PA Guidelines

Pennsylvania Guidelines for School Library Programs

2005

Commonwealth Libraries

Pennsylvania Guidelines for School Library Programs

Commonwealth of Pennsylvania Department of Education

2005

Commonwealth Libraries

This project was supported with a Library Services and Technology Act (LSTA) grant administered by the Office of Commonwealth Libraries, Pennsylvania Department of Education.

Commonwealth of Pennsylvania Department of Education Office of Commonwealth Libraries

Copyright Date January, 2005 Pennsylvania Department of Education Commonwealth Libraries Bureau of Library Development Division of School Library Services 333 Market Street Harrisburg, PA 17126-0333 The Pennsylvania Department of Education (PDE) will not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordance with State law including the Pennsylvania Human Relations Act and with Federal law, including Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990.

If you have any questions about this publication, or for additional copies, contact: Division of School Library Services, Commonwealth Libraries, PA Department of Education, 333 Market Street, 11th Floor, Harrisburg, PA 17126-0333, Voice Telephone: 717-787-6704, Text Telephone TTY: 717-783-8445, Fax: 717-783-5420.

The following persons have been designated to handle inquiries regarding the non-discrimination policies: Complaints regarding discrimination in schools: Human Relations Representative Intake Division Pennsylvania Human Relations Commission Harrisburg Regional Office (717) 787-9784 Pittsburgh Regional Office (412) 565-5395 Philadelphia Regional Office (215) 560-2496

Information on accommodations within the Department of Education for persons with disabilities: Pennsylvania Department of Education Americans with Disabilities Act Coordinator Bureau of Management Services 333 Market Street, 15th Floor Harrisburg, PA 17126-0333 Voice Telephone: (717) 783-9791 Fax: (717) 772-2317 Text Telephone TTY: (717) 783-8445

Complaints against a Pennsylvania Department of Education employee: Pennsylvania Department of Education Equal Employment Opportunity Representative Bureau of Human Resources 333 Market Street, 11th Floor Harrisburg, PA 17126-0333 Voice Telephone: (717) 787-4417 Fax: (717) 783-9348 Text Telephone TTY: (717) 783-8445

General questions regarding educational law or issues: Pennsylvania Department of Education School Services Unit Director 333 Market Street, 5th Floor Harrisburg PA 17126-0333 Voice Telephone: (717) 783-3750 Fax: (717) 783-6802 Text Telephone TTY: (717) 783-8445

TABLE OF CONTENTS Guidelines Committee ..............................................................................................................................ii Philosophy ................................................................................................................................................1 Concept of Essential Elements ..........................................................................................................1 Essential Element: Flexible Scheduling..............................................................................................1 Essential Element: Information Literacy ............................................................................................1 Essential Element: Technology ..........................................................................................................2 Essential Element: Governance/Management ..................................................................................2 Essential Element: Staffing ................................................................................................................2 Essential Element: Resources............................................................................................................2 Essential Element: Environment ........................................................................................................2 Introduction................................................................................................................................................3 Chapter 1: Access and Collaboration ....................................................................................................5 Integration of Technology and Essential Information Literacy Skills ..................................................5 Chapter 2: Management of the School Library ......................................................................................7 Staffing and the Educational Community ................................................................................................7 I. School Librarian ............................................................................................................................8 II. Instructional Technology Specialist ............................................................................................11 III. Professional Administrative/Instructional Staff............................................................................11 IV. Support Staff ..............................................................................................................................13 V. Community Support for Program Development..........................................................................14 Program Assessment ............................................................................................................................15 Budget ....................................................................................................................................................16 Collection Development and Resources................................................................................................17 Facilities and Environment ....................................................................................................................18 Appendices ..............................................................................................................................................20 A: Staffing as an Essential Element................................................................................................20 B: Budget as an Essential Element ................................................................................................21 C: Collection of Materials and Resources as an Essential Element ..............................................23 D: Equipment as an Essential Element ..........................................................................................25 E: Facilities as an Essential Element of Environment ....................................................................27 F: Guide to the Copyright Law ........................................................................................................31 G: American Library Association Code of Ethics ............................................................................50 H: Access to Resources and Services in the School Library Program ..........................................51 I: The Student’s Right to Read ......................................................................................................52 J: Pennsylvania School Library Bill of Rights ................................................................................55 K: School Library Certification ........................................................................................................56 Glossary ..................................................................................................................................................59 Recommended Reading ........................................................................................................................61 Works Cited..............................................................................................................................................64

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COMMITTEES Guideline Committee W. Matthew Buss Librarian School District of Lancaster

Arleen P. Multhauf, D. Ed. Superintendent Moshannon Valley School District

Karen L. Fleeger Librarian Susquehanna Township School District

Sally L. Myers Secondary Technology Coordinator Penn Hills School District

Barbara A. Law Instructional Materials Services Director Luzerne Intermediate Unit 18

W. Michael Nailor Librarian Danville Area School District

Eloise M. Long Assistant Professor Department of Library Science Kutztown University

Donna J. Puller Librarian Smethport Area School District Cletus M. Schirra Librarian South Park School District

Joyce M. Mason Librarian Canon-McMillan School District

Anita L. Vance Librarian Chestnut Ridge School District

LaVerne S. Motley Coordinator of Library Services Rose Tree Media School District

Commonwealth Libraries John L. Emerick Director School Library Services Division

Neil F. Richvalsky School Library Development Advisor School Library Services Division

Lynn M. Moses School Library Development Advisor School Library Services Division

Evelyn C. Werner Resource Center Coordinator School Library Services Division

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PHILOSOPHY The future belongs to those who prepare for it.

– Ralph Waldo Emerson We live in a world of exponential information growth and continual technological advancement. As a result, schools need to shift from assessing passive memorization of facts to promoting the ability to find and use information efficiently and effectively. Students need to develop lifelong reading skills, lifelong learning skills, and the motivation to take responsibility for their own learning. Information literacy and critical thinking are essential if students are to live successfully in our rapidly changing, informationoriented society.

Information literate students are effective users of information in a variety of formats. The school library is the vehicle that provides opportunities for students to attain information literacy skills and to foster a lifelong interest in acquiring knowledge. “This new learning community is not limited by time, place, age, occupation, or disciplinary borders, but instead is linked by interest, need, and a growing array of telecommunications technology.” (AASL 2) The school library must be a gateway to traditional and state-of-the-art information resources, which will stimulate intellectual curiosity and foster the development of critical thinking, problem solving, and decision making. The school librarian, working collaboratively with teachers, administrators, and others, assumes a pivotal role in the learning community and directs the student-centered program.

The Pennsylvania Department of Education (PDE) is committed to the development and implementation of high academic standards for students of the Commonwealth. With the adoption of the Pennsylvania Academic Standards, the school librarian can, and must be, an integral part of this educational initiative. These professionals offer leadership in the areas of locating, processing, evaluating, synthesizing, and utilizing information from a variety of print, non-print, and electronic sources. These skills must be integrated across the curriculum to prepare students for their roles in the technology-driven global community.

Concept of Essential Elements The quality school library program is linked to several basic principles or essential elements, including flexible scheduling, information literacy, technology, governance, staffing, resources, and environment.

(Kentucky)

Essential Element: Flexible Scheduling An effective school library program provides an open flexible schedule in which the librarian, facility, and resources are available to students and teachers on an “as needed” basis. Classes have few limitations on the length of the visit or the frequency of the visits.

Flexible scheduling: • Enables collaboration between teachers and librarians.

• Allows individual, small group, and large group accessibility to the library.

• Impacts student achievement positively. (Lance) • Gives students access to the library when needed.

Essential Element: Information Literacy An effective school library program focuses on the process of learning rather than on dissemination of information. Information literacy, the ability to find, evaluate, and use information, is the keystone of lifelong learning. Application of these skills within content areas assists students in meeting the academic standards.

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Essential Element: Technology An effective school library program utilizes current technology to provide efficient access to and effective communication of information. Technology facilitates individual and small group research as well as large group instruction. It provides fast, efficient retrieval of information on- and off-site. The use of technology provides students with lifelong skills for the technological age and facilitates the production and communication of information.

Essential Element: Governance/Management An effective school library program is governed by the policies of the local Board of Education and is administered by a certified librarian. The collection development plan and selection policies support the curriculum and represent the interests of the entire school community, thereby giving students physical and intellectual access to necessary resources.

Essential Element: Staffing An effective library program provides adequate professional and clerical staff to meet the needs of the school community. Certified librarians are essential to the success of the program because the librarian is a trained professional involved in the implementation of: • Student-centered learning, such as authentic learning, project-based learning, and inquiry learning.

• Collaborative learning.

• Technology initiatives.

• Integration of information literacy into the curriculum.

Skilled support staff allows more time for librarians to work with students and teachers.

Essential Element: Resources An effective school library program provides appropriate, accurate, and current resources in all formats to meet the needs of the school community. As the amount of information increases, the most current and appropriate resources must be available to ensure students’ achievement of academic standards.

Additional resources should support literature-based instruction, extended school services, and preschool programs.

Essential Element: Environment An effective school library program provides an inviting, accessible, and stimulating place for individual and group use. An appealing environment and appropriate resources encourage academic and recreational use by students. Adequate, well-designed space provides areas for independent, small group, and large group activities.

These guidelines provide a framework from which local school districts can develop flexible, integrated K-12 school library programs. The recommendations will assist local school districts in implementing the requirements of the Pennsylvania Academic Standards. They are directed to local school board members, administrators, school librarians, and classroom teachers, as well as to parents and the citizens of Pennsylvania, who support school library programs and the education of children.

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INTRODUCTION

The Pennsylvania Academic Standards must be aligned with information literacy skills that make up the curriculum of the school library. Attaining information literacy skills permits students to locate, process, evaluate, synthesize, and utilize information from a variety of resources. “With these abilities, students can become independent, ethical, lifelong learners who achieve personal satisfaction and who contribute responsibly and productively to the learning community and to society as a whole.” (AASL 2-3) Each school building should have a centrally housed, accessible collection; an integrated library information curriculum; and the services of certified school librarians. Additional resources, services, and supervisory staff should be provided at the district level. The level and types of services provided will reflect the quality of the program and should be consistent with established guidelines.

Research shows that school library programs do make a significant difference when integrated with the total educational curriculum in properly staffed facilities with resources that are responsive to the curriculum. The goal of the program is to assist all students in becoming active and creative locators, evaluators, and users of information to solve problems and to satisfy their own curiosity.

A research report, Measuring up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools (Lance), explored the contribution of the school library on student achievement. Using a grant from the U.S. Department of Education, the study used data collected from more than 400 Pennsylvania schools. This study has been replicated in a number of other states with similar or even more positive findings. Some of the major findings indicate: • The size of a school library’s staff and collection is the best school predictor of academic achievement.

• Among school and community predictors, the size of the school library staff and collection is second only to the absence of at-risk conditions, particularly poverty and low educational attainment among adults.

• Students who score higher on standardized tests tend to come from schools with more school library staff and more books, periodicals, and videos regardless of other factors, including economic ones. PSSA scores tended to increase by 10 to 15 points when all library predictors are maximized.

• The instructional role of the school librarian guides collection development and, in turn, academic achievement.

• School library expenditures affect school library staff and collection size and, in turn, academic achievement. (Lance) The Lance study is a powerful argument for the support of strong school library programs as an essential component in every school. The following recommendations are based on the findings of the Lance study, and the national standards and guidelines for school library media professionals published in the American Association of School Librarians’ standards, Information Power: Building Partnerships for Learning.

• Provide a sufficient number of certificated school librarians to facilitate a dynamic learning environment.

• Provide sufficient funding so that the school library can meet its mission.

• Assure collaboration between the school librarian and classroom teachers to integrate information literacy skills across discipline areas.

• Provide a collection to meet the needs of the curriculum and support the achievement of the Pennsylvania Academic Standards.

• Provide sufficient space/facilities within each school to meet the needs of a student-centered learning environment.

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• Involve school librarians in the planning and administration of an electronic network within the district to facilitate access to global resources.

• Provide equitable access to the school library and its collection for all students, including those with special needs.

• Provide a sufficient number of library support staff to manage the routine day-to-day operations of the school library.

• Provide funds and release time for the ongoing, professional development of all library professionals in the district.

• Provide an environment to foster intellectual freedom, to encourage intellectual curiosity, and to ensure information literacy.

• Foster a love of reading by encouraging students and staff to read independently for pleasure and for information.

• Encourage students to become skillful consumers and producers of information.

• Foster partnerships with local, state, and global educational entities. Some of these might be public and academic libraries, museums, and unique local resources, which will enhance students’ learning experiences.

• Operate the school library on a flexible schedule that enables students and teachers to have equitable and continuous access to the information center.

To further reinforce Pennsylvania’s Lance study in that student achievement is improved by librarian/classroom teacher collaboration, research reported by the Louisiana Department of Education in 2004 found that: “The library program uses flexible grouping and scheduling, allowing the librarian to work with large groups, small groups, and one-on-one with students as needed to support student learning.” (Louisiana DOE) Cooperation between classroom teachers and the school librarian maximizes the potential of the library services.

Note: Modern Language Association (MLA) citation format was used for this document.

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CHAPTER 1: Access and Collaboration Integration of Technology and Essential Information Literacy Skills Information literacy, understanding how to access and use ideas and information, is the core of lifelong learning. In our complex technological world, the acquisition of information is no longer sufficient. The learner must be able to effectively evaluate sources, recognize meaningful patterns in information, and respond to information in practical and creative ways. Information literacy should be a part of every student’s educational experience. Knowledge acquired today may be obsolete tomorrow, while information and utilization of searching strategies, once learned, become lifelong skills.

Information literate people are critical thinkers and interested learners. They read for pleasure, appreciate information in all of its forms of expression, and use information in responsible and creative ways.

Research supports the belief that information literacy skills are best learned through practice and when integrated into the total school program, rather than taught in isolation. (Haycock; Lance) Committed to the process of collaboration, school librarians work closely with classroom teachers to design authentic learning tasks that integrate information literacy skills with subject matter standards.

The 1998 Information Literacy Standards for Student Learning, prepared by the American Association of School Librarians and the Association for Educational Communications and Technology, are presented below. (Information Power 8-9) The skills have been tailored to support the delivery of 22 Pennsylvania Code, Chapter 4; Academic Content Standards.

Category 1: Information Literacy Skill 1.1 The student who is information literate accesses information efficiently and effectively.

22 Pennsylvania Code, Chapter 4; Academic Content Standards: 1.1A, 1.2, 1.6F; 1.8 Indicators The student will: • Recognize the need for information.

• Formulate questions based on information needs.

• Identify a variety of potential sources of information.

• Develop and use successful strategies for locating and accessing information.

• Recognize the relationship between accurate and up-to-date information and decision making.

Skill 1.2 The student who is information literate evaluates information critically and competently.

22 Pennsylvania Code, Chapter 4; Academic Standards: 1.1G; 1.2, 1.6F, 1.8 Indicators The student will: • Determine accuracy, relevance, currency, and comprehensiveness of information sources.

• Determine the authority of information source.

• Distinguish among fact, point of view, and opinion.

• Consider and prioritize possible sources, and eliminate less useful sources.

• Select information appropriate to solving the problem or question at hand.

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Skill 1.3 The student who is information literate uses information accurately and creatively.

22 Pennsylvania Code, Chapter 4; Academic Content Standards: 1.1G; 1.2; 1.3; 1.4; 1.5; 1.6B; 1.6F; 1.8 Indicators The student will: • Use a system to organize information.

• Analyze and interpret information.

• Apply information in critical thinking and problem solving.

• Synthesize ideas and information from various sources.

• Produce and communicate information and ideas in appropriate formats.

• Assess the information search process and the effectiveness of the product.

Category 2: Independent Learning Skills Skill 2.1 The student who is an independent learner is information literate and pursues information related to personal interests.

22 Pennsylvania Code, Chapter 4; Academic Content Standards: 1.2B; 1.2C; 1.8 Indicators The student will: • Seek information related to issues and situations of personal interest.

• Design, develop, and evaluate information products and solutions related to personal interests.

Skill 2.2 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

22 Pennsylvania Code, Chapter 4; Academic Content Standards: 1.2; 1.3F; 1.4; 1.6F; 1.8 Indicators The student will: • Be a competent and self-motivated reader.

• Derive meaning from information presented creatively in a variety of formats.

• Develop creative products in a variety of formats.

Skill 2.3 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

22 Pennsylvania Code, Chapter 4; Academic Content Standards: 1.2B; 1.5E; 1.5G; 1.8B Indicators The student will: • Assess the quality of the process and products of personal information seeking.

• Adapt strategies to new information formats and emerging technologies.

See: The Pennsylvania School Library Information Specialist Tool Kit for Implementing Information Literacy in Schools for alignment with standards.

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CHAPTER 2: Management of the School Library Staffing and the Educational Community In order to provide an exemplary school library, a certain level of staffing is necessary. As materials and services evolve to reflect the changing information environment provided by the school library, the school community will become more dependent upon the expertise of a well-prepared professional and support staff.

The school library program plays an integral part in helping students attain Pennsylvania’s Academic Standards. The size and composition of the school library staff needed in any school district depends on the number and size of the schools it operates. Skilled professional school library staff are the key factor in programs that contribute to student achievement. It is recommended that staffing exceed the basic minimums necessary to meet the goals of the program. All students and staff in each school building must have equal access to a school library program provided by one or more certificated school librarians with a complement of qualified, full-time support staff. (See Appendix A) A standards-driven environment requires different staffing patterns in the school libraries because: • “Flexible access to accommodate scheduling demands and information needs of learners requires frequent individualized assistance and instruction." (AASL 89) • The interdisciplinary process requires close collaboration between instructional staff members and the school librarian.

• Learners need access to a variety of traditional and electronic information resources to accommodate their learning styles and intellectual levels.

• “Learners require an array of educational and informational resources–both within the school and in the local, regional, and global communities–to enable them to construct knowledge from information.” (AASL 86) • Certificated librarians are needed for instructional tasks, and support staff is needed to handle clerical and technical tasks so that the professional has the time to work with students and teachers.

All school libraries should have an adequate number of paid professional and support staff. Volunteers from the local community and parent groups can provide clerical assistance, but should not be relied upon to provide necessary and critical daily routine tasks. On-site computer support staff is also needed to handle the technical “fix-it” type jobs required to keep networks and online systems operational and available when students need them.

Just as the information literacy skills instruction cannot be taught in isolation from the classroom curriculum, neither can these skills become the sole responsibility of the school librarian. It takes the entire educational community–the school librarian, the instructional technology specialist, building and districtlevel administrators, classroom teachers, library support staff, technology support staff, and parents or community members–working together to have students attain information literacy standards linked to established academic standards.

The following section outlines the roles of these various members of the educational community as they relate to student achievement of the information literacy standards. The roles of each are naturally interrelated and function in unison. An individual in one of these roles does not act unilaterally, but collaboratively. Common commitment to the mission and goals of the school library program and a shared perception of learning standards being addressed, as well as an understanding of the library’s policies and procedures, is imperative. Ongoing, open communication among members of the educational community is necessary for the successful implementation of the school library program and students’ achievement of academic standards.

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I. School Librarian A. Elementary Each school district should employ a full-time certificated school librarian for each elementary school building. However, these guidelines recommend that in large elementary schools, more than one library information professional should be employed in order to provide an effective school library program.

(Appendix A) B. Secondary A full-time certified school librarian should be employed in each secondary school building. However, these guidelines recommend that in large secondary schools, more than one school librarian should be employed in order to provide an effective school library program. (Appendix A) C. Certification All school librarians must hold a valid instructional certificate and meet state certification requirements for school library education in three broad areas; knowing the content, performances, and professionalism. (Appendix K) D. Responsibilities The school librarian's function in the school is to provide leadership and expertise in the effective use of information and instructional technologies in order to meet the established academic standards. "They take the lead in educational reform by showing the connections between information-based learning and the skills that will be needed in the global community." (AASL 52) School librarians exert strong curricular and instructional leadership in which information literacy and the use of technology are common threads across all subjects and grade levels. In a standards-based environment, the school librarian must collaborate with other school professionals to integrate information literacy skills with instructional activities. School librarians must assume a leadership role in promoting the principles of fair use and intellectual freedom.

School librarians have responsibilities in nine major areas: instructional leadership, curriculum development, information management, instructional collaboration, program administration, information technology, fair use and intellectual freedom, educational leadership role, and professional and community development.

To carry out the mission of the program, the school librarian performs the following separate, but overlapping, roles to link the information resources and services of the school library program to the information needs of the students and staff. In order to meet the established academic standards, the librarian's activities include planning, implementing, and evaluating the library program; developing policies and delivering services; and coordinating the planning and implementation of information literacy skills.

They also collaborate with teachers in implementing integrated instructional activities; serve as an information specialist to assist classroom teachers and students; and perform other related duties which include, but are not limited to: 1. Instructional Leadership • Plans common objectives and instruction with teachers.

• Works to ensure the integration of research skills throughout the school's instructional program.

• Develops a collaborative planned course.

• Assesses student achievement.

• Facilitates flexible scheduling of classes.

• Provides instruction to meet information literacy standards.

• Plans formal and informal reading, viewing, and listening activities.

• Provides individualized instruction to students and staff.

• Provides information and experiences that support learner-initiated activities, such as keeping up-to-date in personal skills and knowledge, as well as in current research on teaching and learning.

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• Encourages use of critical-thinking skills by students.

• Promotes the use of global resources.

• Ensures that all students receive literacy skills instruction.

2. Curriculum Development • Develops benchmarks for information literacy standards.

• Links information literacy standards to established academic standards.

• Facilitates the integration of information literacy skills.

• Teams with classroom teachers to identify appropriate resources and learning strategies to help students reach defined learning objectives.

• Teams with classroom teachers to design instruction which incorporates information resources needed to achieve outcomes, and assists in program and assessment of student achievement.

• Serves on building and district curriculum teams.

• Actively participates in the development and assessment of the school's curriculum.

3. Information Management • "Selects, collects, organizes, stores, and disseminates information in various formats." (AASL 86) • "Organizes and facilitates a physical environment designed to meet the needs of all learners."

(AASL 86) • Facilitates intellectual access to traditional and electronic resources, including resources on the Internet.

• Creates and fosters a climate that motivates effective use of information.

• Promotes library information services and resources.

• Maintains current and in-depth knowledge of the best practices related to information management.

• Uses interlibrary loan and resource sharing to enhance the learner's access to information.

• Maintains an accurate electronic or manual catalog of resources, using current cataloging standards.

• Maintains current records in statewide or local union catalogs (where applicable).

4. Instructional Collaboration • Actively partners in planning authentic interdisciplinary learning activities.

• Collaborates with teachers in selecting appropriate information resources to meet instructional goals, various learning styles, and special needs of students.

• Collaborates with teachers in assessing and evaluating integrated, instructional activities.

• Recommends and orders appropriate materials to support curriculum areas.

• Translates curricular needs into library goals and objectives.

• Stays informed of curricular needs and trends as they relate to library services and provides resources as needed.

• Collaborates with other school librarians for professional development and resource sharing.

5. Program Administration • Guides and directs all of the activities related to and acts as the main advocate for the school library program.

• Works collaboratively to define and recommend the policies of the school library program.

• Meets and confers with other school librarians in the district.

• Creates and maintains library policies and procedures.

• Prepares, justifies, and communicates budgetary needs.

• Develops a collection development plan which includes selecting and acquiring resources, maintaining a current inventory, weeding materials, and assessing and evaluating the collection.

• Performs ongoing assessment of the school library program.

• Establishes cooperatively with the principal and the technology coordinator, the policies for the use of electronic hardware and software within the library.

• Directs, monitors, and supervises support staff.

• Implements district policies and procedures.

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• Supervises library facilities and is responsible for a proper learning environment which stimulates and reinforces the student’s easy access to information.

• Supervises and maintains all ongoing and daily functions of the school library media center, including the use of electronic resources, software, and hardware.

• Initiates and routes to the proper administrative levels all proposals for the improvement of library services.

• Communicates on a regular basis with students and staff regarding ongoing library activities, collection additions, plans, etc.

• Establishes and maintains cooperative relations with staff and students.

6. Information Technology • Collaborates with the computer coordinator, classroom teachers, and administrators in identifying needs and integrating technology into the educational and informational process.

• Collaborates with all staff to identify and use the full range of current technologies and software required to meet learners’ information needs.

• Maintains an accurate and efficient retrieval system, while maintaining a constant focus on the nature, quality, and ethical uses of the external and internal resources available.

• "Collaborates with the learning community to plan, design, implement, and continually refine an effective, student-centered technology plan." (AASL 55) • Collaborates in distance learning initiatives.

• Serves as a primary leader in the school's use of instructional and information technologies to enhance learning.

• Instructs students and staff to use technology to address their information needs.

• Uses technology for school library program administration.

• Is knowledgeable about information resources accessed via the Internet.

• Serves on building and district technology committees.

7. Fair Use and Intellectual Freedom • “Creates and disseminates district policies related to freedom of information that are consistent with the mission, goals, and objectives of the school." (AASL 92) • Provides services and resources that create and sustain an atmosphere of open inquiry.

• "Serves as an active advocate for intellectual freedom within the school and in the larger community." (AASL 55) • Models ethical and responsible use of information and information technology by observing all legal guidelines related to access and duplication by ensuring the confidentiality and security of information.

• "Maintains an understanding of current legislation and regulations regarding access, copyright, and other legal issues." (AASL 94) • Collaborates with staff and administrators to develop and publicize policies and procedures that advocate compliance with copyright and other relevant laws.

See Appendix F: Guide to Copyright Law 8. Educational Leadership Role • Works as a curriculum and instructional leader on the school’s leadership team.

• Leads in educational reform by showing connections between information-based learning and the skills students will need.

• Serves as a leader in staff development activities.

• Takes a proactive role in promoting the use of technology by staff.

• Models and promotes lifelong learning.

• Shows effective leadership strategies.

9. Professional and Community Development • “Remains current in the school library profession through conferences, workshops, professional reading, and classes.

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• Works with community library personnel to coordinate efforts of common interest.” (State Library of Ohio)

II. Instructional Technology Specialist The services provided by an instructional technology specialist are essential to a quality educational program. Working with the school librarian, the instructional technology specialist should be an integral part of the district library program. The instructional technology specialist must meet state certification requirements.

Responsibilities: • Collaborates with administrators by providing staff development programs. (The instructional technology specialist may assume responsibility for the design and production of informational programs for use within the school or as a public relations service to the community.)

• Collaborates with the school librarian, teachers, and administrators in integrating technology into the educational and informational process. (Technology includes, but is not limited to, computers, computer networking, television, interactive video, films, video, satellite communications, and distance education.)

• Oversees the acquisition, installation, and setup of computer hardware.

• Provides for ongoing maintenance, upgrading, and repair of hardware.

• Coordinates network licenses and support contracts (such as library management software).

• Provides technical leadership in distance education activities.

• Assists in writing grants for educational technology.

• Participates with local, regional (Intermediate Unit), state and federal initiatives to enhance electronic connectivity (cable, telephone, satellite fiber, etc.) for the district and its buildings.

• Serves on building and district instructional technology committees.

• Provides equipment to meet specific instructional needs.

III. Professional Administrative/Instructional Staff A. Superintendent The role of the superintendent in the library program in a standards-driven environment is to provide leadership, encouragement, and reinforcement. The interest and value the superintendent gives to the library information program in word, action, and attitude determines the degree of priority given to the library program in the school district. In this role, the superintendent should: • Demonstrate knowledge about and support of the guidelines and standards adopted by the Pennsylvania Department of Education.

• Identify expectations and approve the establishment of short- and long-term goals.

• Facilitate recruitment and employment of qualified library staff as reflected in these guidelines.

• Be informed and supportive of the library's role in an effective school program.

• Actively work to improve the facilities, staff, collections, and financial support of the library.

• Be informed and supportive of new information technology that improves the management of and access to instructional resources of the school library.

• Ensure the inclusion of school librarians on curriculum committees, textbook selection committees, and instructional technology committees that reinforce their importance to program development.

• Require the development and the continuous revision of the local school library information center policies and procedures.

• Interpret and promote the school library program to the board of school directors.

• Encourage board approval for school librarian to attend local, state, and national conferences for professional development.

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B. Principal The principal is the instructional leader of the school and the key person in providing a framework and climate for implementing an effective school library information program. In this role, the principal should: • Acknowledge the vital contribution that a strong school library program makes toward the achievement of the established academic standards.

• Encourage the wide use of information resources.

• Ensure that the school librarian is involved in instruction, curriculum planning, continuing staff development, program evaluation, and assessment of student learning.

• Promote the school library program to the superintendent, teachers, parents, students, and the community.

• Serve on the school library committee(s).

• Allocate sufficient funds for school library instructional and management resources.

• Support access, fair use, and intellectual freedom policies as adopted by the district.

• Ensure flexible scheduling of time and resources to allow students and faculty access to the school library information center.

• Be informed and supportive of new information technologies.

• Evaluate school library personnel, program, and facility.

C. District-Level Library Administration The district-level administrator of the school library program is a certified professional who is responsible for the successful operation of the school library program. This person, who may be identified as the Library Supervisor or Department Chairperson, assumes the primary leadership role in planning, implementing, monitoring, and evaluating the program at the district level. In this role the district-level library administrator should: • Coordinate and monitor the integration of information literacy standards.

• Coordinate the development and use of information technology.

• Develop, recommend, and administer the district's library budget (which may include outside sources of funding).

• Select, supervise, and evaluate staff in conjunction with the building principal and district administration.

• Supervise centralized acquisition and processing of library materials and equipment.

• Serve on the district curriculum and technology committees.

• Possess an intrinsic interest in the teaching and learning process and serve as instructional leader in the integration of information literacy skills into the curriculum.

• Communicate status reports and recommendations to the superintendent.

• Plan, implement, and monitor library policies.

• Plan, implement, and monitor library staff development activities.

• Assist district administrative staff in planning and implementing staff development activities for teachers as it relates to library information and technology issues.

• Actively participate in a leadership capacity in local, state, and national library and educational organizations.

• Serve as the school library liaison with district and community, including the local public library, and county, state, regional, national, and international agencies.

• Write or assist with the writing of library and technology grants.

• Participate in professional organizations, activities, workshops, and continuing education activities.

• Plan both new and renovated school libraries.

• Promote equitable and flexible access to information, ideas, resources, and services both within and beyond the district.

• Evaluate the impact and effectiveness of library programs at the district and building levels.

12

D. Teachers/Instructional Staff The school librarian will serve as facilitator for the implementation of established academic standards and must work collaboratively with teachers. The development and growth of a dynamic school library program is possible when teachers and school librarians partner in formulating library policies, in selecting school library resources, and in stimulating and guiding the student's reading. The achievement of established academic standards is contingent on the presence of a fully integrated standardsdriven school library program. In this role, the instructional staff should: • Use every opportunity to help the school library program reach standards of excellence.

• Promote continuous, purposeful use of the school library, resources, and services.

• Collaboratively plan with the school librarian regarding: acquisitions, topics assigned to students, materials expected to be in heavy demand, skills students need to utilize school library facilities and resources, and scheduling of classes, small groups, and individuals.

• Cooperate with the school librarian in maintaining appropriate student behavior in the school library.

• Encourage students to expand inquiry techniques and to seek alternative methods of obtaining information through a variety of materials and emerging technologies.

• Identify the need for instructing students in research, reference, and information literacy skills.

• Integrate research, reference, and information literacy skills into subject areas.

• Plan activities to develop intelligent users of information and critical readers, viewers, and listeners.

• Employ creative use of multimedia and electronic technologies to enhance subject content.

• Seek opportunities for professional growth in utilizing technology and information skills for facilitating the achievement of established academic standards.

• Demonstrate an active interest in maintaining an up-to-date collection by recommending materials for purchase.

• Become familiar with other types of libraries in the community and cooperate with the public library by providing notification of class assignments and resource needs.

IV. Support Staff Whether called a Library Aide, Library Assistant, School Library Assistant, Library Paraprofessional, Library Clerk, Technology Assistant, Media Aide or Media Technician, this support staff assists in the organization and operation of a school library program directed by the professional school librarian.

Generally, the purpose of support positions is to sustain the mission of the school library program and to increase access to school library resources by providing clerical, technical, and other vital support assistance to the school librarian while providing assistance to teachers, students, and other library users.

With increased use of technology for instruction and library management, the efficient and effective school library program requires clerical and/or paraprofessional staff on both the building and district levels. This staffing pattern permits optimum use of the professional staff for activities such as collaborative planning with faculty and teaching students.

Under the direction of the school librarian, support staff provides essential services that require general knowledge of school library policies and procedures. Support staff members also assist students and staff in the use of technology in the school library. Support staff should: • Monitor students.

• Assist the school librarian with library class schedules and scheduling of volunteer library assistants.

• Prepare, process, and receive orders.

• Process materials for use.

• Maintain records, inventories, and bookkeeping accounts.

• Assist in maintaining an electronic or manual catalog of materials.

13

• • • • • • • • • • • • • • • • •

Assist in maintaining electronic circulation and patron records (where appropriate).

Assist in maintaining current records in statewide or local union catalogs (where appropriate).

Prepare correspondence, reports, and bibliographies.

Assist students and teachers in using school library resources and technologies.

Locate and retrieve materials and equipment for teachers and students.

Assist in the production of materials, such as photocopying, making transparencies, videotaping, etc.

Assist in the operation and minor repair of AV equipment and computer hardware.

Assist in the maintenance and repair of materials.

Perform interlibrary loan activities (where appropriate) and maintain the records.

Check lists and bibliographies to determine availability of materials.

Perform circulation tasks.

Assist in the preparation of displays and bulletin boards.

Assist in the compilation of statistics.

Promote a positive relationship with students, staff, and community.

Assist in electronic searching.

Assist students and staff in using technology resources to locate and retrieve information.

Maintain appropriate technology skills needed to assist students and staff in the use of all technology equipment.

V. Community Support for Program Development An effective public relations program must be established not only with professional colleagues and students but also with the larger community of parents and taxpayers. This community includes cultural and information agencies, organizations, businesses, and industries. Involving community members in planned and coordinated volunteer activities contributes to the implementation of established academic standards. In this role, community members should: • • • • • •

Coordinate extension literacy programs.

Participate in strategic planning.

Cooperate in identifying community resource people.

Serve as volunteers in the school library.

Participate in assessment of the library program.

Support adequate resources, staffing, and facilities for the school library program.

Volunteers, including parents, retired persons, community resource persons, and students may be available to work in the school library. Volunteer services should be organized and directed for the maximum benefit to both the volunteer and the professional staff. In this role, volunteers should: • Work in cooperation with, and under the direction of, a member of the professional school library staff.

• Perform in accordance with the written administrative policies, which describe the volunteer program and define the limitations of responsibilities.

14

PROGRAM ASSESSMENT Because assessment is essential to maintaining a viable school library program, librarians should systematically and continuously evaluate the effectiveness of their programs. According to Information Power, “Ongoing, regular assessment can be used to keep the library media program active, vital, and at the center of student learning.” (AASL 108) Since the PA state assessment system and local school district strategic plans seek to “determine the degree to which school programs enable students to obtain proficiency of academic standards,” assessment should focus on how well the program fosters student learning. (Pennsylvania Code 22 Ch. 4 Sect 4.51.2) In close collaboration with members of the learning community, librarians will evaluate the role that budget, collection development, and facilities play in developing students who use information accurately, creatively, and responsively.

15

BUDGET The school library program requires a budget that continuously supports a collection of resources in all formats and enables students to achieve the established academic and information literacy standards.

Expenses for online services and emerging technologies must be funded in a way that does not compromise the purchase of essential print resources. The school library program requires a level of funding that will give students of diverse needs and abilities equitable access to information. The school librarian should consider the following four functions in preparation of a meaningful budget.

Assess program needs by: • Utilizing collection mapping, curriculum mapping, and other collection development strategies.

• Consulting with administrators, department chairs, program coordinators, and teachers.

• Analyzing user requests and class use of the school library.

• Monitoring interlibrary loan and resource sharing activities.

• Consulting state and national standards.

• Identifying resources using professional selection tools.

Prioritize and justify expenditures in accordance with school district guidelines.

Maximize funds in conjunction with the district's business office by: • Exploring cooperative purchasing ventures within and outside the school district.

• Securing discounts with vendors and other local bulk distributors.

• Pursuing timely discount and bonus offers.

• Considering access vs. ownership issues.

• Utilizing generally accepted accounting standards to ensure vendor accountability.

Identify external and supplemental sources of funds, such as: • State and federal funds.

• Grants.

• Business, industry, and academic partnerships.

• Endowments from foundations.

• Fund-raisers.

• Support by parent groups.

See Appendix B: Budget as an Essential Element

16

COLLECTION DEVELOPMENT AND RESOURCES The school library program provides a collection of instructional, informational, and recreational resources for the school community. The collection includes, but is not limited to, print materials, audiovisuals, electronic resources, online databases, and emerging Pennsylvania technologies. The collection also encompasses interlibrary loan materials available through Access PA database, POWER Library resources, and the World Wide Web. It should reflect both the curricular needs and learning styles of the students and be compatible with the philosophy and goals of the school.

The librarian will collaborate with faculty, students, administrators, and the community to develop and maintain a collection of resources that helps students achieve information literacy and subject content standards. The following guidelines should be considered in the development of the collection.

Every collection should reflect: • The developmental, cultural, and learning needs of its students.

• Needs indicated by standardized test scores, student demographics, reading levels, and other profiling tools.

• Current publishing trends.

Curriculum needs should continuously be reassessed through collection mapping, curriculum mapping, teacher interviews, and other appropriate collection development strategies and techniques to maintain a current and relevant collection.

The collection of resources should be developed based on a written plan that: • Defines the scope and nature of the collection.

• Lists selection and weeding criteria.

• Outlines procedures for handling a materials challenge.

• Outlines procedures for handling gifts.

• Identifies access policies including the Internet now regulated by the Children’s Internet Protection Act. (PL 106-554)

All policies should have school board approval and be updated on a regular basis.

The librarian must support intellectual freedom for all students by adhering to: • Pennsylvania School Library Bill of Rights. (Appendix J) • AECT Statement on Intellectual Freedom. (AASL 169-70) • ALA Library Bill of Rights. (AASL 152) • ALA Access to Resources and Services in the school library program. (Appendix I) • Student’s Right to Read. (Appendix I) See Appendix C: Collection of Materials and Resources as an Essential Element

17

FACILITIES AND ENVIRONMENT

Winston Churchill said, “We shape our buildings, thereafter they shape us.” Because the design and appearance of the school library plays such an important part in its use, school librarians must be proactive in the planning and design of the school library. This includes active involvement in the design of new facilities, in remodeling existing space, or simply in the rearrangement of furnishings to make an area more attractive to students and conducive to learning. The exemplary school library should be an inviting, accessible, and stimulating place to work. The librarian should consider the following factors when there are plans to build, remodel, or rearrange an existing space.

Appearance “The school library should make a positive ‘first impression’ on all visitors, but especially the primary users, students, and teachers.” (Woolls 93) • An appealing, age-appropriate environment should reflect student interests, the instructional program of the school and the learning community’s unique personality.

• Student work, curriculum-related materials, and featured exhibits should be displayed.

• Signage must be clear, readable, and strategically placed to encourage efficient and independent use of the facility.

Facility Design • The library must be centrally located within the school, away from noisy areas such as the cafeteria or gymnasium.

• It should offer barrier-free access at a location designed to permit use before, during, and afterschool hours beyond the school year.

• The library design should promote smooth traffic flow and minimize disruptions to patrons.

• Walls, floors, and ceilings should be finished to reduce noise levels.

• Separate lighting controls should be available for discrete spaces.

• Both artificial and natural lighting should be utilized wherever appropriate.

• Provision for room darkening should be available in areas with windows.

Flexibility • The facility must incorporate space for multiple uses: study and research, informal reading, instruction, production, group projects, and administration.

• The facility must be designed to accommodate changing needs and to allow for remodeling or expansion.

• Sufficient electrical, telephone, cable, and network connections are needed to accommodate current and emerging technologies.

Comfort • Furnishings must be durable, comfortable, and of appropriate size and height for intended users.

• Carpeting is recommended for most spaces in order to control sound, but provision for reduced static must be made in computer areas.

• Climate control must be considered for patron areas and storage facilities.

• Proper ventilation must be provided in high-risk areas such as production spaces where duplicating machines emit hazardous vapors or in darkrooms where noxious chemical fumes are present.

Security • There must be an unobstructed view of the library from the circulation and office areas to allow easy supervision.

• The circulation area should be located near the primary exit of the library.

• All entrances and exits must be secured. Exit-only doors may be appropriate to comply with local fire regulations.

• Special attention must be given to floor wiring to avoid plugs that can be dislodged.

18

Maintenance A school library which is well planned, attractive, and properly maintained encourages frequent use.

Ease of cleaning should be considered in the selection and arrangement of library furnishings.

It is vital that the school librarian be involved in creating a workable facility that is designed to meet the needs of the entire educational community. There should be input for planning from all stakeholders. In particular, when designing a new facility or remodeling an existing one, the school librarian must work closely with the architect or consultant because the school librarian is in a unique position to know the instructional needs of their teachers and students. Frequent consultations and written summaries of meetings are needed to ensure that the instructional needs of the learning community are understood clearly and are reflected in the final plan and construction of the new library facility.

See Appendix E: Facilities as an Essential Element of Environment

19

APPENDIX A: Staffing as an Essential Element Recommended staffing reflects time spent on library duties and responsibilities only.

RECOMMENDED STAFF ASSIGNMENTS OF CERTIFICATED LIBRARY PERSONNEL BUILDING ENROLLMENT

MINIMUM

STANDARD

EXEMPLARY

Elem.

Sec.

Elem.

Sec.

Elem.

Sec.

Under 500

1.0

1.0

1.5

1.5

2.0

2.0

500-1000

1.5

1.5

2.0

2.0

2.5

2.5

1000-1500

2.0

2.0

2.5

2.5

3.0

3.0

1500-2000

2.5

2.5

3.0

3.0

3.5

3.5

2000-2500

3.0

3.0

3.5

3.5

4.0

4.0

2500-Over

3.5

3.5

4.0

4.0

4.5+

4.5+

RECOMMENDED STAFF ASSIGNMENTS OF PARAPROFESSIONAL, AND CLERICAL, TECHNOLOGY SUPPORT PERSONNEL BUILDING ENROLLMENT

MINIMUM

STANDARD

EXEMPLARY

Elem.

Sec.

Elem.

Sec.

Elem.

Sec.

Under 500

1.0

1.0

1.5

1.5

2.0

2.0

500-1000

1.5

1.5

2.0

2.0

2.5

2.5

1000-1500

2.0

2.0

2.5

2.5

3.0

3.0

1500-2000

2.5

2.5

3.0

3.0

3.5

3.5

2000-2500

3.0

3.0

3.5

3.5

4.0

4.0

2500-Over

4.0

4.0

4.5

4.5

5.5+

6.0+

Refer to the section “Staffing and the Educational Community” for more detailed description of roles, duties, and participants in the school library community and services.

20

APPENDIX B: Budget as an Essential Element RECOMMENDED BUDGETARY EXPENDITURES PER PUPIL PER YEAR Acquisition of all school library materials is the responsibility of the library staff. All materials should be acquired, processed, and circulated through the school library. Since the collection is interdisciplinary, such a procedure assures that unnecessary duplication is avoided and that all users have equal access to resources.

Standard The school library materials budget will be five percent (5%) of the per pupil expenditure for the school system exclusive of all salaries, special education expenses, transportation, and capital improvement funds. This standard was set in the original guidelines document and has served as an indicator of excellence for many years. (Office of Commonwealth Libraries 28) Assumptions • The following statistics were influenced by a variety of sources, including the annual study done

by Marilyn L. Miller and Marilyn L. Shontz, recommendations from practicing school librarians, and data provided by School Library Journal representing the percent increase in prices.

• The Access PA Database initiative and the POWER Library resources give Pennsylvania school libraries and public libraries access to a variety of periodical and reference databases at no cost to individual libraries. This may reduce the estimated expenditures in serials and electronic resources categories.

Each building’s school librarian, following established school district budgeting procedures, should apportion library funds among the various materials included in the library program. When developing a budget, the following per pupil standard for library expenditures should be considered: Books – This does not include expenditures for textbooks or multiple copies of titles purchased for department collections and used as texts.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

$ 17.51

$ 18.78

$ 19.20

Middle/Jr. High School

$ 17.62

$ 19.39

$ 21.32

High School

$ 20.58

$ 22.63

$ 24.89

Serials – Serials (magazines, journals, newspapers, and periodically updated collections) include those that are curriculum related, represent pupil interest, and have divergent editorial viewpoints. A general magazine index, appropriate to the level of the campus, is available either in print or digital format for use with periodicals. When second and third newspaper subscriptions are added, local/state/national publications are represented.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

$ 1.43

$ 1.82

$ 2.42

Middle/Jr. High School

$ 2.65

$ 4.01

$ 4.87

High School

$ 3.78

$ 6.06

$ 8.72

21

Audiovisuals MINIMUM

STANDARD

EXEMPLARY

Elementary School

$ 2.95

$ 4.99

$ 7.07

Middle/Jr. High School

$ 3.07

$ 5.14

$ 5.89

High School

$ 3.87

$ 5.69

$ 9.72

Computer Software – This category is not intended to include the cost of library management systems, grading/attendance software, etc.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

$ 2.79

$ 3.00

$ 4.11

Middle/Jr. High School

$ 1.53

$ 2.74

$ 4.21

High School

$ 2.45

$ 2.92

$ 5.49

MINIMUM

STANDARD

EXEMPLARY

Elementary School

$ 1.42

$ 1.53

$ 1.79

Middle/Jr. High School

$ 1.86

$ 2.00

$ 2.51

High School

$ 5.13

$ 5.52

$ 5.91

Electronic Resources

22

APPENDIX C: Collection of Materials and Resources as an Essential Element Books – This does not include textbooks or multiple copies of titles purchased for department collections and used as texts.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

20 currently useful volumes per studtent

25 currently useful 30 currently useful volumes per studtent volumes per studtent

Middle/Jr. High School

15 currently useful volumes per student

20 currently useful volumes per student

25 currently useful volumes per student

High School

15 currently useful volumes per student

20 currently useful volumes per student

25 currently useful volumes per student

Serials – Serials (magazines, journals, newspapers, and periodically updated collections) include those that are curriculum related, represent pupil interest, and have divergent editorial viewpoints. A general magazine index, appropriate to the level of the campus, is available either in print or digital format for use with periodicals. Access to electronic periodical databases may affect the reporting of periodical titles.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

15-20 titles

20-35 titles

35-50 titles

Middle/Jr. High School

45-55 titles

55-70 titles

70-125 titles

High School

55-70 titles

70-105 titles

105-150 titles

Newspapers – When second and third newspaper subscriptions are added, local/state/national coverage is represented. Electronic access to additional newspapers is ideal.

MINIMUM

STANDARD

EXEMPLARY

Elementary School

1 title

2 titles

3+ titles

Middle/Jr. High School

2 titles

3 titles

4+ titles

High School

3 titles

4 titles

5+ titles

23

Electronic Resources It is impossible to anticipate advances in technology over the next five to ten years. “Accomplished library media specialists direct learners in choosing and using the most appropriate technology to enhance decision making, problem solving, research, communication and productivity…they teach learners how to analyze their use of technology and how to find the correct technology for their needs; thus, library media specialists help students become independent learners.” (NBPTS 24) The success of any technology in a school library depends on how well it is integrated into the library’s services, collection, and program. Given the current state of knowledge of technology, the following electronic resources are recommended as “standard” in every school library in Pennsylvania: • Access PA Database (online resource sharing project) • POWER Library databases (reference and periodical databases) • Reference databases • Library management system • Automated circulation system • Online public access catalog (OPAC) • Internet access and web browser • Library home page • Productivity software • Spreadsheet software • Word processing software • Desktop publishing software • Video production software • Photographic/graphic software • Digital imaging software • Presentation software • Web page development software Refer to the website of the Software and Information Industry Association, http://www.siia.net/ for useful information about software licensing.

Professional Collection Materials for parents, teachers, and administrators should be available in a professional collection that supports and encourages professional growth at all levels and subject areas. Books, journals, and other professional materials assist teachers in staying current with educational trends and developments; learning new teaching techniques, activities and strategies; and keeping abreast of timely and relevant research. A special area dedicated to the use of these materials is ideal. “To meet standards in the professional collection, all books and other items must have copyright dates within the most recent 12-year time span.” (Standards for Missouri School Libraries 27) Professional materials in this collection should include: • • • • • •

Books.

Videos.

Journals/Periodicals.

POWER Library databases.

Other digital and electronic resources.

Useful Internet sites (on the library homepage under “Staff Development” or “Teacher Resources”).

24

APPENDIX D: Equipment as an Essential Element The following equipment refers to items used exclusively within the library. All equipment shall be evaluated annually as to its usefulness and currency.

Computer Equipment – For instruction, management, and information retrieval, computers may be used for online catalogs, access to online databases, word processing software, curriculum-related software, and management functions such as circulation, inventory, acquisitions, and serials control.

Placement of wireless access points should provide sufficient reception for compatible equipment.

EQUIPMENT For Student Use For Library Management

MINIMUM

STANDARD

EXEMPLARY

10 per library

25 per library

50 per library

2 per library

4 per library

6 per library

Networked Printers EQUIPMENT Scanner Student Use Library Management All Computer-Related Equipment should be lif-cycled.

MINIMUM 1 per library 2 per library 1 per library 20% every year

STANDARD

EXEMPLARY

1 per library 4 per library 1 per library 25% every year

2 per library 8 per library 2 per library 33% every year

Telephone/Cable Connections – Essential for technical support, library management, interlibrary loan, and distance learning. The second phone should be a cordless or cell phone to effectively handle management situations.

EQUIPMENT

MINIMUM

STANDARD

EXEMPLARY

Telephone

2 per library

3 per library

5 per library

Facsimile

1 per building

1 per library

1 per library

MINIMUM

STANDARD

EXEMPLARY

TV Monitor/Receiver with Cable Connections

1 per library

2 per library

5 per library

VCR

1 per library

2 per library

5 per library

Laser Disc Player/DVD

1 per library

2 per library

3 per library

Camcorder

1 per library

1 per library

2 per library

Digital Camera

1 per library

2 per library

3 per library

Video EQUIPMENT

25

Photocopy & Production EQUIPMENT

MINIMUM

STANDARD

EXEMPLARY

Copier

1 per library

2 per library

2 per library

Laminator

1 per library

1 per library

1 per library

Projection EQUIPMENT

MINIMUM

STANDARD

EXEMPLARY

LCD Video Projector

1 per library

2 per library

3 per library

Overhead Projector

1 per library

2 per library

2 per library

Document Projector

1 per library

2 per library

2 per library

Slide Projector with Remote

1 per library

2 per library

3 per library

Media Production Scanner

1 per library

1 per library

2 per library

Electronic White Board Assistive Technology Below is a suggested list of equipment to meet the requirements of special needs students using the library. (Hopkins 47) • • • • • • • • • • • • •

Touch screens Video magnifiers Hand-held reading pens Portable magnification devices Screen magnification software Adaptive keyboards Large computer monitors (17 to 21 in.)

Variable speed tape recorders Height-adjustable computer workstations Mouse alternatives Scanning and screen reading software Headphones Low cost, portable computers

26

APPENDIX E: Facilities as an Essential Element of Environment The design of the school library facility plays a major role in how well the program serves the school.

The physical layout contributes to smooth traffic patterns, multiple simultaneous uses or events, and a structure in which faculty and students can move about easily and efficiently. The aesthetic appearance of the school library creates the feeling of welcome as well as the desire for students and staff to spend time within the facility. Well developed layouts, providing discreet yet adjacent areas that are carefully planned, speak to the underlying organizational structure of the program as a whole.

Fundamental issues include ease of access for all members of the school community; areas that accommodate individual, small group, and large group learning activities; ergonomically appropriate furnishings; good lighting and sound control; and attractive interior design colors and textures. Attention should be given to meeting the latest guidelines of the Americans with Disabilities Act. Providing space for group work requires either designated areas or conference/seminar rooms; large group instruction requires separate contained teaching space equipped with white boards, projection equipment, and technology connections (phone, computer, electricity); and story areas should be of sufficient size to accommodate entire classes.

Standard To determine the physical size of the school library, use the following formula: For elementary schools: 24 percent of the student body multiplied by 40 sq. ft., e.g., 300 students x .24 = 72 x 40 = 2,880 sq. ft., plus 30 sq. ft. per workstation, plus office, conference, storage, and instructional room.

Seating capacity will be determined by a combination of the size of the student body and the number of staff persons available for supervision.

For secondary students: 15 percent of the student body multiplied by 40 sq. ft., e.g., 1,000 students x .15 = 150 x 40 = 6,000, plus 30 sq. ft. per workstation, plus office, conference, storage, and instructional room.

Seating capacity will be 12 percent of the total student body. (SLM 29-31) This formula reflects a continued need for standard space even in highly networked environments because of the instructional focus of the school library program and recent educational trends: e.g., cooperative learning, project-based curricula, resource-based teaching and learning, inclusion of special needs students into normal classroom activities wherever they occur, etc.

Administrative Area The administrative area includes space for a circulation desk, office area, including space for collaborative planning and processing of library media materials, communications distribution room, audiovisual equipment storage, and storage space for supplies and materials.

27

Circulation – Area to include space for the circulation desk unit, terminals for patron access to the catalog, copying equipment, a security system, displays, and periodical indexes adjacent or convenient to current and back issues.

MINIMUM

STANDARD

EXEMPLARY

100 sq. ft.

100-500 sq. ft.

500-800 sq. ft.

Administration – An office area provides a quiet, confidential area for the professional staff to plan lessons, develop and expend budget, meet with individual students or staff members, conduct telephone conversations, read and respond to correspondence, etc. This area is separate from the workroom in function and design.

MINIMUM

STANDARD

EXEMPLARY

150 sq. ft.

300 sq. ft.

300 sq. ft. plus 150 sq. ft. per additional staff member

Workroom – The workroom includes adequate work space with a carefully planned counter (18-24 inches deep) with a laminate top and work-type sink with running water, various sizes of storage drawers and cabinets, knee-hole spaces below the counter, and shelves above. A counter of two heights is desirable and most efficient. Adequate electrical outlets, phone outlets, climate control, and computer network connections should be available.

MINIMUM

STANDARD

EXEMPLARY

100 sq. ft.

200 sq. ft.

300-400 sq. ft.

Equipment Storage and Distribution – Equipment storage must include adequate security provisions.

MINIMUM

STANDARD

EXEMPLARY

100 sq. ft. (greater as needed)

200-300 sq. ft.

400 sq. ft.

Maintenance and Repair – Space may be located in the equipment storage area. If equipment maintenance and repair is not provided by the district or by an outside agent, additional space is required.

MINIMUM

STANDARD

100 sq. ft.

120 sq. ft.

EXEMPLARY 150 sq. ft.

Periodical Storage – Schools with copying equipment, as well as files of back issues of magazines, should provide space convenient to periodical indices. If indices are electronic, computer workstations need to be located near periodical storage.

MINIMUM

STANDARD

EXEMPLARY

100-200 sq. ft.

400 sq. ft.

600 sq. ft.

28

Teacher/Professional Area – Space is provided for tables and chairs, group meetings and the previewing of audiovisual and electronic materials in the area where the professional collection is housed.

The computer workstation(s) in this area should be networked and access the Internet. (Erikson 88-89) MINIMUM

STANDARD

EXEMPLARY

100 sq. ft.

200-500 sq. ft.

600 sq. ft. +

Instructional Area – The instructional area includes space for formal seating for small, large group, and whole class instruction “teaching wall” (may consist of a projection area, whiteboard/blackboard, bulletin board, electronic whiteboard, display area, etc.) with appropriate instructional technologies.

Conference/Classroom/Small-Group Viewing and Listening – Small-group viewing and listening may occur in an instructional area or in small rooms that can also serve as conference areas. Screens, acoustically treated surfaces, sufficient electrical outlets, and light control are provided. Television antenna or cable television drops are available, as are computer network connections, including Internet access. Movable walls make possible a more efficient use of space provided for conference areas. The classroom is located adjacent or convenient to the collection, is equipped for audio and/or visual presentations, and has tables and chairs suitable for class activities or media productions.

(Erikson 88-89) MINIMUM

STANDARD

120 sq. ft. conference and small group

EXEMPLARY

3 rooms 600 sq. ft. + (120 sq. ft. each for conference/ small group), plus one classroom

Electronic Access Area – The electronic access area should be large enough to provide a full class access to electronic products and the Internet. The workstations can be used for a multitude of functions including access to reference and index programs, word processing, online catalogs, POWER Library, other online databases, and the Internet. Appropriate network wiring or wireless access is required. Networked printers should be available. Security issues (hardware and software) and lighting are to be considered. The electronic access area should be wired as an originating and receiving location.

Teleconference/Distance Education Area MINIMUM

STANDARD

300 sq. ft.

500 sq. ft.

EXEMPLARY 800 sq. ft.

Computer Lab – The computer lab provides large group access to computers with each student having an individual workstation capable of multimedia functions and connecting to the Internet.

Appropriate network wiring or wireless access is required. Networked printers should be available.

Security issues (hardware and software) and lighting are to be considered.

MINIMUM

STANDARD

EXEMPLARY

860 sq. ft.

1000 sq. ft.

1500 sq. ft.

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Media Production – Facilities for producing and recording educational broadcasts for instructional use should include humidity, temperature and sound control, and adequate electrical wiring and lighting.

MINIMUM

STANDARD

300 sq. ft.

600 sq. ft.

EXEMPLARY 800 sq. ft.

Equipment/Data Closet – A space dedicated for telecommunications needs that require space for file server maintenance. This space should be adequately climate controlled and be wired properly.

MINIMUM

STANDARD

EXEMPLARY

150 sq. ft.

200-400 sq. ft.

400-500 sq. ft.

Research Area – The individual reading and studying area with soft seating and tables can be integrated into quiet areas of the library (adjacent to periodical and book displays). Tables should seat no more than four students.

Individual Reading and Studying (Erikson 90) MINIMUM

STANDARD

500-999 sq. ft.

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5-15% of enrollment at 40 sq. ft. per pupil

EXEMPLARY 15-30% of enrollment at 40 sq. ft. per pupil

APPENDIX F: Guide to the Copyright Law Several changes in copyright laws and library practices have occurred since the 1999 publication of Pennsylvania Guidelines for School Library Information Programs. This document endeavors to provide a synthesis of most applicable laws regarding the copying and duplicating of various materials.

Each school librarian and educator should review copyright practices and policies with appropriate legal council. The most current and pending legislation may be viewed at The American Libraries Association’s web site http://www.ala.org. The Library of Congress Copyright Office maintains a Fair Use website at http://www.copyright.gov/fls/fl102.html.

Guide to the Copyright Law Educational Use The Copyright Revision Act of 1976, P.L. 94-553, 90 Stat. 2541 brings under the statutes for the first time the doctrine of "fair use" to cover the duplication and the use of copyrighted material by educators.

Section 107 of the law says use of copyrighted work is not an infringement if used for purposes such as criticism, comment, news reporting, and teaching (including multiple copies for classroom use, scholarship, or research).

The criteria set by the statute for determining fair use include, but are not limited to: • The purpose and character of the use, including whether use is for commercial or nonprofit educational purposes; • The nature of the copyrighted work; • The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and • The effect of the use upon the potential market for or value of the copyrighted work.

Educational Photocopying Although the act does not set standards for copying of material by teachers, the House Judiciary Committee set “minimum” guidelines in its report on the legislation. Under these guidelines, teachers may make single copies of the following for his or her scholarly research, or use in teaching or preparing to teach a class: • • • •

A chapter of a book.

An article from a periodical or newspaper.

A short story, short essay or short poem, whether or not from a collective work.

A chart, graph, diagram, drawing, cartoon, or picture from a book, periodical, or newspaper.

Multiple copies, one copy per pupil in a course, may be made for classroom use or discussion if it meets the criteria of “brevity, spontaneity, and cumulative effect” set by the guidelines. Each copy must include a notice of copyright.

Brevity Under brevity, which is defined separately for poetry, prose, and graphics, the guidelines say: • A complete poem, if less than 250 words and two pages long, may be copied. Excerpts from longer poems cannot exceed 250 words.

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• Teachers may copy complete articles, stories or essays of less than 2,500 words or excerpt from prose works less than 1,000 words or 10 percent of the work, whichever is less. In any event, the minimum is 500 words.

• Each numerical limit mentioned above may be expanded to permit the completion of an unfinished line of a poem or prose paragraph.

• One chart, graph, diagram, drawing, cartoon, or picture per book or per periodical issue may be copied.

• "Special" works, such as children's books combining poetry, prose, or poetic prose, which often combines language with illustrations cannot be reproduced in full. An excerpt of no more than two pages and no more than 10 percent of the words may be reproduced.

Spontaneity According to the Guidelines, the copying should be at the "instance and inspiration of the individual teacher.” The "inspiration and decision" to use the work should be "so close in time" to the "moment of its use for maximum teaching effectiveness" that it would be "unreasonable to expect a timely reply to a request for permission."

Cumulative Effect Teachers are limited by the guidelines to using the copied material for only one course in the school in which copies are made. No more than one short poem, article, story, essay or two excerpts from the same author may be copied, and no more than three works can be copied from the same collective work or periodical volume during one class term. Teachers are limited to nine instances of multiple copying for one course during one class term.

The limitations stated above do not apply to current news periodicals, newspapers, and current news sections of other periodicals.

Prohibitions The guidelines prohibit using copies to create, replace, or substitute for anthologies, compilations, or collective works. Works intended to be "consumable," including workbooks, exercises, standardized tests, test booklets, and answer sheets, cannot be copied.

Administrators and teachers cannot substitute copies for the purchase of books, publisher's reprints or periodicals, nor can they repeatedly copy the same item from term to term. Students cannot be charged more than what the item actually cost to copy.

Library Copying The act gives protection to libraries beyond the fair use section. Section 108 allows a library or archive to reproduce one copy or recording of a copyrighted work and distribute it if: the reproduction or distribution is made without any purpose of direct or indirect commercial advantage; the collection of the library or archives is open to the public, or available not only to researchers affiliated with the library or archives or with the institution of which it is part, but also to other persons doing research in a specialized field; and the reproduction or distribution of a work includes a notice of copyright.

Libraries and their employees are not liable for the “unsupervised use” of photocopying equipment provided that the machines display a warning notice that making copies may be subject to the copyright laws.

The DMCA, Digital Millennium Copyright Act of 1998 amended several areas of the U.S. copyright law including Section 108. The American Library Association’s statement on Section 108 appears below under Copying for Interlibrary Loan.

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Other Exemptions The 1976 act continues some of the not-for-profit exemptions of the 1909 law, including the exemptions from copyright liability for face-to-face teaching activities involving performances or displays made by students or instructors; religious services; live performances without commercial advantage; and the use of instructional broadcasts.

In addition, noncommercial broadcasts for the blind or deaf and nonprofit performances of dramatic works transmitted to the blind by radio are exempt from copyright liability under the 1976 act. The law says the broadcasts must be connected to actual class work as opposed to being public broadcasts of a cultural or educational nature.

Copying for Interlibrary Loan

The Pennsylvania Interlibrary Loan Code 1994 contains procedures for interlibrary loan copying based on the CONTU (National Commission on New Technological Uses of Copyrighted Works) Guidelines.

ILL Code 1994 is available online through Access Pennsylvania databases.

Guidelines from CONTU establish operational procedures that should be followed in interlibrary loan copying to assure compliance with the copyright law. The following information is from Carol Simpson’s Copyright for Schools: A Practical Guide, 2001.

• The borrowing library must display a "warning of copyright" at the place interlibrary loan orders are accepted.

• Only one copy of the requested material may be sent and the copy must become the property of the requesting patron.

• The borrowing library must abide by the "Rule of Five" (explained below).

• The borrowing library must keep records of CONTU-governed loan requests for four years.

• The borrowing library must verify copyright compliance on the ILL request.

• The lending library must mark on each copy that the "request was made in conformity with these guidelines." Notice: This material may be protected by Copyright Law (Title 17 U.S. Code).

Complete copyright information must also be included, if available, per DMCA.

Rule of Five Periodicals The CONTU Guidelines pertain to periodical titles (as opposed to individual issues) published within the five years from the date of the request.

Copying older materials may be considered to be fair use on the part of the requesting library. The borrowing library may receive five photocopied articles per periodical title (not per issue) per calendar year.

How many articles from each issue of a periodical is a library allowed to copy for interlibrary loan?

The providing library may make any copies requested by other organizations since it is the requesting library's responsibility to maintain copyright compliance according to the CONTU guidelines.

For interlibrary loan, can a library request five articles from each issue of a given periodical?

The Rule of Five states that during the current calendar year you may request up to five copies of articles from the last four calendar years of a periodical title. It makes no difference from whom you request the articles. (Simpson 93-95) 33

American Library Association Section 108 Photocopying by Libraries and Archives: How the DMCA Affects Library Photocopying and Interlibrary Loan Services The Digital Millennium Copyright Act of 1998 amended several areas of the U.S. copyright law including Section 108, "Limitations on Exclusive Rights: Reproduction by Libraries and Archives." Section 108 of the copyright law allows libraries and archives to reproduce and distribute one copy of a work under certain circumstances. For example, libraries may photocopy journal articles, book chapters, etc. and send these copies to other libraries through interlibrary loan. This section also allows libraries to make copies for preservation purposes. The DCMA amended Section 108 in three significant ways that are described below.

Notice of Copyright Copies must include a notice of copyright that appears on the copy when available. If the work does not include a notice of copyright, use a legend or stamp stating the work may be protected by copyright.

(Notice: This material may be protected by Copyright Law (Title 17 U.S.C.)).

Copies for Preservation or Archival Purposes The library may make up to three copies of an unpublished work for purposes of preservation, including copies in digital form as long as that format is not made available to the public outside of the library or archives.

The library may also make up to three copies of a published work to replace a damaged, deteriorating, lost, or stolen work (when an unused replacement cannot be obtained at a fair cost). The library may also make up to three digital copies to replace a work in an obsolete format as long as that format is not made available to the public outside of the library or archives.

Right to Reproduce and Distribute Works in the Last 20 Years of Any Term of Copyright The library or archives may reproduce, distribute, display, or perform in facsimile or digital form any work in the last 20 years of its copyright term for purposes of preservation, research or scholarship.

This change to Section 108 was made to address the concerns of libraries and non-profit educational institutions planning to reproduce and distribute materials that would have fallen into the public domain if the copyright term extension act had not been passed. This means that, although the term of copyright has been extended by 20 years, libraries may copy or digitize works that are in the last 20 years of their copyright term. In order to take advantage of this exemption, however, libraries should make a reasonable effort to determine that: • The work is not subject to normal commercial exploitation; • A copy cannot be obtained at a reasonable price; and • The copyright holder has not filed notice with the Register of Copyright Regulation that either of the above conditions apply.

(American Library Association, Washington Office, 2004. http://www.ala.org/ala/home/copyright.htm)

This document may be reprinted and distributed for non-commercial and educational purposes only, and not for resale.

Music Copyrights and Copying Music The current law repeals the not-for-profit exemptions of the 1909 law covering music played in schools.

Schools must be licensed to play copyrighted music where the performer is paid or an admission is charged, even if the admission is used to cover refreshment costs.

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According to the Guidelines for Educational Uses of Music, the following guidelines state the minimum standards of educational fair use under Section 107 of HR 2223. The permissible uses for copying printed music include: • Emergency copying to replace purchased copies which are not available by performance time.

• For academic purposes other than performance, single or multiple copies of excerpts of works may be made, provided that the excerpts do not comprise a part of the whole which would constitute a performable unit, such as a section, movement, or aria, but in no case more than 10 percent of the whole work. The number of copies shall not exceed one copy per pupil.

• Printed copies which have been purchased may be edited or simplified provided that the fundamental character of the work is not distorted, or the lyrics, if any, altered or lyrics added if none exist.

• A single copy of recordings of performances by students may be made for evaluation or rehearsal purposes and may be retained by the educational institution or individual teacher.

• A single copy of a sound recording (such as a tape, disc, or cassette) of copyrighted music may be made from sound recordings owned by an educational institution or an individual teacher for the purpose of constructing aural exercises or examinations and may be retained by the educational institution or individual teacher.

The Guidelines for Educational Uses of Music prohibit: • Copying without inclusion of the copyright notice which appears on the printed copy.

• Substituting the copying of music for the purchasing of music.

• Copying which would create, replace, or substitute for anthologies, compilations or collective works of music.

• Copying of works intended to be consumables.

• Copying for the purpose of performance.

Note: A sound recording may have as many as three copyrights: music, recording, and arrangement. A work may be in the public domain, but the arrangement may not be. Seek permission from all copyright holders if the music is to be used to make a derivative work or for a public performance.

Using Broadcasts

All four of following criteria must be met if a school is to use a video/film without paying royalties for a public performance.

1. The use must take place in a classroom or similar place of instruction.

2. The use must be part of the regular instructional process and not recreational.

3. The use must be in the course of face-to-face teaching activities.

4. The video must be lawfully acquired.

In 1979, the following guidelines for off-air recording by instructional institutions were developed by U.S. Senator Robert Kastenmeir's House Subcommittee and accepted by the industry. These rules apply to commercial networks and public broadcasting, for example ABC, CBS, Fox, NBC, PBS, UPN or WB. Off-air recording guidelines apply only to nonprofit educational institutions.

A broadcast may be recorded simultaneously with the broadcast transmission and retained for a period of 45 calendar days after the date of recording. Upon conclusion of the retention period, all off-air recordings must be erased or destroyed.

Off-air recordings may be used once by individual teachers (in each of his or her classes) in the course of relevant teaching activities and used during the first ten consecutive school days in the 45-day retention period. A recording may be repeated once, and only once, if instructional reinforcement is necessary in the classrooms and similar places devoted to instruction within a single building, cluster, or 35

campus as well as in the homes of students with handicapped conditions that prevent their access to regular classes during the first ten school days of the 45-day retention period.

Off-air recordings may be made only at the request of, and used by, individual teachers and may not be regularly recorded in anticipation of requests. No program may be recorded more than one time by the same teacher regardless of the number of times it is broadcast.

A limited number of copies may be reproduced from a recording to meet the legitimate needs of teachers under these guidelines. Each such copy shall be subject to all provisions governing the original offair recording.

After the first ten consecutive school days, the only use that can be made of the recording is teacher evaluation. This evaluation is to be used to determine the likelihood of using programs in the series or in purchasing a copy of the program.

Off-air recordings need not be used in their entirety. The sequence of use must follow the order of the program and the recording may not be altered and the entire program must be taped.

All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.

Educational institutions are expected to establish procedures to maintain the integrity of these guidelines. (Note: If a licensing arrangement is available, you need to utilize it.)

Be advised that PBS offers extended educational rights of a year or more for the majority of PBS prime-time and children’s programs for preK-12 schools. Refer to the PBS website, http://www.pbs.org.

Cable and satellite follow different rules. A good source on rights to copy cable programming is the magazine Cable in the Classroom or the Cable in the Classroom website http://www.ciconline.com/resources/copyright. In general, Cable in the Classroom’s programs may be taped off-air and retained for one year or more unless otherwise noted.

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DIGITAL MILLENNIUM COPYRIGHT ACT 1998 TITLE I: New Prohibitions on Circumvention of Protection Technologies • Prohibits the "circumvention" of any effective "technological protection measure" (e.g., a password or form of encryption) used by a copyright holder to restrict access to its material.

• Prohibits the manufacture of any device, or the offering of any service, primarily designed to defeat an effective "technological protection measure."

• Defers the effective date of these prohibitions for two years or 18 months, respectively.

• Requires that the Librarian of Congress issue a three-year waiver from the anti-circumvention prohibition when there is evidence that the new law adversely affects or may adversely affect “Fair Use” and other non-infringing uses of any class of work.

• Expressly states that many valuable activities based on the Fair Use Doctrine (including reverse engineering, security testing, privacy protection, and encryption research) will not constitute illegal "anti-circumvention."

• Makes no change to the Fair Use Doctrine, or to other information user privileges and rights.

TITLE II: Limitations on Online Service Provider Liability • Exempts any OSP (online service provider) or carrier of digital information (including libraries) from copyright liability based solely on the content of a transmission made by user of the provider’s or carrier’s system (e.g., the user of a library computer system).

• Establishes a mechanism for avoiding copyright infringement liability based upon the storage of infringing information on an online service provider’s own computer system, or upon the use of "information location tools" and hyperlinks, if the provider acts "expeditiously to remove or disable access to" infringing material identified in a formal notice by the copyright holder.

TITLE IV: Includes Digital Preservation Digital Preservation • Updates the current preservation provision of the Copyright Act (Section 108) to expressly permit authorized institutions to make up to three digital preservation copies of an eligible copyrighted work; electronically "loan" those copies to other qualifying institutions; permit preservation, including by digital means, when the existing format in which the work has been stored becomes obsolete.

(American Library Association, Washington Office, 2004)

Guidelines for Educational Multimedia* Guidelines as Different from Law On September 27, 1996, the Subcommittee on Courts and Intellectual Property, Committee on the Judiciary, U.S. House of Representatives, adopted a set of fair use guidelines for the production and use of multimedia in educational settings.

As indicated in the cover letter from the Subcommittee on Courts and Intellectual Property, "These guidelines do not represent a legal document, nor are they legally binding. They do represent an agreed 37

upon interpretation of the fair use provisions of the Copyright Act‌. The specific portion and time limitations will help educators, scholars and students more easily identify whether using a portion of a certain copyrighted work in their multimedia program constitutes a fair use of that work. They grant a relative degree of certainty that a use within the guidelines will not be perceived as an infringement of the Copyright Act by the endorsing copyright owners, and that permission for such use will not be required.

The more one exceeds these guidelines, the greater the risk that the use of a work is not fair use, and that permission must be sought."

Following is the actual text of the guidelines as adopted. Text in italics has been added for clarification.

Preparation of Multimedia Projects Using Portions of Copyrighted Works

By Students: Students may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia projects for a specific course.

By Educators: Educators may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia programs for their own teaching tools in support of curriculum-based instructional activities at educational institutions.

Permitted Uses of Educational Multimedia Programs Created Under These Guidelines Student Use: Students may perform and display their own educational multimedia projects created under these guidelines for educational uses in the course for which they were created, and may use them in their own portfolios as examples of their academic work for later personal uses, such as job and graduate school interviews.

This section restricts the use by students, of the material they prepared, solely to the course for which it was prepared. The material may not be used for any other purpose, other than being retained for personal portfolio use.

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EDUCATOR USE FOR CURRICULUM-BASED INSTRUCTION Educators may perform and display their own education multimedia projects created under these guidelines for curriculum-based instruction to students in the following situations: • For face-to-face instruction.

• Assigned to students for directed self-study.

• For remote instruction to students enrolled in curriculum-based courses and located at remote sites, provided over the educational institution’s secure electronic network in real-time, or for after class review or directed study, provided there are technological limitations on access to the network and educational multimedia project (such as a password or PIN) and provided further that the technology prevents the making of copies of copyrighted material.

If the educational institution’s network or technology used to access the educational multimedia project created under these guidelines cannot prevent duplication of copyrighted material, students or educators may use the multimedia educational projects over an otherwise secure network for a period of only 15 days after its initial real-time remote use in the course of instruction of 15 days after its assignment for directed self-study. After that period, one of the two use copies of the educational multimedia project may be placed on reserve in a learning resource center, library, or similar facility for in-site use by students enrolled in the course. Students shall be advised that they are not permitted to make their own copies of the multimedia project.

Educator Use for Peer Conferences Educators may perform or display their own multimedia projects created under these guidelines in presentations to their peers, for example, at workshops and conferences.

The multimedia projects may be used to teach in-service classes for presentations at faculty meetings, workshops, or conferences.

Educator Use for Professional Portfolio Educators may retain educational multimedia projects created under these guidelines in their personal portfolios for later personal uses, such as tenure review or job interviews.

Limitations – Time, Portion, Copying, and Distribution Time Limitations Educators may use their educational multimedia projects created for educational purposes under these guidelines for teaching courses, for a period of up to two years after the first instructional use with a class. Use beyond that time period, even for educational purposes, requires permission for each copyrighted portion incorporated in the production.

Students may use their educational multimedia production projects only for the duration of the course for which it was prepared.

If the student prepared a multimedia presentation for a one-semester class, it could only be used in and for that class until the end of the semester. After that time, it could only be retained and used for personal, portfolio purposes.

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Portion Limitations

Portion limitations means the amount of a copyrighted work that can reasonably be used in educational multimedia projects under these guidelines, regardless of the original medium from which the copyrighted works are taken. In the aggregate means the total amount of copyrighted material from a single copyrighted work that is permitted to be used in an educational multimedia project without permission under these guidelines. These limits apply cumulatively to each educator’s or student’s multimedia project(s) for the same academic semester, cycle, or term.

In applying the portion limitations cumulatively, it would mean that a teacher or student is restricted to only utilizing the portions indicated below from a single, copyrighted source, as a maximum during one semester, cycle, or term, no matter how many multimedia productions they produced during that period.

Once one has reached the portion limitation, from a single, copyrighted work, they cannot draw upon the same copyrighted source for use in another production that occurs in the above defined period.

Stated in another way, once one reaches the portion limit during the specified time period, they may no longer utilize material from that same source during that same time period.

All students should be instructed about the reasons for copyright protection and the need to follow these guidelines. It is understood, however, that students in kindergarten through Grade six may not be able to adhere rigidly to the portion limitations in this section in their independent development of educational multimedia projects. In any event, each such project retained under the terms of these guidelines should comply with the portion limitations in this section.

This section allows for the possibility that students in Grades K-6 may not be able to rigidly adhere to the portion limits. However, once they have met the class requirements and the programs are being retained for personal, portfolio use, it is expected the productions would then be brought into compliance with the portion limitations.

Motion Media Up to 10 percent or three minutes, whichever is less, in the aggregate of a copyrighted motion media work may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines.

Text Materials Up to 10 percent or 1,000 words, whichever is less, in the aggregate of a copyrighted work consisting of text material may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines. An entire poem of less than 250 words may be used, but no more than three poems by one poet, or five poems by different poets from any anthology may be used. For poems of greater length, 250 words may be used, but no more than three excerpts by a poet, or five excerpts by different poets from a single anthology may be used.

Music, Lyrics, and Music Video Up to 10 percent, but in no event more than 30 seconds, of the music and lyrics from an individual musical work (or in the aggregate of extracts from an individual work), whether the musical work is embodied in copies, or audio or audiovisual works, may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines. Any alterations to a musical work shall not change the basic melody or the fundamental character of the work.

Illustrations and Photographs The reproduction or incorporation of photographs and illustrations is more difficult to define with regard to fair use because fair use usually precludes the use of an entire work. Under these guidelines a pho40

tograph or illustration may be used in its entirety, but no more than five images by an artist or photographer may be reproduced or otherwise incorporated as part of an educational multimedia project created under these guidelines. When using photographs and illustrations from a published collective work, not more than 10 percent or 15 images, whichever is less, may be reproduced or otherwise incorporated as part of an educational multimedia project created under these guidelines.

Numerical Data Sets Up to 10 percent or 2,500 fields or cell entries, whichever is less, from a copyrighted database or data table may be reproduced or otherwise incorporated as part of an educational multimedia project created under these guidelines. A field entry is defined as a specific item of information, such as a name or Social Security number, in a record of a database file. A cell entry is defined as the intersection where a row and column meet on a spreadsheet.

Copying and Distribution Limitations Only a limited number of copies, including the original, may be made of an educator’s educational multimedia project. For all of the uses permitted, there may be no more than two "use" copies, only one of which may be placed on reserve. An additional copy may be made for preservation purposes, but may only be used or copied to replace a use copy that has been lost, stolen, or damaged. In the case of a jointly created educational multimedia project, each principal creator may retain one copy; educators for the purposes of peer conferences and professional portfolio, and students for performance and display in the course for which it was created and for personal portfolio.

A total of three copies of a multimedia production may be made. Two may actually be placed into service, only one of which may be placed on reserve. The third copy acts as a "backup master" which may be used to replace a "use" copy that has been lost, stolen, or damaged.

Examples of When Permission Is Required Using Multimedia Projects for Non-Educational or Commercial Purposes Educators and students must seek individual permissions (licenses) before using copyrighted works in educational multimedia projects for commercial reproduction and distribution.

Guidelines Even for educational uses, educators and students must seek individual permissions for all copyrighted works incorporated in their personally created, educational multimedia projects before replicating or distributing beyond the limitations listed in the guidelines.

Distribution of Multimedia Projects Beyond Limitations Listed in These Guidelines Educators and students may not use their personally created, educational multimedia projects over electronic networks, except for uses as described, without obtaining permissions for all copyrighted works incorporated in the program.

Important Reminders Caution in Downloading Material from the Internet Educators and students are advised to exercise caution in using digital material downloaded from the Internet in producing their own multimedia projects because there is a mix of works protected by copyright and works in the public domain on the network. Access to works on the Internet does not automat41

ically mean that these can be reproduced and reused without permission or royalty payment and furthermore, some copyrighted works may have been posted to the Internet without authorization of the copyright holder.

Web-based material is copyrighted just as print and audiovisual materials are, and notification of a 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 websites should not be taken without prior consent.

Watch for Web pages granting permission for use in educational situations. There are many.

(Copyright 116) Attribution and Acknowledgement Educators and students are reminded to credit the sources and display the copyright notice Š and copyright ownership information, if this is shown in the original source, for all works incorporated as part of the educational multimedia projects prepared by educators and students, including those prepared under Fair Use. Crediting the source must adequately identify the source of the work, giving full bibliographic description where available (including author, title, publisher, and place and date of publication).

The copyright ownership information includes the copyright notice (Š, year of first publication, and name of the copyright holder).

The credit and copyright notice information may be combined and shown in a separate section of the educational multimedia project (e.g. credit section) except for images incorporated into the project. In such cases, the copyright notice and the name of the creator of the image must be incorporated into the image when, and to the extent, such information is reasonably available; credit and copyright notice information is considered "incorporated" if it is attached to the image file and appears on the screen when the image is viewed. In those cases when displaying source credits and copyright ownership information on the screen with the image would be mutually exclusive with an instructional objective (e.g. during examinations in which the source credits and/or copyright information would be relevant to the examination questions), those images may be displayed without such information being simultaneously displayed on the screen. In such cases, this information should be linked to the image in a manner compatible with such instructional objectives.

Notice of Use Restrictions Educators and students are advised that they must include on the opening screen of their multimedia program and any accompanying print material a notice that certain materials are included under the fair use exemption of the U.S. Copyright Law and have been prepared according to the multimedia fair use guidelines and are restricted from further use.

Future Uses beyond Fair Use Duplication of Multimedia Projects beyond Limitations Listed Educators and students are advised to note that if there is a possibility that their own educational multimedia project incorporating copyrighted works under Fair Use could later result in broader dissemination, whether or not as commercial products, it is strongly recommended that they take steps to obtain permission during the development process for all copyrighted portions rather than waiting until after completion of the project.

Integrity of Copyrighted Works: Alterations Educators and students may make alterations in the portions of the copyrighted works they incorporate as part of an educational multimedia project only if the alterations support specific instructional objectives. Educators and students are advised to note that alterations have been made.

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Reproduction or Decompilation of Copyrighted Computer Programs Educators and students should be aware that reproduction or decompilation of copyrighted computer programs and portions thereof, for example the transfer of underlying code or control mechanisms, even for educational uses, are outside the scope of these guidelines.

Licenses and Contracts Educators and students should determine whether specific copyrighted works, or other data or information, are subject to a license or contract. Fair Use and these guidelines shall not preempt or supersede licenses and contractual obligations.

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THE TEACH ACT “On November 2, 2002, the ‘Technology, Education and Copyright Harmonization Act’ (TEACH Act), was signed into law by President Bush. TEACH amends the copyright law by expanding teaching exemptions to the digital education classroom. These revisions clarify that materials protected by copyright can be used in digital formats and distributed through digital networks without infringing the copyright law subject to various conditions, requirements, and limitations. TEACH recognizes that distance learning may occur anywhere in today’s highly digital environment and that many activities that are lawful in the physical classroom are legal in the digital classroom.

Only accredited, non-profit educational institutions may take advantage of these new privileges, and to do so, they must take several actions to prevent copyrighted works from being used in ways that may infringe their copyrights. In particular, TEACH imposes a set of general technological requirements.

In summary, TEACH requires the use of technology to reasonably: • • • •

Limit access to copyrighted works to students currently enrolled in the class; Limit access only for the time period necessary to complete the class session; Prevent further copying of copyrighted works; and Prevent further distribution of copyrighted works.”

(Excerpt from Technological Requirements of the TEACH Act, the American Library Association’s Office for Information Technology Policy).

Kenneth Crews states in New Copyright Law for Distance Education: The Meaning and Importance of the TEACH Act, “the primary benefit of the TEACH Act for educators is its repeal of the earlier version of Section 110(2), which was drafted principally in the context of closed-circuit television. That law permitted educators to ‘perform’ only certain types of works and generally allowed transmissions to be received only in classrooms and similar locations. These restrictions, and others, usually meant that the law could seldom apply to the context of modern, digital transmissions that might utilize a range of materials and need to reach students at home, at work, and elsewhere. The new version of Section 110(2) offers these explicit improvements: • Expanded range of allowed works. The new law permits the display and performance of nearly all types of works. The law no longer sweepingly excludes broad categories of works, as did the former law. However, a few narrow classes of works remain excluded, and uses of some types of works are subject to quantity limitations.

• Expansion of receiving locations. The former law limited the transmission of content to classrooms and other similar location. The new law has no such constraint. Educational institutions may now reach students through distance education at any location.

• Storage of transmitted content. The former law often permitted educational institutions to record and retain copies of the distance-education transmission, even if it included copyrighted content owned by others. The new law continues that possibility. The law also explicitly allows retention of the content and student access for a brief period of time, and it permits copying and storage that is incidental or necessary to the technical aspects of digital transmission systems.

• Digitizing of analog works. In order to facilitate digital transmissions, the law permits digitization of some analog works, but in most cases only if the work is not already available in digital form.”

Educators must comply with the many requirements of the law. The American Library Association is an excellent resource for more detailed information about the TEACH Act and its impact on distance education.

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INTELLECTUAL PROPERTY RIGHTS Connected to the issue of copyright is the concept of Intellectual Property Rights. It is the concept that a person’s ideas, writings, inventions, computer code, etc. that have value should be treated as property, giving the creators rights to its sale, use, and control.

Fair Use Questions/Situations (The following excerpts are from Copyright: A Guide to Information and Resources. 2nd Ed. Permission to use granted by author, Gary H. Becker. Reproduction of this material is not permitted without prior permission of the author.)

Modifying Scanned or Digitized Images To what degree would a scanned-in or digitized image have to be changed so that it would no longer resemble the original and, therefore, not be considered a copyright infringement?

Never! This would be considered creating a derivative work, one of the rights given to an author. There is a pending court case that will further solidify this situation, or establish a new precedent.

Use of Clip Art in Multimedia, Video and Computer Programs May clip art be incorporated into multimedia, video or computer programs created by either faculty or students?

Yes, unless there are specific restrictions accompanying the clip art material.

Importing Video Footage for a Quicktime Segment I would like to import a portion of a videotape into a Quicktime segment to be part of a presentation I am preparing to show to my students. How much may I actually take from the original video?

Up to 10% or 3 minutes, whichever is less, **in the aggregate, of a copyrighted motion media work, may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines.

Using Text from Copyrighted Works What are the limitations on reproducing and incorporating portions of text, for example from a short story, a poem or other text based materials?

Up to 10% or 1,000 words, whichever is less, **in the aggregate, of a copyrighted work consisting of text material may be reproduced or otherwise incorporated as part of a multimedia project. If the original work is a poem of less than 250 words, the entire poem may be used, but no more than three poems by one poet, or five poems by different poets from any single anthology.

Poems that are greater than 250 words are limited to a maximum of 250 words used with no more than three excerpts from a single poet, or five excerpts by different poets from a single anthology. (Note: these are the same conditions found in the fair use guidelines for the photocopying of materials.)

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Using Copyrighted Music in a Multimedia Production Is it now permissible to incorporate copyrighted music, lyrics or music taken from a music video into a multimedia production?

Up to 10%, but in no event more than 30 seconds, of the music and lyrics from an individual musical work (or *in the aggregate of extracts from an individual work) may be reproduced or incorporated as part of a multimedia project. The music may be taken from the copy of an actual musical work or from an audio or audiovisual work such as a CD, music video, etc. Any alterations to a musical work shall not change the basic melody or the fundamental character of the work.

Using Photographs and Illustrations in a PowerPoint Presentation I would like to include in my PowerPoint presentation several photographs and illustrations taken from books, magazines and other copyrighted sources. Do the guidelines provide for this type of activity?

Under these guidelines a photograph or illustration may be used in its entirety, but no more than five images by a single artist or photographer may be reproduced or otherwise incorporated into an educational multimedia project. When using photographs and illustrations from a published collective work, not more than 10% or 15 images, whichever is less, may be reproduced or otherwise incorporated into the production.

Using Information from Databases and Spreadsheets As part of the preceding PowerPoint presentation, I would also like to include some data fields taken from several copyrighted spreadsheets and databases. What are the limits on the number of these fields that I may utilize?

You may reproduce or incorporate into your production up to 10% or 2,500 field entries, whichever is less, from a copyrighted database or data table. A field entry is defined as a specified item of information, such as a name or Social Security number, in a record of a database file. A cell entry is defined as the intersection where a row and a column meet on a spreadsheet.

Permissible Copies of Finished, Multimedia Productions When I, or one of my students, complete a multimedia project, how many copies can be made?

Two "use" copies may be made, only one of which is permitted to be placed on reserve. A third copy may be made for preservation purposes (backup copy), but may only be used or copied to replace one of the two use copies that has been lost, stolen or damaged. If the multimedia program was produced by more than one person, each principal creator is permitted to retain one copy for the purposes defined in the Guidelines.

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(The following excerpts are from Carol Simpson’s Copyright for Schools: A Practical Guide, 2001.)

Links to a Another Web Page from My Own Page Must I have permission to put a link to another Web page on my own page?

Links have been likened to cross references in a library card catalog. They are facts (just like street addresses) and cannot be protected by copyright, so making links should be acceptable.

Some sites don't like you to "deep link" (linking deeper into the site than the main page) because you might miss advertising there. These sites may object, but it shouldn't be on copyright grounds. If you use frames, remember that the referred site will appear to be on your server. Some sites may object to the implied relationship.

Photocopies of Print Outs from the Internet I print out pages from the Internet, photocopy them, and pass them along to my department heads. I usually include notes for them to "share" this with members of their department. Can I legally print out pages from the Internet by invoking the browser print function?

Under fair use you may make a single copy of up to a chapter of a book or an article of a magazine (not the entire work) for your own personal use and education, including use in teaching.

These teachers aren't your students so they don't qualify for the fair use exemption. (If they were your students, you would have some limited ability to make multiple copies.) You will need permission to make the copies you describe. (Copyright, 115) * Excerpts from Copyright: A Guide to Information and Resources. 2nd Ed. Permission to use granted by author, Gary H. Becker. Reproduction of this material is not permitted without prior permission of the author. ** In the aggregate means the total amount of copyrighted material from a single copyrighted work that is permitted under these guidelines. The limits apply cumulatively to each educator’s or student’s multimedia project(s) for the same academic semester or term.

On October 27, 1998, The Sonny Bono Copyright Term Extension Act amended the provisions concerning duration of copyright protection.

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WHEN U.S. WORKS PASS INTO THE PUBLIC DOMAIN The chart, created by Lolly Gasaway, University of North Carolina, explains when U.S. works pass into the public domain. The chart and updates are available at www.unc.edu/~unclng/public-d.htm.

Definition: A public domain work is a creative work that is not protected by copyright and which may be freely used by everyone. The reasons that the work is not protected include: (1) the term of copyright for the work has expired; (2) the author failed to satisfy statutory formalities to perfect the copyright; or (3) the work is a work of the U.S. Government.

DATE OF WORK

PROTECTED FROM

TERM

Created 1-1-78 or after

When work is fixed in tangible Life + 70 years (1) or if work medium of expression of corporate authorship, the shorter of 95 years from publication, or 120 years from creation (2)

Published before 1923

In public domain.

None

Published from 1923-1977

When published with notice (3).

28 years + could be renewed for 47 years, now extended by 20 years for a total renewal of 67 years. If not so renewed, now in public domain

Published from 1964-1977

When published with notice

28 years for first term; now automatic extension of 67 years for second term

Created before 1-1-78, but not published

1-1-78, the effective date of the 1976 Act, which eliminated common law copyright.

Life + 70 years or 12-31-2047 whichever is greater

Created before 1-1-78, but published between then and 12-31-2002

1-1-78, the effective date of the 1976 Act, which eliminated common law copyright

Life + 70 years or 12-31-2047 whichever is greater

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Term of joint works is measured by the life of the longest-lived author.

Works for hire, anonymous, and pseudonymous works also have this term. 17 U.S.C. Sec..302(c).

Under the 1909 Act, works published without notice went into the public domain upon publication.

Works published without notice between 1-1-78 and 3-1-89, effective date of the Berne Convention Implementation Act, retained copyright only if efforts to correct the accidental omission of notice was made within five years, such as by placing notice on unsold copies.

17 U.S.C. Sec. 405.

Notes courtesy of Professor Tom Field, Franklin Pierce Law Center and Lolly Gasaway.

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APPENDIX G: American Library Association Code of Ethics As members of the American Library Association, we recognize the importance of codifying and making known to the profession and to the general public the ethical principles that guide the work of librarians, other professionals providing information services, library trustees, and library staffs.

Ethical dilemmas occur when values are in conflict. The American Library Association Code of Ethics states the values to which we are committed, and embodies the ethical responsibilities of the profession in this changing information environment.

We significantly influence or control the selection, organization, preservation, and dissemination of information. In a political system grounded in an informed citizenry we are members of a profession explicitly committed to intellectual freedom and the freedom of access to information. We have a special obligation to ensure the free flow of information and ideas to present and future generations.

The principles of this Code are expressed in broad statements to guide ethical decision making. These statements provide a framework; they cannot and do not dictate conduct to cover particular situations.

I. We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.

II. We uphold the principles of intellectual freedom and resist all efforts to censor library resources.

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.

IV. We recognize and respect intellectual property rights.

V. We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.

VI. We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.

VII. We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.

Adopted by the ALA Council June 28, 1995

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APPENDIX H: Access to Resources and Services in the School Library Program ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY INFORMATION PROGRAM: AN INTERPRETATION OF THE LIBRARY BILL OF RIGHTS The school library media program plays a unique role in promoting intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library media program, the principles of the Library Bill of Rights apply equally to all libraries, including school library information programs.

School library information professionals assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library information professionals work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Through resources, programming, and educational processes, students, and teachers experience the free and robust debate characteristic of a democratic society.

School library information professionals cooperate with other individuals in building collections of resources appropriate to the developmental and maturity levels of students. These collections provide resources which support the curriculum and are consistent with the philosophy, goals, and objectives of the school district. Resources in school library information collections represent diverse points of view and current, as well as historic issues.

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

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

Major barriers between students and resources include: imposing age or grade level restrictions on the use of resources, limiting the use of interlibrary loan and access to electronic information, charging fees for information in specific formats, requiring permission from parents or teachers, establishing restricted shelves or closed collections, and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.

The school board adopts policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing, and assure that procedures are applied equitably to all expressions of concern.

School library information professionals implement policies and procedures in the school.

Adopted July 2, 1986 Amended January 10, 1990 by ALA Council.

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APPENDIX I: The Student’s Right to Read* An 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 pipeline 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, 1952.

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 Denisonvitch, 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 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: 52

• • • •

"What is the nature of humanity?”

"Why do people praise individuality and practice conformity?"

"What do people need for a good life?"

"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, jobs, 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.

The Threat to Education Censorship leaves students with an inadequate and distorted picture of the ideals, values, and problems of their culture. Writers may often represent their culture, or they may stand to the side and describe and evaluate that culture. Yet partly because of censorship or the fear of censorship, many writers are ignored or inadequately represented in the public schools and many are represented in anthologies not by their best work but by their "safest" or "least offensive" work.

The censorship pressures receiving the greatest publicity are those of small groups who protest the use of a limited number of books with some "objectionable" realist elements, such as Brave New World, Lord of the Flies, Catcher in the Rye, Johnny Got His Gun, Catch-22, Soul on Ice or A Day No Pigs Would Die. The most obvious and immediate victims are often found among our best and most creative English teachers, those who have ventured outside the narrow boundaries of conventional texts.

Ultimately, however, the real victims are the students, denied the freedom to explore ideas and pursue truth wherever and however they wish.

Great damage may be done by book committees appointed by national or local organizations to pore over anthologies, texts, library books, and paperbacks to find passages which advocate, or seem to advocate, causes, concepts, or practices these organizations condemn. As a result, some publishers, sensitive to possible objections, carefully exclude sentences or selections that might conceivably offend some group, somehow, sometime, somewhere.

The Community's Responsibility American citizens who care about the improvement of education are urged to join students, teachers, librarians, administrators, boards of education, and professional and scholarly organizations in support of the students' right to read. Only widespread and informed support in every community can assure that: • Enough citizens are interested in the development and maintenance of a superior school system to guarantee its achievement; • Malicious gossip, ignorant rumors, and deceptive letters to the editor will not be circulated without challenge and correction; 53

• Newspapers will be convinced that the public sincerely desires objective school news reporting, free from slanting or editorial comment which destroys confidence in and support for schools; • The community will not permit its resources and energies to be dissipated in conflicts created by special interest groups striving to advance their ideologies or biases; and • Faith in democratic traditions and processes will be maintained. *Reprinted by permission of the National Council of Teachers of English.

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APPENDIX J: Pennsylvania School Library Bill of Rights The Pennsylvania School Librarians Association is committed to the free exchange of ideas and information. To support our belief in the Library Bill of Rights of the American Library Association and to ensure intellectual freedom to all students we advocate: 1. The maintenance in each school building of a facility, a collection, a program, and a full-time certified professional librarian.

2. Optimum access to library media facilities, materials, and services to all students and programs.

3. Selection of materials which support the curriculum and provide for the individual needs, interests, abilities, maturity levels, and cultural backgrounds of students.

4. Provision of a balanced collection of materials representing a diversity of viewpoints and information.

5. Selection of all materials based on established literacy and educational standards.

6. Development and adoption of a written selection policy based upon the concept of academic freedom where materials are not restricted or removed without due process of review.

Adopted May 6, 1983 by the PSLA Advisory Council PSLA-1-83

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APPENDIX K: School Library Certification GENERAL STANDARDS AND SPECIFIC PROGRAM GUIDELINES FOR STATE APPROVAL OF PROFESSIONAL EDUCATOR PROGRAMS

Library Science I. Knowing the Content The professional education program provides evidence that Library Science certification candidates complete a program of studies in Library Science the same as the academic content area courses and required electives of a major in a bachelor’s or master’s degree. The program shall require the candidates to demonstrate a knowledge of the fundamental concepts of library science utilized in teaching K12 grade students including I.A. Instructional collaboration with school staff that integrate curricula content with access to and use of resources in varied formats including: • Design, writing, and implementation of curriculum which fully integrates information management skills and the use of information in the educational program.

• Applying learning theories to information seeking and use in instruction, including critical thinking and problem solving skills.

• Designing and selecting instructional methodologies and resources to meet student and curricular needs.

• Assessing student progress and evaluating instruction.

I.B. Information technologies utilized in management, administration, and instructional programs in the school library and media center including: • Automated tools such as word processing, database, and spread sheets.

• Means of acquisition and types of vendors of audiovisual equipment, computer technologies, and distance education systems.

• Application of technological processes to instruction, budgeting, circulation, cataloging, and materials development.

• Multimedia products, local and wide area networks, and on-line services.

I.C. Media center resources and collections including: • • • • • •

Social and psychological factors affecting people’s use of resources.

Traditional forms of print and audiovisual resources as well as on-line services.

Curriculum materials produced for children and young adults.

Procedures for technical processing, collection maintenance, weeding, and evaluation.

Implications of copyright and intellectual property law.

Classification and cataloging systems including the Dewey Decimal and Library of Congress classifications, the Anglo-American Cataloging Rules, Sears List of Subject Headings, and ALA Filing Rules.

• MARC records in automated library systems.

• Formats for organizing and documenting a collection of materials.

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I.D. Management and Administration of the library media center including: • • • • • • •

Defining the center’s mission and priorities.

Managing center budget.

Financial, staffing, facilities, and program planning.

Supervision and training for library support staff and volunteers.

Planning and evaluating center objectives and needs.

Alternative funding sources and grant writing activities.

Promoting media center services in the school and community.

I.E. Promoting Information Literacy through the use of technology and program services including: • Student competencies as self-motivated readers.

• Developing skills needed to access and use media in all formats.

• Providing instruction in the use of various forms of information.

II. Performances The professional education program provides evidence of the candidates participation in sequential and developmental field experiences and student teaching, under the supervision of college personnel and cooperating teachers who are well trained, have interpersonal skills, and demonstrated competence in performing the duties of a school librarian. (Candidates that possess an initial Instructional certificate shall be required to participate in an internship for a minimum of 100 hours in lieu of student teaching.)

The program also provides evidence that the criteria and competencies for exit from the Library Science certification program are assessed in coursework, field experiences, and student teaching, and require the candidates to demonstrate their knowledge and competence in fostering student learning through multiple instructional methodologies including: II.A. Planning of instruction based upon knowledge of subject matter, students, the community and Pennsylvania Academic Standards which promote problem analysis, creativity and decision-making skills.

II.B Managing the instructional environment in order to: • • • • •

Create a climate that promotes fairness.

Establish and maintain rapport with students.

Communicate challenging learning expectations to each student.

Establish and maintain consistent standards of classroom behavior.

Make the physical environment safe and conducive to learning.

II.C Implementing, adapting, and assimilating effective instructional strategies, curriculum resources, and technologies in collaboration with other educators in order to develop students’ abilities for locating, understanding, evaluating, and synthesizing information.

II.D. Selecting, analyzing, and modifying instructional materials to meet the learning needs and reading levels of diverse learners.

II.E. Monitoring students’ understanding and awareness of library services and resources through a variety of means, providing feedback to students to assist learning, adjust instructional strategies, and improve library services.

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III. Professionalism The professional education program provides evidence that Library Science certification candidates demonstrate knowledge and competencies that foster professionalism in school and community settings including: III.A. Professional organizations, publications, resources, and plans for professional development.

III.B Integrity and ethical behavior, professional conduct; as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations.

III.C. Collaboration with school colleagues, higher education, and other community organizations to enhance and expand library services.

III.D. Communicating effectively with parents/guardians, other agencies, and the community at large to support learning by all students.

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GLOSSARY Access - The ability and freedom to obtain and use resources and services without unnecessary limitations.

Assessment - An ongoing process to determine effectiveness or achievement.

Centrally Accessible Collection - A collection of resources, in a variety of formats, which is selected to support the school curriculum and housed at a single location in the school building, and made accessible to all students and staff for use.

Collection Development - Activities related to building, maintaining, evaluating, and expanding library collections to meet the needs of the students, staff, and curriculum of the school.

Curriculum - A series of written plans that is articulated among professionals, which when implemented as part of an institutional program ensures that, knowledge, skills, attitudes, and behaviors are taught in a systematic, cumulative manner.

Distance Education - When students, teachers, and other information sources are separated by space and time, but connected by technology.

Flexible Scheduling - A practice of scheduling groups or classes to use the library on an informal, asneeded basis. This not only promotes cooperative planning between teachers and the information center staff, but also helps achieve the goal of making the information literacy skills instruction an integrated, cohesive part of the curriculum.

Information Literacy Skills - Competencies that enable students to locate, interpret, organize, analyze, synthesize, evaluate, and utilize data, facts, or knowledge from a variety of resources.

Integrated Information Literacy Curriculum - A series of written plans which unite information literacy skills objectives and content-area objectives.

Intellectual Freedom - The absence of external coercion, censorship, or other forms of restrictive interference on the exercise of thought and acquisition of ideas.

Instructional Technology - Systematic identification, development, organization, or utilization of educational resources and/or the management of these processes.

Network - A formal arrangement whereby materials, information, and services provided by a variety of multi-type libraries and/or other organizations are made available to all potential users.

Ownership of Information - Expressions or results of mental activity for which one has a legal right to own, use, reproduce, or sell.

Planned Courses - Instruction offered by a school entity based on a written plan.

School Library - An area or system of areas located in a school building where a full range of information resources, equipment, and services provided by certificated library staff is made accessible to students, teachers, and administrators. The school library is sometimes referred to as the “school library information center” or “school library media center.” For the purposes of this document, and to remain consistent, the term “school library” is used.

School Library Program - The instructional objectives, activities, facilities, resources, equipment, and 59

staff utilized to assist students to develop information processing skills provided by certificated library information staff.

School Librarian - A person with appropriate certification and broad professional preparation in education, library science, and instructional technology with competency to carry out a school library program. The librarian is sometimes referred to as the “school library information specialist,” “school library media specialist,” or “teacher-librarian.” For the purposes of this document, and to remain consistent, the term “school librarian” is used.

Strategic Planning - An internal and external needs analysis, leading to the specification of priorities for action and action plans.

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RECOMMENDED READING Anderson, Mary Alice. "Fighting the Good Fight: Designing a Library Media Center."

The Book Report May/June 2001:6-9.

Becker, Gary H. Copyright: A Guide to Information and Resources. 2nd ed. Lake Mary, FL: Gary H. Becker, 1997.

Berkowitz, Robert E. et al. "Collaboration: Partnerships for Instructional Improvement." School Library Media Activities Monthly March 1994: 32-35.

California School Library Association. From Library Skills to Information Literacy: A Handbook for the 21st Century. Castle Rock, CO: Hi Willow, 1997.

Callison, Daniel, Joy McGregor, and Ruth Small. Instructional Interventions for Information Use: Papers of the 6th Treasure Mountain Research Retreat, Troutdale, OR, March 31-April 1, 1997. Castle Rock, CO: Hi Willow Research and Publishing, 1998.

Craver, Kathleen W. Teaching Electronic Literacy: A Concepts-Based Approach for School Library Media Specialists. Westport, CT: Greenwood Press, 1997.

Dickinson, Gail. “Budgeting As Easy as 1-2-3: How to Ask For – and Get – The Money You Need.”

Library Media Connection March 2004: 14+.

Dolan, Thomas G. "Library or Media Center." School Planning & Management (2004) http://www.peterli.com/archive/spm/655.shtm. (Online) 11 July 2004.

Donham, Jean. Assessing Information Processes and Products (working title). McHenry, IL: Follett Software Company, 1998.

Donham, Jean. Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists. New York: Neal Schuman, 1997.

Eisenberg, M. B., and Berkowitz, R. E., Information Problem Solving: The Big Six Skills Approach to Library & Information Skills Instruction. Norwood, NJ: Ablex, 1988.

Fodeman, Doug, et al. "Top 10 Smart Technologies for Schools." Technology & Learning November 2002: 20-36.

Handler, Marianne G., and Ann S. Dana. Hypermedia as a Student Tool: A Guide for Teachers. 2nd ed.

Englewood, CO: Libraries Unlimited, 1998.

Harada, Violet H., and Joan Yoshina. "Improving Information Search Process Instruction and Assessment through Collaborative Action Research." School Libraries Worldwide July 1997: 41-55.

Harris, Judi. Design Tools for the Internet-Supported Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

Haycock, Ken, "Research in Teacher-Librarianship and the Institutionalization of Change.” School Library Media Quarterly 1995: 227-33.

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