- Respect: Students will speak in tones and volumes conducive to the classroom setting and use language appropriate for all audiences.
- Education: Students will conserve materials used for classroom and maker projects.
- Pride: Students will clean up after themselves and maintain a collaborative atmosphere.
Collection Development Policy
The primary objective of the school library media center is to enrich and support the educational program of the school. The school library media center should provide a wide range of materials on multiple levels of difficulty, with diversity of appeal, and representing different points of view. The inclusion of any item in a collection does not necessarily mean that the media center endorses the contents of that item, rather that it advocates the research of different points of view and informed decision-making.
The goals of the Poinciana High School Library Media Center are:
- To foster lifelong reading habits for leisure, academic, career, and personal interests.
- To help patrons develop lifelong skills for utilizing technology in various situations.
- To support the curriculum and patron interests through selecting a diverse collection of print and electronic resources.
- To provide access, support, training, and recommendations for library resources.
- To help our patrons develop critical thinking skills through demonstration, instruction, and inquiry.
Poinciana High School is located within a growing rural community and currently serves around 1900 students, more than 60% of them Hispanic. It is a Title I school and serves many special needs populations. There are many vocational programs on site as well as Advancement Via Individual Determination (AVID) for college preparation. Special areas of consideration should include: automotive maintenance & repair, graphic arts & design, engineering, finance & banking, construction, culinary arts & restaurants, and health services. Students have opportunities for real world training in these areas and need access to materials which will deepen their knowledge quest.
General Selection Criteria
The needs of each school based on knowledge of the curriculum and of the existing collection are given first consideration in the selection of materials used to enhance the school curriculum. The collection is selected, developed and maintained in collaboration with the faculty to support the school curriculum and to contribute to the learning goals of teachers and students.
The process of evaluating materials for inclusion in the collection is continuous and systematic. With the cooperation of school administrators, teachers, students and the library media specialist, the process of selecting instructional resources shall include careful consideration of the following criteria:
- Educational significance
- Need and value to the collection
- Quality of the writing/production
- High degree of readability and/or comprehensibility
- 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 /composer /producer, etc.
- Timeliness of permanence
- Quality format
- Value commensurate with cost and/or need
- High degree of potential user appeal
- Validity, accuracy, objectivity, currency and appropriateness of text, electronic resources, or audio-visual presentation
Material inclusion will represent diversity in areas such as ethnicity, sexual orientation, and exceptionalities in order to meet the needs of the diverse student population at the school.
In areas such as religion, ideologies, sex, profanity, race which are more apt to be subject to criticism, material selection for the library media center is evaluated according to the following. Is it factual, unbiased, balanced, have literary merit, depict realistic representation, the level of the students, or does it support of the curriculum?
The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.
Access to Resources and Services in the School Library Media Program
An Interpretation of the LIBRARY BILL OF RIGHTS
The school library plays a unique role in promoting, protecting, and educating about intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library, the principles of the American Library Association’s Library Bill of Rights apply equally to all libraries, including school libraries. Under these principles, all students have equitable access to library facilities, resources, and instructional programs.
School librarians assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School librarians work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Intellectual freedom is fostered by educating students in the use of critical thinking skills to empower them to pursue free inquiry responsibly and independently. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.
School librarians cooperate with other individuals in building collections of resources that meet the needs as well as the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students.
While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equitable access to resources and services, the school library provides resources that reflect the linguistic pluralism of the community.
Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School librarians resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access regardless of technology, formats or method of delivery.
Major barriers between students and resources include but are not limited: to imposing age, grade-level, or reading-level restrictions on the use of resources; limiting the use of interlibrary loan and access to electronic information; charging fees for information in specific formats; requiring permission from parents or teachers; establishing restricted shelves or closed collections; and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.
It is the responsibility of the governing board to adopt policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. It is the responsibility of school librarians to implement district policies and procedures in the school to ensure equitable access to resources and services for all students.
Adopted July 2, 1986, by the ALA Council; amended January 10, 1990; July 12, 2000; January 19, 2005; July 2, 2008; and July 1, 2014.
Gifts and Donations
Gift materials must meet the same basic selection criteria used for new materials. Gifts are accepted with the understanding that if unsuitable, they will be disposed of at the discretion of the library media specialist. The same selection criteria will be used when purchasing materials with donated monies.
Replacement of Materials
The following criteria will be considered before replacing materials that are withdrawn because of loss, damage or wear:
- Number of duplicate copies
- Existence of adequate coverage of the field
- Similar material in the collection, especially more current and/or better material
- Demand for the particular title or subject
- Collection Analysis: A few vendors offer the service of a collection analysis. This service provides the library media specialist with a report of the current holdings and can help target areas for collection development and/or weeding. Some vendors who supply this service are: Follett, Mackin, and Rainbow Books.
Criteria for Specific Materials
- Reference: The reference collection will contain materials that are relevant to the curriculum.
- Periodicals and Newspapers: Periodicals support the school curriculum. Magazines reflect the leisure interests of the student population. Professional journals may be purchased if the budget allows. Copies of the local and national newspapers may be housed in the media center.
- Online Resources: Subscriptions to online databases should support curriculum and should not duplicate available online resources provided by the district or state. Examples: Teaching Books, Britannica, Florida Electronic Library.
- Books and eBooks: Books considered for purchase are selected in an appropriate format for regular use and patron demand. Cost should be relative to the timeliness of the material as well as the accessibility and longevity of the format. The content should meet selection guidelines in order to support curriculum and interest needs. Favorable reviews are preferred. Patron recommendations will be considered when requested.
- Audio-Visual Materials (physical and electronic copies): All audio-visual materials are selected on the same basis as printed material. Quality will be considered while seeking a balanced collection. Specific criteria for different types of materials will be considered based on the content, technical quality, and availability of accessible players.
- Consideration File: A file or database of requested materials that meet selection criteria is kept and consulted throughout the year for possible purchase, as funds are available. Review sources are consulted throughout the year and a “wish list” database of print and non-print items is maintained.
One of the underlying principles of planned collection development is the evaluation and removal of material in the existing collection that no longer is current or meets the needs of the curriculum. Weeding ensures that the collection contains only those resource materials, which are accurate, current and relevant to the curricular and recreational programs at each school.
Considerations for removal:
- Worn and damaged titles (Books with yellow, brittle or dirty paper; mutilated or missing pages; irreparably damaged binding or dingy, dirty covers. Worn and damaged audiovisual materials. Bent, torn or damaged study prints or posters.
- Superseded editions
- Duplicates: non-circulating duplicates should be discarded.
- Material containing information not easily accessible
- Back issues of periodicals
- Material that contains outdated, inaccurate factual content, outdated interpretations, values and/or attitudes.
- Material which is no longer in demand, or which no longer supports the curriculum.
- Material that is condescending, stereotyped, patronizing or biased.
- Material which has not circulated in 3 to 5 years.
Specific Weeding Guidelines
- 000 Value determined by use. Works on technology, computers dated after 3 years. Bibliographies seldom of use after 5 years from copyright date.
- 100 Ethics - value determined by use. Most unscholarly works outdated after 10 years. Remove materials of philosophical and psychological problems no longer of interest.
- 200 Religion - value determined by use. Collection should contain basic information (but not propaganda) representing a balance of sects and religions.
- 300 Social Sciences - discard those not of historical value. Controversial issues should be well represented from all sides. Political Science and Economics - Information dates quickly. Weed after 10 years if not replaced sooner.
- Education and Commerce - Weed after 10 years except for historical material.
- Career materials - discard after 5 years. Be aware of changes in dealing with career preparation.
- Customs and Folklore - Keep standard work; weed according to use.
- 400 Language - Discard old grammars; weed according to use.
- 500 Pure Science - Examine anything over 5 years old, except for botany and natural history. Discard materials with obsolete information and theories. Consider Electronic resources/databases
- 600 Technology (Applied Science) - Most material outdated after 5 years. Pay special attention to drugs, space technology, sex education, radio, television, medicine. Keep only materials containing information of historical value.
- 700 The Arts - Keep basic works in music and art. Replace with new editions and works with better illustrations. Keep stamp and coin catalogues up-to-date. Discard and replace sports and recreational material as interests change.
- 800 Literature - Keep literary criticism and history until superseded by more authoritative work. Keep works by local people. Keep titles indexed in standard reference indexes. Consider electronic versions.
- 900 History - Depends on use, demand, accuracy of fact and fairness of interpretation. Weed superseded histories.
- Travel - Weed after 3 years unless of historical value.
- Biography - Unless subject has permanent interest or importance, discard when interest wanes. Consider eBooks for historical figures.
- Fiction & Story Collection - Weed old-fashioned, dated titles which have not circulated in 3-5 years. Classics may be replaced as new, more attractive editions are available. Keep titles indexed in standard reference works.
- Reference - Requires special attention. Use same criteria as for general non-fiction. Keep standard works. Special attention is paid to keeping this collection up-to-date and accurate. Consider current use of reference and update with eBooks and electronic databases in the subject areas needed.
- Encyclopedias - General - Dated after 5 years. Consider replacing/updating with electronic versions.
- Encyclopedias - Subject Specific - Replace as content becomes invalid/outdated. Consider replacing with electronic versions.
- Almanacs & Annual Supplements - Superseded by each new volume. Keep older editions if used for teaching purposes. Keep selected older items for historical purposes. Consider using electronic versions.
- Atlases - Dated after 5 years. Consider replacing with electronic versions.
- Periodicals - Discard after 2 years. Consider replacing with electronic versions.
- Newspapers - Discard after one week. Keep indexed titles no more than two years. Consider subscription to an online service.
- Maps and Globes: Check currency, accuracy and metrication. Replace when out-of-date.
- Professional Library: Most material is outdated in 5-8 years. Weed items which no longer support the curriculum. Keep professional books that provide seatwork activities, learning centers and/or bulletin boards. Textbooks from college courses taken by teachers should not be accepted or retained.
- Textbooks, Teacher's Manuals and Workbooks: Weed outdated teacher manuals. Copies of current textbooks used in classroom may be kept and circulated to students.
- Audio-Visual Material: Consider currency of topic and presentation. Consider color, sound and other technical qualities. Discard irreparable items and replace superseded items when needed.
- Audio-Visual Equipment: Each piece of equipment should be inspected individually for either replacement or repair when reported as not functioning properly. Items verified as not working should be inspected by tech support in order to identify as in need of repair or beyond economical repair.
Materials that are challenged will be reported to the school principal and district procedures will be followed. The guidelines are available here.