1. Annual Selection Target and Rationale

     The mission of Collins Hill High School in Gwinnett County is to pursue excellence in academic knowledge, skills, and behavior by providing meaningful and diverse learning opportunities for preparing our students to meet the challenges of the future as life-long learners and responsible citizens.   
     The mission of the Collins Hill High School media center is to provide quality media, technology, and information services in order to enhance learning and ensure access to ideas and information for all. The CHHS media center supports all areas of instruction, providing current media resources, facilities, and services to the instructional staff and students.  Through the unified approach to media service, resources are available in a variety of formats to meet various learning styles and interests. 
     The following selection target is based upon the mission and program plan of CHHS in Gwinnett County. This particular target supports the following long-term goal 3 (to update the collection as demanded by changes in the curriculum) and 4 (to decrease the age of the collection by 10 years by 2012).

Target 3: To decrease areas of deficit by balancing the collection using the
TitleWise Collection Analysis tool offered by Follett as a guide—focus will be on the 300s, specifically 320s (political science) and 380s (commerce, communications, and transportation).  

Action:  The media center will focus on Political Science and Commerce, Communications, and Transportation, which were areas of deficit according to an analysis and evaluation of the collection, as well as teacher request.

Rationale:  The media center needs to have a balanced collection that provides equitable access to ideas and information for our school population, as stated in our Media Center mission statement. Connections: MC Philosophy These areas are relevant to many content areas, specifically Social Studies, Science, and Language Arts. In fact, one Political Systems teacher asked us to update our collection (since it is an election year). He also used our books for a project this fall, and he wants to do it again next year, and he thought some new titles were needed. When I saw that communications came up as an area of deficit in our collection, I went to our broadcast teacher and got his input on what needed to be weeded and what topics needed to be added. Arguments for Purchases
      Additionally, by adding new titles we will work towards our long term goals of updating our resources as demanded by the curriculum and decreasing the average age of the collection. Connections: PDEP Goal Updating the collection also supports our philosophy and mission to “provide current, quality resources that support the curriculum for teachers and students” and promote information literacy among students and staff. This, in turn, helps maximize student achievement in these areas, encourages intellectual freedom, improves access to current information, and supports the needs and requests of teachers, thus supporting the mission of Collins Hill High School. Connections: Student Learning Connections: School Mission Arguments for Purchases
As needed, please reference our Selection Criteria (Appendix A) and our Statement on Intellectual Freedom (Appendix B).

2. Order List Template

    We have created orders from Follett using the Titlewave.com website and Libraryvideo.com. Every effort was made to ensure that chosen materials complied with both our selection policy (specifically, professional reviews and teacher recommendations) and our position on intellectual freedom. See the table below for a breakdown of expenditures:

Vendor    Total Amount On Order (including processing)    Do Not Exceed (including processing)
Follett    $2,659.96     $2,025.86
Library Video Company    $474.14     $474.14
Total    $3,134.10     $2,500.00


     We have set a “Do Not Exceed” limit from Follett to insure that we both spend our full budget and stay within it. All of those books and videos are highly desirable, so we are giving each a priority of “1”; however, we are submitting the order randomly as to avoid having a “top-heavy” collection. We definitely want the 8 videos we ordered from Library Video Company, and they are all in stock, so we did not set a “Do Not Exceed” limit for that vendor. See Excel spreadsheet (Appendix C) for our detailed order. Money Spent

3. Use of Money

Money Managed
   We chose to fulfill update the 320s and 380s with books and DVDs. Multiple Formats These mediums seemed to fit these particular topics the best. Audio books and playaways would probably not receive much attention due to the subject matter, and the teachers we spoke to would rather have books for research projects and DVDs the entire class could utilize at once. Approximately 27% of the budget was allocated for A/V materials, with the remainder allocated for books. Follett’s strength lies in its selection of books, and although we did order some A/V material from them, we also chose to use a different vendor, Library Video Company, to completely update the collection of A/V material. 


4. Presentation for Media Committee

     A PowerPoint presentation will be used to present information about this order to the Media Committee. Please see Appendix D for a copy of the presentation slides.


5. Processing checklist

     There are several ways to assess collection needs in the media center. Oftentimes, when a teacher requests a cart of books or we are preparing for research in a particular area, a section in need of updating will become obvious. Another, more thorough way, to discover an area of need is to use analyze our collection using Follett’s Titlewave Collection Analysis Tool. In this situation, both were used. The following bulleted list outlines steps to take to determine and assess collection needs:
•    Perform collection analysis using Titlewave (Follett)
•    Identify objective to focus on for order
•    Examine current collection for titles / topics already in collection
•    Weed area according the dates and recommended age
•    Examine curriculum and request teacher/parent/student input
•    Compare results of teachers and students survey to collection analysis and identify title / topics for new order search
•    Use Follett’s Advanced Search options to look for current titles.  Using the advanced search option allows us to filter the books by Dewey number, the number of reviews, and copyright date.
•    Use professional publications for specific titles or topics.
•    Use catalog for Library Video Company for audiovisual material
•    Prioritize order list, over-order by 10-25%, and set “Do Not Exceed” limit.

     When books arrive in the media center, they must go through several steps before being “shelf-ready.” The following is a list of those steps:
•    Books and A/V will arrive pre-processed with a barcode, barcode cover, spine label, spine label cover, book cover (if necessary). 
•    Books are received by a media specialist or a media clerk. 
•    MARC records are uploaded automatically at the district level.
•    Books are unpacked by a media specialist or clerk and transferred to a book cart.
•    Media specialist or clerk examines the books for damage. Books are returned to the vendor for replacement if needed.
•    Media specialist or clerk uses the original invoice to check the books in.  The clerk reports any overages or underages to the media specialists.  
•    Media specialist examines the spine labels for correct classification/call number. If a few errors are found, the media clerk creates new spine labels. If many errors are found, the books are returned to Follett so that they can correct their error. 
•    Media clerk and/or library science students insert and activate 3M strips. 
•    Media clerk and/or library science students stamp each book with school information. Procedures
•    Library science students scan each bar code and look for errors (bar code and book do not match, wrong call number or title, etc.)
•    Library science students shelve the books and/or a media specialist creates special displays of the books in the media center.
•    A media specialist sends the staff an e-mail announcing the new books. 
•    Media specialists will book talk new books to classes and speak directly with teachers who requested some of the new materials. New Materials Promoted

 
Appendix A
Selection Policy

Selection Tools
In selecting materials for purchase for the library media center, the Media Committee will vote on each item as per Gwinnett County policy. The media specialists will evaluate the existing collection and the curriculum needs and will use professional recommendation tools in choosing new material that will then go before the Media Committee. Selection Responsibility Media Committee Recommendations for additions to the media center also can come from faculty, students, staff members, and media personnel. Collaboration with Media Committee Selection tools include but are not limited to the following:
•    Professional Journals
•    Follett Library Resources
•    Resource Guides
•    Personal Inspection

Additionally, materials in the media center shall be selected based on the following criteria:

Criteria
Educational Significance: Materials that are integral not only to the instructional program for the purpose of meeting local and state standards (GPC/AKS) but also focus on the intellectual content of a resource in relation to its intended use and audience.

Contribution to the School Population: Materials should contribute to student interests within the school while maintaining appropriateness for their maturity level.

Authority: Materials should be chosen based on authoritative resources including, but not limited to: (a) favorable reviews found in standards selection sources, (b) favorable recommendations based on preview and examination of materials by professional personnel, (c) reputation and significance of the author, producer, or publisher.

Authenticity: Information in materials must be valid, reliable, complete, and current. (Bishop, 2007).

Scope: The material should contribute to the overall depth and/or breadth of the collection with regard to representative viewpoints on controversial issues or needs in the collection.

Presentation: The material should have a high degree of potential user appeal, draw on typical experiences, and/or stimulate further learning. Materials should present information in a fair and unbiased way, without using stereotypes, to reflect various viewpoints and a multicultural society.

Variety: Materials should represent the scope and needs of the student population by providing multiple formats to meet the needs of all learners.

Quality: Materials should be aesthetically pleasing, demonstrate technical quality, and maintain durability.
 
Cost: The value of the material should commensurate with the cost.

In addition to choosing materials for the media center, the media specialist(s) is also responsible for supplementary materials being approved. These are materials such as videos or books that are to be used in a classroom but are not part of the core curriculum. Criteria for supplemental materials will be consistent with the criteria for selecting general media center material and the appropriate subject area. A “supplemental materials approval form” is required for these materials and goes through the approval process through the Media Committee. The media specialist(s) may choose whether or not to purchase the material requiring approval for the media center collection. Criteria Application  

Appendix B
Statement on Intellectual Freedom

The media centers in our district uphold the Library Bill of Rights that was written by the American Library Association and adopted by the American Association of School Libraries.  We believe that it is vital to students’ development to learn to access, evaluate and ethically use information and viewpoints that are uncensored.  School libraries are vital in teaching this skill.
Library Bill of Rights
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 person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
VI.    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. (ALA Council, 1948, June 18)

The media specialist has the challenging task of coordinating resources and services that reflect a policy of intellectual freedom and creates proactive steps to prevent censorship.  These tasks include:
1.  Forming and communicating the policy of intellectual freedom among the members of the learning community
2.  Providing materials and services that support the principles of intellectual freedom
3.  Modeling the promotion of intellectual freedom in the pursuit of knowledge as a life-long learner
4.  Anticipating and addressing barriers to intellectual freedom
5.  Collaborating with teachers to institute student learning activities that reflect the principles of intellectual freedom
6.  Facilitating access to print, nonprint, and electronic formats(ALA & AECT, 1998)
The media specialist has the daunting task of trying to anticipate and eradicate barriers to intellectual freedom.  These barriers can include language, race, origin, religion, background experiences, intellectual or physical disabilities, and/or age. Any attempt to impede access or to limit the diversity of the resources and materials in the media center would be considered a form of censorship.  The media specialist is responsible for providing a procedure for engaging in civil dialogue surrounding issues of censorship while strongly promoting the principles of intellectual freedom to the fullest extent possible (ALA, 1996). Intellectual Freedom
   
While this sort of complete intellectual freedom described by the ALA could work in many university and even public libraries, most primary/secondary school media centers must take a more conservative approach due to the prevailing attitude in the school’s surrounding communities.  While the ALA states that individuals have the right to access any material they desire, many high school students do not yet possess the maturity to evaluate the controversial material mentioned above. Likewise, the collection is in place to serve a specific community of learners—one with specific values and needs.  For that reason, the collection must be somewhat censored. While the media specialist provides an initial, although inadvertent, censoring of material based on personal beliefs and biases, it is ultimately left to our media committee to shape the direction of the media center’s collection.  While the media committee must approve any material that is added (or removed) from the collection, the Collins Hill High School media center should avoid purchasing materials that contains the following: racial or gender stereotypes (those instances not included as part of a historical description), graphic sexual violence, pornography (the media committee decides what is pornographic), or gratuitous drug/alcohol abuse. Legal and Ethical Codes
Appendix C
Order List

See Excel Spreadsheet.

 
Appendix D
Media Committee Presentation

See PowerPoint Slides.
Criterion    Unacceptable    Acceptable

Contains all necessary components:

[]selection target
[]rationale
[]order list
[]presentation for media committee
[]processing checklist



Value: 5
4.9
    []Something missing:

[]Something incomplete:

[]Something does not match its definition

Deduct proportional points for missing items - some "weigh" more than others.    []Contains all necessary components

[.9]Components are complete, meaning that every statement listed in the Assignment Description is honored.
Minor omissions- see comments below.

[]Components reflect what they are defined to reflect

Literacy may be missing; others are double jeopardy.
1.3 Access to Information

Value: 3
3    []Little or no evidence of knowledge of issues related to access to information

[]No knowledge of the legal and ethical practices of the profession    []Facilitates access to information in multiple formats aligned with learner diversity

[x]Complies with and communicates the legal and ethical codes of the profession

[x]Supports intellectual freedom of users
4.1
Managing Information Resources: Selecting, Organizing, Using

Value: 8
7.25    []Little knowledge of accepted library policies, procedures and practices for selecting, organizing, and using information    []Selects, analyzes, and evaluates resources using professional selection tools

[]Selects, analyzes, and evaluates  resources using evaluation criteria; articulates how criteria were applied
Need to “specify how quality criteria were applied” and how you “guarded against self censorship” in the presentation. For criteria perhaps you could say, “Materials were chosen using the quality criteria agreed upon by the media committee in our selection policy. This includes such things as authority, scope, and quality of the item. You may access the complete selection policy at www._____.edu.”
.25

[x]Arguments for purchases are supported and logical from the learning community's point of view In the document yes, but not as fully in the presentation, see comments below.

Purchases are justified by explicit connections to:
[]MC Philosophy
[]School improvement or Mission/Goals
[]SLM Program Plan (PDEP) Goal
[]student learning or achievement


[]Organizes the LM facility and its collections (print, nonprint, and electronic) according to standard accepted practice: procedures seem complete, proper, and efficient
4.2
Managing Program Resources: Human, Financial, Physical

Value: 5    []Little knowledge of effective management policies, procedures and principles

[]Little knowledge of relationship of facility to program needs

[]Explicit management problem detected: __________________    Applies accepted management principles and practices that relate to personnel and financial issues:
[]Selection responsibility carried out by qualified personnel
[]Collaboration with Media Committee evident
[]Money budgeted and managed properly

[]Money was spent or over-spent, with no danger of back orders. Math is correct; total provided.  Order provides adequate and accurate information for vendor's use.

[]New materials are promoted to the learning community.
Mechanics: presentation, grammar, spelling, quality of writing; formatting; organization; referencing

Value: 2

1.75    []Errors frequently interrupt evaluator's ability to absorb content

[]Elements to be viewed by the community have embarrassing or unprofessional errors

[]Disorganized; hard to find required elements

[]Referencing problems or omissions
Library Bill of Rights not referenced.    []A few minor errors

[]Items meant for viewing by learners, co-workers, and parents are nearly perfect

[]Organized; headings included and tags applied

[]Clear

[]Consulted sources are referenced in APA 5th edition style
You self-assessed.