The library media center is a learning center within the school where a full range of materials, equipment, and services are available to both students and staff. Every effort should be made to ensure accessibility and full use of the facilities and services of the library media center, and provisions should be made for groups of all sizes.
Just as the library media center facility should be available and accessible, so should the time and professional knowledge of the library media specialist. Since there will always be a steady flow of students to and from the library media center, the most flexible of schedules possible should be maintained. The library media specialist will work with individuals and small groups when they are in the center for purposeful activities. Time spent with large groups should be a result of mutual planning between teachers and the library media specialist. Consideration should be given to the library media specialist who is teaching. As stated in the Master Agreement Between the Board of Education of Howard County and the Howard County Education Association, Article XIX, “Working Hours and Work Load,” “Media specialists who are teaching a class shall not be required to provide normal media services during said teaching time.”
Instructional skills necessary to use the library media center’s materials and equipment should be a part of each student’s educational program. This body of knowledge regarding the use of media and library materials is essential to student progress in all areas of instruction. The library media curriculum is therefore the joint instructional responsibility of the library media specialist and teachers.
There are five general categories of objectives which comprise the library media skills curriculum: locating, retrieving, and handling materials; selecting and evaluating information; organizing, managing, and comprehending information; using information effectively and creatively; and appreciating media. Essential curriculum documents contain complete listings of specific library, media, and technology skills.
The production of original media in the school has two primary purposes: the production of support materials that are unavailable commercially; and the production of media as a learning activity for students.
The production of support materials may range from simple photo production to the production of elaborate videos or computer-generated materials. The key to deciding whether or not to produce original support materials should be the commercial availability of appropriate media, since it is almost always cheaper and less time-consuming to purchase commercial media than to produce them.
Media production activities are a valuable part of each student’s instructional program. The activities encourage competence in communicating in a variety of formats. Objectives for student media production skills are listed in the Library Media Essential Curriculum.
Book fairs are an optional activity that may be planned by the library media specialist alone or jointly with the PTA and may be a source of income to be used in acquiring materials or instructional equipment for the library media center. Materials and equipment purchased with these funds must be selected according to normal acquisition procedures. Profits may be added to the Library Media Center Materials Account or to other school-based library media accounts. To add money to this account, send a check payable to Howard County Public Schools to the Specialist for Media Technical Services. This money sent for deposit to the account must be spent by the deadline established by the HCPSS Director of Finance.
All books sold at book fairs held during the school day must be approved titles, selected according to the evaluation and selection procedures established by the Board of Education (see Selection of Instructional Resources Policy #8040).
Book fairs must conform to the policy, procedures, and regulations that govern school fund raising (Fundraising by Schools and School-Sponsored Organizations #4020).
When book fairs are held in school library media centers, regularly scheduled library media classes and instruction should continue without interruption.
In the duplication of any materials, the library media specialist must strictly follow all copyright laws. School staff members should be made aware of this fact and should not ask library media specialists to violate the law in any way. Periodic circulars concerning copyright law interpretation are distributed from the Central Office (see Staff Hub).
The procedures relating to the use of materials from miscellaneous sources are contained within the Selection of Instructional Resources Policy #8040:
There is a disclaimer on videos that states:
“The Federal law provides several civil and criminal penalties for the unauthorized reproduction, distribution or exhibition of copyrighted motion pictures and videotapes [Title 17, U.S. Code, Sections 501 and 506]. Motion pictures and videotapes are protected by the copyright laws of the United States and are for home use only.”
However, the reference to “home use only” has been legally interpreted to allow the use of motion pictures and videotapes in schools as long as teachers adhere to copyright regulations. These videotapes may not be shown for profit.
Each school site possesses a annual public performance site license from Swank Movie Licensing USA. This license allows K-12 schools to legally show copyrighted movies for non-teaching activities inside the school building without the risk of copyright infringement. Use of movies during instructional time should follow Policy 8040: Selection of Instructional Resources.
Special procedures are applied to the use of “PG-13” and “R” rated films and videotapes. A copy of the current procedure is included in the Selection of Instructional Resources Policy #8040. Materials that are "R" rated may not be purchased for and added to school library media collections. Materials that are rated PG-13 may only be purchased for high school library media collections.
Occasionally, a citizen will challenge a library media item. Any request for reevaluation of library media materials should be referred directly to the principal, who is responsible for following the reevaluation procedures. Specific guidelines for handling this situation are set forth in the Selection of Instructional Resources Policy #8040 (see appendix). Library media specialists are notified about decisions regarding challenged materials.
Criteria for Student Assessment in Library Media - All students in elementary school receive two indicators of learning on report cards from the school library media specialist. Related Arts progress is reported at the end of each semester. One indicator is for knowledge and skills of library media content. These are divided into different measurement topics. Students receive a score in each of the measurement topics of Information Fluency and Literature Appreciation. The second indicator is for Learning Behaviors. Students receive a score for Learning Behaviors each quarter from classroom teachers and each semester from Related Arts teachers.
Students in grades K-5 will receive one score holistically for all five learning behaviors.
Meeting expectations consistently and independently.
Progressing toward meeting expectations.
Demonstrating limited or no progress towards meeting expectations.
Demonstrates Interpersonal Skills
Shows respect to peers and adults
Interacts positively with peers and adults
Shares opinions respectfully
Contributes positively to the classroom and school community
Demonstrates digital citizenship
Demonstrates Responsibility
Follows established schoolwide and classroom procedures
Follows oral and written directions
Exhibits self-control and manages emotions
Participates actively in learning
Manages time effectively to complete work
Organizes and manages materials
Accepts responsibility for actions
Demonstrates Perseverance
Works through challenges
Attempts new strategies when needed
Solves problems
Asks questions and seeks information
Accepts and learns from feedback
Demonstrates stamina
Demonstrates Collaboration
Works cooperatively in a variety of settings
Thinks flexibly
Acknowledge others’ ideas
Demonstrates ability to reach compromise
Shares responsibility
Contributes to conversations and group discussions
Demonstrates Initiative
Takes appropriate academic risks
Begins task without prompting
Demonstrates self-advocacy
Uses technology to demonstrate learning
Selects appropriate tool(s) for the task
Seeks to improve work
Information Fluency - Demonstrates new knowledge through inquiry, critical thinking and problem solving.
Literature Appreciation - Demonstrates an appreciation of literature in variety of topics, genres, and formats.
Evaluation Code - Kindergarten, Grade 1, Grade 2
M - Meets expectations of the curriculum standard.
P - Making progress towards meeting the expectation of the curriculum standard.
L – Limited or no progress toward meeting expectation of the curriculum standard.
Evaluation Code - Grades 3, 4, and 5
5 - Consistently Meets Expectations
The student can consistently demonstrate an understanding of key concepts and skills orally and/or through a digital product.
4 - Frequently Meets Expectations
The student can demonstrate proficient understanding of key concepts and skills orally and/or through a digital product.
The student demonstrates competency in understanding key concepts and skills orally and/or through a digital product.
3 - Making Sufficient Progress
With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.
2 - Making Insufficient Progress
With prompting and support, the student demonstrates a developing understanding of key concepts and skills orally and/or through a digital product.
With guidance, the student attempts to demonstrate understanding of key concepts and skills orally and/or through a digital product.
The student requires moderate prompting and support to demonstrate understanding of key concepts and skills orally and/or through a digital product.
1 - Limited to No Progress
With continuous prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product. *Must be accompanied with comments addressing specific challenges or progress that has not been made.