Policies and Procedures Manual Web Guide

Come in and browse around to find out the latest information
on developing a policies and procedures manual for your
media center.

Information collected by Debbie Johnson and Sarah McCaskill
CLIS J720
Dr. Dan Barron
USC
Fall 2002

Required Sections

I. Mission Statement, Philosophy, Goals, Objectives of the library media program
Planning

II. Personnel
Job descriptions
LMS
LM Aide
Volunteers
Student Aides
Training
Evaluation and ADEPT

III. Collection Management
Selection
Acquisition
Reconsideration

IV. Collection Management
Cataloging/Processing
Maintenance (weeding, inventory, repair, and preservation)
Disaster
Evaluation

V. Access (to LMC and to materials)
Use of the LMC—by whom and when?
Scheduling
Circulation
Copyright
Access of remote materials (including ILL)
AUP

VI. Services/Programming/Information Literacy Instruction
For example:
Services offered by the LMC
Special events/programs offered or sponsored by the LMC
Information literacy skills instruction
Collaborative practices and curriculum integration.

VII. Public Relations/Evaluation of the LMP/Reporting
Strategies for creating a positive image and marketing the LMP
Evaluation/Assessment of the LMP
LMP Reports (What reports are required at the state, district, school level?)

VIII. Budget
Budget request
Funding
Calendar of budget activities
Accounting codes and categories used by the school district

Section I
Policies and Procedures
CLIS J720

Mission Statements
Vision Statements
Belief Statements
Goals and Objectives

In Brief
Mission Statements tell what we do
Vision Statements reflect the Media Specialist's vision of the media center
Belief Statements reflect our beliefs about media centers and their importance
Goals are our broad goals for success. Objectives are how we meet our goals

More on Mission Statements

Should be short and to the point
Should tell what we do and for who
A good example is found in Information Power

Vision Statements
Are personal
Reflect your own unique vision of the media center
Should be realistic but lofty
Guide your goals and objectives

Belief Statements
Your Personal Beliefs
Make these things you truly believe in, would fight for
Sample Belief 1: The media center should foster library patronage as a lifelong practice.
Sample Belief 2: The overall purpose of the media center is to ensure that all library patrons are effective users of information and ideas

Goals and Objectives
Goals and objectives should be realistic and measurable
Goals and objectives should guide the framework of media center activities
Goals and objectives should be created and achieved through collaboration

The next steps
Researching Existing Policies
First just see what is out there
Analyze what you find. What do you like? What would you change?
Draft a Policy
Share your draft with your peers for feedback

Resources
Australian School Library Association
http://www.asla.nsw.edu.au/Libmissions.htm

Policy Manuals for School Libraries
http://falcon.jmu.edu/~ramseyil/libpolicy.htm

White Knoll Middle School
http://www.lexington1.net/wkm/mission.htm

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Section II
Sample Job Descriptions and Policies & Procedures Manuals
For School Library Media Centers

LM Specialist
Maine Association of School Libraries. Job Description. Retrieved October 28, 2002, from http://www.maslibraries.org/about/job.html

Wamego High School Library –Kansas. Position Description – Library Media Specialist. Retrieved October 28, 2002, from http://www.usd320.k12.ks.us/whs/lmc/lmsjob.html

LM Clerk/Asst.
Beechwood City School District – Ohio. Library Media Assistant. Retrieved October 28, 2002, from http://winslo.state.oh.us/publib/jobsch5.html

Greenwood School District 50 – South Carolina. Media Clerk. Retrieved October 14 2002, from http://www.gwd50.k12.sc.us/JobDescriptions/Media-Clerk1.htm

LM Volunteer
Alpine School District – Utah. School Media Center Volunteers. Retrieved October 28, 2002, from http://www.alpine.k12.ut.us/depts/media/elemlessons_rev/m9-prof_development/l3appendix_a.html

LM Student Aide
Fairbanks North Star Borough School District – Alaska. Student Library Aide. Retrieved October 29, 2002, from http://www.northstar.k12.ak.us/schools/hla/libaid.html
(This school district offers a class on becoming a student aide. The link takes you to the course outline, which contains general expectations for student aides.)

LM Specialist, LM Assistant/Clerk, Student Aide, and Volunteer
Fort Bend Independent School District – Texas. Personnel – Job Descriptions. Retrieved October 28, 2002, from http://www.fortbend.k12.tx.us/library/personne.htm#JOB%20DESCRIPTION

Sample School Districts Media Center Policies/Procedures Manual

Broward County Public Schools – Florida. Media Center Handbook. Retrieved October 17, 2002, from http://www.broward.k12.fl.us/learnresource/how_whyF.htm
(Guidelines for writing a selection policy, challenged materials, reconsideration form, emergency preparedness, operations of the media center, and other great resources that a handbook should contain.)
Forsyth County Schools – Georgia. Media Center Handbook. Retrieved October 17, 2002, from
http://www.forsyth.k12.ga.us/schools/common/mediahandbook.pdf
(Very detailed handbook with links to professional resources in the appendix.)

Fort Bend Independent School District – Texas. Media Center: Practices and Procedures. Retrieved October 28, 2002, from http://www.fortbend.k12.tx.us/library/overview.htm
(Very detailed manual, an excellent resource.)

Norfolk Public Schools – Virginia. Library Media Center Handbook. Retrieved October 17, 2002, from http://www.nps.k12.va.us/aaa/media/manual/toc.htm
(Excellent example of what a policies and procedures handbook for a media center should be like and organized in such a way to find any topic easily in the index.)

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Section III

Collection ManagementSelection, Acquisition, and ReconsiderationThe McDaniel GroupCara McDaniel, Cindy Symonds, and Melanie Wyndham

Acqweb’s Directory of Collection Development Policies on the Web. 2001. Acqweb, Nashville, Tennessee. 10 November 2002. <http://acqweb.library.vanderbilt.edu/acqweb/cd_policy.html>. Acqweb provides a listing of links to school library media centers which have listed their collection development policies on the Internet.

Administrative Guidelines for Collection Management in Library Media Centers. January 2002. Library Media Services, West Hartford Schools, Connecticut. 10 November 2002. <http://www.whps.org/library/Administrative_Guidelines_LMC_TOC2.PDF>.This comprehensive document is the 2002 Administrative Guidelines for Collection Management in Library Media Centers for West Hartford Public Schools in West Hartford, Connecticut. The fifty-eight paged document details the collection management guidelines for the school library media specialists in the area. This manual would be a good guide from which to base one’s own policies and procedure manual.

Collection Development Training for Arizona Public Libraries. 10 November 2002. <http://www.dlapr.lib.az.us/cdt/intro.htm>.This comprehensive site contains information on a variety of collection management topics. While this site is intended for small and rural public libraries, all librarians will find it useful. One can refer to this site for detailed explanations and suggestions regarding collection development policies, acquisitions, weeding, collection assessment, preservation, selection, and intellectual freedom.

Library Media Collection Management. July 1999. Bellingham Public Schools. 10 November 2002. <http://www.bham.wednet.edu/library/tablec.htm>.This site features a simplified outline format of the information that is covered in the Managing our Library Collections for Information Power site. One may use this site for quick reference.

Managing our Library Collections for Information Power. 10 October 2000. Bellingham, Washington Public Schools. 10 November 2002. <http://www.bham.wednet.edu/library/LibraryCollectionManagement.pdf>.This site displays the library media collection management document for the Bellingham Public Schools in Bellingham, Washington. Although this document was created in 2000, it contains a good deal of relevant information regarding collection assessment, selection, acquisition, access, and maintenance.

Resource Guides for School Library Media Program Development. November 2002. American Library Association, Chicago, IL. 10 November 2002.
<http://www.ala.org/aasl/resources/collection.html>.This site provides AASL recommended collection development tools for use in selection and acquisition of school library media center materials. It includes both Internet resources and a guide to books published on the topic.

School Library Collection Building and Management. InfoZone. 10 November 2002. <http://www.assd3.org/infozone/cycle/>.This site features a compilation of websites related to collection management. The resources are not exclusive to school library media specialists. The sites are broken down into the major areas of collection management: selection, acquisition, cataloging, processing, circulation, reference, and collection management in general.

School Library Collection Development. School Libraries on the Web. September 2002. Philadelphia, Pennsylvania. 10 November 2002. <http://www.sldirectory.com/libsf/resf/coldev2.html>.This site contains a comprehensive list of links related to school libraries and collection development. Includes information on various school library policies and procedures, collection development, evaluation, weeding, book preservation and repair.

School Library Media Centers. March 2002. Internet School Library Media Center, James Madison University, Harrisonburg, Virginia. 10 November 2002. <http://falcon.jmu.edu/~ramseyil/selection.htm>.This site provides an excellent resource list of evaluation tools, resources, and review sites to be used in the acquisition and selection process.

Standards for School Library Media Centers in the Commonwealth of Massachusetts. November 2002. Massachusetts Department of Education, Malden, MA. 10 November 2002. <http://www.doe.mass.edu/mailings/1997/lmstandards.html>.An overview of the Massachusetts Department of Education guidelines for its school library media centers. A good starting place for developing a policy, though it does not go into great detail.

The Haworth Press Online Catalog. The Haworth Press Inc. 10 November 2002. <http://www.haworthpressinc.com/store/product.asp?sku=0197>.An advertisement for a book titled, Collection Management for School Library Media Centers, which may be a valuable resource to school library media specialists who are developing a policies and procedures manual.

Collections Evaluation

What is Collections Evaluation?

"Collection evaluation is the process of assessing the effectiveness of a collection to meet the
identified information needs of the school community. It is a continuous process which reflects
changes in teaching/learning programs and user needs."
(NSW Department of School Education, 1996: 25)

The organized process of systematically analyzing and describing a library collection, and thus
assessing the quality of a library collection, may be variously referred to as collection evaluation,
collection assessment, or collection analysis. (Credaro, Amada. Collection Evaluation in School
Libraries. 2001)

What is the Purpose of Collections Evaluation?

Collection evaluation identifies the strengths and weaknesses in the collection. A more systematic
analysis produces results that are appropriate for use in future planning and development.

Collection assessment provides library administrators with a :

     management tool for adapting the collection,
     an internal analysis tool for planning,
     a tool to respond systematically to budget changes,
     and a communication tool and data for resource sharing with other libraries.

(Collection Development Training for Arizona Libraries)

Collection evaluation does not take place in isolation according to the The Handbook for School
Libraries (DSE, 1996: 25) collection evaluation should take into account:

   The capacity of a collection to meet the school's needs.
     Implementation of education policy and curriculum priorities.
    The ...needs of the school's educational programs and individual users,
   The identification of resources that are no longer relevant to the school's needs,
    The age and condition of the resources,
    The need to ensure that resources encompass a variety of formats,
     Technological developments, and
     Library staffing, space and funding levels."

Who is Responsible for Collection Evaluation?

The Media Specialist is responsible for the management and organization of Collection Evaluation. The
school district or the school itself may set the standards for the evaluation and therefore will have
ultimate authority over all collection evaluation and assessment.

How is Collection Evaluation Implemented?

Collection evaluation can either be client-centered or collection-centered.

    Client Centered
                         Collection Centered
                                                Cumulative Approach
Based on Usage
                       Based on actual resources
                                               Based on Usage and
                                               resources.
Circulation Statistics
                       Comparison to Standards
                                               Collection Mapping
Citation studies
                       Statistical analysis
                                               Based on the curriculum
User Surveys
                       Direct Examination

Qualitative Assessment
Quantitative Assessment

The type of data useful for your particular evaluation depends on the library's purpose and mission. For
example if a library's mission is to provide the most current information, it may compare its collection to
annual publishing output, on the other hand if a library's mission is to provide popular sources it may
compare its collection to circulation and in-school use.

Qualitative
Quantitative
Number of titles: manual or automated shelf list;
count of acquisitions and expenditures;% of
acquisitions compared to published titles;5 of
each subjects annual growth.

Age and timeliness of materials: materials
media age, range and distribution of publication
dates.

Use: circulation statistics by type or subject.

Per capita measure: amount of titles or items per
student
% of standard titles or items: calculated by
comparisons with best lists and award winners.

                                   Individual or group evaluation: Shelf scanning by
                                   the librarian, observation by an outside expert, or
                                   observation by a committee

Assessment Techniques

There are five standard techniques for obtaining assessment information.

     Examination of shelf list data
     This technique gathers quantitative data about the collection, including number of titles, percent of
     the total collection, median age and mode. An automated system can often provide detailed reports
     of this information.

Advantage: Easy to complete
Disadvantage: Does not measure quality.

     Direct examination of the collection
     This technique is well suited to smaller libraries and areas of a collection that don't fit into the
     classification scheme.

Advantage: Gives relevant information quickly
Disadvantage: Too subjective

.     List checking
     This method compares the collection to authoritative lists of what is available and appropriate for a
     particular type of collection.

Advantage: Assess possible scope of collection
Disadvantage: Lists outdate frequently.

     Evaluation by an outside expert
     A knowledgeable person from outside the library staff can be enlisted to survey a portion of the
     collection and provide qualitative data. Outside experts include consultants, other librarians, or a
     library user with specialized knowledge.

Advantage: brings a fresh perspective to the
collection
Disadvantage Subjectivity of the evaluator

     Citation analysis
     This technique is most applicable to research or special collections. It can be characterized as a
     specialized form of list checking, in which the lists are created by the assessor from scholarly
     books and articles.

Advantage: Citation lists can be more specific
and current
Disadvantage: labor intensive

Collection Mapping: The Cumulative Approach

The need to adequately resource the curriculum at a level appropriate to the goals of a particular school
and educational system requires the application of both qualitative and quantitative standards. Both of
these criteria are fulfilled by the Cumulative Approach.

This method is most suitable for any library where an educational outcome exists. The collection should
support the "teaching, research and service goals" of the school (McLean, 1991:26), and assessment
should be related to the purpose of the collection.

Collection evaluation is undertaken in terms of "specific objectives", or the needs of the "target group" of
that particular collection (Harloe, 1994:21). As the Cumulative Approach is based on the curriculum, it is
the most appropriate method to be used in school libraries..

Bibliography

   1.Collection Development Training for Arizona Libraries      http://www.dlapr.lib.az.us/cdt/collass.htm
   2.Credaro, Amamda. Collection Evaluation in School
     Libraries.http://www.geocities.com/Athens/Styx/7534/UNIVERSITY/TLship/CollEval.%20html
   3.Doll,Carol Ann and Pamela Petrick Barron. Managing and Analyzing Your Collection: A Practical
     Guide for Small Libraries and School Media Centers (Ala Editions) 2002
   4.Evaluating Collections (http://web.utk.edu/~wrobinso/560_lec__eval.html)
   5.New South Wales Department of School Education, (1996). Handbook for School Libraries (2nd edn.).
     Ryde, NSW: Curriculum Directorate, NSW Department of School Education.
   6.Nebraska Education Media Association. Guide for Developing and Evaluating School Library Media
     Programs.Libraries Unlimited.6th edition (September 2000)
   7.McLean, K. (1991). Collection mapping. Access, 5 (2), pp 26 - 30

Policy Manual Examples

Southern Kings Consolidated School Library Evaluation Plans
(http://www.edu.pe.ca/southernkings/4evaluat.htm)

Texas School Libraries: Evaluation for the School Librarian.: Domain II Resources.
http://www.tea.state.tx.us/technology/libraries/evaluation.html

Bluff Point Primary School: Policy Manual. (http://www.bluffpoint.wa.edu.au/library/2001/policy.htm)

Collection development Policy Manual: Mount St Vincent University
http://www.msvu.ca/library/cdrVI1.htm

To see a Power Point Presentation on Collection Management, click here.

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Section IV

Collection Management

Bibliography

Web Sites
http://falcon.jmu.edu/~rams%20eyil/libpolicy.htm

Policy Manuals for School Libraries
Manuals and Documents
Information on all sections of the policy and procedures manual, this site covers everything.

file: ///C:/Documents%20and%20Settings/Lorna/Local%20Settings/Temporary%20Internet%20
Files/Content.IE5/BU1XRGB9/http://www.libsci.sc.edu/dan/classes/720/www.dlapr.lib.az.us/cdt/weeding.htm

Arizona State Library (Collection Development)
Weeding
Explains the most common reasons for not weeding and why people should not have mixed feelings
about getting rid of books. Here are some criteria:
M - Misleading or inaccurate information
U - ugly or beyond mending
S - superceded by new or better source
T - trivial (no literary or scientific merit)
I - irrelevant to needs of the community
E - elsewhere - easily borrowed from another source

Preservation
Common problems and solutions, links to more complete manual for book repair.

file:///C:/Documents%20and%20Settings/Lorna/Local%20Settings/Te
mporary%20Internet%20Files/Content.IE5/BU1XRGB9/http://www.libsci.sc.edu/dan/classes/720/www.eddept.wa.edu.au/centoff/cm
is/_eval/library/selectior

School Library Support
Information on weeding.

file:///C:/Documents%20and%20Settings/Lorna/Local%20Settings/Temporary
%20Internet%20Files/Content.IE5/BU1XRGB9/http://www.libsci.sc.edu/dan/classes/720/www.squires.fayette.k12.ky.us/library/%20collect.htm

Specific informational chart, for weeding non-fiction. Goes by numerical Dewey category and tells
how many years each should be kept before replacing.

Binding and repair information, how to determine whether to rebind.

file:///C:/Documents%20and%20Settings/Lorna/Local%20Settings/Temporary%20Int
ernet%20Files/Content.IE5/BU1XRGB9/http://www.libsci.sc.edu/dan/classes/720/www.sldirectory.com/libsf/resf/coldev2.html<%20/A>

Book preservation and repair.

http://falcon.jmu.edu/~ramsey%20il/catalog.htm

Library Cataloging and Classification
OCLC Cataloging Manual
Library Automation Systems

Examples of Library Policy and Procedures Manuals

Mauldin, Evelyn. Library Media Procedures Manual, Charleston County School District. 1994.

Weeding and Inventory.

Statement on keeping outdated and inaccurate materials states that it wastes time gives false impression
of adequacy. For criteria for weeding, replacing and evaluating deterioration, refer to your collection
development plan. Disaster section has some info on repairing water damaged materials. There is
information on mold and damage caused by humidity and instruction on how to secure equipment in the
event of an emergency. How to inspect and report on broken equipment. There is a maintenance of
the collection section for the print collection, and equipment, which includes how to decide whether or
not to fix, rebind or repair.

There is no mention of book covers or binding service which is probably no longer offered. Books
come with covers, but materials are needed to attach them. For broken equipment, call a work order.

Processing Collection Materials

Use preprocessing.
Lists procedures for checking in new books. Information to be entered, date received, source and
price, number of copies, accession numbers. Put call number on spine using electric stylus or adhesive
label.

The current librarian's manual for Charleston County has updated information on using the Follett
system, although it is not a procedures manual, but more of a handbook of useful information.

A librarian with experience as a cataloger wrote a manual available for use, but it is not copyrighted. It
is for hand cataloging books that do not come With MARC records.

Inventory Procedure

Instructions for manual and automated inventory. Must refer to Follett for more specific information on
equipment. Turn into supervisor yearly (supervisor position no longer exists).

No Preservation section.

Alewine, Martha. School Library Media Services Policy and Procedures Manual. State Department.

Lists procedures for receiving and processing books and importing MARC records, Needs more info
on how to order because there are a lot of decisions that can cause problems later on.

Weeding/Repairing/Discarding

Lists weeding guidelines and points to consider. The following website is reccommended:

http://www.shsu.edu/~lis_fwh/crew.%20html

Rebinding Guidelines - go with your district policy
Discarding Guidelines - go with your district policy

Inventory

Lists points to consider for automated or manual systems.
Who gets the final report? It also states that "district technology office may determine these
procedures as part of the support it provides for the library media center automation system." It does
not say if media specialists are responsible for maintaining inventory on all equipment in the school
(TV's, computers, printers).

Preservation

No separate section for preservation.

Evans, Edward G. & Heft, Sandra M., Introduction to Technical Services, 6th ed. 1994. Libraries
Unlimited, Inc., Englewood, Colorado.

Reference for cataloging information.
Policy and Procedures Manual
Trotter Group

Disaster

When a disaster occurs the library needs to have a plan in place with written guidelines to follow.

8.3 Disaster Aid
When a disaster occurs that affects one or more libraries, the staff or friends of those libraries are encouraged to contact the ALA for assistance. Such assistance shall include, at a minimum: (1) the provision of information to the public about the disaster, its effect on the library, and where contributions can be made and (2) information to the library on dealing with disasters.
Found at ALA Website: http://www.ala.org/alaorg/policymanual/finances.html

Emergency Guidelines: http://192.206.29.9/~library/Policies/EmergencyManual.html#EmergencyGuidelines
This is an example of how to handle an event of an emergency of any nature, refer to the "Emergency Guidelines" sheet posted in your department to determine whom to call. This “Emergency Guideline” sheet is posted within each classroom.

Fire Emergency Information
http://192.206.29.9/~library/Policies/EmergencyManual.html#Fire
A fire emergency plan needs to be a part of the school emergency guidelines. However, the library needs to have separate guidelines for fire that occurs within the media center.

Palm Beach County
http://www.palmbeach.k12.fl.us/multimedia/DistrictPol.htm#dispro
This website informs of actions that should be taken during a disaster.

Smithsonian Institution Staff Disaster Preparedness Procedures
http://palimpsest.stanford.edu/bytopic/disasters/primer/sidisast.html
This handbook provides a brief overview of the types of disasters posing a potential threat to staff. NOTE: This handbook does not contain emergency procedures for cultural items. These emergency procedures are intended to assist individuals in understanding what to expect and what to do initially.

Solinet

1. What your plan should include:
http://www.solinet.net/preservation/leaflets/leaflets-fs.cfm?leafletpgname=leaflets_templ.cfm?doc_id=116
This list summarizes the key components of a comprehensive disaster preparedness plan.

2. Drying wet books:
http://www.solinet.net/preservation/leaflets/leaflets-fs.cfm?leafletpgname=leaflets_templ.cfm?doc_id=120
The five methods for drying wet books and records described in this leaflet have all have undergone at least some minimal level of testing under emergency conditions; several have been used extensively. The descriptions are provided to assist you in making the best choice given your circumstances; cause of damage, level of damage, number of volumes involved, rarity/scarcity, personnel available, budget available, drying services available.

Iowa Emergency Management Division
http://www.state.ia.us/emergencymanagement/DisasterInfo/Disaster_Info.html
This site provides and helps identify the resource needs that have gone beyond the capabilities of the local officials responding to the disaster.

Flood Safety Tips
http://www.neirls.org/flood_recovery/flood_safety.html
This site provides the do’s and don’ts of what to do during or after a flood disaster.

Nine Steps to Recovery
http://www.neirls.org/flood_recovery/nine_steps.html
This site provides information for helping you recover from a disaster.

Creating a Mold Preventive Environment
http://www.neirls.org/flood_recovery/mold_prevent.html
Prolonged exposure to germinating molds in closed areas (which exist in many library collections) can damage the lungs, mucous membrane, cornea, respiratory tract, stomach, intestines, and skin. This website helps you take precautions to prevent the mold and mildew within the library.

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Section V

V. Access (to LMC and to materials)
Use of the LMC—by whom and when?

The following are citations that refer to the above from various sources (sources are documented).

From Horry County Schools, District Policies, Conway, SC, October 2001

Access to resources and services

School library media professionals 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. They 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.

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 library media program provides resources, which 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 library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. Library media professionals 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.

Role of the school library media program

The school library media program is not only integral to and supportive of the school curriculum but also provides a mechanism for choice and exploration beyond the prescribed course of study. The library media program provides a wide range of resources and information that satisfies the educational needs and interests of students. Materials are selected to meet the wide range of students’ individual learning styles. Media centers are places where students may explore more fully classroom subjects that interest them, expand their imagination, delve into areas of personal interest, and develop the ability to think clearly, critically, and creatively about the resources they have chosen to read, hear, or view.

Media centers provide settings where students develop skills they will need as adults to locate, analyze, evaluate, interpret, and communicate information and ideas in an information-rich world. Students are encouraged to realize their potential as informed citizens who think critically and solve problems, to observe rights and responsibilities relating to the generation and flow of information and ideas, and to appreciate the value of literature in an educated society.

The collection includes materials to meet the needs of all learners, including the gifted, as well as the reluctant readers, the mentally, physically, and emotionally impaired, and those from a diversity of backgrounds. The library media program strives to maintain a diverse collection that represents various points of view on current and historical issues, as well as a wide variety of areas of interest to all students served. Though one parent or member of the school community may feel a particular title in a school library media center’s collection is inappropriate, others will feel the title is not only appropriate but also desirable.

From Information Power-Building Partnerships for Learning, ALA, Chicago, 1998

Historically, the school library media program has been the primary supplier of information and resources for the entire school community. The program plans an even more important role as the quantity of information swells, the number of information formats expands, and the concepts and processes of information literacy grow in importance. Research and practice converge to show that students’ mastery of the concepts and skills of information literacy is crucial to their success within school and beyond. By providing intellectual and physical access to information and ideas—whether within the library media center, in the classroom, or from around the world—the program functions as the heart of the learning community for students and staff alike.

By helping its many audiences become skilled in using information in support of active, authentic learning, the school library media program also helps create a community of lifelong, independent learners.

To me, this pretty well sums up “Use of the LMC-by whom and when? However, some slight changes or additions may need to be made.

From Making Connections: Focus on South Carolina School Library Media Programs, South Carolina Department of Education, Columbia, SC, September 1996

The library media center is accessible to all students at all times during the regular school hours. The library media center is also open to students before and after school and on appropriate non-school days. Library media center accessibility is provided to all students during the school day as part of a fully functioning flexible access program.

The library media specialist assists students and teachers in finding and using information, including print, non-print, and electronic media. Students and teachers have access to and instruction in electronic sources of information, including use of global networks.

From Albany Unified School District, Albany California, 2000

There are asterisks beside some of the following, which I think could expand on the information above.
To ensure that all students in the district have access to equally effective library media programs.
* The library media center is open for student use beyond the instructional day.
· A system has been established that allows and encourages frequent individual student access to library resources.
*Flexible blocks of time are scheduled for work in the library media center to coordinate with activities collaboratively planned by the classroom teacher and the library media teacher.
· Information literacy skills (the ability to access, evaluate, and use information effectively) are tied into content-related instruction rather than teaching library skills in isolation.
*The library media program provides physical access to resources for students with special needs.
* It is clearly understood that the school library belongs to everyone on campus.
6. To involve parents and community members in the development and support of library media programs for improved student learning.
· There are procedures for communicating with parents and community members about the mission, goals, and policies of the library media center.
· Parents and community members are invited to volunteer in the library, either on a regular basis or for special projects.
*Parents may borrow materials from the school library.
* Families are informed about special learning activities, new resources, and literacy events involving the library.
· Communications with families are prepared in languages other than English, when appropriate.
* The library media center is open for families to check out books in conjunction with special school events.
· Technology training for parents is conducted featuring students as technology tutors.
· Parents are involved in helping to develop an action plan for the library media center and in monitoring its implementation.
· Community or business partnerships are formed to support the library media program.

The following might be considered as a template for “Use of the LMC—by whom and when?
V. Access (to LMC and to materials)
Use of the LMC—by whom and when?

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. (Horry County Schools District Policies)
The library media center is accessible to all students at all times during the regular school hours. The library media center is also open to students before and after school and on appropriate non-school days. Library media center accessibility is provided to all students during the school day as part of a fully functioning flexible access program (Making Connections ). Also, families are informed about special learning activities, new resources, and literacy events involving the library. The library media center is open for families to check out books in conjunction with special school events. (Albany Unified School District)
To ensure equal access to resources and services, the library media program provides resources, which reflect the linguistic pluralism of the community. The library media specialist assists students, and teachers in finding and using information, including print, non-print, and electronic media. Students and teachers have access to and instruction in electronic sources of information, including use of global networks. (Making Connections)

By providing intellectual and physical access to information and ideas—whether within the library media center, in the classroom, or from around the world—the program functions as the heart of the learning community for students and staff alike. (Information Power)

As an information specialist, the school library media specialist connects students and others with the information they need to engage in authentic learning. All members of the learning community need accurate, current information to meet learning needs, and the school library media specialist takes the lead in locating information and offering guidance in its selection and use. By providing access and instruction in using information in support of active, authentic learning, the school library media program is helping create a community of lifelong, independent learners. (Information Power)

Bibliography

AASL. Information Power Building Partnerships for Learning. ALA, Chicago, 1998.

Hricko, Mary. 2001. Developing Library Instruction for Distance Learning. ERIC No. IRO21148. http://ericit.org/fulltext/IR021148.pdf
Discusses the three kinds of remote access and tips on how to use them. Good tips for librarians.

Fellows, James; Connet, Michael. . Public Television: Helping Bring Technology to Education. Converge; v4 n3 p39 Mar 2001 ERIC No. IR544315 http://ericit.org/fulltext/IR021148.pdf
Discusses uses of television in classroom and in-services for teachers. Broad subject not much detail.

Johnson, Judy: Despain, B.C. Policies and Practices in the Utilization of Interactive Television and Web-Based Delivery Models in Public Universities. Online Journal of Distance Learning Administration; v4 n2 Sum 2001.IR544472. Contains in-depth studies and literature on Policies and procedures dealing with television in classroom. http://ericit.org/fulltext/IR544472.pdf
Have some helpful charts.

Connet, Michael; Fellows, James. Together Again? The New Case for Public Telecommunications and Education partnerships. TECHINOS, v10 n3 p1-6 Fall 2001. ERIC No. IR544812 http://ericit.org/fulltext/IR544472.pdf
Lengthy article on how television is changing and adapting for future educational use.

ICONnet By AASL. http://www.ala.org/ICONN/onlineco.html AASL.2000, 2001, 2002. Retrieved 11/16/02.
Has how to integrate online courses into the curriculum, developing Internet workshops for your school, schedule and course descriptions.

SC Instructional Television web page. http://www.itv.scetv.org/ Retrieved 11/16/02. Gives broadcast schedules, guides and workshops.

Richland County’s ITV web page. http://www.richlandone.org/itv/ Retrieved 11/16/02.
It has an ITV request form good to adapt for your use and copyright tips.

SC Technology web page put out by the SC Education Department. http://www.sde.state.sc.us/sde/educator/techplan/ Retrieved 11/16/02.

SCDOE Policy Manual. Http://www.libsci.sc.edu/Dan/classes/720/p_and_Ptemplate.doc
Good suggestions for SC State Library Loans, SC State, Dept for the Blind and Physically Handicapped Loans and request for taping shows, use of television and equipment, computers, distance education and Cable in Classroom.

Washington Library Media Association. 2002. WLMA Policies and Procedures Impacting School Library Media Centers. http://www.wlma.org/WaLibraries/policyconcepts.htmRetrieved 11/16/02.
Good lists for implementing ILL and electronic access to library.

Francis Harvey Green Library Circulation Policies.
http://www.wcupa.edu/library.fhg/policies/circ_pol.htm
Remote access policies for use and circulation from the Francis Harvey Green Library.

ILL Book request form from Jack R. Hunt Library.
http://amelia.db.erau.edu/db/forms/books.html.
Can be adapted for any library use for electronic access or ILL.

National Interlibrary Loan Code for the United States by ALA.
http://www.tea.state.tx.us/technology/TLC/tlcill.html
Good lengthy document on interlibrary loan procedures and responsibilities for the National Interlibrary Loan Code for the United States by ALA.

Francis Harvey Green Library Circulation Policies.
http://www.wcupa.edu/library.fhg/policies/circ_pol.htm
Remote access policies for use and circulation from the Francis Harvey Green Library.

Washington Library Media Association. 2002. WLMA Policies and Procedures Impacting School Library Media Centers. http://www.wlma.org/WaLibraries/policyconcepts.htm Retrieved 11/16/02.
Good lists for implementing ILL and electronic access to library.

Poon, Paul. (1999). Interlibrary Lending Activities in Hong Kong—An Overview. ERIC No. IRO57758. http://ericit.org/fulltext/IR057758.pdf
Interesting reading about their reasoning for using ILL.

S.C. State Library Interlibrary Loan. http://www.state.sc.us/scsl/citizens.html
Retrieved11/17/02

S.C. State, Department for the Blind and Physically Handicapped.
http://www.state.sc.us/scsl/bph/

http://www.libsci.sc.edu/dan/classes/720/www.ala.org/aasl/positions/ps_flexible.html

http://nema.k12.ne.us/CheckIt/flex.html

http://www.libsci.sc.edu/dan/classes/720/www.mdk12.org/practices/good_instruction/projectbetter/information_literacy/il-16-17.html

http://www.libsci.sc.edu/dan/classes/720/www.ala.org/aasl/SLMR/slmr_resources/select_shannon.html

http://www.libsci.sc.edu/dan/classes/720/www.deblogan.com/flex.html

http://www.libsci.sc.edu/dan/classes/720/www.lita.org/jola/jola1203.html

http://www.libsci.sc.edu/dan/classes/720/www.usd320.k12.ks.us/whs/lmc/policies.html

http://www.libsci.sc.edu/dan/classes/720/www.raypec.k12.mo.us/divisions/lmc/hslib/hslib.htm#scheduling

http://www.norfolk.k12.ma.us/schoolcom/policy/800operationspolicy%20/nsc809.html

http://www2.lindbergh.k12.mo.us/lmsc/circulat.PDF

http://www.raytown.k12.mo.us/CMC/circproc.htm

http://coe.etsu.edu/uschool/facstaff/cunningh/mso2F9.pdf

http://www.wlma.org/libint/aups.htm

http://www.ala.org/aasl/learning/hotlinks/legallinks.html

http://www.templetons.com/brad/copymyths.html

http://falcon.jmu.edu/~ramseyil/copy.htm

http://www.libraries.psu.edu/mtss/fairuse/default.html

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Section VI

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Section VII

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Section VIII

Pam Black, Libby Bryant, Gray Johnston
CLIS 720
Policy and Procedure Manual—Budget

Budget

Introduction

A school library media center budget is a planning document that states the funding needs of the media center. It reflects an assessment of the specific needs of students, teachers, parents, and the community, and it supports the overall mission, goals, and objectives of the school, including the necessary monies to meet accreditation standards. It is critical that the media specialist is actively involved in the budgeting process. “Media management is the process from which all programs of the school media center emerge. It is through effective and creative management that goals, programs, and priorities of the library media center are identified and administered. It provides the opportunity for the library media programs to function at the highest possible level as an integral part of the school” (Colorado Information Power),

Budget Request
In preparing a budget request, the school library media specialist identifies areas of needs within the entire school community. She considers factors such as analysis of past and current budgets, curriculum integration, promotion of literacy, usage patterns, supplies, and special programming efforts. A budget request should include a statement of need, goals and objectives, a plan of action, a description of local resources, the budget proposal, and a plan for evaluation.
Funding
Consistent and adequate funding is needed to ensure that the school library media collection will continue to grow, remain current, and support the school’s changing instructional program. School library media center funding comes from two primary areas. Local funds are allocated for each school by the local school board. State funds—which vary from state to state—are allocated to each school district on a per-pupil basis, and media specialist should receive a percentage of this money. Additional sources that may supplement the budget include federal and individual grants, PTA’s community organizations and businesses, and fundraisers. The media specialist and her advisory committee determine which funding sources will be used to purchase resources according to the district’s fiscal plan.

Accounting Codes and Categories Used by School District

Each school district uses its own budget type, codes, and categories, and the media specialist should adhere to the format used by her district. Developing budgets and tracking expenditures by line-item is one helpful way to manage the media center. These line-items should be thorough, yet flexible enough to accommodate necessary changes.

Calendar of Budget Activities
September -Survey teachers
-Survey students
-Get parent input
-Meet with Advisory Committee (made up of department
chairpersons.
-Review supply needs
-Keep a consideration file of items to be ordered (based on
reviews and recommendations

October -Determine priorities
-Determine funding sources (encumbering funds)
-Prepare and submit orders (requesting purchase orders)
-Keep track of expenditures
-Continue consideration file

November -Continue to prepare and submit orders
-Continue to keep track of expenditures
-Continue consideration file

December -Continue to prepare and submit orders
-Continue to keep track of expenditures
-Continue consideration file

January -Continue to prepare and submit orders
-Continue to keep track of expenditures
-Continue consideration file

February -Conduct faculty and student needs assessment
-Begin planning for next year
-Prioritize needs and prepare a budget proposal

March -Verify that all funds have been spent
-Continue to keep track of expenditures
-Continue consideration file

April -Review all purchase orders
-Contact vendors regarding outstanding items
-Continue to keep track of expenditures
-Continue consideration file

May -Prepare annual report
-Prepare and submit orders for newspapers, magazines, and
supplies for next school year
-Continue consideration file

June-July-August -Read
-Continue consideration file

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If you need any more help, please feel free to contact the South Carolina Department of Education at
http://www.sde.state.sc.us/