Rachel Barcus, Associate Director of Instructional Technology
Summer Perry, Supervisor of LIR
Lindsey Depenbrock, Maxwell Elementary
Amber Faris, Paul Laurence Dunbar High
Kelsey Hartline, George Washington Carver STEM
Jeanene Jones, SCAPA
Carla O'Brien, Winburn Middle
Meredith Reed, Locust Trace AgriScience Center
The Library Advisory Councils serves as a “voice” for LMSs and provides guidance, leadership, and support to other librarians around topics/events such as:
New librarian mentoring
LMS Community facilitation (ex. Email, Teams)
Destiny/Follett
Inventory Process
Professional learning
Meetings/Gatherings
Feedback and guidance to the district Library and Technology leadership team
The Council will also provide feedback and guidance to district technology leadership team as well as assisting with LMS Professional Growth/Learning opportunities.
The Library Advisory Council consists of three representatives from the elementary level, three representatives at the secondary level (at least one each of middle and high), and representatives from the Office of Instructional Technology. Librarian representatives serve on a rotating 2 year term. Current and previous council members may reapply at any time. Council members may serve consecutive terms if selected.
Council positions will be selected by application to the Director and Associate Directors of Technology
The Advisory Council has been analyzing and updating practices for identifying and tracking culturally inclusive materials. The following definition was adapted from JCPS Media Services and Dr. Reynolds's definition of Culturally Inclusive Collections.
Culturally Responsive Collections Defined
Culturally responsive collections include materials that foster cultural competence, defined as “a set of academic and interpersonal skills that allow individuals to increase their understanding, sensitivity, appreciation, and responsiveness to cultural differences and interactions resulting from them.” Culturally responsive collections reflect the diversity of the world our students live in, acknowledge struggle and highlight achievement, in an effort to affirm the voices and stories within our world.
To be considered culturally responsive a book must pass a two-prong test:
1. It allows the reader to increase their awareness, understanding, sensitivity, appreciation or responsiveness to cultural differences and similarities.
2. It must be written by, about, or from the perspective of, traditionally underrepresented or marginalized populations, including, but not limited to:
African Americans
Asian Americans
Differently abled / neurodiverse
Hispanic Americans/Latinx
LGBTQ+ persons
Non predominant Religious Groups
Indigenous People
Racially mixed people
Other ethnic groups
Nontraditional gender roles
Diverse families and life circumstances