Selection Terminology - Weebly



Library Cataloging ManualforElmwood Elementary SchoolElmwood Elementary School3025 Ezra AvenueZion, IL 60099847-746-1491Table of Contents______________________________________________________________________________Mission Statement & Philosophy....................................................................................................3Introduction......................................................................................................................................3Elmwood Elementary School Demographics..................................................................................4Policy & Procedure Manual.............................................................................................................5Supervised Library Staff..................................................................................................................6Budget Administration.....................................................................................................................8Scheduling........................................................................................................................................9Evaluation......................................................................................................................................10Library Media Center Legalities....................................................................................................12Selection & Acquisition.................................................................................................................13De-Selection...................................................................................................................................19Challenges......................................................................................................................................20Automation System........................................................................................................................21Cataloging......................................................................................................................................22Samples of MARC Records...........................................................................................................26Automation & Media.....................................................................................................................34Library Backup Policy...................................................................................................................36References......................................................................................................................................39Mission Statement & Philosophy ______________________________________________________________________________-457200175260“Excellence Without Exception”0“Excellence Without Exception”The core of the school library media program is to shape life-long learners. As life-long learners, our students are information literate, that is, skilled at using the growing array of available information and producing information in a variety of formats. Deep understanding of learning is important to student achievement in today’s climate of learning standards. Current learning theory calls for students to use authentic learning methods to construct meaning for deeper understanding. Information literacy skills in the content areas enhance—and may be—the authentic learning methods. Furthermore, a student-centered school library media program integrates AASL’s “Information Literacy Standards for Student Learning” into Zion District 6 Standards for information fluency and literacy. It is the District’s mission to connect students to a body of rich print and non-print materials that prepare and enable students to investigate, question, and build new knowledge for future endeavors. Certainly, a major component of a strong school library media program is a library staff who are essential partners in student learning as teacher/collaborators, curricular/instructional partners, information specialists, and program administrators contributing to and drawing from the entire learning community.Introduction ______________________________________________________________________________The digital age is upon us; we must ask if school libraries will be recognizable as “libraries”? Will they still have books? Will there be helpful librarians? What changes and challenges will continue to amuse, annoy, excite and inspire? Access to electronic information may forever change libraries and the way they provide access to knowledge. Some predict that the advent of technology will destroy libraries by making them obsolete. Perhaps the future might see schools with “virtual library media centers” - libraries without walls or staff assistance. Whatever the future holds, media generalists will continue to be confronted with issues, concerns, challenges and opportunities that changing technologies provide. Amidst all this change it is imperative that media generalists not lose sight of a number of issues such as: The purpose and mission of the school library The definition and limitations of “technology”Traditionally school libraries have been facilities where a range of materials has been collected, providing research and reading needs for students and teachers. “ Library technology” no longer limits time and space of libraries. Materials can be accessed “on-line” and then delivered to a remote patron via a couple keystrokes.In the “Information Age” the school libraries play a dynamic and evolving instructional role. Students must learn to access, evaluate, analyze and synthesize information from a variety of formats. A discussion of information technology frequently focuses on data, hardware, and infrastructure. These tools alone will not automatically reform education or produce competent, lifelong learners. Experienced educators know that we must add an “a” to “tech”; technology in isolation ignores the “a” in “teach”.” (Murray) Some propose that libraries as we know them will “morph” into another kind of entity: a “Library - without-walls”. These future “libraries” are capable of linking patrons and information without the library ever touching the “material” or the patron entering the library. People who really understand libraries realize they are more than book warehouses or repositories of information. They are also dynamic information centers staffed by knowledgeable, informed, helpful librarians. Librarians not only know how to find something, but where to look. Information does not organize itself. The perception that the Internet is the “library of all libraries” is changing. Researchers realize there is a great deal of information available in cyberspace. At the same time it is recognized that this amorphous, disorganized “bunch of stuff” could benefit from cataloging and organization by information professionals. Librarians are often providers of access to information to the “information have-nots”. These patrons would - without access to libraries and librarians - be at a definite disadvantage in our world. This inequity occurs in many realms – research, report writing, presentations, college research, and job seeking. In many respects, library patrons will need more - not less – assistance in dealing with the vagaries of the new library. New school library media specialists were trained to deal with all the rapid technology changes facing libraries. In the past the librarians were the pioneers. In order to help students they tried whatever the latest in technology provided. Being the innovative, bleeding-edge creatures that they are librarians were often first to use computers, CD-ROMs, laser disc, and DVDs. Those who wish to continue as media specialists must meet the challenges of today and tomorrow. This will include continuous retraining and education. As a result, old skills will be adapted to new tools. The search for information, knowledge and wisdom will continue. As media specialists change the way they do business they must continue to serve their school and student needs.Elmwood Elementary School Demographics ______________________________________________________________________________Elmwood Elementary is a medium sized school that serves students K-6 in the diverse community of Zion, IL located in Lake County. According to the 2012 Illinois Interactive Report Card, student enrollment totaled to 384 students; 8.9% White, 30.7% Black, 54.2% Hispanic, .3% Asian, and 6% Multi Racial. Like all District 6 schools, Elmwood receives Title 1 funding. Policy & Procedure Manual______________________________________________________________________________As part of school media specialists’ specific responsibilities, the role of the library program administrator asks that we define the policies pertaining to the library and direct the policy’s related activities. Policies are the broad statements of purpose and philosophy that determine decisions and actions. Procedures, subordinate to policies, are a series or sequence of related activities designed to standardize performances. These tasks are part of the library’s major operation and the actions to take in given situations. This manual is most convenient in a loose leaf notebook allowing for it be continually updated. Collection development policy This is the broad picture of what to include: 1. Mission Statement – A broad philosophical statement of the purpose of the library specifically the fundamental reasons for its existence. 2. Purpose – State how collection development policy will be utilized. Include the School Library Bill of Rights and ALA Library Bill of Rights. 3. Environment - Describe the library media center size and type, including the number of items housed. 4. Demographics - Identify the ages of the students using the library, student enrollment and number of staff. 5. Selection policy - Discuss how items are selected and who makes these choices. 6. Deselection – Explain how sections will be weeded, what criterion is used for weeding, and how the discards are disposed of. 7. Donations or gifts – Design a form with a disclaimer in case items are not appropriate to the collection. Give the form to give donor as a receipt, but do not attempt to value donations yourself. (See Chapter 1: Appendix) 8. Copyright - Include a statement in support of in support of copyright regulations. 9. Challenged Material - List specific procedures and timeline to follow. Use the district’s plan as a guideline. Include a form for requesting reconsideration in the manual. 10. Outside resources - Discuss resource sharing and interlibrary loans. Procedures are written to: Establish methods for handling repetitive tasks Provide uniform practices Provide continuity of action Set standards of performance Aid in evaluation and supervision Place responsibility for performance on the individual Serve as a training tool for students and volunteers Include the following: Job descriptions and responsibilities of all media center staff members Evaluation process for media center staff members Job descriptions for student library aides Grading process for student library aides Discipline procedures for student library aides Job descriptions for volunteers List of services provided in and by the library, including teaching responsibilities Item processing Circulation procedures from the beginning of the circulation year to the end Library software backup Inventory process Weeding and discard disposal procedures Include the input of the principal. Keep the manual’s words to a minimum. Have someone else read and test the procedures. Update and revise as needed. Supervised library Staff______________________________________________________________________________Simple evaluation forms for library media specialist as well as supervised library staff. One of the keys to success with staff is provide them with a written list of duties, starting with the job description. Regular meetings to discuss progression of duties are wise. Good communication is better than confrontation. If misunderstandings do occur, practice the techniques of restatement. Have staff member explain what they think they should have done. If both parties do not concur, try restating the school’s position based on the policy. If someone truly does not meet standards, state this clearly and professionally in their evaluation. Never underestimate the power of community resources. Although volunteers are not subject to formal evaluation, they do need guidelines. Before any volunteers are recruited, the following steps need to be taken: Plan what needs to be done and the amount of time required for completion. Decide what skills are necessary. Write a “job description”. Publicize the library media center volunteer position. Interview applicants and ask them what they expect to gain from this experience. Find out what jobs they have held in the past that would beneficial in this volunteer “position”. Orient and train the volunteer(s). Acknowledge the good they are doing for the library media center. Evaluate your plan as well as the performance of the volunteer. -457200381000Elementary Student Aides0Elementary Student AidesAlways thank your volunteers in a meaningful way. For example, start with a smile and show genuine appreciation. Also, a good time to show your support for their help is in April during National Volunteer Week. This process involves time and planning but the rewards are the positive attitudes demonstrated by one who is successful. Generally, elementary students are not assigned to the library during the school day. There are ways to recruit them for help. Yet there are ways to recruit them for help. Start a library club that meets before school, during recesses, lunchtime, or after school. Train them; continually work with them for success. Be sure the student knows the tasks and behavioral expectations as well as the consequences upfront. Be sure to discuss your plans for student library aides with building administrator and teachers before recruitment. A letter of recommendation or an application form makes the process more ”official”. -457200114300Secondary Student Aides0Secondary Student AidesSecondary schools may have student library aides enrolled for class credit. Develop an instructional and training scope and sequence in order to assign a letter grade. An application form is appropriate, as is a written or signed recommendation from the teachers. A sample grading sheet may also be found in the District Employee Evaluation Handbook. Trained student library aides need to be capable of doing the following task: Work at circulation desk Shelve materials Process new and old books Maintain newspapers and magazines Make photocopies File Deliver materials Cut forms Maintain supplies Create displays Read and recommend titles Enter or confirm computer data Train other students Budget Administration______________________________________________________________________________ -342900128905Account Codes0Account CodesThe budget is adopted in a format consistent with the State Department of Education regulations for budget categories and formats and the Illinois Financial Accounting Reporting System (IFARMS). Expenditures are budgeted first by fund, then by program (function) and lastly by object of expenditure. The function code and object code together determines the name of the line item. In order to identify expenditure as yours, you must include your school location number and and activity number. For example 100.622.430.xxx.xxx is the Library Materials account code (the 430 code may differ from district to district). This account code is the category for amounts expended for books periodicals, equipment, and other permanent purchases held by the library that are concerned with the teaching and use of the school library media center. The account definition for the Library Materials account code above is 100 – general district fund, 622 – educational media program function, 430 – library materials object, xxx – a specific school’s location code, xxx – the activity code. Ask for the other account codes used by the district for library supplies, equipment, etc. District Purchase Order / Requisition Procedure Check with your school district has procedures for submitting purchase orders. -457200375920Yearly Long Range Budgets0Yearly Long Range BudgetsWrite budget plans with the goals of the library and the school learning community in mind. For instance, American Association for School Library (AASL) Information Power: Guidelines for School Library Media Programs suggests that the following variables for library books and periodicals be considered in planning: Age of the collectionInflationCurricular changesChanges in the school populationLoss, damage, wear, and student interest Regardless of the student enrollment numbers, a minimum collection is vital to a school library program (See – Northwest Association of Schools and Colleges: Accreditation Standards, Standard IV – Library Media Program).Scheduling______________________________________________________________________________-457200235585Alternate Scheduling Methods0Alternate Scheduling Methods 1. Flexible – Allows individual students, groups, and classes to use the library media center through mutual planning by library staff and classroom teachers. 2. Fixed – Classes are assigned at a regular time weekly. 3. Block – Teachers reserve a block of time for library use when working on a specific assignment. This is a type of flexible scheduling -457200571500Scheduling Media Center Use0Scheduling Media Center Use4. Open – Individual students and classes use the library whenever library resources are needed. AASL’s Information Power: Building Partnerships for Learning states “In a student-centered school library media program, learning needs to take precedence over class schedules, school hours… and other logistical concerns. To meet learning needs, the programs resources and services must be available so that information problems can be resolved when they arise.” If resources allow, flexible scheduling can include “extended hours, interlibrary loan services, parent and community programs, and after-hours remote access to the collection.”Evaluation______________________________________________________________________________-457200244475Personnel0PersonnelAn evaluation form should reflect the role of the library staff member and his/her job description. -457200396875Statistics0StatisticsSample evaluation forms are located in the District Employee Evaluation Handbook. A successful way to evaluate a library program is by keeping accurate statistics. The may be used for grant writing, budget and personnel requests. The following are possible areas for statistics or record keeping: 1. Budget expenditures for five years. 2. Collection count. 3. New items count. 4. Weeded items count. 5. Periodicals used. 6. List of library changes each year. -457200251460Grants and Sources0Grants and SourcesA possible source for supplemental money for the library is through the application for a special grant. Available places to search for grants: 1. Illinois State Department of Education 2. Illinois State Library 3. web site—Search for “Improving Literacy through School Libraries” grant program. 4. Public libraries have listings of current grants a. “Directories of Idaho Foundations” published by Caldwell Public Library 5. The Foundation Center 79 Fifth Avenue New York, NY 10003 6. Professional journals: a. T.H.E. Journal (free of charge) focuses on technology b. School Library Journal -45720031115Applying0ApplyingIncluded below are suggestions to aid in grant writing, from A Chance at Being Funded by Dr. Debra Dirksen, Idaho Department of Education: 1. Involve a variety of stakeholders in the writing process. 2. Write To the grant and answer the questions in clear, simple, direct writing. 3. Tie your budget to your grant proposal. 4. Don’t always ask for the maximum amount of funding – ask for what you need. 5. Don’t include out-dated technologies in your budget. 6. Consider how your project adds and supports the big picture. 7. Think about evaluation by: a. Identifying goals and objectives the learner should achieve b. Determining how goals and objectives will be assessed c. Identifying benchmarks occurring during the course of project implementation d. Using benchmarks to assess project completion as proposed 8. Plan for the continued support of the project beyond initial grant funding. 9. Validate your project through supportive evidence that the project is worth doing. 10. Get an English teacher to proof your proposal! To be successful as a grant recipient: 1. Follow the rules for the grant. 2. Meet all deadlines for reports. 3. Keep records of expenditures and anything else required for auditing and evaluation purposes. 4. Be responsible and professional at all times!Library Media Center Legalities______________________________________________________________________________-2286001179195Confidentiality0ConfidentialityOne of the most important concepts in school library programs is the right to privacy for both students and staff. The American Library Association believes that students, “will build positive attitudes, more fully realize their potential, and become responsible citizens if certain beliefs are in use“. Two of these are “a respect for and understanding of rights…and an understanding of and respect for copyright, privacy, and other laws that promote access.” With this in mind, there are three areas to consider: confidentiality, copyright and censorship.As a checklist, the following questions need to be addressed: 1. If there is no automated circulation system, the cards should not reflect the name of the person who has checked out materials in the past. 2. Overdue lists sent to classroom teachers giving the titles of the materials checked out to students should use a bar code as the only means of identification. 3. All student library media center aides, staff, or volunteers should be completely familiar with confidentiality and all of the ramifications? (Used with permission from Handbook for Alaska K-12 School Libraries) A search of ALA’s website at results in a number of policies and procedures regarding privacy and confidentiality. AASL, in conjunction with ALA, has issued the “Position Statement on Confidentiality of Library Records”: The members of the American Library Association,* recognizing the right to privacy of library users, believe that records held in libraries which connect specific individuals with specific resources, programs or services, are confidential and not to be used for purposes other than routine record keeping: i.e., to maintain access to resources, to assure that resources are available to users who need them, to arrange facilities, to provide resources for the comfort and safety of patrons, or to accomplish the purposes of the program or service. The library community recognizes that children and youth have the same rights to privacy as adults. Libraries whose record keeping systems reveal the names of users would be in violation of the confidentiality of library record laws adopted in many states. School library media generalists are advised to seek the advice of counsel if in doubt about whether their record keeping systems violate the specific laws in their states. Efforts must be made within the reasonable constraints of budgets and school management procedures to eliminate such records as soon as reasonably possible. With or without specific legislation, school library media generalists are urged to respect the rights of children and youth by adhering to the tenets expressed in the Confidentiality of Library Records Interpretation of the Library Bill of Rights and the ALA Code of Ethics. *ALA Policy 52.4, 54.16 Copyright A challenging task faced by library staff is copyright law. An excellent source on the subject is Copyright Essentials for Librarians and Educators, 2000, by Kenneth D. Crews and published by ALA. Two ways to become familiar with fair use in education is using books like this and library conference presentations. Be aware that commercial (ABC, CBS, etc.) and public broadcast stations (PBS) have specific taping guidelines for schools. Make certain the staff is aware of the number of days/weeks/years a taped program may be kept.Selection & Acquisition______________________________________________________________________________Selection TerminologyAcquisition--Obtaining library materials by purchase, exchange, or as gifts.Collection Development--All the activities that build a library’s collection including developing policies, determining users’ needs and use of the collection, selecting, ordering and weeding the collection.Reconsideration of materials--A form and series of actions to respond to a complaint made by a library user about library material.Selection Policy--The principles and practices guiding the choice of library materials to add to the collection.Weeding--The process of choosing items to remove or discard from the collection because of age, wear, inaccurate information, etc.?-457200205105Selection and the Internet0Selection and the InternetWith the availability of Internet and World Wide Web resources, selection increasingly pertains to materials located outside the library facility. Librarians are now called upon to locate and provide easy access to reliable sources of information on “the Net.” Online information resources are essential in supplementing the school library collection by providing coverage on topics that are highly specific, extremely fast changing, or not often requested by your library patrons in general. School library media specialists are instrumental in helping students and staff locate needed information on the Internet by facilitating links to electronic resources that meet the criteria used in purchasing library materials. See WWW – Recommended Sites/W-2 for recommended Internet sites related to major curricular subjects. -457200318135Material Selection Policy0Material Selection PolicyIn accordance with the "Library Bill of Rights" and its interpretation for school libraries (see appendix at end of this section) and the mission statement of Zion District 6, it is the policy of the Board to provide students and staff access to a wide variety of information resources that support and enhance the curriculum while encouraging interests beyond classroom learning. Information and reading materials will be provided in a variety of print and electronic formats and on a wide range of reading/interest levels, representing multiple points of view.-457200-571500Responsibility0ResponsibilityAlthough the School Board maintains legal responsibility for all aspects of school management, it is the designated responsibility of the professional school library staff to select library materials in accordance with the policies set forth here.?Purchase recommendations will be guided by:Direct evaluationRecommendations from recognized selection/review sourcesSuggestions made by students and staff?-457200138430Criteria to Reduce Bias and Barriers0Criteria to Reduce Bias and BarriersMaterials should support the overall mission of the school district and further the specific educational programs and goals of the school. Materials should address both the academic needs and personal interests of students and the professional needs of staff. Materials should be selected in light of diverse socio-economic backgrounds, linguistic background of patrons being served, ability and maturity levels, and should be available in a variety of formats to promote reading, listening and viewing skills and preferences.?Fundamental things to consider when purchasing materials:general appeal to library usersauthenticity, accuracy, currency of the contentreadability/accessibility for intended audienceeducational valuedegree to which needed to assure a balanced collectionphysical format supported by readily available equipmentquality of literary style and/or artistic representationadditional features offered such as indexes, maps, graphics, and other enhancementsconstruction/packaging that is attractive as well as durableneed for multiple copies/duplicates for materials in high demandPersons responsible for selecting materials shall also strive to: 1. Provide for the needs of the individual school based on knowledge of the curriculum, the existing collection, and requests from students, parents, and school personnel. 2. Provide materials of high artistic, historic and literary quality. 3. Provide a balanced collection, with a fair proportion of each type of material selected to meet the needs of the curriculum, the students and professional staff at all levels. 4. Provide materials for students with a wide range of skills and abilities as well as materials with diversity of appeal and different points of view. 5. Provide fair and objective presentations of sensitive subjects at the maturity level for which selected. 6. Consider materials on the basis of overall purpose; timeliness or permanence; importance of the subject matter; appropriateness to the subject matter and intended audience; quality of the writing and production; readability and popular appeal; authoritativeness; format and price; reputation and significance of the author, artist, composer, producer, or publisher. 7. Select materials on the basis of their strengths rather than to reject on the basis of their weaknesses. Materials will be purchased to present opposing views on controversial issues in order for students to learn to evaluate and analyze information. The possibility of resource sharing will be weighed in selection decisions. Materials available from an area library with which there is a resource-sharing agreement will be purchased only if more frequent on-site need dictates.Gifts will be accepted or rejected on the same basis as purchases are made. The following materials reflect a rich selection of literature maintained in Elmwood’s collection:TypeBibliographic InformationBooksStargirlAuthorSpinelli, Jerry.PublisherNew York : Laurel-Leaf Books, 2004, c2000.Phys Descr186 p. ; 18 cmOwen and Mazee: The True Story of A Remarkable FrienshipAuthorHatkoff, Isabella.PublisherNew York : Scholastic Press, 2006.Phys Descr1 v. (unpaged) : col. ill., col. maps ; 25 x 28 cm.Diary of Anne FrankAuthorGoodrich, Frances.PublisherNew York, NY : Random House, Inc. [1956].Phys Descr174 p. illus. 21 cm.Livingstone MouseAuthorEdwards, Pamela Duncan.PublisherNew York : HarperCollins Publishers, 1996.Phys Descr31 p. : col. ill. ; 29 cm.The GiverAuthorLowry, Lois.PublisherBoston : Houghton Mifflin, [2012]Phys Descr225 p. ; 22 cm.Audio BooksThe Westing GameAuthorRaskin, Ellen.PublisherPrince Frederick, MD : Recorded Books, 1998.Phys Descr5 audiocassettes : 6.5 hours.Dr. DeSotoAuthorSteig, William, 1907-2003.Publisher[Weston, Conn] : Weston Woods ; [New York] : Scholastic, p2003.Phys Descr1 sound disc (21 min., 22 sec.) : digital ; 4 3/4 in. + 1 book (32 p. : col. ill. ; 26 cm.)Chicka Chicka Boom BoomAuthorMartin, Bill, 1916-2004.PublisherNew York : Simon & Schuster Books for Young Readers, [1991], c1989.Phys Descr1 v. (unpaged) : col. ill. ; 29 cm. + 1 cassette.Magic Tree HouseAuthorOsborne, Mary Pope.PublisherNew York : Listening Library ; [Westminster, Md. : Distributed by] Books on Tape, p2011.Phys Descr1 sound file : digital.The Lightning ThiefAuthorRiordan, Rick.Publisher[Solon, Ohio] : Playaway Digital Audio : [Manufactured and distributed by] Findaway World, LLC, [released 2008], c2008.Phys Descr1 sound media player (ca. 10 hr., 15 min.) : digital ; 3 3/8 x 2 1/8 in.MoviesPlanet EarthTitlePlanet?Earth?[videorecording] / a BBC/Discovery Channel/NHK co-production in association with the CBC ; series producer, Alastair Fothergill.Publisher[United States] : BBC?Earth?; Burbank, CA : Distributed in the USA and Canada by Warner Home Video, c2012.Phys Descr4 videodiscs (550 min.) : sd., col. ; 4 3/4 in.Fantasia 2000TitleFantasia?[videorecording] ;?Fantasia?2000 / Walt Disney Pictures ; directors, Ben Sharpsteen ... [et al.].PublisherBurbank, Calif. : Walt Disney Studios Home Entertainment, 2010.Phys Descr2 videodiscs : sd., col. ; 4 3/4 in.Magic School Bus Space AdventuresTitleThe?magic?school?bus. Space adventures [videorecording] / Scholastic Productions ; WarnerVision Entertainment ; executive producers, Jane Startz, Alison Blank ; head writer, Jocelyn Stevenson.PublisherBurbank, Calif. : Distributed by Warner Home Video, c2003.Phys Descr1 videodisc (82 min.) : sd., col. ; 4 3/4 in.Bill Nye the Science Guy: BuoyancyTitleBill?Nye?the?science?guy. Buoyancy [videorecording] / Disney.Publisher[United States] : Disney Educational Productions, 2010.Phys Descr1 videodisc (26 min.) : sd., col. ; 4 3/4 in.Diary of a Wimpy Kid: Dog DaysTitleDiary?of?a?wimpy?kid. Dog days [videorecording] /?a?20th Century Fox release?of?a?Fox 2000 Pictures presentation?of?a?Color Force production in association with Dune Entertainment ; produced by Nina Jacobson, Brad Simpson ; written by Maya Forbes, Wallace Wolodarsky ; directed by David Bowers.PublisherBeverly Hills, Calif. : Twentieth Century Fox Home Entertainment, 2012.Phys Descr1 videodisc (94 min.) : sd., col. ; 4 3/4 in.Magazines/JournalsDig!TitleDig! The archeology magazine for kids PublisherCobblestone Publishing; a division of Carus PublishingFrequency Nine times a year ; $33.95 per yearStoryWorksTitleStoryworks.PublisherJefferson City, MO : Scholastic, c1993-Pub DateVol. 20, no. 4 (January 2013)-FrequencyBimonthly ; $6.95 per studentsRanger Rick Jr.TitleRanger?Rick?Jr. [periodical].PublisherReston, Virginia : National Wildlife Federation, 2013-Pub DateBegan with Vol. 1, issue 1 (December/January 2013).FrequencyTen times a year (monthly except Jan. and July) $Scholastic NewsTitleScholastic?news?[periodical].Publisher[New York, NY :?Scholastic, Inc., c1982]-FrequencyMonthly (except holidays and midtermWeekly during the school year (except holidays and midterm), 1982-Pub DateVol. 81, no. 23/24. (May 6 & 13, 2013) $4.95 per student Zoobooks: Animal BabiesTitleAnimal babies.PublisherPoway, CA : Wildlife Education, Ltd., 2011.Frequency10 times a yearElectronic ResourcesSpellingCity Pop Book Library are several sources for locating materials that fit the above criteria: Professional journals have sections on book reviews (see Chapter 6) ? School Library Journal ? Library Media Connection (formerly Book Report) ? Voice of Youth Advocates (VOYA) ? Horn Book ? The English Teacher Preview boxes (check your district policy on this) ? This is helpful for nonfiction books because you can judge the content, reading level, attractiveness for yourself rather than take the publisher’s word. Salesman who bring samples ? Again, for nonfiction books it is great to be able to look at the book. Occasionally Library staff will be asked to buy a certain book by a teacher or a student. Whenever possible, make that purchase; it is good PR. However, make sure the book fits the criteria above. Check frequently to see if the book is actually being used before making another purchase for that teacher. Once materials have been selected, check the district’s ordering policy prior to placing an order. Online ordering, unless prohibited, is easier and time efficient. Several companies provide this on-line service.De-Selection______________________________________________________________________________The value of the library collection is maintained only through regular, on-going evaluation of materials in light of changing curricular needs, significant changes in content, new formats for delivering information, new teaching strategies, and the current interests and needs of library users. Materials that no longer meet the criteria for selection should be considered for weeding. Worn and damaged materials should also be weeded or replaced if still current and in demand. Materials that should be considered for weeding include materials that: Are worn and/or damagedContain outdated or inaccurate informationPromote bias and/or stereotypesNo longer support the curriculum or current interestsAre overrepresented in the collection-45720047625Disposing of Deleted Materials0Disposing of Deleted MaterialsMany school districts have very precise policies about the disposition of deleted materials. Check to see if the district has directions to follow in such a case. If not, consider the following points: Material which is inaccurate (facts which have been proven false – outdated names or borders on countries, etc.) should be destroyed by being torn, or defaced, so that the material is obviously not usable. Perhaps pictures could be clipped from some books for a picture file. Other libraries or schools in the district may be offered materials, which are usable and would enrich their collection. Everything deleted should be prominently marked Deleted or Obsolete, etc. A large rubber stamp may be purchased to make this faster. Mark the cover and the inside as well. Mark out the library name. Remove barcodes and spine labels from the material. Faculty should be offered their choice of the remaining deleted materials to put into their own room or personal collections. (Make it clear these things must not come back and if they do, they will be discarded.) Students and parents may be offered the chance to pick up the remaining materials for their homes. Remind them that anything that is returned to the library will be discarded. Dispose of all remaining materials discretely. Double garbage bagging or sealing into heavy waterproof boxes keeps individual books from surfacing at a local dump or landfill and prompting public outcry from people who do not realize the careful process followed in making the decisions and removal of these volumes.Challenges______________________________________________________________________________-45720088265Procedure for Handling Challenged Materials0Procedure for Handling Challenged MaterialsWhen someone challenges the appropriateness of an item in the collection, the following procedure will be followed to determine any action taken in this matter:Complainant will submit a completed Request for Reconsideration of Materials Form to the school superintendent who will in turn notify the school board of the complaint.The superintendent will appoint a library review committee whose members will include the school’s library media specialist and principal, a reading specialist, a classroom teacher, and a district-level administrator.The library review committee will meet within one week of receiving the completed Request for Reconsideration of Materials Form to determine if the material in question meets the criteria for selection listed in this policy.The committee’s written decision will be delivered to the superintendent who will then inform the school board of the committee’s determination.The complainant may appeal the decision of the library review board to the school board who will make the final decision related to the material in question.Materials under reconsideration will continue to circulate within the library collection while the reconsideration process is underway.Automation System-457200279400BiblioCommons0BiblioCommons______________________________________________________________________________Elmwood Elementary School uses an automation system to maintain items in the library collection. The following essential questions were used as guidelines to analyze features of available automation systems.What is to be accomplished with automation? Does the company provide a sample of the program and/or a presentation of the software and it’s benefits?Does the company have a good record of accomplishment and will they be around for technical assistance? Is there an 800 number available, and who is on the other end of the line? Are they constantly upgrading the system and developing to adapt to diverse technology products? Can the system be updated without having to “start over”? Is it to do a few books at a time? Can the process of converting a catalog be started during the school year? If not, what prohibits?BiblioCommons offers a complete line of automated library resources including an interactive catalogue and website layout that mirrors experiences found daily on the Internet. This system is able to manage summer reading programs, as well as make library resources available through the school system catalogue. Choosing BiblioCommons enables Elmwood Elementary School to have a 21st century library media center, compatible with the wired and mobile world. Additionally, BiblioCommons offers mobile apps for iPhone and Android (as well as a mobile webpage) that make smartphone browsing easy and efficient. The cost of this automation system is only available via serious inquiries on the company website, . The following is a visual example of the user interface of BiblioSchools courtesy of the website above:Cataloging and Processing Specifications______________________________________________________________________________Zion District 6 Schools use the Abridged Dewey Decimal Classification system in conjunction with the Sears List of Subject Headings for cataloging purposes.Since Elmwood Elementary is considered a small library with a collection size made up of less than 20,000 items, using the Sears Subject Headings List over the Library of Congress Subject Headings, which is reserved for larger collections, is appropriate. For fast and efficient cataloging, Elmwood library staff use EBSCO Sears List online located at . The benefits of using this online resource include The following specifications are?standard?for all District 6 school libraries. They are on file with all vendors who supply books and other materials and are used by the Automation and Media Processing Center. Therefore, it is not necessary for you to supply to any vendor cataloging and processing specifications with any orders.Use the current edition of the?Abridged Dewey Decimal Classification.Use the current edition of the?Sears List of Subject Headings.Use capital letters in the call number.Do not use a designator for juvenile, fiction, or professional books.Supply full MARC cataloging in US MARC 852 or MARC21 format. Use the diskette size format (IBM or MAC) specified on the?School Library Media Order Cover Sheet. The preferred method of obtaining MARC Records is via the Internet.Use barcode symbology Code 39.Use barcode number range on books as specified on the?School Library Media Order Cover Sheet. Some vendors keep a record of the last number used by your school; therefore, specify begin barcode number with next number as per school file.Place barcode label on the back of the book, in the upper right hand corner, parallel to the spine.Send library bindings when available. Board bound books are not acceptable. No hardbound paperback books unless specified. No paperback editions unless specified.Attach the spine label to the spine of the book with the bottom of the label 1 -1/2" from the bottom of the book.Supply the book pocket, circulation card, and spine label. Do not supply a shelflist card or catalog card.Print (or use label) the school name and address on the title page and book pocket.Affix date due label on back of book.?Glue the book pocket to the back fly leaf.Send a single shipment within sixty (60) days.?Send a copy of the invoice to the "ship to" address. Arrange the invoice by author in alphabetical order.Print the following information on the circulation cards, book pockets, and spine labels.INDIVIDUAL BIOGRAPHYUse 921 and the first three letters of the biography.?921 POECOLLECTIVE BIOGRAPHYUse 920 and the first three letters of the author's surname.?920 LAWFICTIONUse the first three letters of the author's surname.?ALCEVERYBODY (Easy)Use E plus the first letter of the author's surname.?E LSTORY COLLECTIONUse SC plus the first three letters of the author's surname.?SC CHRNONFICTIONUse the first three letters of the author's surname. Do not exceed three places beyond the decimal point.?629.48 ANDPROFESSIONAL COLLECTIONUse PRO plus the first three letters of the author's surname.??PRO 320 CURREFERENCEUse REF and the first three letters of the author's surname. Do not exceed three places beyond the decimal point.?REF 978 ANDPAPERBACKUse PB and the marking as designated above. Use this?only?if the items are shelved separately from the hard copy.?PB ALCFILMSTRIPUse FS and the marking as designated above.??FS 398.2 GALKITUse K and the marking as designated above.??K 398.2 GALAUDIOTAPEUse TP and the marking as designated above.?TP 523 ASIVIDEOTAPEUse VC and the marking as designated above.?VC E LSTUDY PRINTUse SP and the marking as designated above.?SP 591.TRESLIDEUse SL and the marking as designated above.?SL 597 FISTRANSPARENCYUse TR and the marking as designated above.?TR 523 SPACD-ROMUse CD and the marking as designated above.??CD 031 ENCCOMPUTER SOFTWAREUse MRD for any computer software on disk format and the marking as designated above.?MRD 599 MAMExamples of MARC Records______________________________________________________________________________434340055943500-45720019685Non-Fiction0Non-Fiction LEADER 00000cam 2200421 a 4500 001 61229608 003 OCoLC 005 20060307065611.0 008 050727s2006 nyuab j 000 0 eng d 010 2005021341 020 0439829739 042 pcc 050 00 QL737.U57|bH38 2006 082 00 599.63/5139|222 100 1 Hatkoff, Isabella. 245 10 Owen & Mzee :|bthe true story of a remarkable friendship / |ctold by Isabella Hatkoff, Craig Hatkoff, and Paula Kahumbu ; with photographs by Peter Greste. 250 1st ed. 260 New York :|bScholastic Press,|c2006. 300 1 v. (unpaged) :|bcol. ill., col. maps ;|c25 x 28 cm. 500 "This book has been adapted from the original e-book, Owen and Mzee, which was first launched on the WNBC New York Five O'Clock News as part of the Tribeca Film Festival"-- T.p. verso. 500 See also the related children's book: Mama by Jeanette Winter. 520 After his entire pod is lost in the Southeast Asian tsunami of 2004, a baby hippo (Owen) is rescued, taken to a refuge and befriended by a giant tortoise (Mzee). 521 8 AD|a920|bLexile. 526 0 Accelerated Reader AR|bLG|c5.4|d0.5|z105794. 586 Kennebec Valley Book Award list, 2007-2008. 650 0 Hippopotamus|xBehavior|zKenya|vJuvenile literature. 650 0 Aldabra tortoise|xBehavior|zKenya|vJuvenile literature. 650 0 Social behavior in animals|zKenya|vJuvenile literature. 48006004000500650 0 Animals|xBehavior|vJuvenile literature. 700 1 Hatkoff, Craig. 700 1 Kahumbu, P.|q(Paula) 700 1 Greste, Peter,|eill.LEADER 00000cam 22002891 4500 001 z9ilms b1052290 003 DLC 005 20010227092722.0 008 730213s1956 nyua 000 0 eng 010 56006711 043 e-ne--- 050 00 PS3513.O53515|bD5 1956 082 00 812.5 100 1 Goodrich, Frances. 245 14 The diary of Anne Frank /|cdramatized by Frances Goodrich and Albert Hackett. Based upon the book, Anne Frank: Diary of a young girl ; with a foreword by Brooks Atkinson 260 New York :|bRandom House,|c[1956] 300 174 p. :|bill. ;|c21 cm. 600 10 Frank, Anne,|d1929-1945|vDrama. 650 0 Holocaust, Jewish (1939-1945)|vDrama. 651 0 Netherlands|xHistory|yGerman occupation, 1940-1945|vDrama. 655 7 Historical drama.|2gsafd 700 1 Frank, Anne,|d1929-1945.|tAchterhuis. -228600298450Fiction0Fiction700 1 Hackett, Albert.480060057785000LEADER 00000cam 2200409Ia 4500 001 55142097 003 OCoLC 005 20050613173021.0 008 040514r20042000nyu c 000 1 eng d 020 0440416779 043 n-us-az 050 14 PZ7.S75663|bSt 2004 082 04 [Fic]|222 100 1 Spinelli, Jerry. 245 10 Stargirl /|cJerry Spinelli. 246 3 Star girl 250 1st Dell Laurel-Leaf ed. 260 New York :|bLaurel-Leaf Books,|c2004, c2000. 300 186 p. ;|c18 cm. 500 Includes an interview with the author. 500 Originally published: New York : Knopf : Distributed by Random House, c2000. 520 In this story about the perils of popularity, the courage of nonconformity, and the thrill of first love, an eccentric student named Stargirl changes Mica High School forever. 521 8 590|blexile. 650 0 Individuality|vJuvenile fiction. 650 0 Popularity|vJuvenile fiction. 650 0 Eccentrics and eccentricities|vJuvenile fiction. 650 0 High schools|vJuvenile fiction. 650 1 Individuality|vFiction. 650 1 Popularity|vFiction. 650 1 Eccentrics and eccentricities|vFiction. 650 1 High schools|vFiction.650 1 Schools|vFiction. 651 1 Arizona|vFiction.LEADER 00000cam 2200337ua 4500 001 z9ilms b1663838 003 DLC 005 20051025173509.0 008 980622s1996 nyua j 000 1 eng 010 95019981 /AC/r97 020 0060258705 4800600000050 00 PZ7.E26365|bLi 1996 082 00 [E]|220 100 1 Edwards, Pamela Duncan. 245 10 Livingstone Mouse /|cby Pamela Duncan Edwards ;illustrated by Henry Cole. 250 1st ed. 260 New York :|bHarperCollins Publishers,|c1996. 300 31 p. :|bcol. ill. ;|c29 cm. 520 An explorer mouse in search of China discovers that he must be careful to choose a new home that does not offend his sense of smell, sight, hearing, taste, or touch. 521 2 1-2|bBaker & Taylor 521 8 510|bLexile. 526 0 Accelerated Reader AR|bLG|c3.2|d0.5|z17278. 650 0 Senses and sensation. 700 1 Cole, Henry,|d1955-|eill.-45720046990Movies0MoviesLEADER 00000cgm 2200709Ia 4500 001 815645337 003 OCoLC 005 20130328042206.0 491490013462000007 vd cvaizq 008 121101s2012 xxu550 vleng d 020 9781624040597 020 1624040594 024 1 883929278640 028 41 3000045470|bBBC Earth 035 (OCoLC)815645337 041 1 eng|jeng|jfre|jspa|heng 043 x------ 050 4 QL50|b.P526 2012 130 0 Planet Earth (Television program : 2006) 245 10 Planet Earth|h[videorecording] /|ca BBC/Discovery Channel/NHK co-production in association with the CBC ; series producer, Alastair Fothergill. 260 [United States] :|bBBC Earth ;|aBurbank, CA :|bDistributed in the USA and Canada by Warner Home Video,|cc2012. 300 4 videodiscs (550 min.) :|bsd., col. ;|c4 3/4 in. 500 Title from container. 500 "The complete series." 500 "Bonus features: over an hour and a half of behind-the-scene footage-- one 10-minute featurette for each episode." 505 0 Disc 1. From pole to pole ; Mountans ; Fresh water – Disc 2. Caves ; Deserts ; Ice worlds -- Disc 3. Great plains ; Jungles ; Shallow seas -- Disc 4. Seasonal forests ; Ocean deep. 508 Music, George Fenton. 511 0 Narrator, David Attenborough. 520 The best-selling factual series of all time is now even better! Now, with the addition of all-new commentary and new bonus programs, you can relive this incredible experience all over again! 538 DVD; aspect 16-9 enhanced; DTS-HD Master Audio; Dolby Digital Surround; region 1 color NTSC. 546 English dialogue; French or Spanish subtitles. 650 0 Animals. 650 0 Habitat (Ecology) 650 0 Biotic communities. 650 0 Desert ecology. 651 0 Cold regions. 651 0 Tropics. 651 0 Eastern Hemisphere. 651 0 Northern Hemisphere. 651 0 Southern Hemisphere. 651 0 Western Hemisphere. 651 0 Earth (Planet) 655 7 Science television programs.|2lcgft 655 7 Documentary television programs.|2lcgft 655 7 Video recordings for the hearing impaired.|2lcgft 700 1 Fothergill, Alastair. 700 1 Attenborough, David,|d1926- 700 1 Fenton, George. 710 2 BBC Earth (Firm) 710 2 British Broadcasting Corporation. 710 2 Nihon H?os?o Ky?okai. 710 2 Canadian Broadcasting Corporation. 710 2 2 Entertain (Firm) 710 2 BBC Worldwide Americas, Inc. 710 2 Discovery Channel (Firm) 710 2 Warner Home Video (Firm)525780018351500LEADER 00000ngm 2200421 a 4500 001 33098798 003 OCoLC 005 19990915151231.0 007 vf cbahos 008 950908s1995 nyu030 j vaeng d 020 1568324286 028 42 51204-3|bKidVision 245 04 The Magic school bus gets eaten|h[videorecording] / |cJoanna Cole and Bruce Degen. 246 1 |iTitle on videocassette label:|aScholastic's The magic school bus gets eaten. 246 10 Gets eaten. 260 New York :|bKidVision (distributor),|cc1995. 300 1 videocassette (30 min.) :|bsd., col. ;|c1/2 in. 500 Based on The magic school bus series by Joanna Cole and Bruce Degen. 500 Hi-fi stereo, Dolby BNR on linear tracks. 500 Closed-captioned for the hearing impaired. 520 A trip to the ocean becomes a search for the connection between Arnold's soggy shoe full of pond scum and Keesha's tuna fish sandwich. The bus shrinks and travels through the ocean food chain--getting eaten along the way! 538 VHS format. 650 0 Food chains (Ecology)|vJuvenile drama. 650 0 Animated films. 650 0 Films for the hearing impaired. 650 0 Children's films. 700 1 Cole, Joanna. 700 1 Degen, Bruce. 710 2 Scholastic Inc. 710 2 Kid Vision (Firm) -457200196850Electronic Resources0Electronic Resources830 0 Magic school bus (Television program) 445770016383000LEADER 00000cim 2200469Ka 4500 001 505677140 003 OCoLC 005 20110113035256.0 006 m h 007 sz usnnnn|||ed 007 cr nna|||||||| 008 100209s2008 nyunnn jo f n eng d 035 (OCoLC)505677140|z(OCoLC)528712931 096 Downloadable Audio 100 1 Collins, Suzanne,|d1964- 245 14 The hunger games|h[electronic resource] /|cSuzanne Collins. 260 New York :|bScholastic Audiobooks,|c[2008]. 306 111106 500 Title from title screen (viewed on Feb. 9, 2010). 500 Unabridged. 500 Duration: 11:11:06. 506 Access restricted to individuals affiliated with UNE. UNE ID required for off-campus access. 511 0 Read by Carolyn Mccormick. 520 In a future North America, where the rulers of Panem maintain control through an annual televised survival competition pitting young people from each of the twelve districts against one another, sixteen-year-old Katniss's skills are put to the test when she voluntarily takes her younger sister's place. 521 8 Suggested audience: ages 15 & up. 586 8 A Junior Library Guild selection 650 0 Survival skills|vJuvenile fiction|vAudiobook. 650 0 Audiobooks. 650 0 Competition|vJuvenile fiction|vAudiobook. 650 0 Television programs|vJuvenile fiction|vAudiobook. 650 0 Contests|vJuvenile fiction|vAudiobook. 650 0 Interpersonal relations|vJuvenile fiction|vAudiobook. 650 1 Survival|vFiction|vAudiobook. 650 1 Television programs|vFiction|vAudiobook. 650 1 Interpersonal relations|vFiction|vAudiobook. 650 1 Contests|vFiction|vAudiobook. 4686300-63500700 1 McCormick, Carolyn. 710 2 Overdrive, Inc. LEADER 00000cam 2200613Ia 4500 001 ocn779353971 003 OCoLC 005 20120410105537.0 006 m d 007 cr cn||||||||| 008 120306s2012 enka co 000 f eng d 020 9781781100097 (electronic bk.) 020 1781100098 (electronic bk.) 020 9781781100363 (electronic bk.) 020 1781100365 (electronic bk.) 043 e-uk-en 096 Electronic Book Overdrive 100 1 Rowling, J. K. 245 10 Harry Potter and the prisoner of Azkaban|h[electronic resource] /|cby J.K. Rowling. 260 [England] :|bPottermore,|c2012. 300 1 online resource :|bill. 500 Sequel to: Harry Potter and the Chamber of Secrets. 500 Sequel: Harry Potter and the Goblet of Fire. 506 Access restricted to individuals affiliated with UNE. UNE ID required for off-campus access. 520 For twelve long years, the dread fortress of Azkaban held an infamous prisoner named Sirius Black. Convicted of killing thirteen people with a single curse, he was said to be the heir apparent to the Dark Lord, Voldemort, and might even have assisted in the deaths of James and Lily Potter, Harry Potter's parents. Now Black has escaped, leaving only two clues as to where he might be headed: Harry Potter's defeat of You-Know-Who was Black's downfall as well. And the Azkaban guards heard him muttering in his sleep, "He's at Hogwarts ... he's at Hogwarts." Of course, Harry already had plenty to worry about. After inflating his nasty aunt and running away on the magical Knight Bus, he finds he's being pursued by death omens at every turn. He receives two wonderful gifts: a top-of-the-line Firebolt broomstick, and the Marauder's Map, a magical diagram of Hogwarts made by the mysterious "Moony, Wormtail, Padfoot, and Prongs." Hermione disappears frequently, burdened down by a seemingly impossible course schedule. And the soulless Dementors have come to guard Hogwarts supposedly to protect Harry from Sirius Black, but they terrify Harry more than the fugitive ever could. To strengthen himself against them, Harry reaches out to Remus Lupin, the Defense Against the Dark Arts teacher who was once a friend of his father's. Lupin teaches Harry about the Patronus Charm, a defensive measure well above the level of magic generally mastered by wizards Harry's age. But even with his broom, his map, his magic, and his loyal friends, Harry isn't safe. Because on top of everything else, there's a traitor hidden at Hogwarts. 538 Mode of access: World Wide Web. 538 Requires OverDrive Media Console (Adobe EPUB file size:1461 KB). 538 Also available in a compatible format for the Kindle device. 650 0 Electronic Books. 650 0 Potter, Harry (Fictitious character)|vFiction.|vElectronic book. 650 0 Granger, Hermione (Fictitious character)|vFiction. |vElectronic book. 650 0 Weasley, Ron (Fictitious character)|vFiction.|vElectronic book. 650 0 Hogwarts School of Witchcraft and Wizardry (Imaginary organization)|vFiction.|vElectronic book. 650 0 Wizards|vFiction.|vElectronic book. 650 0 Magic|vFiction.|vElectronic book. 650 0 Schools|vFiction.|vElectronic book. 651 0 England|vFiction.|vElectronic book. 655 0 Paranormal fiction. 655 0 Young adult fiction. 710 2 OverDrive, Inc. 776 08 |iPrint version:|aRowling, J.K.|tHarry Potter and the prisoner of Azkaban.|dNew York, N.Y. : Arthur A. Levine Books, 1999|z9780439136358|w(DLC) 99023982 |w(OCoLC)41266045 800 1 Rowling, J. K.|tHarry Potter series ;|v3. 856 40 |u C8262175C8AE|zthe electronic version in Overdrive (UNE ID required for off-campus access)-457200444500Audio Books0Audio BooksLEADER 00000nim 2200349 4500 001 z9ilms b2059554 005 20021121083435.0 008 021121r19921971nyunnn j zff eng d 020 0679822739 5029200-57150000082 04 [E]|220 100 1 Seuss,|cDr. 245 14 The Lorax|h[sound recording] /|cby Dr. Seuss. 260 New York :|bRandom House,|c1992,c1971. 300 1 sound cassette (16 min.) :|banalog +|e1 book ([64] p. : col. ill. ;28 cm.) 500 "A Dr. Seuss Book and Cassette Classic. 500 Music by Bruce H. Zimmerman. 500 Based on the book of the same title by Dr. Seuss originally published in 1971. 511 0 Narrated by Ted Danson. 520 When the Truffula trees are all chopped down, a once-beautiful forest suddenly becomes a smog covered dump. 521 8 560 |bLexile. 526 0 Accelerated Reader AR|bLG|c3.1|d0.5|z9034. 650 1 Pollution|vFiction. 650 1 Ecology|vFiction. 650 1 Stories in rhyme. 655 1 Audiobooks. 700 1 Danson, Ted,|d1947- 700 1 Zimmerman, Bruce|q(Bruce Howard) 710 2 Random House (Firm) LEADER 00000nim 2200361 a 4500 44577008191500001 64636632 003 OCoLC 005 20060330100816.0 007 sd fungnnmmned 008 060313s2006 nyunnn b f eng d 020 006085278X 024 3 9780060852788 028 01 UACD 5123(1)|bHarperChildren'sAudio 100 1 Creech, Sharon. 245 10 Love that dog|h[sound recording] /|cSharon Creech. 250 Unabridged. 260 New York :|bHarperChildren'sAudio,|cp2006. 300 1 sound disc (ca. 35 min.) :|bdigital ;|c4 3/4 in. 500 Compact disc. 511 0 Performed by Scott Wolf. 520 A young student, who comes to love poetry through a personal understanding of what different famous poems mean to him, surprises himself by writing his own inspired poem. 630 00 Books on CD. 650 0 Poetry|vJuvenile fiction. 650 0 Diaries|xAuthorship|vJuvenile fiction. 650 0 Audiobooks. 650 1 Poetry|vFiction. 650 1 Diaries|xAuthorship|vFiction. 655 7 Children's audiobooks.|2lcsh. 655 7 Compact discs.|2lcsh. 700 1 Wolf, Scott,|d1968--457200-114300Serials0Serials468630010350500LEADER 00000cam 2200205Ka 4500 001 z9ihdb b2672511 003 OCoLC 005 20060823154646.0 008 021203t20021997nyuab c 000 1 eng 020 0439381096 020 0439445590 (pbk.) 100 1 McKissack, Pat,|d1944- 245 12 A picture of Freedom :|bthe diary of Clotee, a slave girl /|cby Patricia C. McKissack. 260 New York :|bScholastic,|c2002, c1997. 300 192 p. :|bill., maps ;|c20 cm. 440 0 Dear America. 520 In 1859 twelve-year-old Clotee, a house slave who must conceal the fact that she can read and write, records in her diary her experiences and her struggle to decide whether to escape to freedom.LEADER 00000cam 2200421 a 4500 001 708761950 003 OCoLC 005 20111026085434.0 008 110322s2011 nyua c 000 0 eng 010 2011010259 020 9780316181938 (hbk.) 020 0316181935 (hbk.) 035 (OCoLC)708761950 092 j 4800600000100 1 Stewart, Trenton Lee. 245 14 The mysterious Benedict society :|bMr. Benedict's book of perplexing puzzles, elusive enigmas, and curious conundrums /|cTrenton Lee Stewart ; illustrations by Diana Sudyka. 246 30 Mr. Benedict's book of perplexing puzzles, elusive enigmas, and curious conundrums 246 30 Mister Benedict's book of perplexing puzzles, elusive enigmas, and curious conundrums 250 1st ed. 260 New York :|bLittle, Brown,|c2011. 300 147 p. :|bill. (chiefly col.) ;|c22 cm. 500 "Megan Tingley Books" 520 Presents puzzles, riddles, and brainteasers related to the mysterious Benedict Society, and profiles the society's members and their adventures. 650 0 Puzzles|vJuvenile literature. 650 0 Riddles, Juvenile. 650 0 Amusements|vJuvenile literature. 650 1 Puzzles. 650 1 Amusements. 700 1 Sudyka, Diana,|eill.Automation & MediaProcessing Center______________________________________________________________________________Elementary School District 6 is responsible for creating equitable access to an organized collection of information resources to support the?K-12 Essential Curriculum?and reading interests of students. The cataloging and processing of instructional materials supports the systemic goals to:Use resources effectively and efficientlyMaintain a safe and orderly learning environmentImprove achievement for all studentsThe guiding principles are:Information is organized in a systematic method using the?Dewey Classification System?and the Sear's Subject Headings.students, faculty, and parents can easily locate information.purchasing of resources is based on present inventories and needs.the school community has equal access to information resources.The Automation and Media Processing Center provides services to assist library media specialists with organizing library media and school instructional materials collections.The Automation and Media Processing Center and school library media specialists create organized and accessible collections by applying the following operating guidelines for the cataloging and processing of library books and instructional media:Library BooksLibrary books?must?be ordered from vendors that provide complete cataloging and processing services. The average amount time to catalog and process one item is 20 minutes...time that library media specialists should be spent teaching information literacy skills, collaborating with teachers as instructional partners, and working with student and staff with technology literacy and services. The cost vendors charge to catalog one item ranges from 50-75 cents. This cost is well worth it and the service frees one to engaged more readily in promoting the use of the library media resources and facility.All library vendors have on file Zion Elementary District 6 Cataloging and Processing Specifications. This is a systemic standard that will supersede any individual school request. It is important that all library collections in District 6 are cataloged and processed using the same standard to ensure accessible and organized collections and functioning automation systems that import MARC records effectively.?Instructional MediaInstructional media ordered through the catalog process is cataloged and processed by the Automation and Media Processing Center?before?delivery to the schools. MARC records are sent to the schools via the Internet or on disk for importing into the school automation system. The following is a list of items that are handled by the Automation and Media Processing Center:Items Cataloged and Processed by SchoolsAudiocassettesCompact discsRecordsComputer softwareSlidesFilmstripsTransparenciesKitsVideocassettesLaserdiscs/videodiscsItemsNot Cataloged and Processedby District 6 SchoolsAudio cardsMagazinesChartsMaps and globesCurriculum guidesPicturesDioramasPostersFlashcardsRealia (puppets, models, etc.)GamesStudy Prints.Paperback BooksPaperbacks should be fully processed and cataloged as is with hardback books. You will not be able to circulate these materials using the automated system if they are not handled in this manner.It is recommended that paperbacks be interfiled with the collection or placed on shelves in a paperback section. Shelve paperbacks where they will meet he needs of the users.Cataloged paperback book inventories must be reported on any collection statistical reports.Cataloging and Processing ServicesCataloging and Processing ServicesMost library vendors provide cataloging processing services that library media specialists are required to use when ordering library books; however, when the service is not available, the Automation and Media Processing Center will handle requests for cataloging and processing of these items. Follow these steps to request the service:Call (4208) to make plete the?Request for Cataloging and Processing Services form.Stamp all materials with the school name.Place the uncataloged materials and the form in a box.Label the box and send it to the Media Processing Center.Send items between January 1 and June 30 for timely service. (July through December the center is cataloging and processing all instructional materials ordered in the spring by schools.Library Backup Policy______________________________________________________________________________DataCataloging and Processing ServicesThe?following?resources?are?made?available?to?backup?critical?files?pertaining?to?Elmwood Elementary:\\filese.el.\library_users ‐?scroll?down?to?your?user?folder?(e.g.,?jsmith)Secure?storage?for staff?documents,?presentations,?spreadsheets,?etc.?\\filese.el.\library_shared‐?scroll?to?dept.?folder?(e.g.,?_Elmwood_Front_Office)Secure?storage?for district and?shared?usageExternal?USB?hard?driveUtilizing?Microsoft?Backup?or?Apple’s?Time?Machine?to?backup?user?folders?that?are? in?excess?of?the?TWO?Gigabytes.? All?external?drives?must?be?locked?in?a?secure?location?at?the?end?of?the work?day.Backup Schedule and RetentionCataloging and Processing ServicesThe?Legato?NetWorker?backup?system?is?utilized?to?retain?data?for?6?weeks?or?42?days. ?A combination?of?incremental?and?full?backups?is?executed?on?the?dataset.??A?full?backup?is performed?every?Friday?with?incremental?backups?thereafter.??This?creates?a?scenario?where a folder can be restored such as \\filese.el.\library_shared\_systems_office to?a?single?point?in?time?in?the?past?up?to?a?maximum?of?42?days.SoftwareCataloging and Processing ServicesWindows?Operating?System:Microsoft?Backup?is?utilized?to?backup?to,?restore?from,?and?verify?data?on?the?PC?platformTrueCrypt?–?open?source?on‐the‐fly?data?encryption?for?drivesAxCrypt?–?open?source?file?level?encryptionMacintosh?Operating?System:?Time?Machine?is?utilized?to?backup?to,?restore?from,?and?verify?data?on?the?Macintosh?platformTrueCrypt?–?open?source?on‐the‐fly?data?encryption?for?drives?(provide?more?detail…)ackup and Recovery Policy 2011Elmwood Front?OfficeFileVault –?is?utilized?to?encrypt?at?the?file?level?using?AES‐128?bit?encryptionVerificationCataloging and Processing ServicesIf?configured?properly,?both?Time?Machine?and?Microsoft?Backup?will?perform?a?full verification?against?a?backup?set?after?every?job?to?protect?against?corrupted?data.??No?other form?of?verification?is?scheduled?or?performed.Data RestorationCataloging and Processing ServicesSystems?staff?will?make?every?attempt?to?recover?the?data?within?a business?day.??However,?in the?event?of?a?catastrophic?event,?such?as?fire?damage,?services?and?data?may?be?unavailable?for an extended?period?of?time.References______________________________________________________________________________This manual was adapted, in part, from the following sources:, Audrey. A Manual for Small Libraries in Alaska. Alaska State Library, 1992. InfoNet MARC Records: referenced in the manual provided by: Collection Images: ................
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