IJL (IJM)

(IMBB)

ALLENSTOWN SCHOOL DISTRICT

MATERIALS SELECTION POLICY

I. INTRODUCTION AND STATEMENT OF PURPOSE:

In the education of children, to help them meet their optimum potential, a great diversity of print and audiovisual materials are essential if individual interest, needs, and abilities are to be met.

The selection process is a very important part of the education program from which derive all formats of information which are the basic tools needed for effective teaching and learning.

The purpose of this materials selection policy is:

1. To provide a statement of philosophy and objectives for the guidance of those involved in the procedures for selection.
2. To define the role of those who share in the responsibility for the selection of instructional materials.
3. To set forth criteria for selection and evaluation of materials.
4. To outline the techniques for the application of the criteria.
5. To clarify for the Allenstown community, the philosophy and procedures used in evaluating and selecting instructional materials.
6. To provide a procedure for the consideration of objections to the use of particular materials in the educational program.

II. PHILOSOPHY AND GUIDELINES:

It is the policy of this school district to establish procedures for selection and evaluation of materials that will:

1. Support and enrich all subjects of the curriculum, taking into consideration the varied interests abilities, and maturity levels of the pupils served.
2. Present the many racial, ethnic, religious, and cultural groups and portray the role of their contribution in the development of America.
3. Give an extensive background of information and factual knowledge which will enable pupils to make intelligent judgments in their daily lives.
4. Support and be consistent with the objectives and goals of specific courses of study approved by the Allenstown School Board.
5. Stimulate growth in knowledge, literary appreciation, aesthetic values, and ethical standards.

ADOPTED: June, 1948

AMENDED: February, 1961

AMENDED: June, 1967

AMENDED: January, 1980

6. Present all aspects of social, economic, and political systems and issues so that students have practice, under guidance, in the processes of critical reading, thinking and evaluating, processes that support an informed citizen’s part in the preservation of American institutions and ideals.
7. Offer the student an opportunity to develop an awareness of a social order (school) which values freedom and allows for the fullest development of the individual.
8. Develop the lifelong habit of wide reading which fosters freedom in the exchange of ideas, a basic principle in the operation of democracy.
9. To place principal above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection, appropriate for the users of the library media center.

III. DOCUMENTS:

The selection of materials shall be guided by the philosophy and principles set forth in the following documents:

The School Library Bill of Rights for School Library Media Center Programs:

The American Association of School Librarians reaffirms its belief in the Library Bill of Rights of the American Library Association. Media personnel are concerned with generating understanding of American freedoms through the development of informed and responsible citizens. To this end the American Association of School Librarians asserts that the responsibility of the school library media center is:

a) To provide a comprehensive collection of instructional materials selected in compliance with basic written selection principles, and to provide maximum accessibility to these materials.

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

c) 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.

4. 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.
5. 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.
6. To provide qualified professional personnel to serve teachers and students.

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.

1. 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.
2. Libraries should provide materials and informations presenting all points of view on current and historical issues. Materials should not be prescribed or removed because of partisan or doctrinal disapproval.
3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
6. Libraries which make exhibit spaces and meeting rooms available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.

Freedom to Read Statement:

It is in the public interest for publishers and librarians to make available the widest diversity of news and expressions, including those which are unorthodox or unpopular with the majority.

Publishers, librarians and booksellers do not need to endorse every idea or presentation contained in the books 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 books should be published or circulated.

It is contrary to the public interest for publishers or librarians to determine the acceptability of a book on the basis of the personal history or political affiliations of the author.

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.

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

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.

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, bookmen can demonstrate that the answer to a bad book is a good one, the answer to a bad idea is a good one.

IV. RESPONSIBILITY:

The responsibility for the acquisition of materials is legally vested in the Allenstown School Board. The Board of Education delegates to the School Librarian the responsibility to make final recommendations for purchase. It is expected that the librarian will work closely with the school staff, administrative personnel and students in the selection and evaluation of materials.

5. CRITERIA FOR MATERIALS SELECTION:

General Criteria:

1. Needs of the school based on the knowledge of the curriculum, and the requests from staff and students
2. Needs of the individual students based on a knowledge of children and youth and the requests of staff.
3. Provision of a wide range of materials on all levels of difficulty with a diversity of appeal and the presentation of different points of view.
4. Provision of materials of a high artistic and literacy quality.

Specific Criteria for Selecting Print Materials:

Materials for purchase are considered on the basis that they should:

1. Be accurate and objective;
2. Represent the broad spectrum of viewpoints of given topics;
3. Have potential usefulness;
4. Be of value commensurate with cost and/or need;
5. Be appropriate to levels of learning and to the user;
6. Be authoritative, realistic, factual
7. Reflect the pluralistic character and culture of the American people;
8. Be free of sexual stereotyping;
9. Represent various ethnic groups;
10. Be relevant to today’s world;
11. Represent artistic, historic, and literary qualities;
12. Reflect problems, aspirations, attitudes, and ideals of a society;
13. Be pertinent to the curriculum;
14. Contribute to the objectives of the instructional program;
15. Represent differing viewpoints on controversial subjects;
16. Provide a stimulus to creativity;
17. Be readable, typographically well-balanced.

Specific Criteria for Selecting Non-print Materials:

Authenticity:

1. Accurate facts;
2. Facts impartially presented;
3. Up-to-dateness of information.

Appropriateness:

1. Vocabulary at user’s level;
2. Concepts at user’s level;
3. Narration, dialogue, sound effects related to subject.

Scope:

1. Superior concept development by this means (format);
2. Content to satisfy demand for current subjects.

Interest:

1. Relationship to user’s experience;
2. Intellectual challenge;
3. Imagination appeal;
4. Human and sensory appeal;
5. Logical development;
6. Balance in use of narration and dialogue, music and sound effects.

Technical Aspects:

1. Effective color use;
2. Clarity;
3. Unified composition.

Textbooks:

A textbook selection committee, appointed annually, should be established in order to ascertain the acquisition of quality textbooks in all aspects of the curriculum. It is important to remember that textbooks do not determine the curriculum, the curriculum determines the textbook. The text selected for purchase must be consistent with the school’s philosophy and curriculum goals.

Specific Criteria for Selecting Texts:

1. Text should be consistent with the school course of study;
2. Text should not contain sexual, racial or ethnic prejudices or stereotypes;
3. Text should be appropriate to levels of learning and interest;
4. Text should have an appropriate level of vocabulary;
5. Text should be adaptable to different levels of ability;
6. Text should have a multi-sensory approach to learning;
7. Text should have clear and accurate definitions;
8. Text should be authoritative, realistic and factual;
9. Text should be easy to read and durable;
10. The diagrams, drawings, photos and charts should be attractive and functional;
11. There should be a teacher’s guide offering background information, suggestions for enrichment activities, follow-up activities, and supplemental materials.

The attached form could be used in evaluating textbooks (see Appendix A).

General Criteria for Selecting Equipment:

There are six general areas to examine:

1. Safety characteristics;
2. Physical characteristics;
3. Electrical characteristics;
4. Optical characteristics;
5. Audio characteristics;
6. Transport characteristics.

5. PROCEDURES FOR SELECTION:

In selecting materials for purchase, library media personnel evaluate the existing collection and consult:

a) Reputable, unbiased, professionally prepared selection aids including book lists, special bibliographies, current reviewing media, etc., such as publications of the American Library Association, National Councils of Teachers of English, Wilson Catalog Series, and the publications of other professional educational organizations.

b) Subject specialists and other educators at all grade levels

c) Media or curriculum committees, where they may exist, which serve in an advisory capacity in the selection of materials.

In specific areas, the library media person follows procedures such as the following:

1. Gift materials are judged by basic selection standards and are accepted or rejected by these standards;
2. Multiple copies are purchased as needed;
3. Worn or missing standard items are replaced systematically;
4. Out of date or no longer useful materials are withdrawn from the collection.

5. CHALLENGED MATERIALS:

Policy and Procedure:

Occasionally, objections to a selection will be made by the public, despite the care taken to select valuable materials for student and teacher use. The principles of freedom to read and the professional responsibility of the staff must be defended rather than the materials.

If a complaint is made, procedures should be as follows:

1. Be courteous, but make no commitments. Refer complainant to the principal.
2. The principal attempting to resolve the situation asks the individual lodging the complaint to file objections in writing and offer a prepared form (see Appendix B).

1. The principal and the media personnel review the questioned material. Questioned material will continue to be used during the review process. The parent initiating the review may request that their child not have access to the material pending outcome of the review.
2. The written complaint, together with reviews and recommendations, is submitted to the Superintendent within fifteen (15) working days.
3. The Superintendent will schedule reviews in the order of receipt. Each review must be completed before another can be considered. Within six (6) working days of receipt of the form the Superintendent will notify the resident as to when the case will be heard. The Superintendent shall appoint a seven-member review committee comprised of:

1. The Superintendent of Assistant Superintendent
2. The School District Librarian
3. A Principal or Assistant Principal
4. Four citizens from the school district.

1. The Instructional Materials Review Committee will be chaired by the Superintendent or Assistant Superintendent, and will:

1. Read and examine referred materials.
2. Check general acceptance of the materials by reading reviews and professionally-prepared selection aids.
3. Re-examine the materials in question in light of the district philosophy, selection criteria, and curriculum goals and objectives.
4. Weigh values and shortcomings and decide on acceptability based on the material as a whole, and not on individual passages out of context.
5. Issue to the Superintendent a decision report written and signed by the committee as a whole within one month after the committee was initiated.
6. Advise the Superintendent to forward copies of the decision report to the resident and, if it seems advisable, to other parties.

1. Appeal Procedure:

A resident has a right to appeal the decision of the review committee to the school board. Notification of the resident’s intent to appeal should be received by the Superintendent within ten (10) working days of the review committee’s decision. At that time the Superintendent and the resident should arrive at a mutually agreeable date and time for the hearing.

APPENDIX A

TEXTBOOK EVALUATION SCALE

NAME OF TEXT

NAME AND ADDRESS OF PUBLISHER

COPYRIGHT DATE

CONTENT AREA

ESTIMATED COST

GRADE LEVEL SUGGESTED BY PUBLISHER

INSTRUCTION: A numerical rating of 0-4 used to rate the text.

4 = Excellent, 3 = Good, 2 = Okay, 1 = Poor, 0 = Not Useful

RATING	CRITERIA (Comments on reverse side of paper
	Text is consistent with school’s course of study.
	Text doesn’t contain sexual, racial or ethnic prejudices or stereotypes.
	Text is appropriate to levels of learning and interest.
	Text has an appropriate level of vocabulary.
	Text is adaptable to different levels of ability.
	Text has a multi-sensory approach to learning.
	Text has clear and accurate definitions.
	Text is authoritative, realistic and factual.
	Text has an adequate treatment of all desired topics.
	Text is arranged chronologically and/or systematically.
	Material is durable.
	Print is easy to read.
	There is an attractive and functional use of color.
	There are attractive and functional diagrams, drawings, photos, and charts.
	Teacher’s guide offers helpful suggestions without inhibiting teacher creativity.
	Teacher’s guide offers background information for teachers.
	Teacher’s guide has suggestions for follow-up and enrichment activities.
	Teacher’s guide includes pages from student’s version of text along with suggestions for teachers.
	Are there any supplementary materials available with text?

SIGNATURE DATE

APPENDIX B

PUBLIC COMPLAINTS ABOUT THE CURRICULUM OR INSTRUCTIONAL MATERIALS

(Citizen’s Request for Reconsideration of a Book)

AUTHOR HARDCOVER PAPERBACK

TITLE

PUBLISHER

REQUEST INITIATED BY

ADDRESS TELEPHONE

COMPLAINANT REPRESENTS - HIM/HERSELF

ORGANIZATION

OTHER

1. To what in the book do you object? (please be specific, cite pages)

2. What do you feel might be the result of reading this book?

3. For what age group would you recommend this book?
4. Is there anything good about this book?
5. Did you read the entire book? What parts?
6. Are you aware of the judgment of this book by literary critics?
7. What do you believe is the them of this book?
8. What would you like the library to do about this book?

Do not assign it to students?

Withdraw it from all patrons of the library?

Refer it to an official committee for re-evaluation?

9. In its place what book of equal literary would you recommend that would convey as valuable a picture and perspective of the subject treated?

(Signature of complainant and date)

PLEASE RETURN THIS FORM TO THE PRINCIPAL OR SCHOOL LIBRARIAN

APPENDIX C

CHECKLIST FOR SCHOOL MEDIA ADVISORY COMMITTEE’S RECONSIDERATION OF INSTRUCTIONAL MATERIAL – FICTION AND OTHER LITERARY FORMS

TITLE

AUTHOR

A. Purpose

1. What is the purpose, theme or message of the material? How well does the author/producer/composer accomplish this purpose?

2. If the story is fantasy, is it the type that has imaginative appeal and is suitable for children?

Yes No; for young adults? Yes No. If both are marked no, for what age group would you recommend?

3. Will the reading and/or viewing and/or listening to material result in more compassionate understanding of human beings? ____Yes____No.

4. Does it offer an opportunity to better understand and appreciate the aspirations, achievements, and problems of various minority groups? ____Yes____No.

5. Are any questionable elements of the story an integral part of a worthwhile theme or message? ____Yes____No.

2. Content

1. Does a story about modern times give a realistic picture of life as it is now? ____Yes____No.
2. Does the story avoid an oversimplified view of live, one which leaves the reader with the general feeling that life is sweet and rosy or ugly and meaningless? ____Yes____No.
3. When factual information is part of the story, is it presented accurately? ____Yes____No.
4. Is prejudicial appeal readily identifiable by the potential reader? ____Yes____No.
5. Are concepts presented appropriate to the ability and maturity of the potential readers?

____Yes____No.

6. Do characters speak in a language true to the period and section of the country in which they live? ____Yes____No.

7. Does the material offend in some special way the sensibilities of women or a minority group by the way it presents either the chief character or any of the minor characters?

____Yes____No.

8. Is there pre-occupation with sex, violence, cruelty, brutality, and adherent behavior that would make this material inappropriate for children? ____Yes____No.

9. If there is use of offensive language, is it appropriate to the purpose of the text for children?

Yes No; for young adults? ____Yes____No.

10. Is the material free from derisive names and epithets that would offend minority groups?

____Yes____No.

11. Is the material well written or produced? ____Yes____No.

12. Does the story give a broader understanding of human behavior without stressing differences of class, race, color, sex, education, religion or philosophy in any adverse way?

____Yes____No.

13. Does the material make a significant contribution to the history of literature or ideas?

____Yes____No.

14. Are the illustrations appropriate and in good taste? ____Yes____No.

15. Are the illustrations realistic in relation to the story? ____Yes____No.

2. Reviews

1. Source of review:

Favorably reviewed Unfavorably reviewed

2. Does this title appear in one or more reputable selection aids? ____Yes____No.

If answer is yes, please list titles of selection aids.

Additional Comments

Recommendation by School Media Advisory Committee for Treatment of Challenged Materials

Signature of Media Advisory Review Committee Date

APPENDIX D

CHECKLIST FOR SCHOOL MEDIA ADVISORY COMMITTEE’S RECONSIDERATION OF INSTRUCTIONAL MATERIAL – NON-FICTION

TITLE

AUTHOR

A. Purpose

1. What is the overall purpose of the material?

2. Is the purpose accomplished? ____Yes____No.

2. Authenticity

1. Is the author competent and qualified in the field? ____Yes____No.

1. What is the reputation and significance of the author and publisher/producer in the field?

____Yes____No.

3. Is the material up-to-date? ____Yes____No.

4. Are information sources well documented? ____Yes____No.

5. Are translations and retellings faithful to the original? ____Yes____No.

C. Appropriateness

1. Does the material promote the educational goals and objectives of the curriculum of the District’s schools? ____Yes____No.

2. Is it appropriate to the level of instruction intended? ____Yes____No.

3. Are the illustrations appropriate to the subject and age levels? ____Yes____No.

2. Content

1. Is the content of this material well presented by providing adequate scope, range, depth and continuity? ____Yes____No.

2. Does this material present information not otherwise available? ____Yes____No.

3. Does this material give a new dimension or direction to its subject? ____Yes____No.