Jada Braun- acquisition of new materials

Elisa Long- evaluation of the collection

Jessica Murnan- selection of materials
Whitney Sanders- role of media committee
Gay Wilson- weeding
Katie Yancey- intellectual freedom


WaIton County's SeIection and Weeding PoIicy


A. Position on InteIIectuaI Freedom
ntellectual Freedom
! The right under the First Amendment to the U.S. Constitution of any person
to read or express views that may be unpopular or offensive to some people,
within certain limitations (libel, slander, etc.). Legal cases concerning free speech
issues are heard by the U.S. Supreme Court. (ODLS)
! ntellectual freedom is the right of every individual to both seek and receive
information from all points of view without restriction. t provides for free access
to all expressions of ideas through which any and all sides of a question, cause
or movement may be explored. (ALA)
! The fundamental right to have access to all expressions of knowledge, creativity
and intellectual activity, and to express their thoughts in public (FLA/FAFE)

This selection policy reflects the philosophy and goals of Walton County Public
Schools and supports the principles of intellectual freedom to provide a broad range
of educational materials to enrich and support the school curriculum and to meet the
needs of the individual students and teachers. To this end, the School Library Media
Specialist shall provide students and faculty with a wide range of materials and tools
for learning and for the creative construction and communication of knowledge. The
collection development policy formulated through the efforts of many who provide
leadership and active participation in the media program including school library
media specialists, teachers, administrators, students, and community members.
Materials should reflect a variety of traditional and emerging 21st Century media
formats. Educational materials represent varying levels of difficulty, diverse appeal,
and various points of view. Library materials are defined as all web-based, electronic,
print, and non-print materials--excluding textbooks and classroom materialsselected
by librarians and used by students and faculty in support of the district's educational
program and independent learning.

ALA Library BiII of Rights:
The American Library Association affirms that all libraries are forums for information and
ideas, and that the following basic policies should guide their services:
. Books and other library resources should be provided for the interest, information, and
enlightenment of all people of the community the library serves. Materials should not
be excluded because of the origin, background, or views of those contributing to their
creation.
. Libraries should provide materials and information presenting all points of view on
current and historical issues. Materials should not be proscribed or removed because of
partisan or doctrinal disapproval.
. Libraries should challenge censorship in the fulfillment of their responsibility to
provide information and enlightenment.
V. Libraries should cooperate with all persons and groups concerned with resisting
abridgment of free expression and free access to ideas.
V. A person's right to use a library should not be denied or abridged because of origin,
age, background, or views.
V. Libraries which make exhibit spaces and meeting rooms available to the public they
serve should make such facilities available on an equitable basis, regardless of the
beliefs or affiliations of individuals or groups requesting their use.
Adopted June 18, 1948. Amended February 2, 1961, and January 23, 1980, inclusion
of "age" reaffirmed January 23, 1996, by the ALA Council.

Sources:
ALA-
http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm
nformation School University of Washington- http://www.sdst.org/index.php?
option=com_docman&task=cat_view&gid=220&temid=231&limitstart=10
School District of Springfield Township (109.1 Selection of Library
Material and Maintenance 3.15 Pdf.)- http://www.sdst.org/index.php?
option=com_docman&task=cat_view&gid=220&temid=231&limitstart=10
Walton County Public Schools- http://www.wcpsteacher.org/education/
components/scrapbook/default.php?
sectiondetailid=7507&&PHPSESSD=7e08e7932125999204bccb445610104d



B. SeIection of MateriaIs
Objectives
For the School District:
nstructional materials are selected by the school district to implement, enrich,
and support the educational program for the student. Materials must serve both the
breadth of the curriculum and the needs and interests of individual students. The district
is obligated to provide for a wide range of abilities and to respect the diversity of many
differing points of view. To this end, principles must be placed above personal opinion
and reason above bias or prejudice in the selection of materials of the highest quality
and appropriateness.

For the Library Media Center:
!
The main objective of our selection procedure is to provide students with a wide
range of educational materials. Materials should exist on many different levels
of difficulty and in a variety of formats. Materials should have diversity of appeal
and present many different points of view.
! The objective of the media center is to provide a collection of educational
materials that will enrich and support the curriculum needs of both faculty and
students and result in higher student achievement.

Responsibility for Selection
*See Media Committee

Criteria for Selection

The principal and the media specialist will consider recommendations from the
committee and will make the decision based on the needs criteria for allocation.

Criteria

A. Staff members involved in selection of resource materials will use the following
criteria as a guide:
1. Educational significance:
! Appropriate for recommended levels: Library media materials should be
accessible to all students with a variety of abilities and should meet informational
or interest needs of all students.
! Pertinent to the curriculum and the objectives of the instructional program:
Library media materials should be selected on the basis of assessed curricular
needs set forth by the Georgia Performance Standards Commission. Materials
should reflect the identified learning outcomes of the instructional program.
! Appropriate for students with special needs: Library media materials should
be provided to meet curricular needs and the individual needs, interests, and
learning styles of all students at all levels. These materials should be current and
relevant.
! Accurate in terms of content: Library media materials should present facts in
an objective manner. Materials concerning human development and family life
should contain facts that are presented in a manner appropriate to the level of
the students.
The SLMS shall consider the reputation and significance of the author, producer,
and publisher in this area. These materials will be selected in a variety of
formats.
! Reflective of the pluralistic nature of a global society: Library media materials
should provide a global perspective and promote diversity as a positive attribute
of our society. t is important to include materials by authors and illustrators of all
cultures.
! n an appropriate format to effectively teach the curriculum: Library media
materials should be available in a variety of formats, including print, non-print,
electronic, and multimedia, to meet the needs and learning styles of a diverse
student population.
! Acceptable in literary style and technical quality: Literary quality, technical merit,
physical arrangement, and aesthetic characteristics should be considered as
integral components in the evaluation of all media formats.
5. Favorable reviews found in standard selection sources.
6. Favorable recommendations based on preview and examination of materials
by professional personnel.
7. Contribution the material makes to breadth of representative viewpoints on
controversial issues.
! Free of bias and stereotype: Materials should reflect the basic humanity of all
people and should be free of stereotypes, caricatures, distorted dialect, sexual
bias, and other offensive characteristics. Library materials concerning religious,
social, and political content should inform rather than indoctrinate.
! Representative of differing viewpoints on controversial subjects: Students have
the right to information which portrays both sides of a controversial issue. By
having access to a variety of resources, students will have diverse information to
make informed decisions and opinions about concepts.
8. High degree of potential user appeal.
9. High artistic value and/or literary style.
10. Value commensurate with cost and/or need:
! Cost effective in terms of use: Library media materials should be evaluated for
cost effectiveness in terms of accessibility, projected use, and durability. *moved*
11. Timeliness or permanence.
12. ntegrity:
! Of recent copyright date as appropriate to the subject: Library media materials
should be assessed for currency of information as it relates to the content and
purpose of the item.
13. Technically Efficient:
! Clarity of sound in audio materials and cinematography in videocassettes.

B. Recommended List- The following recommended list will be consulted in the
selection of materials, but selection is not limited to their listings:
1. Bibliographies (latest editions available, including supplements):
a. American Historical Fiction
b. Basic Book collection for Elementary Grades
c. The Best in Children's Books
d. Children and Books
e. Children's Catalogs
f. Elementary School Library collection
g. European Historical Fiction and Biography
h. Guide to Sources in Educational Media
i. Junior High School Catalog
j. Reference Books for School Libraries
k. Subject Guide to Children's books in Print
l. Subject ndex to Books for ntermediate Grades
m. Subject ndex to Books for Primary Grades
n. Westinghouse Learning Directory
o. as part of the vertical file index, other special bibliographies, many of
which have been prepared by educational organizations for particular
subject matter areas.
2. Current viewing media:
a. AASA Science Books and Film
b. Booklist
c. Bulletin of the Center for Children's Books
d. Horn Books
e. Kirkus Reviews
f. School Library Journal
g. American Film & Video Association Evaluations

C. Applicable Criteria- The following criteria will be used as they apply:
1. Learning resources shall support and be consistent with the general
educational goals of the state and district and the aims and objectives of
individual schools and specific courses.
2. Learning resources shall meet high standards of quality in factual content and
presentation.
3. Learning resources shall be appropriate for the subject area and for the age,
emotional development, ability level, learning styles, and social development
of the students for whom the materials are selected.
4. Physical format and appearance of learning resources shall be suitable for
their intended use.
5. Learning resources shall be designed to help students gain an awareness of
our pluralistic society.
6. Learning resources shall be designed to motivate students and staff to
examine their own duties, responsibilities, rights, and privileges as
participating citizens in our society, and to make informed judgments in their
daily lives.
7. Learning resources shall be selected for their strengths rather than rejected
for their weaknesses.
8. The selection of learning resources on controversial issues will be directed
toward maintaining a diverse collection representing various views.
9. Learning resources shall clarify historical and contemporary forces by
presenting an analyzing intergroup tension and conflict objectively, placing
emphasis on recognizing and understanding social and economic problems.

D. Kinds of Material- The following kinds of material should be selected for the media
center:
1. Materials integral to the instructional program.
2. Materials appropriate for the reading level and understanding of students in
the school.
3. Materials reflecting the interests and needs of the students and faculty served
by the media center.
4. Materials warranting inclusion in the collection because of their literary and/or
artistic and merit.
5. Materials presenting information with the greatest degree of accuracy and
clarity possible.
6. Materials representing a fair and unbiased presentation of information. n
controversial areas, the media specialist, in cooperation with the
faculty, should select materials representing as many shades of opinion
as possible, in order that varying viewpoints are available to students.

E. Print MateriaIs- The following media formats require additional considerations:
Books: Due to the high cost of materials, it is important to examine books with the
following additional criteria in mind before purchasing:
! llustrations and layout
! Type style and text density
! Paper quality
! Durability of bindings
! Readability and interest levels
! ndexing
Paperbacks: Paperbacks are an inexpensive way to supplement the library media
collection for duplication of titles, in-depth studies, special projects, and leisure reading.
t is recommended that first copies of picture books be hardbacks.
When deciding whether to purchase paperback books or hardbound books consider the
following:
! Curricular demand placed on these books in the individual school.
! Use of these materials for research, independent reading, duplication of classics,
and popular fiction.
! Cost and use of paperback books as compared to the cost of hardback books.
PeriodicaIs: Periodicals support the curriculum and provide leisure reading for
students. Professional review journals and library periodicals for instruction may be
considered for purchase. Consider access to full text online periodical databases.
Newspapers: Newspapers may be ordered as needed. Consider access to full text
online newspaper databases.
PamphIets: Pamphlets that support the curriculum may be added to the collection. t is
recommended that they be organized in an information file by subject rather than fully
cataloged.
Reference: Reference materials in both print and electronic formats provide
comprehensive information in both general and subject-specific areas. They also serve
as access tools to information from other sources including school, public, academic,
and electronic collections. The following points need to be considered:
! Cost effectiveness in terms of projected use
! Authority
! Arrangement and indexing
! User-friendliness
Non-print MateriaIs- The criteria for selection of non-print materials are quality,
relevance, and usability. The quality of auditory and visual presentation of information
should be considered, as well accuracy, and appropriateness of format. Non-print
materials should:
! Promote instructional goals and support the curriculum.
! Provide a variety of media formats to meet the needs of the curriculum.
! Present content in appropriate format and acceptable technical quality.
! Avoid dense text and graphics.
EIectronic Resources shouId:
! adhere to 21st Century technology standards.
! Provide learner control through flexible pacing, variable difficulty, and optimal
linking.
! Contain information that is accurate and reliably maintained.
! Have organization, searching capabilities, and navigation tools that enhance
information retrieval.
! Provide record keeping and management options, if applicable...
! Provide readable text, attractive graphics, and an appealing layout
! Have easy-to-understand, comprehensive documentation.
! Be user friendly.

Sources:
ALA: Workbook for Selection Policy Writing retrieved from http://www.ala.org/
Template.cfm?Section=dealing&Template=/ContentManagement/
ContentDisplay.cfm&ContentD=11173 on March 26, 2011.

Talbot County Media Center Handbook retrieved from http://www.talbot.k12.ga.us/
Media%20Center%20Handbook%202010-2011.pdf on March 26, 2011.




C. CoIIection EvaIuation PoIicy: EvaIuating the CoIIection
This policy section was created to specify the methods of collection evaluation to
be used by the Walton County School Media Centers. Collection evaluation must
be performed to ensure the Walton County School Media Centers are maintaining
current and effective collections which contribute to the success and achievement of all
students and faculty who make use of the facilities and materials.

The purpose of assessing the Media Center collection is to determine strengths,
weaknesses, and curriculum needs for current as well as future years for each school.
Some of these methods will be performed during the academic year or prior to the
end of the year. The stated evaluation methods are to be performed objectively to
remove bias or opinion from the collection evaluation process. However, the Media
Specialist must use a certain amount of professional discretion when implementing
these methods.

Both qualitative and quantitative evaluation methods stated in this policy will be used to
improve the accuracy and quality of the collection evaluation process. The evaluation
results will be used to guide the School Library Media Specialist during the acquisition
and weeding process for each school.

Method 1: Direct Observation - Collection Evaluation through direct observation
of media center materials and usage during the academic year is one of the most
important methods of collection evaluation that is conducted by Media Center staff
and the school SLMS. The SLMS and the Media Center staff will document material
conditions or observations on form number CE1. This form contains:
o date of observation
o material or equipment being observed
o the status and/or condition being cited
o signature of observer

Method 2: Collaboration with Students Collection Evaluation through student
collaboration shall be conducted by Media Center staff and SLMS.
1. During the academic year, the Media Center staff and SLMS will document
student feedback, observations, or requests on form number CE2. The form
contains:
" Date of student feedback
" Area of feedback (fiction, nonfiction, computer lab, etc.)
" Observation or request
" Purpose for observation or request
2. Prior to end of academic year, students will complete a Student Media Center
Survey. Surveys will be electronically based where possible to increase ease
of data collection and analysis of results. The following questions MUST be
included on Student Media Center Survey:
" Which parts of the Media Center do you use most often?
" What additions or changes to the Media Center would help you
perform better in school?
" What do you think is the major weakness of your Media Center?
The required questions may be modified for clarity depending on age groups
completing survey. Additional questions should be added to surveys to
increase information provided to Media Center staff and SLMS..

Method 3: Collaboration with Faculty Collection Evaluation through faculty
collaboration shall be conducted by Media Center staff and SLMS.
1. During the academic year, the Media Center staff and SLMS will document
teacher, department chair, and administration feedback, observations, or
requests on form number CE3. The form contains:
" Date of teacher, department chair, or administration feedback
" Area of feedback (fiction, nonfiction, computer lab, etc.)
" Observation or request
" Purpose for observation or request
" Suggested outcome of request
2. Prior to end of academic year, teachers, department chairs, and
administrators students will complete a Faculty Media Center Survey. Surveys
will be electronically based where possible to increase ease of data collection
and analysis of results. The following questions MUST be included on the
Faculty Media Center Survey:
! Which parts of the Media Center do you use most often?
" What additions or changes to the Media Center would help
you develop better lesson plans resulting in higher student
achievement?
" What do you think is the major weakness of your Media Center?
Additional questions should be added to surveys to increase information provided
to individual school Media Centers. Also, questions or surveys could be
individualized for teachers, department chairs, or administrators for more relevant
feedback.

Method 4: Evaluation of Circulation Records/Media Center Usage Reports The SLMS
and Media Center staff shall analyze circulation records and relevant reports which are
generated by the OPAC system from the current year and previous years. Circulation
records, other reports, and comparisons should indicate patron usage of each Media
Center facility and materials. Further analysis shows categories of check outs such
as teacher check outs, student check outs, which materials are being checked out,
and which materials are not being used. By comparing circulation records, the Media
Specialist may obtain information on situations that demand attention and further
investigation within the collection.

Walton County Media Centers shall review and consider the Media Standards set forth
on the Georgia Department of Education website for allocations per fte count including
book count allocations per student.

Method 5: Commercial Evaluation Free of charge Commercial Evaluations shall be
used to compare each Media Center's collection with a "suggested collection standard.
Companies like Follett and Gumdrop allow an SLMS to upload the collection records
and produce an analysis of the collection. Based on these reports, the SLMS shall
have information to address collection areas which are weak or not complete according
to standard collections.

Method 6: Special Needs Students- The Media Center Staff and SLMS shall
collaborate with the Special Education Department to ensure the collection contains
materials which are both valuable and useful for special needs students. The Special
Education Department shall make recommendations for print materials, electronic
materials, or technological equipment that would increase student achievement for
students with special needs. The SLMS and Media Center staff shall collaborate and
provide assistive devices to students where need has been established.

Method 7: School Media/Technology Committee Report - As more and more schools
venture to build 21st century classrooms, Walton County Media Centers should also
endeavor to pursue the 21st century standards. The Media Center plays an important
role in access to technology and technological materials for students and faculty. Each
Media Center seeks to provide print resources along with e-resources, particularly e-
journals, full-text databases, and access to remote libraries. Along with providing print
and electronic resources, many students depend upon the Media Center for additional
access to computers, printers, scanners, microphones, and additional technological
equipment to complete school work and projects.

As such, each school Media Technology Committee will submit a report to be
considered in the collection evaluation process. The school Media Technology
Committee shall evaluate the present level of technological use at the school and
within the Media Center by students and faculty and make recommendations on the
technological direction the Media Center should pursue. For example, if a Media
Technology Committee desires a school to embark on a Kindle program, there are
many implications for materials in the print collection. Collaboration among these
group is necessary to choose the most appropriate technological path and not duplicate
resources.

Soures:
http://theunquietlibrarian.wordpress.com/2007/09/18/six-trends-in-school-library-media-
centers-for-the-21st-century/
http://www.webpages.uidaho.edu/~mbolin/oseghale.htm
http://www.hsl.virginia.edu/admin/policy/collection-evaluation.cfm
http://theunquietlibrary.wordpress.com/
http://lis5313.ci.fsu.edu/wiki/index.php/Teens_and_Blogging_in_School_Media_Centers
http://becominga21stcenturyschool.weebly.com/blog.html
http://www.gadoe.org/sia_as_library.aspx
http://www.gadoe.org/DMGetDocument.aspx/Rubric11.pdf?
p=6CC6799F8C1371F62E7B418536610399BEF18041D67B367B7FFC4AF6A9BEFF2
C&Type=D
http://www.gadoe.org/sia_as_library.aspx?PageReq=SAASFAQs




D. Weeding Library Media MateriaIs
A good collection development plan must include weeding to maintain a viable, up to
date collection of library material.. The process of weeding is a key part of assessing the
collection. t helps keep collections relevant, accurate, and useful; and it facilitates more
effective use of space in the library media center.
Factors to Consider
Library collections need to be dynamic and should be subject to continual evaluation to
remain useful and appealing. Besides the basic need to consider currency of material,
changes in curriculum, and wear or deterioration of library materials, key reasons for
weeding include:
! Are in poor physical condition
! Have not been circulated in the last five years
! Are outdated in content, use, or accuracy (Copyright date should be considered;
however, do not make a decision to weed based solely on the copyright date of
the material. Some older material may be considered classic or may be of great
historical value to your collection.)
! Are mediocre or poor in quality
! identifying materials which need repairing, rebinding, or replacing
! correcting mistakes in selection
! Are inappropriate in reading level
! Duplicate information which is no longer in heavy demand
! Are superseded by new or revised information
! Are outdated and unattractive in format, design, graphics, and illustrations
! Contain information which is inaccessible because they lack a table of contents,
adequate indexing, and/or search capabilities
! Are not selected in accordance with general selection criteria
Rapidly changing fields such as technology, astronomy, transportation,
communications, atomic energy, careers, ecology, and foreign governments are some
of the main challenges in the processes of weeding and maintaining a current collection.

t is wise to follow the district's weeding policy combined with its policy for disposing
of surplus books. t makes it easier to justify discarding when you have rules in place
and know that the district personnel will support your decisions. t also gives the proper,
legitimate means of disposing of unwanted books. Make sure the books are certainly
and forever unwanted, however, because once the materials are picked up, you will
never see them again.

Care must also be taken to ensure that your school's media center collection does
not become one-sided in its available information. While it is impossible for a media
specialists not to imprint some of their personality on the collection, it is also their
responsibility to have many points of view represented in the information offered--even
some that they or some of their patrons may not agree with. Weeding must never turn
into censorship.

Procedure
Weeding should be an ongoing routine throughout the school year. Major weeding
might be accomplished one classification section at a time, or even by starting at the
beginning and going through the collection in an orderly fashion. t has been suggested
that in any collection that is several years old, 4%-5% of the materials should be
weeded yearly. This process goes hand in hand with inventory since it requires physical
handling and examination of each book or piece of library media.
The library media center director evaluates the collection using sound knowledge of the
3 C's--Curriculum, Collection, and their Clientele. Use a well-developed collection plan
as a basis and utilize the expertise of faculty in making decisions. Along with these tools
of professional judgment, the library media specialist will also consult recommended
guidelines to evaluate materials.

Reasons for not discarding materiaIs regardIess of other criteria might incIude:
materials used for research
work of historical significance in the field of children's literature
unusual illustrations, or illustrations done by a well-known artist
work by a local author, illustrator, or editor
work that describes local history or personalities
item was received or selected as a memorial gift
material bears a significant relationship to other materials on the same subject
little or no money available for more satisfactory titles--consider seriously the use and
accuracy
item has possible usefulness to some special group or individual in the school

nventory procedures help to assure accuracy of the library automation system and
are also useful in removing damaged or obsolete materials. The library media center
director should follow the guidelines of the library automation system manual for
completing the computerized inventory process.
The inventory process does not need to interfere with patrons' access to the library
media center and its collection. The library automation system is designed to allow the
collection to be inventoried while allowing patrons to check out and use the materials.
Always remember that access to materials is paramount over the inventory process.

Withdrawing Library Media MateriaIs
Although the final decision to withdraw materials from the library media collection is
one that is made by the library media specialist, subject area faculty members may be
invited to review the items marked for withdrawal. The media specialist should refer to
the data gathered in the Collection Evaluation process to guide decisions in this area.
The media specialist should collaborate with teachers on curriculum needs to make
informed decisions about weeding. Withdrawn materials should not generally be sent
to classrooms, since the same standard of quality should apply to other instructional
materials as well.

Once it has been determined which items are being considered for removal, the media
specialist should consider the following stages involved in the weeding process.
! Determine if it is cost effective to repair or rebind the item.
! Decide whether or not to replace the item by analyzing price, format, and
necessity.
! Seek teachers' opinions about the importance of these items before removing.
! Consider re-cataloguing the item to increase circulation.
! Evaluate the uniqueness of the item.

tems to be weeded from the collection will have records removed from the catalog
or computer, and bar codes will be removed or blacked-out. Once these items are
prepared for elimination from the media center, the county will dispose of the items.

PoIicy on acceptance of gifts
Periodically, the media center will receive gifts from civic, professional organizations,
student clubs, local congressmen, individual citizens or some other source. Any material
received as a gift will be judged by the same criteria for selection as newly purchased
materials and will be rejected or accepted by these standards. n addition, non school-
owned materials must follow the guidelines for "fair use, outlined in the federal
copyright law.

Sources:
http://www.alpine.k12.ut.us/depts/media/elemlessons_rev/m6-mc_management/
lesson3weeding.html
http://www.google.com/url?
sa=t&source=web&cd=5&ved=0CDQQFjAE&url=http%3A%2F%2Froxyaw.myweb.uga.
edu%2Fcompletedselectionpolicy.doc&rct=j&q=elementary%20media%20centers%20w
eeding%20policies&ei=3SmKTdSgoiitgehxJH8DQ&usg=AFQjCNEK2n2uJgd8EZHZW
EoZSmSqct8vQ&safe=active
http://clow.ipsd.org/documents/lmc_manual_revisions/LMC_Procedure_Manual.pdf
http://www.wcs.edu/wes/Media/collection.htm
http://www.liberty.k12.ga.us/MediaPage/Handbook/handboook.htm
!


E. Access to Internet Resources
Access to the nternet is a right and privilege granted to all students by the Walton
County Public Schools. Through the behavior code printed in school agendas, parents
or guardians will receive notification of all behavior expectations, including appropriate
and safe use of the nternet. Parents or guardians who DO NOT want their child to
have access to nternet resources must submit a letter to the school principal. The
Acceptable Use Policy defines use of the nternet for educational purposes, outlines
expectations for appropriate use, furnishes guidelines for school and office web
publishing, and explains copyright compliance.

Internet-GuideIines for Use
The nternet is a vast, global network, linking computers at universities, high schools,
science labs, and other sites. Through the nternet, one can communicate with people
all over the world through a number of discussion forums, as well as through electronic
mail. n addition, many files are available for downloading on the nternet, including
some of educational value. Because of its enormous size, the nternet's potential is
boundless. t is possible to speak with everyone from prominent scientists to world
leaders to a friend at college. However, with such great potential for education also
comes some potential for abuse. t is the purpose of this list of guidelines, as well as
the contract for nternet Use, to make sure all who use the nternet, both students and
employees, use this valuable resource in an appropriate manner.

The most important prerequisite for someone to receive an nternet account is that he or
she take full responsibility for his or her own actions. The Walton County Public Schools
will not be liable for the actions of anyone connecting to the nternet through this hook-
up. All users shall assume full liability--legal, financial, or otherwise--for their actions.

n addition, the Walton County Public Schools takes no responsibility for any information
or materials that are transferred through the nternet.

Because of the size of the nternet, many kinds of materials eventually find their
way onto the system. Should a user happen to find materials that may be deemed
inappropriate while using his or her Walton County Public Schools nternet account, he
or she shall refrain from downloading this material and shall not identify or share the
location of this material. Be aware that the transfer of certain kinds of materials is illegal
and punishable by fine or jail sentence.
The primary purpose of the nternet connection in Walton County schools is education.
t is essential that everyone who uses this connection understand that purpose. Failure
to abide by these regulations shall result in suspension of the nternet account.

Walton County Public Schools make no guarantees, implied or otherwise, regarding the
reliability of the data connection. Walton County Public Schools shall not be liable for
any loss or corruption of data that results while using an nternet connection.
Walton County Public Schools reserve the right to examine all data stored in the
machines involved in the nternet link to make sure that all users are in compliance with
these regulations.

No user shall use this nternet link to perform any act that may be construed as illegal or
unethical, including the use of the link to gain unauthorized access to other systems on
the network.

Walton County Public Schools administration reserves the right to change these rules at
any time without notice.

Walton County Public Schools strongly condemn the illegal distribution of software,
otherwise known as pirating. Any students or employees caught transferring such files
through the nternet, as well as any individual whose accounts are found to contain such
illegal files, shall immediately have their accounts permanently revoked. n addition, all
users should be aware that software piracy is a federal offense and is punishable by
fine or imprisonment.

Finally, all users should keep in mind that when they use the nternet, they are entering
a global community, and any actions taken by them will reflect upon the system as a
whole. As such, all users must behave in an ethical and legal manner.



F. Media Committees
The superintendent shall appoint a system-wide media committee consisting of at
least one representative of each of the following types of individuals: media specialists,
administrators, classroom teachers, parent, and technology specialist. (remove) or
community representatives, students and other appropriate representatives.(remove)
Parent, community and student representatives shall be appointed on a yearly basis.
The superintendent will appoint the committee chairman. This committee shall be
responsible for developing procedures which address the issues: Selection of materials
for media centers, requests for reconsideration of materials, consideration of gifts of
instructional materials, utilization of non-school owned materials, organization and
updating of resources, reimbursements for lost or damaged instructional resources,
compliance with copyright law, integrating technology into the school, and identification
of education specifications for constructing and renovating media center.

n addition, the principal of each school shall appoint a media committee consisting
of at least one representative of each of the following types of individuals: school
administrator(s), media specialist(s), faculty representative, representative from the
technology department, parent or community representative(s)remove, and at the high
school level, student representative(s). The parent, community (remove) and student
representatives shall be appointed on a yearly basis.

SchooI media committee:
! Develops procedures for implementing the system's instructional media and
equipment policy.
! Establishes media program objectives and priorities based on instructional goals
in order to develop immediate and long range plans for the media program.
! Assesses available media resources as related to instructional needs and
recommends priorities for media budget proposal.
! Assesses library media programs using state, regional, and national standards
! Participates in evaluating and modifying media services.
! Consults with school administrators to plan library media programs and give
assistance in problem areas and recommends media policy revisions.
! Establishes procedures for the participation of the total school community in
media selection.
! Assists in the development of K-12 sequence of learner outcomes for
information literacy.
! Recommends procedures that insure accessibility to media services for all.
! nforms the community of the procedures for formally challenging materials used
in the school and responds to those challenges.
! Provides professional development training for media staff.
Creates and promotes procedures for copyright awareness.
! Assists in identifying and planning media or technology related staff development
activities.
! Recommends applications of technology for inclusion in the media and
instructional programs.
The committee will assist in creating procedures which address:
Reimbursement for lost or damaged instructional resources
Gifts
Election of the materials for media center
Request for reconsideration materials

Source:
Forsyth County Schools retrieved from
https://eboard.eboardsolutions.com/epolicy/policy.aspx?
PC=FA&Sch=4069&S=4069&RevNo=1.18&C=&Z=P on March 22, 2011.




G. Acquisition of New MateriaIs
The acquisition plan for library media center materials needed must match curricular
priorities and follow the Georgia Performance Standards. The library media specialist
must be able to show that the selection of new materials meets the collection
development plan. Once items have been identified that meet the needs of the library
media center and the selection criteria, and those items have been prioritized for
purchase, the media specialist must obtain those items and make them available as
quickly and efficiently as possible. An acquisition plan incorporates determining budget
allocations for the current year, determining sources for wished-list items, selecting a
vendor, deciding what services to purchase, preparing purchase orders, checking in
orders, and processing materials.

Factors to Consider:
! Budgetary restrictions are perhaps the greatest factor to consider when
determining what materials to purchase for a school media collection.
! 21st Century Standards for material acquisition
! Some items, due to cost or limited use, may be borrowed from another building
within the district.
! mpending curriculum adoptions and changes must also be considered before
acquiring new materials. tems that will be used for several years should be
given priority over items that my be unused after one year. Priority must also be
given to items that will be used by a considerable number of students and staff
members.


Source:
Library Media Center Policy and Procedure Manual retrieved from
http://clow.ipsd.org/documents/lmc_manual_revisions/LMC_Procedure_Manual.pdf on
March 27, 2011.