Chadron Middle School

Policies for the Library Media Center

Cathy Kaus
TE 875

University of Nebraska Kearney

Note: This policy is being written for the first time. However, I did look
at a previous policy the Board of Education voted down. My
additions/revisions are in red.

Chadron Middle School

Policies for Library Media Center Collection
District Vision Statement

District Mission Statement

The mission of Chadron Public Schools is to provide a safe, nurturing
and equitable learning environment where each student has the
opportunity to develop positive attitudes toward, as well as

competencies encompassing:

The Chadron Community and the Public Schools are committed to

excellence and graduating students with a desire for learning and
preparation for life in a rapidly changing world.
Library Media Center Mission Statement
The library media center will provide materials and resources
needed to accomplish the mission of Chadron Public Schools. The
library media center will support both students and staff in accessing,
evaluating and using information effectively. The library media center
will provide for the diverse and changing needs of the 21st century by
implementing the information literacy competency standards
(Appendix A). The library media center will have materials and
technology for students of varying abilities, a variety of choices and
differing points of view. Patrons will be provided leadership, instruction
and collaborative assistance when using the library.
The Chadron Public Schools supports the principles of intellectual
freedom as stated in the First Amendment of the Constitution of the
United States and expressed in the Library Bill of Rights (Appendix B)
and the Students Right to Read from the National Council of Teachers
of English (Appendix C). In order to assure that the school media
program is an integral part of the educational program of the school
the following policies have been adopted.
Circulation Policy
The library will serve as a central location for information and
equipment for student and staff usage. This policy is designed to
encourage the school community to use the library materials and
return them in a timely fashion. The goal is to facilitate the use of
materials and ensure the accessibility of these materials to the users of
the media center (Morris, 2010, p.442). Chadron Middle School
supports open access to information.
Circulation and Checkout Procedures:
Students may borrow up to 4 books for a period of two weeks.
Materials must be checked out prior to leaving the library.
Books may be renewed once or as needed, unless it is on
reserve.
Students may not check out reference books.
Newspapers and magazines may be borrowed for 24 hours.
DVDs may be checked out for a period of 1 week.

Students must return borrowed items in the Book Drop.

All books and materials are due 1 week prior to the end of the
school year.
Staff has an unlimited number of items they may checkout.
Only staff may check out equipment.

Overdue Materials:
Overdue notices will be handed to the student individually at
mid-quarter and at the end of each quarter.
If a student has failed to return previous library materials and
the material is less than two weeks overdue, then they may
renew the item.
Students with overdue items may not borrow additional items
until the overdue item is returned.
Fines will not be collected on overdue materials.
Damaged or Lost Materials:
If the material has been damaged or lost, students may not
borrow additional items until the material is returned or paid
for at the current cost of replacement
If a student owes money for damaged or lost materials,
parents will be notified in writing and billed accordingly.
The librarian will keep a record and money will be turned over
to the district central office.
All library users should respect the shared aspect of the library
collection and materials. Materials should be handled carefully and
any damage should be reported to the librarian immediately.
Privacy and Confidentiality
Chadron Middle School recognizes the expectations, and rights
to, privacy and confidentiality as expressed by the Constitution of the
United States and the State of Nebraska. According to Nebraska
Statute 84-712.05, student circulation records are confidential. All
employees will be advised of this statute and their obligation to protect
the privacy of those using the library. Information from these records
will not be released. This confidentiality will exist whenever the library
is in possession of personal information.
All users have the right to be informed of the policies governing
the amount of information kept and why the information is necessary.

User information: First and last name, address, telephone

number, email address and class schedule.
Circulation information: Items currently borrowed, items on hold
and any lost or damaged materials
Electronic access: Use of the library computers for compliance
with Internet Safety and Student Acceptable Use of Technology Policy
#5138.1.
The Privacy and Confidentiality Policy will also extend to open
inquiries. This includes but is not limited to questions asked and
materials borrowed.
Information will not be released to the public or other third
parties unless required by law. Parents or guardians may request
information in person at the library and must provide current
identification.
If there are any questions, concerns or complaints please file a
written statement with the Head Librarian. The Head Librarian will
then consult the proper authorities and a decision will be made in
accordance with state statute and school board policy. The librarian
will issue a written decision in a timely fashion.
Scheduling, Library Access and Personnel
The Chadron Middle School Library will strive to provide
information in a variety of formats, print and online. These materials
will support both curriculum and individual interests. Therefore, the
library is available for both class instruction and for personal interests.
The library will maintain a flexible schedule daily from 7:50a.m.
until 4:30p.m. The library is open before and after school as well as
lunch break for reading, checking out books and research purposes.
During the school day, students may come to the library either on their
own or with a class. If the student comes to the library on his/her own
he/she needs to have a valid pass signed by a teacher.
Teachers are encouraged to plan lessons that include research
and reference materials and to schedule time for classes to meet in the
library and/or computer lab. Teacher and librarian collaboration
beforehand assures the best use of resources and time as well as
student achievement (Morris, 2010, p.32). As a result, the librarian will
attend team meetings to discuss opportunities for collaboration.
Chadron Middle School Library will comply with Nebraska Rule
10. Library personnel will consist of a full-time librarian or a time

librarian and full-time library media paraprofessional. Volunteers are

welcome to work in the library. All volunteers are expected to exhibit
professionalism and maintain the confidentiality and privacy of those
using the library. All volunteers will work under the supervision of the
Head Librarian.

Process for adoption of policy/revisions

Policy will be reviewed by a committee including the librarian,
principal and superintendent.
Policy will be presented to the Chadron Public Schools Board of
Education for the first reading of the policy on or before January 12,
2015.
Policy will be reviewed for the second reading by the Chadron
Public Schools Board of Education on or before February 9, 2015.
A majority vote of all members of the board of education will be
required for the policy to be put in place.
The agenda and minutes shall indicate the formal adoption of
policies and shall be recorded in the minutes of the board. Only
written statements adopted and recorded shall be regarded as official
board policy.
Communication of Policies/Revisions to Staf
Copies of the policy as approved by the Board of Education will
be made available to all staff. Further, the librarian will request to be
placed on the next staff meeting agenda following approval by the
Board. At the staff meeting, the librarian will explain and discuss the
policy. Staff will have the opportunity to ask questions for clarification
as to how the policy will affect them.
Implementation of Policies/Revisions
Implementation will be the responsibility of the administration.

Appendix A

Standards, Performance Indicators, and Outcomes

Standard One
The information literate student determines the nature and extent of the information
needed.
Performance Indicators:
1. The information literate student defines and articulates the need for information.
Outcomes Include:
a. Confers with instructors and participates in class discussions, peer
workgroups, and electronic discussions to identify a research topic, or
other information need
b. Develops a thesis statement and formulates questions based on the
information need
c. Explores general information sources to increase familiarity with the topic
d. Defines or modifies the information need to achieve a manageable focus
e. Identifies key concepts and terms that describe the information need
f. Recognizes that existing information can be combined with original
thought, experimentation, and/or analysis to produce new information
2. The information literate student identifies a variety of types and formats of
potential sources for information.
Outcomes Include:
a. Knows how information is formally and informally produced, organized,
and disseminated
b. Recognizes that knowledge can be organized into disciplines that
influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of
formats (e.g., multimedia, database, website, data set, audio/visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs.
scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how
their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from
primary sources
3. The information literate student considers the costs and benefits of acquiring the
needed information.
Outcomes Include:
a. Determines the availability of needed information and makes decisions on
broadening the information seeking process beyond local resources (e.g.,
interlibrary loan; using resources at other locations; obtaining images,
videos, text, or sound)
b. Considers the feasibility of acquiring a new language or skill (e.g., foreign
or discipline-based) in order to gather needed information and to
understand its context

c. Defines a realistic overall plan and timeline to acquire the needed

information
4. The information literate student reevaluates the nature and extent of the
information need.
Outcomes Include:
a. Reviews the initial information need to clarify, revise, or refine the
question
b. Describes criteria used to make information decisions and choices

Standard Two
The information literate student accesses needed information effectively and efficiently.
Performance Indicators:
1. The information literate student selects the most appropriate investigative
methods or information retrieval systems for accessing the needed information.
Outcomes Include:
a. Identifies appropriate investigative methods (e.g., laboratory experiment,
simulation, fieldwork)
b. Investigates benefits and applicability of various investigative methods
c. Investigates the scope, content, and organization of information retrieval
systems
d. Selects efficient and effective approaches for accessing the information
needed from the investigative method or information retrieval system
2. The information literate student constructs and implements effectively-designed
search strategies.
Outcomes Include:
a. Develops a research plan appropriate to the investigative method
b. Identifies keywords, synonyms and related terms for the information
needed
c. Selects controlled vocabulary specific to the discipline or information
retrieval source
d. Constructs a search strategy using appropriate commands for the
information retrieval system selected (e.g., Boolean operators, truncation,
and proximity for search engines; internal organizers such as indexes for
books)
e. Implements the search strategy in various information retrieval systems
using different user interfaces and search engines, with different command
languages, protocols, and search parameters
f. Implements the search using investigative protocols appropriate to the
discipline
3. The information literate student retrieves information online or in person using a
variety of methods.
Outcomes Include:
a. Uses various search systems to retrieve information in a variety of formats
b. Uses various classification schemes and other systems (e.g., call number
systems or indexes) to locate information resources within the library or to
identify specific sites for physical exploration

c. Uses specialized online or in person services available at the institution to

retrieve information needed (e.g., interlibrary loan/document delivery,
professional associations, institutional research offices, community
resources, experts and practitioners)
d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve
primary information
4. The information literate student refines the search strategy if necessary.
Outcomes Include:
a. Assesses the quantity, quality, and relevance of the search results to
determine whether alternative information retrieval systems or
investigative methods should be utilized
b. Identifies gaps in the information retrieved and determines if the search
strategy should be revised
c. Repeats the search using the revised strategy as necessary
5. The information literate student extracts, records, and manages the information
and its sources.
Outcomes Include:
a. Selects among various technologies the most appropriate one for the task
of extracting the needed information (e.g., copy/paste software functions,
photocopier, scanner, audio/visual equipment, or exploratory instruments)
b. Creates a system for organizing the information
c. Differentiates between the types of sources cited and understands the
elements and correct syntax of a citation for a wide range of resources
d. Records all pertinent citation information for future reference
e. Uses various technologies to manage the information selected and
organized

Standard Three
The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from
the information gathered.
Outcomes Include:
a. Reads the text and selects main ideas
b. Restates textual concepts in his/her own words and selects data accurately
c. Identifies verbatim material that can be then appropriately quoted
2. The information literate student articulates and applies initial criteria for
evaluating both the information and its sources.
Outcomes Include:
a. Examines and compares information from various sources in order to
evaluate reliability, validity, accuracy, authority, timeliness, and point of
view or bias
b. Analyzes the structure and logic of supporting arguments or methods
c. Recognizes prejudice, deception, or manipulation

3.

4.

5.

6.

7.

d. Recognizes the cultural, physical, or other context within which the

information was created and understands the impact of context on
interpreting the information
The information literate student synthesizes main ideas to construct new concepts.
Outcomes Include:
a. Recognizes interrelationships among concepts and combines them into
potentially useful primary statements with supporting evidence
b. Extends initial synthesis, when possible, at a higher level of abstraction to
construct new hypotheses that may require additional information
c. Utilizes computer and other technologies (e.g. spreadsheets, databases,
multimedia, and audio or visual equipment) for studying the interaction of
ideas and other phenomena
The information literate student compares new knowledge with prior knowledge
to determine the value added, contradictions, or other unique characteristics of the
information.
Outcomes Include:
a. Determines whether information satisfies the research or other information
need
b. Uses consciously selected criteria to determine whether the information
contradicts or verifies information used from other sources
c. Draws conclusions based upon information gathered
d. Tests theories with discipline-appropriate techniques (e.g., simulators,
experiments)
e. Determines probable accuracy by questioning the source of the data, the
limitations of the information gathering tools or strategies, and the
reasonableness of the conclusions
f. Integrates new information with previous information or knowledge
g. Selects information that provides evidence for the topic
The information literate student determines whether the new knowledge has an
impact on the individuals value system and takes steps to reconcile differences.
Outcomes Include:
a. Investigates differing viewpoints encountered in the literature
b. Determines whether to incorporate or reject viewpoints encountered
The information literate student validates understanding and interpretation of the
information through discourse with other individuals, subject-area experts, and/or
practitioners.
Outcomes Include:
a. Participates in classroom and other discussions
b. Participates in class-sponsored electronic communication forums designed
to encourage discourse on the topic (e.g., email, bulletin boards, chat
rooms)
c. Seeks expert opinion through a variety of mechanisms (e.g., interviews,
email, listservs)
The information literate student determines whether the initial query should be
revised.
Outcomes Include:

a. Determines if original information need has been satisfied or if additional

information is needed
b. Reviews search strategy and incorporates additional concepts as necessary
c. Reviews information retrieval sources used and expands to include others
as needed

Standard Four
The information literate student, individually or as a member of a group, uses information
effectively to accomplish a specific purpose.
Performance Indicators:
1. The information literate student applies new and prior information to the planning
and creation of a particular product or performance.
Outcomes Include:
a. Organizes the content in a manner that supports the purposes and format
of the product or performance (e.g. outlines, drafts, storyboards)
b. Articulates knowledge and skills transferred from prior experiences to
planning and creating the product or performance
c. Integrates the new and prior information, including quotations and
paraphrasings, in a manner that supports the purposes of the product or
performance
d. Manipulates digital text, images, and data, as needed, transferring them
from their original locations and formats to a new context
2. The information literate student revises the development process for the product
or performance.
Outcomes Include:
a. Maintains a journal or log of activities related to the information seeking,
evaluating, and communicating process
b. Reflects on past successes, failures, and alternative strategies
3. The information literate student communicates the product or performance
effectively to others.
Outcomes Include:
a. Chooses a communication medium and format that best supports the
purposes of the product or performance and the intended audience
b. Uses a range of information technology applications in creating the
product or performance
c. Incorporates principles of design and communication
d. Communicates clearly and with a style that supports the purposes of the
intended audience

Standard Five
The information literate student understands many of the economic, legal, and social
issues surrounding the use of information and accesses and uses information ethically and
legally.
Performance Indicators:
1. The information literate student understands many of the ethical, legal and socioeconomic issues surrounding information and information technology.
Outcomes Include:

a. Identifies and discusses issues related to privacy and security in both the
print and electronic environments
b. Identifies and discusses issues related to free vs. fee-based access to
information
c. Identifies and discusses issues related to censorship and freedom of speech
d. Demonstrates an understanding of intellectual property, copyright, and fair
use of copyrighted material
2. The information literate student follows laws, regulations, institutional policies,
and etiquette related to the access and use of information resources.
Outcomes Include:
a. Participates in electronic discussions following accepted practices (e.g.
"Netiquette")
b. Uses approved passwords and other forms of ID for access to information
resources
c. Complies with institutional policies on access to information resources
d. Preserves the integrity of information resources, equipment, systems and
facilities
e. Legally obtains, stores, and disseminates text, data, images, or sounds
f. Demonstrates an understanding of what constitutes plagiarism and does
not represent work attributable to others as his/her own
g. Demonstrates an understanding of institutional policies related to human
subjects research
3. The information literate student acknowledges the use of information sources in
communicating the product or performance.
Outcomes Include:
a. Selects an appropriate documentation style and uses it consistently to cite
sources
b. Posts permission granted notices, as needed, for copyrighted material

Adapted from
Information literacy competency standards for higher education. (1997). American
Library Association. Retrieved October 11, 2014, from
http://www.ala.org/acrl/standards/informationliteracycompetency

Appendix B

Library Bill of Rights

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

Adapted from
Library bill of rights. (1997). American Library Association. Retrieved October 11, 2014,
from http://www.ala.org/advocacy/intfreedom/librarybill

Appendix C

The Right to Read

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

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

Adapted from
Guideline on the students' right to read. (1997). Guideline on the students' right to read.
Retrieved October 11, 2014, from
http://www.ncte.org/positions/statements/righttoreadguideline

References

ALA Intellectual Freedom Committee. (2003, August). American Library

Association Guidelines for Developing a Library Privacy Policy.
Retrieved October 12, 2014, from
http://www.ala.org/advocacy/privacyconfidentiality/toolkitspriv
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Public Records
Statutes. Retrieved October 11, 2014, from
http://www.ago.ne.gov/public_records/public_records_statutes.
Chadron Public School Board Policy [Internet Safety and Student
Acceptable Use of Technology Policy #5138.1]. (n.d.). Chadron.
Department, N., & Education, O. (2012). Title 92, Nebraska
Administrative
Code, Chapter 10. 21-22. Retrieved October 12, 2014, from

http://www.education.ne.gov/legal/webrulespdf/RULE10_PLEDGE_2
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Guideline on the students' right to read. (1997). Guideline on the
students' right to read. Retrieved October 11, 2014, from
http://www.ncte.org/positions/statements/righttoreadguideline.

Information literacy competency standards for higher education.

(1997). American Library Association. Retrieved October 11,
2014, from
http://www.ala.org/acrl/standards/informationliteracycompetency.
Library bill of rights. (1997). American Library Association. Retrieved
October 11, 2014, from
http://www.ala.org/advocacy/intfreedom/librarybill.
Morris, B. J. (2010). Administering the school library media center (5th
ed.). Santa Barbara, CA: Libraries Unlimited.
Pickering, J. (2010). Chadron public school library policy [Unapproved
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