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This resource includes information on the topics of a selection and reconsideration policy. Topics include introduction, basic components of a selection policy, and reconsideration procedures. Information of the selection policy are broken into further subtopics.

The toolkit would be useful for a school librarian when creating or updating their school collection development policies.

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This resource contain the ND Library and technology content standards. It provides the content standards, resources, and examples.

A school librarian would find this resource useful when creating a school library curriculum and making lesson plans.
* This document is currently being updated.

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This document contains the National School Library Standards.

A school librarian would use this document when creating a school library curriculum and when creating lessons.

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AASL Standards Crosswalks with ISTE Standards

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AASL Standards Crosswalks with ISTE Standards

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This document includes the National School Library standards and also ties in the ISTE Standards.

A School librarian would use this document when creating or updating a library curriculum or developing lesson plans.

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This resource includes a collection of library policy manual examples and templates.

It would be useful for a school librarian to examine or use the template when they create their own library policies.

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Resources for School Librarians - Index
Up to Top

Policies and Expectations - Grand View Elementary School library, Manhattan Beach, CA.

Library and Overdue Policies - Schuylerville Elementary School, Schuylerville, NY.

Library Rules and Procedures - Emmaus High School, PA

Library Rules - Schuylkill Elementary School, Phoenixville, PA

Te Totara Primary School Policies - Hamilton, NZ

Policies and Procedures - University High School Library, Urbana, IL.

Rethinking School Library Fines - an article by Mica Johnson in Knowledge Quest, Dec. 12, 2018.

More Support for Ending School Library Fines - an article by Mica Johnson in Knowledge Quest, March 21, 2019.

Library Policy for Overdue or Lost or Damaged library books - From Shaull Elementary School. No library fines for late books.

Ridley High School. No library fines for late books.

Internet Use Policies - Students should be informed about the rules for use of library computers. Note that clicking this will take you to another page.

Up to Top

This site is maintained by Linda Bertland, retired school librarian, Philadelphia, PA. Please address any comments, additions, or corrections to info@sldirectory.com.

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School library procedure manuals, student and faculty handbooks, guides for volunteers, and ideas for new school librarians

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This website is a place where librarians gather to share knowledge, skills, and support. It contains articles, videos, webinars, and courses.

This resource could be useful to a librarian as it provides information on various library subjects including budgets, advocacy, and policies. It also offers courses to become more knowledgeable on other library topics.

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Published:&nbsp 19 September 2023

Libraries are no stranger to change. As community expectations shift, so do our libraries. This adaptability was on full display during the height of the COVID-19 pandemic. But as that pressure has subsided, we're seeing widespread reflection around what libraries will look like in the future. Many library leaders are thinking about fundamental transformations, with the goal of creating a more impactful library experience for their users.

During the past year, OCLC Global Council and OCLC Research explored the idea of the changing library experience by focusing on topics such as community engagement, collaboration, and innovative programs that meet library... Read more

Published:&nbsp 12 September 2023

The Sustainable Libraries Initiative (SLI) provides library leaders with a proven path forward to co-create libraries and communities that will thrive in the coming years. As we contend with the realities of climate change, we must act faster, with more concentrated action than ever before.

We must not waste time in putting our pens to paper to create a Climate Action. The Sustainable Libraries Initiative and the American Library Association are partnering to create a National Climate Action Strategy for Libraries, but in the meantime, your library cannot wait for someone else to do this work for you. Start now.

Published:&nbsp 05 September 2023

At Queens Public Library (QPL), a six-month celebration of Hip Hop is wrapping up. Situated just across the East River from the borough that birthed this global cultural movement, there's no better stage for commemorating this milestone. In March, QPL kicked off a six-month celebration of all things Hip Hop, with support from the Institute of Museum and Library Services. But the festivities didn't stop there. The library partnered with more than 30 institutions across New York City and beyond to offer a vibrant array of activities. Collections of Culture: 50 Years of Hip Hop Inside Libraries, Museums and Archives hosted dozens... Read more

Compiled by the Wyoming State Library

Published:&nbsp 31 August 2023

As learning organizations, libraries provide lifelong learning for students and patrons of all ages. Committed to library staff learning, WebJunction hopes that you prioritize your own learning needs as well. From innovative technology trends to impactful community engagement strategies, these 70 webinars provide a broad range of learning opportunities for library staff this month. Provided by the Wyoming State Library, this valuable resource comes out every month and is regularly updated on the Free Training page, where you can also view the offerings by topic.

For additional training, check out the WebJunction Catalog, free and open to... Read more

Published:&nbsp 23 August 2023

When people think about how libraries support literacy, the first thing that comes to mind is often a children's storytime or a bustling summer reading program. At Harrie P. Woodson Memorial Library in Caldwell, Texas, you'll certainly find these programs. But for this rural community library, literacy programming is for everyone, not just for kids.

Caldwell is a rural community of approximately 4,000 people, located about 30 miles west of College Station. And because Woodson is the only library in the county, people come from across the surrounding areas. We spoke with Library and Community Services Manager... Read more

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WebJunction is where public library staff gather to build the knowledge, skills and support they need to power relevant, vibrant libraries. WebJunction offers free, on-demand courses, webinars and content for library staff at all levels.

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This website was created by an experienced librarian who gives tips and ideas on various library topics including collection development, library lessons, and library advocacy.

A school librarian can use this resource to help with duties such as weeding and creating lessons for their library classes.

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About Jennifer...

The short version:

Jennifer LaGarde is a lifelong teacher and learner with over 20 years in public education. Her educational passions include leveraging technology to help students develop authentic reading lives, meeting the unique needs of students living in poverty and helping learners (of all ages) discern fact from fiction in the information they consume. Jennifer is the coauthor of the books Fact VS Fiction: Teaching Critical Thinking In the Age of Fake News (ISTE, 2018) and Developing Digital Detectives (ISTE, 2021) with Darren Hudgins. Subscribe to their free monthly information literacy newsletter here! A huge fan of YA Literature, Jennifer currently lives, works, reads and drinks lots of coffee in Olympia, Washington. Follow her adventures at www.librarygirl.net or on Twitter @jenniferlagarde.

The long(er) version:

Jennifer LaGarde (aka library girl!) is a lifelong educator and learner. With over 20 years of experience in public education, Jennifer has served as:

Courses designed and delivered:​

School Library Program Management​

School Library Collection Development

Developing Digital Detectives: Information Literacy in the Digital Age

Emerging Literacies

Young Adult Literature

Jennifer earned her Bachelor's degree in Secondary Education with a concentration in English/Language Arts from the University of NC at Wilmington. And she earned her Master's in Library Science from Appalachian State University. She also holds National Board Certification in the area of School Library Media. Some of the awards and distinctions she has received include:

​

Jennifer has published numerous articles on best educational practices for journals like Teacher Librarian, ISTE, School Library Connections and Knowledge Quest. She's also the coauthor of the books Fact VS Fiction: Teaching Critical Thinking In the Age of Fake News (ISTE, 2018) and Developing Digital Detectives (ISTE, 2021) with Darren Hudgins. Jennifer currently resides in Olympia, Washington where she spends time chasing after her two dogs, drinking lots of coffee and updating her award winning blog The Adventures of Library Girl where she proves you don't have to be super hero to be a teacher librarian, but having a cape sure helps.

​

Headshots (and stuff like that) can be found here.

​

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About Jennifer... The short version: Jennifer LaGarde is a lifelong teacher and learner with over 20 years in public education. Her educational passions include leveraging technology to help students develop authentic reading lives, meeting the unique needs of students living in poverty and helping learners (of all ages) discern fact from fiction in the information they consume.

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This manifesto outlines the nonnegotiable of what librarians should be doing within their roles to create a successful library program.

This resource would be a great advocacy tool as it outlines all of the important roles the librarian does within the school system and how the library is a vital resource to the school curriculum.

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Thank you all for the kind feedback you offered for my rant a few days back. As I wrote that response, in the back of my mind I considered a few realities:

1. Some administrators have never seen a vibrant library program.

2. In tough times moving forward is more challenging. Not moving forward is not an option.

3. Some of us may have opted out of retooling.

4. Some of us are confused. Though we have relatively new standards and documents that address what school library should look like now, we are looking at a moving target. And many of us-and our administrators and professors-need a clear(er) picture at which to aim. For nearly every profession, the Web has created power and focus shifts. Ours has been affected profoundly. We have no textbook for reinterpreting practice in this brave new information/communication world. And, perhaps, it really should look more like a shared family cookbook than a textbook.

5. All of this resonates with my personal favorite, and, in my mind, the most relevant of Ranganathan's laws of library science: 5: The library is a growing organism.

It is critical that we demonstrate and share. For many of us the vision is crystal clear. We may interpret contemporary service differently for different populations, but certain essential themes are common across the practice of any of us who are seriously scanning the environment.

Back in October, I revised the little Manifesto I worked on a couple of years ago for my VOYA column. It described my own personal perspective regarding what school library practice should look like.

Please share, add, or pull it apart in your comments.
Manifesto for 21st Century School Librarians
A couple of summers back a young school librarian, fresh out of library school, asked a very honest question at one of our state retreats:

We're all doing different stuff. The other school librarians I know are not doing what I am doing. Some maintain Web sites and blogs; others do not. Some have seriously retooled; others have not. In the 21st century, what does a school librarian do?

Well into the 21st century, it is clear that the concept of modern teacher librarian practice is not clear. There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.

What I know for sure is that if the Joyce who graduated from library school in 1976 (and again with a school specialty in 1988), heck, if the Joyce from the 2007/2008 school year, were to visit my library today, she would be stunned by the differences in my/our practice.

In the past few years many of us have re-imagined school library for learners using the array of new tools and abilities in front of us today.

And in my humble opinion some aspects of emerging practice are nonnegotiable.
Reading
● You explore new ways to promote and celebrate reading. You are piloting/equipping learners with both traditional, new, and emerging book formats-downloadable audio books, Playaways, Kindles, iPads, Nooks.

● You share ebook apps with students for their iPhones, droids, and iPads and other mobile devices (Check out Gale's AccessMyLibrary, School Edition)

● You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.

● Your students blog or tweet or network in some way communicate and reflect about what they are reading

● Your desktop screensavers promote great reads, not Dell or Apple or HP.

● You link to available free ebook collections using such tools as Google Books, International Children's Digital Library (See our own ebook pathfinder.)

● You review and promote books in your own blogs and wikis and other websites.

● You embed ebooks on your websites to encourage reading and support learning.

● You work together with learners to create and share digital booktalks or book trailers.

Information Landscape
● You know that searching various areas of the Web requires a variety of search tools. You are the information expert in your building. You are the search expert in your building. You share an every growing and shifting array of search tools that reach into blogs and wikis and Twitter and images and media and scholarly content.

● You open your students to evolving strategies for collecting and evaluating information. You teach about tags, and hashtags, and feeds, and real-time searches and sources, as well as the traditional database approaches you learned way back in library school.

● You organize the Web for learners. You have the skills to create a blog or website or wiki or portal of some other type to pull together resources to meet the specific information needs of your learning community.

● You make sure your learners and teachers can (physically & intellectually) access developmentally and curricularly databases, portals, websites, blogs, videos, and other media.

● Your Web presence reflects your personal and professional voice. It includes your advice and your instruction. You make learning an engaging and colorful hybrid experience.

● You think of your web presence as a knowledge management tool for your entire school. It includes student-produced instruction and archived (celebrated) student work, handouts, policies, and collaboratively built pathfinders to support learning and research in all learning arenas. (Checkout Pathfinder Swap for examples.)

● You help learners put together their own personal information portals and Knowledge Building Centers to support their research and learning, using widgets, embedded media, and personal information portals like iGoogle and NetVibes and wikis and Google Sites.

● You intervene transparently in the research process online while respecting young people's need for privacy.

● You work with learners to exploit push information technologies like RSS feeds and tags and saved database and search engine searches relevant to their information needs.

● Your own feeds are rich with learning content, evidence of your networking. You embed dynamic widgets (including your own database widgets) wherever students live, work, and play.

● You integrate dynamic interactive features in your library's website-Google calendars, RSS feeds, delicious bookmarks, photo galleries, online presentations, blogs, surveys, polls, as ways to interact with and teach students.
Communication and publishing and storytelling

● You know that communication is the end-product of research and you teach learners how to communicate and participate creatively and engagingly. You consider new interactive and engaging communication tools for student projects.

● Include and collaborate with your learners. You let them in. You fill your physical and virtual space with student work, student contributions-their video productions, their original music, their art.

● Know and celebrate that students can now publish their written work digitally. (See these pathfinders: DigitalStorytellingTools and DigitalPublishingTools)

Collection Development
● You expand your notion of collection.

● Though you want to offer learners choice, you no longer strive for the standard catalog, long-tail, just-in-case approach. In tight times, with shared catalogs and easy online purchasing, a just-in-time approach may be more effective. You build your own collection collaboratively, with an understanding of the strengths and weaknesses of the available collections around you.

● Your collection includes: ebooks, audiobooks, open source software, streaming media, flash drives, digital video cameras, laptops, tripods, RSS feeds, and much more! And we should seek effective, federated approaches to ensure these diverse formats and platforms are equally and seamlessly accessible.

● You involve your community in collection building using interactive polls and web-based suggestion forms.

● You understand that library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!

● Your collection-on- and offline-includes student work. You use digital publishing tools to help students share and celebrate their written and artistic work.
Facilities, your physical space

● You know your physical space is about books and way more than books. Your space is a libratory. You welcome, and create space for, media production-podcasting, video production, storytelling-producing and presenting.

● You welcome and host telecommunications events and group gathering for planning and research and social networking.

● You cope with ubiquity. No, you learn to love it. Ubiquity changes everything. In one-to-one schools, students may visit the library less frequently. In such environments, in all modern, truly relevant environments, library must also be ubiquitous. Library MUST be everywhere. Librarians must teach everywhere, in and outside of the library.

● You realize you will often have to partner and teach in classroom teachers' classrooms. One-to-one classrooms change your teaching logistics. You teach virtually. You are available across the school via email and chat.

● You know that laptops can actually walk back to the library for its space and additional resources in all formats.

Access , Equity, Advocacy
● You are concerned about a new digital divide: those who can effectively find quality information in all media formats, and those who cannot.

● You are concerned about a new digital divide: those who have access to the new tools for creation and publishing and those who do not.

● You consider just-in-time, just-for-me learning as your responsibility and are proud that you own real estate your students' desktops and mobile devices 24/7.

● You grapple with issues of equity. You provide open source alternatives to students and teachers who need them. You lend flash sticks and laptops and cameras and . . . You ensure your students can easily get to the stuff they most need by using kid-friendly terms and by creating pathfinders.

● You ensure that all students have access to readings appropriate for their differentiated needs and offer books in a variety of formats.

● You know that one-to-one classrooms will change your teaching logistics. You realize you will often have to partner and teach in classroom teachers' classrooms. You will teach virtually. You will be available across and outside the school via email and chat.

● You don't stop at "no." You fight for the rights of students to have and use the tools they need. This is an equity issue. Access to the new tools is an intellectual freedom issue.

Audience and collaboratio n

● You recognize that the work your students create has audience and that they may share newly constructed knowledge globally on powerful networks,. You help them see that they have the potential to make social, cultural, and political impact.

● You recognize that learners may share their ideas and participate in dialogs beyond the walls of the library or classroom.

● You exploit the cloud as a strategy for student collaboration, sharing and publishing.

● You share with students their responsibilities for participating in social networks.

● You see teleconferencing tools like Skype as ways to open your library to authors, experts, book discussion, debates, and more. Consider starting by examining Skype an Author Network.

● You use new tools for collaboration. Your students create together, They synthesize information, enhance their writing through peer review and negotiate content in blogs and wikis and using tools like GoogleDocs, Flickr, Voicethread, Animoto and a variety of other writing or mind mapping and storytelling tools.

● You help students create their own networks for learning and extracurricular activities.
Copyright, Copyleft and Information Ethics
● You teach students to care about their own digital footprints-and monitor them using people search tools.

● You encourage students to develop academic-NOT invisible-digital footprints.

● You teach students about norms for appropriate behavior in wikis and blogs.

● You model respect for intellectual property in a world of shift and change. You encourage and guide documentation for media in all formats.

● You lead students to Web-based citation generators and note-taking tools to guide them in these efforts.

● You recognize and lead students and teachers to the growing number of copyright-friendly or copyleft portals.

● You understand Creative Commons licensing and you are spreading its gospel.

● You encourage learners to apply Creative Commons licenses to their own creations.

● You are revising and expanding your notion of Fair Use in line with the Code of Best Practices in Fair Use for Media Literacy Education. You say "yes" a lot more. You know that in their creative remixes and mash-ups, students may use the copyrighted works of others in their own work without asking permission under certain conditions. You are discussing transformativeness with students and faculty. (See my post, The Cost of Copyright Confusion for Media Literacy and Fair use and transformativeness: It may shake your world)

● You use a tool for reasoning whether a proposed use is Fair Use. ( Tool for reasoning Fair Use.pdf)

You ask students to ask these two questions when they are using the copyrighted work of others in their own media:

1. Did the unlicensed use transform the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?

2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

(From the Code of Best Practices in Fair Use for Media Literacy Education)

New Technology Tools
● You consider iPods and iPhones and iPads learning tools as storage devices and reference sources. You know that when you interrupt a student she might be (or may soon be) in the middle of a chapter, recording a podcast, transferring data, taking audio notes. You establish classroom or library academic guidelines and norms for use of personal mobile devices during the school day.

● You know this is only the beginning of social networking. Students will get to their Facebook accounts through proxy servers and their mobile devices despite any efforts to block them. You plan educationally meaningful ways to incorporate student excitement (and your own) for social networking. You establish classroom or library academic guidelines and norms for their use during the school day.

● You consider your role as info-technology scout. You look to make "learning sense" of the authentic new information and communication tools used in business and academics. You figure out how to use them thoughtfully and you help classroom teachers use them with their classes.
Professional Development and Professionalism
● You seek professional development that will help you grow even if it is not offered by your school district. Even if you don't get PD credit. You can't "clock" these hours.

● You build your own personal/professional learning network using social networking tools

● You guide your teacher colleagues in setting up their own professional learning networks.

● You read both edtech journals and edtech blogs, not just the print literature of our own profession.

● You follow selected educators, experts, authors, etc. with microblogging apps like Twitter

● You use Twitter to mine realtime chat about your professional interests. You use hashtags like #tlchat and #edchat

● You learn by visiting the webcast archives of conferences you cannot attend.

● You share your new knowledge with others using social bookmarking tools like Delicious and Diigo.

● You set up feed readers to push the blog of experts and educators you respect to you on a regular basis.

● You join a social network for instance:

● You are contributing to the development of a new brand for our profession. When your students move on to the next library, they are going to expect visionary service and instruction and caring, helpful relationships.
Teaching and Learning and Reference
● You are figuring out how to be present for your learners and teachers 24/7, at the point of the instructional, research, or communication need. Ubiquity changes everything. With computers in every classroom and every home, heck with computers in every pocket, how are you going to share your wisdom and collaborate?

● You understand that learning can (and should) be playful.

● You understand that learning should be authentic.

● You understand that learning can be multi-modal, media-rich, customized to the needs of individual learners.

● You know the potential new technologies offer for interaction-learners as both information consumers and producers. You understand that in this world learners have the power to create and share knowledge.

● You are concerned that, when it matters, your students move beyond information satisficing.

● You are concerned that students learn to evaluate, to triangulate information in all media formats. In an increasingly complex world, it is essential that they learn to make information decisions, to evaluate all their information choices, including books, blogs, wikis, streamed media, whatever comes next.

● You continually share new understandings of searching, and evaluation, and analysis and synthesis, and digital citizenship, and communication, integrating and modeling our new standards, dispositions and common beliefs.

● You understand that exploration and freedom are key to engaging students in a virtual environment to promote independent learning.

● You know the potential new technologies offer for interaction-learners as both information consumers and creative information producers.

● You ensure that the library provides an independent learning environment that connects students and teachers in a social, digital, community.
Into the Future (acknowledging the best of the past)
● You unpack the good stuff you carried from your 20th century trunk. Rigor, and inquiry, and high expectations, and information and media fluency matter no matter what the medium. So do excitement, engagement, and enthusiasm.

● You lead. And you look ahead for what is coming down the road. You continually scan the landscape. As the information and communication landscapes continue to shift, you plan. You plan for change. Not for yourself, not just for the library, but for the building and for your learners.

● You see the big picture and let others see you seeing it. It's about learning and teaching. It's about engagement. If you are seen only as the one who closes up for inventory, as the book chaser, and NOT as the CIO, the inventor, the creative force, the change agent you won't be seen as a big picture person.

● You continue to retool and learn.

● You represent our brand (who the teacher-librarian is) as a 21st century information professional. What does the information professional look like today? Ten years from today? If you do not develop strong vision, your vision will be usurped by the visions of others. You will not be able to lead from the center.

● You enjoy what you do and let others know it. It's always better when you do what you love. (And, if you don't love this new library world, find something else to do.)

● You continue to consider and revise your vision and feed it with imagination. Think outside the box. Heck, there is no box!

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Thank you all for the kind feedback you offered for my rant a few days back. As I wrote that response, in the back of my mind I considered a few realities: 1. Some administrators have never seen a vibrant library program. 2. In tough times moving forward is more challenging.

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This resource includes 2 models (Big 6 & Super 3) to help students solve an information problem.

Both of these models could be useful to a school librarian's curriculum when teaching students about how to find, process, and use information.

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Promoting The Big6 model, approach, and programs to promote essential, lifelong information problem-solving skills thinking, learning, and teaching in schools and informal learning contexts. The Big6 is an information literacy process, a research process, and an inquiry process because it describes the way we complete assignments and solve problems in any situation.
The Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Some call it information literacy, inquiry, research skills, or an information problem-solving process...but we call it the Big6!

Using the Big6, you will identify goals, seek, use, and assemble relevant, credible information, then reflect-is the final product effective and was my process efficient? The Big6 works anywhere-the classroom, workplace, or at home. Moreover, it works across content areas and aligns easily with state and national learning standards.
Read our press release announcing the new Big6.org!

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This resource is a critical thinking tool for assessing online information.

This resource would be great to use when teaching students how to assess online information. It is a catchy acronym that would provide students with guidelines to evaluate information.

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Who is the author of the information? What are his or her qualifications?

RADCAB Elementary & High School Posters

RADCAB Rubric: Information Evaluation Assessment Tool

A critical thinking assessment tool for online information

is a mnemonic acronym for information evaluation created by Karen M. Christensson, MS Library Media Education

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HOME | Your Vehicle for Information Evaluation | RADCAB

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RADCAB (TM) is a mnemonic acronym for information evaluation. RADCAB (TM) is your vehicle for information evaluation. Find more about each of the RADCAB concepts - Relevancy, Appropriateness, Currency, Authority and Bias. Visit radcab.com.

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This Bill of Rights outlines what services should ethically be provided by libraries and librarians.

A librarian would use this resource to ensure that they are ethically serving their patrons.

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The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.

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.

VII. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people's privacy, safeguarding all library use data, including personally identifiable information.

Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; January 29, 2019.

Inclusion of "age" reaffirmed January 23, 1996.

Although the Articles of the Library Bill of Rights are unambiguous statements of basic principles that should govern the service of all libraries, questions do arise concerning application of these principles to specific library practices. See the documents designated by the Intellectual Freedom Committee as Interpretations of the Library Bill of Rights.

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The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services. I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves.

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This online article provides information on copyright, copyright laws, and intellectual freedom.

A school librarian would find this useful when teaching about the topic of copyright and how to use information ethically.

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Copyright is a type of intellectual property that protects original works of authorship as soon as an author fixes the work in a tangible form of expression. In copyright law, there are a lot of different types of works, including paintings, photographs, illustrations, musical compositions, sound recordings, computer programs, books, poems, blog posts, movies, architectural works, plays, and so much more!

Copyright is originality and fixation

Original Works

Works are original when they are independently created by a human author and have a minimal degree of creativity. Independent creation simply means that you create it yourself, without copying. The Supreme Court has said that, to be creative, a work must have a "spark" and "modicum" of creativity. There are some things, however, that are not creative, like: titles, names, short phrases, and slogans; familiar symbols or designs; mere variations of typographic ornamentation, lettering, or coloring; and mere listings of ingredients or contents. And always keep in mind that copyright protects expression, and never ideas, procedures, methods, systems, processes, concepts, principles, or discoveries.

Fixed Works

A work is fixed when it is captured (either by or under the authority of an author) in a sufficiently permanent medium such that the work can be perceived, reproduced, or communicated for more than a short time. For example, a work is fixed when you write it down or record it.

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Copyright is a type of intellectual property that protects original works of authorship as soon as an author fixes the work in a tangible form of expression. In copyright law, there are a lot of different types of works, including paintings, photographs, illustrations, musical compositions, sound recordings, computer programs, books, poems, blog posts, movies, architectural works, plays, and so much more!

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The ALA's code of ethics outlines the values of intellectual freedom that define librarianship.

This document would help to guide a librarian to make ethical decisions while fulfilling the role of school librarian.

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ALA's Code of Ethics is the responsibility of the Committee on Professional Ethics (COPE). The Code of Ethics is the document that translates the values of intellectual freedom that define the profession of librarianship into broad principles that may be used by individual members of that profession as well as by others employed in a library as a framework for dealing with situations involving ethical conflicts.

Code of Ethics

As members of the American Library Association, we recognize the importance of codifying and making known to the profession and to the general public the ethical principles that guide the work of librarians, other professionals providing information services, library trustees and library staffs.

Ethical dilemmas occur when values are in conflict. The American Library Association Code of Ethics states the values to which we are committed, and embodies the ethical responsibilities of the profession in this changing information environment.

We significantly influence or control the selection, organization, preservation, and dissemination of information. In a political system grounded in an informed citizenry, we are members of a profession explicitly committed to intellectual freedom and the freedom of access to information. We have a special obligation to ensure the free flow of information and ideas to present and future generations.

The principles of this Code are expressed in broad statements to guide ethical decision making. These statements provide a framework; they cannot and do not dictate conduct to cover particular situations.

1. We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.

2. We uphold the principles of intellectual freedom and resist all efforts to censor library resources.

3. We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.

4. We respect intellectual property rights and advocate balance between the interests of information users and rights holders.

5. We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.

6. We do not advance private interests at the expense of library users, colleagues, or our employing institutions.

7. We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.

8. We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.

9. We affirm the inherent dignity and rights of every person. We work to recognize and dismantle systemic and individual biases; to confront inequity and oppression; to enhance diversity and inclusion; and to advance racial and social justice in our libraries, communities, profession, and associations through awareness, advocacy, education, collaboration, services, and allocation of resources and spaces.

Adopted at the 1939 Midwinter Meeting by the ALA Council; amended June 30, 1981; June 28, 1995; January 22, 2008; and June 29, 2021.

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ALA's Code of Ethics is the responsibility of the Committee on Professional Ethics (COPE). The Code of Ethics is the document that translates the values of intellectual freedom that define the profession of librarianship into broad principles that may be used by individual members of that profession as well as by others employed in a library as a framework for dealing with situations involving ethical conflicts.The principles of this Code are expressed in broad statements to guide ethical decision making.

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This is a list of grants that a librarian can apply for to help with the funding of the school library program.

A school librarian can use this list to find grants that they could possibly apply for while trying to help support their school library fund.

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Grants for Librarians | Scholastic.com for Librarians

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This resource provides a 5 step process to writing an effective library grant.

This 5 step process would be beneficial to a school librarian as it defines the steps that should be taken while writing a grant.

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We all dream of ways to transform students' lives through ed tech. But one thing that stands in the way for even the most ambitious school district: funding. And receiving funding often relies on the ability to write a successful grant application.

Applying for a grant isn't an easy task - even for the most passionate educator and innovator.

You could spend forever researching potential grant opportunities. But eventually, there comes a time when you have to sit down and write. Here are five steps that can help you write, and hopefully win, a grant application.

STEP 1: GATHER YOUR MATERIALS

Before you start the actual writing, you need to gather your materials. This includes all the pre-writing research you've done on the particular grant for which you're applying.

It helps to organize all your materials in three main categories.

Category One: Action Summary. This includes helpful information you've already gathered on the grant, including contacts, due dates, page limits, font size and margins, letters of intent requirements, online application requirements, and award dates.

Category Two: Grant Writing Guide. Develop a guide for any information relevant to the narrative you'll have to craft for the grant - one you can easily circulate to everyone on your grant writing team.

Category Three: Key Vocabulary List. Keywords from a request for proposal (RFP) form are critical to writing a great grant application. Create a reference list of all important words and phrases - especially the ones that recur throughout the RFP. You want your vocabulary to match theirs.

We have more details on these three pre-writing material categories here.

STEP 2: COMPLETE YOUR APPLICATION FORM

According to Education World, there are three general parts to any grant application:

the application form(s),

the narrative, and

the budget.

"Grant writers and grant givers alike caution applicants to give equal weight to all three sections," the site's tip sheet notes. And this means treating the application not as an annoying list but an integral part of the entire package.

This means being meticulous and complete in filling out the application. Read the questions before you fill out the form, fill in your answers ( Education World suggests typing your answers if possible), then go back and proofread all your answers.

STEP 3: WRITE YOUR NARRATIVE

The narrative part of a grant application is, understandably, the most intimidating part of the grant application process. It requires you, the grant writer, to become a storyteller. Someone who can craft a persuasive, research-based, and results-focused story designed to convince a funder that your school district's project - and not another's - is the one worth their money.

When writing your narrative, make sure you include all of the following pertinent information.

Background. Include any relevant history and mission of your school/district as it pertains to the purpose of your project.

Needs Assessment. Use data to demonstrate the educational needs this project is designed to address.

Goals. Link your goals to your Needs Assessment statement to show how your project will help solve a critical problem in your school/district.

Objectives. Make your objectives read like measureable steps. Craft them in a way that's specific, attainable, realistic, and time-bound.

Timeline. As a way to connect with time-bound objectives, include a concrete timeline with start and end dates, as well as a schedule of the project's key activities.

Just because you're making a formal request for funds doesn't mean your narrative should be devoid of passion. Employ some of the skills any great writing has, including a hook to draw your reader in. Illumine and enlighten your reader with the possibilities of your project.

One danger the National Education Association suggests keeping an eye out for: the heavy use of jargon. Just because you're asking for technology doesn't meant your narrative should read like an instruction manual. In the NEA's words:

Impose a ban on "eduspeak" and unfamiliar acronyms. Nowhere in your grant should the following sentence appear: "Using a group of school-age learners, we will endeavor to capitalize on NCLB-specific requirements and shift the paradigm for meeting tangible literary and technological benchmarks." Reviewers will be much happier to read: "We want to provide one class of third-graders the equipment needed to produce a book report podcast."

We have some additional tips for grant writing here.

STEP 4: BUILD YOUR BUDGET

Ideally, you'll have gotten a head start on this before you sit down to write your grant application. Education World suggests you build a budget that's consistent with your narrative and that it covers all the resources you'll need for this project (and omits any costs for items not mentioned in your proposal).

"Your budget should be specific, reasonable, realistic, accurate, and flexible - in case the funder wants to negotiate the funding amount," they write.

STEP 5: CHECK YOUR WORK

It's something teachers tell their students all the time, and it extends to grant writers as well. Once you've finished writing, take an hour away from the documents, then return to them with a fresh eye. Check for consistency, clarity, and anything else.

One tip: give your work to someone else to look over. Sometimes it helps to get the perspective of someone outside the grant application process.

AN OPPORTUNITY TO PERSUADE

No, grant writing isn't easy.

But there's a lot of helpful tips, tricks, and strategies out there to sharpen your grant writing skills so that the next time opportunity knocks, you'll be able to persuade it inside with great writing.

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We all dream of ways to transform students' lives through ed tech. But one thing that stands in the way for even the most ambitious school district: funding. And receiving funding often relies on the ability to write a successful grant application. Applying for a grant isn't an easy task...

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This resource provides flyers, handouts, and activities to promote library advocacy.

This resource would be useful to a librarian who is hoping to increase awareness of the school library program. It has great ideas of ways to promote the school library and how to create a great an effective library program.

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This resource provides information on library advocacy through articles, brochures, poster, infographics.

This resource could be used by a librarian in many ways. The posters could be hung in the library or throughout the school. The brochures target a wide audience range and could be even sent home to parents or policy makers on the importance of a school library program.

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American Association of School Librarians (AASL)

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School Librarians as Learning Leaders 2016-2017 AASL president Audrey Church’s presidential initiative focused on furthering administrators’ understanding of the key role that strong school libraries and certified school librarians play in student learning. Members of the Presidential Initiative Tas…

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This resource provides information for a school librarian who wants to create a social media platform for their school library.

A school librarian would find this resource very beneficial when looking to use a social media platform for the school library. It outlines different options for social media platforms and quick tips after the platform is created.

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National Library of New Zealand- Social Media & the School Library

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National Library of New Zealand- Social Media & the School Library

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This resource provides information on library social media platforms and purposes, strategies and guidelines, and examples of how schools use social media.

This information would be great to for a school librarian to use when looking for a social media platform and how to utilize it best for the library program.

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Different social media platforms offer options for connecting with your community. It can be difficult to decide which one to begin with. Some platforms are better suited than others to creating and sharing different types of content. Think about your purpose for using social media to help you decide which platform to use.

Building relationships

Connect with members of your community on a personal level. Using a platform such as Facebook, you can create a stream of content on your network profile. This might include your own news updates, events, photos and polls, as well as shared content from other sites. You could use instant messaging apps (for example, Facebook Messenger or WhatsApp) to provide online reference help and support for your users.

Media sharing

These sites make it easy for users to create, edit and share media such as photos and video. Posts on these sites begin with the media and let you add more information, such as captions, later. You can embed content from media sharing sites such as YouTube or Instagram into your virtual school library website.

Social publishing

These sites are predominantly used for text publishing. Blogging platforms such as Wordpress or Blogger provide for longer posts. Microblogging platforms such as Twitter or Tumblr are good for sharing small pieces of content. Users might share images this way, or links to longer posts or interesting articles online. Some of these platforms include features such as direct messaging between users.

Curating digital content

These sites allow you to put together collections of quality information from around the internet. You can give context and add value to content you've curated. Include your comments, questions or reflections and allow ways for your followers to do the same. You can embed content from sites such as LiveBinders or Scoop.it! into other platforms, for example your school's learning management system.

Curating content

Interest-based networks

Social media makes it easy for people who have similar interests to find each other. You could use these networks to share your knowledge and enthusiasm for reading.

For example, Goodreads is a site where readers can find book recommendations, see what others are reading and keep track of their own reading.

SLANZA Bookclub on Goodreads - join this group to connect with other New Zealand school librarians.

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Social media and the school library | Your school library online | Library services for teaching and learning | School libraries | Services to Schools | National Library of New Zealand

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Different social media platforms offer options for connecting with your community. It can be difficult to decide which one to begin with. Some platforms are better suited than others to creating and sharing different types of content. Think about your purpose for using social media to help you decide which platform to use.

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AASL School Library Health & Wellness Toolkit (Advocacy)

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AASL School Library Health & Wellness Toolkit (Advocacy)

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This resource provides resources to help build stake holders support. It helps to educate stake holders on the importance of the school library program.

This step by step toolkit would be a great resource for a school librarian to follow to promote the school library. It is broken into 5 steps and gives the school librarian ideas of how to reach out and advocate for the library in a structured way.