This policy is based on the NCTE Guidelines for Selection of Materials in a Language Arts Program
ASFG values providing quality literary material in English and Spanish that contributes to students’ intellectual growth and curiosity. Required or recommended readings in the classroom are intended to support specific curriculum objectives or expose students to a wide range of literary genres and topics. ASFG teachers often use literary material to provide insight into a wide range of personal, community, and global affairs to help stimulate thoughtful participation in the world around them.
ASFG teachers are committed to demonstrate a high standard of professionalism by choosing literary works, films, and other instructional materials responsibly and reflectively with a deep knowledge of both their discipline and their students.
1. Connection to Educational Objectives. Instructional materials are selected because they have close curricular ties to the learning objectives through content or literary form. Instructional materials often provide articulate voice to complex viewpoints and situations. These materials may be chosen because of artistic merit, scholarship, or value to humanity. It is important that instructional materials represent viewpoints of the minority as well as the majority. No single work can accomplish these aspirations, but instead, the collection of instructional materials as a whole should support this philosophical framework.
2. Relevance to Student Needs (difficulty of text and age-appropriateness). Difficulty of the text should be matched to the reading level of the grade and/or student considering above and below level readers so that reading is truly accessible to students. Materials should be available that are engaging yet suitable to the maturity level of the student for whom they are intended. The value of the material as a whole should be considered for age-appropriateness rather than evaluating single words, phrases, or passages. When age-appropriateness is debatable, the student should understand the content of the book before being recommended or required to choose the title and alternate options should be provided.
Responsibility. The level of expertise of selecting titles is primarily found in the language arts teacher and the school librarians. Although the section principal is charged with the responsibility, this responsibility is delegated to the teachers and librarians.
Selection Procedure. Classroom teachers and librarians should review titles and new acquisitions on an annual basis. The group should discuss titles that may be suitable for whole-class reading or recommended reading. Teachers who are assigning reading or pre-selecting options for students will have already read the book. These teachers should make use of the opinions of informed peers and literary resources when making decisions.
Understanding Purpose of the Text. Teachers will consider the future use of this title as a required or recommended reading. Note that generally speaking the threshold for appropriateness is slightly stricter with type “A” than type “B”. This is not to say that the books in the first category are non-controversial. Rather, it is the category for which we use the most scrutiny given that students do not have a choice.
Opportunities for informal selection. Addressing a “teaching moment” of a situation that suddenly arises in class requires teachers to be creative and use resources that did not lend themselves to the formal selection process. Such supplemental materials may be selected by the teacher but must have been discussed with the appropriate teacher leader and/or section director. Again the title must meet the general selection criteria of educational relevance and the ability to meet student needs.
At times, ASFG community members ask for a teacher to reconsider the appropriateness of a resource. The procedure will be: