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Transcript Document

Ellicott Mills Middle School Media Center Handbook of Policies & Procedures

Created by Christy Batelka SLM 501 7.17.08

Handbook Purpose:

This handbook has been designed to assist school library media specialists and media staff in understanding the various policies and procedures currently in place at the Ellicott Mills Middle School Media Center. All policies and procedures have been designed to align with MD State and Howard County standards for library media programs and to uphold all library users’ right to free, equitable access to technology, resources, and media services.

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Handbook Purpose PROGRAM DOCUMENTS School Library Media Personnel Central Office Library Media Personnel Library Media Program Mission & Vision Statements Philosophy of a School Library Media Program Collaborative Planning Guidelines & Forms Acceptable Use of Computer Technology Policy Academic Integrity & Plagiarism Copyright at School Privacy & Confidentiality Policy Information Literacy Curriculum COLLECTION DEVELOPMENT DOCUMENTS Collection Development & Selection Policy Review & Reevaluation of Materials in Use Donations Policy Weeding Policy & Procedure Record Keeping Inventory Budget Guidelines Ordering Process & Procedures Receiving & Processing Utilization of Library Media Materials & Services Audiovisual Equipment & Computer Procedures Teacher Request Procedure

1 33-71 72-73 74-75 76-79 80 81-87 88-89 90-99 100-108 109-110 111-121 122-123 4-5 6 7 8 9-12 13-15 16-17 18-25 26 27-32

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Operational Procedures:

Circulation Procedures Interlibrary Loan Procedure Scheduling of the Media Center & Computer Lab Open Access Policy Media Center Hours Student Passes Student Behavior Expectations Adult Volunteers & Student Assistants Media Specialist Substitutes

124-125 126 127-129 130 130 130 130 131 132

Planning Documents:

Yearly Goals & Long-Range Plans Howard County Annual Report Maryland State Annual Report Program & Personnel Evaluation

133-135 136 137-139 140-142

Contacts:

Central Office Staff Howard County Media Specialists & Media Assistants Professional Organizations

143-144 145-148 149

Program Documents:

School Library Media Personnel Central Office Library Media Personnel Library Media Program Mission & Vision Statements Philosophy of a School Library Media Program Collaborative Planning Guidelines & Forms Acceptable Use of Computer Technology Policy Academic Integrity & Plagiarism Copyright at School Privacy & Confidentiality Policy Information Literacy Curriculum

4-5 6 7 8 9-12 13-15 16-17 18-25 26 27-32

Collection Development Documents:

Collection Development & Selection Policy Review & Reevaluation of Materials in Use Donations Policy Weeding Policy & Procedure Record Keeping Inventory Budget Guidelines Ordering Process & Procedures Receiving & Processing Utilization of Library Media Materials & Services Audiovisual Equipment & Computer Procedures Teacher Request Procedure

33-71 72-73 74-75 76-79 80 81-87 88-89 90-99 100-108 109-110 111-121 122-123

School Library Media Personnel:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Library Media Specialist:

School library media specialists are the professional, certificated staff members charged with the daily operation of the library media program at the school level. They have the primary responsibility for the professional library media center functions (i.e., evaluation and selection; ordering and processing; utilization of media; organization of the library media collection; circulation of library media materials; production of original media; and management of instructional equipment). Information Power (ALA, 1998) provides a framework for the library media program. The ideal student-centered library media program is based upon three essential elements: learning and teaching, information access, and program administration. These elements suggest the roles that the library media specialist plays in supporting student learning. Within this framework, the American Association of School Librarians (AASL) and the Association of Education and Communications Technology (AECT) established four responsibilities that library media specialists should fulfill: teacher, instructional partner, information specialist, and program administrator.

Teacher - The learning and teaching principles of Information Power require that the library media specialist be both teacher and instructional partner. As a teacher, the library media specialist works effectively with students as well as with teachers, administrators, and other staff members to convey the information literacy skills necessary for success in today's world. The library media specialist should know and use current research in teaching and learning in order to help others learn how to access, evaluate, and use information.

Instructional Partner - As an instructional partner, the library media specialist collaborates with other teachers, working to integrate information literacy skills into the existing curriculum. Working in concert with classroom teachers and curriculum experts, library media specialists form a comprehensive team designed to enhance student academic achievement and critical thinking skills necessary for success in lifelong endeavors. The key is for library media specialists and teachers to work collaboratively to help students learn both the subject matter and the information skills.

Information Specialist - As a specialist in information access and analysis, the library media specialist helps administrators, teachers, students, and others learn to find and evaluate information in all formats. The library media specialist should understand current theory applicable to particular media as well as research in such areas as critical thinking and reading comprehension in order to model the use of information effectively to others.

Program Administrator - In the role of program administrator, the library media specialist leads the development of policies and procedures for the library media center. He or she also manages the everyday operations of the library media center. Library media specialists in Howard County also have a technology role. This includes coordinating the technology program in the school and participating in the development of long range technology plans for the school. As a professional, each library media specialist should consider the benefits of membership in local, state, and national organizations which reflect the concerns of our profession. See the appendix for a list of these professional organizations.

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School Library Media Personnel:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Paraeducator-Media/Library Media Secretary:

Library media secretaries are assigned to all high schools. Paraeducators-media are assigned to all middle and elementary schools. A paraeducator-media/library media secretary is necessary to relieve the library media specialist of many clerical tasks and assist with technology throughout the school This paraeducator/secretary must acquire a thorough knowledge of the school library media collection and program, and should be able to assist students and teachers in their use of the library media center. The paraeducator-media/library media secretary may: * Supervise the circulation system and other routines * Perform office jobs, especially typing of reports, etc.

* Supervise “housekeeping” tasks necessary to keep the library media center neat and attractive * Work with individuals and small groups of students in such areas as book selection, reference, computer use, and media production * Assist students and staff with the use of computers and software * Perform any other duties assigned by the library media specialist.

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Central Office Library Media Personnel:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

The Coordinator of Media and Educational Technology reports directly to the Director of Secondary Curricular Programs, and provides staff leadership in the development, administration, and supervision of school library media programs. The Coordinator is also responsible for the K-12 Educational Technology program. The Coordinator is responsible for budget development and administration, curriculum, purchasing, and observing teachers.

Library Media Instructional Facilitator The Library Media Instructional Facilitator works under the direction of the Coordinator of Media and Educational Technology and provides facilitative leadership and site-based school improvement support for the Library Media program at all instructional levels. The Library Media Instructional Facilitator's functions directly affect the Library Media program's budget development and administration of inservice programs for library media specialists. The Library Media Instructional Facilitator is responsible for the operations of Media Technical Services. The facilitator also acts as a liaison between Howard County and local, state, and federal agencies.

Educational Technology Instructional Facilitator The Educational Technology Instructional Facilitator works under the direction of the Coordinator of Media and Educational Technology and provides facilitative leadership and site based school improvement support for the Educational Technology program at all instructional levels. The Educational Technology Instructional Facilitator’s functions directly affect the Educational Technology program’s budget development and administration, as well as the development and administration of inservice programs for library media specialists. The facilitator also acts as a liaison between Howard County and local, state and federal agencies.

Educational Technology Resource Teachers Educational Technology Resource Teachers provide onsite technology support for the effective integration of educational technology into the curriculum. Educational Technology Resource Teachers provide school-based inservice training for small and large groups of K-12 library media specialists and teachers.

The secretary for the Office of Media and Educational Technology assists the coordinator, instructional facilitator, and resource teachers in the clerical tasks involved in the smooth operation of the Office of Media and Educational Technology. The secretary’s varied duties include handling correspondence between library media specialists and teachers and the Office of Media and Educational Technology, as well as offering assistance to school library media specialists and teachers by channeling telephone inquiries.

Manager of Media Technical Services The Manager of Media Technical Services has the responsibility for the Materials Processing Center and Media Technical Services operations. Additional functions include ordering, cataloging, circulating and processing of materials for new and existing library media centers and the Central AV Library.

In addition to the Coordinator of Media and Educational Technology, the Library Media Instructional Facilitator, the Educational Technology Instructional Facilitator, the Educational Technology Resource Teachers, and the Manager of Media Technical Services, many central office personnel provide direct services to school library media specialists. For assistance in arranging emergency computer and equipment repairs, contact the Technology Service Center at 410-313-

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7004. Networks and Technology Support can also be reached at 410-313-7004.

Library Media Program Mission & Vision Statements:

Mission Statement:

The mission of our school library media program is to promote literature appreciation and information literacy among members of the school community, thus fostering lifelong learning and enabling student success.

Vision Statement:

With student success as the primary goal, the EMMS school library media program will: • create welcoming physical and social environments that celebrate literature appreciation and openly promote lifelong learning and intellectual freedom.

• provide high-quality, diverse, current resources in a variety of formats to accommodate research, information inquiry, and leisure reading.

• educate its school community members on how to effectively locate, use, and communicate information, thus cultivating confident and responsible contributors of society.

• recognize the individual and tailor instruction, materials, and services to meet the needs of all individuals who comprise the larger school community. • uphold the rights of every library patron to free access and confidentiality. • facilitate skill and content-based learning opportunities for students, staff members, and all other users of the school library media center.

• supply both instruction and resources to students and staff that support technological innovations in our increasingly global society.

• collaborate with teachers, administrators, and curriculum specialists to develop authentic lessons and programs that foster student achievement.

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Philosophy of the School Library Media Program

First and foremost, a school library media center should exude an appreciation for learning and a passion for literature. It is the role of the media specialist to create an environment filled with excitement and energy in the name of information. All students, teachers, administrators, etc., will need to visit the media center at some point for academic purposes, whether they are related to research or professional development. Those who visit the media center of their own free will, those who frequent the library for aesthetic reasons are much harder to come by. This population is the media specialist’s challenge. People, children and adults alike, who value and appreciate literature as a treasure and a precious commodity are few and far between. Media specialists must address this mass, designing programs and outreach activities to promote literacy and literature appreciation. Without question, it is critical that a media center appeal to the demands of the general school community and that it has the resources to accommodate research and information inquiry. To this end, the school media center should be well-equipped with a wealth of diverse resources. All genres of literature and all content disciplines should be adequately represented. Texts, periodicals, audio-visual and electronic resources should embody various cultures, social classes, schools of thought, languages, and academic levels. It is the media specialist’s duty to ensure that her media center houses resources that fulfill each student’s right to free access of information. The media specialist must revise and update her collection based on the needs and demands of the school community. It is critical for collections to be current—particularly regarding nonfiction works—accurate, and reliable. Collections should be organic, living and changing. To foster such growth, the media specialist must stay connected with her community. Fluid and ongoing communication between the media specialist and her students, her colleagues, her administration, county curriculum specialists, and the outside community is essential. To blossom into successful, knowledgeable, contributing members of society, students must develop refined information retrieval and communication skills. In addition the ensuring that the school community has access to a plethora of diverse information resources, the media specialist must also facilitate the information location, retrieval, and use processes. The library media program must educate its members on how to effectively and efficiently locate and use information to accomplish a myriad of goals. Library users must be afforded learning opportunities that educate them on how to communicate their own ideas in a variety of formats. The school community should master using technology as a vehicle of communication. Media specialists who actively embrace the roles of teacher, instructional partner, information specialist, and program administrator will only ensure meaningful experiences for all members of the school community.

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Collaborative Planning Guidelines:

As an instructional partner, the school library media specialist will collaboratively plan, teach, and assess student lessons/units with classroom teachers. Media specialists should initiate collaboration and willingly respond to teacher requests for collaboration. The following steps are recommended when planning a collaborative lesson or unit.

 The media specialist should informally question the classroom teacher about his/her expectations for the collaborative project and ascertain the general content and desired outcomes.  The media specialist and the classroom teacher should set a specific time to meet to plan the collaborative lesson. At this time, the media specialist should give the teacher a copy of the collaborative planning form s/he intends to use during the planning session so the classroom teacher can properly prepare.

 The media specialist and classroom teacher will complete the collaborative planning form together during the scheduled meeting time. They will also set specific dates and times for the lesson(s) and sign out in the Media Center Scheduling Binder. The media specialist will also make a photocopy of the completed collaborative planning form to send with the classroom teacher.

 At the end of the collaborative lesson, the media specialist and classroom teacher should set aside time to complete a collaboration evaluation together so improvements, if any, can be made for the following year.

A recommended Collaborative Planning Form and Collaboration Evaluation are included on pages 10-12 in this handbook.

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Collaborative Planning Form (front):

Media Specialist’s Name: ___________________________ Teacher’s Name: __________________________________ Today’s Date ________ Grade Level(s) _______ Subject Area & Unit: ______________________________________________________________

Library Media Objective(s): Subject Area Objective(s):

Authentic Assessment/Final Product:

Description of Final Product: 2.

Resources Needed:

Books: Lesson Dates: Final Product Due Date: Student Handouts: Y/N Attached? Y/N

Special Accommodations:

Databases/Websites: Periodicals: Software: Other A/V materials:

A/V Equipment Needed:

_____ LCD Projector _____ Printer _____ Overhead Projector _____ Speakers _____ Video Camera _____ Other: _____ Computer Lab _____ Mobile Lab _____ Digital Camera _____ Tripod

10

Collaborative Planning Form (back):

Media Specialist’s Responsibilities: Content Teacher’s Responsibilities: Warm Up: Assessment Overview:

Rubric? Y/N Attached? Y/N

Additional Notes: Prior Knowledge/Skills Needed: 11

Collaboration Evaluation:

Media Specialist’s Name: ___________________________ Teacher’s Name: __________________________________ Today’s Date ________ Grade Level(s) _______ Collaborative Lesson/Project: ______________________________________________________

What worked well in this collaborative lesson?

Suggestions for improvement: Was this lesson enhanced through collaboration?

_____ Yes _____ No

Was this lesson successful enough to warrant doing it again in the future?

_____ Yes _____ No

How well did the library media center collection respond to the unit objectives?

Scale: 5 = Excellent 4 = Above Average 3 = Average 2 = Below Average 1 = Poor ___ diversity of formats (books, audiovisual, electronic) ___ recency (books and materials up to date?) ___ relevance of collection to unit needs ___ duplication (enough materials for the number of students taught?) ___ reading/viewing/listening levels meet students' needs?

___ average of above ratings This Collaboration Evaluation has been adapted from a collaborative unit evaluation found at

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http://www.forks.wednet.edu/fhsmain/Library/Collaboration%20forms/collaborative_unit_evaluation.htm

Acceptable Use of Computer Technology Policy:

Acceptable Use of Computer Technology:

In order to use the computers and the Internet at EMMS, students MUST have a completed and signed parental consent form. Students may use the Internet ONLY under the supervision of a teacher. Students can access approved websites through the ikeepbookmarks site <

http://ww2.ikeepbookmarks.com/browse.asp?account=951&clientWidt h=0

slip.

>. Only kid-safe search engines may be used at school! See pages 14 15 in this handbook for the middle school consent letter and permission

13 COMPUTER USAGE GUIDELINES FOR MIDDLE SCHOOL STUDENTS

The Howard County Public School System is pleas ed to provi de students with resources to improve their technology and information literacy and enhance learning. In an effort to maintain our equipment and ensure that students are acces s ing appropriate resources on the Internet, the following HCPSS policies will be enforced. We request that you review and discus s this document with your child, s ign it, and

return the completed form to your Homeroom Teacher immediately

. You may keep page one as a reference. Computer Us age Guidelines 1. I will be respons ible for my behavior on the school computer network. 2. I will not reveal personally identifiable information, such as home phone numbers, addres s es or social security numbers. 3. I will acces s only thos e resources for which I have obtained permis s ion, us ing the account as s igned to me. I will not create, acces s, download, store, or print files, mes s ages or images that: a. Depict profanity, obscenity, the us e of weapons, or violence, b. Prom ote us e of tobacco, drugs, alcohol, or other illegal or harmful products. c. Contain s exually suggestive mes s ages. d. Are s exually explicit or obscene. e. Depict gang affiliation. f. Contain language or symbols that demean an identifiable person or group or otherwis e infringe on the rights of others. g. Caus e or are likely to caus e a substantial or material disruption to school activi ties or the orderly operation of the school h. Contain rude, disrespectful, or discourteous expres s ions incons istent with civil discours e and behavior. i. I will us e the computer hardware, software and related equipment for educational purpos es only. j. I will us e all computer hardware, software and related equipment with proper care. k. I will only enter the computer lab when a teacher is pres ent. l. I will acces s computers as ins tructed by a teacher. m. I will us e only authorized software in the computer lab. n. I will not install software on school system equipment. o. I will neither give nor receive unauthorized as s istance relating to hardware or software. p. I will only acces s information that is directly related to the clas s objectives. q. I will not copy any software or files us ed in school or belonging to another student. r. s. t. I will print my work by permis s ion only. I will leave my work area neat and clean. I will be respons ible for my own electronic files. u. I will report any hardware or software malfunctions to the instructor during the clas s period in which it is noticed. v. I will not us e email or chat rooms. w. I will refrain from having food, drink, gum or candy in the computer lab. Violation of Policy Us e of computer hardware, software and the Internet is a student privilege, not a right. Inappropriate us e as outlined above may result in the los s of thes e privileges. 1. If a violation of th is policy is suspected, the violation should be reported to the appropriate adminis trator or supervisor for investigation. 2. The School Administrator, System Ad minis trator, or the Security Coordinator may investigate suspected violations as appropriate. 3. In cas es that are likely to be criminal in nature (threats, stalking, haras sment, etc.), the Security Coordinator should be contacted for advice and/or investigative respons ibility, in cooperation with the System Administrator. 4. If it is determined that a violation of the policy has occurred, students may be disciplined us ing the Howard County Student Code of Conduct an in Accordance with Policy 9200, Discipline. This Policy has been adapted from the Howard County Public School System Policy #8080. To download a copy of the official county policy, visit http ://www.h cpss.o rg / b o ard /p olicies/policies_ 80 00.sh t ml .

14 ELLICOTT MILLS MIDDLE SCHOOL INTERNET/CO MPUTER USE POLICY

I, (print student name) , understand and wil l abide by the above Technology Code of Ethics. I further understand that any violation of the regu lations li sted above may termi nate my access privil eges. I understand that school discipli nary action and/or appropriate legal action may be taken as well . Print Student Name: Homeroom: Student Signature : Print Parent/Guard ian Name: Date: Grade: Parent/Guard ian Signature : Date:

RETURN THIS PAGE TO YOUR HOMEROOM TEACHER IMMEDIATELY, PLEASE.

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Academic Integrity:

Whenever you use someone else’s ideas in your own writing, you must give credit to your sources. Copying another person’s (or group of people’s) ideas or words without giving credit is stealing. This form of academic dishonesty is called plagiarism. This is a serious offense that has serious consequences.

HOW DO I AVOID PLAGIARIZING?

1) EDUCATE YOURSELF ABOUT PLAGIARISM & COPYRIGHT VIOLATIONS 2) PRACTICE PARAPHRASING AND SUMMARIZING 3) GIVE CREDIT TO THE AUTHOR(S) VIA IN-TEXT CITATIONS, BY USING QUOTATION MARKS APPROPRIATELY, & BY INCLUDING A BIBLIOGRAPHY PAGE Helpful Websites about Plagiarism:

http://www.indiana.edu/%7Ewts/pamphlets/plagiarism.shtml

(Indiana University site about plagiarism; offers examples) http://owl.english.purdue.edu/owl/resource/589/01/ (The OWL at Purdue--strategies for avoiding plagiarism) http://www.unc.edu/depts/wcweb/handouts/plagiarism.html

(Student handout from the UNC-Chapel Hill Writing Center)

Howard County Middle School Writing Stylebook

(Each student and staff member should be given a gold stylebook at the beginning of the school year. The stylebook excerpt on academic integrity is included on the following page in this media handbook.)

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“How can I be honorable about using information I have collected for assignments?”

All of us have a responsibili ty to give credit t o a source of information when we use it. If you don’t give credit to the source (whether it is an individual or a group of people), you are presenting the information as if you created it. This is a form of academi c dishonesty with a special name—

PLAGIARIS M

. There are two types of plagiarism:  accidental  deli berate

Accidenta l plagiarism

is often the result of sloppy work li ke forgetting to put quotations marks around a quote, forgetting to give credit to a source, not quoting something accura tely , or giving credit to the wrong source.

Deliberate plagiarism

means that a person has the intention of being dishonest li ke buying an assignment o nli ne, copying work from another student, turning in someone else’s work as his/her own, or cutting-and-pasting parts of ideas and pretending they are original.

Be sure you understand how to give credit for information before you turn in an assignment.

o o o o Learn how to

paraphrase

Learn how to

direct quote

Learn how to

summarize

Learn how to

cite sources

Reme mber:

If you copy other people’s work, you are steali ng. When you don’t do your own work, you don’t learn much, and the farther you get along in school, the harder it will get.

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Excerpted from the Howard County Middle School Writing Stylebook (p. 19)

Copyright @ School THE INTERNET Do’s and Don’ts of Copyright Issues for Educators

The information contained in this document is not a complete summary of copyright laws. It was created by the HCPSS Library Media Advisory Committee and is intended to provide some information for teachers and library media specialists to use when they are faced with copyright questions. Adapted from Copyright for Schools A Practical Guide Third Edition by Carol Simpson

Internet

According to Copyright for Schools (Linworth, 2001), “Web-based material is copyrighted just as print and audiovisual materials are, and notification of copyright status is not required. Small portions of Web documents may be used by teachers in class if there is not sufficient time to secure permission, just as with print materials. Large chunks of images, documents, and Web sites should not be taken without prior consent. Since there is greater latitude or student use of copyrighted materials, they may also use modest portions of Web documents as long as the copies they make belong to them. Teachers may not keep copies of originals of works made by students in which they incorporate materials copied from the Internet. The copies made from the Internet must reside with the student.” Internet Use Guidelines At-a-Glance Before copying verbatim from an Internet site, you must analyze and evaluate every use in light of the general guidelines. Each of the four tests of fair use must be considered.

• Purpose of the use - nonprofit, educational use • Character of the use - factual material (common facts, lists, statistics) has more latitude of use than creative property (stories, poems, artwork, web design) • Amount of material copied (extent) - the more of an item you plan to use the more you need direct permission from the author/owner • Effect of use on the market for the work - downloading a webpage in its entirety for perpetual use would deprive the author/owner of the ability to keep the material current and any profits generated from repeated viewing online.

A good rule of thumb is to ask permission from the author/owner to use any of the components of a webpage. These requests can easily be made by email, telephone or written correspondence.

18 Copyright @ School THE INTERNET (cont’d)

The author of an e-mail message owns the content of that message. You as the recipient may not make copies of that message or forward it without the consent of the original author. “Keep private e-mail private unless you have express permission of the original writer. It’s good manners; it’s good practice.” (Simpson, 2001) When downloading graphics from the Internet, it is necessary to refer to the four tests of fair use. Examples A teacher would like to upload his/her students work onto the school server so that others may view the work.

It is recommended that teachers obtain written permission from the student before uploading original work.

A teacher is developing a webpage to support instruction in the classroom. She would like to include links to other webpages on her page.

Including links to other pages is acceptable, however, it is recommended that you obtain permission before publishing.

A teacher locates an interesting webpage to use with her class and would like to share it with the other teachers in her school.

Rather than distributing photocopies of the site, the teacher should provide the URL so that teachers who are interested may access the site.

19 Copyright @ School MULTIMEDIA Do’s and Don’ts of Copyright Issues for Educators

Multimedia

Working with multimedia is like walking through a copyright minefield. Users encounter many different issues when working with music, video, digital images, animations, etc. When repurposing multimedia property, it is necessary to get permission from the author/owner.

Multimedia Guidelines At-a-Glance Students and teachers may use copyrighted material in multimedia presentations if quantity limits are observed.

• Motion Media (film, video, television): Up to 10 percent or three minutes, whichever is less, of an individual program.

• Text (prose, poetry, drama): Up to 10 percent or 1000 words, whichever is less, of a novel, story, play, or long poem. Short poems less than 250 words may be used in their entirety. • Music, lyrics, and music video: Up to 10 percent but not more than 30 seconds from a single work. If a video clip has music in the background and you can’t separate the music from the visual material, you will be restricted by the 30 second limitation for music. • Illustrations, cartoons and photographs: A work may be used in its entirety but only if no more than five images from a single artist or photographer are used in a multimedia work.

• Numerical data sets (computer databases or spreadsheets): Up to 10 percent or 2,500 fields or cells, whichever is less.

An educator may make only two copies (including the original) of the multimedia work. An additional copy may be made if one of the copies is lost, stolen, or damaged. If more than one person creates the multimedia work, each may have one copy of the work.

Recommendation Invest in clip art, music, and video sold expressly for multimedia productions or create your own. The multimedia collections are always copyright-cleared for such applications.

20 Copyright @ School MULTIMEDIA (cont’d)

Examples A teacher would like to take a student’s multimedia project to an inservice workshop outside of the school system to use as an example. Does the teacher need to obtain the student’s and parent’s permission?

If the student did all of the work on the project and there is no copyrighted material included in the project that the student did not create, the permission of the student and parent is all that is required. If however, the project includes copyrighted material used by the student under the multimedia fair use guidelines, only the student may use the project for workshops. The teacher may not retain copies of the work for any reason.

A principal would like to use a popular “top 40-type” song in a PowerPoint presentation. Does the principal need to obtain permission for this?

The principal can use up to 30 seconds of the song without permission. The presentation may be retained for two years from the date of its first use. The first slide of the presentation must contain a statement similar to this: “This presentation contains copyrighted material used under the educational fair use exemption to U.S. Copyright law”. The last slide of the program must include a mediagraphy that includes the copyright information (copyright date and copyright holder) for each piece of copyrighted material used in the presentation.

Copyright Resources for Further Information

Books • Simpson, Carol. Copyright for Schools A Practical Guide, 3rd edition. Linworth Publishing, Inc., 2001.

• Talab, R.S. Commonsense Copyright: A Guide for Educators and Librarians. McFarland & Co., 1999.

Websites Software and Information Industry Association Software Use & the Law www.siia.net/piracy/copyright/law.asp

U.S. Copyright Office www.lcweb.loc.gov/copyright A Visit to Copyright Bay http://www.stfrancis.edu/cid/copyrightbay/

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Privacy & Confidentiality:

The Ellicott Mills Media Center supports all patrons’ rights to privacy and confidentiality, adhering to the principles stated in the Code of Ethics of the American Library Association. The principle referring to privacy is quoted below. To access the complete ALA Code of Ethics, visit http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.cfm

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.

- ALA Code of Ethics Howard County Public School System Policy #9050 dealing with Student Records and Confidentiality can be downloaded at http://www.hcpss.org/board/policies/policies_9000.shtml

26 Howard County Public School System Library Media Essential Curriculum: Grades 6-8

Goal 1: The students at all grade levels 6-8 will demonstrate an appreciation of literature as a reflection of human experience and reading as a pleasurable activity.

Literature Appreciation

Objective – The student will be able to: a. Identify relationships between text and situations in real life.

1. Select and read age-appropriate fiction titles that reflect personal interests as well as validation of own experiences and concerns.

2. Expand use of text-to-text and text-to-world connections to explore the impact of works of literature on readers and society.

3. Explore techniques authors use to encourage readers to examine and question their own behaviors and beliefs.

4. Use informational materials to examine issues and questions related to human experiences throughout history.

b. Use libraries to facilitate development of good reading habits.

1. Utilize circulation procedures and policies to effectively and efficiently access reading materials.

2. Choose to browse, select, and enjoy library materials.

 (Method: Collaborate with teachers to provide time for students to interact with books from the library media center.) c. Experience the pleasure of recreational reading.

1. Choose to read independently.

 (Method: Book-talk titles to spark student interest in reading.)    (Method: Provide opportunities for readers to discuss with each other books they have read for fun.) (Method: Sponsor reading incentive activities.) (Method: Share experiences from own life demonstrating the pleasure of reading.) 2. Use age-appropriate periodicals for recreational reading.

d. Recognize the connection between reading and being a lifelong learner.

1. Expand comprehension of the connection between the ability to read and success in daily life.

 (Method: Share examples demonstrating the importance of lifelong learning and reading in the context of daily life.)   (Method: Invite community members to share experiences as lifelong learners and readers in careers and areas of personal interest.) (Method: Provide examples of the need to keep learning beyond formal schooling.) 2. Practice and apply skills needed to become an independent learner.

3. Continue to take ownership of learning by setting goals focusing on aspects of becoming an independent, lifelong learner.

27 Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

Goal 2: The students at all grade levels 6-8 will demonstrate the ability to use resources, in a wide variety of formats, to locate information to meet an identified need.

Locate Information

Objective – The student will be able to: a. Define and refine an information need by formulating compelling/effective questions.

1. Continue to practice developing effective research questions.

 (Method: Provide practice in identifying keywords to determine what a question is really asking.)  (Method: Provide experiences analyzing what a question is asking and evaluating answers in terms of how well they match what was asked for in the question.) 2. Analyze criteria of an assignment to generate effective questions.

3. Analyze topics of personal interest to generate effective questions.

b. Use systems of classification to identify, locate, and retrieve materials to meet current need.

1. Increase knowledge of call numbers.

2. Independently make appropriate selections of narrative (fiction) and expository (nonfiction) materials to meet current need.

c. Match resources to topic of interest or need.

1. Generate effective searches when using the automated catalog.

2. Continue to expand use of computer/online/digital resources.

3. Develop independence in locating relevant information in all formats.

4. Increase knowledge of advantages and disadvantages of using print, nonprint, and computer/online/digital resources to practice selecting the most appropriate resource for their current need.

28 Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

Goal 3: The students at all grade levels 6-8 will demonstrate the ability to collect information relevant to the current information need.

Collect Information

Objective – The student will be able to: a. Use print resources effectively and efficiently.

1. Apply strategies for collecting relevant information from print resources, recognizing issues related to access of information.

  (Method: Review pros and cons of using a print source for locating information to meet specific needs.) 2. Review and apply use of search terms and strategies for using print resources. (Method: Address need to recognize relevant terms in the index, need to interpret standard formats and symbols used in indexes, need to generate related terms.) b. Use nonprint resources effectively and efficiently.

1. Choose to use nonprint resources when appropriate, applying concepts related to access, currency, and accuracy of information.

 (Method: Analyze different formats of nonprint resources to identify their advantages and disadvantages for use.) 2. Utilize effective search strategies when using nonprint resources.

c. Use computer/online/digital resources effectively and efficiently.

1. Apply expanded strategies for collecting relevant information from computer/online/digital resources, applying concepts related to access of information.

  (Method: Expand use of different types of searches using both basic and advanced search modes.) 2. Continue generating and applying search terminology and strategies for using computer/online/digital resources.

(Method: Address need to generate own search term, provide links to related topics, include materials related to multiple meanings of term used, e.g., colonies returns hits on ants and space as well as political context, etc.)  (Method: Continue to provide practice applying concepts related to Boolean searching.) d. Evaluate the content of specific print resources to determine accuracy and relevance of content.

1. Apply criteria related to determining authority of author, accuracy and currency of information to select appropriate print resources to meet current need.

2. Apply strategies for determining relevance of information collected in relationship to what is asked for in the question.

29 Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

Goal 3: The students at all grade levels 6-8 will demonstrate the ability to collect information relevant to the current information need.

Collect Information

Objective – The student will be able to: e. Evaluate the content of specific nonprint resources to determine accuracy and relevance of content.

1. Apply criteria related to determining authority of author, accuracy, and currency of information to select appropriate nonprint resources to meet current need. 2. Apply strategies for determining relevance of information collected in relationship to what is asked for in the question.

f. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.

1. Apply criteria related to determining authority of author, accuracy, and currency of information to select appropriate computer/online/digital resources to meet current need.

2. Apply strategies for determining relevance of information collected in relationship to what is asked for in the question.

g. Use appropriate graphic organizers to record relevant information.

1. Use graphic organizers (e.g., note cards, webbing and outlining) in print formats.

2. Use graphic organizers in electronic formats (e.g., Inspiration).

h. Use original words to capture concepts and avoid plagiarism.

1. Paraphrase/summarize relevant information.

2. Expand use of technology to facilitate appropriate note-taking.

 (Method: Discuss appropriate types of notes and their functions including summary, paraphrase, list, quotation, observation, dialectic journal, etc.)  (Method: Collaborate with teachers to discourage plagiarism and assess all steps in the research process by evaluating notes, rough draft, and bibliography as well as the final product.) i. Record appropriate bibliographic information to cite sources.

1. Determine needed bibliographic information.

2. Use an accepted style for formatting required citations.

30 Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

Goal 4: The students at all grade levels 6-8 will demonstrate the ability to use appropriate print, nonprint and computer/online/digital formats to organize and manage data/information.

Organize and Manage Data/Information

Objective – The student will be able to: a. Identify appropriate formats for displaying and managing data/information.

1. Discuss advantages and disadvantages of various formats for displaying the data/information.

2. Record and organize data/information using a variety of formats; i.e., text, graph, web, graphic organizer, database, spreadsheet.

b. Interpret data/information displayed in a variety of formats.

1. Interpret data/information in a variety of formats.

2. Examine samples of the same data/information displayed in a variety of formats and discuss the advantages and disadvantages of each in terms of ease of interpretation.

c. Match appropriate strategy/format with structure of content to be organized.

 (Method: Discuss possible strategies for organizing data/information and the characteristics of each; i.e., alphabetical order, chronological order, part to whole, general to specific, main idea and supporting details, compare/contrast, cause and effect, categorizing, etc.)

31 Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

Goal 5: The students at all grade levels 6-8 will demonstrate the ability to interpret information to generate new understanding and knowledge.

Interpret Information

Objective – The student will be able to: a. Analyze content of data/information and resources.

1. Apply strategies to determine ideas being communicated in a variety of resources.

  (Method: Collaborate with teachers to provide experiences for students to identify the intended message of a story, passage, or video segment.) 2. Apply strategies to identify evidence of bias or point of view.

(Method: Collaborate with teachers to provide experiences for students to identify an author’s point of view or bias as communicated in a story, passage, or video segment.) b. Apply critical thinking and problem solving strategies.

1. Apply strategies for identifying patterns and relationships.

2. Apply strategies for drawing conclusions.

3. Apply strategies for making valid inferences.

4. Apply strategies for visualizing.

5. Apply strategies for divergent thinking.

6. Apply strategies for making personal connections with information.

7. Apply strategies to facilitate comprehension, analysis, and synthesis.

32

Collection Development & Selection Policy:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Collection Development:

Developing the library media center collection is primarily the responsibility of the library media specialist, who, along with other staff members, will evaluate a variety of materials and select materials based upon the curriculum and the objectives of the school. The Coordinator of Media and Educational Technology and the Library Media Instructional Facilitator will provide guidance regarding a countywide Collection Development Plan and guidance for individual schools. Selected materials will then be ordered following standard prescribed procedures.

Evaluation and Selection:

School library media collections should meet current MD state standards and should conform as nearly as possible to the American Library Association standards. After the basic collection is acquired, additional materials should be selected to support the curriculum and new or special programs, to enrich all phases of school activities, to give depth to the collection, and to update and replace materials as needed.

The Howard County policy regarding the selection of instructional materials, including those placed in the library media centers, is the primary source for selection criteria. Materials at the appropriate grade level may be selected from the following: * Approved List of Bibliographic Sources and Reviewing Journals * Blanket Approval - sources of consistently high quality materials * Central AV Library * Public Access Catalog for the Howard County Public School System * List of resources in approved curriculum guides, including those for approved pilot programs * List of materials pertaining to an approved textbook, when the materials are an integral part of the textbook series and published by the same publisher (e.g., audio tapes, compact discs, computer software, kits, transparencies, and videotapes).

33

Collection Development & Selection Policy:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Evaluation and Selection (cont’d):

Any materials not reviewed in approved selection aids may be purchased upon favorable evaluation by three professionals, using the established Selection Criteria for Media Center Materials form. One form including all three signatures is acceptable. Use a separate form for each item purchased.

In addition to observing the evaluation and selection policies established by The Howard County Board of Education, the library media specialist should also be aware of the suggestions of the American Association of School Librarians, which reaffirm its belief in the Library Bill of Rights of the American Library Association. Whenever it does not conflict with county policy, it is the responsibility of the library media center: “To provide a comprehensive collection of instructional materials selected in compliance with basic written selection principles, and to provide maximum accessibility to these materials.

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

To provide materials for teachers and students that will encourage growth in knowledge, and that will develop literary, cultural and aesthetic appreciation, and ethical standards.

To provide materials which reflect the ideas and beliefs of religious, social, political, historical, and ethnic groups and their contribution to the American and world heritage and culture, thereby enabling students to develop an intellectual integrity in forming judgments.

To provide a written statement, approved by the local Boards of Education, of the procedures for meeting the challenge of censorship of materials in school library media centers.

To provide qualified professional personnel to serve teachers and students.” School Libraries, vol. 19, no. 2, p.61

34

Collection Development & Selection Policy:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Media Materials on Family Life and Human Sexuality and HIV/AIDS: Audiovisual Materials:

The K-12 Health Education Office will provide library media specialists with an approved list of audiovisual materials that may be purchased for library media collections that deal with these topics. Each fall an updated list will be distributed to all library media specialists and to the Manager of Media Technical Services. Library media specialists should not purchase audiovisual materials that deal with these topics if they are not on the approved list. If a library media specialist would like to have a specific title added to the approved list, recommendations should be made to the K-12 Health Education Office.

Books:

When ordering books, both fiction and nonfiction, that deal with HIV/AIDS, sexuality, and family life, library media specialists should always check the review sources to make sure that the materials are consistent with the health curriculum and appropriate for the grade level. After the materials arrive in the school, library media specialists should look through them to ensure that the materials are appropriate for the library media collection. If a library media specialist has any questions about whether or not to include an item in the collection, the Coordinator of Media and Educational Technology should be contacted. These materials will then be referred to the K-12 Health Education Office to determine if they should be included in the library media collection.

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To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

36

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

37

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

38

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

39

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

40

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

41

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

42

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

43

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44

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

45

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

46

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

47

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

48

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

49

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

50

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

51

To download an official copy of Policy #8040,visit http://www.hcpss.org/board/policies/policies_8000.shtml

52

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54

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56

57 APPROVED LIST OF BIBLIOGRAPHIC SOURCES AND REVIEWING JOURNALS

A favorable review of any title in one of the following reviewing journals, or inclusion of that title in one of the following bibliographic sources, constitutes approval of the title for addition to library media center collections in the Howard County Public School System for use at the level(s) indicated. TITLE: LEVEL: AAAS Science Book List for Children (Hilary J. Deason)

TITLE: Adventuring with Books (National Council of Teachers of English) LEVEL:

TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: American Biology Teachers (National Assn. of Biology Teachers)

Periodical Appraisal: Science Books for Young People (Children ’ s Science Book Review Committee)

EMH

Periodical Best Books for Children (John T. Gillespie)

Best Books for Junior High Readers (John T. Gillespie)

Best Books for Senior High Readers (John T. Gillespie)

TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: Best Books for Young Adult Readers (John T. Gillespie) MH Best Books for Young Teen Readers (John T. Gillespie)

MH Black Experience in Children EM

Book Bait (Elinor Walker)

MH EMH

Periodical

’

s Books (New York Public Library) Booklist (American Library Association)

58 APPROVED LIST OF BIBLIOGRAPHIC SOURCES AND REVIEWING JOURNALS (cont

’

d)

TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: Books for the Teen Age (New York Public Library)

Books for You (National Council of Teachers of English)

H Bulletin of the Center for Children ’

s Books (University of Chicago)

Periodical

Childhood Education: Infancy Through Early Adolescence

(Assn. for Childhood Education)

Periodical Children and Books (Zena Sutherland)

E Children ’

s Books of the Year (Child Study Children ’ s Book Committee)

Annotated Guide

Children ’

s Books Too Good To Miss (May Hill Arbuthnot)

EM Children ’

s Catalog (H.W. Wilson)

EM Children ’

s Literature in the Elementary School (Charlotte S. Huck)

E Children ’

s Software & New Media Revue (Active Learning Associates, Inc.)

EMH

Periodical CHOICE: Current Reviews for Academic Libraries (American Library Association)

H Guide to Reference Materials for School Library Media Centers

(Barbara Ripp Safford)

EMH

59 APPROVED LIST OF BIBLIOGRAPHIC SOURCES AND REVIEWING JOURNALS (cont

’

d)

TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL:

High Interest - Easy Reading for Junior and Senior High School

Students (Marian White)

MH High/Low Handbook: Best Books and Web Sites for Reluctant Teen Readers. 4 th

edition. (Libraries Unlimited)

Horn Book Magazine (The Horn Book, Inc.)

Periodical Instructor (Scholastic Inc.)

Periodical Journal of Aesthetic Education (University of Illinois Press)

Periodical Journal of Geography (National Council of Geographic Education)

Periodical Kirkus Reviews (The Kirkus Service)

EMH

Periodical Learning & Leading with Technology (International Council for Computers in Education)

EMH

Periodical Learning: Resources for Successful Teaching (The Education Center)

Periodical Library Media Connection (LMC) (Linworth Publishing Co.)

EMH

Periodical

Literature for Today ’

s Young Adults (Kenneth L. Donelson)

60 APPROVED LIST OF BIBLIOGRAPHIC SOURCES AND REVIEWING JOURNALS (cont

’

d)

TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL:

Media and Methods: Educational Products, Technologies and

Programs for Schools and Universities (American Society of Educators)

Periodical Middle and Junior High School Library Catalog (H. W. Wilson)

Modern Language Journal (National Federation of Modern Language Teachers Assns.)

EMH

Periodical Multimedia & Internet @ Schools (Information Today, Inc.)

EMH

Periodical Natural History (American Museum of Natural History)

EMH

Periodical Newbery and Caldecott Medal Books (ALA)

EMH

Paperback Books for Children (Child Study Children ’ s Book Committees)

EMH

Physics Teacher (American Association of Physics Teachers)

EMH

Periodical Reading Teacher (International Reading Assn.)

Periodical Reference and Research Book News (Fred Gullette)

Reference and Subscription Book Reviews (American Library Assn.)

EMH

61 APPROVED LIST OF BIBLIOGRAPHIC SOURCES AND REVIEWING JOURNALS (cont

’

d)

TITLE: LEVEL: School Library Media Quarterly (American Association of School Librarians, ALA)

EMH

Periodical TITLE: LEVEL: TITLE: LEVEL: Science Books & Films [SB&F] (American Association for the Advancement of Science)

EMH

Periodical Scientific American (Scientific American, Inc.)

EMH

Periodical TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: TITLE: LEVEL: SciTech Book News (Fred Gullette)

Senior High School Library Catalog (H.W. Wilson)

School Library Journal [SLJ] (American Library Association)

EMH

Periodical Teaching Exceptional Children (The Council for Exceptional Children)

EMH

Periodical Teaching preK-8 (Allen Raymond, Inc.)

Periodical Tech Trends - For Leaders in Education and Training (Assn. for Educational Communication and Technology)

EMH

Periodical Technology and Learning (Miller Freeman Inc.)

EMH

Periodical Voice of Youth Advocates (VOYA) (Scarecrow Press, Inc.)

Periodical Your Library: A Reference Guide (William A. Katz)

62 BLANKET APPROVAL LIST FOR SELECTION MATERIALS

These are sources of instructional materials whose publications are of such consistently high quality that individual evaluation of each item is not necessary. Materials from such sources are given blanket approval for addition to library media center collections in the Howard County Public School System. Blanket approval is given to materials from the following sources: Childrens Press 5440 North Cumberland Avenue Chicago, IL 60656 Howard County Public School System All materials supporting an approved pilot program Howard County Public School System Union List of Periodicals National Geographic Society 17th and M Streets, NW Washington, DC 20036 State of Maryland Materials issued by state agencies U. S. Government Printing Office 710 N. Capital Street, NW Washington, DC 20402 Weston Woods Studios Weston, CT 06680

63 APPROVED LIST OF PERIODICALS

Key: E = Elementary M = Middle School H = High School P = Professional Resource Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators (Appendix) http://www.howard.k12.md.us/met/media/handbook/appendix/periodicals.html

64 APPROVED LIST OF PERIODICALS (cont

’

d)

65 APPROVED LIST OF PERIODICALS (cont

’

d)

66 APPROVED LIST OF PERIODICALS (cont

’

d)

67 APPROVED LIST OF PERIODICALS (cont

’

d)

68 APPROVED LIST OF PERIODICALS (cont

’

d)

69 APPROVED LIST OF PERIODICALS (cont

’

d)

70 APPROVED LIST OF PERIODICALS (cont

’

d)

71

Review and Reevaluation of Materials in Use:

Adapted from the Howard County Public School System Selection of Instruction Materials Policy #8040

The following steps should be taken if a library item is challenged. For a full statement of HCPSS Policy, see pages 44-45 in this handbook.

The principal will make available specific material for review upon community member request and make every effort to resolve the concern at the school level.

Following review of the material and a conference with the principal, the community member may file a “Request for Reevaluation of Instructional Materials In Use” form with the principal of the school. These forms will be available at each school and at the Department of Education. A copy of the completed form will be forwarded by the principal to the Superintendent/designee.

The Superintendent/designee, upon notification that a satisfactory solution was not reached at the local school level, will refer the matter to the Criteria/Review Committee (CRC).

The CRC will reevaluate the work in consideration of the request and the appropriate selection criteria and make a recommendation to the Superintendent/designee in writing.

The Superintendent/designee will decide whether to remove or retain the material and notify the initiator of the reevaluation in writing.

Further appeals are directed to the Superintendent of Schools.

The Howard County Board of Education will serve as the final level of appeal with the Howard County Public School System.

Once Board approval has been given for reevaluated materials, no further reevaluation will be made for at least two years.

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73

Donations Policy:

Any items that are donated to the Ellicott Mills Media Center must meet the selection criteria of the Howard County Public School System. Refer to the Selection of Instructional Materials Policy #8040 (page 49 in this handbook) for more information.

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75

Weeding Policy & Procedure:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Once an adequate collection of materials has been established, it should be maintained at peak quality and usefulness. This can be done by adding materials as needed, by discarding those that are worn out, out-of-date, or no longer used, and by mending books in need of repairs. Weeding is second only to selection in keeping the collection current.

At least once a year the collection, both print and audiovisual, should be examined to find worn-out materials, to remove those items which no longer justify their space due to infrequent circulation, to consider replacement of poor editions by better ones, and to round-out the collection. This may or may not be done in connection with the shelf list inventory. Up to 5% of the collection should be weeded each year. The library media specialist must keep a careful accounting of the number of materials withdrawn. The talley of items withdrawn must be kept from April 1st of one year to March 31st of the next.

In Library.Solution, there is a report that can be used to determine the number of items that have been deleted from a school’s library media collection. To access this report: * Open the Library.Solution Report file.

* Select Items Deleted by Location.rpt.

* Select your school’s name.

* For the earliest date to consider, enter April 1, 20XX.

* For the latest date to consider, enter today’s date (should default to this).

The list that is generated will include the titles of the items that have been deleted (by collection, i.e., everybody, fiction, etc.) and the dates on which they were deleted.

The library media specialist is responsible for deciding what to discard. Reference to standard lists and the advice of authorities in special fields should be the basis for retaining or discarding doubtful titles.

Mend those items that can be repaired quickly with simple materials. Rebind books only if they are out-of-print, or expensive and still in good condition. Handle this directly through the company and pay through the library media supply account.

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Weeding Policy & Procedure (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Discard those items that fall into the following categories:

* Books with pages missing or badly torn * Books with minute print, poor illustrations, and/or unattractive bindings when better editions are available * Materials which have not circulated for a considerable time * Numerous duplicates of seldom-used titles * Series books of mediocre quality * Items with inappropriate reading or interest level * Materials which are out-of-date or inaccurate * Fictionalized representations of life that have contributed to false and stereotyped concepts.

Criteria to consider when weeding include:

1) Copyright Below are some suggested guidelines.

Dewey Classifications

000 100 200 300 400 2-10 years 10 years 2-10 years 5-10 years 10 years 500 600 700 800 900 5-10 years 5-10 years 5-15 years flexible 15 years Biographies - Flexible * Fiction - 10 years * Encyclopedias - 5-7 years * Reference - evaluation on individual basis * Periodicals - 5 years * Almanacs/Yearbooks - 3 years in reference, 3 additional years in circulation 2) Content – should be relevant to the needs and curriculum of the school 3) Physical condition – if in poor condition, repair or replace; does repair make sense?

4) Number of circulations – This information can be found in Library.Solution Reports (Titles & Items -> Items in a Selected Holdings code…..). If an item hasn’t circulated for several years, consider weeding.

5) Superseded – Is there newer information available?

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Weeding Policy & Procedure (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Consider keeping:

* Classics, award winners; replace when condition deteriorates * Local history * Yearbooks and school publications * Titles on current reading lists * Out-of-print titles that are still useful The American Library Association in cooperation with the Texas State Library (1976), coined the term MUSTY as a guide for weeding.

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Weeding Policy & Procedure (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Withdrawals:

After deciding which items to withdraw, remove the items through the Public Access Catalog (PAC) following instructions from The Library Corporation. Remove the shelf list card for every withdrawn item. Hold the shelf list cards in a separate location until the number of withdrawn items has been noted for the Annual Howard County School Library Media Center Report.

It is important that media books be boxed separately from textbooks and simply labeled "media books." Separate paperback and hardback books to facilitate recycling. Box withdrawn materials and seal the cartons. Complete a Warehouse Pick-Up Delivery Request form (see appendix). Label each carton or item being transferred with the appropriate destination name (Warehouse). Attach a note generally listing the subject/content and condition of the boxed books (boxing books by condition would be extremely helpful). Have the principal sign the form. Detach the cost center copy (goldenrod) for the school records. Send the remaining copies of the Warehouse Pick-Up Delivery Request form to the Manager of Media Technical Services. The manager will sign the Warehouse Pick-Up Delivery Request form and forward it to the warehouse.

Withdrawn audiovisual items (e.g., filmstrips, videos, cassette tapes, etc.) that no longer have any value for resale should be disposed of at the school. For any questionable items, contact the HCPSS chief purchasing officer at the Central Office (410.313.6722).

79

Record Keeping:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Library media specialists must keep accurate records of library media center collections and programs. Records must be kept of additions and withdrawals. A shelf list or database of all materials and AV instructional equipment must be maintained. Accurate reporting is necessary for annual state reports and county inventories.

Additions and Withdrawals:

Library media specialists must keep a cumulative summary of additions and withdrawals for all collections. Run a “Count of Items by Material Type” for your specified branch at the beginning of the school year. This will provide base numbers for each area of the collection and allow you to plan for collection development and weeding.

Shelf List:

Shelf list cards are to be used for both print and audiovisual materials. An accurate up-to-date record for each item is required, including complete information about all copies of a particular edition, and any special notes. Audiovisual materials should not be given accession numbers. Kits are to be counted as one item and should not be taken apart.

80

Inventory:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Inventory of all materials should be taken each year. This may be done at the end of the school year or may be conducted throughout the year. Library media specialists may establish a running inventory, checking certain groups of materials each month and report a cumulative result in June. Regardless of the method used, the library media specialist must keep accurate, up-to-date records of acquisitions and withdrawals. The records are then used in completing the Annual State Library Media Center report and the Annual Howard County School Library Media Center Report.

Electronic Inventory:

The inventory process in Library.Solution is designed to allow you to do a continuous inventory of your collection. Follow the directions distributed by The Library Corporation to conduct an electronic inventory.

Shelf List Inventory:

1) Arrange all materials in shelf list order to expedite the inventory.

2) Remove the rod from the shelf list tray corresponding to the first section to be inventoried.

3) Compare cards and materials checking for two discrepancies: * Cards for which there are no materials - Turn up or clip the card that represents an item that cannot be located. When one section has been inventoried, search for missing items by checking circulation or the repair shelf. Mark shelf list cards for missing items that fail to turn up with an “M” and the date. Items missing for two consecutive inventories should be withdrawn from the collection via the Holdings Editor in Library.Solution. Remove the corresponding shelf card, and keep a record of the number of items withdrawn using the additions and withdrawals procedure. Prepare orders for items to be replaced.

* Materials for which there are no shelf list cards - If the item is in the circulation database and the PAC, send an eProcessing Request form. (MARC records can be located in the PAC system.) Click on the MARC icon, located on the record for the item.

81

Audiovisual Equipment & Computer Inventory:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Audiovisual Equipment & Computer Inventory:

Library media personnel and technology teachers are responsible for maintaining a current inventory of the equipment in the school. Inventories are needed in order to track the location of school equipment, to maintain an adequate supply of repair parts, and to make purchasing decisions. Inventories must be taken annually. It is recommended that a running inventory that includes additions and withdrawals since the last full inventory be maintained throughout the year. Library media personnel should have a record of where all equipment is located at all times.

Your school’s inventory should include the following:

* Equipment purchased with school system accounts (e.g., school “little budget” funds, Special Education, etc.) and local school funds (e.g., book fair profits, PTA funds, etc.).

* Equipment in portables.

* Equipment donated to your school that is instructionally valid, has been approved by Networks and Technology Support Services personnel, and is in current use by students, teachers or staff.

* Equipment that was purchased through grant funds that is the property of HCPSS.

* Equipment that was purchased through other funding sources and is the property of HCPSS.

Do not include:

* Equipment that is personally owned by a teacher, student or staff member.

* Equipment that is on loan from an organization (through grants, partnerships, etc.).

A recent review of Policy 4040 has determined that it will no longer be necessary to use HPCSS Fixed Asset Tags (FAT) for school system computers except for equipment (servers, specialized computers) that costs in excess of $5,000. Instead, AV Inventory Tags will be utilized for computers. It will no longer be necessary to complete a separate Fixed Asset inventory, nor must the FATs be returned to the Finance Office representative.

82

Audiovisual Equipment & Computer Inventory (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

AV Inventory Tag Procedures:

All instructional audiovisual equipment that will be considered in school system replacement cycles should be included in a school’s Central Inventory Database (CID) and should have an AV Inventory Tag (AVIT) assigned. The chart below distinguishes which equipment should have an AV Inventory Tag as well as some examples of equipment that should not get a tag. Each school has a supply of these tags to affix to new equipment when it arrives. Please note: The AV Inventory Tags are to be applied ONLY to the equipment that is listed in the AV Inventory Tag column. For the convenience of having all of the school’s instructional AV equipment in a single location (the Central Inventory Database), you may include even the equipment that doesn’t have a tag, but the tags should be only on the predetermined equipment.

Prior to January 2008, most computers and some LCD projectors and printers received Fixed Asset Tags. These should remain on the equipment until the items are eventually decommissioned.

83

Audiovisual Equipment & Computer Inventory (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

AV Inventory Tag Procedures:

TAG Chart:

84

Audiovisual Equipment & Computer Inventory (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Procedures for Obtaining AV Inventory Tags for New Equipment:

In the initial rollout of the AV Inventory Tags, several hundred were distributed to the library media center at each school. When more AV Inventory Tags are needed, contact the secretary for the Office of Media and Educational Technology. The tags will be sent to the school via the Pony.

Steps for Receiving New Audiovisual Equipment and Computers * Mark all newly acquired audiovisual equipment upon receipt and acceptance to identify the equipment as HCPSS property. Affix an AV Inventory Tag to all equipment as indicated in the chart above. In the case of leased equipment such as computers and LCD projectors, a label that can be easily removed may be used, but no etching or permanent marking should be done.

* Add all newly acquired audiovisual equipment to the school’s Central Inventory Database (CID) except for instances when the task is assumed by Central Office personnel as part of an initiative (e.g., Replacement Plan1.0).

* Distribute the new AV item(s) to the appropriate person or location.

Computer Transfer:

Occasionally, it may be determined that some computers will be transferred from one school to another (e.g., from BCMS to a general purpose lab in another school). Create a list of computers being transferred to another school; include the Fixed Asset Tag/AV Inventory Tag number for each. The Networks and Technology Support Services technician should sign-off on the list of computers being transferred. Indicate in the Central Inventory Database (CID) the new location for these computers; if the new location has not been determined, “assign” the computers to TSC.

Central Inventory Database (CID):

The purpose of the Central Inventory Database (CID) is to have a central inventory of instructional equipment that provides a uniform system that all schools and central staff can read. The online Central Inventory Database (CID) will be used to make important decisions about possible upgrades and replacement equipment. In order for the inventory to be useful, it is important that like equipment is called by the same name (e.g., a television must be called a television, not a TV or monitor/receiver – and spelling counts!). Please use only the names that are found in the AV Equipment list.

85

Audiovisual Equipment & Computer Inventory (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Central Inventory Database (CID):

To access the CID, library media specialists or other authorized individuals will go to http://media.howard.k12.md.us/newcode/lmsinventory/lmsinventory.php

Each user is associated with their respective school(s). Users who are in two schools have unique logins for each school. If an individual needs CID access but does not currently have it, please contact the library media instructional facilitator.

Central Inventory Database information and resources are available on the HCPSS Document Repository.

http://doc.hcpss.org.:8080/docushare/dsweb/View/Collection-11392

CID Procedures for Departmental Equipment:

Listed below are the procedural requests from various departments as to how they would like their technology equipment to be handled for inventory purposes. [Owner = Central Inventory Database field that indicates the appropriate owner of the inventoried equipment] * Special Education – All Special Education equipment should be inventoried and entered into the CID with the owner indicated as “Spec. Ed.” * Guidance – All Guidance equipment should be inventoried and entered into the CID with the owner indicated as “Guidance.” * School Psychologists – School Psychologist’s equipment should not be inventoried by the school.

* Pupil Personnel Workers (PPW) – PPW’s equipment should not be inventoried by the school.

* BSAP – BSAP equipment should be inventoried by the school.

* Health - Health Assistants' equipment should be inventoried and entered into the CID with the owner indicated as “Health." - Health Cluster Nurses equipment should not be inventoried by the school.

86

Audiovisual Equipment & Computer Inventory (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

CID Procedures for Departmental Equipment (cont’d):

* Physical Education - Physical Education equipment should be inventoried and entered into the CID with the owner indicated as “PE” * Health Education – Health Education equipment should not be inventoried by the school * Title I – Title I equipment should be inventoried and entered into the CID with the owner indicated as “Title I”. Please note that federal law stipulates that Title I equipment may be used only with Title I students (this is explicitly with an individual student or group of students, each of whom has been identified as eligible for Title I, not using the equipment with a class of students in which there are a few Title I students).

Making Corrections to the CID:

Please use the chart below to determine what to do with incorrect CID entries.

87

Budget Guidelines:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Each year during the budget process, funds are allocated for Library Media Materials on a “per pupil” basis. Each school’s allocation for this account (3220100) becomes available at the beginning of the fiscal year (July). The balance of this account can be found in IFAS reports.

The Library Media Materials funds are intended to be used for books and other materials for use by students during the school year in which the funds are allocated. Library media specialists are encouraged to spend the funds as early as possible in the school year.

88

Integrated Financial & Administrative Solution (IFAS):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

The program used to enter purchase requisitions from the library media accounts is Integrated Financial and Administrative Solution (IFAS). As stated in the "IFAS Quick Reference Guide" (August 2005): "The Purchasing Module allows individual schools/departments to request materials, equipment, supplies, and services from external vendors. The WorkFlow process will ensure the Purchase Requisitions are routed to the appropriate parties for approval. Receiving is the process of recording the receipt of materials, equipment, supplies, and services against Purchase Orders. Products MUST be received in IFAS in order for Accounts Payable to pay the vendor.

Note: Encumbering of funds occurs at the Requisition level. Thus, once your Requisition has been saved, the funds for all of the items in your Requisition will become encumbered." The IFAS account number for Media Services has two parts. The Key number is 10XX041501 in which the 3rd and 4th digits are your school's IFAS code numbers.

The Object codes for library media are:

* Library/Media (books, audiovisual materials) * Supplies (posters, key disks, pencils, etc.) * Computer software and supplies 3220100 3292200 3292900 The Product Code for print and nonprint materials is 71500000. For all other items, look up the product code in the IFAS system.

A quick reference for vendor numbers used frequently by library media specialists can be found in the Vendor Numbers Frequently Used folder in the Media-Services conference as well as in the Media Tech-Specific Documents folder in the IFAS Users conference. Vendor numbers can also be obtained within the IFAS program.

For additional information on IFAS, please refer to the documents found in the IFAS Users conference or call the IFAS helpline (410.313.1588).

89

Ordering Process & Procedures:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Selection of materials for school library media collections is one of our greatest responsibilities. This responsibility is delegated to the professionally trained library media specialist in accordance with HCPSS School Board adopted policies and guidelines (Policy #8040). After determining collection needs, select and acquire the materials. Identify high-quality materials that meet Howard County Public School System guidelines.

Materials should be selected: * from favorable reviews in approved sources (see appendix); * from the Public Access Catalog (PAC) for HCPSS; * from favorable evaluations by three faculty members using the "Selection Criteria for Media Center Materials" form (see appendix); * from HCPSS curriculum guides and resource guides; * from bibliographies in HCPSS approved textbooks.

All materials must be selected for the appropriate grade level.

Reviews for many titles can be found in Patron Books in Print (http://www.patronbooksinprint.com/bowker/default.asp); after you select your search type and enter your keyword or ISBN, you will be prompted for a login: Username: hcpss06 Password: hcpss06 Another option is to complete the “Selection Criteria for Media Center Materials” form after reading the book or viewing the audiovisual item (3 signatures from professional staff are required); submit the item and completed form together to Judith Jurgenson to have the title added to the database.

90

Ordering Process & Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Various methods may be used for compiling titles for orders. These include using the vendor catalog order forms or vendor websites and/or developing a database of items. When using any of these methods, use the Integrated Financial and Administrative Solution (IFAS) to create a purchase requisition. Detailed directions for using IFAS, including blank and sample worksheets, can be found in the IFAS Users conference in CLC (CLC > Technology Systems > IFAS Users > Purchase Order Documentation)-- locate the Media Tech-Specific Documents folder inside the Purchase Order Documentation folder). NOTE: Finance Office policy requires that IFAS users attend a training session before a user name and password is given. Library media orders are different from general school orders, so it is essential that library media personnel have the appropriate training for library media IFAS accounts.

Pre-approved lists of materials may also be used. When ordering from pre approved lists that come from Media Technical Services, the Coordinator of Media and Educational Technology (e.g., "Best of the Year" list), or other sources within HCPSS, follow the instructions that accompany the lists.

When submitting titles for purchase, the approval source for each item should be indicated on the purchase requisition or list (e.g., Booklist 3/05; PAC; HCPSS soc stud gr 5). For items not previously approved, a copy of the "Selection Criteria for Media Center Materials" form should be sent to Media Technical Services for recording in the database; the original copy of the form should be kept in a file at the school.

To prepare a list of materials for purchase, follow these instructions: * Determine that items being ordered meet selection requirements.

* Indicate the quantity to be ordered.

* Include at least three of the following: title, author, ISBN, or publisher.

* Organize items in priority order.

* For all orders, submit two copies of the order to Media Technical Services.

* An additional copy of the order list should be prepared and used as a receiving copy by the school. This copy may have additional information such as subject area, the name of the individual who requested the item, awards, reading level, etc. Copies of order lists should be maintained at the school for three years (for potential audit purposes).

* When ordering a series or set of books, please send Media Technical Services (MTS) a copy of the catalog page or a list of titles in the series so that MTS personnel can determine that all items in a set/series have been delivered.

91

Ordering Process & Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

For book orders, a minimum of eighty percent must be ordered from the following companies: Baker & Taylor; Perma-Bound; Scholastic Library Publishing; Grolier. However, some publications are not available from these vendors and should be ordered from the publishers or specialized vendors

Vendors That Provide Our Accepted Processing:

HCPSS has established relationships with certain vendors who have been able to accommodate the book processing needs of the school system. Placing orders for these companies follows a slightly different process. Because the books are pre processed, they are shipped directly to the school.

Baker & Taylor, Inc (vendor #V01951-P2) Perma-Bound (Vendor #V01229) - Catalog prices reflect the 22% discount given to HCPSS.

Scholastic Library Publishing (vendor #V02269-P3) and Grolier Publishing (vendor #V02269-P3) - Scholastic handles Children's Press, Franklin Watts, Scholastic trade titles, and Grolier. The prices listed in bold print in the vendor catalogs reflect the 30% discount on Children's Press and Franklin Watts titles and the 40% discount on Scholastic trade titles.

When completing orders for these companies, follow these directions:

* Orders are to be shipped to the individual school (use the school's IFAS #).

- Attn: Library Media Center * In the IFAS Print After field, enter: - "Please send vendor copy of PO to Judy Litz, MTS, for mailing." - "Free shipping/handling" - "Full processing for all titles FREE of charge" * Send two copies of the list of titles with the RQ# and the school name to Judy Litz at Media Technical Services: keep a copy of the list at the school for checking in the order and for audit purposes (must be retained for three years).

* When the books arrive, do not open the boxes until Judith Jurgenson gives notification that the titles have been merged with the database.

* After hearing from Judith, open the boxes and check the items against the order list and packing slip.

* If there are any discrepancies in the order/shipment, contact Judy Litz at Media Technical Services via CLC or phone (410.313.7036).

92

Ordering Process & Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

"Do Not Exceed" Orders:

"Do Not Exceed" orders are ones for which the vendor is to provide as many items from a list as possible with the indicated amount of money. The total should include shipping/handling.

* In the IFAS PR Notes field enter: "List of titles available at school" * In the IFAS Print After field enter: "Please send vendor copy of PO to Judy Litz, MTS, for mailing.”

Other Orders:

When ordering from vendors other than those listed above, follow these directions: * For orders from other vendors, orders are to be shipped to Media Technical Services (IFAS # L13J).

* Leave the End Use field blank [this will automatically generate shipping to Media Technical Services].

* Enter any shipping/handling costs as a line item.

* Enter any discounts as a line item.

* In the IFAS Print After field, enter any text that is to appear on the Purchase Order (e.g., if a vendor/sales rep indicated shipping would be free, enter that name; note if coupons are attached; etc.)

Additional Titles to Fill Orders:

If a vendor is unable to supply all of the titles ordered, or if the titles ordered cost less than the amount of the funds encumbered with the purchase requisition, the library media specialist will be contacted by Media Technical Services personnel with a request for additional titles to complete the order. The funds for these additional titles are already encumbered so nothing needs to be done with IFAS. Submit a list of additional titles to Judy Litz at Media Technical Services; include the school name and the Purchase Order number.

93

Ordering Process & Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Series Titles:

Titles in a series, even if previous titles are already approved, must have a positive review or they must be read and have a “Selection Criteria for Media Center Materials” form completed (indicating that the title is appropriate/approved). There have been series for which the first several titles were appropriate, but a later title had serious flaws/problems.

Standing Orders:

Standing orders (orders that are automatically generated by a vendor, such as new titles in a series) are not permitted. Because funding from year-to-year cannot be guaranteed, library media personnel may not enter into agreements for standing orders.

Paperback Books:

Paperback books are frequently not cost effective purchases when one considers the limited shelf life and the cost of processing them. Consider instead purchasing the titles in prebound format. There are several companies that can provide prebound books.

Periodicals:

Periodicals to be used by students must meet the same criteria as books (see above). A combined order is compiled from all school requests, and all subscriptions are placed with one jobber for one calendar year. This procedure simplifies routines and results in substantial savings. Therefore, schools are expected to place their subscription orders in the prescribed manner. Detailed directions for ordering periodicals are sent to each school in the spring along with the approved periodical list. Professional periodicals, used only by staff, are automatically approved. Periodicals to be used with students that do not appear on the approved list may be purchased by completing the Selection Criteria for Media Center Materials form. The completed form should be forwarded to Media Technical Services with the periodical order.

Each school is informed of the cost of its periodicals in the fall of the following school year. The amount is deducted from the library media center materials account at that time.

All correspondence pertaining to missing issues, poor service, etc., should be directed to the jobber, not to Media Technical Services.

94

Ordering Process & Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Newspapers:

Newspapers to be used in the school library media center should be carefully chosen publications for general circulation. Examples include: * Local newspapers – Columbia Flier, Howard County Times * Large city newspapers – The New York Times (Sunday edition), The Baltimore Sun, The Washington Post * National newspapers – Christian Science Monitor, USA Today, Wall Street

Journal

* Special interest newspapers when they deal with school curriculum and are appropriate for the age, interests, and maturity level of the students –

Baltimore's Child

Payment for newspapers may be handled through the library media supply account or other appropriate accounts.

U. S. Government Publications:

Government documents are available for purchase from the U. S. Government Printing Office (http://bookstore.gpo.gov). Materials may be ordered through IFAS. Payment must accompany the order. In IFAS, enter "Check enclosed" in the Print After field.

Vertical File Materials:

Pamphlets, documents and magazine articles are primary types of materials found in vertical files. They often provide library media center users brief information on timely topics. Any materials needed to build an adequate file may be ordered at the discretion of the library media specialist and should be judged by the same criteria as other materials placed in the library media collection. The materials may be purchased either through the library materials account (3220100) or through the supply account (3292200). Vertical file materials will not be processed by Media Technical Services and will not be included in collection number totals.

95

Ordering Audiovisual Materials & Instructional Software:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Audiovisual Materials:

Audiovisual materials (AV) must meet the same selection criteria as books. Materials should be selected: 1. from favorable reviews in approved sources (see appendix); 2. from the Public Access Catalog (PAC) for HCPSS, age-appropriate level; 3. from favorable evaluations by three faculty members using the “Selection Criteria for Media Center Materials” form (see appendix); 4. from HCPSS curriculum guides and resource guides; 5. from bibliographies in HCPSS approved textbooks.

Audiovisual materials may be purchased from the library media center materials account (3220100). Follow the directions found in Other Orders above to complete IFAS orders for AV materials.

When ordering a series of AV materials, please send Media Technical Services (MTS) a copy of the catalog page or a list of titles in the series so that MTS personnel can determine that all items in a set/series have been delivered.

In Policy #8040, section II.2.b.iii states that “R” and “NC-17” rated videos, and non-rated feature videos produced after 1990 may not be shown to classes in Howard County Public Schools. Even though section II.2.B.iv of the policy permits the showing of “brief, appropriate excerpts from videos excluded by this policy to address an important instructional purpose,” only videos that may be shown in their entirety should be added to the school library media collection.

Instructional Software:

All software to be used with students in the Howard County Public School System must meet COMAR regulations. Before ordering any software, check the HCPSS listing of approved software (http://www.hcpss.org/purchasing) to determine if the software has already been approved.

96

Ordering Audiovisual Materials & Instructional Software (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Instructional Software (cont’d):

If the software is approved for the level of the intended users, it may be purchased following the usual purchasing procedures. If the software is not listed, complete and submit an "Instructional Software Request for Approval Form." (see appendix) Other than software that has been purchased at the county level (e.g., Microsoft Office, virus protection software, etc.), each school is responsible for purchasing the appropriate licenses for any computer programs being used in the school.

Software Approval Process (SAP):

Purpose: All software and web-based programs intended for use in the Howard

County Public School System must be approved prior to purchase. This is to ensure that the software meets curriculum needs, is compatible with computer systems in the schools, and has been reviewed for accessibility as required by COMAR regulations (http://www.usdoj.gov/crt/508/508home.html).

Procedure: Initiation and submission of the software request

* Check the HCPSS listing of approved software to determine if the software has already been approved or not approved. If the software is not listed, please complete an Approval Request Form; the link for the form can be found on the Software Approval page of the HCPSS Purchasing webpage: http://www2.hcpss.org/purchasing/ApprovedSoftware/AprvdSoftwr.html.

* Provide as much detail about the software/program as possible.

* Forward the Approval Request Form to the Principal/Administrator of your school/location for an authorizing signature.

* Save a copy of the completed Approval Request Form.

* Send the signed Approval Request Form to the Office of Media and Educational Technology (OMET) at the ARL B-48. If you have a copy of the software, please send it with the Approval Request Form.

The software will be reviewed by representatives from the offices of curriculum, technology, and special education for approval. You will be notified of the status at the completion of the approval process and results will be posted on the website. All efforts will be made to complete the review process in less than six weeks.

Call the SAP Test Lab Specialist with questions at x7178 or email Holly Windsor at ([email protected]).

97

Ordering Audiovisual Materials & Instructional Software (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Direct Payment Request:

“Effective July 1, 2008, the use of Direct Payment (DPs) shall be limited to emergency orders and for those vendors not accepting VISA (HCPSS P-Card) credit payments.” [HCPSS Purchasing Office] Purchases for the library media collection from the library materials account (3220100) must be made using IFAS (i.e., neither Direct Payment nor the HCPSS P-card may be used for this account). To purchase books and audiovisual materials from the library media supplies account (3292200), a library media specialist may use IFAS or an HCPSS card. There is no guarantee that a library media specialist will be reimbursed via Direct Payment for school purchases of books or AV materials made from their personal funds.

Ordering Audiovisual Equipment and Computers:

Audiovisual equipment and computers may be ordered from the Replacement Equipment Account or other school-based accounts. Consult with the building principal about using these accounts. Select new equipment from the current AV Equipment Catalog that is available online at http://www.hcpss.org/purchasing. This website is routinely updated to reflect product and price changes.

NOTE: It is the policy of the Howard County Public School System to solicit competitive price quotations for audiovisual equipment. Any requisition to purchase audiovisual equipment other than that listed in the current AV Equipment Catalog is to be accompanied by a written justification to support the purchase of such equipment. Letters of justification must come from the school principal. Send letters of justification (it may be emailed) to the Technology Service Center.

This approval process is required to review the serviceability of the equipment requested. Requisitions to purchase audiovisual equipment not in the current AV Equipment Catalog that are not accompanied by a written justification will be returned to the originator for such justification.

When ordered equipment arrives, open the package to determine that the correct contents have been shipped. Verify that the equipment operates properly. In IFAS, complete the receive items process so that Accounts Payable can pay the vendor.

IMPORTANT: It is imperative that accurate records be maintained to verify order placements and receipt of equipment. If for any reason equipment does not arrive in the school within 90 days of the order date, contact the vendor.

98

Additional Ordering Information:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Library Media Supply Account (3292200):

There is an annual allocation for library media and audiovisual supplies (library media lesson supplies, posters, lamps not provided by the Office of Technology, computer printer supplies, etc.). Purchases from this account are to be made for library media center materials by the library media specialist, with the approval of the school principal. Orders may be placed using IFAS or with a Direct Payment Request form. Funds for this account will be allocated as equitably as possible at the beginning of each fiscal year, usually on a “per pupil” basis. The actual amount in this account may be found in IFAS reports. Any questions concerning this account should be directed to the Accounting Officer.

Library and media supplies should be ordered, if possible, from the company awarded the Baltimore Regional Council of Governments bid contract, which provides substantial discounts or from the current HCPSS recommended vendor(s). If specific items are not available from those sources, they may be ordered from other supply companies. It is possible to obtain a credit card that can be used with this account. Details on how to do this are available from the school system Accounting Officer.

Other Accounts:

Other monies, such as the profit from book fairs, donations from the PTA, and money from lost materials, should be maintained in a separate, school-based checking account to be spent on library media center purchases. Individual schools will have their own school activity account procedures for utilizing the account. These details should be discussed with the principal's secretary or with the school's bookkeeper. Library media personnel should keep a record of expenditures against this account.

Furniture:

Check with the Coordinator of Media and Educational Technology if it is felt that there is a need for new and/or replacement furniture. If it is determined that new or replacement furniture is needed for the library media center, the library media specialist should consult with the building principal who manages the funds for furniture.

99

Receiving & Processing:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Print and Audiovisual Materials:

After materials have been selected, evaluated, and ordered for the library media center collection, they must be processed in order to be added to the collection. The policies and procedures for receiving and processing materials are noted below.

All materials ordered through the office of Media Technical Services will be cataloged and processed by them before being sent to the schools. All will be cataloged using the Dewey Decimal System and Sears List of Subject Headings. The processing should not be altered in any way. Particularly do not change the Dewey number or add numbers or letters. Questions regarding cataloging should be referred to Media Technical Services.

Bar code numbers, cards, pockets, and book jacket covers will be provided for all materials. Materials should be put into circulation as soon as possible. A sample set of instructions for receiving materials can be found on the next page. Packing slips accompany materials sent from Media Technical Services.

100

Receiving & Processing (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Steps to Follow when Receiving Materials:

1. Unpack and count the items in each carton. Check the count against the packing slip. If books come directly from Baker & Taylor books, Perma Bound books or Scholastic Library Publishing, do NOT open the boxes until you hear from Media Technical Services via email that the titles have been merged.

2. If there is a discrepancy, re-count the items; resolve the discrepancy or note the problem on the packing slip.

3. Complete the "Received and Checked by" and "Date received" portions of each packing slip.

4. Send one copy of each packing slip to Media Technical Services.

5. *Copy the bar code number in a second location on the item, where it can be easily found.

6. Stamp each item, including guides, envelopes, worksheets, card pocket, and box, with the library media center stamp.

7. If the item is computer software, file the back-up copy of the disk (if there is one) in a back-up file.

8. *Record the new items on a record sheet of additions and withdrawals.

9. Tape bar code labels with heavy-duty book tape or label protectors.

10. Remove the shelf list card from the pocket.

11. File the shelf list cards.

12. Check to be sure that the circulation system reads every bar code.

13. If an item is not in the circulation system, follow the instructions found in "Problems with Materials".

*Optional

101

Receiving & Processing (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Adding Items to Existing Titles:

It is important to understand the difference between titles and items. Each title in the Public Access Catalog (PAC) is unique in that it has its own ISBN number. Media Technical Services can only add titles. A title in the PAC may have numerous items. An item is an individual entry under a title, i.e., each item with a different barcode. For example, Call of the Wild is a title. The various copies of that book with the same ISBN are the items.

Items can no longer be entered on-the-fly except for periodicals and audiovisual equipment. When periodicals or AV equipment need to be added, contact Judith Jurgenson in Media Technical Services (via CLC or 410-313-7036) who will assist with the process.

Vertical File Materials:

Vertical files are usually kept in folders in file drawers and are organized by subject, using Sears List of Subject Headings as an organizing guide. The height of vertical files should be appropriate for the height of the students. Materials in the file need not be inventoried, but should be weeded periodically as necessary. (See the section on Vertical File Materials under “Ordering Procedures - Media Technical Services” for further information.) Having a vertical file is optional.

Periodicals:

A record should be kept of periodicals as they arrive. The library media specialist may create this record or periodical record forms can be ordered from a library supply company. This record can be used to indicate the regularity of subscriptions. The school name should be stamped on each magazine, and the latest editions may be paced in display binders. If periodicals are to be circulated, they may be entered on-the-fly into the circulation database. (See instructions above.) Single item barcodes for on-the-fly circulation should be purchased from The Library Corporation.

102

Receiving & Processing (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Unprocessed Materials – eProcessing:

Library media materials that need to be processed may be added to a school’s collection via eProcessing. eProcessing is an electronic method for requesting processing of materials. The cataloger deals with eProcessing request promptly, and this method does not require that materials be sent to Media Technical Services. To determine if an item qualifies for eProcessing, follow these steps.

1. On the Item/Title Info tab in the Circulation module of Library.Solution, enter ISBN of the item to be added.

2. If the matching title and ISBN appear in the Title Information section of the record, eProcessing (see below) may be requested.

3. If a matching title and ISBN are not found, send the item to Media Technical Services for processing (see “Unprocessed Materials – Sending Material to Media Technical Services”). Include a Media Technical Services Processing Request form and any other necessary documentation (e.g. Selection Criteria for Media Materials form; Direct Payment Requisition form).

To use the eProcessing Request form, follow these steps:

* Log into the Collaborative Learning Community (CLC).

* Open the Media-Services conference.

* Select MTS eProcessing Request.

* Complete the form; when finished, close the form. NOTE: When requesting processing for multiple copies of a title with the same ISBN, up to three (3) barcodes may be entered on a single eProcessing Request form.

* The form is automatically forwarded to Judith Jurgenson at Media Technical Services who will expedite the processing of the request.

Unprocessed Materials – Sending Materials to Media Technical Services:

Processing may also be obtained by sending the items to Media Technical Services. Stamp the material with the library media center name and place them in an appropriate package or box. Complete a Media Technical Services Processing Request form (see appendix). Only one processing request form is needed for all like requests. For example, several books that need the same type of processing require only one form. Enclose any necessary documents (e.g., Selection Criteria for Media Materials form; Media Technical Services Processing Request form; Direct Payment Requisition form). If sending half a dozen or fewer items, they may be sent in the blue Pony film bag. For larger quantities of materials, complete a Warehouse Pick-Up/Delivery Request form (see appendix) and send it to the warehouse.

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Receiving & Processing (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Processing Requests:

When submitting items for requested processing, only one Media Technical Services Processing Request form is needed for all like requests. For example, several books that need the same type of processing require only one form.

Problems with Materials:

Occasionally problems are discovered upon receipt or during the use of materials. If this happens, follow these steps: 1. If an item arrives from Media Technical Services without a barcode, check the circulation module of the Library.Solution for the item. If the exact match is found for the author, title and ISBN complete an eProcessing Request form.

2. If an item that has been cataloged arrives without a shelf list card, check the item’s packaging. If the shelf list card still cannot be found, complete an eProcessing Request form.

3. If a barcode is lost, damaged, or removed from an item, complete an eProcessing Request form. Include the problem barcode number that needs to be removed from the database. If you have replaced the barcode, please provide the new number. If Media Technical Services is to provide a new barcode, please check the appropriate box on the form.

4. If there are items that are determined to be inappropriate for the collection (example - subject matter, vocabulary, too high for the level of users, etc.), remove them as follows: a. Pull the shelf list card.

b. Withdraw the item from the library media collection via the Holdings Editor in Library.Solution.

c. Send the item, the shelf list card, and a completed Media Technical Services Processing Request form to Media Technical Services 5. If there are items that need classification changes (example - Main to Reference, Fiction to Everybody, etc.): a. Complete an eProcessing Request form with a note as to the requested changes.

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Receiving & Processing (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

SAMPLE PROCESSING REQUEST FORM:

Media Technical Services Processing Request School Name.............................................................

Date...........................................................................

Complete this section or attach MARC record: ISBN..........................................................................

Control #(001 field MARC record)...........................

Title...........................................................................

Author.......................................................................

Bar code number.......................................................

Call number...............................................................

Price...........................................................................

Check the appropriate box(es): ........Provide bar code label.

........Print shelf list card.

........Print labels.

........Add item to the database.

........ Inappropriate for grade level Please reassign.

Reevaluate call number(s) ........... Two or more copies have different call numbers.

........... Call number may be inappropriate.

Other (Describe) ......................................................

..................................................................................

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108

Utilization of Library Media Materials & Services:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

The library media center is a learning center within the school where a full range of materials, equipment, and services are available to both students and staff. Every effort should be made to ensure accessibility and full use of the facilities and services of the library media center, and provisions should be made for groups of all sizes.

Just as the library media center facility should be available and accessible, so should the time and professional knowledge of the library media specialist. Since there will always be a steady flow of students to and from the library media center, the most flexible of schedules possible should be maintained. The library media specialist will work with individuals and small groups when they are in the center for purposeful activities. Time spent with large groups should be a result of mutual planning between teachers and the library media specialist. Consideration should be given to the library media specialist who is teaching. As stated in the Master Agreement Between the Board of Education of Howard County and the Howard County Education Association, Article XIX, “Working Hours and Work Load,” “Media specialists who are teaching a class shall not be required to provide normal media services during said teaching time.” Instructional skills necessary to use the library media center’s materials and equipment should be a part of each student’s educational program. This body of knowledge regarding the use of media and library materials is essential to student progress in all areas of instruction. The library media curriculum is therefore the joint instructional responsibility of the library media specialist and teachers.

There are five general categories of objectives which comprise the library media skills curriculum: locating, retrieving, and handling materials; selecting and evaluating information; organizing, managing, and comprehending information; using information effectively and creatively; and appreciating media. Essential curriculum documents contain complete listings of specific library, media, and technology skills.

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Utilization of Library Media Materials & Services (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Media Production:

The production of original media in the school has two primary purposes: the production of support materials that are unavailable commercially; and the production of media as a learning activity for students.

The production of support materials may range from simple transparency production to the production of elaborate videotapes or computer-generated materials. The key to deciding whether or not to produce original support materials should be the commercial availability of appropriate media, since it is almost always cheaper and less time-consuming to purchase commercial media than to produce them.

Media production activities are a valuable part of each student’s instructional program. The activities encourage competence in communicating in a variety of formats. Objectives for student media production skills are listed in the Media Essential Curriculum.

Book Fairs:

Book fairs are an optional activity that may be planned by the library media specialist alone or jointly with the PTA and may be a source of income to be used in acquiring materials or instructional equipment for the library media center. Materials and equipment purchased with these funds must be selected according to normal acquisition procedures. Profits may be added to the Library Media Center Materials Account or to other school-based library media accounts. To add money to this account, send a check payable to Howard County Public Schools to the Manager of Media Technical Services. This money sent for deposit to the account must be spent by the deadline established by the HCPSS Director of Finances.

All books sold at book fairs held during the school day must be approved titles, selected according to the evaluation and selection procedures established by the Board of Education (see Selection of Instructional Materials Policy #8040).

Book fairs must conform to the policy, procedures, and regulations that govern school fund raising (HCPSS Administrative Policy on Fund Raising #4020 in the policy manual).

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Audiovisual Equipment & Computer Procedures:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

The library media specialist, library media paraeducator/secretary, and technology teachers, are the building coordinators for audiovisual equipment and computers, and, therefore, have the responsibility for equipment maintenance, repair, and circulation. These individuals must inventory or supervise the inventory of all audiovisual equipment, including sound systems, language labs, auditorium systems, computers, networks, and closed-circuit television systems. NOTE: Scoreboards, Office PAs, and alarms are not the responsibility of the library media personnel or technology teachers since these items are repaired and maintained by Building Services (410-313-7084). Networks and Technology Support Services (410-313-7004) coordinates all matters relating to the repair of instructional audiovisual equipment.

Audiovisual Equipment & Computer Circulation and Distribution:

Equipment distribution may vary from school to school, depending on individual school needs. It may be convenient to sign out frequently used pieces of equipment for long-term loans to teams or departments in the school. Less frequently used pieces of equipment may be signed out to individual teachers or students on a daily basis. Library media personnel and technology teachers are to maintain accurate equipment circulation records at all times.

Equipment housed in departments, team areas, and classrooms during the school year must be available for inventory, maintenance, and repair. Requests for repairs are to be made only by the school’s library media personnel, technology teachers and CTE Instructional Team Leaders (ITLs).

Additional Equipment and Computers:

When a new piece of equipment is purchased, it should immediately be entered on the school’s Central Inventory Database. Donations should be referred through the Technology Service Center (x7004). Each piece of equipment should be labeled with the school name.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Loans to Teachers:

Teachers are permitted to borrow some types of instructional equipment. Teachers may not borrow instructional desktop or mobile lab computers for use outside school. All equipment borrowed by teachers must be checked out and returned through library media personnel.

Teachers who borrow any equipment from the school must complete the Equipment Loan Form (see appendix) and file it with the library media personnel prior to taking the equipment from the building. Teachers are responsible for the equipment on loan to them until it is officially returned to the library media personnel.

Storage:

Equipment is to be stored in a secure location when not in use.

Use of Personal Equipment on School Networks:

Educators may not connect personal computers and similar technology to school networks.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Audiovisual Equipment & Computers Maintenance and Repair:

Repairs may be required occasionally to restore worn or damaged equipment to operating condition, provided the item is still in demand, or not obsolete, and the estimated cost of repair is reasonable in relation to the replacement cost. To have an item repaired, follow the procedures below: 1. Prepare a Computer/Audiovisual Equipment Repair Ticket. Complete all items on the left side of the ticket.

2. Attach the repair ticket to the equipment. (The white copy of the repair ticket will be dated and initialed by the AV Technician, then left with the library media personnel until the equipment is repaired.) 3. Place the equipment in an area where maintenance can be performed.

* Equipment that is not tagged or placed in a common area for maintenance will not be repaired.

* Equipment not on inventory will not be repaired.

* Nonapproved equipment will not be repaired.

4. All repair requests for AV and Computer repair should be addressed through the school system’s Networks and Technology Support Services website: http://service.hcpss.net. Each school has a unique login and password.

NOTE: HCPSS has only 99 concurrent connections for the Service Database; please log out promptly after entering service requests.

5. Emergency requests for lamps, computer repairs, and video repair can be called in to the Networks and Technology Support Services at x7004.

NOTE: It is not always possible to send a repair person immediately to meet a request because all of the technicians may already be attending to emergencies. An attempt will be made to have equipment repaired as quickly as possible.

6. The library media personnel, technology teachers, front office staff, or CTE ITL (responsible for entering all computer repair requests for BCMS, Technology Education, and Family & Consumer Science) should place requests for computer repairs. When making requests either on-line or via the phone (in emergencies), please have the following information ready: * Equipment type * Model * Serial number or Service Tag number (Dell computers) * Description of the problem

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Annual Maintenance:

Planned maintenance will take place every summer when possible. Equipment needing repair should be tagged in the usual manner before the end of the school year and left in the usual maintenance location.

LCD Projector Maintenance:

Because of the replacement agreement for LCD projectors, do not write on or etch Epson LCD projectors; easily removable labels may be used.

Remind staff members to periodically clean the projector filter (located below the projector lens) simply by removing the piece and blowing off any dirt or dust.

Set the lamp brightness on low by clicking on the menu button, selecting settings, selecting brightness control, and setting the control on low. The image will be slightly dimmer, but it should not affect the students’ ability to view the image clearly.

Library media personnel/technology teachers should not climb ladders due to safety concerns. When the bulbs in ceiling mounted LCD projectors need to be replaced or when the filter needs to be cleaned, the school custodian should climb the ladder and bring the projector down for the library media specialist/technology teacher. Questions about this can be directed to the Manager of Custodial Services.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

LCD Projector Repair/Replacement: Epson LCD Projectors – purchased 2005 or later

NOTE: All Epson LCD Projectors purchased from Nicholas Pipino & Associates since August 1, 2005 have a three year exchange service warranty and a three year bulb replacement warranty.

If the lamp ceases to function within the first 3 years/3000 hours:

* Enter a service request into the TSC database (LCD projector will appear as a separate item).

NOTE: The number of lamp hours can be found in the projector’s “Info” menu.

If the LCD projector is projecting in orange and green tones, check to see:

* If the VGA cable is loose, has a bent pin, or is broken inside. Check the connection and/or switch out the cable, OR * If someone may have changed the Color Settings. Check the menu (look for something along the lines of "Color Settings" depending on your model) and see if someone accidentally changed it to "YCbCr" instead of "RGB.

If the LCD projector is projecting in purple:

* Go into the menu. Find the computer input setting. Be sure that the input setting is set to auto. If this does not correct the problem, submit a service request into the TSC database.

For other non-functioning issues:

* Enter a service request into the TSC database (LCD projector will appear as a separate item).

* The Technology Service Center Assistant Manager will transmit service requests to the vendor.

* The vendor will visit school sites to evaluate the LCD projectors.

* The vendor will repair the LCD projectors onsite, if possible.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

LCD Projector Repair/Replacement (cont’d): If the LCD projector cannot be repaired onsite:

* LMS/TT should keep all cables and cases for LCD projectors.

* The LMS/TT should prepare and submit (to the Warehouse) a Warehouse Pick-up/Delivery Request form.

* The LCD projector will be delivered to the HCPSS Technology Center.

* HCPSS Technology Center personnel will remove the Fixed Asset Tag (FAT) or AV Inventory Tag and make a notation in the CID about the status of the LCD projector.

* HCPSS Technology Center will send the projectors to the designated repair/replacement facility.

When the replacement projector arrives:

* HCPSS Technology Center personnel will: - Affix a new AV Inventory Tag and record it in the CID.

- Change the serial # in the CID.

- Add any other changes to the CID, as needed (model, etc.).

- The LCD projector will be taken to the school by an AV technician or via a Warehouse Pickup/Delivery Request.

LCD Projectors Other Than Epson

Enter a service request into the TSC database (LCD projector will appear as a separate item).

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Scrapped Equipment:

Items worn beyond reasonable repair, but which continue to demand use should be replaced, providing funds are available. Generally, if equipment has outlived at least one-half of its expected life, and if the cost of repair is at least one-half the cost of a new piece of equipment, then it would be advisable to consider replacement rather than repair of the equipment. Networks and Technology Support Services AV technicians will assist in determining whether an item should be repaired or replaced.

When it has been determined that a piece of audiovisual equipment cannot be repaired, the technology specialist from the Technology Service Center will initial the scrap approval section of the Computer/Audiovisual Equipment Order. The marked form will be sent to the school.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Funds for Replacement Equipment:

In addition to school-based funds (e.g., book fair profits), a limited amount of funds for replacing audiovisual equipment is allocated to schools on a rotating basis. Schools receiving funds will be notified by the Coordinator of Media and Educational Technology each fall. Administrators, library media specialists, and teachers should then work together to identify audiovisual equipment needs based on HPCSS Audiovisual Equipment Standards (see Appendix) and should create a list of equipment to purchase. Instructions for ordering will accompany the notification. Additional information on ordering audiovisual equipment and computers can be found in the “Ordering Procedures” section of this handbook.

Please note: Equipment not listed the Central Inventory Database (CID) does not qualify for replacement.

Stolen Equipment:

Stolen equipment may be replaced provided there is evidence of forcible entry.

1. Notify the school administrator in charge of Buildings and Grounds.

2. Report the break-in to the police. All equipment serial numbers are to be registered with the police at that time.

3. Procure a police file number from the investigating officer.

4. Complete a Report of Property Destruction, Theft, and Fire Damage (available through the Safety, Environment, and Risk Management Office 410-313 6824). 5. Send a copy of the Report of Property Destruction, Theft, and Fire Damage to the Safety, Environment, and Risk Management Office. If the theft involves repair of property, the school should notify Building Services for repairs to building.

6. Contact the Safety, Environment, and Risk Management Office to determine if replacement funds are available.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Pilfered Equipment:

Pilfered equipment refers to equipment that is missing, but not as a result of a break-in. When equipment is listed as missing at the end of the school year, it is acceptable to wait until September to report the missing equipment to the police. Often, equipment will turn up at the beginning of the new school year. The purpose of replacing pilfered equipment is to replace those missing items which may not turn up in September, not to replace 40 or 50 items at one time which have been lost through poor management and/or lack of inventory control over a period of more than one school year.

Upon knowledge that the equipment is missing and finding no reason to believe that school staff or students have borrowed the equipment, the following is to be done: 1. Report the missing equipment to the police. All equipment serial numbers are to be registered with the police at the time.

2. Procure a police file number from the investigating officer.

3. Complete a Report of Property Destruction, Theft, and Fire Damage. 4. Send a copy of the Report of Property Destruction, Theft, and Fire Damage to the Safety, Environment, and Risk Management Office.

5. Contact the Safety, Environment, and Risk Management Office to determine if replacement funds are available.

Missing Instructional AV Equipment and Computers:

The procedure for replacing stolen or pilfered equipment is to be followed. All missing equipment will be carried on the inventory for two (2) years. Missing equipment will be noted in the “Remarks” column of the Central Inventory Database.

Equipment Vandalized or Lost by Students:

Students will be responsible for equipment vandalized or lost while in their possession. Lost equipment is considered pilfered equipment.

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Audiovisual Equipment & Computer Procedures (cont’d):

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Removal of AV Equipment and Computers:

When it has been determined that equipment can no longer be used by your school, follow the procedures listed below to have the equipment removed from the building.

Audiovisual Equipment:

* Create a list of the equipment that is to be removed. Include equipment type and the AV Inventory Tag (AVIT) number (if one is attached). If there is no AVIT, include the serial number.

* Obtain approval for the removal of the equipment from your principal.

* Place the equipment in a central location.

* Send a copy of the equipment list to both your electronic technician and your computer technician.

* A confirmation e-mail will be sent to you telling which equipment will be picked up by the appropriate technician and which equipment will be picked up by the Warehouse.

* Complete a Warehouse Pick-Up/Delivery Request listing each piece of equipment that is to be picked up by the Warehouse. Attach a copy of the e-mail to the request.

* The Warehouse will schedule pick-up.

* Indicate on your inventory which items have been removed from the building.

Computer Equipment:

* Complete a Warehouse Pick-Up/Delivery Request listing each piece of equipment and the Fixed Asset Tag number (if one is attached.) See appendix for example of form. Example: Computer eMac #12345 * Obtain approval for the removal of the equipment from your principal.

* Place the equipment in a central location.

* Place a work order with your Networks and Technology Support Services technician letting him/her know that you have a specified number of pieces of equipment to be checked for pick-up.

* Keep the Warehouse Pick-up/Delivery Request available for the technician. He/she will indicate which items on the list are ready to be sent to the Warehouse. The total number of items to be sent will be written on the form and signed by the technician.

* All computer equipment being withdrawn must be tagged with an orange dot sticker. This indicates that the computer has been approved for removal. Orange dot stickers can be obtained from the Networks and Technology Support Services.

* Send the signed Warehouse Pick-up/Delivery Request to the Warehouse.

* The Warehouse will schedule pick-up.

the building.

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Teacher Request Procedure

Should a teacher request an item that the library does not own, the following procedures should be followed: 1.

Teacher should obtain a copy of the “Materials Request” form from the media specialist, complete it, and return it to the media specialist. 2.

The media specialist will review the item request using the Howard County Selection of Instructional Materials Policy #8040 and the approved list of bibliographic sources, etc.

If the requested item meets the standards of the selection policy, has been professionally reviewed, AND there are adequate funds available, the media specialist will notify the teacher that his/her request has been approved. The media specialist will purchase the item and alert the teacher when it has arrived and been processed.

If the requested item meets the standards of the selection policy, has been professionally reviewed, but there are not adequate funds to purchase it at the time of the request, the media specialist will notify the teacher that the item will be purchased as soon as funds do become available. The media specialist will follow-up with the teacher when the item is actually ordered.

If the requested item has not been professionally reviewed, the media specialist will notify the teacher and remind him/her that the item may be purchased upon favorable evaluation by three professionals, using the established Selection Criteria for Media Center Materials form. The media specialist will facilitate this process if the teacher desires to pursue it.

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Materials Request Form:

Teacher’s Name: ________________________________ Date: __________ Type of Material (circle one): book periodical video software textbook transparency audio recording other: ________________________________ Title of Material: ______________________________________________________ Author, Editor, Producer: ______________________________________________ Publisher: _______________________________ Copyright Date: ____________ Cost (if known): ____________ Where did you find this item? __________________________________________ Grade level(s) for which the material is proposed: _________________________ Subject: _______________________________ Unit of study to which this item pertains: ________________________________ Teacher’s Signature: __________________________________________________ For Media Use: Item meets selection criteria? _____ Yes _____ No If yes, where has it been reviewed? _____________________________________ Purchase Decision: ___________________________________________________ Date of Teacher Notification of Decision: ________________________________

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Circulation Procedures:

Loan Periods & Renewals:

Students: Students may check out up to four items at a time for a duration of three weeks. A maximum of one audiovisual item may be checked out at a time. Items may be renewed once unless a hold is placed on an item. Staff: Staff may check out materials in a similar manner, although the number of items and check-out period may vary. Staff are encouraged to return materials promptly upon finishing with them so other library users may access them to fulfill information needs.

Overdue or Missing Items:

Overdue notices will be sent to students through Homeroom teachers.

Media staff and homeroom teachers alike are encouraged to uphold students’ rights to confidentiality. At the end of the school year, if overdue items have not been returned, media staff will mail a letter home requesting that either the item(s) be returned or a check made out to EMMS be sent to replace the missing library items. The prices listed should be the same as the media specialist originally paid for the missing items. Media staff should keep replacement/payment information on file. If missing items are eventually found, money should be returned to the person who paid for them.

Damaged Items:

Library materials that have been damaged beyond repair will be paid for by the person responsible for the damage. Media staff will mail a letter home informing the addressee of the damage and requesting a check made out to EMMS be sent to replace the damaged library item(s). The prices listed should be the same as the media specialist originally paid for the damaged item. Media staff should keep replacement/payment information on file.

Reference Materials:

Reference materials cannot be checked out of the media center. Library patrons are encouraged to utilize the online databases to which EMMS subscribes. Databases can be remotely accessed using password information available in the library media center.

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Circulation Procedures:

Magazines/Periodicals:

Current issues of magazines and periodicals cannot be checked out from the media center. Patrons are welcome to read current issues in the media center. Upon the arrival of new issues, old magazines and periodicals will be added to the circulating collection. All circulating magazines and periodicals must be placed inside a laminated manila envelope upon checkout. This is to maintain durability. Users will be encouraged to keep magazines and periodicals in the laminated envelopes when they are not being used.

Audio/Visual Items:

EMMS has a wide collection of DVDs, VHS cassette tapes, CD-rom software, and audiobooks. These items are available for checkout by both students and staff. Students may check out only one A/V item at a time; staff checkout is unlimited.

Equipment:

Staff are permitted to sign out the following equipment:  LCD Projector (2 available)  computer speakers  CD/Cassette players & Recorders  laptop mobile lab with printer & airport (2 available - 15 laptops each)  TV cart with VCR or DVD player (1 of each available)  digital still camera (1 available)  digital video camera (2 available)  tripod (1 available)  microphone (1 available)  headphones  VCR channels (10 available for reservation) Equipment must be signed out daily in the Media Center Scheduling Binder. Equipment should be reserved two days prior to the date it is needed.

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Interlibrary Loan Procedure:

Interlibrary Loan (ILL) among the HCPSS school library media specialists is permitted, with loans being made from the library media specialist at the loaning school to the library media specialist at the borrowing school. An ILL request might be denied if the owning school’s staff or students are using or have immediate plans to use the material in question. If an item borrowed through ILL is lost or damaged, the borrowing school should replace the material.

When using email to request materials from other library media centers, please do the following: • Before sending out an email requesting materials, check the PAC to see which schools own the item you are looking for. Send out only one email at a time, to these schools, until you get the material you need. This will save other library media specialists from checking for the materials when you already have the item(s) that you need.

• When sending out the email request, use ILL in the subject. Include the author, title, and call number of the item you are requesting in your message. Always sign your request with your name and school.

• Library media specialists should be the one to contact other schools to make an interlibrary loan request. Teachers should not be contacting other schools, although they may go to the school to pick up the materials, if necessary.

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Scheduling of the Media Center & Computer Lab:

Teachers will use the Media Center Scheduling Binder located on top of the circulation desk to schedule time in the media center and computer lab. This is also where staff will sign out mobile laptop labs and other audiovisual equipment. Before visiting the media center or computer lab, teachers should notify the media specialist of the purpose of their visit (book selection, research, multimedia projects, etc.). Teachers are encouraged to seek assistance from the media specialist on all projects- collaboration procedures and planning forms are located in the back of this binder! Below are some important media scheduling reminders: • The media specialist’s schedule will always be posted on the whiteboard near the circulation desk.

• Teachers are asked to use pencil in the scheduling binder.

• Please sign up for media center/computer lab time and for A/V equipment at least two school days in advance.

• The pages in the scheduling binder are color-coded (blue for blue days and white for white days).

• Use the front of each page to reserve Media Center time and the back of each page to reserve the computer lab.

• Please do not sign up when other teachers have already reserved time.

• If you know you will not be able to make your scheduled media center or computer lab time, please call the media center at ext. 238 as early as possible so other teachers may take advantage of the newly-open time slots.

• Use the bottom of the scheduling page to reserve VCR channels.

• Use the top portion of the scheduling page to sign out A/V equipment.

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Open Access, Library Hours, Student Passes, & Behavior Expectations:

Open Access to Library Materials:

The Ellicott Mills Media Center welcomes all members of the school community to take advantage of the diverse collection of print and electronic resources we have available. Fulfilling the information needs of our patrons in a timely and unbiased manner is a top priority here. We strive to offer flexible and equitable access for all, and thus, we employ the following policies to accommodate the needs of a wide range of library users.

Hours of Operations:

The EMMS Media Center will open before school every morning at 7:45 am. The Media Center will remain open after school until 3:45. During these times, students may borrow materials, browse, do research, or complete homework.

Classroom Passes:

During school hours, students may visit the media center if they have signed library pass from their classroom teacher. The pass will include the date, assignment/purpose for the visit, time the student leaves the classroom, and the teacher’s signature. The Media Specialist may not be available for assistance during unscheduled visits, particularly if teaching a lesson.

1) 2) 3) Teachers are encouraged to call the media center at ext. 238 if a student will need assistance.

Lunch Policy:

Students may visit the Media Center during lunch if passes are available in the cafeteria for that given day. Lunch passes will be limited to 20 students on a given day.

Student Behavior Expectations for the Media Center & Computer Lab:

Respect your peers, your teachers, your facility, and yourself!

Act responsibly--remember the computer and Internet usage policy.

Please do not bring food, drinks,or gum into the Media Center.

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Adult Volunteers & Student Assistants:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Adult Volunteers:

It has been customary to use adults who volunteer their services to help in the library media center. This close working relationship with parents and other adults is useful to free the library media specialist for professional duties. There should be some orientations to the jobs that parent volunteers are expected to perform. Adult volunteers may: * Assist with the circulation of materials * Prepare overdue notices * Shelve books and other materials * Mend books and other printed materials * Check in periodicals * Make backups of computer disks * Read shelves * Assist in taking inventory * Type orders, bibliographies, etc.

* Prepare displays * Read to students.

Student Library Media Assistants:

School library media centers often utilize the service of student assistants. The key to successful participation is a group of alert, responsible, enthusiastic student assistants who have been carefully selected by the library media specialist, who understand their duties and responsibilities, and whose service to the school is given proper recognition.

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Media Specialist Substitutes:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

Substitutes:

As a regular member of the faculty, the school library media specialist is entitled to a substitute in the case of absence. This includes high schools where there are two professional staff members. The Master Agreement Between the Board of Education of Howard County and the Howard County Education Association, Article XIX, “Working Hours and Work Load,” specifies that “Substitutes shall be provided for all classroom teachers (including media personnel and specialists) who attend professional conferences and activities, including inservice meetings held and approved teacher visitations to other schools.” Because the library media program has many routines, which are different from those for regular classrooms, it is recommended that the library media specialist consult with the local school administration about suitable substitutes for the library media center. Information is provided to principals concerning approved substitute teachers’ areas of specialty. It is desirable to request a substitute who has a background in library media services and/or a familiarity with the particular school and library media center routine. The following information should be in a file left for the substitute: * A daily/weekly schedule of library media center classes * Class lists * Lesson plans appropriate to the level of each group * Duty schedule * Plans for non-class time (e.g., shelving books, typing, etc.) * List of student library media assistants and adult volunteers, and their schedule * A copy of the library media center’s rules * Other items as specified by the individual school (e.g., school discipline code, hall passes, etc.) * Name and location of someone in the building who may be able to answer questions or provide assistance * Any other notes which may be helpful.

The library media center should not be closed due to the absence of the library media specialist.

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Yearly Goals & Long-Range Plans:

The media specialist is expected to write realistic goals at the beginning of each school year. The following article provides some useful suggestions for this somewhat daunting process.

“Things to Consider When Writing Goals and Objectives”

By Martha Alewine (To download a copy of her article, visit martha.alewine.googlepages.com/ThingstoConsiderWhenWritingGoalsandO.doc) As you are writing your goal(s) keep upper-most in your mind how the goal(s) relate to improving student achievement. National research has consistently documented the positive effect of the library media specialist and the school library on student achievement: - the relationship between the active instructional role of the library media specialist and student achievement; - student access to the resources and services of the media center and school librarian at all times during the instructional day; and - student access to an up-to-date collection aligned with the school’s curriculum. Remember the acronym S.M.A.R.T. when writing your goals: S – specific, significant (Answers the questions Who? and What? Who will be involved with me in achieving this goal? What do I want to do or accomplish?) M – measurable, meaningful, methodical (Answers the question How? What strategies, activities, and resources needed to implement or secure in order to meet the goals? Your objectives should spell out the “how” for achieving your goals. ) A – appropriate, action-oriented, achievable, attainable (Answers the question Why? What are your specific reasons for setting this goal?) R - relevant, realistic, results-oriented, rewarding, reviewed (Also answers the question Why?) T – timely, time-bound, trackable (Answers the question When?) The SMART goal should be a specific, clear, and concise statement of what you want to do, achieve, or make happen. If your goal is obtuse, vague, or generally unclear, you will lose focus of what you want to achieve and, consequently, will not meet your goal. Is your goal significant? Will achieving this goal make a difference in your professional life? In your library media program? In your students’ academic achievement?

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Yearly Goals & Long-Range Plans (cont’d):

Achievement of the SMART goal can be demonstrated through measurement, those facts and figures that backup your anecdotal data. Remember the saying, “What gets measured gets done.” This aptly applies to your goal(s). Developing benchmarks for goal attainment helps track your progress and facilitates showing that progress toward achieving your goal(s). The problem is how to develop those benchmarks. What methods will you use in working toward your goal that you can measure? Keep in mind what drives your administrator: data-driven decision-making. The SMART goal is meaningful for you. This goes back to the fact that your goal should be significant and relevant for you. If you do not have a vested interest in your goal, your interest in, and motivation for, achieving your goal will wane over the course of the evaluation year. The SMART goal is achievable. Library media specialists’ goals can be long-term (e.g., three years, five years) but there is an expectation that within the time span that the goal(s) will be met. Long-term goals emphasize the need for specificity and benchmarks for measurement. A library media specialist may also set short-term (one school year) goals but these carry the same requirement for specificity and benchmarks. Principals and some other evaluators have a tendency to write goals for their staff or those educators they must evaluate. Often times these goals are not meaningful, significant, measurable, or relevant to the person’s job. When you have your initial meeting with your principal (or his/her designee for evaluations), be prepared to present goals that are relevant and realistic for your job situation.

Writing clear, concise, meaningful goals and relevant objectives is not easy; you must think at length about your library program and what you want to accomplish that would strengthen your program and positively effect student learning and achievement. We have examined the form of your goals (declarative statement that begins with an action verb and includes definite outcomes achieved within a certain time span). We must now look at content. To help you think about content, look at the SOCS matrix below: Strengths Opportunities Challenges Successes

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Yearly Goals & Long-Range Plans (cont’d):

Think about your total library media program and complete the chart above. What you include for Opportunities and Challenges may provide some insight for what you set as a goal or goals. These two areas help you address what might be referred to as short comings or deficiencies in your total library media program. Do you see areas where you could list some things that you would like to achieve, avoid, or eliminate to improve your library program and, ultimately, improve student achievement?

On the other hand, you might decide to concentrate on your strengths and successes. Consider what has worked well in the past that you could expand and thereby improve or enhance your total library media program. Do you see areas that you would like to preserve or expand that would improve your library media program and, ultimately, improve student achievement? Bibliography

Creating S.M.A.R.T. Goals.

Available online at http://www.topachievement.com/smart.html

. Accessed on March 21, 2008.

Goal Setting Guide: SMAR T Goal Setting.

Available online at http://www.goal-setting guide.com/smart-goals.html. Accessed on March 21, 2008.

Goals Grid, The : A Tool for Clarifying Goals and Objectives.

Available online at http://home.att.net/~nickols/goals_grid.htm

. Accessed October 25, 2001.

Importance of Objectives, The.

Available online at http://ublib.buffalo.edu/libraries/projects/tlr/importance.html

. Accessed October 25, 2001.

SMART Goals: How to Set and Achieve Them

. Available online at http://www.timethoughts.com/goalsetting/smart-goals.htm.

Accessed March 21, 2008. SOCS Matrix. (2005) School Library Media Services. Columbia, SC: SC Department of Education. Available online at http://mar tha.alewine.googlepages.com

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Howard County Annual Report:

Date: School: Library Media Specialist(s): I.

Highlights of the Library Media Program (a minimum of three instructional highlights for the past year). Include examples of collaboratively planned lessons and units that integrate information literacy and the Big6 into instruction.

II.

Review of how the library media center provided technology (computer and/or video) instruction and support for students and staff * Is the Library Media Specialist the technology coordinator in the school?

III.

IV.

* How has your school utilized the following online resources (please respond to all that apply to your school): World Book Online,

CultureGrams, SIRS Discoverer Deluxe, SIRS Knowledge Source, SIRS Decades, Science Resource Center, Gale Student Resource Center Jr., Gale Student Resource Center Gold, Turnitn, NoodleBib, American Government, and Gale Opposing Viewpoints.

Involvement of the Library Media Specialist with the School Improvement Team Examples of how the Library Media Program has been promoted to the administration, staff, and community. Attach supporting documentation (newsletters, flyers, etc.) if appropriate.

* Describe activities that have been done as part of the A+ Partnership with the Howard County Library.

Which State Standard(s) did you focus on during this year? What did you do to move toward the implementation of this standard? Which State Standard(s) will you focus on during next year? What activities have you planned to move toward the implementation of this standard?

VI.

VII.

VIII.

Number of items withdrawn from the library media collection from April 1, 200_ – March 31, 200_ Number of book fairs held in your school and who managed each Ways that the Office of Media and Educational Technology can assist you

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Program & Personnel Evaluation:

Adapted from the Howard County Public School System Handbook for Library Media Specialists & Administrators

The system for observing and evaluating personnel allows for standard observations, as well as portfolio and peer coaching options. Professional personnel evaluation procedures are negotiated annually by the Howard County Education Association. These evaluation procedures appear in the Master Agreement Between the Board of Education of Howard County and the Howard County Education Association.

Evaluation At the beginning of each year, the library media specialist and the principal will complete a Professional Development and Evaluation Objectives Form. The principal will use the information on this form, in conjunction with portfolio development, peer coaching plans, and/or formal and informal observations throughout the year, to make the annual evaluation of the library media specialist. The Howard County Public Schools Teacher Evaluation Form will normally be used for this evaluation.

Observation:

Formal observations by the Coordinator of Media and Educational Technology, as well as by school administrators, may or may not be part of the evaluation process, depending on the evaluation method selected by principals and library media specialists at the local school level.

If formal observations are used, the individual making a formal observation may choose to observe instruction only or to observe the many aspects of the library media specialist’s performance in administering the library program. Direct instruction is usually observed using the Howard County Public School System Traditional Observation Form.

Review Process for School Library Media Programs in Maryland:

The Maryland State Board of Education has authorized the Maryland State Department of Education to implement a procedure for conducting periodic reviews of local education agency school library media programs. The Standards for School Library Media Programs in Maryland, on which the reviews are based, can be downloaded at http://www.howard.k12.md.us/met/media/handbook/appendix/appendix.htm

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Central Office Staff:

Howard County Public School System Handbook for Library Media Specialists & Administrators

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Central Office Staff (cont’d):

Howard County Public School System Handbook for Library Media Specialists & Administrators

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Professional Organizations:

Howard County Public School System Handbook for Library Media Specialists & Administrators

American Library Association (ALA)

50 E. Huron Street Chicago, IL 60611 www.ala.org

American Association of School Librarians (ALA-AASL)

50 E. Huron Street Chicago, IL 60611 www.ala.org/aasl/

Association for Educational Communications and Technology (AECT)

1025 Vermont Avenue, NW, Suite 820 Washington, DC 20005 www.aect.org

Center for Children and Technology

Educational Development Center, Inc.

96 Morton Street, 7th Floor New York, NY 10014

Educational Media Association of Howard County (EMAHC)

c/o Office of Educational Technologies/Media The Howard County Public School System

ERIC Clearinghouse on Information Resources and Technology

Syracuse University School of Information Studies 4-194 Center for Science and Technology Syracuse, NY 13233-4100

Howard County Education Association (HCEA)

(includes membership in the Maryland State Teachers Association and the National Education Association) Contact: School HCEA building representative

Maryland Education Media Organization (MEMO)

P.O. Box 21127 Baltimore, MD 21228 www.tcps.k12.md.us/memo

Maryland Library Association (MLA)

400 Cathedral Street, 3rd Floor Baltimore, MD 21201

U.S. National Commission on Library and Information Science

1110 Vermont Avenue, NW Suite 820 Washington, DC 2005 www.nclis.gov

Triangle Coalition for Science and Technology Education

5112 Berwyn Road College Park, MD 20740 www.triangle-coalition.org

Maryland Instructional Computer Coordinators Association (MICCA)

www.miccaonline.org

Document

Transcript Document

Ellicott Mills Middle School Media Center Handbook of Policies & Procedures

Created by Christy Batelka SLM 501 7.17.08

Handbook Purpose:

1

Table of Contents:

2

Table of Contents:

OPERATIONAL PROCEDURES

PLANNING DOCUMENTS

3

Operational Procedures:

Circulation Procedures Interlibrary Loan Procedure Scheduling of the Media Center & Computer Lab Open Access Policy Media Center Hours Student Passes Student Behavior Expectations Adult Volunteers & Student Assistants Media Specialist Substitutes

Planning Documents:

Yearly Goals & Long-Range Plans Howard County Annual Report Maryland State Annual Report Program & Personnel Evaluation

Contacts:

Central Office Staff Howard County Media Specialists & Media Assistants Professional Organizations

Program Documents:

Collection Development Documents:

School Library Media Personnel:

4

School Library Media Personnel:

5

Central Office Library Media Personnel:

6

Library Media Program Mission & Vision Statements:

Mission Statement:

Vision Statement:

7

Philosophy of the School Library Media Program

8

Collaborative Planning Guidelines:

9

Collaborative Planning Form (front):

Library Media Objective(s): Subject Area Objective(s):

Authentic Assessment/Final Product:

Resources Needed:

Special Accommodations:

A/V Equipment Needed:

10

Collaborative Planning Form (back):

Media Specialist’s Responsibilities: Content Teacher’s Responsibilities: Warm Up: Assessment Overview:

Additional Notes: Prior Knowledge/Skills Needed: 11

Collaboration Evaluation:

What worked well in this collaborative lesson?

Suggestions for improvement: Was this lesson enhanced through collaboration?

Was this lesson successful enough to warrant doing it again in the future?

How well did the library media center collection respond to the unit objectives?

12

Acceptable Use of Computer Technology Policy:

Acceptable Use of Computer Technology:

13

COMPUTER USAGE GUIDELINES FOR MIDDLE SCHOOL STUDENTS

14

ELLICOTT MILLS MIDDLE SCHOOL INTERNET/CO MPUTER USE POLICY

15

Academic Integrity:

HOW DO I AVOID PLAGIARIZING?

1) EDUCATE YOURSELF ABOUT PLAGIARISM & COPYRIGHT VIOLATIONS 2) PRACTICE PARAPHRASING AND SUMMARIZING 3) GIVE CREDIT TO THE AUTHOR(S) VIA IN-TEXT CITATIONS, BY USING QUOTATION MARKS APPROPRIATELY, & BY INCLUDING A BIBLIOGRAPHY PAGE Helpful Websites about Plagiarism:

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Reme mber:

17

Copyright @ School THE INTERNET Do’s and Don’ts of Copyright Issues for Educators

Internet

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Copyright @ School THE INTERNET (cont’d)

19

Copyright @ School MULTIMEDIA Do’s and Don’ts of Copyright Issues for Educators

Multimedia

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Copyright @ School MULTIMEDIA (cont’d)

Copyright Resources for Further Information

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Privacy & Confidentiality:

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Howard County Public School System Library Media Essential Curriculum: Grades 6-8

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Howard County Public School System Library Media Essential Curriculum: Grades 6-8 (cont’d)

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