Denton ISD Library Handbook
I. Library Philosophy
II. Collection Development
1. Citizen’s Request for Reconsideration of Instructional Materials
2. Checklist for Reconsideration of Instructional Materials
3. Instructions to Reconsideration Committee
III. Operating Procedures
IV. Paraprofessionals, Student Library Aides, & Volunteers
V. Purchasing Procedures
VII. Professional Concerns
Policy AE (Local)
…. in pursuit of excellence. …
The mission of the Denton Public Schools, in partnership with the home and community, is to provide quality educational opportunities in a challenging yet supportive environment where individuals and cultural diversity are respected so that out students become knowledgeable and responsible citizens who are capable of life-long learning and who have developed the necessary skills to contribute productively to a complex and ever-changing world.
PUBLIC EDUCATION MISSION, GOALS AND OBJECTIVES
The mission of the Texas public education system is to ensure that all Texas children have access to a quality education that enables them to achieve their full potential and fully participate now and in the future in the social, economic, and educational opportunities in our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of Texas and for the preservation of the liberties and rights of Texas citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child. The objectives of public education are:
OBJECTIVE 1: Parents will be full partners with educators in the education of their children.
OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.
OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a diploma.
OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.
OBJECTIVE 5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and productively function in a free enterprise society.
OBJECTIVE 6: Qualified and highly effective personnel will be recruited, developed, and retained.
OBJECTIVE 7: Texas students will demonstrate exemplary performance in comparison to national and international standards.
OBJECTIVE 8: School campuses will maintain a safe and disciplined environment conducive to student learning.
OBJECTIVE 9: Educators will keep abreast of the development of creative and innovative techniques in instruction and administration using those techniques as appropriate to improve student learning.
OBJECTIVE 10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.
The academic goals of public education are to serve as a foundation for a well-balanced and appropriate education. The students in the public education system will demonstrate exemplary performance in:
GOAL 1: The reading and writing of the English language.
GOAL 2: The understanding of mathematics.
GOAL 3: The understanding of science.
GOAL 4: The understanding of social studies.
The DISD School Board Policy Manual may be found at http://www.tasb.org/policy/pol/private/061901/
The mission of the library media program is to ensure that students and staff learn how to identify, locate, organize and present information in a clear, concise, and persuasive manner using a variety of complex information formats. The school library media program, as an integral part of the total curriculum, is the vehicle that provides opportunities for students to achieve these skills and foster a lifelong interest in both reading and knowledge.
Each student should have access to an effective, integrated school library program that reflects the curriculum and the needs of the school community and the world in general.
To accomplish this mission, the library media specialist will:
- Provide intellectual and physical access to materials in all formats.
- Provide instruction to stimulate interest and foster competence inreading, viewing and using information and ideas.
- Work with other educators and the community to provide learningopportunities to meet the needs of individual students.
- Collaborate with teachers to ensure that students can effectively locateaccess, interpret, evaluate, and communicate information.
- To provide an integration of library skills instruction with the classroom curriculum.
School Libraries and Learning Opportunities
The role of school librarians or library media specialists has evolved from "keepers of the books" to that of "leadership providers". Library media specialists play an integral part as they collaborate with teachers and students to demonstrate the ways in which research and technology skills support student success in an exemplary school library program. For students to be information literate they must be engaged in extended, inquiry-based research. School libraries provide students and teachers the opportunity to develop information literacy and digital technology literacy (Technology Applications). School librarians have been valuable resources in using the information and technology literacy knowledge and skills gained in the library to strengthen student achievement in English language arts & reading, mathematics, social studies, and science. The role of the library media specialist has expanded to include utilization of the following resources: library books, reference resources, access to databases, internet connectivity for computers, multimedia, and information in all formats, electronic as well as print.
The library program supports the acquisition of foundation curriculum area Texas Essential Knowledge and Skills (TEKS). Examples of how library programs support learning follow:
- Students are taught that they have many print and electronic resources in the library and how to locate them so that they can frame questions and conduct research in English language arts
- Students are taught that they have many print and electronic resources in the library to view media and implement the skills of analysis, interpretation and production in English language arts
- Students have access to a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks to support learning in social studies.
- Students research scientific topics with the librarian"s assistance and use computers and information technology tools to support their investigations as a part of learning in science.
- Students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics through examples provided in resources in the library as a part of learning in mathematics
The library program supports the acquisition of information literacy and Technology Applications TEKS (19 TAC Chapter 126) proficiencies through the following activities:
- Students and staff understand how to collect and retrieve information.
- Students develop the ability to manage or use an organizational scheme such as the classification arrangement of library database resources.
- Students can interpret, summarize, compare, and contrast information.
- Students make judgments about the quality, relevance, usefulness, or efficiency of the information.
- The creation of new knowledge is demonstrated by adapting, applying, designing, inventing, or authoring information.
The TEA Division of Curriculum supports school libraries and the efforts of their library media specialists as they facilitate the integration of all TEKS, including the Technology Applications TEKS, into collaborative teaching and learning opportunities for Texas students and teachers.
Position Statement on the Role of the School Library ProgramLearning for life…whether the focus is on readiness for the next grade or college and career readiness, the school library program plays a crucial role in preparing students for informed living in the 21st century. Today’s information universe affords opportunities for around-the-clock access to information in diverse and often unjuried venues. Citizens of this information world must have the skills and dispositions to access information efficiently and to assess critically the sources they rely upon for decision-making, problem solving, and generation of new knowledge.
The school library program provides learning opportunities in multiple literacies that enable students to become efficient and effective in the pursuit of information. Further, the school library program encourages a critical stance as it encourages students to examine the authority of authors and the bias of sponsors; to assess the importance of currency of information to the topic at hand; and to determine the scope and relevance of information to meet their needs. This instruction occurs best in the context of the school curriculum where students have a need to know and are guided by a standard of excellence set by their classroom teachers in collaboration with the school librarian.
Beyond its curricular role, the school library program gives each individual member of the learning community a venue for exploring questions that arise out of individual curiosity and personal interest. As part of the school library program, the school librarian provides leadership in the use of information technologies and instruction for both students and staff in how to use them constructively, ethically, and safely. The school librarian offers expertise in accessing and evaluating information, using information technologies, and collections of quality physical and virtual resources. In addition, the school librarian possesses dispositions that encourage broad and deep exploration of ideas as well as responsible use of information technologies. These attributes add value to the school community.
The school library program is based on long-range goals developed through strategic planning and reflecting the mission of the school. The school librarian participates fully in all aspects of the school’s instructional program including federally mandated programs and reform efforts. The school library program provides flexible and equitable access to all, physically as well as virtually. The collection includes materials to meet the needs of all learners, representing various points of view on current and historical issues, as well as a wide variety of interest areas. Policies, procedures and guidelines are developed to maintain the school library program. Library staffing and budget are sufficient to support the school’s instructional program and meet the needs of the school library program goals.
The school library represents for students one of our most cherished freedoms--the freedom to speak our minds and hear what others have to say. Students in America have the right to choose what they will read, view, or hear and are expected to develop the ability to think clearly, critically, and creatively about their choices, rather than allowing others to do this for them.
Position Statement on the School Librarian's Role in Reading
Rationale: Reading is a foundational skill for 21st-century learners. Guiding learners to become engaged and effective users of ideas and information and to appreciate literature requires that they develop as strategic readers who can comprehend, analyze, and evaluate text in both print and digital formats. Learners must also have opportunities to read for enjoyment as well as for information. School librarians are in a critical and unique position to partner with other educators to elevate the reading development of our nation’s youth.
Reading skills involve thinking skills. The extent to which young people use information depends upon their ability to understand what they read, to integrate their understandings with what they already know, and to realize their unanswered questions. To this end, school librarians model and collaboratively teach reading comprehension strategies: assess and use background knowledge, pose and answer questions that are appropriate to the task, make predictions and inferences, determine main ideas, and monitor reading comprehension as well as the learning process.
In addition, 21st-century learners must become adept at determining authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources. School librarians model and collaboratively teach these skills and strategies.
With a deep knowledge of the wide variety of authentic reading materials available in the school library and beyond, the school librarian has a key role in supporting print and online reading comprehension strategy instruction in collaboration with classroom teachers and reading specialists. School librarians co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning.
While the responsibility for the successful implementation of reading promotion and instruction is shared by the entire school community, library programs serve as hubs of literacy learning in the school. The following components of school library programs position school librarians in leadership roles in developing reading comprehension strategies and in promoting free independent reading:
- School libraries provide students, staff, and families with open, non-restricted access to a varied high quality collection of reading materials in multiple formats that reflect academic needs and personal interests.
- School librarians practice responsive collection development and support print-rich environments that reflect the curriculum and the diverse learning needs of the school community.
- School librarians take a leadership role in organizing and promoting literacy projects and events that engage learners and motivate them to become lifelong readers.
- Classroom teachers, reading specialists, and school librarians select materials, promote the curricular and independent use of resources, including traditional and alternative materials, and plan learning experiences that offer whole classes, small groups, and individual learners an interdisciplinary approach to literacy learning.
- Classroom and library collaborative instruction is evidence-based, using research in librarianship, reading, English-language arts, and educational technology in order to maximize student learning. School librarians partner with classroom teachers, specialists and other literacy colleagues to make decisions about reading initiatives and reading comprehension instruction, and to develop all learners’ curiosity in, and intellectual access to, appropriate resources in all formats and media.
- When learners follow an inquiry process they assess and use reading comprehension strategies. The skills identified in the Standards for the 21st-Century Learner align with the reading process.
- Opportunities for planned and spontaneous library use best serve learners as they identify, analyze, and synthesize ideas and information by using a wide range of materials in a variety of formats and media. Availability of library resources and professional staff at point of need develops intellectual behaviors that transfer to future academic pursuits and lifelong academic and public library use.
- Along with classroom and reading specialist colleagues, school librarians provide and participate in continual professional development in reading that reflects current research in the area of reading instruction and promotion.
Position Statement on the Value of Independent Reading in the School Library ProgramIn an information age, literacy demands not only the ability to read and write, but also the ability to process information and communicate effectively. Research suggests that reading proficiency increases with the amount of time spent reading voluntarily. Unfortunately, independent reading is often a casualty in our fast paced, media-oriented society. Today's students know how to read but have little or no interest in doing so. They have failed to catch the love of reading; therefore, they choose not to read.
The adoption of Goals 2000 has made literacy an issue of national importance; therefore, a primary goal of the school library program must be to create life-long readers. It is imperative that school librarians work with teachers and parents to find ways to instill in students the joy of reading while helping them build the reading habit.
To become life-long readers, students must have . . .
- access to current, quality, high interest, and extensive collections of books and other print materials in their school libraries, classrooms, and public libraries;
- contact with adults who read regularly and widely and who serve as positive reading role models;
- certified school librarians and classroom teachers who demonstrate their enthusiasm for reading by reading aloud and booktalking;
- time during the school day dedicated to reading for pleasure, information, and exploration;
- opportunities specifically designed to engage young people in reading;
- schools that create an environment where independent reading is valued, promoted, and encouraged; and
- opportunities that involve care givers, parents and other family members in reading.
The man who does not read good books has no advantage over the man who cannot read them.
Position Statement on Labeling Books with Reading Levels
Librarians use spine labels to organize and identify library resources by call number to help patrons locate general subject areas or specific fiction, non-fiction, reference, audiovisual, or other items. Viewpoint-neutral directional labeling in libraries increases students’ access to information and supports their First Amendment right to read. Best practice in school libraries includes books and other resources being shelved using a standard classification system that also enables students to find resources in other libraries, such as a public library, from which they may borrow materials.
One of the realities some school librarians face in their jobs is pressure by administrators and classroom teachers to label and arrange library collections according to reading levels. Student browsing behaviors can be profoundly altered with the addition of external reading level labels. With reading level labels often closely tied to reward points, student browsing becomes mainly a search for books that must be read and tests completed for individual or classroom point goals and/or grades. School library collections are not merely extensions of classroom book collections or classroom teaching methods, but rather places where children can explore interests safely and without restrictions. A minor’s right to access resources freely and without restriction has long been and continues to be the position of the American Library Association and the American Association of School Librarians.
Labeling and shelving a book with an assigned grade level on its spine allows other students to observe the reading level of peers, thus threatening the confidentiality of students’ reading levels. Only a student, the child’s parents or guardian, the teacher, and the school librarian as appropriate should have knowledge of a student’s reading capability.
Non-standard shelving practices make it difficult for library staff and patrons to locate specific titles. More importantly, students may have no understanding of how most school and public libraries arrange their materials, thus further affecting book selection in other libraries.
It is the responsibility of school librarians to promote free access for students and not to aid in restricting their library materials. School librarians should resist labeling and advocate for development of district policies regarding leveled reading programs that rely on library staff compliance with library book labeling and non-standard shelving requirements. These policies should address the concerns of privacy, student First Amendment Rights, behavior modification in both browsing and motivational reading attitudes, and related issues.
For additional supporting information see also:
American Association of School Librarians. “Position Statement on the Value of Independent Reading in the School Library Program.”
American Library Association. “Labeling and Rating System: An Interpretation of the Library Bill of Rights.” July 11, 2011.
American Library Association. “Questions and Answers on Labeling and Rating Systems.” January 16, 2010.
American Library Association. “Restricted Access to Library Materials: An Interpretation of the Library Bill of Rights.” January 28, 2009.
The Agency promotes collaboration with the Texas State Library and Archives Commission. One collaborative effort involved the development of new school library standards. Revised and adopted by the Texas State Library and Archives Commissioners on May 16, 2005, the revised standards establish guidelines for school library programs at four levels: exemplary, recognized, acceptable, and below standard. Supplemental Resources include output and outcome measures that libraries may use to describe the level of use and effectiveness of the program and may be found at the Texas School Libraries website.
The TEA Division of Curriculum"s mission for Texas public school libraries follows:
- to build the capacity of Texas school library programs to support learning, especially in the core curriculum areas
- to enable students to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state, nation and world.
Because Student Achievement IS “The Bottom Line”
Information Literacy Standards for Student Excellence
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
More information on the national standards can be found at the American Association of School Librarians website.
The mission of the American Association of School Librarians is to advocate excellence, facilitate change, and develop leaders in the school library media field.
AASL works to ensure that all members of the school library media field collaborate to:
- Provide leadership in the total education program
- Participate as active partners in the teaching/learning process
- Connect learners with ideas and information, and
- Prepare students for life-long learning, informed decision making, a love of reading, and the use of information technologies.
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.
An Interpretation of the LIBRARY BILL OF RIGHTS
The school library media program plays a unique role in promoting 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 shapes the resources and services of a school library media program, the principles of the Library bill of Rights apply equally to all libraries, including school library media programs.
School library media specialists 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 library media specialists 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. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.
School library media specialists cooperate with other individuals in building collections of resources appropriate to the needs and to 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 media 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 equal access to resources and services, the school library media program 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 media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media specialists resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means.
Major barriers between students and resources include but are not limited to imposing age or grade 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.
The school board adopts 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. School library media specialists implement district policies and procedures in the school.Adopted July 2, 1986; amended January 10, 1990; July 12, 2000; January 19, 2005, by the ALA Council.
The Council of the American Library Association strongly recommends that the responsible officers of each library, cooperative system, and consortium in the United States:
Formally adopt a policy that specifically recognizes its circulation records and other records identifying the names of library users to be confidential.
(See also ALA Code of Ethics, Article III, "We protect each library user"s right to privacy and confidentiality with respect to information sought or received, and resources consulted, borrowed, acquired or transmitted" and Privacy: An Interpretation of the Library Bill of Rights.)
Advise all librarians and library employees that such records shall not be made available to any agency of state, federal, or local government except pursuant to such process, order or subpoena as may be authorized under the authority of, and pursuant to, federal, state, or local law relating to civil, criminal, or administrative discovery procedures or legislative investigative power.
Resist the issuance of enforcement of any such process, order, or subpoena until such time as a proper showing of good cause has been made in a court of competent jurisdiction.¹
¹Note: Point 3, above, means that upon receipt of such process, order, or subpoena, the library"s officers will consult with their legal counsel to determine if such process, order, or subpoena is in proper form and if there is a showing of good cause for its issuance; if the process, order, or subpoena is not in proper form or if good cause has not been shown, they will insist that such defects be cured.
Adopted January 20, 1971; revised July 4, 1975, July 2, 1986, by the ALA Council
The school library program of the Denton Independent School District is mandated by and governed by policies of the School Board. The following contain statements about library materials.
http://pol.tasb.org/Policy/Code/383?filter=EFA (Legal is the policy, Local is the local interpretation, Exhibit is the form).
Copyrighted Material Policy - http://pol.tasb.org/Policy/Code/383?filter=CY
The Denton ISD Board Policy Manual may be accessed online Click Here
Citizen’s Request for Reconsideration of Instructional Materials – See Appendix Exhibit A
Checklist for Reconsideration of Instructional Materials – See Appendix Exhibit B
Instructions to Reconsideration Committee
- Bear in mind the principles of the freedom to learn and to read. Base your decision on broad principles rather than on defense of individual materials. Freedom of inquiry is vital to education in a democracy.
- Study thoroughly all materials referred to you and read available reviews. Consider the general acceptability of the material based on standard evaluation aids and local holdings in other schools.
- Passages or parts should not be pulled out of context. The values and faults of a title should be weighed against each other and your opinions should be based on the material as a whole.
- Your report, presenting both majority and minority opinions, will be presented by the principal to the complainant at the conclusion of the discussion of the questioned material.
- Appropriate for recommended levels. Library media material shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected.
- Two positive reviews from approved selection aids for the age levels taught.
- Pertinent to the curriculum and the objectives of the instructional program. Library media materials shall be selected based on assessed curricular needs. Materials should reflect the identified learning outcomes of the instructional program.
- Accurate in terms of content. Library media materials shall present facts in an objective manner. Authority of the author, organization, publisher/producer should be a consideration in selection. Materials concerning human development and family life should contain facts presented in a manner appropriate to the level of the students.
- Reflective of the pluralistic nature of global society. Library media materials shall provide a global prospective and promote diversity as a positive attribute of our society. It is important to include materials by authors and illustrators of all cultures.
- Free of bias and stereotype. Materials shall reflect the basic humanity of all people and be free of stereotypes, caricatures, distorted dialect, sexual bias, and other offensive characteristics. Library materials concerning religious, social, and political content should inform rather than indoctrinate.
- Representative of differing viewpoints on controversial subjects. The selection of learning resources on controversial issues will be directed toward maintaining a diverse collection representing various views. The school library media center provides free and equitable access to all information.
- Appropriate format to teach effectively the curriculum. Library media materials shall be available in a variety of formats, e.g., print, nonprint, electronic, multimedia, to meet the needs and learning styles of a diverse student population.
- Recent copyright date as appropriate to the subject. Library media materials shall be assessed for currency of the information as it relates to the content and purpose of an item.
- Acceptable in literary style and technical quality. Literary quality, technical merit, physical arrangement, and aesthetic characteristics should be considered as integral components in the evaluation of all media formats.
- Appropriate for students with special needs. Library media materials shall be provided to meet curricular needs and the individual needs, interests, and learning styles of all students at all levels.
Selection aids used by the librarian include the following:
- School Library Journal
- VOYA: Voice of Youth Advocates
- Book Links
- Book Report
- Library Talk
- Horn Book
- Video Librarian
- Teacher Librarian
- Newbery or Caldecott lists
- Texas Library Association Reading Lists Bluebonnet, Lone Star or TAYSHAS lists
- Booklists from appropriate educational and reading organizations.
- Recommendations from individual teachers.
- Book Blogs from notable bloggers such as John Schu, Donalyn Miller, or Colby Sharp.
Many of the above selection aids may be available by accessing the district subscription to our online magazine databases.
For additional selection aids may be used with permission from the Coordinator.
- Are the illustrations accurate, and do they correspond to and enhance the text?
- Do the illustrations complement the setting, plot, and mood of the story?
- Is characterization enhanced by the illustrations?
- Do both text and illustrations avoid stereotypes of race and sex?
- Will the plot appeal to children?
- Is the theme worthwhile?
- Is the purpose of the book worth sharing with children?
- Is the author’s style and language appropriate for children’s interests and levels?
- Is there a sequentially organized plot that provides a framework for children who are just developing their own organization skills?
- Is there depth of detail and is it appropriate for the child’s age level?
- Does the audience have enough experiential background to understand and interpret the illustrations? Can they interpret the book during individual reading, or would adult interaction be necessary?
- Is the size of the book appropriate for the purpose?
Gifts of instructional resources shall be evaluated according to the above criteria and accepted or rejected accordingly. Board Policy EFA (Local).
Denton I. S. D. subscribes to the philosophy of collection development as described in the publication, The CREW Method: Expanded Guidelines for Collection Evaluation and Weeding for Small and Medium-Sized Public libraries, published by the Texas State Library and Archives Commission. Every school library in the district should have a copy of this publication.
Weeding is the systematic and purposeful way of removing items from the school collection. Weeding is undertaken to keep materials in the library media center current and attractive.
Retaining an item because of its historical value is not practiced by the Denton ISD library staff. Materials should be geared for use by its K-12 student population.
Retaining an item because of its popularity although it is damaged beyond repair is not practiced by the Denton ISD library staff. Retaining damaged materials in the collection can lead to less respect for the collection as a whole.
Weeding occurs formally at the time inventory is taken. It also occurs informally on a daily basis. Weeding is the responsibility of the campus librarian.
Maintaining current materials is a continuous cycle that cannot be ignored. As stated in the CREW Manual, the six benefits of weeding are:
- You save space.
- You save the time of patrons and staff.
- You make the collection more appealing by replacing ragged, smudged books and unattractive rebinds with attractive new books.
- You will enhance your library’s reputation for reliability and up-todateness and build public trust.
- The CREW method provides a continuous check on the need for mending or binding, alerts the library staff to lost or stolen books in need of replacement, and guarantees a more accurate volume count.
- CREW provides constant feedback on the collection’s strengths and weaknesses.
What to Weed
- Materials/Books of Poor Content – outdated and obsolete information (especially on the subjects of computers, law, science, space, health and medicine, technology, geography, travel, and transportation).
- Materials/Books of Poor Appearance – worn, torn, ragged, dirty, shabby, missing pages, poorly bound or printed editions.
- Unused Materials – hot topics of yesteryear, uncirculated items, duplicate copies no longer needed.
- Topics No Longer Within Your Collection Priorities – topics no longer covered by the curriculum, subjects no longer relevant to your clientele.
- Before materials are physically removed from the library media center, marks of ownership should be obliterated, and the materials marked with “withdrawn” or “discarded.”
- Materials that are worn or damaged beyond further use should be boxed up and sent to auction.
- Librarians should fill out a Fixed Asset Add and Delete form for anything to be weeded. Send a copy to Debbie Monscke in the Business office and another copy to Gina Burgess at the Warehouse.
- If you can run a list of items deleted, please print it and add it to the boxes being sent to the warehouse.
- Otherwise, please give the warehouse a general description of the items being weeded (i.e., # of science books, # of fiction books, # of history books, etc.). This will be used in the auction description.
Libraries are open as many days within the school year as possible. Libraries should open for student checkout during the first full week of school and end student check out no earlier than two weeks before the last student day. Each campus determines the last day of checkout for graduating students. Downloading of student attendance data may affect the beginning of student checkout at the secondary level.
Each campus determines the exact hours of operation for that library. Generally, elementary libraries are open from 7:45-3:45 P.M. Generally, middle school and high school libraries are open between 8:00-4:00 P.M. Individual campuses may set extended hours as determined by the principal and librarian.
Libraries should be open during the librarian’s lunch. If the paraprofessional is not available to cover for the librarian during lunch, the library should be closed no longer than 30 minutes. If possible, arrangements should be made for a volunteer or another school staff member to operate the checkout desk during this period so that library service is available continuously throughout the school day.
The library program requires secondary students (grades 6-12) to have a library card with them to check out materials, use the computer center, or access the Internet. (Internet use also requires a signed AUP on file. The first card is provided free. Replacement cards may be purchased at a cost of $5.00.
The number of items allowed to be checked out by students differs depending upon the grade level of the student. See the list below for more information.
PK 1 book for 7 days with one renewal Grade K-2 2 books for 7 days with one renewal Grades 3-5 4 books for 14 days with one renewal Grades 6-8 4 books for 14 days with one renewal Grades 9-12 5 books for 14 days with one renewal
Audiovisual materials, computer software, reference works, and periodicals are exceptions to the guidelines listed above. These items may be checked out overnight at the discretion of the campus librarian.
Reference Materials and other materials on reserve for special projects may be checked out at the discretion of the campus librarian.
Students with overdue items or unpaid fines may be prohibited from borrowing additional items until obligations are cleared.
At the elementary level, students shall not be limited to only one section of the library collection. Kindergarteners as well as older students display an interest and aptitude for nonfiction materials.
Receipts must be given for funds received for fines and lost items. Contact your campus office staff for a receipt book of three part receipts. Give the first copy to the student, the second to the office with cash or checks for deposit, and keep the third copy for your records. Take appropriate action in the online circulation system to clear the student’s record when lost materials are paid for as well as to make it easy to track lost materials.
Because of processing requirements, a replacement book is not accepted unless it is the same binding, publisher, and has the same number of pages as the lost book.
In Grades 6-12, fines of 25 cents per day (with a one-day grace period) are charged for materials that are overdue. Each borrower is held responsible for items charged out under his or her name. Fines are only charged for days school is in session. Books returned to the book drop when the library is closed will be checked in before assessing fines.
Try to recover the materials by calling, e-mailing or writing the home.
Send an All call reminder through the phone system at least three weeks before the end of school.
To send an All Call reminder, send an Excel spreadsheet to Library Services with ONLY the ID numbers of students with lost books and/or fines. Donna will record a general message stating that the child has a lost book. Please contact your child’s library for specific details.
Contact counselors and/or principals for help in collecting lost materials.
As a general policy, if the fine amount is low (under $2) consider waiving the fine. Think about whether it is worth angering a parent for a small amount of money.
If all else fails and the charge isn’t clear, consider one of the following solutions.
- Waive the fine. This is an internal policy. Don’t let kids know you have done this. This is especially appropriate if the student is Economically Disadvantaged.
- Ask the student to work off the amount. Depending upon the age of the student, they can shelve books, dust, put chairs in order, help with inventory scanning, straighten headphones, cover computers with sheets for the end of the year or attend to many other end of the year chores.
When the student comes in the pay for a lost book:
Charges for lost books are the replacement cost of the book or a comparable title. The average price of books at different grade levels is published each March in School Library Journal. That amount may be used when the replacement cost cannot be determined. When an item is determined to be lost and a student is paying for it, you may NOT add the fine amount to the cost of the book.
- Look up the cost of the book in the library catalog or on Titlewave.
- Add $2.00 for processing.
- If the book is no longer available in its original format, charge the amount showing on the copy record
If the book is no longer available in any format, set the price of the lost book to the average cost of a hardcover book as found in the March issue of School Library Journal.
- Before setting the copy to lost in circulation, check the date the book was due to the library so you can write that date on the receipt.
- Set the copy to lost in circulation and create a fine (the amount of the book) for the patron.
- Write a triplicate receipt (a separate receipt for each book).
*Include the book title and barcode number.
*Be sure to note on the receipt the date the book was due and/or the number of days overdue the book was at the point it is paid for.
*Record the amount of the fine and note that amount on the receipt.
*If the book is returned, the business office will make a check out to the parent, so it will also help the bookkeeper if the parent name is on the receipt as well.
*Give one copy to the student, one copy to the bookkeeper with the deposit, and keep one for yourself.
- Explain to the student that if he/she finds the book, the amount of the fine will be deducted from the total.
IF the book is returned:
- Fill out a check request form to be given to the secretary or bookkeeper. Deduct the amount of the fine from the refund. Include a copy of the original receipt. They will set up a vendor number for the parent and do a check request for the refund which will be mailed to the home address.
- Refunds will only be made for the school year in which the receipt for the lost book occurs.
The student and parent have the right to have the grade report or report card whether or not the outstanding balance is paid. If a parent refuses to pay a fine, or is unable to pay the fine, the report card must be turned over to them.
Charges for lost books are the replacement cost of the book or a comparable title plus a processing fee of $2.00. The average price of books at different grade levels is published each march in School Library Journal. That amount can be used when the replacement cost cannot be determined. If within the school year an item is returned in good condition along with the official receipt, the price of the item shall be refunded. The processing fee is non-refundable.
If an item is damaged, the borrower may be charged up to the retail value of the item as well as any accrued fines or processing fees.
Report cards cannot be held because of late fees or fines for lost books. See Section 28.002 of Texas Education Code.
Sec. 28.002 NOTICE TO PARENT OF UNSATISFACTORY
(a) The board of trustees of each school district shall adopt a policy that
a. (1) provides for a conference between parents and teacher.
b. (2) requires the district, at least once every 12 weeks, to give written notice to a parent of a student’s performance in each class or subject, and
c. (3) requires the district, at least once every three weeks, or during the fourth week of each nine-week grading period, to give written notice to a parent or legal guardian of a student’s performance in a subject included in the foundation curriculum under
(a) (1) if the student’s performance in the subject is consistently unsatisfactory, as determined by the district.
(b) The notice required under Section (a)(2) and (a)(3) must:
a. (1) provide for the signature of the student’s parent,
b. (2) be returned to the district.
(c) A policy adopted under this section does not apply to a
a. (1) is 18 years of age or older and who is living in a different residence than the student’s parents,
b. (2) is married, or
c. (3) has had the disabilities of minority removed for general purposes.
(d) In this section, “parent” includes a guardian, conservator, or other person having lawful control of a student.
Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30 , 1995.
Amended by Acts 1999, 76 Leg., ch. 1237, Sec. 1, eff. Aug. 30, 1999.
Students who are withdrawing from school must have library records cleared as part of the withdrawal process. Students who transfer between schools within the district will not be allowed to borrow items at the current school if there are unreturned items or unpaid fines at their previous school.
Teachers may check out as many materials as needed as long as it will not hamper service to other library patrons. An alternative to a teacher borrowing a majority of items in any subject area is the practice of placing items on reserve for use by a teacher and his/her class.The circulation period for items checked out to teachers is six weeks.
Year 1 2016/17 Year 2 2013/14 Year 3 2014/15Year 42015/16 SecondaryFictionStory CollectionPaperbackNonfictionSpanishProfessionalReferenceEasyBiography920AV, 1EQ, 7EQ, VC, DVD, AB, AC, CDROther Audiovisual ElementaryFictionStory CollectionPaperbackBig BooksNonfictionSpanishProfessionalEasy/EZReferenceBiography920AV, 1EQ, 7EQ, VC, DVD, AB, AC, CDR, KIT,Other audiovisualSome like to do a complete inventory each year. That is fine. As long as the minimum requirements are met.The Inventory Status Analysis Report for each holdings code inventoried, will need to be attached to your annual report.Why do inventory?
Help provide an accurate reflection of item status in the catalog – identify missing items, update incorrect statuses (checked out, missing, lost, in transit, arrived request) of items on the shelf.
Identify unresolved requests for items on the shelf.
Identify cataloging errors – items marked one thing on spine label, something different in the catalog.
Identify items shelved in wrong collection.
Teachers should be encouraged to sign up for use of the library by a class of students on a first-come, first-served basis. Sign up sheets by week, day, and hours should be available before the beginning of each semester.
Individual students should be allowed to use the library to checkout materials or for research within the school day unless that usage will disturb others who are using the library.
Use of the video delivery systems will be scheduled in the library in the same way as visits to the library. The procedure for scheduling this service should be explained to teachers at the beginning of the year. All copyright guidelines will be followed in the use of this system.
Every librarian must prepare a folder for substitutes who may work in the library. The folder should contain all information the substitute will need to successfully run the library in your absence. Minimal information to be included:
- Schedule for the library
- Lesson plans for scheduled classes or generic plans in case of an emergency.
- Duty schedule (if librarian has scheduled duties outside the library)
- Instructions for operating the circulation system and the video retrieval system
- Name and phone extension of technology facilitator or someone on campus who can assist with insuring the library computers are available for student and teacher use in your absence.
- Name and phone number of Library Coordinator and System Administrator at the district office.
- Information about student assistants, their duties and responsibilities (secondary).
- Alternative activities (not requiring technology applications) for scheduled classes in case original plans go awry.
- Fire/emergency exit plans.
Flexible access is encouraged for all school libraries when possible. See the statement on flexible access in School Library Programs: Standards and Guidelines for Texas, 2005 Revision.
Excerpts below taken from The Library Media Center : A Force for Student Excellence (TEA)
DEVELOPING A CURRICULUM-BASED LIBRARY MEDIA PROGRAM
Main Components of a Curriculum-Based Library:
- A flexible library schedule that makes the LMC available any time during the day.
- Provides a collection that closely supports the curriculum.
- Develops integrated units, with teachers and library media specialist planning together.
- Includes adequate planning time for the teacher and the library media specialist
- Merges the curriculum with the library program.
- Provides a budget that supports the goals and objectives of the curriculum-based library program.
- Promotes the use of the latest technology to facilitate student research.
The Role of the Principal:
- Coordinates a team consisting of teachers, the library media specialist, and the principal to set the goals and objectives of the curriculumbased library program.
- Promotes a flexible library schedule to accommodate access to the library.
- Supports the movement from the traditional library program to the curriculum-based library program
- Promotes the integration of the instructional program.
- Provides the leadership for teachers and library media specialists in developing the curriculum-based library program.
- Allocates funding for materials to fulfill the goals and objectives of the curriculum-based library program
- Encourages all staff members to participate in a curriculum-based library program.
- Provides staff development and planning time for cooperative units using LMC.
- Includes instructional training for the library media specialist and involves the library media specialist in all instructional activities.
- Promotes the LMC as the central classroom in the building, providing a facility for large and small group uses.
- Promotes the use of the LMC as a central location for storage and dissemination of instructional materials and equipment for the school.
The Role of the Library Media Specialist:
- Moves from the traditional role of service to one of merging the instructional program with the curriculum-based library program.
- Helps develop goals and objectives for the library in cooperation with the principal and the teachers.
- Recognizes the primary responsibility of the library media specialist as identifying teacher/student needs, providing information to meet these needs, and promoting the use of resources for independent learning.
- Becomes actively involved on all curriculum committees and in all grade level meetings.
- Becomes actively involved in staff development opportunities directly involving instruction.
- Integrates the teaching of library skills and the use of technology with the instructional program.
- Uses copies of curriculum guides and textbooks to support instruction in the classroom
- Develops and print and non-print library collection in cooperation with the teachers that supports the instructional program.
- Plans integrated units of instruction with the teachers.
The Role of the Teacher:
- Welcomes the library media specialist as a member of the teaching team.
- Participates on a principal/teacher/media specialist team to promote this program.
- Serves as a member of the instructional team to preview and review resources which support the curriculum.
- Views the library media center as an extension of the classroom.
- Participates in staff development and visits exceptional library media programs.
- Plans integrated units of study in cooperation with the library media specialist
- Supports the merging of the instructional program with the library program.
- Encourages student learning that makes use of the new technologies as well as print materials.
- Works with the library media specialist to develop a print and nonprint library collection that supports the curriculum.
Results of a Curriculum-Based Library Program:
- The library program makes a greater contribution to the school’s curriculum.
- Teachers and students learn skills for the location and selection of materials which meet their goals and objectives.
- The print and non-print collections closely support the school’s curriculum.
- Teachers and students become proficient in using technology to locate information.
- Circulation of books and audiovisuals dramatically increase.
- Students develop positive attitudes toward the library and toward independent research.
- Growth in student achievement can be observed and measured.
Historically, the role of education has been to impart knowledge and information to students. Information changes continually, making what is taught today potentially useless tomorrow. As educators, then, we must teach our students how to access evaluate, and manipulate information using various print, non-print, and electronic sources rather than merely learn it. Resource-based learning, combining the power of utilizing the information available in the library media center with the learning that takes place in the classroom, is revolutionizing education today.
With the changing educational environment and a shift from the industrial to the information/communication age, the role of the library media teacher has expanded to include:
- Integration of information literacy skills into the curriculum
- Collaborative planning, teaching, and evaluation of units between the library media and classroom teachers
- Promotion and development of literature and book choice
- Awareness of reading for pleasure vs. Reading for information
- Active participation in curriculum development
- Collection development and evaluation
- Administration of library media center
INTEGRATION OF INFORMATION LITERACY INTO THE CONTENT AREAS
Information literacy is the ability to access, evaluate, and use information from a variety of print, non-print, and electronic resources to make a decision or solve a problem. With these skills, students become empowered to make informed decisions based on active construction and reconstruction of ideas and thoughts. There are four basic premises in the integration of information literacy:
- The Library Media Teacher and the Classroom Teacher share the responsibility of instruction of information literacy skills
- Information literacy skills and strategies need to be developed, taught and practiced within all content areas of curriculum and not in isolation
- Information skills allow individuals to access, process, analyze, organize, evaluate, and present information from a variety of print, non-print, and electronic sources
- Information literacy uses the tools of technology as an integral part of instruction. Technology is a tool, not an end product.
Technology literacy is the ability to access, evaluate, and use information from various electronic resources to make a decision or solve a problem. Technology literacy is embedded in information literacy. There are four basic premises in the integration of technology into curriculum and learning:
- Information literacy uses the tools of technology as an integral part of instruction.
- Accessing, processing, and presenting information includes print, non-print, and electronic media.
- Technology is a tool, not an end product.
- Navigational skills may be developed by providing software for independent learning. This should be introduced when the student is developmentally ready.
Many libraries check out AV equipment to teachers on a yearly basis if there are enough machines to accommodate this practice. If not, equipment can be distributed on a first-come, first-served basis.
Keep records on purchase order number, price, brand, model number, serial number, and bulb used (if any) on all equipment. Also keep records of repairs done on all equipment. This information is useful in making decisions on when it is time to discard equipment.
Label all equipment with school name and date of purchase. Approved labeling methods include etching or permanent marker.
Televisions and other heavy equipment must be strapped to AV carts if physically possible.
Transport of audiovisual equipment by students is NOTallowed.
Remind teachers of this procedure at the beginning of each school year. Carts with heavy equipment can easily tip over and injure students.
Repair of Audiovisual EquipmentPlease send all equipment needing repair to the Library Services office with a detailed note explaining what is wrong. Put an open PO on the system to cover the cost of repairs. Estimate the amount you will need based on prior year records.
Whereas mistakes are made and messages are not noticed, and we have too many branches for individual preferences as to handling requests, this is the District Wide policy for request handling.
1. Place Request
2. After placing the request, send a courtesy notification email to the specific librarian if placing a branch specific request, or to the group if the request is a system choice request. In the subject line type: Request (so the request emails can easily be recognized)
3. A response to the email is only required if the library can’t fill the request at the time, or if the request message doesn’t come through in circ.
4. If the request is refused, the requesting library is responsible for canceling the request and finding another option for the teacher needs.
5. If you receive a request without receiving a courtesy email, you may either send on the items as a courtesy (librarian may have forgotten to email), or check with the requesting library to make sure it was not an error. If you determine it is an error and need help determining the issue, please contact Patty with any documentation before deleting the request.
6. Please process requests in a timely manner.
Student Aides -Volunteers
The primary purpose of having paraprofessional staff in the library is to free the librarian for the professional duties that raise the level of services offered. Staffing of paraprofessionals should be based on the School Library Program: Standards and Guidelines – Revised 2005. (Texas Education Code, Section 33.201).
Selection and Hiring
Selection should be made by school administration with the school librarian actively involved in this process. In the selection interview, the candidate should be told what type of work the job entails, the work schedule (daysand times), and the benefits involved.
Selection of staff should be on the following criteria:
- Dependability in work habits and attendance
- Reliability in the performance of tasks
- Interest in children and library work
- Technical skills
- Circulation Responsibilities – check out, check in, overdue lists, andother statistical reports as requested.
- Shelving materials, filing catalogs and magazines
- Materials processing and repair
- One on one student help
- Supervise student assistants (at the secondary level) or volunteers.
- Manage video retrieval system.
- Collect monies for lost items or fines, give receipt, record transaction in circulation system.
- Withdraw weeded, damaged, lost materials.
- Load laminating film.
- Laminate materials for teachers.
- Other duties as assigned by the librarian and building principal.
Paraprofessional Training should include orientation given on school policy and procedures as well as library policy and procedures. It should focus on skills the paraprofessional brings to the job. Introduce new skills one at a time. Training should be an ongoing process.
Paraprofessional Supervision: Providing Direction and Guidance
Paraprofessional should have a clear and complete job description, systematic assessment of job performance, and adequate comments on training and personal development needs. If problems arise, the principal must be informed immediately by the librarian and as a team, they can plan a course of action.
School volunteers are highly skilled in a wide range of instruction-related areas. Fortunately, many prefer to contribute their services to the Library Media Center. An organized volunteer program is an excellent way to involve parents and community members in the local school. Volunteer services are most beneficial when organized so both the volunteer and staff members are aware of the different responsibilities and so the Library Media program can benefit from the unique talents of the volunteer.
Adult Volunteer Selection
Parent volunteers have time constraints and schedules should be arranged to meet their individual needs. All volunteers must complete a Criminal History and Background Check by law (Texas Education Code Section 21.917).
Adult Volunteer Tasks
The same tasks assigned to a paraprofessional can be given to a volunteer.
Adult Volunteer Training
The librarian should spend time with the volunteer to see the type of work he/she would like to perform. Tasks should be based on the volunteer’s skills and desires. A general orientation of the school library should be given to the volunteers. Recognition of the volunteer’s efforts is essential: a thank you note, a small gift, light refreshments, and an end-of-the-year party are appropriate.
Student assistants are assigned by counselors to work in the libraries at the middle schools and high schools. Grades are assigned based on written tests and performance of duties. Some elementary libraries have student volunteers from fourth or fifth grade who do jobs that fit their abilities. No grades are assigned to student volunteers.
Duties of Student Assistants
Duties vary at the different campuses and may include the following:
- Open and close the library.
- Check materials in and out.
- Receive, check in and shelve new magazines.
- Shelve books.
- Keep shelves in order.
- Process new materials.
- Handle materials placed on hold.
- Change audiovisual bulbs.
- Repair worn materials.
- Operate media retrieval system.
- Assist library patrons in using the OPAC, online databases, and finding materials.
- No student assistants are allowed by district policy to handle money
Librarians must follow official guidelines for purchasing materials as required by Texas Education Code and implemented by the Denton ISD Purchasing Department. All materials purchased for school libraries originate with a purchase order generated on the campus. All purchase orders must follow the coding guidelines set for in the booklet, Texas Financial Coding. See your campus secretary or bookkeeper for more details.
Each campus librarian should keep a file that includes the budget for the year; all purchase orders, a copy of the packing list or invoice for each order, and any other correspondence related to each other. Secretaries or bookkeepers for the campus are the primary source of information about the campus budget.
Keep a consideration list or file of items that are consumed and should be ordered as well as titles or materials requested by teachers, students, parent or administrators. This is especially important for books, audiovisual materials, and AV bulbs.
Use primary book jobbers for discounts listed in bid and for reliable MARC records. You may order direct from the following publishers as needed.
Current Bid numbers is #031023-L.
Follett Library Resources is our primary vendor.
Other vendors include:
- Bound to Stay Bound
- Capstone Press
- Compass Point
- Ingram Library
- Lerner Publishing
- Mackin Library
- Perfection Learning
- Picture Window Books
- Regent Books
- Rock Bottom Book Company
- Scholastic Library Publishing
- Sommer Associates/Rourke Publishing
To formulate a budget:
- Be aware of timelines, including final building budget deadlines and district requests for bids.
- Contact faculty, department chairs, or grade level chairs to determine needs before developing a budget. Use a survey or meet with faculty.
- Develop a budget with justifications to present to the principal and the Campus Leadership Team. Be prepared to explain the budget to the CLT.
- Study the district policy manual to learn about budget accounts and learn what is considered capital outlay, etc.
- Library budgets will generally include the following accounts. Account numbers may change from time to time and campus to campus. Check with your secretary or bookkeeper to verify your account numbers.
a. General supplies 1976-12-10-campus#-99-000-6399
b. Audio Visual Repair 1976-12-10-campus#-99-000-6246
c. Periodicals 1976-12-10-campus#-99-000-6325
d. Technology 1976-12-10-campus#-99-000-6398
e. Books, videos, software 1976-12-10-campus#-99-000-6669
Additional accounts may be set up for capital outlay, including separate accounts for large furniture, equipment or technology purchases. Accounts may also be set up for copying from the district copy center and for travel. Remember all technology purchases must be approved by the Technology Department to ensure they will work with our network.
The purchasing agent will secure bids on materials with a percentage discount from major vendors. Librarians should inform themselves about these bids, but they are not obligated to purchase only from those vendors that submit bids.
- The DISD purchasing agent will distribute a list of bid items, generally in February. Prior to that date, librarians should be sure to inform Kathy Arrington regarding items that they wish to place on the list or concerns about items on previous lists.
- When the bid list is submitted, libraries are obligated to purchase as a minimum number the number of items indicated on the bid sheet. Additional items may be purchased for the bid price.
- A deadline will be given to librarians for entering purchase orders for bid items. It is generally in April or May.
Audiovisual Lamps or Bulbs
- The district supplies AV bulbs based on a bid.
- Bulbs must be ordered through the district warehouse with a purchase order.
- Warehouse personnel deliver bulbs to the libraries.
- Library budgets are charged for the bulbs.
- If new equipment requires a bulb, be sure that it is included on the bulb bid list.
The purchasing agent secures a bid for the district. Titles may be added, but libraries are required to purchase items that are submitted for the bid.
Librarians should learn the procedure for their campus since procedures vary. Be sure to reconcile purchase orders, invoices, and the DISD account printout on a regular basis. Budget amendments to allow transfer of money from one library account to another are allowed. Check with your campus secretary or bookkeeper for procedures and deadlines.
Library Activity Accounts
Library activity accounts generally exist for secondary school libraries. Monies from late fines, damaged books, lost books, book fairs, and memorial donations are held in this account. The number “461” indicates the account is an “activity” account, but money from the sources listed above may be designated for an activity supply account, library resource account, etc.
Library media specialists are responsible for managing the school’s library and instructional materials to ensure that:
- Information is organized in a systematic method using Dewey Decimal System and Library of Congress Subject Headings
- Students, faculty, and parents can easily locate information
- Purchasing of resources is based on present inventories and needs
- The school community has equal access to the resources of the school.
District specifications have been developed for use with the library automation system. Library materials should be ordered with the request that vendors provide complete cataloging and processing services using district specifications. The only exception is that we do not order MARC records from the following vendors:
- Chelsea House Publishers
- Southeast Book Company
Materials with no MARC records will be cataloged from the Library Services office. Once MARC records have been completed, the campus librarian will need to add a Holdings Record for each item.
Within the Holdings Record, the following tags must be completed:
Barcode, Holdings Code, Call Number, Price (if available)
Holdings Codes – includes branch # (ex.: 002NF) Call# is same as holdings code, except where noted. Please do NOT use any other prefixes than what is designated for each holdings code.
Code Description Code Description AV Audiovisual Equipment (All year) (call# EQ) MM Math Manipulative 1EQ Equipment (overnight) (call# EQ) MOD Model 7EQ Equipment (one week ) (call# EQ) NF Nonfiction (no prefix) 920 Collective Biography PB paperbacks (if shelved separately) AB Audiobook (all formats) PER Periodicals AC Audiocassettes PRO Professional BB Big Books REA Realia BIO Biography (call# use B) REF Reference CD CD-ROM (Not music CD) RES Reserve CF Computer File (obsolete) SC Story Collection DVD Digital Video Disk SE Science Equipment E Easy/Everybody SP Spanish EZ Easy Reader STP Study Print F Fiction (call# use FIC) SV Streaming Video FS Filmstrip (obsolete) TR Transparencies KIT Kit VC Videocassette LD Laser Disk (obsolete) VF Verticle File MAP Map VI Vision Impaired (Braille)
Librarians may use item transfer to temporarily set items to these holding codes:
- BIND Bindery
- CART1 For setting up a reserve cart of books.
- CART2 For setting up a reserve cart of books.
- CART3 For setting up a reserve cart of books.
- CART4 For setting up a reserve cart of books.
- DIS Display
- MEND Mending
- PROC Processing
- WD - Withdrawn Items in WD holdings code are deleted every Friday night. If wanted, use “Items in collection” report, using the “consider Active Holdings Code” option, to get a report of titles that are being deleted.
Standard for entering volume & copy number: lower case, no spaces
v.1 - Volume number
c.1 - copy number
Number School Number School 122 Blanton 121 Nelson 111 Borman 120 Paloma Creek 125 Cross Oaks 116 Pecan Creek 115 EP Rayzor 117 Providence 112 Evers 107 Rayzor 110 Ginnings 108 Rivera 118 Hawk 119 Savannah 105 Hodge 123 Stephens 102 Houston 113 WS Ryan 104 Lee 109 Wilson 106 McNair
Number Description 114 Ann Windle 124 Gonzalez 039 Fred Moore 005 Lester Davis 911 Library Services
Besides creating the necessary records in the Library.Solution system, the materials themselves must also be processed. Every item should have a barcode and spine label and should be stamped in several places with the school’s identification. See campus instructions for placement of the barcode, school stamp, RC labels, date due slips (if they are used), etc.
Purchase Orders except Follett should have a “ship to address” of:
1213 N. Locust
Denton, Texas 76202
Ship Code - 1911
- Be sure to include the librarian’s name in the ATTN line of the Ship to:
- All PINK copies of purchase orders with the above shipping address are to come to Library Services.
- All GOLD copies of purchase orders go to the bookkeeper/secretaries for their records.
- Purchasing will submit the library processing specifications with the order. Follett Purchase Orders may be shipped to each campus directly.
When receiving orders at Library Services:
- When orders are received we will check in the titles and verify against the shipping list.
- If there are problems or questionable things we will double check with the librarian.
- We will correspond with vendors as needed.
When orders are complete:
- We will sign and date the pink copy and submit it to Accounts Payable.
- We will make copies of the purchase order along with pertinent information received and send it to the librarian.
- We will keep track of backorders and process them when received.
- The pink copy will be submitted when all items are received.
Preview books are available in the Library Services office. Select books to review and complete a review form at
The book reviewed can then be added to your school’s holdings. Parents, teachers, and librarians are all encouraged to review books.
Library resources should be visually appealing and inviting to users. In order to maintain the appeal of the library collection, shelves and materials should be kept neat and clean, with an adequate number of bookends used to support materials.
To put books in shelf-list order in this section, first look at the Dewey number, then author/compiler or title.
- Every number before the decimal point is read as a “hundred.” (e.g. 301 = three hundred one). If there are no numbers following these, then think of them as 301 nothing.
- When there are numbers after the decimal point, they are read individually. (e.g. 301.92 = three hundred one point nine, two). They have “something” after the decimal point.
- The rule of “Nothing comes before Something” applies; Read the call number from left to right, starting with the hundred places, then after the decimal point, one place at a time. The following numbers 301, 309, 301.92, 301.905 would be placed on the shelves in the correct order from left to right as: 301, 301.905, 301.92, 309.
- If there are two books with the exact number, look at the author’s last name. The correct order is alphabetical by the last name of the author.
Books in the biography section are alphabetical by the last name of the “biographee.” When there is more than one book on a person, the second step is to put them in order by title. If there are two titles the same, then put them in order by the author.
Story Collections are in alphabetical order by many different ways.
- Author, then title - If more than one book is in the collection by the same author.
- Title - if it is a compilation with many different authors. If the first word of a title if “a, an, or the” ignore it and alphabetize by the second word.
- The easiest way to figure out the order is to check the call number on the spine. The second line of the call number will be either the first three letters of the author’s name or the first three letters of the title.
Fiction is alphabetized by the author’s last name. If there is more than one author with the same last name, then add the first name. For authors with many titles, alphabetize by title. Again, ignore beginning articles.
ReferenceReference books are put in order the same way as nonfiction. All reference books should have REF above the Dewey number on the call number spine label.
Acceptable Uses of:
Computers - Copyright - Internet
Access to the District"s electronic communications system is a privilege, not a right. All users shall be required to acknowledge receipt and understanding of all administrative regulations governing use of the system and shall agree in writing to comply with such regulations and guidelines. Noncompliance with applicable regulations may result in suspension or termination of privileges and other disciplinary action consistent with District policies. [See DH, FN series, FO series, and the Student Code of Conduct] Violations of law may result in criminal prosecution as well as disciplinary action by the District.Electronic mail transmissions and other use of the electronic communication system by students and employees shall not be considered confidential and may be monitored at any time by designated District staff.The District's system will be used only for administrative and educational purposes consistent with the District's mission and goals. Commercial, forprofit use of the District's system is strictly prohibited (see Employee Handbook - Use of School Equipment). Limited personal use of the system (including e-mail) is permitted.
All students and employees will sign an Acceptable Use Policy. The Acceptable Use Policy for employees may be found in the employee handbook and in the Policy CQ listed above.
Other issues applicable to acceptable use are:
Copyright: All users are expected to follow existing copyright laws, copies of which may be found in each campus library.
Supervision and permission: A staff member only allows student use of computers and the computer network when supervised or granted permission.
Attempting to log on or logging on to a computer or email systems by using another’s password is prohibited. Assisting others in violating this rule by sharing information or passwords is unacceptable.
Improper use of any computer or the network is prohibited. This includes the following:
a. Submitting, publishing, or displaying any defamatory, inaccurate, racially offensive, abusive, obscene, profane, sexually oriented, or threatening materials or messages either public or private.
b. Using the network for financial gain, political or commercial activity.
c. Attempting to or harming equipment, materials or data.
d. Attempting to or sending anonymous messages of any kind.
e. Using the network to access inappropriate material.
f. Knowingly placing a computer virus on a computer or the network.
g. Using the network to provide addresses or other personal information that others may use inappropriately.h. Accessing of information resources, files and documents of another user without authorization.
System users are expected to observe the following network etiquette (also known as netiquette):
Use appropriate language: swearing, vulgarity, ethnic or racial slurs, and any other inflammatory language is prohibited.
Pretending to be someone else when sending or receiving messages is prohibited.
Submitting, publishing, or displaying any defamatory, inaccurate, racially offensive, abusive, obscene, profane, sexually oriented, or threatening materials or messages either public or private.
Revealing such personal information as addresses or phone numbers of users or others is prohibited.
Using the network in such a way that would disrupt the use of the network by other users is prohibited.
Be polite. For example, messages typed in capital letters are the computer equivalent of shouting and are considered rude.
The current configuration on district computers does not allow unauthorized software installation. Unauthorized software installation may affect network and machine performance adversely and is prohibited.
To ensure that software will not affect the current network configuration adversely, the following guidelines should be used when you want to purchase software not listed in the technology catalog.
Contact the technology department to determine if another campus has purchased and installed the program. This will prevent repeated orders of programs that have been determined to be unsuitable for our network environment. All network software must be approved by the technology department prior to purchase.
Prior to installation on any campus system, the campus tech must be consulted.
If the program is new to the district, send a program specification sheet to the Technology department. Additionally, send a description of the computers on which the program will be used.
All network software purchases must be delivered to the technology department for installation.
If the software is already on site, send a copy of the software to the technology department.
If the software program is determined to be unsuitable for the network, it will not be installed. The campus will need to make arrangements to return the software for a refund.
Our goal is to promote the use of appropriate, innovative software whenever possible. These guidelines will insure that the required support and installation process is in place before funds are expended.It is important to keep in mind that no software should, or will, be installed without documentation that shows the software purchase has gone through the process referenced above and that proper licensing has been purchased. Software purchased by staff using personal funds will be subject to all district guidelines. The documentation and license must be provided to the technology department or the campus tech prior to the installation of any personal software.
The following pages may be placed in a student binder to help answer Frequently Asked Questions.
No one except approved vendors, district technicians, and campus technicians will install computer hardware on any district equipment.
Hardware must be purchased through current technology bid or with approval by the technology department.
All hardware must be shipped to the technology department with documentation listing campus name and contact.
Campus computer systems may not be modified, upgraded, or replaced with donated equipment without prior approval of the technology department.
In order to maintain an accurate physical inventory, campus computer systems may not be moved from one room to another room without the prior approval.
Campus technology systems may not be moved from one campus to another without prior approval.
How to Create a Personal Toolbar Folder Using Internet Explorer
With Internet Explorer open to the Home Page, click on Favorites, then Organize Favorites.
Click on Create Folder. Give the folder a title that reflects the subject, or if you are creating one for a specific teacher, give it the teacher’s name. Press Enter.
Open Favorites. Click and drag the file to the Links folder. When the links folder is highlighted, release the mouse.
You may also use this opportunity to remove any unwanted folders from the Favorites toolbar. Just right-click and choose delete.
When you click on the + next to the Favorites, you should see the new folder. When you return to the Home Page, you should see the folder on the toolbar.
How to Cut & Paste Pictures from the Internet
Place the cursor on the picture to be copied.
Right-click the mouse, then click on “Save image as”
When the “save” folder appears, go to the arrow next to “My Documents” and change it to your Novell file folder (H: drive).
Click Save. Note the title of the image as you save it. (You may change the title to something that is easier to remember).
Click on the Start menu, then Programs, then Microsoft Photo Editor.
Click on file, then Open, then open your Novell folder (H: drive).
Click on *.* All files.
Double click on the title of the image. The image should open in Photo Editor.
Click on Edit, then Copy.
Minimize the Photo Editor application.
Open Microsoft Word in your Novell folder (H: drive).
Click on Edit, then Paste. Allow a few seconds for the image to appear.
Save and print.
Example of a Campus Computer Use Policy
Place your ID on the top of the computer, under the front of the monitor. If 2 people are working, both IDs must be displayed.
Log on with your own “User ID” and password.
You may only log on to the computer for school-related research.
Observe the Acceptable Use Policy at all times.
Do not change any settings, including the desktop display.
If possible, cut and paste from the internet into Microsoft Word instead of unlimited printing.
The first 10 pages of printing are free, after that you will be charged 5 center per page.
Log out when done.
All persons are prohibited from using District technology in violation of any law including copyright law. Only appropriately licensed programs or software may be used with District technology. No person shall use the District's technology to post, publicize, or duplicate information in violation of copyright law. The Board shall direct the Superintendent or designee to employ all reasonable measures to prevent the use of District technology in violation of the law. All persons using District technology in violation of law shall lose user privileges in addition to other sanctions.
The District shall notify the U.S. Copyright Office of the designated agent's identity. The District's Web site shall include information on how to contact the District's designated agent and a copy of the District's copyright policy. Upon notification, the District's designated agent shall take all actions necessary to remedy any violation. The District shall provide the designated agent appropriate training and resources necessary to protect the District.
If a content owner reasonably believes that the District's technology has been used to infringe upon a copyright, the owner may notify the designated agent.
To comply with copyright law, electronic media used in the classroom shall be for educational purposes only.
Employees of the District shall comply with the provisions of the United States Copyright Law. Subject to certain specific exceptions, some of which are stated below, the owner of a copyright has the exclusive rights:
To reproduce the copyrighted work in copies or phonorecords;
To prepare derivative works based upon the copyrighted work;
To distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer of ownership, or by rental, lease, or lending;
In the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works, to perform the copyrighted work publicly;
In the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work, to display the copyrighted work publicly; and
In the case of sound recordings, to perform the copyrighted work publicly by means of a digital audio transmission.
An exception to the exclusive rights enjoyed by copyright owners is the doctrine of fair use. The fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by 17 U.S.C. 106, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. The following factors shall be considered in determining fair use:
The purpose and character of the use, including whether the use is of a commercial nature or for nonprofit educational purposes.
The nature of the copyrighted work.
The amount and importance of the portion used in relation to the copyrighted work as a whole.
The effect of the use upon the potential market for or value of the copyrighted work.
Performances & Displays
Additional exceptions related to performances and displays include performance or display of a work by instructors or pupils in the course of face-to-face teaching activities of a nonprofit educational institution, in a classroom or similar place devoted to instruction, unless, in the case of a motion picture or other audiovisual work, the performance, or the display of individual images, is given by means of a copy that was not lawfully made under this title, and that the person responsible for the performance knew or had reason to believe was not lawfully made.
Employees who wish to use copyrighted print material and sheet music shall follow the guidelines set forth in the "Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions" and "Guidelines for Educational Uses of Music." Those guidelines establish a minimum guaranteed fair use, not a maximum. Any use that falls within those guidelines is a fair use; any use that exceeds these guidelines shall be judged by the four factors stated above and may be subject to challenge. Any determination regarding whether a use that exceeds the guidelines is a fair use shall rest with an appropriate court of law.
Notwithstanding the fair use guidelines, the following shall be prohibited:
Copying of print materials and sheet music to create or replace or substitute for anthologies, compilations, or collective works. This prohibition against replacement or substitution applies whether copies of various works or excerpts are accumulated, or reproduced and used separately.
Copying of or from works intended to be "consumable" in the course of study or teaching. These works include workbooks, exercises, standardized tests, test booklets, answer sheets, and like consumable material.
Copying shall not substitute for the purchase of books, publishers' reprints, or periodicals; be directed by higher authority; or be repeated with respect to the same item by the same teacher from term to term.
No charge shall be made to the student beyond the actual cost of the photocopying.
Additional prohibitions regarding the use of music are:
Copying for the purpose of performance, except as permitted under the "Guidelines for Educational Use of Music."
Copying for the purpose of substituting for the purchase of music, except as permitted under the "Guidelines for Educational Use of Music."
Copying without inclusion of the copyright notice that appears on the printed copy.
"Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions" and "Guidelines for Educational Use of Music" contained in the historical note following 17 U.S.C. 107.
Broadcast programs, including commercial and public television and radio, shall not be videotaped or tape recorded for reuse without permission, except within the following guidelines:
A broadcast program may be recorded off-air simultaneously with broadcast transmission (including simultaneous cable retransmission) and retained by the District for a period not to exceed the first 45 consecutive calendar days after date of recording. At the end of that retention period, off-air recordings shall be erased or destroyed.
Off-air recordings may be used once by individual teachers in the course of relevant teaching activities and repeated once only when instructional reinforcement is necessary during the first ten consecutive school days within the 45-calendar-day retention period. "School days" are actual days of instruction, excluding examination periods.
Off-air recordings shall be made at the request of and used by individual teachers and shall not be regularly recorded in anticipation of requests. No broadcast program shall be recorded off-air more than once at the request of the same teacher, regardless of the number of times the program is broadcast.
A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers under these guidelines. Each such additional copy shall be subject to all provisions governing the original recording. All copies of off-air recordings shall include the copyright notice on the broadcast program as recorded.
After the first ten consecutive school days, off-air recordings may be used up to the end of the 45-calendar-day retention period only to determine whether or not to include the broadcast program in the teaching curriculum and shall not be used in the District for student exhibition or any other nonevaluative purpose without authorization.
Off-air recordings need not be used in their entirety, but the recorded programs shall not be altered from their original content. Off-air recordings shall not be physically or electronically combined or merged to constitute teaching anthologies or compilations.
Attendance at library-related conferences and workshops is encouraged. The Texas Library Association Annual Conference and Texas Computer Education Association Conference are examples of two highly beneficial conferences. Other workshops that address library issues and concepts that are directly applicable to school librarianship provide necessary continuing education which is essential to keep abreast of current trends. Conferences and workshops are primary tools for developing and maintaining a librarian’s professional skills.
The campus administrator must approve attendance at conferences and workshops. Reimbursement for conference and workshop fees and per diem is dictated by the campus budget. Check with campus administration before registering to determine if the event qualifies as Staff Development/School Business and if employee reimbursement will be made.
All absences for Staff Development/School Business must be called into the Sub-Service. It is up to the campus administrator whether a substitute is requested for the library. Discuss this matter with campus administration before placing a call to the Sub-Service.
To qualify for reimbursement for travel, employees must follow DISD Travel Guidelines set forth by the district.
Librarians who have a five-year certificate are encouraged to discuss with their campus administrator the kinds of staff development needed to renew their certificate. TLA, TCEA, BER and other workshops would qualify for content area staff development.
Educational Service Centers
By virtue of the fact that DISD is in Denton County, our designated service center is Region XI, located at 3001 North Freeway (I-35W) in Fort Worth, Texas, 76106. Our TLC information is found in the Region XI section of the web site. The district contracts with Region XI for Technology and Media Services. Therefore, employees are eligible to register for most staff development sessions at reduced rates. Cherry Fuller is the library contact.
Cherry Fuller 1-817-740-3617 email@example.com
Workshop Registration 1-817-740-3659
Kayla Steiner 1-817-740-7659 firstname.lastname@example.org
United Streaming ContactTexas Library Association
3355 Bee Cave Road, Suite 401
Austin, Texas 78746
1-800-580-2TLATexas Computer Education Association
P. O. Box 14605
Austin, Texas 78761
1-800-282-8232American Association of School Librarians
50 East Huron Street 50 East Huron Street
Chicago, IL 60611
The public librarians serving the citizens of the district are eager to cooperate with DISD school librarians. They would like to communicate with you about upcoming projects and research that students will be conducting. Some of them have forms that are designed for teachers to submit giving the information they need to be of assistance to students.
They are also interested in supplementing your collection with materials that are highly circulated to students. These include, but are not limited to, Reading Counts, Bluebonnet Award, Lone Star titles, etc.502 Oakland StreetDenton, Texas 76201
940-349-8711DPL North Branch Library
3020 N. Locust Street
Denton, Texas 76209
940-349-8756DPL South Branch Library
3228 Teasley Lane
Denton, Texas 76210
940-349-8251Sanger Public Library
PO Box 1729
Sanger, TX 76266
940-458-3257Aubrey Public Library
226 Countryside Dr
Aubrey, TX 76227
940-365-9162Lake Cities Public Library
302 S. Shady Shores Dr.
Lake Dallas, Texas 75065940-497-3566
School Library Programs: Standards and Guidelines for Texas (2005 Revision)