection Development:

245 14 a The Clinton years /

1) Use patrols or older students ­ if your principal will allow ­ to check in the books

In August, the school will receive a PROFORMA from EBSCO. The proforma will

9. Are you aware of the Making the Grade research study? € Yes € No

4. Do you have enough time to visit the library? ‫ﭐ‬ Yes‫ﭐ‬ No

5. Do you usually find the material you need in the library? ‫ﭐ‬ Yes ‫ﭐ‬ No

6. Do you find the library staff approachable and helpful? ‫ﭐ‬ Yes ‫ﭐ‬ No

8. Do you feel comfortable using the library resources? ‫ﭐ‬ Yes ‫ﭐ‬ No

12. Do you use other libraries? ‫ﭐ‬ Yes ‫ﭐ‬ No

1. Are you familiar with your school library media program and the services it

7. Do you feel your child finds it necessary to use other libraries in the community

PG­13 Parents Strongly Some materials may be inappropriate for

Вам также может понравиться

2. A) SUNLINK or B) one shelflist card with barcode, price and cataloging in

1) Use patrols or older students if your principal will allow to check in the books

PG13 Parents Strongly Some materials may be inappropriate for