Final Group+5+Policy+Handbook 4

8/9/2019 Final Group+5+Policy+Handbook 4

1/35

GROUP 5 POLICY HANDBOOK FOR MEDIA SPECIALISTS

IETC/FRIT 7134

Media SpecialistGuide


2/35

I T EC / F R I T 7 1 3 4

Media Specialist Guide

Group 5

Selection and Weeding Policy Group Assignment


3/35

Table of Contents

C H A P T E R 1

Philosophy - H. Boykin 1

C H A P T E R 2

Selection of Materials H. Boykin 2-3

C H A P T E R 3

Intellectual Freedom R. Jackson 4-8

C H A P T E R 4

Role of the Media Committee C. McPherson 9-10

C H A P T E R 5

Evaluation of the Collection M. Maddox 11-12

CHAPTER 6

Acquisition or New Materials R. Jackson 13-19

CHAPTER 7

Weeding M. Maddox 20

Appendix A 21-22

Appendix B 23

Bibliography 24-25

Reflections of Student Work 26-27


4/35

1

Philosophy of the Media Center

This chapter will cover the Media Centers Philosophy

e are l iv ing in an informat ion age. A pr imary object ive of

educat ion is to learn how to ident i fy, locate, organize, andpresent needed informat ion in a clear , concise, and

persuasive manner. As technologies change, students need to

develop ski l ls to manage complex informat ion formats. The schooll ibrary program, as an integral par t of the total curr iculum, is thevehicle that provides opportuni t ies for students to achieve these

ski l ls and to foster a l i fe long interest in both reading and knowledge.Each student , therefore, should have access to an ef fect ive,integrated school l ibrary program that ref lects the curr iculum and theneeds of the school communi ty and the wor ld in general .

W


5/35

1

2

Selection of MaterialsThis chapter will cover the Media Centers responsibilitieswhen selecting materials.

chool l ibrary mater ials wi l l be selected by the School Dist r ict to

support and enr ich the educat ional program. Mater ials wi l l serveboth the breadth of the curr iculum and the needs and interests of

the facul ty and students. I t is the obl igat ion of the Dist r ict to provide for

a wide range of abi l i t ies and to respect the diversi ty of many di f fer ingpoints of v iew as speci f ied in Board Pol icy 102 (Mul t i racial -Mul t icul tural -

Gender Educat ion) .

Library mater ials are def ined as a l l e lectronic, pr int , and non-pr intresources, excluding textbooks, used by students and teachers for the

Distr ict 's educat ional program.

S

Library Media Special ists wi l l consul t respected review sources asguides such as: Bookl ist , School Library Journal , Library Talk, Ki rkus

Reviews as wel l as professional development presentat ions,bibl iographies f rom curr icular texts and professional educat ion journals.Recommendat ions f rom staf f , parents, and students wi l l be purchased i f

at al l possible i f appropr iate. Al l Caldecot t and Newbery Medal bookswi l l be purchased.

Al l gi f ts are appreciated and wi l l be accepted i f they meet select ion

pol icy standards. Otherwise they wi l l be disposed of appropr iately.

The fol lowing general select ion cr i ter ia wi l l apply to al l mater ials,

including electronic, pr int , and non-pr int resources:


6/35

1. Library mater ials shal l suppo rt and be consistent wi th the general

educat ional goals of the state and dist r ict and the aims and ob ject ivesof the individual schools and speci f ic courses.

2. Library mater ials shal l meet high standards of qual i ty in factualcontent , ar t ist ic and l i terary value, and presentat ion.

2

Selection Criteria (contd)

3. Library mater ials shal l be appropr iate for the subject area and for theage, emot ional development, abi l i ty level , learning styles, and social

development of students for whom mater ials are selected.

4. Library mater ials shal l meet the needs and interests of students andfaculty.

5. Physical format and appearance of l ibrary mater ials shal l be sui table

for thei r intended use.

6. Library mater ials shal l be current and up- to-date.

7. Library mater ials shal l be selected to help students gain anawareness of our diverse society.

8. Library mater ials shal l be selected for thei r st rengths rather thanrejected for thei r weaknesses.

9. The select ion of l ibrary mater ials on controversial issues wi l l be

directed towards maintaining a diverse col lect ion represent ing var iousviews.


7/35

10. Electronic resources wi l l be chosen to replace t radi t ional pr intresources only when the electronic version is of the same or bet ter

qual i ty and i t can be assured that al l patrons wi l l have adequate accessto the resources.

11. Online databases and other electronic resources accessed via theinternet should be evaluated using cr i ter ia for other non-book resources,i .e. accuracy, author i tat iveness, appropr iateness, and user-f r iendl iness.Fee structures, equipment needs, and technical support also need to be

considered.

3

3

Intellectual Freedom

This chapter will cover the Media Specialists role with

concern to Intellectual Freedom.

T he Board of Educat ion of this county subscr ibes to pr inciples ofintel lectual f reedom inherent in the First Amendmentof the

Consti tution of the United States. In addi t ion, the Board supports the

statements of pol icy on l ibrary phi losophy as expressed in the Amer ican

Library Associat ions Library Bi l l of Rights, Freedom to Read, andFreedom to Viewand Students Right to Readof the Nat ional Counci l

of Teachers of Engl ish.

School Media Centers wi thin the co unty wi l l provide f ree access toinformat ion which promotes social just ice, c iv ic engagement, and
http://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ncte.org/positions/statements/righttoreadguidelinehttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ncte.org/positions/statements/righttoreadguideline


8/35

democracy wi thin the law. It serves as a po int of voluntary access toinformat ion and ideas and as a learning laboratory for students as they

acquire cr i t ical thinking and problem-solving ski l ls needed in aplural ist ic society. Free communicat ion is essent ial to the preservat ion

of a f ree society and a creat ive cul ture. School l ibrary media special istsassume a leadership role in promot ing the pr inciples of intel lectual

f reedom wi thin the school by providing resources and services thatcreate and sustain an atmosphere of f ree inquiry. Whi le the dist r ict

upholds the pr inciples of f reedom of expression, f reedom to read, v iewand l isten, and f reedom of access to ideas in the convict ion that these

are essent ial to human growth and development, appropr iate standardsof decency and legal i ty wi l l guide the select ion and use of mater ial .

Electronic Media and Computer Use

Public education in a democracy is comm itted to faci l i tate the

educational growth and equal educational opportunity of al l students.

The freedom to learn, therefore, and the corresponding freedom to

teach are basic to a democrat ic society. In order to meet these goal s,

the school distr ict is committed to select ing educational resources of al l

media including but not restr icted to electronic resources such as

internet access, blogs, wikis, podcasts, downloads of musi c, video and

photos, and social networking which wi l l aid student development in

Intellectual Freedom (contd)knowledge acquisi t ion, cr i t ical thinking, object ive evaluation and

aesthetic appreciat ion within accordance with the law.

A. CIPA compliance

I t shal l be the responsibi l i ty of al l members of academic staf f tosupervise and moni tor usage of the onl ine computer network and access

to the Internet in accordance wi th this pol icy and CIPA and to abide bythose pol ic ies. Procedures for disabl ing or otherwise modi fy ing any

technology protect ion measures shal l be the responsibi l i ty of theDirector of Technology or designated representat ives. To comply with

Chi ldrens Internet Protect ion Act and act as proponents of intel lectualf reedom media centers in this dist r ict wi l l :
http://www.fcc.gov/cgb/consumerfacts/cipa.htmlhttp://www.fcc.gov/cgb/consumerfacts/cipa.html


9/35

Base the choice of f i l ters not on cost or convenience, but onfeatures and customizabi l i ty.

Use the least restr ict ive set t ings of instal led f i l ters.

Make decisions about how and what is f i l tered at a local level .

Use the overr ide l ists in Internet f i l ters, al lowing any si te deemededucat ional ly relevant by any professional educator to be

automat ical ly included in the overr ide l ists, no quest ions asked.

Conf igure at least one machine that is completely unblocked in

every l ibrary media center so that quest ionably blocked si tes canbe reviewed and immediately accessed by staf f and students i f

found to be useful .

Requests for the blocking of speci f ic Web si tes that fal l outside

the speci f ic parameters of CIPA (obscene, chi ld pornography, orharmful to minors) are t reated l ike any other mater ial chal lenge.Any request f rom a staf f member, parent or communi ty memberthat a speci f ic Internet s i te be blocked, is t reated l ike any other

mater ial chal lenge in the dist r ict ; the reconsiderat ion pol icy isfol lowed.

Develop and teach the values students need to be sel f - regulat ing

Internet users.

Educate and inform parents and the publ ic about school Internetuses and issues.

Intellectual Freedom (contd)

Create learning envi ronments that promote the use of the Internetfor posi t ive purposes.

B. Appropriate Use and Prohibited Activities

This pol icy out l ines appropr iate use and prohibi ted act iv i t ies when usingschool technology resources in our dist r ict . Every student and facul tymember is expected to fol low al l guidel ines stated below, as wel l as


10/35

those given oral ly by the administ rat ion, and to demonstrate goodci t izenship and ethical behavior at al l t imes.

Laws Governing Internet Use:

Computers are to be used in conformi ty wi th laws of the Uni ted Statesand the State of Georgia. Violat ions include, but are not l imi ted to, thefol lowing:

Cr iminal Acts These include, but are not l imi ted to, hacking orat tempt ing to access computer systems wi thout author izat ion, harassing

emai l , cyber stalk ing, chi ld pornography, vandal ism, and/orunauthor ized tamper ing wi th computer systems. (A l ist of Federalstatutes f rom the Uni ted States Department of Just ice is shown in

Appendix A) .

Libel Laws - Publ ic ly defaming people through the publ ished mater ial onthe internet, email , etc

Copyr ight Violat ions - Copying, sel l ing or dist r ibut ing copyr ightedmater ial wi thout the express wr i t ten permission of the author or

publ isher (users should assume that al l mater ials avai lable on theInternet are protected by copyr ight) , engaging in plagiar ism (using

other 's words or ideas as your own).

Netiquette and Responsible Use:

Students and staf f wi l l be instructed that passwords are pr ivate and theyare not to al low others to use thei r account name or password, or t ry to

use that of others.

Al l internet users are required to be pol i te and use appropr iate language

in emai l messages, onl ine post ings, and other digi tal communicat ionswi th others. The use of profani ty, vulgar i t ies or any other inappropr iate

language as determined by school administ rators is prohibi ted.


Students and facul ty wi l l use emai l and other means of communicat ions

(e.g. blogs, wikis, chat , instant-messaging, discussion boards, etc. )responsibly. No use of co mputers, cel l phones, personal digi tal devicesor the Internet to send or post hate or harassing mai l , make


11/35

discr iminatory or derogatory remarks about others, or engage inbul ly ing, harassment, or other ant isocial behaviors ei ther at school or at

home wi l l be tolerated.

Students and facul ty are expected to act as ambassadors for the dist r ictin al l online act iv i t ies. Act iv i ty on social networking websi tes such asMySpace and Facebook should not ref lect negat ively on any students,teachers, or school in the school dist r ict . Al l users wi l l be heldresponsible for how they represent themselves and thei r school dist r ict

on the Internet .

Masquerading, spoof ing, or pretending to be someone else is forbidden.

This includes, but is not l imi ted to, sending out e-mai l , creat ingaccounts, or post ing messages or other onl ine content (e.g. text ,

images, audio or v ideo) in someone else's name as a joke.

Students and staf f wi l l use the computer resources responsibly.

Retr ieving, saving, or displaying hate-based, of fensive or sexual lyexpl ic i t mater ial using any of the school s/dist r ict 's computer resources

is prohibi ted. Al l users are responsible for not pursuing mater ial thatcould be considered of fensive. Students are required to not i fy an adul timmediately i f by accident they encounter mater ials which violate

appropr iate use.

Students and facul ty wi l l use the school technology resources

product ively and responsibly for school- related purposes. Technologyresources may not be used in such a way that would disrupt theact iv i t ies of other users.

Students wi l l not at tempt to bypass secur i ty set t ings or Internet f i l ters.Students and staf f wi l l not at tempt to inter fere wi th the operat ion of the

network by instal l ing i l legal so f tware, shareware, or f reeware on schoolcomputers.

Vandalism is prohibi ted. This includes but is not l imi ted to modi fy ing ordestroying equipment, programs, f i les, or set t ings on any computer or

other technology resource.

7



12/35

Students and facul ty wi l l respect the intel lectual property of other usersand informat ion providers, and obey copyr ight guidel ines. Students and

facul ty wi l l not plagiar ize or use other s work wi thout proper ci tat ion andpermission.

Students and facul ty wi l l not use or access f i les, sof tware, or otherresources owned by others wi thout the owner s permission. Studentswi l l use only those school network di rector ies that are designated forthei r use or for the purpose designated by a teacher, media special ist ,

or administrator.

Students wi l l fo l low al l guidel ines set for th by the school and/or

teachers when publ ishing schoolwork onl ine (e.g. to a websi te, blog,wiki , discussion board, podcast ing or v ideo server) .

Students and facul ty wi l l understand the Internet is a source forinformat ion that is both t rue and false; and that the school is not

responsible for inaccurate informat ion obtained f rom the Internet .

School administ rators wi l l deem what conduct is inappropr iate use i f

such conduct is not speci f ied in this pol icy.

Students and facul ty are to abide by al l Internet safety guidel ines thatare provided by the school .

8


13/35

4

Role of the Media Committee

This chapter will cover the responsibilities of the MediaCommittee.

The Georgia Board of Education's Rule 160-4-4-.01 for Media Programs (IFBD)

requires that each school system have a media/technology committee at the systemlevel, composed of administrators, media specialists, technology specialists, teachers,

students, parents and community representatives. The superintendent or his designeeis charged with the duty to develop a procedure to appoint the members of the system

media committee and procedures to implement the role of the committee.

The committee will include one elementary media specialist, one middle grades media

specialist, one high school media specialist, one teacher from each of these threelevels, the system media coordinator, a system or school level administrator, three

students, three parents and three members of the community. The Superintendent shalldesignate the individual to serve as the chair of the system-wide media committee. Inaddition, the principal of each school shall appoint a media committee consisting of

school administrators, media specialist, faculty representatives and studentrepresentatives. The parent, community and student representatives shall be appointed

on a yearly basis. The principal of each school shall designate the individual to serve aschair of the school media committee.

The system media committee will meet annually and business may be conducted

electronically. The system media coordinator will be responsible for maintaining minutes

of media committee meetings and sending copies of the minutes to any absentmembers. In order to vote, a majority of the committee members must be present.


14/35

9

Role of the Media Committee (contd)

Committee responsibilities include:

Coordinating the overall system media/technology program

Assessing system-wide instructional materials needs and availablemedia/technology resources

Recommending media/technology program objectives and priorities as well aslong and short-range goals

Evaluating current media/technology services Assisting in the implementation of the media/technology program

Handling the processing of reconsideration of materials Fostering good public relations Maintaining a mechanism for communication with building media/technology

committees

Developing a multi-year system media plan that shall be based on the extent ofneed reflected in school media plans, on budget and service priorities of the

system and annual evaluation results for the system Making recommendations for program or policy changes

Handling complaints concerning media center materials and/or practices Communicating with school media committees

The System Media Committee will also be responsible for developing procedures thataddress the following issues:

Consideration of gifts of instructional materials Utilization of non-school owned materials

Organization and updating of resources Compliance with copyright law

Identification of education specifications for constructing and renovating mediacenters

Reimbursements for lost or damaged instructional resources Operational procedures


15/35

Processes for instructional planning between teachers and media specialist(s)

Mechanism for use of information sources outside the school

10

5

Evaluation of the Collection

This chapter will cover how the Media Specialist willevaluate the collection.

According to the Georgia State Media Handbook,

You Are the Key (GLMA, 2000); Role I I states the Media

Special ist wi l l develop, administer , and manage programsand faci l i t ies for the use of informat ion resources and

technologies. One of the Sample Tasks under Role I I

suggests the Media Special ist analyze the Media Center

col lect ion based on cu rr iculum and instruct ional needs.

To begin the process of evaluat ing the col lect ion, the Media Special ist

should use a serv ice such as Fol let t Ti t le Wise Analysis. Once thereport is produced, the Media Special ist should devise a Col lect ion

Development Plan in conjunct ion wi th the Georgia PerformanceStandards (GPS). Certain cr i ter ia wi l l be taken into account whi leevaluat ing the col lect ion:

Age of the col lect ion


16/35

Visible condi t ion of the col lect ion

Number of patrons af fected by se ct ion

Dif ferent iated Mater ials for mul t ip le learning levels

Circulat ion stat ist ics

Patrons interests ( facul ty and students)

Al ignment wi th the GPS ( include using curr iculum pacing guides

and curr iculum maps for each grade level)

Act ion Plans for the school for the current year

Evaluation of the Collection

(contd)

The Media Special ist should develop a t imel ine which wi l l show wheneach sect ion of the col lect ion wi l l be evaluated individual ly to prepare

for weeding and order ing. Each sect ion should be evaluated at leastonce dur ing the school year . The Media Commit tee and patrons can also

be used to help in the evaluat ion process. Surveys can be ut i l ized to aidin evaluat ing a par t icular sect ion or for an overal l out look on thecol lect ion. A sample spreadsheet is provided in Appendix B.

Af ter the development of the t imel ine for improving the col lect ion, the

Media Commit tee needs to col laborate wi th the Media Special ist indeciding when and how the sect ions l isted as a pr ior i ty wi l l be updated.


17/35

12

6

Acquisition or New MaterialsThis chapter will cover how the media center willacquire materials.

T he select ion and acquisi t ion of new school l ibrary media mater ialswi l l be based upon the needs of each school l ibrary media center asdetermined by the col lect ion assessment process and upon theavai labi l ity of funding. The County Board of Educat ion pol icy should be

fol lowed when select ing al l school l ibrary media mater ials. Al l mater ials,equipment and suppl ies are purchased according to pol ic ies and

procedures approved by the School Board. Purchased i tems are


18/35

cataloged, inventor ied and ci rculated using the approved automatedcirculat ion system.

Gifts and Donations

The school l ibrary media center accepts gi f ts of mater ials wi th theunderstanding that they wi l l be added to the col lect ion only i fappropr iate and needed. I f they are not needed because of dupl icat ion,

condi t ion, or dated informat ion the media special ist wi l l d ispose of themaccording to the de-select ion pol icy. The same cr i ter ia of select ion

which are appl ied to mater ials that are purchased mater ials wi l l apply togi f ts. The value of donated mater ials wi l l not be appraised, though an

acknowledgment of receipt of the i tems wi l l be made i f requested by thedonor.

Special Needs

The Georgia Board of Educat ion pol icy gives pr ior i ty to the purchase of

instruct ional equipment that would benef i t students wi th special needs.Any school serving a chi ld wi th special needs can request the special

equipment and/or mater ials necessary for that chi ld. This provisionpermits bui lding level equipment and mater ial expendi tures to be used

to meet individual school needs.

13

Acquisition or New Materials (contd)

Instructional Equipment

The l ibrary media special ist , consider ing the recommendat ion of thelocal school Media Commit tee, wi l l select instruct ional equipment to

meet the needs of the instruct ional program and support the curr iculum.Purchases of computer equipment and sof tware to be loaded on thecounty school system network must be approved pr ior to purchase

through establ ished purchasing procedures. T he fol lowing cr i ter ia wi l lbe used for select ion of equipment:

Need, whether new or replacement

Qual i ty


19/35

Durabi l i ty

Ease of operat ions

Ease of maintenance

Cost

Warranty

Reputat ion of manufacturer

Reputat ion of vendor

Bid informat ion

Software avai labi l ity

Safety, design, versat i l i ty, compatibi l i ty

Electronic Resources

Commercial digi tal mater ials to be made avai lable to students and staf f

wi l l be made using the select ion cr i ter ia pol icy as out l ined in thehandbook wi th emphasis on curr iculum support and speci f ic

instruct ional needs of teachers. I t wi l l be the school media special ist s

job to purchase access to col lect ions of digi tal mater ials, and budgetfor, acquire, and the t rack the l icenses for electronic resources and

digi tal mater ials.

14


Prior i ty should be given to digi tal format acquisi t ion of those resourceswhich benef i t the most facul ty and students for the best pr ice.

Electronic resources which are fee-based should also be evaluated

against the fol lowing guidel ine standards.

Electronic content should be comparable in cost to i ts pr int analog,

unless there is substant ial added value (e.g. , Br i tannica Onl ine; or abibl iographic database enhanced wi th ful l text) .


20/35

Preferably, the Library should not be required to purchase both pr intand i ts digi tal equivalent .

Content and access costs should be separated. The Library should have

f lexibi l i ty in select ing appropr iate access mechanisms ( including local orremote server, resource shar ing agreements wi th other inst i tut ions, etc. )and should be able to al ter these agreements for an exist ing l icense,subject only to access and use restr ict ions in the l icense agreement.The informat ion provider should inform the Library how much of the total

cost is at t r ibutable to:

a. l icensing the content

b. providing access

c. format

The Library would prefer pr ic ing based ei ther on simul taneous use or bytransact ion. Si te l icense pr ic ing should be t ied to FTE student count as

opposed to the size of the total UND populat ion.

Licensing of Electronic Resources

In the event that a l icensed database is subsequent ly canceled orremoved, the l icense should include permanent access r ights to the

content that has been paid for .

Informat ion providers should employ a standard agreement that

descr ibes the r ights of l ibrar ies and thei r author ized users in terms thatare readable and expl ic i t , and they should ref lect real ist ic expectations

concerning the Library's abi l i ty to moni tor use and discover abuse.

15


Agreements should contain consistent business and legal provisions,including, for example, indemni f icat ion against thi rd-par ty copyr ight

inf r ingement l iabi l i ty and permission to use records in personalbibl iographic sof tware. The l icense agreement should not contain a

clause that establ ishes the laws of any one state to rule. I f so, the


21/35

clause should be changed to the state of No rth Dakota or worded insuch a way as to not ment ion any state.

The l icensed content , plus any associated features and capabi l i t ies,

should be accessible f rom al l inst i tut ional ly-supported comput ingplat forms and networked envi ronments; this access must be b ased oncurrent standards (e.g. , Z39.50 compl iant) in use by the l ibrarycommunity.

Licenses should permit fai r use of al l informat ion for non-commercial

educat ional , instruct ional and research purposes by author ized userswhether local or remote, including inter l ibrary lending, unl imi ted

viewing, downloading and pr int ing.

Use data should fol low the Internat ional Coal i t ion of Library Consort ia

( ICOLC) standards and be avai lable to the Library as par t of contractualprovisions for a l icense and the conf ident ial i ty of individual users and

their searches must be ful ly protected.

The l icense should permit access by IP range or other non-password

authent icat ion.

Consul tat ion wi th appropr iate legal counsel may be required.

Copyrighted Materials

The dist r ict may, wi thout compet i t ive bids, purchase copyr ighted

mater ials when there is only one known suppl ier avai lable for suchgoods. Examples of copyr ighted mater ials covered by this specialprocurement procedure may include, but are not necessar i ly l imi ted tonewly adopted textbooks/ instruct ional mater ials, workbooks, curr iculum

ki ts, reference mater ials, audio and visual media and non-mass-marketed sof tware f rom a par t icular publ isher or thei r designated

distr ibutor.

16



22/35

Purchasing Policy

The County Board of Educat ion, through the Super intendent of Schools,

is responsible for purchasing mater ials, suppl ies, equipment and

services; leasing equipment; contract ing for renovat ions andconstruct ion of faci l i t ies; and purchasing, leasing, or contract ing for anyother i tems that may be required for the e f f ic ient and ef fect ive operat ion

of the school system.

Al l such purchases, leases, or contracts shal l be awarded cont ingent

upon an appropr iat ion of funds having been made and covered byunrestr icted cash balances in the appropr iate fund account . Al l

purchases shal l be in accordance wi th the pol ic ies of the County Boardof Educat ion and State Board of Educat ion, and in compl iance wi th state

and federal laws. Any purchase made contrary to this pol icy shal l benul l and void and the Board shal l not be bound thereby.

A. Purchasing Process

Al l purchases shal l be based upon the acquisi t ion of goods and services

determined to be in the best interest of the school system. Purchaseorders shal l be ini t iated by the Financial Services Department f rom

approved requisi t ions. The Purchasing Manager s signature shal l berequired on al l purchase orders. The Purchasing Manager or designee

is responsible for the review and approval of purchase orders. The

Director of Finance or designee is responsible for ver i fy ing avai labi l i tyof funds for purchases, and for approval of purchase orders asappropr iate.

B. Purchasing Limits

The acquisi t ion of goods and se rvices shal l be subject to the fol lowing

l imi ts. Purchases must not be divided into smal ler uni ts in order toci rcumvent such l imi ts.

1. Purchases wi th an est imated value of $2,500 or less shal l be made

with least expense to the Board.

2. Purchases wi th an est imated value greater than $2,500 but equal toor less than $10,000 shal l be made on the basis of at least two or more

wr i t ten quotat ions.


23/35

17


3. Purchases wi th an est imated value greater than $10,000 but equal to

or less than $25,000 shal l be made on the basis of at least three wr i t tenquotat ions.

4. Al l purchases and contracts for goods and se rvices wi th an est imatedvalue greater than $25,000 shal l be awarded through a wr i t ten

compet i t ive sealed bid process to the lowest responsible bidder orthrough a compet i t ive request for proposal where the best value may be

selected.

C. Exceptions to Purchasing Limits

Except ions to requirements for wr i t ten quotat ions or compet i t ive bidsmay apply to the fol lowing i tems and si tuat ions. Proper documentat ion

shal l be maintained for al l such except ions.

1. Continuance of an exist ing purchasing agreement, rent , lease, or

previously author ized purchase order.

2. Textbooks, s l ides, v ideos, p er iodicals, l ibrary books, sof tware,

reference mater ials or other instruct ional media f rom the publ isher,

dist r ibutor or agent .

3. Tests and test scor ing se rvices of a standardized examinat ion f romthe publ isher or l icensed agent .

4. Agreements for maintenance service f rom the or iginal vendor orauthor ized agent of the instal led equipment or products.

5. Purchases made di rect ly f rom other governmental sources, including

state bid contracts, or cooperat ive purchasing agreements.

6. Addi t ional purchases of the same or l ike equipment, mater ial ,suppl ies, services, rentals or leases previously bid.

7. Professional or technical services contracts wi th a value equal to orless than $25,000.


24/35

8. Purchases f rom an only known source of supply provided support ingdocumentat ion has been su bmit ted wi th the requisi t ion.

9. In emergency si tuat ions, the Super intendent or designee is

author ized to make necessary purchases to the extent of theemergency.


D. Purchasing Ethics

Al l funds of the County Board of Educat ion and i ts local schools,regardless of the source, are held in publ ic t rust . Therefore, al l

employees of the Board are expected to approach purchasing and

procurement decisions as responsible stewards of publ ic funds.

Purchases f rom board members or a company in which a b oard memberhas a control l ing interest are prohibi ted.

No employee shal l purchase or contract to purchase any goods orservices in any form not prescr ibed herein.

No employee shal l use the credi t of the Board to purchase any i tem orservice for any person, f i rm or corporat ion.

Employees shal l not engage in unethical behavior or compromisingpract ices in relat ionships, act ions, and communicat ions wi th present or

potent ial suppl iers.

Any employee who observes or sus pects unethical behavior in the

procurement of goods or services should report that behavior to theSuper intendent or designee.

Al l purchases and contracts for goods and serv ices wi th an est imated

value greater than $25,000 shal l be awarded through a wr i t tencompet i t ive sealed bid process to the lowest responsible


25/35

19

7

Weeding

This chapter will cover how the media specialist willweed necessary materials.

According to the Georgia State Media Handbook , You Are the Key(GLMA, 2000); Role I I states the Media Special ist wi l l : inspect,

maintain, and weed al l Media C enter resources.

The Media Special ist wi l l use the Col lect ion Development Plan to plan

the sect ions which need weeding. Creat ing a schedule wi l l ensure themost cr i t ical areas are weeded immediately. Using Copyr ight date and

the suggested book l i fe span below can also aide the Media Special istin weeding outdated books f rom the col lect ion.

Copyr ight dates of books which can be used in conjunct ion wi th

the Col lect ion Development Plan.

Dewey Classifications: 000 2-10 years; 100 10 years; 200 2-10

years; 300 5-10 years; 400 10 years; 500 5-10 years; 600 5-10 years;

700 5-15 years; 800 f lexible; 900 15 years Biographies f lexible; Fiction

10 years; Encyclopedia 5-7 years; Reference : evaluate on individual


26/35

basis; Periodicals 5 years; Almanacs/Yearbooks 3 years in reference,

3 addi t ional years in ci rculat ion

Weeding wi l l a lso need to take place on an as needed b asis. This would

include:

Books returned in deplorable condi t ion.

Books in vis ible poor condi t ion which have other copies in bet ter

condi t ion on the shel f .

Books wi th inaccurate informat ion

20


27/35

Appendix A (Modi f ied for Dist r ict )

Unlawful Onl ine Conduct and Appl icable Federal Laws

The chart below detai ls the type of unlawful onl ine conduct , potent ial ly

appl icable federal laws, and the sect ion of the Department of Just ice wi thsubject-matter expert ise. I f the subject matter expert is not a sect ion of the

Department, but rather another agency, the entry wi l l have an aster iskfol lowing i ts in i t ia ls. In many cases, prosecutors may also consider whether

the conduct at issue is a violat ion of 18 U.S.C. 2 (aiding and abet t ing) or

18 U.S.C. 371 (conspiracy)

Unlawful Conduct Applicable Federal Law DOJ Section

Denial of Service Attacks 18 U.S.C. 1030(a)(5)(A) (transmission of program,

information, code, or command, resulting in damage)

CCIPS

18 U.S.C. 1362(interfering with government communication

systems)

CCIPS

Use of Misleading Domain Name 18 U.S.C. 2252B (using misleading domain name with intent

to deceive a person into viewing obscene material or with intent

to deceive a minor into viewing harmful material)

CEOS

Password Fraud 18 U.S.C. 1030(a)(6) (trafficking in computer passwords) CCIPS

18 U.S.C. 1029(access device fraud) Fraud/CCIPS

18 U.S.C. 1343(wire fraud) Fraud

Obscenity 47 U.S.C. 223(a)(1)(A) (using telecommunications device to

make, create, or solicit, and transmit any obscene comment,

request, suggestion, proposal, image, or other communication)

CEOS

18 U.S.C. 1465(using interactive computer service for

purpose of sale or distribution of obscene material)

CEOS

Piracy and

Intellectual Property Theft

17 U.S.C. 1201-1205 (Digital Millennium Copyright Act) CCIPS

17 U.S.C. 506and 18 U.S.C. 2319

(criminal copyright infringement)

CCIPS

18 U.S.C. 2319A (trafficking in recordings of live musical

performances)

CCIPS

Electronic Threats 18 U.S.C. 875(transmitting communications containing

threats of kidnap or bodily injury) (Hobbs Act)

CTS

18 U.S.C. 1951(interfering with commerce by robbery,

extortion, threats or violence) (Hobbs Act)

DSS
http://www4.law.cornell.edu/uscode/18/2.htmlhttp://www4.law.cornell.edu/uscode/18/371.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/1362.htmlhttp://www4.law.cornell.edu/uscode/18/1362.htmlhttp://www.usdoj.gov/criminal/cybercrime/http://www4.law.cornell.edu/uscode/18/2252B.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/1029.htmlhttp://www4.law.cornell.edu/uscode/18/1029.htmlhttp://www4.law.cornell.edu/uscode/18/1343.htmlhttp://www4.law.cornell.edu/uscode/18/1343.htmlhttp://www4.law.cornell.edu/uscode/18/1465.htmlhttp://www4.law.cornell.edu/uscode/18/1465.htmlhttp://www4.law.cornell.edu/uscode/html/uscode17/usc_sup_01_17_10_12.htmlhttp://www4.law.cornell.edu/uscode/17/506.htmlhttp://www4.law.cornell.edu/uscode/17/506.htmlhttp://www4.law.cornell.edu/uscode/18/2319.htmlhttp://www4.law.cornell.edu/uscode/18/2319A.htmlhttp://www4.law.cornell.edu/uscode/18/875.htmlhttp://www4.law.cornell.edu/uscode/18/875.htmlhttp://www4.law.cornell.edu/uscode/18/1951.htmlhttp://www4.law.cornell.edu/uscode/18/1951.htmlhttp://www4.law.cornell.edu/uscode/18/2.htmlhttp://www4.law.cornell.edu/uscode/18/371.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/1362.htmlhttp://www.usdoj.gov/criminal/cybercrime/http://www4.law.cornell.edu/uscode/18/2252B.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/1029.htmlhttp://www4.law.cornell.edu/uscode/18/1343.htmlhttp://www4.law.cornell.edu/uscode/18/1465.htmlhttp://www4.law.cornell.edu/uscode/html/uscode17/usc_sup_01_17_10_12.htmlhttp://www4.law.cornell.edu/uscode/17/506.htmlhttp://www4.law.cornell.edu/uscode/18/2319.htmlhttp://www4.law.cornell.edu/uscode/18/2319A.htmlhttp://www4.law.cornell.edu/uscode/18/875.htmlhttp://www4.law.cornell.edu/uscode/18/1951.html


28/35

47 U.S.C. 223(a)(1)(C) (anonymously using

telecommunications device to threaten person who receives

communication)

CCIPS

Electronic Harassment 47 U.S.C. 223(a)(1)(C) (anonymously using

telecommunications device to harass person who receives

communication)

CCIPS

47 U.S.C. 223(a)(1)(E) (repeatedly initiates communication

with a telecommunication device solely to harass person who

receives communication)

CCIPS

Interception of Electronic

Communications

18 U.S.C. 2511(intercepting electronic communications) CCIPS

18 U.S.C. 2701(accessing stored communications) CCIPS

18 U.S.C. 1030(a)(2) (accessing a computer and obtaining

information)

CCIPS

Cyberstalking 18 U.S.C. 2261A (using any facility of interstate or foreign

commerce to engage in a course of conduct that places person

in reasonable fear of death or serious bodily injury to person,

person's spouse or immediate family) See also Electronic

Harassment

DSS

Hate Crimes Look to civil rights laws and penalty enhancements Civil Rights

Libel/Slander Look to civil laws

Posting Personal

Information on a Website(e.g., phone numbers,

addresses)

This is not a violation of law. May also be protected speech

under First Amendment.

Invasion of Privacy See Interception of Electronic Communications

Disclosure of Private

Information

18 U.S.C. 2511(1)(c) (disclosing intercepted communications) CCIPS

Spam 18 U.S.C. 1037(CAN-SPAM Act) CCIPS

Spoofing Email Address 18 U.S.C. 1037(CAN-SPAM Act) CCIPS
http://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/18/2511.htmlhttp://www4.law.cornell.edu/uscode/18/2511.htmlhttp://www4.law.cornell.edu/uscode/18/2701.htmlhttp://www4.law.cornell.edu/uscode/18/2701.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/2261A.htmlhttp://www4.law.cornell.edu/uscode/18/2511.htmlhttp://www4.law.cornell.edu/uscode/18/1037.htmlhttp://www4.law.cornell.edu/uscode/18/1037.htmlhttp://www4.law.cornell.edu/uscode/18/1037.htmlhttp://www4.law.cornell.edu/uscode/18/1037.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/47/223.htmlhttp://www4.law.cornell.edu/uscode/18/2511.htmlhttp://www4.law.cornell.edu/uscode/18/2701.htmlhttp://www4.law.cornell.edu/uscode/18/1030.htmlhttp://www4.law.cornell.edu/uscode/18/2261A.htmlhttp://www4.law.cornell.edu/uscode/18/2511.htmlhttp://www4.law.cornell.edu/uscode/18/1037.htmlhttp://www4.law.cornell.edu/uscode/18/1037.html


29/35

22

Appendix B

Evaluation and Collection Development Plan Sheet

Section

Avg

Age

Visible

Cond.

GPS

Correlation

Action

Plan

Focus?

Y/N

Circ

Stats

Variety of

Materials

Multiple learning

levels? Y/N

Pri

Ran

000-100

200

300

400

500

600

700

800

900

eference

h. Fiction

c. Fiction

eriodicals


30/35

Resources

23

Bibliography

http: / /www.l ibrar ies.phila.k12.pa.us/misc/select ion-

pol icy.html

ht tp: / /www.kysma.org/Select ion.htm

http: / /www.smethportschools.com/ images/upload/6144-l ibrary_media_centers_select ion_pol icy.pdf

ht tp: / /s ls.k12.hi .us/Mat_select ion.pdf

Barrow County Schools -ht tps: / /eboard.eboardsolut ions.com/ePol icy/pol icy.aspx?

PC=IFBD&Sch=4009&S=4009&RevNo=1.01&C=I&Z=P

Bibb County Schools -http:/ /schools.bibb.k12.ga.us/16202091993721967/blank/brow

se.asp?a=383&BMDRN=2000&BCOB=0&c=58276&1620209199372196

7Nav=|&NodeID=1905

Mer iwether County Schools -http:/ /www.meriwether.k12.ga.us/education/components/scrapbook/default .php?sectiondetai l id=4152

Pulaski County Schools -ht tps: / /eboardsolut ions.com/ePol icy/pol icy.aspx?


Rome Ci ty Schools -ht tps: / /eboard.eboardsolut ions.com/ePol icy/pol icy.aspx?

PC=IFBC& Sch=4139&S=4139&RevNo=1.15&C=I&Z=P


31/35

Valdosta Ci ty Schools -ht tps: / /eboardsolut ions.com/ePol icy/pol icy.aspx?


http://www.cesa10.k12.wi.us/services/imc/pdfs/policy.pdf

http://www.shetland-

library.gov.uk/documents/StockManagementPolicy.doc

http://www.ala.org/ala/aboutala/offices/oif/f irstamendmen

t/firstamendment.cfm

http://www.ala.org/ala/aboutala/offices/oif/statementspol

s/statementsif/ interpretations/accessresources.cfm

24

Bibliography (contd)

http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/ l ibrarybillrights.cfm


s/ftrstatement/freedomreadstatement.cfm


s/ftvstatement/freedomviewstatement.cfm

http://www.ncte.org/positions/statements/righttoreadguid

eline

http://www.fcc.gov/cgb/consumerfacts/cipa.html

https://eboard.eboardsolutions.com/ePolicy/policy.aspx?

PC=IFBGE&Sch=4138&S=4138&RevNo=1.04&C=I&Z=P

HTTP://WWW.DOUG-JOHNSON.COM/DOUGWRI/DONT-

DEFEND-THAT-BOOK.HTML

http://www.doug-johnson.com/display/Search?

searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502

http://www.woodward.edu/students/policie_agreement.as

p
http://www.cesa10.k12.wi.us/services/imc/pdfs/policy.pdfhttp://www.shetland-library.gov.uk/documents/StockManagementPolicy.dochttp://www.shetland-library.gov.uk/documents/StockManagementPolicy.dochttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accessresources.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accessresources.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ncte.org/positions/statements/righttoreadguidelinehttp://www.ncte.org/positions/statements/righttoreadguidelinehttp://www.fcc.gov/cgb/consumerfacts/cipa.htmlhttps://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IFBGE&Sch=4138&S=4138&RevNo=1.04&C=I&Z=Phttps://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IFBGE&Sch=4138&S=4138&RevNo=1.04&C=I&Z=Phttp://www.doug-johnson.com/dougwri/dont-defend-that-book.htmlhttp://www.doug-johnson.com/dougwri/dont-defend-that-book.htmlhttp://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.woodward.edu/students/policie_agreement.asphttp://www.woodward.edu/students/policie_agreement.asphttp://www.cesa10.k12.wi.us/services/imc/pdfs/policy.pdfhttp://www.shetland-library.gov.uk/documents/StockManagementPolicy.dochttp://www.shetland-library.gov.uk/documents/StockManagementPolicy.dochttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/firstamendment/firstamendment.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accessresources.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accessresources.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ala.org/ala/aboutala/offices/oif/statementspols/ftvstatement/freedomviewstatement.cfmhttp://www.ncte.org/positions/statements/righttoreadguidelinehttp://www.ncte.org/positions/statements/righttoreadguidelinehttp://www.fcc.gov/cgb/consumerfacts/cipa.htmlhttps://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IFBGE&Sch=4138&S=4138&RevNo=1.04&C=I&Z=Phttps://eboard.eboardsolutions.com/ePolicy/policy.aspx?PC=IFBGE&Sch=4138&S=4138&RevNo=1.04&C=I&Z=Phttp://www.doug-johnson.com/dougwri/dont-defend-that-book.htmlhttp://www.doug-johnson.com/dougwri/dont-defend-that-book.htmlhttp://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.doug-johnson.com/display/Search?searchQuery=Children%27s+Internet+Protection+Act&moduleId=1359502http://www.woodward.edu/students/policie_agreement.asphttp://www.woodward.edu/students/policie_agreement.asp


32/35

25


33/35

Student Reflections

Michelle Maddox- Our group decided which sect ions each fel t

were most comfor table wi th wr i t ing. I chose Evaluat ion of the

Col lect ion and Weeding because I am current ly per forming thesein my media center in ant ic ipat ion of our move into our new

school . Af ter we began working on our sect ions, I found this pol icyhandbook format on my computer and suggested i t to the group.

They were in agreement, so I volunteered to cut and paste al l thepost ings to the handbook. We al l edi ted the f inal product and I was

responsible for post ing the f inal product .

Holly Boykin - Our group divided out the areas of the policy. My

area was the selection criteria. I looked at many different policies on-

line and used information from several sites to create the selectioncriteria for our policy. After discussion on the WebCT discussionboard, we decided to make a blog. I created the blog for the group,

posted the URL on WebCT and gathered email addresses from the

group members in order to make them authors so that they could

post their portions of the selection criteria. I frequently checked the

discussion board and used it and the blog to post information and

discuss issues. Thanks to great group members, who jumped in andwere eager to make our project a success, I enjoyed the on-line

group experience.

Candace McPherson - My part of this assignment was Role of the

Media Committee. I researched many media committee policies

before narrowing it down to the six that I felt had the best descriptions

of the committee and its responsibilities. I incorporated this

information into a policy that encompasses everything that I thought

was essential for a comprehensive policy.


34/35

26

Student Reflections (contd)

Renee Jackson - Group 5 divided the assignment into the sixsect ions. I took Intel lectual Freedom and Acquisi t ion or NewMater ials. I researched both in numerous Georgia county publ icschools on eboard.eboardsolut ions.com. I also searched for

pol ic ies related to these issues on the Internet and came up wi thother schools in the state, country and some from other countr ies.I researched pol ic ies at A LA, CIPA, AASL, NCTE, and other si tes.I searched several blogs including Doug Johnsons Blue Skunk

and nings including Teacher-Librarian for relevant informat ion andreferred to the Adams text for ba ckground informat ion. I checked

the blog and discussion sect ion for our group for messages andposted my quest ions, thoughts and ideas. I read the group

material as i t was gathered together and publ ished for review. Imet the deadl ine requested by our group edi tor .


35/35

27

Documents

Final Group+5+Policy+Handbook 4