Melissa Carroll

Seth Keith
Lauren Kell
STATEMENT OF PURPOSE 4
BACKGROUND STATEMENT 4
SCHOOL DEMOGRAPHICS 5
RESPONSIBILITY FOR COLLECTION DEVELOPMENT AND MANAGEMENT 6
MISSION AND OBJECTIVES STATEMENTS 7
Lee Magnet School of World Studies and Technology Mission Statement 7
Lee Magnet School Media Center Mission Statement 7
Objectives 8
BUDGETING AND FUNDING 8
SELECTION OR EVALUATION CRITERIA 9
ANALYSIS OF SUBJECT FIELDS 11
ANALYSIS OF COLLECTION BY FORMAT 14
SELECTION AIDS 14
INTELLECTUAL FREEDOM 15
Procedures for Challenged Materials 15
A. The media specialist will follow these procedures 15
B. The Educational Media Materials Committee will follow these procedures: 16
C. Final Decision 17
Developing the Educational Media Materials Committee 17
COLLECTION MAINTENANCE AND W EEDING 17
Weeding 18
GIFT POLICY AND PROCEDURE 23
REPLACEMENTS 24
Rebinding Procedures 24
SPECIAL COLLECTIONS 24
REVISIONS 24
APPENDIX 25
Forms and Documents 25
Initial Response to Complainant 25
Request for Reconsideration of School Materials 26
Acknowledgement of Completed Complaint Request to Complainant 28
Notice to Educational Media Material Committee 29

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 Checklist for Educational Media Materials Committee 30
Letter to Complainant after Decision by Committee 34
Final Decision Report of Educational Media Materials Committee 35
Educational Media Materials Committee Confirmation 36
Bibliography 37
STATEMENT OF PURPOSE 40
NEEDS ASSESSMENT 40
Teacher Survey Results 41
Student Survey Results 42
OBJECTIVES 43
ACTION PLAN 43

3
STATEMENT OF PURPOSE
The purpose of this document is to state and define the collection policy moving forward at Lee
Magnet’s Media Center. All of the information concerning what should become part of the
collection and how we decide acquiring titles for the collection, has come from the Needs
Assessment we conducted in the wake of the fire that took our school. This document and plan
contained herein should be an accurate representation of all survey data and interviews we
conducted with faculty, teachers, parents and their children, School Board of Directors, and the
PTA. It is our hope that as we rebuild Lee Elementary, this document will provide the answers
needed to ensure our new library has the maximum amount of usefulness to all that may enter
and search through—the brand new collection contained inside.

BACKGROUND STATEMENT
Lee Elementary Magnet School of World Studies and Technology is a historic Title 1 Magnet
School. The school was built in 1906 by volunteers from the surrounding neighborhood and was
originally named Michigan Avenue Grammar School. In 1943, when the street was renamed
Columbus Drive, the school became Robert E. Lee Elementary. The school originally housed
grade K-6, later becoming a sixth grade center with a Kindergarten. It became the first
elementary magnet school in Hillsborough County when it was converted into a School of
Technology in 1993. In keeping with the changing times, Lee Elementary Magnet gained an
additional focus on World Studies in 2008. Lee now serves a diverse population of 310 students
in grades K-5. Although the school building is over 100 years old, Lee strives to provide the
latest technology to its students and has maintained its status as a front runner in educational
innovation since becoming a magnet school. On September 12, 2017, the Tampa Heights
community experienced a major power outage due to Hurricane Irma. Upon restoring power,
Lee Elementary Magnet School was destroyed by a fire. However, thanks to the School District
of Hillsborough County, the entire student body and staff have been relocated, as a whole, to
the grounds of Lockhart Elementary Magnet until reconstruction of the new school on its original
site.

Teachers at Lee use a variety of instructional technology to infuse our authentic World Studies
theme to create an environment that fosters the highest levels of social, emotional, and
intellectual development. To support the World Studies theme, each grade level focuses on a
different continent of study throughout the school year. Lee’s magnet program creates a

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community of global learners who embrace cultural diversity and make real world connections to
their learning – while acquiring a unique global perspective! Lee’s Seven Wonders: Leadership,
Innovation, Economics, Environment, Wellness, Communication and Culture are a platform
which allows students to build relationships and community, thereby increasing tolerance and
empathy. Lee offers a multitude of opportunities for students to grow holistically in anticipation of
students becoming future leaders in our world. Lee students study the continents of our world as
follows: North America (K) South America (1st) Australia (2nd) Africa (3rd) Asia (4th) Europe
(5th).

SCHOOL DEMOGRAPHICS

DEMOGRAPHIC INFORMATION (by %)

Total Enrollment 318 students

Asian .61%

Black 57.75%

Hispanic 18.24%

Indian 0.00%

Multi 5.78%

White 17.63%

5
RESPONSIBILITY FOR COLLECTION DEVELOPMENT AND
MANAGEMENT
1. The school library media specialist, in conjunction with teachers, administrators and the
school Educational Media Materials Committee, shall be responsible for the selection of
materials.

2. For new purchases, the school library media specialist shall be responsible for the
following:

a. arrange, when possible, for first hand examination of items to be purchased;

b. use reputable, unbiased, professionally-prepared selection aides when first hand

examination of materials is not possible;

c. judge gift items by standard selection criteria and, upon acceptance of such
items, reserve the right to incorporate into the collection only those meeting these
specified criteria.

3. The school library media specialist shall act upon the following materials:

a. purchase duplicates of extensively used materials;

b. discard worn, obsolete and inoperable items from the collection;

c. purchase replacements items for worn, damaged or missing materials that are
basic to the collection.

4. The school library media specialist shall select, within budget limitations, the best books
and other media materials available which satisfy the needs, interests and curricular
requirements of each individual school.

5. The school library media specialist shall select educational media materials based on
knowledge of the school community, as well as the library media center's existing
collection.

6. For teachers' recommendations, the school library media specialist shall select items on
the basis of merit, use and balance. The budget for materials shall be apportioned so

6
 that various demands are proportionately met. Gifts to the media centers shall be judged
upon the same basis as purchased materials.

7. The library media specialist shall select new and replacement materials in order to
duplicate older titles which have proven their worth.

8. In the event that educational media materials are challenged, school and district
personnel shall follow the established procedures for reconsideration of materials.

MISSION AND OBJECTIVES STATEMENTS

Lee Magnet School of World Studies and Technology Mission
Statement
Our mission is that we will empower students to become innovative thinkers who achieve
academically and socially through our 7 Wonders (Leadership, Environment, Economics,
Wellness, Innovation, Communication and Culture) curricular connections and real world
experiences.

Lee Magnet School Media Center Mission Statement

Our mission is to guide our students to using and producing information in an effective,
thoughtful, and ethical manner. We aim to promote independent discovery and information
literacy that extends beyond the classroom.

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Objectives
The primary objective of each school's media collection is to enrich and support the instructional
program of the school. The school system makes available, through the school media collection,
a wide range of materials on varying levels of difficulty, with a diversity of appeal, compatible
with the different needs, interests and viewpoints of students and teachers.

To this end, the Hillsborough County Public Schools, in keeping with ideas expressed in the
Library Bill of Rights, asserts that the responsibilities of the school system's programs are as
follows:

1. To provide materials which will enrich and support the curriculum, taking into
consideration individual needs and the varied interests, abilities, socioeconomic
backgrounds and maturity levels of the students served.

2. To provide materials which stimulate growth in factual knowledge, literary appreciation,

aesthetic values and ethical standards.

3. To provide a background of information enabling students to make intelligent judgments

in their daily lives.

4. To provide materials representing various sides of controversial issues so that students

may develop, under guidance, the practice of critical thinking and critical analysis of all
media.

5. To provide materials which are representative of many religious, ethnic and cultural
groups and the contribution of these groups to our American heritage.

6. To place principle above personal opinion and reason above prejudice in selecting
school instructional resources of the highest quality, thereby ensuring a comprehensive
collection.

BUDGETING AND FUNDING

The school media center budget (if allocated), the media allocation from the state, and the
internal media center accounts subsidized by fundraisers (such as Scholastic Book Fairs) and
lost/damaged book fines will be used for purchases.

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SELECTION OR EVALUATION CRITERIA
Individual learning styles, curriculum needs and the existing collection are all factors for
consideration in identifying an individual school's needs for media resources. Considerations for
judging materials for purchase include the following:

● Professional Reviews. Print or non-print media, including video footage that have been
favorably reviewed by two or more professional sources, such as School Library Journal,
Horn Book, VOYA, Book List and the Children’s Catalog.

● Educational Significance. Material is valuable to an individual course of study or to the

library media collection; the degree to which the material would be supplemented and
explained by mature classroom instruction.

● Appropriateness. Material is geared to the age, maturity, diverse interests, and learning
levels of students for whom it is intended. Reading levels and lexiles are considered to
provide a range of material that challenges the student and guides their selection
process.

● Accuracy. Non-fiction information is correct, recent, and objective.

● Literary Merit. Fiction has a noteworthy plot, setting, characterization, style and theme.

● Scope. Content is covered adequately to achieve its intended purpose.

● Authority. The author, editor, or producer has a superior reputation for producing
materials of this nature.

● Special Features. The item has maps charts, graphs, glossaries, and/or other learning
aids that support the content.

● Translation Integrity. Material translated from one language to another maintains the
stylistic characteristics of the original.

● Arrangement. Concepts are presented by scaffolding the information during the

learning process, which is tailored to the needs of the student with the intention of
helping the student achieve his/her learning goals.

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● Treatment. Typeset, visuals, style, and or medium captures and holds the students
attention.

● Technical Quality. Sound is clear and audible; visuals project clearly.

● Aesthetic Quality. Material is superior to similar items in attractiveness and

presentation of content.

● Potential Demand. Item has particular timeliness or popular appeal.

● Durability. Material has the potential for frequent use or is of a nature that will be
considered consumable.

● Possible uses. Is the material suitable for use by students individually or in groups, for
instruction or in-depth study?

● Obscenity. No books or other materials containing hard core pornography or otherwise

prohibited by Florida Statute 847.012 shall be used.

● Copyright. Library media materials used in a school shall be procured and used in
accordance with federal, state, and district copyright laws and District Policies and
Procedures. (See section IV of this handbook)

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ANALYSIS OF SUBJECT FIELDS
Classification Description Goal

000s Generalities + This area is noted as moderate and will

be replenished as needed. Technology is
a focus of the library, so finding these
types of materials will become more of a
focus. Materials will be ordered.

100s Philosophy and + There are some basic knowledge books

Psychology about various philosophical ideas, but this
section is not a priority to strengthen at
this time.

200s Religion + There are some materials of age

appropriate level that indicate different
world religions for a more equitable and
knowledgeable environment, but at this
time this section is not a priority.

300s Social Sciences + This section is noted as a moderate to

strong section. To support the World
Studies theme this section must be
current, abundant and support the
curriculum. (North America (K) South
America (1st) Australia (2nd) Africa (3rd)
Asia (4th) Europe (5th).) There will be a
dedicated and thorough section of age
appropriate social sciences materials, and
they will be systematically weeded and
replaced for recency and more
informative materials. Requested
materials will be purchased.

400s Language + This section is moderate to strong due to

the curriculum needs. The studies on
varying cultures and languages our
students utilize on a daily basis for the
world studies program make this section
essential. This collection must also
support Lee’s 2nd language acquisition
program. There is a strong presence of
ESOL endorsement in the district
amongst teachers, paraprofessionals, and
administration. This section will remain
moderate and changing with information
about new cultures and languages.

500s Natural Sciences + This section is moderate due the many

11
 physical sciences that the students study
during their primary years. Much of the
science curriculum embraces some sort
of research element, and therefore having
this section is necessary for the growth
and development of reading
comprehension, technology, and research
which are all focuses of the library. This
section should be strengthened to better
accommodate the curriculum, as well as
the goals and needs of students and
teachers.

600s Technology and applied + This section is noted as moderate. It is

sciences always expanding and must be kept up to
date due to the material type. A
specialized focus and effort needs to be
made in locating, obtaining and
maintaining a much more thorough and
wide-spread technology section, to both
reach media center
goals, and to assist students in becoming
more part of the global technological
landscape.

700s Fine arts and recreation + This section is strong. Many students use
these materials to search out activities for
enjoyment. No change will be made to
this section except for occasional weeding
and updating materials.

800s Literature + This section is moderate. There is several

authors and types of literature
represented in this section, and leans
heavily toward what is covered in the
curriculum. It is well developed enough for
the needs of the library and school and
will not be developed further at this time.

900s Geography and history + Much like the social studies section, this
section is well developed, strong and is
well maintained to suit the needs of
students and curriculum. Requested
materials will be purchased.

AV Audiovisual + Audiovisual material must be carefully

maintained and stored in an independent
environment from print materials. Audio
books for students may be housed in a
digital format MP3 or MP4 format for

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 approved district devices or on CD if
enough copies are listed to be checked
out. Most Audiovisual materials, however,
are used by instructional staff, and must
be checked out by individual teachers as
the sole proprietor of the material.

B Biography + This section is moderate. It would help all

curricula to have a more replete collection
of biographies to permit students to learn
about people that have impacted their
learning thus far. It is suggested that this
section be expanded to provide a strong
showing.

F Fiction + This section is strong and does not need

to be boosted (not including Global
Studies materials), however it does need
to be closely monitored and weeded for
updates and new popular authors.

FAC Faculty and professional + Faculty materials are up to date and new
materials are ordered as requested.

PER Periodicals (recent use + The section was noted as weak and new
only) periodicals will be ordered to refresh and
update the section.

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ANALYSIS OF COLLECTION BY FORMAT
Material formats collected by Lee Elementary include books, periodicals, videos, CDs, DVDs,
curriculum materials, mp3 files, weblinks, and applications.

Lee students study the continents of our world as follows: North America (K) South America
(1st) Australia (2nd) Africa (3rd) Asia (4th) Europe (5th). Lee’s UNPACK are old-world suitcases
which house nonfiction texts about countries from each of the continents and activities
encouraging research and writing. Also included are maps, recipes, and videos which teachers
may use. The media center will need to help in ensuring these suitcases are kept up-to-date
with relevant and interesting resources.

Lee’s 2nd language acquisition program (Duolingo) gives Lee students a choice of many
languages to study and become fluent. All students have an account which can be accessed
from school or home. Additionally, Lee Magnet will have a mobile world language center and
morning club. The media center will need to manage the school’s Duolingo account and mobile
world language center. Adequate materials in multiple languages will be necessary to
encourage language acquisition.

SELECTION AIDS
Selection aids include, but are NOT Limited to the following resources:

● School Library Journal

● Horn Book
● Publisher’s Weekly
● Children’s Book Review
● ALA Awards Lists
● New York Times best sellers
● Bookstore Bestsellers
● Jobbers- such as Rainbow Book Co., Children’s Plus, Follett, and Mackin
● Trending on Amazon.com

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INTELLECTUAL FREEDOM
The selection policy reflects the philosophy and goals of the school system and supports the
principles of intellectual freedom described in Information Power: Guidelines for School Library
Media Programs, the Library Bill of Rights (ALA), Students' Right to Read (NCTE), and other
position statements on intellectual freedom from the American Library Association and the
American Association of School Librarians.

Procedures for Challenged Materials

The selection of the resource materials for use with students in the teaching/learning process is
a professional responsibility of teachers, administrators, library media specialists and other
educators. However, parents and pupils have legitimate and appropriate interests in the
selection process and the choices which are made.

Sometimes these interests are expressed as challenges to the use of a specific title. This
document has been prepared to assist school and district level educators in addressing such
challenges. This document and the process outlined is appropriate for addressing materials of
any physical or intellectual format, whether basic or supplemental to instruction, and in any
subject area.

Occasional objections to some materials may be voiced by the public despite the care taken in
the selection process and despite the qualifications of persons selecting materials. Library
media that is sensitive or mature may not be appropriate for all readers in a school but remains
a part of the collection to address the needs of some of the reading community if it meets the
district selection criteria.

If a complaint is made, the following procedures should be observed by school personnel:

A. The media specialist will follow these procedures

1. Inform the complainant of the selection procedures. You may use the Initial Response to
Complainant letter recommended by Library Media Services.

2. Give the complainant a copy of the Request for Reconsideration of School Materials
form and a copy of the Hillsborough County Public Schools Selection of Instructional
Materials Policy.

15
 3. Notify the principal, the media supervisor, and appropriate subject-area supervisor of
complaint. The supervisor(s) will compile available reviews.

4. Retain challenged material in circulation until a final decision is reached by the

Educational Media Materials Committee

5. Send the complainant an acknowledgement letter after receiving the completed request
for reconsideration form and the challenged material.

6. Notify members of the Educational Media Materials Committee via a letter upon
completion of step 5.

7. Provide a copy of the challenged material and a checklist to each Committee member.

8. Convene the Educational Media Materials Committee within 10 working days and reach
a decision within 30 calendar days.

B. The Educational Media Materials Committee will follow these

procedures:

1. Read, view and/or listen to the material in its entirety and complete the appropriate
checklist.

2. Read reviews of the material in professional reviewing sources.

3. Determine the extent to which the material supports the curriculum.

4. Weigh merits against alleged faults in light of the material as a whole, rather than
isolated passages out of context.

5. Meet as a group and discuss material prior to examining complainant's completed form.

6. Reach a decision and prepare a final decision report.

7. Send a copy of the final decision report to the principal, the media supervisor, and
appropriate subject-area supervisors.

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C. Final Decision

1. The principal will send a letter to the complainant, along with a copy of the final decision
report.

2. The decision of the School Media Resources Committee will apply only to the school
where the material was challenged.

Developing the Educational Media Materials Committee

Each year the media specialist should send requests to assorted faculty, administration,
parents, community and students (high school only) in order to develop a well-rounded
Educational Media Materials Committee. A balance of race, gender, and age is important in
making your final selections. After making initial contact with a potential member, a confirmation
letter can be used as a follow-up to a positive response. It will confirm the reason for
membership and, if necessary, set up the first meeting for the Committee. Memos to faculty, a
letter to prospective parents and a letter to prospective students can provide basic information
about the Committee's value and purpose. Personal contact for question-and-answer sessions
for parents and students is recommended. The Educational Media Materials Committee forms
are provided by the media supervisor at the beginning of each school year. Instructions are
provided, as well as a deadline date to return the completed forms to the appropriate media
supervisor.

COLLECTION MAINTENANCE AND WEEDING

An essential step in collection development is assessment of the needs of the curriculum and
student population with regard to library media resources. Library media specialists will develop
yearly and long-range plans to assist in ongoing assessment.

Assessment of the collection includes taking inventory of existing materials, assessing materials
in relation to needs of instructional units, and weeding outdated and inappropriate materials.

The inventory is a process by which holdings are checked against the automated cataloging
system and the actual item to determine if the resource is still part of the collection and still
meets selection criteria. The objective of this inventory is to ensure the automated cataloging
system accurately reflects the collection — this is the key access point for students and

17
teachers to locate information within the library. This procedure should not disrupt the library
media program, as automation of school library holdings greatly speed up the process using the
barcode scanning feature. An annual inventory is recommended, as the data is critical to
making collection development decisions about the quality and quantity of the collection in
meeting the needs of students and staff.

Weeding

The task of weeding the school library media center and discarding books no longer useful is
almost as important as selecting new books of high quality. Although standards, both state and
national, recommend a minimum number of library books that should be included in schools of
various sizes, the actual number sometimes proves to be not so important as the quality of the
books found on the shelves and the application of them. Examining books throughout many
sections of the school library media center and determining their value to the collection are time-
consuming tasks. It is necessary to develop policies for weeding and to seek the help of
teachers who make use of the various subject areas. In large school library media centers a few
sections can be weeded each year according to plan. The policy for the disposal of materials
must be approved by the administration.

The person or persons who do the best job of weeding the school library media center collection
are those who have a thorough understanding of the existing collection, of the school's
curriculum, and of the various units taught in all classrooms. Other qualities needed are an
adequate background in literature and knowledge about the characteristics of a good book;
understanding of the interests, abilities and needs of the age group served; a background of
information about the community and other book resources available.

A. Withdrawal Considerations

In established school library media centers, start with a record of the books inventoried within
your school. This can be found through the on-line cataloging system or you may also have a
print-out of the books in your media center.

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B. Kinds of Books

There are several general categories that comprise the types of books under consideration for
retaining or discarding from a school library media center. A few suggestions are offered under
each heading. The general groups include:

1. Books of good quality and in good condition -- Shelve correctly and promote use.
2. Books of good quality but in poor condition -- Remove from shelves and place in
workroom for simple mending or cleaning, if possible.
3. Books of poor quality but in good condition -- Check approved lists; if not included, lay
aside for examination by teachers. Unless there is a positive reason for retaining book,
remove it from the collection.
4. Out-of-date books -- Remove from shelves.
5. Little used material -- Sometimes these items need only to be brought to the attention of
teachers or students for their circulation to greatly increase. They can be promoted by
means of newsletters, special displays, use in book talks, etc. If they meet criteria set for
good books and are found on standard lists then care should be taken to re-examine
them and look for values that may have been overlooked. Books basic to all collections
(such as the classics), even though seldom circulated, should be maintained on the
shelves, and old and unattractive editions replaced by new ones. Information books, if
not out of date, may not circulate because of changes in curriculum and courses being
offered. If there seems a possibility these courses will again be offered in the future, the
books could be retained.
C. What to Discard

In general, consider for discard for any or all of the following reasons, books that are:

1. Unattractive in appearance because of yellowed paper, fine print, etc.

2. In poor physical condition as to ragged binding, torn or dirty pages, etc.
3. Seldom circulated.
4. With old copyright dates that make the books outdated in content, use or accuracy.
5. Mediocre or poor in quality. These include:
a. Poorly written adult books, with stereotyped characters and plots, popular when
relatively few children's books were available.

19
 b. "Old-fashioned" stories, which are so written or illustrated that they are not
appealing to children today. These may also include those with a didactic or
moralizing tone, once thought to be exemplary reading for the young.
c. Fictionalized representations of life in this country and other countries, which
have contributed to the development of false and stereotyped concepts of
minority groups in our country and of people in other countries.
6. Duplicated with several copies of titles no longer in heavy demand.
7. Of a subject matter or treatment not suitable for students served by the library.
8. Set of books (especially in the literature and history sections) which have gathered dust
for years.
9. Superseded by new or revised editions.
10. Of passing interest at the time of publication, such as travel and biographies of persons
who were known in their generation, but not likely to be of interest again.
D. Special Pointers

1. Give special consideration to reference books. Sets should be examined carefully with a
view to discarding from the school library media center.
2. Do not replace worn out books until their value has been assessed by checking with
standard book selection tools, and by careful consideration of their place in the relation
to the needs of students and teachers. This might be because curriculum changeshave
taken place, better books in the field may now be available, or the purchase of the title in
a paperback edition may seem feasible.
3. It is equally important to weed from the library other types of materials, in addition to
books. These include:
a. Periodicals – It is not necessary to retain back issues longer than 1 year. Articles
from back issues of academic periodicals can be found in the district’s online
databases.
b. Non-Print Collection - Weeding should be done periodically using the same
criteria as print material. Check materials frequently to see if they need repair or
cleaning.
c. Equipment - Equipment can quickly become poor and even obsolete. It is just as
important that you maintain a strong hardware collection that will support your
non-print materials as it is to withdraw books. Withdrawing equipment may be
done by using form SB 00126 "Property Transfer Between sites."

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E. Deleting AV Materials or Computer Software from Symphony

In established libraries, certain procedures are to be followed when AV materials or software

resources are discarded. These may vary somewhat from one library to another; however, a few
basic principles apply to most collections. They include the following steps:

1. Take the AV / Software items off your inventory by deleting them from the online
Symphony Catalog.
2. If deleting AV or computer software with a Property Control DSB number, (items over
$1,000), they must be listed on an SB 126 for removal by Technology Repair. The form
is prepared, mailed and software handled or held for pickup in the same manner as
equipment being deleted.
3. Using the special "Discard / State Statute" stamp, mark the packaging of AV material /
Software. Check with your supervisor or Library Technical Services if you do not have a
discard stamp. They can help you obtain one.
4. Box the AV material / Software; label them with "Media Materials - Discards."
F. Deleted Materials Pick-up

E-mail Warehouse department and request a pick-up of the discarded materials. Supply the
following information:

● Name of School
● Name of Person Requesting Pick-up
● Number of boxes to be picked up
● Location for finding the boxes (all together in one centralized location)
NOTE: Florida State Statute #274 prohibits the sale of these items.

G. Crew Guidelines for Weeding Library Materials

1. Weeding and Deleting Guidelines

Weeding is an essential component of any collection development plan, in order to maintain

a collection that meets the needs of students and the curriculum. The weeding guidelines
should include reasons for weeding and criteria for de-selection. The following points may be
used as the foundation for weeding:

● To maintain a current, useful, dynamic collection

● To adapt to changing needs and interests of students and teachers

21
 ● To accommodate changes in the school’s curriculum
● To make the best use of floor and shelf space
● To improve the physical appearance of the collection
● To assess the collection’s strengths and weaknesses
● To increase circulation
Weeding Criteria:

● Length of time since the book was last checked out (on average 5 years)
● Age of the book in terms of copyright date (on average 5 years, although age is more
telling in some parts of the Dewey scheme than in others, e. g., medical, legal, current
events, and computer subjects need to be very current)
● Condition of the book
2. Weeding Process – MUSTIE

This easy to remember tool for Weeding consideration is the acronym MUSTIE

Discard an item that is:

● M Misleading; factually inaccurate

● U Ugly; book is worn and torn, in disrepair
● S Superseded by a newer edition (think of almanacs, etc.)
● T Trivial; of no real discernable value
● I Irrelevant to the needs and interests of your community
● E Elsewhere available
A Rule of Thumb Chart for Weeding the Collection

Dewey Number Suggested Copyright Guidelines to Discard

000 2-10 years (computer tech books may age faster)

100 10 years

200 2-10 years

300 5-10 years

400 10 years

500 5-10 years (some science titles may age faster)

600 5-10 years (technology titles may age faster)

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 700 5-15 years

800 Flexible

900 5-10 years (country books, atlas, maps may age faster)

Biographies Flexible; 10 years for contemporary subjects

Encyclopedias 5 years (consider online versions)

Almanacs 3 years

Periodicals 3 years; 6 months if superseded by electronic resources

Fiction 10 years (you may want to keep award winners)

Audio & Video Check periodically for condition and content

CD ROMs Format compatibility changes quickly

Deleted items must be disposed of properly and removed from your shelf list, inventory and
catalog, following the district’s guidelines for disposal of obsolete library books.

GIFT POLICY AND PROCEDURE

Donations/Gifts to the media center are welcomed and encouraged! Donations/Gifts will be
examined critically using the same criteria used for the selection of new materials—to be added
to our collection with the understanding that donations/gifts will only be used if they meet
selection standards. Items will be added to the collection if it is determined they meet the criteria
in the media center collection policy. The media specialist reserves the right to determine
appropriate use of donations/gifts. All donations/gifts will be deleted from the collection as the
library media specialist deems appropriate. Any items that cannot be used in our media center
will be passed along to our classroom teachers. A donation label will be placed in the front cover
of all donations/gifts indicating the donor's name and year of the donations/gifts.

23
REPLACEMENTS
Fines or penalties for books damages are determined by the media coordinator. Damage due to
neglect will be fined on a case by case basis. When an item comes back damaged, it must first
be determined as repairable or irreparable. It must be examined according to the weeding
criteria first, and then answer the following considerations:

● How many copies does the library have available?

● How often is the copied being used?
● Are there advantages to purchasing this book new?
● What are similarities between the lost item and the current student need?
Books will be marked lost two quarters after the book has been checked out, unless the patron
indicates that they lost it. Students will receive lost/missing books slips quarterly.

Rebinding Procedures

The library media specialist can easily repair some books. If a book cannot be repaired locally, a
decision must be made to rebind or reorder the book. Rebinding is usually not an attractive or
cost efficient option. Books that are rebound will have plain cloth covers without printed titles,
illustrations, or book jackets. The best candidates for rebinding are expensive reference books
and textbooks that are updated and expected to stay in the collection. Out of print books should
be carefully evaluated as to their merit before rebinding. Books that have dirty, torn or brittle
pages should be reordered and not sent for rebinding.

SPECIAL COLLECTIONS
Professional materials will be acquired and housed in a special area of the library. These
materials will be available for checkout by the faculty and staff of the school. Requests for
materials by teachers, other staff, and the administration will be given high priority.

REVISIONS
This policy should be reviewed annually for issues such as out-of-date information, changing
curricular needs, and inclusion of new material formats. A full revision should be undertaken
every 10 years.

24
APPENDIX

Forms and Documents

Initial Response to Complainant

Date
(Name of Complainant)
(Address of Complainant)

Dear (Complainant):

I have been informed of your concern about the media resource entitled:

School District of Hillsborough County outlines the procedures for addressing these concerns.
As a media specialist and chair of the School Media Resources Committee, I am responsible for
coordinating the review of any challenged materials.

The Committee will convene to review the questioned material when we receive from you, a
completed copy of the enclosed Request for Reconsideration of School Materials form.

Enclosed also, for your information, is a copy of the School District of Hillsborough County
Materials Selection Policies. Thank you for your prompt reply. I will be communicating with you
at a later date.

Sincerely,

Media Specialist

25
Request for Reconsideration of School Materials
Date: _________________________________

School: ____________________________________________________________________

Title of Material: _____________________________________________________________

Author or Producer: __________________________________________________________

Source of material: ___________________________________________________________

Complainant Name___________________________________________________________

Home Telephone: ___________________________ Cell Phone: ______________________

Address:____________________________________________________________________

City:____________________________ State:___________________ Zip:_______________

Do you represent an organization? _____________________Yes ___________________No

Name of the organization:______________________________________________________

26
This completed form constitutes the only documentary basis for reconsideration of the cited
material. Please answer each question as fully as possible so that your views may be adequately
understood by the reviewing committee.

1. What brought this item to your attention (reviews, lists, word of mouth, etc.)?

2. State specific objections:

3. Quote objectionable portions/passages and give locations (Attach pages if necessary.):

4. Are you familiar with the author?

5. Are you aware of the judgment of this work by professional critics?

6. What do you believe is the theme or purpose of this work?

7. For what age group would you recommend this material?

8. What materials would you recommend as a substitute?

I understand that in order for my complaint to be considered, I must have read or reviewed the
material in its entirety.

Signature of Complainant:

27
Acknowledgement of Completed Complaint Request to Complainant
Date ___________________________

(Name and address of complainant)

__________________________________

__________________________________

Dear (Complainant):

I have received your completed Request for Reconsideration of School Materials form for the
item entitled:

The School District of Hillsborough County Selection Policy now directs me to convene the
Educational Media Materials Committee.

Each Committee member will review the material in its entirety and make a decision. The
principal will then report the Committee's decision to you in writing within 30 calendar days. If
you have any further questions, please contact me at: (phone number and email address)

Sincerely,

Media Specialist

28
Notice to Educational Media Material Committee
Date:

Challenged Material Title:

(Name of Committee Member)

(Address of Committee Member)

Dear :

The material entitled ___________________________________________________________

at (school name) ______________________________________ has been challenged.

The Hillsborough County Public Schools Selection Policy directs me to convene the Educational

Media Materials Committee to review the challenged material. The first meeting will be held on:

Date:

Time:

Location:

As a Committee member, you will need to review the material in its entirety before our final

meeting and complete the attached checklist. I have enclosed a copy of the School District of

Hillsborough County Selection Policy to assist you.

Thank you for serving on this vital Committee.

Sincerely,

Media Specialist

29
Checklist for Educational Media Materials Committee
Title ____________________________________________________

Author __________________________________________________

Type of Material __________________________________________

_____ Fiction _____ Non-Fiction N/A _____

A. PURPOSE

1. What is the overall purpose of the material?

2. Is the purpose accomplished?

_____ Yes _____ No

B. AUTHENTICITY

1. Is the material authored or otherwise sourced?

_____ Yes _____ No

2. Does the subject matter of the material require it to be current and timely?

_____ Yes _____ No

If so, does this material meet this requirement?

_____ Yes _____ No

3. If applicable, are information sources well documented?

_____Yes _____ No____ NA

4. If applicable, are translations and retellings faithful to the original?

_____ Yes _____ No ____NA

30
C. APPROPRIATENESS

1. Does the material promote the educational goals and objectives of the curriculum, and/or
student independent reading?

_____ Yes _____ No

2. Is the text appropriate to the subject and age levels?

_____ Yes _____ No

3. Are the illustrations appropriate to the subject and age levels?

_____ Yes _____ No

D. NONFICTION CONTENT

1. Is the content of this material well presented by providing adequate scope, range,
depth and continuity?

_____ Yes _____ No

2. Does this material present information not otherwise available?

_____ Yes _____ No

3. Does this material give a new dimension or direction to its subject?

_____Yes _____ No

4. Does the material give a realistic picture of life as it is now?

_____ Yes _____ No

5. Is factual information presented accurately?

_____ Yes _____ No

6. Are concepts presented appropriate to the ability and maturity of the potential reader?

_____ Yes _____ No

7. Is there a preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would
make this material inappropriate for the intended audience?

31
____ Yes ____ No

8. If there are graphics or photographic reproductions, are they appropriate to the purpose of
the text for the intended audience?

_____ Yes _____No

9. Does the material give a broader understanding of human behavior without stressing
differences of class, race, color, sex, education, religion or philosophy in any adverse way?

______Yes ______ No

10. Is the material well written or produced?

_____ Yes _____ No

D. FICTION CONTENT

1. Is the content of this material well presented by providing adequate scope, range,
depth and continuity?

_____ Yes _____ No

2. Does this material give a new dimension or direction to its genre?

_____Yes _____ No

3. If factual information is part of the story, is it presented accurately?

_____ Yes _____ No ____NA

4. Are concepts presented appropriate to the ability and maturity of the potential reader?

_____ Yes _____ No

5. Do characters speak in a language true to the period and section of the country in which they
live?

_____ Yes _____ No _____NA

6. Is there a preoccupation with sex, violence, cruelty, brutality, and aberrant behavior that would
make this material inappropriate for the intended audience?

____ Yes ____ No

32
7. If there is use of offensive language, it is appropriate to the purpose of the text for the
intended audience?

_____ Yes _____ No _____NA

8. If there are graphics or photographic reproductions, are they appropriate to the purpose of
the text for the intended audience?

_____ Yes _____No _____NA

9. Does the material give a broader understanding of human behavior without stressing
differences of class, race, color, sex, education, religion or philosophy in an adverse way?

______Yes ______ No ____NA

10. Is the material well written or produced?

_____ Yes _____ No

33
Letter to Complainant after Decision by Committee
To accompany copy of Final Report

Date:
(Name of Complainant)
(Address of Complainant)

Dear
The Educational Media Materials Committee has reviewed (Name of Material),
which you challenged on (date).

After careful consideration and discussion, the Committee has reached a decision. A copy of the
report is enclosed. We appreciate your right as a parent to restrict or question any material your
child reads, listens to, or views.

It is never the intention of the school system to provide students with learning experiences or
activities which are in conflict with the values of their parents. For this reason we encourage
your child to choose other materials from our selection. Thank you for your involvement. It is
through a cooperative effort between the school and the parent that the most effective
learning conditions can be obtained.

Sincerely,

Principal

34
Final Decision Report of Educational Media Materials Committee
Date:
To: (Principal)
From: (Media Specialist Name and Title)
Title of challenged material:
Date request for Reconsideration Form received:
Date of Committee meeting:
Final Decision of the Committee:

Rationale:

Committee Members present:

(List name and position of each committee member below)
Examples: Judy Smith, Parent, J B High School
Tom Brown, Teacher, J B High School
Don Sloan, Assistant Principal, J B High School
Sue Mays, Community, East Branch Public Library

35
Educational Media Materials Committee Confirmation
Date:

Name Committee Member

Address of Committee Member

Dear (Name of Committee Member):

Thank you for accepting our invitation to participate as a member of our 200_-200_
(Name of School) Educational Media Materials Committee.

One primary function of our Committee is to evaluate and advise on policies, procedures, uses
and services offered by our school Media Center. OPTIONAL: With this goal in mind, we would
like to conduct an initial meeting to be held in the Media Center on date at time. Your continued
contact and input beyond our meetings is valued. Please feel free to visit us at any time.

Another task of this Committee is to help evaluate books or materials that might be
challenged. Though not a common occurrence, should any media materials be challenged,
your review and opinion of the title(s) in question would be requested.

We are looking forward to an exciting year and hope you will assist us in establishing the kind
of Media Center that will be an asset to the school's students, faculty, and community.

Sincerely,

Media Specialist

36
Bibliography
ALA (2018). Selection & Reconsideration Policy Toolkit for Public, School, & Academic
Libraries. Retrieved from http://www.ala.org/tools/challengesupport/selectionpolicytoolkit

Furness, K., Gallaher, L., & Edeker, V. (2013). 2013-2014 Statement of Philosophy & Program
Goals of the School Library Media Program. Ponte Verde Beach, FL: PVPV Rawlings
Elementary School. Retrieved from http://www-
pvmkr.stjohns.k12.fl.us/media/files/2012/10/2013-14-PVPV-RawlingsCollection-
Development-Policyre.pdf.

Klug, R. & Contron, W. (2006). Library Collection Development Policy. Bruce Guadalupe
Elementary School & Bruce Guadalupe Middle School. Retrieved from
https://www.bgcsedu.org/BGFilePile/BGLibraries/LibraryDocuments/SelectionPolicy.pdf.

Milburn, J. & Van Brunt, C. (n.d.) Library Media Services Handbook. Retrieved from
https://www.sdhc.k12.fl.us/docs/00/00/13/30/Library_Media_Handbook.pdf

Larson, J. (2012). CREW: A Weeding Manual for Modern Libraries. Austin, Texas: Texas
Public Library and Archives Commission. Retrieved from
https://www.tsl.state.tx.us/ld/pubs/crew/index.html

Schneider, L. (2016). School Library Media Center Collection Development Policy. New Century
International Elementary School. Retrieved from
http://ncies.ccs.k12.nc.us/files/2017/03/NCIESCollectionDevelopmentPolicy.pdf

Veety, S. (2016). Neptune Elementary Collection Development Policy. Retrieved from

http://npes.osceolaschools.net/UserFiles/Servers/Server_610260/File/Media%20Center/
NPES%20Collection%20Development%20Policy%202017.pdf

37
Melissa Carroll
Seth Keith
Lauren Kell

Melissa Carroll
Seth Keith
Lauren Kell

38
Statement of Purpose 40
Needs Assessment 40
Teacher Survey Results 41
Student Survey Results 42
Objectives 43
Action Plan 43

39
STATEMENT OF PURPOSE
The recent fire at our school, Lee Elementary Magnet School of World Studies & Technology,
requires that our entire media collection be replaced. Due to the scope of such an undertaking,
the media center collection rebuilding will need to be done in stages according to importance to
the curriculum. This action plan is for the first stage, which is the core of the collection, meaning
those materials that are vital to the school’s curriculum. This will include materials that are used
regularly within the classroom as well as the materials necessary for students to be able to
adequately complete their coursework. Our electronic databases and subscriptions are intact,
so focus during this first stage will be devoted to physical resources such as books and print
serials. We will reference our electronic resources to determine what subjects are already
covered, but during this stage we will not be looking to further expand our electronic resources.

NEEDS ASSESSMENT
In this document, we strive to connect the data collected from the Needs Assessment and the
resulting Collection Development Plan, to ultimately create and administer this Action Plan.
Using the data included in the Needs Assessment conducted, we found these areas needed
improvements to enhance the collection. In addition, because of the fire, we will also try to
replace items lost while also making improvements where available.

40
Teacher Survey Results
The data collected from the Teacher survey is used to compile a list of programs and books to
help teachers/students achieve the goals of the Florida State Standards. (Curriculum)
● The data shows a need to increase the e-book collection as well as acquire Kindles or
iPads for student use. Teachers have requested there be more ebook devices available
in the Media Center. Luckily, the ebook collection we had still exists and we have
access. In the interim, the school has already allocated funds for the necessary
classroom and computer lab PC’s, so those can serve as eBook readers in the interim.
A group of local businesses have stepped forward to donate some funds for 10 iPad
Mini’s, for the first school year in the new building.
● 50% Agree they have input in determining what activities, policies and materials are a
part of the library media program.
● 35% Agree that the media specialist regularly communicates with the staff about
programming and resources using a variety of methods.
● 80% Agree that the resources in the media center should be easy to locate, readily
accessible, well maintained, and up-to-date.
● 50% Agree that the media center curriculum plays an important part in the total
educational program at the school.
● 90% Agree that the media center should be adequately available for whole class use,
and individual or small group student use. There are two conference rooms for small
group use allocated and this should be adequate for small group meetings.
● 75% Agree that the resources for the media center are carefully chosen to reflect
curriculum and student needs, and the resources are of high quality.
● There was a request for space for all grade level teachers to meet separately for
planning purposes, as well a functional larger conference room for entire group trainings
of all faculty.
● There was a recommendation for the addition of at least two areas for projection, with
each of the separate teacher planning rooms having at least a 40” or larger HDTV with
connectivity for the various technology available to teachers and students.
● There was a recommendation to add materials regarding environmentalism and
recycling to support the Executive Green Team recycling program.
● There was a recommendation to add coding materials or a MakerSpace area to support
the program Ms. Rivera had previously implemented.

41
Student Survey Results
Using a random sampling technique 100 students surveyed.
● Overall, 43% were satisfied with the quality of services.
● 63% enjoy going to the library.
● 35% feel there are enough online resources (computer) to help complete assignments.
● 50% would like to see additional materials.
● 40% use e-books.
● 80% use physical books.
● 10% have used the reference desk for help.
● 80% would like to use a Makerspace studio in the library.
● 80% would like more computers and printers in the library to help complete their
assignments.
● 100% think it is important for the library to be a comfortable, inviting setting.
● 50% feel comfortable using the computers in the library.
● 40% stated that the Librarian teaches them more about what they are learning in the
classroom.
● 56% stated that they learn new things in the library.
● 46% feel comfortable asking the Librarian questions.
● 82% would like additional time to find the books they want in the library.
● Students answered that they use Computers/Tablets, printers, Copiers, Headphones,
iPod or Digital Music Player, DVDs/Blu-ray discs and would like to see these mediums in
the new library.
● Students answered that they use Books, Audio Books, Graphic Novels, Internet Sites,
magazines and music in the library and would like to see more of these mediums in the
new library.
● There were requests to add additional books about butterflies.
● There were requests to add additional books to support Global Studies.
● There were requests to add additional Graphic Novels to the collection.
● There were requests to add additional technologies such as Ipads to the new media
center.
● There were requests for additional classes in Video Production, Podcasting, Music
Production and Basic Web design

42
 OBJECTIVES
1. Develop a core collection of physical materials that meets the minimum needs of our
school community.
2. Our goal is to increase the amount of traffic and overall usefulness of the library media
center in the new building.
3. Provide and complement the World Studies concentration that is fostered at Lee
Magnet.
4. Provide and complement the Technology concentration that is fostered at Lee Magnet.
5. Provide safe and creative spaces in the Media Center for small and large group studies
as well as meetings.
6. Foster a collaborative teaching experience to each student by enhancing teachers’
lessons and encourage more visits to library.

ACTION PLAN

Action Steps: Responsibilities: Timeline: Resources: Potential Communications Plan:

What will be done? Who will do it? By When, A: Resources Barriers: Who is involved? What methods?
Date/Month? available. A: What How often?
B: Resources individuals/organ
needed-financial, izations might
human, political, resist? B:
other? How?

Step 1: Rebuild a basic Media specialists Building A: Electronic A: School Media Specialist and Faculty
collection. with the help from Completion: Resources, Board.
the Needs January 1, eBooks. B: Reallocate
Assessment Year? B: Physical funds or suggest
resources, other types of
reference media

Step 2: Increase Library Media specialists Weekly Grade A: Time and A: Other school Media Specialist and Faculty
Traffic and Usefulness collaborate directly Level Meetings, Specialist meetings and
of Materials with lead teachers Daily availability ongoing school
and each grade activities
level meetings.

Step 3: World Studies Media Specialist Part of weekly A: Weekly (No known Media Specialist and Faculty
Enhancements/Collabor can order materials teacher meeting times. immediate
ation that will enhance planning B: Librarian barriers)
this theme. flexibility with
scheduling
conflicts

43
Step 4: Technology Media Specialist Technology A: Computers A: Faculty Media Specialist and Computer Lab.
Enhancements/Collabor can order materials class sessions and online B: FSA Testing Twice a week to start.
ation and teach classes could begin resources exist. uses the MakerSpace weekly.
using technologies. twice a week in B: An computer lab.
Addition of the beginning, HTML/coding
MakerSpace and could be instructional book
voluntary.

Step 5: Safe Spaces for Media Specialist Upon Building A: Faculty ideas A: Faculty Media Specialist with Faculty
Small/Large Groups and building itself. Completion. about open B: Faculty not
Three conference spaces for group available to give
rooms and floor collaboration. input, don’t feel
planning can create B: Comfy chairs, a part of
open areas. small but decisions, or
functional tables, teachers can not
Conference agree on a
tables workable layout.

Step 6: Enhance Media Specialist Weekly class A: Time A: Media Specialist and Faculty
Teaching/Learning in all can schedule class sessions that B: Flexibility Communication
Subject Areas visits and Lesson are scheduled. when scheduling B: Teachers
Plan with Teachers issues arise. may not have
time to read
emails or
send/respond to
scheduling
suggestions

It is with this Action Plan that we move forward and implement the physical objectives when the
new building is ready for school. This completes our Collection Development Plan and helps us
achieve our vision in the new building.

44
Melissa Carroll
Seth Keith
Lauren Kell

45
Author Title Publisher Date ISBN/ISSN Price Total Price Comments

Non Fiction

Leaf, Christina Butterflies Bellwether d 2018 9781626176591 15.95 3495.33 Teacher request
Me
Sidman, Joyce The Girl Who Drew Butterflies HMH 2018 9780544717138 17.99 Teacher request

Edward, Nicola What a Wonderful Word. Kane, 2018 9781610677226 14.99 Global Studies
Miller
Diaz, Junot Islandborn Dial 2018 9780735229860 17.99 Global Studies Grade 1

Hood, Susan Ada's Violin: The Story of the Simon &s 2016 9781481430951 17.99 Global Studies Grade 1
Schu
de Fatima Camp oVictoria Goes to Brazil (Childr Frances n2009 9781845079277 12.99 Global Studies Grade 1
Lincol
Koponen, Libby Investigate South America (tw Children's 2009 9780531218310 143.5 Global Studies Grade 1
Pres
Bin Salleh, Rach eAlfred’s War Magabala k 2018 9781925360608 19.99 Global Studies Grade 2
Boo
Prewett, Melanie Two Mates Magabala k 2012 9781921248450 15.99 Global Studies Grade 2
Boo
McCartney, Tani aAustralian Story: An Illustrate dNational y2012 9780642277459 19.99 Global Studies Grade 2
Librar
Reeder, Stephan Lost! A True Tale from the Bu National y2009 9780642276865 19.95 Global Studies Grade 2
Librar
Petersen, David Australia (True Books, Contin Children's 2009 O516263722 223.5 Global Studies Grade 2
Pres
Angelou, Maya Disher My Painted House, My Crown o2003 9780375825675 8.99 Global Studies Grade 3
Books f
Provencal, Franc Nii Kwei’s Day: From Dawn to Frances n2001 9781847801340 24.99 Global Studies Grade 3
Lincol
Burns Night, Mar Africa is Not a Country First 2002 9780761316473 9.99 Global Studies Grade 3
Avenue E
Winter, Jeanette Wangari's Trees of Peace: A THarcourt 2008 9780152065454 14.65 Global Studies Grade 3
Childr
Friedman, Mel A True Book: Africa (two Clas Scholastic 2009 9780531218259 223.5 Global Studies Grade 3

So, Sungwan Shanyi Goes to China (Childr eFrances n2009 9781845077051 8.99 Global Studies Grade 4
Lincol
Yee, Paul Chinese Fairy Tale Feasts: A Crocodile 2014 9781566569934 20 Global Studies Grade 4
Book
Mochizuki, Ken Passage to Freedom : the Su gLee and 2003 9781584301578 18.55 Global Studies Grade 4
Low B
Drevitch, Gary A True Book: Asia (two class Scholastic 2009 9780531218273 223.5 Global Studies Grade 4

Lonely Planet Kid Not For Parents Europe: Ever Lonely K2013 9781743219140 12.99 Global Studies Grade 5
Planet
Metzger, Lois Hidden Girl, The: A True Story of the Holocau 2010 9780545200530 8.99 Global Studies Grade 5

Demuth, Patricia What Was D-Day? Penguin 2015 9780448484075 16 Global Studies Grade 5
Books
Drummond, Allan Energy Island Farrar, a2011 9780374321840 10.98 Global Studies Grade 5
Straus
Newmann, Sand rA True Book: Europe (two cla Scholastic 2009 9780531218297 147.5 Global Studies Grade 5

Guillain, Charlott eReusing and Recycling (Help Heinemann 2015 9781484635667 6.29 Request- Environmentalism

McKenna, Siddal Compost Stew: An A to Z Rec Tricycle 2010 9781582463162 15.99 Request- Environmentalism
Press
Lennon, Julian Heal the Earth Sky Pony 2018 9781510728530 12.32 Request- Environmentalism
Pres

46
Nuria, Ruca The Three R's: Reuse, Reduc Barron's 2007 9780764135811 15.99 Request- Environmentalism
Educa
Liukas, Linda Hello Ruby: Adventures in Co Penguin 2015 9780143308980 10.95 Request-Coding
Books
Woodcock. Jon Coding Games in Scratch DK Books 2015 9781465439352 13.46 Request-Coding

Briggs, Jason Python for Kids: A Playful Intr oNo Starch 2012 9781593274078 23.76 Request-Coding
Pres
Woodcock. Jon Coding Projects DK Books 2016 9781465451422 14.2 Request-Coding

Fiction

Munoz Ryan, Pa mThe Dreamer Scholastic s 2010 9780439269704 11.99 Global Studies Grade 1
Pre
Talbott, Hudson Amazon Diary Putnam 1996 9780399229169 17.99 Global Studies Grade 1
Juvenile
Mitchell, Susan The Rainforest Grew All Arou nArbordale 2007 9780976882367 16.95 Global Studies Grade 1
Publ
Rand, Gloria A Pen Pal for Max Henry Holt 2005 9780805075861 11.99 Global Studies Grade 1
and
Krebs, Laurie Up and Down the Andes Barefoot s 2011 9781846864681 8.99 Global Studies Grade 1
Book
Flor Ada, Alma : ¡Pío Peep!: Traditional Span Rayo 2006 9780688160197 15.99 Global Studies Grade 1

Disher, Gary The Divine Wind Scholastic s 2004 9780439369169 12.99 Global Studies Grade 2
Pre
McDonald, Mem eMy Girragundji Allen and 1998 9781864488180 8.99 Global Studies Grade 2
Unwi
Godwin, Jane All Through the Year Penguin 2010 9780670073993 22.99 Global Studies Grade 2
Austra
Dugururru Lalara Yirruwa Yirrilikenuma-Iangwa /Allen and 2014 9781743314562 24.99 Global Studies Grade 2
Unwi
Williams, Karen Galimoto Harper 1991 9780688109912 15.99 Global Studies Grade 3
Collins
Kessler, Christin aThe Best Beekeeper of Lalibe Holiday 2006 9780823418589 18.99 Global Studies Grade 3
House
Mollel, Tololwa My Rows and Piles of Coins Clarion 1999 9780395751862 6.99 Global Studies Grade 3

Walters, Eric The Matatu Orca Book 2016 9781459812963 10.95 Global Studies Grade 3
Pub

Verde, Susan The Water Princess G.P. Putnam's 2016 9780399172588 17.99 Global Studies Grade 3

McDermott, Gera Anansi the Spider: A Tale fro mHenry Holt 2017 9780805003116 16.99 Global Studies Grade 3
and
Sibley O'Brien, A A Path of Stars Charlesbridge P2012 9781570917356 15.95 Global Studies Grade 4

Lin, Grace Dumpling Days Little Brown Bo 2013 9780316125895 7.99 Global Studies Grade 4

Reibstein, Mark Wabi Sabi Little Brown Bo 2008 9780316118255 18.99 Global Studies Grade 4

Chanani, Nidhi Pashmina First Second 2017 9781626720879 16.99 Global Studies Grade 4

Thi Minh Phuoc, Vietnamese children's favorite Tuttle Publishin 2015 9780804844291 16.95 Global Studies Grade 4

Perkins, Mitali Tiger Boy Charlesbridge P2017 9781580896610 12.27 Global Studies Grade 4

Borden, Louise The Greatest Skating Race: A Margaret K. M c 2004 9780689845024 13.99 Global Studies Grade 4

Bjork, Cristina Linnea in Monet’s Garden R&S Books 1997 9789129583144 8.99 Global Studies Grade 5

Visconti, Guido The Genius of Leonardo Da V Barefoot Book s 2016 9781782852773 10.99 Global Studies Grade 5

Doyle, Malachy Tales from Old Ireland Barefoot Book s 2006 9781905236329 16.99 Global Studies Grade 5

47
Morpurgo, Micha Waiting for Anya Puffin Books 2007 9780140384314 17.8 Global Studies Grade 5

Preus, Margi Shadow on the Mountain Harry N Abram 2014 9781419711596 8.95 Global Studies Grade 5

Biographies

Pele For the Love of Soccer! Disney-Hyperio 2010 9781423115380 19.99

Brown, Monica Me llamo Gabriela Cooper Square 2005 9780873588591 15.95

Kogan Ray, Deb oTo Go Singing through the World: The Childh 2006 9780374376277 17.99

Mandela, Nelson Nelson Mandela: Walk to Fre eFlash Point 2009 9781596435667 18.99

Prevot, Franck Wangari Maathai The Woman Charlesbridge P2015 9781580896269 17.95

Turner, Pamela Samurai Rising: The Epic Life Charlesbridge P2016 9781580895842 16.95

Demi Gandi Margaret K. M c 2001 9780689841491 21.99

Graphic Novels

Colfer, Eoin Artemis Fowl: The Graphic N oHyperion 2007 9780786848829 9.99

Smith, Jeff Bone: Ghost Circles. Scholastic 2008 9780439706346 9.99

Espinose, Rod The Courageous Princess Dark Horse 2007 9781593077198 14.95

Morse, Scott Magic Pickle Scholastic 2008 9780439879958 9.99

Varon, Sarah Robot Dreams First Second 2007 9781596431089 16.95

Cavallaro, Micha eThe Wizard of Oz: The Graph Puffin 2005 9780142404713 9.99

Magazine Subscriptions

EcoKids Planet year subscription 47.87

Kazoo year subscription 50

Kids, Code, and Cyear subscription 29.99

Chop Chop year subscription 14.99

Anorak year subscription 48

National Geogra pyear subscription 49.9

Highlights year subscription 59.4

Sports Illustrated year subscription 19.99

Discovery Girls year subscription 23

Boys Life year subscription 24

Marvel Heroes year subscription 37

Materials

School Outfitters Makerspace Starter Pack SCH-MAKER-E- S979.91

School Outfitters Stereo School Headphones 20 Pair EGG-IAG-1000-S 97.6

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RESOURCES
The librarian will be charged with researching available materials, selecting items that fit the
criteria, and compiling a list of suggested purchases. The librarian will then review the list with
administration and staff and make the final approval. It is estimated that this process will take
one month. The library spent a total $3,495.33 on materials.

PURCHASE OF MATERIALS

Materials were selected using various methods and will be purchased from the following places:
 Amazon for specific purchases.
 School Library Book Suppliers– Follett was the primary purchase source, but Mackin,
PermaBound, and Junior Library Guild were also utilized. Each of these suppliers carries
a huge selection of books, e-books, and AV materials, and they all offer a variety of
processing options. They also offer collection development services, opening day
collections, and subscription/standing order services. It’s very easy to use a purchase
order with any of these companies.
 School Outfitters was used for material purchases (MakerSpace Kit, Headphones).

Link to Selection of Materials Excel File

LIS 6511\Selection of Materials.xlsx
LIS 6511\Selection of Materials - Sheet1(4).pdf

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