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IJNC - Instructional Media Centers - Libraries

  

 

Book: I

Section: Instruction

Title: Instructional Media Centers - Libraries

Code: IJNC

Status: Active

Adopted: November 28, 1984

Last Revised: October 6, 2020

Prior Revised Dates: August 26, 1992


INSTRUCTIONAL MEDIA CENTERS/LIBRARIES

The goal of the school library media program is to ensure that students and staff are effective users of ideas and information. Our school library media program will:

  • Provide intellectual and physical access to materials in all formats;
  • Provide instruction to foster competence and stimulate interest in reading, viewing and using information and ideas; and
  • Work with other educators to design learning strategies to meet the needs of individual students.

Instructional media centers/libraries will be organized as follows:

  • A library media center in each school maintained by a professional library media specialist
  • Each school shall maintain a library-media program that includes books and other print materials, multimedia materials, online resources and information technology that supports the curriculum. A certified library-media specialist will be responsible for overseeing the library-media program, under the supervision of the Superintendent.
  • The interlibrary loan of materials will be encouraged within the system (e.g. from one school to another school) to maximize student access to materials across the district.

Portland Schools endorse and subscribe to the American’ Library Association’s Bill of Rights and its interpretation of its bill of rights as it relates to access to resources and services in the school library media program which reads as follows:

All libraries are forums for information and ideas, and the following basic policies should guide their services

 

  1. 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 origin, background, or views of those contributing to their creation.
  2. 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.
  3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
  4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
  5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
  6. 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 their beliefs or affiliations of individuals or groups requesting their use.

 

Interpretation of the Library Bill of Rights: Access to Resources and Services in the School Library Media Program

The school library plays a unique role in promoting, protecting, and educating about intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library, the principles of the American Library Association’s Library Bill of Rights apply equally to all libraries, including school libraries. Under these principles, all students have equitable access to library facilities, resources, and instructional programs.

School librarians assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School librarians work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Intellectual freedom is fostered by educating students in the use of critical thinking skills to empower them to pursue free inquiry responsibly and independently. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.

School librarians cooperate with other individuals in building collections of resources that meet the needs as well as the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students.

While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equitable access to resources and services, the school library provides resources that reflect the linguistic pluralism of the community.

School librarians and other members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School librarians resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access regardless of technology, formats or method of delivery.

Major barriers between students and resources include but are not limited to: imposing age, grade-level, or reading-level restrictions on the use of resources; limiting the use of interlibrary loan and access to electronic information; charging fees for information in specific formats; requiring permission from parents or teachers; establishing restricted shelves or closed collections; and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.

It is the responsibility of the governing board to adopt policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. It is the responsibility of school librarians to implement district policies and procedures in the school to ensure equitable access to resources and services for all students.

 

 

Adopted: November 28, 1984

Revised: August 26, 1992; October 6, 2020

 

IJNC - Instructional Media Centers .pdf (123 KB)

 

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