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The legal responsibility for instructional materials used in the School District rests ultimately with the Board.
Responsibility for selection of instructional materials shall, however, be delegated to the professionally trained staff
employed by the school system.
Selection of instructional materials may involve many people: principals, librarians, teachers, media specialists,
parents, community members and students.
When selecting instructional materials for use in the schools, consideration shall be given to the following
objectives to:
A. Promote and to provide materials that will enrich and support the curriculum taking into consideration the
varied interests, abilities and maturity levels of the students served
B. Provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and
ethical standards
C. Provide a background of information which will enable students to make intelligent judgments in their daily
lives
D. Provide materials representative of the many religious, ethnic, and cultural groups and their contributions to
our American heritage
E. Provide materials of the highest quality in order to assure a comprehensive collection appropriate for users of
the library media centers
Specific instructional materials selection guidelines shall be developed by the administration.
As part of the process of the Board's adoption of instructional and library media materials, all materials produced or
purchased will be examined for racial, ethnic, or religious bias. Assurance that the role of minority groups is
presented with integrity, the selection of written material shall not discriminate on the basis of sex, race, national
origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional or
learning disability. Where differences of opinion exist, part of the adoption process will be to assure that all sides of
an issue are treated fairly and objectively.
LIBRARY COLLECTION DEVELOPMENT PROCEDURE
School library media specialists are responsible for the review, evaluation, and selection of the school library media
collection. They are guided by the district-level selection policy approved by the school board. Library media
specialists work cooperatively with administrators and teachers to provide resources, which represent diverse
points of view, stimulate growth in thinking skills, and promote the overall educational program. Library media
collections are developed to meet both curricular and personal needs. To ensure that these needs are met, library
media specialists apply selection criteria and use recommended selection tools. All purchases, including gifts,
should meet the same selection standards.
The Wauwatosa School District will provide a wide range of instructional resources in its library media centers and
classrooms on all levels of difficulty, with diversity of appeal, and different points of view, in accordance with
Section 121.02(h) of the Wisconsin State Statutes.
This selection policy reflects the philosophy and goals of the school system and supports the principles of
intellectual freedom described in Information Power: Guidelines for School Library Media Programs, the Library Bill
of Rights (ALA), Students' Right to Read (NCTE), and other position statements on intellectual freedom from the
American Library Association and the American Association of School Librarians.
Collection Development
The school library media program is an integral part of the instructional process. As part of the instructional
process, collection development is based upon the belief that all students, teachers, administrators, and support
staff should have open access to all forms of information relevant to learning and teaching the curriculum. To
ensure access to quality library media collections, a systematic process for assessing and building library media
collections is essential.
Collection development is an ongoing process with no real beginning or end. It identifies strengths and weaknesses
of library media collections in terms of student and staff needs. Library media collections meet the informational
needs of the curriculum as well as independent reading and viewing needs of students and staff. The three
components involved in the collection development process are:
A. Analysis of the School Community
In order to be responsive to the unique needs of each school, a collection development process must be
based upon an analysis of student needs at that particular school. There will be some similarities among
library media collections across the district, but the profile provided by this analysis will ensure that the
specific needs of each school are addressed.
B. Assessment of the Library Media Collection
Collection assessment is needed to determine the quality of the existing library media collection. It is an
organized method for collecting statistics on the age of the collection, the number of titles in the collection,
and the ability of the collection to meet curricular needs.
C. Acquisition of Materials
The selection and acquisition of library media materials will be based upon the needs of each library media
center as determined by the collection assessment process. It will also be based upon the availability of
funding from district monies and the state provided Common School Fund monies.
Selection Criteria for Library Media Materials
A. Appropriate for recommended levels
Library media materials should be accessible to students of varied abilities, and meet the informational and
interest needs of students.
B. Pertinent to the curriculum and the objectives of the instructional program
Library media materials should be selected on the basis of assessed curricular needs. Materials should
reflect the identified learning outcomes of the instructional program.
C. Accurate in terms of content
Library media materials should present facts in an objective manner. Authority of the author, organization,
publisher/producer should be a consideration in selection. Materials concerning human development and
family life should contain facts, which are presented in a manner appropriate to the level of the students.
D. Reflective of the pluralistic nature of a global society
Library media materials should provide a global perspective and promote diversity as a positive attribute of our
society. It is important to include materials by authors and illustrators of all cultures.
E. Avoid bias and stereotype
The selection and evaluation of library media resources should not discriminate on the basis of sex, race,
religion, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation or physical,
mental, emotional or learning disability. Materials should reflect the basic humanity of all people.
F. Representative of differing viewpoints
Students have the right to information on both sides of any issue. By having access to a variety of resources
students will have the knowledge base to develop critical thinking and problem solving skills. The school
library media center provides free and equitable access to all information.
G. Appropriate format to effectively teach the curriculum
Library media materials should be available in a variety of formats, e.g., print, nonprint, electronic, and
multimedia to meet the needs and learning styles of a diverse student population.
H. Recent copyright date as appropriate to the subject
Library media materials should be assessed for the currency of information as it relates to the content and
purpose of the item.
I. Acceptable in literary style and technical quality
Literary quality, technical merit, physical arrangement, and aesthetic characteristics should be considered as
integral components in the evaluation of all media formats.
J. Cost effective in terms of use
Library media materials should be evaluated for cost effectiveness in terms of accessibility, projected use,
and durability.
Implementing the Selection Policy
Library media specialists take leadership and responsibility for coordinating the selection of library materials. The
library media specialist may seek faculty, student, and parent recommendations for purchase of library media
materials. Favorable reviews from professional journals and authoritative selection references should be used when
developing library media collections. Whenever possible, direct examination of materials is advisable.
A. Curriculum and Collection Development
The major emphasis of collection development should be to provide materials, which meet curricular needs.
To assess these needs, knowledge of the curriculum and access to the guides is important. It is
recommended that a copy of each curriculum guide be housed in the library media center. The library media
specialist needs to be familiar with changes and additions to the curriculum and how they effect collection
development.
1. Teacher Recommendations
Communication with teachers to assess curriculum needs and recommendations for purchase is an
important part of the selection process. Members of the Faculty and the administration may see
recommendations for materials in their professional journals, textbooks, and at conferences and can
pass these on to the Library Media Specialist for consideration. Since the library media collection is an
integral part of the instructional and learning process, the strength and value of the collection are
ensured when teachers are actively involved in the selection process.
2. Student and Parent Recommendations
Suggestions from students and parents are also an important part of the selection process. As
students seek information for curricular purposes or use the library media center for personal interests,
they are encouraged to make recommendations of specific resources or subject areas where
information is needed. The final decision rests with the Library Media Specialist.
B. Review Resources
The following sources are recommended as tools to locate reviews. Core collection tools are authoritative
selection references to help assess the quality of the media collection and the availability of resources from
various publishers/producers, e.g. Children's Catalog, Elementary School Library Collection, Junior High
School Catalog, Senior High School Catalog. Many are professional review journals, e.g. Booklist and School
Library Journal; however, some are considered general popular review sources.
C. Print Sources
1. Book Links
2. Booklist
3. The Bulletin of the Center of Children’s Books
4. CCBC Annual Review
5. Connect/Center for Media & Values
6. Classroom Connect
7. LMC (Library Media Connection) Book Report/ Library Talk
8. Media and Methods
9. School Library Media Activities Monthly
10. School Library Journal
11. Science Books & Films
12. Web Feet K-8 – formerly Online-Offline
D. Online Sources
1. ALA online
2. Amazon.com General; Children; Teens
3. Baker & Taylor Titlesource II
4. Barnes and Noble
5. Book Links
6. BookWire
7. Bulletin of the Center for Children's Books
8. Caldecott Medal Home Page
9. Carol Hurst's Children's Literature
10. Coretta Scott King Award Home
11. Follett TITLEWAVE
12. Newbery Medal Home Page
Considerations for Selection of Print Materials
There are general selection criteria which apply to all library media materials. The following media formats require
additional considerations.
A. Books
Due to the high cost of materials, it is important to examine books with the following additional criteria:
1. Illustrations and layout
2. Type style and text density
3. Paper quality
4. Durability of bindings
5. Readability and interests levels
6. Indexing
Paperbacks are an inexpensive way to supplement the library media collection for duplication of titles,
in-depth studies, special projects, and leisure reading.
B. Periodicals
Periodicals support the curriculum and provide leisure reading for students. Professional journals and library
periodicals for instruction may be considered for purchase. Use of to full text online periodical databases,
e.g., Badgerlink
C. Newspapers
Newspapers may be ordered as needed. Use of full text online newspaper databases, e.g., Badgerlink is
recommended.
D. Reference
Reference materials in both print and electronic formats provide comprehensive information in both general
and subject-specific areas. They also serve as access tools to information from other sources including
school, public, academic, and electronic collections.
The following points need to be considered:
1. Cost effective in terms of projected use
2. Authority
3. Arrangement and indexing
4. User-friendly
5. Current
Considerations For Selection Of Nonprint Materials
The criteria for selection of nonprint materials are essentially the same as for print materials. The quality of auditory
and visual presentation should be considered as well as accuracy of information and the appropriateness of format.
Nonprint materials should:
A. Promote instructional goals and support the curriculum
B. Provide a variety of media formats to meet the needs of the curriculum
C. Present content in appropriate format and acceptable technical quality
D. Avoid dense text and graphics
Considerations for Selection of Electronic Resources
The criteria for selection of electronic resources are essentially the same as for print materials. Electronic
resources such as CD-ROM, computer software, and online services provide greater access to information. Access to these fee-based database services should be 24-hours a day with remote access from home if possible.
Availability of network versions and site license agreements are also factors in selection.
Electronic resources should:
A. Provide learner control through flexible pacing, variable difficulty, and optimal branching and linking
B. Maintain accurate and reliably information
C. Have organization, searching capabilities, and navigation tools to enhance information retrieval
D. Provide record keeping and management options, if applicable
E. Provide readable text, attractive graphics, and an appealing layout
F. Have easy-to-understand, comprehensive documentation.
G. Be user friendly
H. Have 24-hour access with remote connection from home if possible
Assessment and Inventory Process
Assessment of the collection includes taking inventory of existing materials, assessing materials in relation to
needs of instructional units, and weeding outdated and inappropriate materials.
Inventory is a process by which holdings are checked against the automated cataloging system and the actual
item to determine if the resource is still part of the collection and still meets selection criteria. The objective of this
inventory is to ensure that the automated cataloging system (OPAC) accurately reflects the collection. The OPAC
is the key access point for students and teachers to locate information within the library. An annual inventory is
recommended.
Inventory Procedures
A. Weeding Library Media Materials
A good collection development plan must include weeding. The process of weeding is a key part of assessing
the collection. It helps keep collections relevant, accurate, and useful, facilitating more effective use of space
in the library media center.
Library media materials should be weeded if they:
1. Are in poor physical condition
2. Have not been circulated in recent years
3. Are outdated in content, use, or accuracy (Copyright date should be considered; however, do not make
a decision to weed based solely on the copyright date of the material. Some older material may be
considered classic or may be of great historical value to your collection.)
4. Are mediocre or poor in quality
5. Are biased or portray stereotypes
6. Are inappropriate in reading level
7. Duplicate information which is no longer in heavy demand
8. Are superseded by new or revised information
9. Are outdated and have an unattractive format, design, graphics, or illustrations
10. Contain information which is inaccessible because they lack a table of contents, adequate indexing,
and searching capabilities
B. Withdrawing Library Media Materials
Although the final decision to withdraw materials from the library media collection is made by the library
media specialist, other faculty members may be invited to review the items marked for withdrawal. Catalog
records should be deleted from the OPAC. All materials should be clearly stamped as discards. All
withdrawn materials should be removed from the library.
Reconsideration of Instructional Materials
When a concern is expressed about instructional materials or library media resources, the library media specialist
needs to consider both the citizen's "right" to express a opinion, The American Library Association’s Library Bill of
Rights, and the principles of Intellectual Freedom.
The Library Bill of Rights
A. The American Library Association affirms that all libraries are forums for information and ideas, and that the
following basic policies should guide their services.
B. 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.
C. 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.
D. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and
enlightenment.
E. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free
expression and free access to ideas.
F. A person's right to use a Library should not be denied or abridged because of origin, age, background, or
views.
G. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such
facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups
requesting their use.
Reference List
Baltimore County Public Schools. (2001). Selection Criteria for School Library Media Center Collections [On-line].
Graham High School Library Media Center. (2002). Collection Development Policy [On-line].
American Library Association. (1998). Information Power. Chicago, IL.
School District of LaCrosse. (2003). Instructional Resources Selection Policy [On-line].
Approved/Adopted: July 13, 2009 |
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