Tamara Ingalls SLIB 510

Collection Development PolicyBull Run Middle School

Prince William County Public Schools

TABLE OF CONTENTSA. Analysis of Bull Run Middle School CommunityB. Bull Run Middle School Philosophy Statement C. Bull Run Middle School Library Mission Statement D. Selection Statement E.Acquisitions StatementF.Gifts Statement G. Cooperative Resources and Networking Statement H. Intellectual Freedom Statement I. Policy/Procedures for Handling Challenges J. Technology Statement K. Assessment of the Library Media CollectionL.Withdrawing Library Media MaterialsM. Policy for revision of the Policy

N. APPENDICESIntellectual freedom position statements

O. FORMSMaterials Request/Recommendation/Suggestion FormPurchase Requisition and Order Gift Form Consideration of Controversial MaterialsTechnology Use

P. BIBLIOGRAPHY

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A. Analysis of Bull Run Middle School Community

The policy was written by Tamara Ingalls to inform the collection development practices of Bull Run Middle School.

Bull Run Middle School, built in 2001, is a school that educates approximately 1,300 students in grades six through eight. The school is part of the Prince William County School District. The school is located in a suburb of Washington DC. The school pulls students from Gainesville, Haymarket and a small section of nearby Manassas. Due to the proximity to the nation’s capital there are many military families as well as families who work for the military in some capacity. In these capacities these families tend to move every few years. This creates a transient school community. With this many students do not remain in the school for sixth through eighth grade. In addition to this transient military population there is a large number of low economic students.  Many of these students are transient as well. They often move due to financial issues. Many of the low economic students are also students who are not native English speakers.

The school has a quite diverse spectrum of socioeconomic classes. There are two gated communities that are served by the school as well as a large section of low economic apartments from a neighboring town. The students from the low economic apartments are bussed nearly twenty-five minutes to get to the school. The remainder of the school population is within a five-minute drive of the school. Thirty percent of student in the school receive free or reduced lunch. The school is also approximately fifteen percent English Language Learners. Currently the highest percentages of the ELs are Spanish speakers, though the school has over twenty native languages represented. There are a wide range of native languages and ethnicities represented.

Being a middle school, the school teaches the core courses: science, various math courses, language arts, and social studies. In addition to these courses the school also has high school level courses in French and Spanish. There are also encore courses such as PE, health, art, family and consumer sciences, tech ed, choir, band, orchestra, and an introduction to world languages course.

With such a high amount of diversity in both the course work and the student population, the library needs to stay current with their collection. To aide the native Spanish speakers, and in part students taking Spanish, there is a large section of books and novels in the language available for checkout. There are also many books available in formats that are more accessible for students who are learning English. The fiction section covers many diverse perspectives that all students can enjoy and learn from.

The school library is the geographic center of the building. Students all walk by it at some point during their school day. It is an inviting and bright space. Two certified librarians and a clerk run the library. These professionals work to collaborate with teachers to support the state curriculum as well as the school’s mission and vision.

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Being that Bull Run Middle School is part of Prince William County Public Schools, it has the benefits of a large county center. The county has a head of libraries to assist when necessary. The county has a central professional library that staff may borrow from. The county also has some central library policies in place.

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B. Bull Run Middle School Philosophy Statement

The vision of Bull Run Middle School is “Soaring to Excellence”.

The mission of the school is “To have all students read, write, and think at high levels of the curriculum.”

The library works to support both the vision and the mission through the collection, collaborations, and the lessons that are taught by the library staff. The library is involved with all aspects of the mission: reading, writing and thinking. The library ensures that the collection contains high quality items for both pleasure reading and for curricular needs in order to aid in meeting the school mission.

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C. Bull Run Middle School Library Mission Statement

It is the mission of the library to work with the entire school community to create a student-centered environment in which students are able to appropriately find information to fulfill their educational, personal informational, and recreational needs. The library strives to achieve a safe and nurturing environment for students in which all will appreciate reading and become lifelong learners. The library strives to ensure that all members of the school community have appropriate informational skills to be productive and meaningful members of 21st century society.

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D. Selection Statement

Materials selected for inclusion in the Bull Run Middle School library collection (print, non-print and electronic) will be evaluated and reviewed according to many requirements. Due to the diverse maturity levels associated with this period of psychological and physical growth, materials either above or below middle school level may be purchased. Novels at lower lexiles are included for students non-proficient in English or who are reading below grade level. This does not mean, however, that any students are limited in what book they may check out based on their reading levels. Books are simply available to ensure all students have books they are comfortably ably to read. Although some sixth grade students are ten years old, some eighth grade students exit at 15 years of age and have formed an identity. Therefore, informational texts and literature with content beyond the experiences or comfort levels of younger students are included in the collection.

Materials will be selected for the collection after being evaluated by the librarians based on the material’s: age level, relationship to the curriculum, needs of the community, diversity, view-points, available formats, cost, balance of materials, literary merit, popularity, currency, reading level, currency, instructional design, special features, lack of bias, creator’s credibility, appropriateness of content for users, intellectual and interest levels, authenticity, ability to meet multiple needs, and the value to the collection. Additionally, material will be evaluated on its physical form for technical quality, aesthetic quality, durability, and safety and health considerations. Sponsored material will be evaluated for its advertising and propaganda content.

Equipment and software will be evaluated based on its: performance, compatibility, and versatility, ease of use, safety, maintenance, service records, reputation, length of contract, accessibility, and cost. Materials to be considered for selection include but are not limited to: books, CDs, computer software, DVDs, E-Books, E-Journals, E-Zines, games, graphic novels, maps, newspapers, and online databases. These materials will be assessed for their implications on the collection and copyright considerations.

Resources selected for addition in the selection should have favorable review in reliable print and online resources such as but not limited to; Booklist, School Library Journal, Science Books and Films, National Science Teacher’s Association, Voice of Youth Advocates, The ALAN Review, Book Links, The Book Reporter, BookReview.com, Booklist Online, BookWire, Bulletin of the Center for Children's Books, Caldecott Medal Home Page, Childrens Literature Web Guide, Coretta Scott King Award Home, Education Review, Educational Software Review, Follett TITLEWAVE, Multicultural Book Reviews, Newbery Medal Home Page, Teen Reading (YALSA), and Young Adult Books. A resource that has a positive review from a student or staff member from a recommendation will also need a favorable review from outside sources prior to purchase (See Section O for sample Recommendation Form). This ensures that the highest quality resources are purchased and included in the collection. In the event that no review can be found in an outside source the librarian or another staff member will personally review

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the material to determine its worth in the collection.

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E. Acquisitions Statement

Acquisition is the process in which the library gets new materials. The librarian will be the primary person to select the material for the library. Following selection the school procedures within the school will be followed to complete the purchasing. Materials may be ordered from a variety of vendors including but not limited to, Follet, Mackin, Baker & Taylor. All vendors must be found on the county approved vendor list in order for items to be purchased from.

In order to have a successful acquisition the library first needs to obtain bibliographic information about the resources that are desired, next the librarian will confirm that material is available to purchase and is not already in the collection. Following these steps the librarian will identify and select sources for ordering materials. The librarian will need to determine the format and binding that will be the most appropriate for this resource. If possible the librarian will negotiate the price and terms of the order if possible. Per county protocol, if the order is over five hundred dollars it will be necessary to collect bids on the order to find the least expensive option. The next step in the acquisition process is for the order to be placed and funds to be allocated. The librarian needs to be sure to keep records of outstanding and received orders. Once orders arrive the librarian must verify receipt of materials against packing slip and check for damages.

All purchasing procedures that are in place at Bull Run Middle School will be followed. Following the selection of materials is made a purchase order is filled out (See sample in Section O); this will be approved by the principal. The order will then be placed by the bookkeeper. When the order arrives the bookkeeper and the librarian will verify that the items ordered match the items on the shipping list and in the packed materials.

Materials for the library are often sourced through gifts, other locally available sources in addition to the school given budget.

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F. Gifts Statement

Bull Run Middle School welcomes gifts. Gifts, whether from businesses or individuals, will be evaluated the same as items for purchase. The library does not accept gifts with restrictions or conditions relating to their final use, disposition, or location. Monetary gifts will be accepted for deposit in the library’s fund raising budget. A letter to acknowledge receipt of a gift will be sent by the librarian; however, no monetary amount will be attached to gifts except for cash donations. The library retains the right to refuse gifts. A gift once given becomes the sole property of the library and the donor relinquishes all rights to it.

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G. Cooperative Resources and Networking Statement

Interlibrary loan will be used if the school library does not have the desired resource and another county school does have it. Interlibrary loan will be used between schools within the county whenever possible. The individual who borrows the material is responsible for the material, not the librarian.

All county schools share some subscriptions to online resources such as Culturegrams and WorldBook. Students in Virginia are able to use Find It Virginia.

The school has partnerships with local organizations such as Joyce Koons Honda Buick GMC.

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H. Intellectual Freedom Statement

Bull Run Middle School library adheres to the principles stated in the ALA Library Bill of Rights, The Freedom to Read Statement, the American Film and Video Association’ s Freedom to View Statement and the NCTE Right to Read Statement.

These documents can be found in appendix N.

Intellectual Freedom covers many items such as student privacy. Student checkout records are kept private. This information is kept at the building level for record keeping only. Student checkout records will not be shared. Students have the right to check out any book in the library, this includes books at, below or above their level if they so choose. Books are not limited to their reading level. Students will not be judged for what they are checking out. Information within resources in the library will not be censored.

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I. Policy/Procedures for Handling Challenges

The mission of The Bull Run Middle School Library is to ensure that the learning community is effective users of ideas and information through responsible use of technology and quality materials and collaboration. Therefore, the media center supports students’ right to read (See Section H and Appendix O); however, there are district procedures to ensure the community’s needs are being met too. In accordance with Prince William County Schools Regulation 653-8 and Policy 653, sometimes a controversial topic will need to be included to promote an unbiased view, and complaints may arise. When this occurs, the library media specialist will listen to complaints and see if a solution may be worked out for the individual and his/her child. If that meeting cannot work to solve the issue then further steps will be taken. If the complainant wants to pursue a formal complaint, then he/she must complete a Citizen’s Request For Reconsideration of Instructional Resource form see Section O). During the complaint process, the selection will remain on the shelf. The appointed committee will review the challenged work and make a suggestion as to its disposition. The principal will inform the complainant, and if he/she remains dissatisfied, he/she may appeal to the Associate Superintendent of Learning and Accountability within fifteen days of the committee’s recommendation. Following this appeal the complainant may make a final appeal to the School Board within ten days of the decision. The decision of the School Board is final.

The review committee will consist of two parents, two teachers, one student, one librarian, and the principal of the building. The principal of the building will serve as the committee chairperson. At all levels of appeal the committee contains the same types of members. The only change is the chairperson. In the central appeal the chairperson is the Associate Superintendent.

A reconsideration decision will remain in effect for three years.

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J. Technology Statement

The library recognizes the importance of technology to be imbedded in the curriculum. The selection and purchase of technology for use in the library will be made by the administration of the building and by the central county office. The librarian will make technology recommendations when possible. The librarian will work to aid the school community in the use and integration of technology into all aspects of the educational process. The librarian will also work to educate the school community about issues in technology that impact the world today.

The Internet is available to all members of the school community. The items available on the Internet are not under the jurisdiction of the library. Therefore the library cannot guarantee the information found there for its accuracy, appropriateness, currency, authenticity, security, completeness or availability. In using the Internet at school members of the school community agree to follow the county technology acceptable use policy.

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K. Assessment of the Library Media Collection

The librarian will work to continually assess the library collection. This evaluation will occur in order to be sure that the resources in the library are meeting the needs of the community and the curriculum. The resources also need to be evaluated to ensure that they are current and that nothing is out of date, inaccurate or inappropriate for the collection in some way. Items that do not meet the current assessment standards will be subject to removal from the collection. Evaluation of the resources will include usage statistics from Titlewave, recommendations and input from students, faculty members, and administration. An evaluation survey similar to questions below may be sent to teachers, after class use, using resources, to improve the collection resources. -Were the library/information resources adequate for your needs?- What areas or materials would like to see improved?- Are there any specific titles that you would recommend for the collection?

Titles will be evaluated to remain in the collection by the same rationale that they are brought into the collection. Materials will also be evaluated by usage and relevance to the curriculum.

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L. Withdrawing Library Media Materials

Withdrawing materials from the library is a necessary step in order to keep the library collection up to date, accurate and the best fit for the users. When weeding materials form the library the following criteria will be considered, enduring value, reading and interest level, biased and stereotypes, recommended in a current selection tool, local interest and community need, last checkout date, copyright date, condition of the material.

The decision to remove materials from the library will be up to the librarian. When necessary the librarian will ask for the assistance of content area specialist.

In order to remove a book from the collection all identifying marks must be removed. The material must also be removed from the library catalog. Once these steps are completed the librarian will dispose of the materials according to school board policy. Currently the policy allows for books to be boxed up and sent to the central county warehouse.

Withdrawing material or weeding is a continual process. It will be done continually to keep the library regularly maintained. To help with this the library will also follow the following weeding schedule.

Weeding schedule

Year ending inClass Interval 1 2 3 4 5 6 7 8 9 0000 5 Years X X100 5 Years X X200 5 Years X X300 3 Years X X X X400 5 Years X X500 2 Years X X X X X600 2 Years X X X X X700 5 Years X X800 5 Years X X900 3 Years X X X92 3 Years X X XEasy 5 Years X XFiction 5 Years X X

Taken from Kerby.

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M. Policy for revision of the Policy

In order to maintain a current policy and to meet the needs of the population the Policy will be reviewed every five years and revised whenever needed.

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N. APPENDICESIntellectual freedom position statements

ALA Library Bill of Rights

The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; inclusion of “age” reaffirmed January 23, 1996.A history of the Library Bill of Rights is found in the latest edition of the Intellectual Freedom Manual.

 

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N. APPENDICESIntellectual freedom position statements

ALA Freedom to Read Statement

The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label "controversial" views, to distribute lists of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read.Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. The problem is not only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials.Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference.Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that serious thought requires, and to the accumulation of knowledge and ideas into organized collections.We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to

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that freedom to read by making it possible for the readers to choose freely from a variety of offerings.The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.We therefore affirm these propositions:P. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority. Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept that challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.Q. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available. It would conflict with the public interest for them to establish their own political, moral, or aesthetic views as a standard for determining what should be published or circulated. Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper.R. It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author. No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish that draws up lists of writers to whom it will not listen, whatever they may have to say.S.There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression. To some, much of modern expression is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters values differ, and values cannot be legislated; nor can machinery be devised that will suit the demands of one group without limiting the freedom of others.T.It is not in the public interest to force a reader to accept the prejudgment of a label characterizing any expression or its author as subversive or dangerous. The ideal of

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labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for others. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.U. It is the responsibility of publishers and librarians, as guardians of the people's freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large; and by the government whenever it seeks to reduce or deny public access to public information. It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self-censorship.V. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a "bad" book is a good one, the answer to a "bad" idea is a good one. The freedom to read is of little consequence when the reader cannot obtain matter fit for that reader's purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans the fullest of their support.We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.

This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers.Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004.A Joint Statement by:

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American Library Association Association of American PublishersSubsequently endorsed by:American Booksellers Foundation for Free Expression The Association of American University Presses, Inc. The Children's Book Council Freedom to Read Foundation National Association of College Stores National Coalition Against Censorship National Council of Teachers of English The Thomas Jefferson Center for the Protection of Free Expression

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N. APPENDICESIntellectual freedom position statements

ALA Freedom to View StatementThe FREEDOM TO VIEW, along with the freedom to speak, to hear, and to read, is protected by the First Amendment to the Constitution of the United States. In a free society, there is no place for censorship of any medium of expression. Therefore these principles are affirmed:1. To provide the broadest access to film, video, and other audiovisual materials because they are a means for the communication of ideas. Liberty of circulation is essential to insure the constitutional guarantees of freedom of expression.2. To protect the confidentiality of all individuals and institutions using film, video, and other audiovisual materials.3. To provide film, video, and other audiovisual materials which represent a diversity of views and expression. Selection of a work does not constitute or imply agreement with or approval of the content.4. To provide a diversity of viewpoints without the constraint of labeling or prejudging film, video, or other audiovisual materials on the basis of the moral, religious, or political beliefs of the producer or filmmaker or on the basis of controversial content.5. To contest vigorously, by all lawful means, every encroachment upon the public's freedom to view.This statement was originally drafted by the Freedom to View Committee of the American Film and Video Association (formerly the Educational Film Library Association) and was adopted by the AFVA Board of Directors in February 1979. This statement was updated and approved by the AFVA Board of Directors in 1989.For questions or comments please contact vrtwebsite@ala.org

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N. APPENDICESIntellectual freedom position statements

NCTE -The Right to ReadAn open letter to the citizens of our country from the National Council of Teachers of English:Where suspicion fills the air and holds scholars in line for fear of their jobs, there can be no exercise of the free intellect. . . . A problem can no longer be pursued with impunity to its edges. Fear stalks the classroom. The teacher is no longer a stimulant to adventurous thinking; she becomes instead a pipe line for safe and sound information. A deadening dogma takes the place of free inquiry. Instruction tends to become sterile; pursuit of knowledge is discouraged; discussion often leaves off where it should begin.

Justice William O. Douglas, United States Supreme Court: Adler v. Board of Education, 1951.

The right to read, like all rights guaranteed or implied within our constitutional tradition, can be used wisely or foolishly. In many ways, education is an effort to improve the quality of choices open to all students. But to deny the freedom of choice in fear that it may be unwisely used is to destroy the freedom itself. For this reason, we respect the right of individuals to be selective in their own reading. But for the same reason, we oppose efforts of individuals or groups to limit the freedom of choice of others or to impose their own standards or tastes upon the community at large.The right of any individual not just to read but to read whatever he or she wants to read is basic to a democratic society. This right is based on an assumption that the educated possess judgment and understanding and can be trusted with the determination of their own actions. In effect, the reader is freed from the bonds of chance. The reader is not limited by birth, geographic location, or time, since reading allows meeting people, debating philosophies, and experiencing events far beyond the narrow confines of an individual's own existence.In selecting books for reading by young people, English teachers consider the contribution which each work may make to the education of the reader, its aesthetic value, its honesty, its readability for a particular group of students, and its appeal to adolescents. English teachers, however, may use different works for different purposes. The criteria for choosing a work to be read by an entire class are somewhat different from the criteria for choosing works to be read by small groups.For example, a teacher might select John Knowles' A Separate Peace for reading by an entire class, partly because the book has received wide critical recognition, partly because it is relatively short and will keep the attention of many slow readers, and partly because it has proved popular with many students of widely differing abilities. The same teacher, faced with the responsibility of choosing or recommending books for several small groups of students, might select or recommend books as different as Nathaniel Hawthorne's The Scarlet Letter, Jack Schaefer's Shane, Alexander Solzhenitsyn's One Day in the Life of Ivan Denisovitch, Pierre Boulle's The Bridge over the River Kwai, Charles Dickens' Great Expectations, or Paul Zindel's The Pigman, depending upon the abilities and interests of the students in each group.And the criteria for suggesting books to individuals or for recommending something worth reading for a student who casually stops by after class are different from selecting

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material for a class or group. But the teacher selects, not censors, books. Selection implies that a teacher is free to choose this or that work, depending upon the purpose to be achieved and the student or class in question, but a book selected this year may be ignored next year, and the reverse. Censorship implies that certain works are not open to selection, this year or any year.Wallace Stevens once wrote, "Literature is the better part of life. To this it seems inevitably necessary to add, provided life is the better part of literature." Students and parents have the right to demand that education today keep students in touch with the reality of the world outside the classroom. Much of classic literature asks questions as valid and significant today as when the literature first appeared, questions like "What is the nature of humanity?" "Why do people praise individuality and practice conformity?" "What do people need for a good life?" and "What is the nature of the good person?" But youth is the age of revolt. To pretend otherwise is to ignore a reality made clear to young people and adults alike on television and radio, in newspapers and magazines. English teachers must be free to employ books, classic or contemporary, which do not lie to the young about the perilous but wondrous times we live in, books which talk of the fears, hopes, joys, and frustrations people experience, books about people not only as they are but as they can be. English teachers forced through the pressures of censorship to use only safe or antiseptic works are placed in the morally and intellectually untenable position of lying to their students about the nature and condition of mankind.The teacher must exercise care to select or recommend works for class reading and group discussion. One of the most important responsibilities of the English teacher is developing rapport and respect among students. Respect for the uniqueness and potential of the individual, an important facet of the study of literature, should be emphasized in the English class. Literature classes should reflect the cultural contributions of many minority groups in the United States, just as they should acquaint students with contributions from the peoples of Asia, Africa, and Latin America.

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O. FormsMaterials Request/Recommendation/Suggestion Form

Student and staff requests for materials to be purchased are encouraged and welcomed. Purchase requests fall under the same selection criteria, as do materials selected by library staff. For this reason, not every title suggested is ordered. Students and staff making purchase recommendations for subjects not collected by the Library or for out-of-print material will be given the option of obtaining such materials through Interlibrary Loan when available.

Bull Run Middle SchoolMaterials Request Form

Name___________________________________ Date__________(Staff members) Grade/subject taught________________________________________Room number_______ E-mail_______________________________________

(Students) Current Grade_________________ E-mail_________________________Advisory Teacher___________________________________ Room Number__________

Title recommended____________________________________________________Author_____________________________________________________________Format (book, cd, dvd, etc.) ______________________________________________Summary of title________________________________________________________Reason for recommendation______________________________________________Other information_______________________________________________________

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O. Forms Purchase Requisition and Order

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O. FormsGift Form

Bull Run Middle School LibraryDonation Receipt Form

Name: ___________________________________________Date: ___________Address: ______________________________ City, State, Zip __________________Phone: _____________________

Number of hardback books donated: ______ Number of paperback books donated: ____Number of recordings donated: _______________ Number of magazine donated: ______ Other: ___________

Donation Receipt Form

Bull Run Middle School Library may be unable to use this donation for its own collection; therefore, please check your preference below:

______The gift may be given to other areas of the school or another needy organization in the area. The gift may be sold, with the proceeds use to further develop Bull Run Middle School Library’s collection.

_______I wish to be notified if the gift cannot be added to Bull Run Middle School Library’s collection, so that I may pick up the unneeded portion of the gift.

Thank you for your contribution!

Retain this statement: It is your permanent record for your income tax purposes. The Internal Revenue Department advises us that it is the responsibility of the contributor to estimate the fair market value of the donation. Bull Run Middle School Library acknowledges that the donor named above has not received any goods or services from Bull Run Middle School Library for this contribution.

Thank you.

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O. FormsConsideration of Controversial Materials

PRINCE WILLIAM COUNTY PUBLIC SCHOOLS Attachment to: 653-8CITIZEN'S REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL

RESOURCE

Title of Resource: __________________________ Copyright/Production Date: ________

Author of Resource: _____________________________

Type of Resource: _______________________ Video Producer/Distributor: __________

_____ B&W _____ Sound _____ Digital_____ Speed in IPS_____ Hardback (number of pages) _____ Color _____ Silent _____ Cassette _____ Length in minutes _____ Paperback (number of pages)_____ Video_____ DVD_____ Speed in minutes

Request Initiated By: __________________________________________________Telephone: ________________________ Address: ___________________________City: _________________State: _______________ Zip Code: __________________

Complainant Represents:_____Self _____Organization (name): _________________________________________Other Group (identify): __________________________________________

1. To what do you object? (Please explain [cite specific portion of resource])

_____Obscene/objectionable language (Explain: ________________________________)_____Suggestive situations____Ethnic/cultural bias____Religion ____Inappropriate level ____Sex stereotyping ____Controversial subject ____Other: ______________________________________________________________

2. What do you feel will be the problem in using this material?

____Prejudice the student____Emotionally disturbing to student____Presents a value judgment in conflict with accepted views ____Other: ____________________________________________________________

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3. What are the positive qualities of this material? ____Esthetic values (acting, scenery, writing, etc.) ____Educational value (a good teaching resource) ____Suitable for a more advanced lever (specify: _______________________________) ____Technical quality (photography, animation, etc.) ____Entertainment value

4. Did you review the entire material? If no, which parts did you review?

5. Are you aware of the evaluation of this material by professional educators?

6. What would you like your school to do about this material?

____Do not assign it to my child____Withdraw it from circulation____Send it back to the school and/or county resource review committee for reevaluation ____Other comments: _____________________________________________________

Form No. 7530-0455 (Rev. 6/92)

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O. Forms Consideration of controversial material- Committee review form

Committee Chair___________Committee Members names________________________________________________

Location of committee___________________

Title of Resource: __________________________ Copyright/Production Date: ________

Author of Resource: _____________________________

Type of Resource: _______________________ Video Producer/Distributor: __________Request Initiated By: __________________________________________________School_____________________________________________________________

Summary of committee findings______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Positive aspects/reviews of the resource________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Negative aspects/reviews of the resource_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Committee decision___Withdraw resource from the library___Remove the resource from the curriculum___Keep the resource in the library/in the curriculum___ Give the student an alternative resource to supplement the curriculum

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O. Forms Technology Use

Student Name: _______________________________________Grade: ________________Parent Name: __________________________________________Parent contact: _____________________

Bull Run Middle School Student Network / Internet User Agreement and Parent Permission Form.To use networked resources, all students must sign and return this form.The activities listed below are not permitted:

Sending or displaying offensive messages or pictures Using obscene language Giving personal information, such as compete name, phone number, address or identifiable photo,

without permission from teacher and parent or guardian Harassing, insulting or attacking others Damaging or modifying computers, computer systems or computer networks Violating copyright laws Using others’ passwords Trespassing in others’ folders, work, or files Intentionally wasting limited resources Employing the network for commercial purposes, financial gain, or fraud

Violations may result in a loss of access as well as other disciplinary or legal action.

Student User Agreement:As a user of the Bull Run Middle computer network, I hereby agree to comply with the statements and expectations outlined in this document and to honor all relevant laws and restrictions. [Initial appropriate items]_____ Agree to use the Internet responsibly_____ Agree to use the Bull Run Middle network responsibly_____ Agree to use responsibly email, Google Apps, Edmodo, and other school apps_____ Grant permission to use school approved applications, such as Google Apps, email, Edmodo, etc. _____ Grant permission to have my materials published to the Internet [audio, video, print, photos]_____ Grant permission to have my unidentified photo published to the Internet.

Student Signature _________________________________ Date ___________________________

Parent / Guardian Permission:All students are provided with access to district computer resources. In addition to accessing our district computer network, as the parent or legal guardian, I grant permission for the above named student to:[Initial appropriate items]_____ Access the Internet_____ Access teacher approved online social sites_____ Grant permission to use school approved applications, such as Google Apps, email, Edmodo, etc. _____ Have his/her materials published to the Internet [audio, video, print, photos]_____ Have his/her unidentified photo published to the Internet.

These permissions are granted for an indefinite period of time, unless otherwise requested. I understand that individuals and families may be held liable for violations. I understand that some materials on the internet may be objectionable, but I accept responsibility for guidance of internet use -- setting and conveying standards for my daughter or son to follow when selecting, sharing, or exploring information and media.

Parent Signature _______________________________ Date _____________________________

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W. Bibliography

The Freedom to Read Statement. (n.d.). Retrieved October 13, 2014, from http://www.ala.org/advocacy/intfreedom/statementspols/freedomreadstatement

Freedom to View Statement. (n.d.). Retrieved October 13, 2014, from http://www.ala.org/vrt/professionalresources/vrtresources/freedomtoview

Kerby, M. (2006). Collection development for the school library media program : a beginner's guide / Mona Kerby. Chicago, Ill. : American Association of School Librarians, 2006

Library Bill of Rights. (n.d.). Retrieved October 13, 2014, from http://www.ala.org/advocacy/intfreedom/librarybill

Regulation 653-8 Materials: Selection and Adoption/Distribution. (2006, January 4). Retrieved October 19, 2014, from http://pwcs.schoolfusion.us/modules/groups/homepagefiles/cms/493839/File/Regulations/R653-8.pdf?sessionid=5f3cb20776d7e31443fdf31ab8367857

The Students' Right to Read. (n.d.). Retrieved October 13, 2014, from http://www.ncte.org/positions/statements/righttoreadguideline

Technology Use Forms - Nespelem School District. (2009, July 1). Retrieved November 2, 2014, from http://www.nsdeagles.org/home/documents/documents-for-students/technology-use-forms

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