Collection Development PolicyEDSL 503 Spring 2013

Diane Strait

Table of Contents

A. Introductory Analysis of the School p.3B. School Philosophy Statement p.4C. Library Philosophy Statement p.5D. Selection Statement p.6E. Acquisitions Statement p.9F. Gifts Statement p.11G. Cooperative Resources and Networking Statement p.12H. Intellectual Freedom Statement p.13I. Policy/Procedures of Handling Challenges p.14J. Technology Statement p.16K. Evaluation of Collection p.17L. Weeding/Deselection Statement p.18M. Policy for Revision of the Policy p.21N. Appendices p.22

Library Bill of Rights p.22Access to Resources and Services in the School Library Media Program p.23The Freedom to Read Statement p.24Policy on Confidentiality of Library Records p.27

O. Forms p.28County Gift Form p.28School Library Gift Form p.29County Consideration of Controversial Materials Form p.30Committee Reconsideration Checklist p.32Request/Suggestions for Library Materials Form p.34Personal Technology Use Form p.35Acceptable Use Policy p.36Purchase Order Request Form p.41

P. Bibliography p.42

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A. Introduction

Lakeside Elementary School, built in 1948, is a public elementary school within the Henrico County Public School District. Henrico County is located in central Virginia and surrounds the city of Richmond on the west, north and east side. Lakeside Elementary School, located in the Brookland magisterial District of Henrico County Public Schools, was named for the community of Lakeside. Lakeside Elementary School has always been the center of the community and from its opening has maintained a very active Parent Teacher Association.

Lakeside Elementary School contains grades pre-kindergarten through fifth grade with a total student population of 425. This student body represents a culturally diverse population of students and teachers with 31.8% African American, 51.5% Caucasian, 11.1% Hispanic and 2.6% Asian. 64.7% of students at Lakeside Elementary School participate in the discounted/free lunch program. The median income for a family living in the Lakeside community is $47,398. Families live in single family homes, townhomes and low-income apartment complexes.

Within the school there are two pre-kindergarten classes, five kindergarten classes, and three first through fifth grade classrooms. The original building has undergone three additions with the most recent addition being completed in 2011 allowing for a total of 25 classrooms as well as rooms for a library, art, music, speech, Title I instruction and a gymnasium. Lakeside Elementary School has several instructional programs to enhance student learning. These programs include Title 1, Prime, ESL, Exceptional Education, and PALS. Students are immersed daily in technology and activities to develop the 21st century skills that will help them be successful in life.

The library at Lakeside Elementary School is served by the Henrico County Information Media Center. The Information Media Center (IMC) is located on Nine Mile Road in the center of Henrico County, VA. The Henrico County District Information Media Center provides services for Lakeside Elementary School as well as all the other elementary, middle and high-school libraries in the Henrico County Public School District.

The Collection Development Policy for Henrico County Public Schools was written by a team of school librarians as well as District Media Center personnel. The purpose of this document was to provide vision, direction, instruction and library procedure policies for both the school library community as well as surrounding communities served by each school.

Selection of materials for the Lakeside Elementary School Library will take into consideration the diverse ethnic backgrounds, the socioeconomic status and the special instructional programs implemented at this school. The Lakeside Elementary School library will ensure intellectual access by seeking to provide materials on a variety of reading levels and abilities. Materials chosen will foster an appreciation for reading for both pleasure and information gathering. Digital, audio, video and print materials will be made available to students, staff and the larger school community. The Lakeside Elementary School Library is serviced by one full-time library media specialist and one part-time library aide.

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B. School Philosophy

Lakeside Elementary School partners with parents, students, staff and the community to create and maintain a safe and nurturing learning environment that ensures that every child will attain a high level of academic achievement. The faculty will collaborate to provide engaging instruction, strategic intervention, enriched academic programs, and an inclusive environment to meet the academic needs of every student. Lakeside Elementary School strives to inspire and empower all students to become outstanding citizens and life-long learners.

The library at Lakeside Elementary School supports this philosophy and seeks to maintain and enhance the educational learning environment of the school.

The Henrico County School Library Policy manual states the objectives of the school library program as follows:

Develop learners for life who are competent in 21st century skills Encourage growth in the dispositions that guide thinking and intellectual behavior Produce learners who exhibit responsible behaviors used by independent learners Create metacognitive learners who utilize self assessment strategies Integrate information and multiple literacy skills into instruction Inspire students to become lifelong readers Encourage equitable and easy access to library materials Empower students to be effective consumers of information Offer resources in a variety of formats to meet the needs of abilities of students Ensure that access to the school library and its resources are fully flexible Support intellectual freedom Provide leadership, instruction and consultation in the use of instructional and

informational technology

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C. Library Philosophy

Lakeside Elementary School library acquires its philosophy statement from Empowering Learners: Guidelines for School Library Media Programs published by The American Association of School Librarians. The school library mission is stated as follows.

The mission of the school library program is to ensure that the students and staff are effective users of ideas and information. The school librarian empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information by:

collaborating with educators and students to design and teach engaging learning experiences that meet individual needs.

instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of a broad range of appropriate tools, resources, and information technologies.

providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading.

providing students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education.

providing leadership in the total education program and advocating for strong school library programs as essential to meeting local, state, and national education goals. (AASL 2009 p.8)

The library at Lakeside Elementary School supports the philosophy and mission of the school by ensuring that all resources and tools are equitably available for the learning community of students, staff and parents. The nurturing and stimulating library environment will inspire students to become life-long learners and readers as well as skillful users of information.

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D. Selection Statement

Primary Mission of the Material Selection Process:

to support and enhance the curriculum and instruction of the school to satisfy both student and teachers’ information needs for research to encourage reading for both pleasure and information

Responsibility for Materials Selection:

The librarian, with input from the school learning community, will be responsible for recommending selections for purchase of library materials.

Material Selection Criteria:

Material selected (print, non-print and electronic resources) for the library collection at Lakeside Elementary School shall meet the following requirements: The collection should provide access to materials in all formats, including up-to-date, high quality varied literature that develops the love of reading for both staff and students. The selection of materials shall provide the school learning community with instructional resources that reflect current information needs as well as take into consideration diverse interests, abilities, socioeconomic background, and maturity levels. Materials should be carefully selected that reflect but are not limited to the following high quality standards:

educational significance (materials support curriculum) significant contribution the subject matter makes to school curriculum and student interests positive reviews found in professional selection sources favorable recommendations by professional staff based on examination of materials reputation and significance of the author, producer and publisher validity, currency and appropriateness of materials materials that provide differing viewpoints on controversial issues high degree of student or teacher user appeal high artistic and literary quality, technical merit, physical format and aesthetic characteristics variety of formats (striving to stay current with technology advances)-print, non-print electronic

and multimedia that meets the needs of a diverse learning population timeliness of materials-recent copyright date as appropriate to subject integrity-materials that promote diversity and provide students and staff with a global

perspective including materials by authors and illustrators of all cultures media formats whose technical construction is well-crafted, durable, manageable and attractive virtual resources that provide convenient access for users to information through school and

home computers value commensurate with cost and/or need (cost effective in terms of use)

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The following formats may require additional considerations.

Books: (Hardback & Paperback)

When purchasing books these specific considerations should be kept in mind:

shape and weight of book paper quality and attractiveness of cover illustrations and layout readability accuracy of content durability of binding value to collection typeset and page layout will book lie flat when opened

Reference Materials:

accuracy of content authority value to the collection cost effectiveness in terms of use appropriate text for intended audience

Non-Print:

quality of sound and video copyright considerations cost of subscription in terms of use technical quality ease of use of equipment and compatibility durability best format for content

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Materials Selection Procedure:

When selecting materials the librarian should:

align the selection of materials with the Henrico County Strategic Plan and the selection policies found in the district policy manual

gather requests and suggestions from instructional staff and students use professional bibliographies and review journals to research and acquire positive reviews seek additional librarian input and review on controversial materials seek to select materials based on their strengths rather than reject materials for their

weaknesses maintain a collection that is diverse and represents various viewpoints on issues

Selection Aids and Policy

The librarian will consult professional review sources and look for positive reviews of materials when making material selections. The librarian will use but not be limited to the following professional selection aids. If professional reviews of materials are not available the librarian may use the selection criterion guidelines in accordance with her own examination and judgment to make material selections.

Bibliographies:

Children’s Catalog Children’s Core Collection Non-Book Materials Core collection Subject Guide to Children’s Books in Print ALSC Notable children’s Books Notable Social Studies Trade Books K-12 Outstanding Science Trade Books K-12

Current Reviewing Periodicals:

Booklist Booklinks School Library Journal Horn Book Library Media Connection Kirkus Reviews Bulletin of the Center for Children’s Books

*Request/Recommendation Form located in Form Section O. of this policy.

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E. Acquisitions Statement

Ordering Procedures:

Since the goal of Henrico County Public Schools’ acquisition of library materials is to acquire materials quickly and economically while minimizing paperwork the following procedures are to be followed.

1) The library media specialist as a certified and trained professional will assume responsibility for the ordering of materials. The library media specialist should be aware of ordering guidelines and deadlines so that the expenditure of library funds can benefit patrons.

2) Funds are allocated from a HCPS central fund entitled “Collection Development Budget 512”. Books and AV materials that are part of the library’s collection should be purchased with these funds. These orders will be processed by an acquisitions assistant in Henrico County Public School’s Library Services.

3) In addition to the “Collection Development Budget 512” funds each school has a local fund account which may include but not be limited to the monies received from lost books, book fairs or other fundraising efforts. The school financial secretary will work with the library media specialist in regards to orders placed using these local funds. A Purchase Order Form should be used for purchases made from this account. (See Forms section)

4) When using local funds for orders the library media specialist is not obligated to use the contracted vendors but may opt to purchase non-sole source materials from a local bookstore.

5) When using “Collection Development Budget 512” funds the librarian is required to use the below listed vendors* as well as place orders according to the “Four Ordering Cycle”. Orders must be segmented into three or more orders spread out the school year with at least 50% spent by December and the remainder spent by late February.

6) The “Four Ordering Cycle” is as follows: June-July; August-October; November-December; & Final Order to be determined yearly.

7) Orders should be submitted electronically through the vendor’s website. The submitted order will then be shared with the appropriate HCPS library acquisitions assistant through the vendor’s network. The HCPS library acquisitions assistant will approve the placed order.

8) When using either local funds or the central 512 fund to make purchases the librarian is required to keep a print copy of orders placed.

9) Materials ordered through a contracted vendor will be shipped to and processed by the Henrico County Library Technical Services cataloging department. The materials will then be delivered to the ordering school. Local fund orders will be shipped to the school directly. It will then be the responsibility of the librarian to send these items to Henrico County Library Technical Services for cataloging and processing.

10) Upon receiving processed materials it is the responsibility of the librarian to check materials against the packing slip ensuring that all materials are accounted for and in good condition.

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Approved Vendors*:

HCPS currently has three approved vendors. Each vendor supplies print, audio-visual and electronic resources. The listed vendors provide the following services: large inventory, prompt order fulfillment, accurate order reporting, cataloging, standing order plans, discounts, free shipping and processing for all purchases. If using funds from the 512 account, the librarian is under obligation to purchase items from these three sources unless unavailable. In that case a sole source provider may be used to purchase items.

1) Follett Library Services (http://www.titlewave.com/)

2) Perma-Bound Books (http://www.perma-bound.com/)

3) Bound To Stay Bound (http://btsb.com)

No contractual arrangements currently exist for audio-visual materials. Librarians are encouraged to order from Library Video unless the audio-visual materials are sole source through another provider. Orders for pre-bound paperbacks not available from Perma-Bound or Bound to Stay Bound will be placed with Follett.

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F. Gifts StatementThe Lakeside Elementary School library will welcome gifts and donations from individuals, groups or organizations. Gifted materials will be accepted as long as they meet the same selection standards for purchased materials as established by Henrico County Public Schools. These materials will become the property of Henrico County Public Schools upon donation.

The librarian has the authority to use or dispose of gifted materials as he/she deems necessary in accordance with the selection criteria as outlined in this policy manual. The librarian is unable to appraise or give an estimated value to gifted materials.

Monetary donations will be added to the general library fund. These donations will be used when purchasing additional materials for the library.

Gift form located in Section O. Forms of this policy.

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G. Cooperative Resources and Networking Statement

All schools within the Henrico County Public School District, including Lakeside Elementary, are able to share resources. No written forms are necessary and requests are made from teacher to librarian or librarian to librarian through e-mail. The union or district wide catalog enables an inter-library loan system across the entire Henrico County School District. Students, teachers, librarians and administrators are able to peruse other school library collections to meet the diverse needs of the learning community. If materials are not on reserve or checked out, they are available to any patron in the system. The loaning school will use discretion in regards to interlibrary loan and may refuse a request for popular titles or frequently used items. It is understood that materials will be returned in a timely fashion. Records of loaned materials are kept by the library. Inter-library loan in conjunction with the internal pony mail system provide patrons access to a wide selection of materials that may not be available within one’s own library collection.

The Lakeside Elementary School online catalog is made available to students, parents and teachers through the official school website. This website can be accessed from any off-site computer and provides patrons with additional database links as well as a link to the Henrico County Public Library site. Materials from the public library are available to children or adults possessing a public library card.

Henrico County librarians participate in a networking group within the district entitled “The Braintrust”. By participating in “The Braintrust” librarians are encouraged to attend district-wide meetings, school level meetings (just elementary or middle or high-school), or meetings focused on same location or type of school in the district. Each meeting format is planned and implemented by librarians and administrators as a means to share ideas and information among librarians in the district. The librarians of Henrico County Public Schools belong to professional organizations such as ALA and VAASL. Both organizations provide yearly workshops and conferences.

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H. Intellectual Freedom StatementThe Lakeside Elementary School Library supports and promotes the intellectual freedom statement as given by The American Library Association.

“Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored.”

The privacy rights of patrons, both children and adults, at Lakeside Elementary School will be protected. Library records will be kept confidential and used solely for the purpose of record keeping.

The Lakeside Elementary School Library will adopt the following documents as foundational policies:1) The Library Bill of Rights2) Access to Resources and Services in the School Library Media Program: An Interpretation of the

Library Bill of Rights 3) Freedom To Read Statement

Each of the above documents is contained in the Collection Development Policy. (See Appendices)

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I. Policy/Procedures for Handling Challenges

The Lakeside Elementary School librarian will resolve complaints informally whenever possible in regards to handling the reconsideration of materials. After this meeting, if the individual is still not satisfied the librarian should remind the individual that it is their responsibility to arrange a meeting with the principal. The librarian should immediately notify the principal as well as Henrico County Library Services of the specific complaint and conversation. This conversation and complaint should be kept confidential.

The policy and procedures governing the further processing of a reconsideration of materials complaint have been adopted from The Henrico County Public School Manual.

Reconsideration of Challenged Materials Despite the care taken to select appropriate and valuable materials and the qualifications of the persons involved in the selection, occasional objections to a selection may be made. When such objections occur, principles of freedom of information and the professional responsibility of the staff are defended rather than specific materials.I. Reconsideration of Challenged MaterialsWhen a complaint is made, the procedures for answering it are as follows: 1. School personnel are respectful of the complainant's views presented in a discussion of the challenged material. No commitment should be made. After this discussion, if the complainant is still not satisfied, school personnel are to advise the complainant to arrange a conference with the principal, and then notify the principal of the complaint. It is the complainant's responsibility to arrange a conference with the principal.2. If the issue is not resolved at this conference, the principal invites the complainant to file his or her objections in writing on the form Request for Reconsideration of School Instructional Materials Form. (Located in Section O) A complainant who does not complete and return the form receives no further consideration. 3. Upon receipt of the completed form, the principal notifies the appropriate director and through him or her requests review of the challenged material by the Instructional Materials Review Committee.4. Committee members will take the following steps after notification of the challenged materials: a. Read the entire book, view, listen to the material in its entirety, or access the online information. b. Check general acceptance of the material by reading reviews and consulting recommended lists, if appropriate. c. Determine the extent to which the material supports the school educational program.d. Complete the appropriate form, "Checklist for Committee's Reconsideration of Instructional Materials," judging the material for its strength and value as a whole and not in part. (See Section O. for checklist) 5. An opportunity will be given for the complainant to meet with the committee to discuss the complaint.6. The Committee meets as a group and discusses its findings and its recommendation after the complainant has presented his or her case and has left the meeting. A written report and recommendation is then made by the committee's chair to the Superintendent.

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7. An IMRC member who is unable to attend the meeting must submit his or her discussion points prior to the meeting.8. The Superintendent presents the report of the Instructional Materials Review Committee to the School Board and makes recommendations for action. The complainant and the committee members will be notified of the School Board action by the Superintendent.9. The School Board action pertaining to the Instructional Materials Review Committee recommendation will remain in effect for a period of four (4) years. After this time the material may be reconsidered following selection policy guidelines.

*Request for Reconsideration of Instructional Materials Form and Checklist for Committee’s Reconsideration of Instructional Materials Form are located in Section O.Forms section of this policy.

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J. Technology Statement

Lakeside Elementary School library supports both the technology mission set forth in the HCPS 2010-2015 Strategic Plan (See: http://www.henrico.k12.va.us/StrategicPlan/Index.html ) as well as the school librarian guidelines stated in Empowering Learners: Guidelines for School Library Programs. The school librarian will embrace the role of an information specialist and strive to serve both students and faculty by using technology to supplement other school resources, creating engaging learning tasks, connecting students and faculty with a global learning community, providing 24/7 library access and maintaining an expertise in the ethical use of information. As the school librarian uses current and future technologies to create engaging learning environments students will develop 21st century skills.

Technology in Henrico County Public School libraries includes but is not limited to the use of computers, electronic devices, software, the Internet, social networks, email, and web pages. The school librarian supports the use of these technologies while also embracing the use of new technologies as they become available. The use of these technologies is guided by the Acceptable Use Policy of Henrico County Public Schools. (See: http://webapps.henrico.k12.va.us/policy/chapter.asp#R6-05-012) See Section O in this policy.

Henrico County Public Schools is responsible for the selection and acquisition of online databases, software applications and other instructional technologies.

See Forms Section O for Personal Technology Use Form.

See Forms Section O for Acceptable Use Form.

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K. Evaluation of Collection

An essential part of maintaining a current and accurate library collection is evaluating the collection. This responsibility lies with the professional library staff and will be conducted regularly and systematically to ensure that the collection meets the needs of all patrons.

Several techniques will be used by the professional library staff when evaluating library resources.

Annual inventory Usage statistics gleaned from reports generated by our main vendor, Follett Library Resources Vendor collection analysis available through Follett Library Resources Collection mapping of SOL content areas Physical examination of materials Surveys provided to teachers, students and administrators on the currency, relevance and

substance of the collection. Questions such as listed below may be used to make improvements to the library collection.

1. Were the library resources adequate for your needs?2. What areas or materials would you like to see improved?3. Are there any specific titles or materials that you would recommend for the collection?

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L. Weeding/Deselection Statement

Weeding:

Weeding is an ongoing process of evaluating and removing materials from the library collection that are no longer useful. The collection should be updated over time to reflect changes in the school curriculum, new formats, and needs of the learning community. Weeding is an integral part of collection development. It facilitates better access to resources while also effectively utilizing space and presenting materials in an appealing manner. The librarian is solely responsible for weeding. Teaching staff and trained volunteers can assist in the weeding process. Materials that are no longer appropriate for the library should be removed. The librarian should refer to a 5-year rotation schedule to systematically review areas of the existing collection. A committee of HCPS librarians developed seven priority areas to consider when weeding materials.

1. Misinformation-outdated or inaccurate information2. Condition-worn or damaged3. Duplicates-an exception being those materials whose circulation is high4. Superseded editions-an exception being changes that do not affect accuracy of information5. Circulation history6. Material that no longer supports the curriculum or students’ reading interests7. Outdated viewpoints-material that is biased, stereotypical or patronizing

5 Year Rotation Schedule:

Even though the librarian is involved in an ongoing weeding process the five year rotation system will allow for a systematic and thorough weeding of each area of the collection. Virtual resources will be evaluated for weeding on a continuous basis.

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

000 300 600 900 Biographies

100 400 700 Easy Fiction

200 500 800 Reference Audiovisual

What Not to Weed:

“classics” and award winners Materials of local interest: i.e. yearbooks, local histories, memoirs & oral histories Materials unique in content or illustrative technique Worn items that are out-of-print for which an equivalent replacement is not available (consider

rebinding) Resources that by their absence may skew the collection

Age and Circulation Guidelines for Weeding

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Class Subject or Format Age Last Circulated Comments 000 General Works 5 2 030 Encyclopedias 5 NA Replace one set every 5 years;

digital version as latest copyright 100 Philosophy/Psychology 10 3-5 Keep “self help” current200 Religion 5-10 3-5 Something current on every

major religion290 Mythology 5-10 3-5 300 Social Science 5-10 3-5 Balance on controversial issues310 Almanacs/Yearbooks 1 NA Have latest editions 398 Folklore 10-15 5 400 Language 10 3-5 500 Pure Sciences 5 3-5 600 Applied Sciences/Technology 5 3-5 Monitor changes in health700 The Arts NA NA 745 Crafts NA 5 770 Photography 5 3 Discard dated techniques/equipment800 Literature NA NA Discard minor writers;

keep most recent edition of classics900 Geography/History 10-15 5 Retain local history 920 Biography NA 3-5 Keep works with literary value;

new releases on enduring

personalities; keep until no longer popularE Easy/Everyone NA 2-5 Retain high demand F Fiction NA 2-5 Retain high demand; replace

worn out classics with newer editionsRef Reference

Indexes 3-5 NA Atlases 5 NA Maps and Globes 10 NA Check for currencyNewspapers 1 week NA Access old online Dictionaries NA NA Keep unabridged versionsPeriodicals 5 NA

A-V Audiovisual materials Discard worn-out or out-of-date items; replace popular title with current formats

(Table adapted from Bishop, Kay. The Collection Program in Schools: Concepts and Practices 2013.)

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Discarding Procedures:

1. Check out items to DISCARD-___ user by looking up your accounts by school name and selecting discard account.

2. Black out all property stamps on materials.3. Remove barcodes.4. Write “DISCARD” in prominent place on materials.5. Scratch or cut CD’s so they cannot be reused.6. Discarded items should be discarded at individual school not sent to Central Office.7. Do not discard masses of books at the same time.8. Do not discard to teachers or students.9. Technology items must be destroyed (shredded or cut) before placing in trash. These items may

not be donated. 10. Discarded book items may be donated to non-profit organizations after following all system

procedures.

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M. Policy for the Revision of the Policy

In order to ensure that the Lakeside Elementary School Library maintains a current collection of materials, enriches and supports curriculum and operates efficiently a Collection Development Policy was written. This policy will be evaluated annually to take into consideration the changes in technology, curriculum, and patron population. A committee of librarians and the director of library services will review, discuss and evaluate changes to the Collection Development Policy. Changes to the policy will be made by the librarian along with a majority of the committee.

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N. Appendices

ALA Library Bill 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. I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views. VI. Libraries that 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 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; inclusion of “age” reaffirmed January 23, 1996.

A history of the Library Bill of Rights is found in the latest edition of the Intellectual Freedom Manual

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Access to Resources and Services in the School Library Media ProgramAn Interpretation of the LIBRARY BILL OF RIGHTS

The school library media program plays a unique role in promoting intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library media program, the principles of the Library Bill of Rights apply equally to all libraries, including school library media programs. Under these principles, all students have equitable access to library facilities, resources, and instructional programs.

School library media specialists assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library media specialists work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Intellectual freedom is fostered by educating students in the use of critical thinking skills to empower them to pursue free inquiry responsibly and independently. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.

School library media specialists cooperate with other individuals in building collections of resources that meet the needs as well as the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library media collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students.

While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equitable access to resources and services, the school library media program provides resources that reflect the linguistic pluralism of the community.

Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media specialists resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means.

Major barriers between students and resources include but are not limited to imposing age, grade-level, or reading-level restrictions on the use of resources; limiting the use of interlibrary loan and access to electronic information; charging fees for information in specific formats; requiring permission from parents or teachers; establishing restricted shelves or closed collections; and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.

It is the responsibility of the governing board to adopt policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. It is the responsibility of school library media specialists to implement district policies and procedures in the school to ensure equitable access to resources and services for all students.

Adopted July 2, 1986, by the ALA Council; amended January 10, 1990; July 12, 2000; January 19, 2005; July 2, 2008.

[ISBN 8389-7053-2]

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The Freedom to Read Statement

The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label "controversial" views, to distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read.

Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.

These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. The problem is not only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials.

Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference.

Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that serious thought requires, and to the accumulation of knowledge and ideas into organized collections.

We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings.

The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.

We therefore affirm these propositions:

1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority.

Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept that challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process.

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Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.

2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available. It would conflict with the public interest for them to establish their own political, moral, or aesthetic views as a standard for determining what should be published or circulated.

Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper.

3. It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author.

No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish that draws up lists of writers to whom it will not listen, whatever they may have to say.

4. There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression.

To some, much of modern expression is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters values differ, and values cannot be legislated; nor can machinery be devised that will suit the demands of one group without limiting the freedom of others.

5. It is not in the public interest to force a reader to accept the prejudgment of a label characterizing any expression or its author as subversive or dangerous.

The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for others. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.

6. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large; and by the government whenever it seeks to reduce or deny public access to public information.

It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self-censorship.

7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a "bad" book is a good one, the answer to a "bad" idea is a good one.

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The freedom to read is of little consequence when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans the fullest of their support.

We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.

This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers.

Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004

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Policy on Confidentiality of Library Records

The Council of the American Library Association strongly recommends that the responsible officers of each library, cooperative system, and consortium in the United States:

1. Formally adopt a policy that specifically recognizes its circulation records and other records identifying the names of library users to be confidential. (See also ALA Code of Ethics, Article III, "We protect each library user's right to privacy and confidentiality with respect to information sought or received, and resources consulted, borrowed, acquired or transmitted" and Privacy: An Interpretation of the Library Bill of Rights.)

2. Advise all librarians and library employees that such records shall not be made available to any agency of state, federal, or local government except pursuant to such process, order or subpoena as may be authorized under the authority of, and pursuant to, federal, state, or local law relating to civil, criminal, or administrative discovery procedures or legislative investigative power.

3. Resist the issuance of enforcement of any such process, order, or subpoena until such time as a proper showing of good cause has been made in a court of competent jurisdiction. 1

1Note: Point 3, above, means that upon receipt of such process, order, or subpoena, the library's officers will consult with their legal counsel to determine if such process, order, or subpoena is in proper form and if there is a showing of good cause for its issuance; if the process, order, or subpoena is not in proper form or if good cause has not been shown, they will insist that such defects be cured.

Adopted January 20, 1971, by the ALA Council; amended July 4, 1975; July 2, 1986.

[ISBN 8389-6082-0]

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O. Gift Form

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O. School Library Gift Form

Thank you very much for your gift to the Lakeside Elementary School Library. The school library welcomes material gifts as well as monetary donations. Your generosity enables us to better meet the needs of our students and staff. The school librarian evaluates all gifts for their suitability with our curriculum prior to adding them to the collection. Materials not chosen to become a part of the collection will be disposed of at the discretion of the school librarian in accordance with the policy of the school board for discarding unwanted materials. The librarian does not appraise gifts.

Donor/Organization _______________________________________________________________________

Address _________________________________________________________________________________

Telephone ________________________________________________________________________________

Gift________________________________________________________________________________________

Gift Format____________________________________________________________________________________

Monetary Donation____________________________________________________________________________

I have read and understand the above stated gift policy.

Date ___________________ Donor Signature ______________________________________________________

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O. County Consideration of Materials FormReconsideration Form

Request for Reconsideration of Instructional Materials School:__________________________________________________________ Please check type of material: ( ) Book ( ) Non-Print Material ( ) Periodical ( ) Other Please check type of reading: ( ) Assigned ( ) Voluntary Title: ____________________________________________________________ Author: __________________________________________________________ Publisher or Producer: ______________________________________________ Student Grade: ______ Age: ______ M/F: ______ Request initiated by: _______________________________________________ Telephone: _______________________________________________________ Address: _________________________________________________________ City: ______________________ State: ________________ Zip: ____________ The following questions are to be answered after the individual has read, viewed, or listened to the instructional material in its entirety. If sufficient space is not provided, attach additional sheets. (Please sign your name to each additional attachment.) To what in the material do you object? (Please be specific, cite pages, etc.) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What do you believe is the theme or purpose of this material? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 91 1/24/2013

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What do you feel might be the result of a student using this material? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ For what age group would you recommend this material? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is good in this material? Please comment. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Would you care to recommend other instructional material of the same subject and format? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Have you been able to discuss this work with the teacher or librarian? ________________________________________________________________ Date discussed with Teacher: _____________________ Date discussed with Librarian: _____________________ Date discussed with Principal: _____________________ Signature of Complainant____________________ Date ___________________ Please return completed form to the school principal.

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O. Request/Suggestions for Library Materials

Name:_____________________________________________________________________

Contact Information:__________________________________________________________

___________________________________________________________________________

Grade:_____________________________________________________________________

Format: (Book, DVD, Periodical, Database, etc.)_____________________________________

Author:_____________________________________________________________________

Publisher:___________________________________________________________________

Copyright:___________________________________________________________________

Review Source (if known):______________________________________________________

Cost: (if known)_______________________________________________________________

Language:English______________Spanish_________________Other____________________

Reason for Request:___________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

SOL/Curriculum Unit:___________________________________________________________

Thank you for your suggestion for library materials. You will be contacted after the appropriateness of this requested material has been determined in accordance with the Selection Policy in place.

Date Received:________________________________

Determination:______________________________________________________________________

Date of Determination:___________________________

Date of Notification to Teacher/Patron:_____________________

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O. Personal Technology Use Form

Please complete and returned the sign form to your child’s teacher. My child, ________________________________, may bring his/her Kindle, Nook (or other e-reader device) to school to read books previously purchased at home. I understand that my child must use this device in accordance with all aspects of the Henrico County Public School Acceptable Use Policy (AUP) governing school use of electronic devices. I understand that if the e-reader device is damaged, lost, or stolen, Henrico Public Schools is not responsible. More about the AUP can be found in the HCPS Policy Manual. For more information, see: P6-05-012 Technology and the Internet R6005-012 Guidelines for Acceptable/Safe Use of Technology and the Internet _____________________________________________ Parent Signature ___________________________ Date

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O. Acceptable Use Policy

P6-05-012 Technology and the Internet

(Revised July, 2008)

Students should use technology and the Internet in an appropriate manner. Technology is an integral part of a student's educational experience and must be used in support of education and research consistent with the educational objectives of HCPS. Students are required to bring a fully charged computer to school daily as well as electronic media and/or files required for class. Technology includes, but is not limited to, computers, other hardware, electronic devices, software, Internet, e-mail, all other networks, etc. Student use of technology is a privilege. Students are responsible for appropriate use of all computers to which they have access. Obscene, pornographic, threatening, or other inappropriate use of technology, including but not limited to, e-mail, instant messaging, web pages, and use of hardware and/or software which disrupt or interfere with the safety and welfare of the school community, are prohibited, even if such uses take place off school property (i.e., home, business, private property, etc). Altering the pre-set HCPS software image is prohibited. Henrico County Public Schools adheres to the provisions of the Children's Internet Protection Act (CIPA).

Refer to Regulation 6-05-012, "Guidelines for Acceptable/Safe Use of Technology and the Internet."

R6-05-012 GUIDELINES FOR ACCEPTABLE/SAFE USE OF TECHNOLOGY AND THE INTERNET

(Revised June, 2012)

T1C Unauthorized Use of Technology or InformationT2C Causing/Attempting to Cause Damage to Computer Hardware, Software or FilesT3C Violations of Acceptable Usage PolicyT4C Violations of Internet Policy

Students must use technology and the Internet in a manner consistent with the vision, missions and beliefs set forth in the HCPS 2010-2015 Strategic Plan. In Henrico County Public Schools (HCPS) we believe technology is an integral and essential part of a student’s educational experience. The proper blend of technology, pedagogy, and content knowledge creates a learning environment that engages students while helping them develop 21st century skills and core content knowledge essential for future success.

Technology includes, but is not limited to, computers, electronic devices, software, the Internet, social networks, email, and web pages. All HCPS users are responsible for the appropriate use of all technology to which they have access even if such use takes place off school property or after school hours.

Technology is constantly in flux, yet the security, safety of, and opportunity for our students and staff is paramount. Students and staff are encouraged to use school division technologies in support of teaching

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and learning, recognizing that there is an inherent responsibility to protect one’s self, others, and property in the process. To minimize risk, HCPS employs a number of tools and monitoring technologies, such as filters, designed to comply with relevant laws as well as to create a reasonable expectation of safety. It is ultimately up to each individual student or staff member to be responsible for his or her use of these networks and to understand the specific policies herein as they pertain to computer, network and Internet use.

I. Computer and/or Internet UseA. General Terms and Conditions of Use1. Henrico County Public Schools provides all students access to the Internet and other digital resources, as a means to enhance their education. All secondary students are provided with laptop computers to enhance their education. All technology resources are provided under the expectations and restrictions delineated in this document.

2. The laptop that is issued for secondary student use is the property of Henrico County Public Schools and must be returned at the end of the academic year, within three (3) school days of withdrawal from a Henrico school, or immediately upon the request of a teacher or administrator.

3. Transmission or creation of any material in violation of federal, state or local law, ordinance, School Board policy, regulation or the Code of Student Conduct is prohibited.

4. The Internet filtering provided through HCPS exceeds the Children’s Internet Protection Act (CIPA) requirements. Access to the Internet is filtered through a commercial filtering system.

5. Henrico County Public Schools may provide students with access to online educational services and websites through contracts with educational companies and vendors. Students may be provided with a username and password to access educational content on these websites. Such websites may collect personally identifiable information from students including usernames and passwords. Specific website company/vendor privacy policies should be consulted regarding collection of information, including information for students under the age of 13. Please contact Henrico County Public Schools at any time regarding privacy questions or concerns, or to request to review what personally identifiable information has been provided by the school and/or division. As requested, Henrico County Public Schools can also provide contact information for the educational companies and vendors for such websites for parents to contact directly. Parents can also contact Henrico County Public Schools (and/or the website company/vendor) at any time to request that they delete the personally identifiable information of their child and disallow further access. Please note that this removal could prevent the student from having access to critical instructional materials.

6. HCPS has the right to inspect any provided computer or other electronic device and the contents contained therein on demand with or without notice to the user. Remote monitoring of computers on the network will occur at each school site.

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7. Students may connect a personal, non-school-district-owned desktop computer, laptop computer, tablet, smart phone or any other wireless network device into the HCPS network with written authorization from their building administrator. If this approval is granted, personal devices may be connected to the HCPS network for the purpose of accessing the Internet; however, Technology staff cannot install or configure programs or software on personal devices. Use of these devices while connected to the school network will be governed by the same rules and regulations that apply to HCPS-provided technology.

B. Acceptable Use and Internet Safety

1. Students will use technology with responsibility, integrity, and for educational purposes.2. Students will take responsibility for the choices they make and the actions they take while using technology.3. Students must manage the personal data on their computers. This includes backing up educational material regularly. Appropriate non-educational files are allowed but should not negatively impact instructional use nor degrade device performance. 4. Files and data on student computers must adhere to the following guidelines:a. All files and data must be legally obtained and distributed under United States copyright laws.b. All files and data sought, possessed, or distributed must be acceptable in a school setting. This includes, but is not limited to, hacking tools, computer viruses, violent content, pornographic content, vulgar content, and obscene content.5. Students will maintain the security and integrity of their usernames and passwords.a. Students must keep their usernames and passwords confidential.b. Students will only log in with their own usernames and passwords.6. Students will maintain the integrity of the computer hardware and software.a. Students will not dismantle or otherwise physically alter computers. This includes affixing stickers or other decorations.b. Students are prohibited from altering or deleting files that are not in their ‘home’ directory.c. Students are prohibited from installing additional software or altering existing software in any way.7. Students are responsible for obeying all HCPS standards for conduct when communicating using technology.a. Students may use HCPS or school approved communications mediums under teacher direction.b. Communications will be clear and precise. Intentionally obscuring communication through code words or other means is not permissible.c. Students will adhere to rules regarding communication as outlined in Policy 6-05-004, Disorderly Conduct/Disruptive Behavior, paragraph E. This includes refraining from bullying, harassment, hate speech and other forms of verbal assault.d. Students must understand that content published online is public, visible, and representative of the author.8. Students will respect the rights, privacy, property and work of all users.a. Students will neither seek nor reveal personal information about others.b. Students will not attempt to access, alter or use another user’s files without their permission.

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9. Students will operate within established HCPS filtering and security environments.a. Students will not attempt to evade or bypass HCPS Internet filters.b. Students will not attempt to conceal, disguise or change their user information, nor the identity of their computer.c. Students will not attempt to disable any security or monitoring software.10. The use of HCPS technology for commercial activities is prohibited unless explicitly permitted by the School Board. Commercial activity includes, but is not limited to, the following: a. Any activity that generates revenue for the user;b. Product advertisement or political lobbying;c. Any activity that requires entry into an area of services for which the school will be charged a fee.

C. With teacher and/or administrator approval and for instructional purposes, students may:1. Use approved email, chat rooms, instant messaging, message boards and other communication methods;2. Publish or edit web pages;3. Wear headphones;4. Share files; 5. Play games;6. Connect student computers to Ethernet jacks.

D. Students are prohibited from:1. Using technology for any illegal purpose;2. Creating unauthorized networks of any kind;3. Downloading, uploading, importing or intentionally viewing material that promotes the use of illegal drugs, alcohol, pornography, or illegal and/or violent behavior;4. Introducing non-approved software, hardware, or resources into the HCPS network or clients. Approval can be sought through the Department of Technology or building administrator;5. Saving, transferring or loading non-school related material on a school file server;6. Running software applications from a USB device.

Failure to honor the above regulations may result in the restriction of Internet privileges and/or the restriction of other technology access in addition to disciplinary action up to and including criminal charges. Examples of dual violations are (i) computer hacking or trespassing, (ii) harassment, threats, or cyber bullying via computer, and (iii) computer fraud (see Title 18.2 of the Code of Virginia).

• Recommended Dispositions - one or more may applyStudent ConferenceParent ContactConference with ParentRemoval of unauthorized files and foldersDetentionAlternative School Program

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SuspensionSchool Resource Officer/Law Enforcement AgenciesCourt ReferralRestitutionCommunity ServiceRevocation of Computer Access and UseRECOMMENDATION TO THE SCHOOL BOARD FOR EXPULSION

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O. Purchase Order Request Form

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BibliographyAmerican Library Association. (2013). Access to Resources and Services in the School Library Media program. Retrieved from http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/accessresources.cfm

American Library Association. (2013). Freedom To Read Statement. Retrieved from http://www.ala.org/ala/aboutala/offices/oif/statementspols/ftrstatement/freedomreadstatement.cfm

American Library Association. (2013). Library Bill of Rights. Retrieved from http://www.ala.org/advocacy/intfreedom/librarybill

American Library Association. (2013). Policy on Confidentiality of Library Records. Retrieved from http://www.ala.org/offices/oif/statementspols/otherpolicies/policyconfidentialityResources for School Librarians. (n.d.). Retrieved from http://www.sldirectory.com/

Bishop, K. The Collection Program in Schools: Concepts and Practices (5th ed.). Santa Barbara, CA: Libraries Unlimited.

Crestview Elementary School. (2013). Retrieved from http://blogs.henrico.k12.va.us/crestview/

Dunn, Sheila. (2010). Collection Development Policy Manual: Grange Hall Elementary School. Chesterfield, VA: Author.

Empowering learners: Guidelines for school library programs. (2009). Chicago: American Association of School Librarians.

HCPS School Library Administration Handbook Library Services (2012-2013). Retrieved from http://blogs.henrico.k12.va.us/hcpslibraryservices/

Henrico County Public Schools. (2013). School Board Policy. Retrieved from http://webapps.henrico.k12.va.us/policy/chapter.asp#R7-05-008

Henrico County Public Schools. (2013). Vision and Mission Statement. Retrieved from http://www.henrico.k12.va.us?HelpfulLinks/Visionand Mission.html

Lakeside, Virginia. (2013). Retrieved from http://en.wikipedia.org/wiki/Lakeside,_Virginia

Lakeside Elementary School. (2013) Retrieved from http://www.schooldigger.com

Lakeside Elementary School. (2013). Retrieved from http://blogs.henrico.k12.va.us/lakeside/

Lammay, B. (2001, November). Book challenges: Yes, they can create positive publicity.

Standards for the 21st-century learner in action. (2009). Chicago: American Association of School Librarians.

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