A.

Introductory analysis of school

Grafton High School is located in York County in Yorktown, VA. York County has a total population of
66, 146 with a 77.4% white population base, with a 13.3% black or African American ethnicity. 84.5% of
the county population lives in the same household and 94.8% are high school graduates, with 41% of
those have at least a bachelors degree. Many of Grafton High Schools students are from active or
retired military households. Many o f the remaining household in the building rely on the military for
employment in one form or another be it private contractors such as the Huntington Ingalls Shipyard,
NASA any number of private businesses which contract directly with the government for services.
Grafton High School is a public school with a total population of 1,340. Our current enrollment includes
244 9th graders, 339 10th graders, 332 11th graders and 325 12th graders. Our ethnic breakdown is 5
American Indian/Alaska Natives, 103 Asian Pacific Islanders, 89 Hispanics, 117 Black, non-Hispanics,
889 White, non-Hispanics and 137 other students that represent two or more races. Data gleaned from
the National Center for Education Statistics,1 and United States Census Bureau. 2
Grafton High Schools SOL data is outstanding with scores above average even among other schools
in the state with an overall pass rate of over 85% in all SOL reporting categories.
B. Grafton Mission Statement
The mission of Grafton High School is to maximize the educational opportunities for all students in a
safe and secure climate and to create a community of learners that fosters academic excellence,
intellectual curiosity, mutual respect and tolerance, physical development, and cultural awareness in an
integrated, active learning environment. The library media center strives to support this mission by
providing access to resources online, electronic and print, which will assist in the acquisition of
information necessary to achieve the school mission.
C. Grafton High School Library Mission Statement
The library mission is to provide the learner with skills, resources, and tools to be able to inquire, think
critically, and gain knowledge. In addition, students are to learn to draw conclusions, make informed
decisions, apply knowledge to new situations and create new knowledge. Students are expected to
share this knowledge and participate ethically and productively as members of our democratic society
in order to pursue personal and aesthetic growth. The library media center will strive to offer a fair and
balanced collection, which will provide access to resources, which will nurture a love for learning and a
quest for knowledge. The media center will allow users access that is permitted by both the Student
Handbook and the Internet Users Policy, which students and teachers accept, and sign as part of their
enrollment/employment in York County School District.
D. Selection Process
General Philosophy

1 http://nces.ed.gov/globallocator/sch_info_popup.asp?Type=Public&ID=510415001443
2 http://quickfacts.census.gov/qfd/states/51/51199.html

1. Print and non-print materials are selected to support educational and curricular goals of the state and
district.
2. Library materials are selected to support the extra-curricular activities sponsored by the school:
organizations/clubs, athletics, drama, music, dance, and social events.
3. Library materials are selected to reflect the diverse interest of high school students. Resources that
educate, enrich, entertain, and inform will be provided. Materials will include both basic works of
permanent value and timely materials on current issues.
4. Materials may present controversial issues, but will provide many viewpoints for the study and
understanding of thought provoking issues.
5. Materials considered standard works for high school collections will be selected.
6. Materials are selected to encourage growth of knowledge; to develop literary, cultural and aesthetic
appreciation, and to foster ethical development.
7. Materials will reflect the concerns and contribution of both sexes and members
of various religious, ethnic, social and cultural groups both current and historical.
8. Materials will be appropriate for the age, social and emotional development, ability level, and learning
styles of the students for whom they are selected. Therefore childrens, young adult, and adult titles are
included in the collection.
9. Materials will be selected to promote lifelong learning and the effective use of ideas and information.
10. Ultimate responsibility for the selection rest with the Library Media Specialist. But all faculty members
are encouraged to participate in the selection process. Community and student recommendations are
also considered.

Criteria
The established criteria for all subjects and formats include:
1. Importance of subject matter to the collection
2. Authoritativeness and accuracy of information
3. Reputation and significance of the author/performer, producer, editor, or publisher
4. Timeliness or permanence of the material
5. Appearance of the title in recommended bibliographies, indexes, or review sources
6. Balance of special group interest with general demand
7. Scarcity of material on the subject

8. Appropriateness for the age, emotional development, ability level, learning styles and social
development of the students
9. Presentation of multiple perspectives on controversial issues
10. Clarity of Style and format
11. Reasonableness of cost
12. Appeal to our student population
Criteria for Specific Types and Formats of Materials
Print Materials
Fiction
a. Fiction works are selected with a goal of enriching the insight and understanding of oneself and those with
whom one lives and works.
b. Fiction works are selected with the goal of representing an honest portrayal of some problem, aspect of life,
experience, or point of view, which broadens or increases understanding of human nature and society.
c. Motivation, characterization, setting the plot should be well developed. Note: specific passages must be
evaluated in relation to the work as a whole and cannot be given fair consideration out of context.
d. The writing should be of an acceptable literary quality.
e. Best sellers are considered on individual merits as well are other new works.
Non-fiction
a. Non-fiction of lasting value is given first priority, but materials may also be selected to meet a temporary
need.
b. Information should be accurate and authoritative and presented in a clear and readable style. Expressions of
opinion by the author should be readily distinguishable from objective facts and should be sincere and
responsible.
c. Subjects, which are technically difficult and complex, should be useful to a reasonable proportion of high
school readers having an interest in the subject.
d. Faculty and staff members with special fields of interest, experience, or study may be ask to review and
make recommendations for materials in these fields.
Reviewing Tools
Reviews in professional library journals, listservs, and websites are used as a basis for selection. These tolos
include, but are not limited to the examples below:
School Library Journal
Booklist
VOYA (Voice of Youth Advocates)

 Book awards
Special Considerations
Religion: The literature of religion library selection must be broad, tolerant, without partisanship, yet constantly
directed toward the choice of the best materials in regard to authority, timeliness, and good literary quality.
Since this is a public high school, an effort is made to maintain an impartial recognition of religions, as part of
the world cultural heritage, while specializing in none.
Sex and Family Living: The library purchases materials about sex and family living, which are appropriate for
young adults.

E. Acquisitions statement
The acquisition plan for Library Media Center materials must match curricular priorities.
The LMC Director must be able to show that the selection of new materials meets the collection development
plan. Once items have been identified that meet the needs of the Library Media Center and the selection
criteria, and those items prioritized for purchase, the LMC Director must acquire those items and make them
available as quickly and efficiently as possible. An acquisition plan includes determining budget allotments for
the current year, identifying sources for wished-for items, selecting a vendor, determining what services to
purchase, preparing purchase orders, checking in orders, and processing materials. For specific library-related
professional materials, see
Appendix 1: Library-Related Publishers and Vendors.
Factors to Consider
Budgetary constraints are probably the greatest factor to consider when determining what materials to acquire
for a school collection.
Some items, because of cost or limited use, may be more appropriately borrowed from another building within
the district, from a public library or through interlibrary loan. Pending curriculum adoptions and changes must
also be considered before acquiring new materials. Items that will be used for several years should be given
priority over items that may be unused after one year. Priority must also be given to items that will be used by a
large number of students and staff members.
Procedure
Based on the analysis of the current collection and the budget allotment, the Library Media Specialist identifies
materials to purchase that will meet the needs of the curriculum as well as the district selection criteria.
A vendor must be identified who can provide the items at the best price and or the urgency at which the item(s)
is needed. When selecting a vendor, the Library Media Specialist will want to also evaluate the services that
each vendor can provide, such as cataloging and processing. After the vendor has been selected, Library
Media Specialist should follow building procedures for making purchases through the school PCard or
purchase order.
It may be useful for the Library Media Specialist to compare how the budget is spent from year to year.
Books

American Library Association

Baker & Taylor
Bluford (high interest/low level)
Follett (Spanish and bilingual titles available)

Grolier
Greenwood Press
Gumdrop Books
Libraries Unlimited
Marshall Cavandish
Neal-Schuman Publishers
Orca (high interest/low level)
Perfection Learning (high interest/low level)
Rosen Publishing (Spanish and bilingual titles available)
Scholastic, Inc. (Spanish and bilingual titles available)
Thorndike
World Almanac

Supplies
American Library Association
Brodart
Demco/Highsmith
F. Policy regarding Gifts and Materials Donations to the Grafton High School Library:
The library gladly accepts donations, which support the mission and goals of Grafton High School. Materials
given as gifts or donations, which meet the standards generally employed for selection may be added to the
collection. If they are not deemed suitable or useful, they may be given away or discarded in accordance with
the weeding policy. No value will be given to any materials donated to the library. (See Selection Process for
specific information regarding criteria for selection/inclusion in collection.) Generally the library accepts only
books and DVD/videos as gifts. Donors should call the media center if they have other materials they wish to
donate or if the donor has any questions about the appropriateness of their gift.
I.
II.
III.

The library reserves the right to refuse to accept gifts if the current collection does not have a particular
need for the item being donated or library shelving cannot accommodate additional items at the time of
anticipated donation.
The library reserves the right to dispose of a gift of library material without notifying the donor if later
examination indicates that the library cannot use it.
The library cannot appraise any item for tax purposes, but will acknowledge gifts in writing, if the donor
provides name and address.

IV.
G. Cooperative resources and networking statement
It is the responsibility of the library to keep up with new technology. Developments in electronic systems have
made it possible for libraries to provide a vast amount of information. As it becomes increasingly apparent that
no library can provide all of the materials needed by its users, it becomes extremely advantageous to share
resources. York County Schools participates in the Virtual Library of Virginia (VIVA). VIVA is the consortium of
the libraries of the 39 state-assisted colleges and universities, 9 comprehensive institutions, and 24 community
and two-year branch colleges. The Grafton High School library will also supplement its collection through
digital resource access, York County and Williamsburg and inter-school library loans across the YCSD.
The library takes into consideration its resource sharing networks in making collection development decisions.
Cooperative collection development programs builds upon strengths of the participants and our goal is to do
more cooperative development. Interschool loans are common, with the understanding that buildings first have
obligations to their own teachers and students. The Librarian will check with teachers, when appropriate, and
be certain that there is no need for those materials in the building during the time of the loan request.
Borrowing schools should also honor due dates and return all books on time. If materials are lost or damaged
while on loan, the borrowing library will replace or repair the items in a timely fashion

York County Library Services http://www.yorkcounty.gov/Home/Libraries.aspx

Online library services offers access to online catalog and eResources. Checkout privileges are granted to
those with a current library card.
Interlibrary loan policy: http://www.yorkcounty.gov/Portals/0/library/Pdfs/Policy/pCol2InterlibraryLoans.pdf
Find it Virginia http://www.finditva.com/cgi-bin/main.cgi
The Library of Virginia is dedicated to providing relevant and useful educational material on Virginia's history,
culture, and people to the commonwealths educators, students, and lifelong learners of any age. Our
educational outreach programs help cultivate public understanding of the history of the Library, including our
mission, collections, programs, and services through events and workshops, web-based content, and tours of
our facility.
Virtual Library of Virginia http://www.vivalib.org/
The Virtual Library of Virginia (VIVA) is the consortium of nonprofit academic libraries within the
Commonwealth of Virginia. Members include all of the 39 state-assisted colleges and universities (the 6
doctoral universities, 9 4-year institutions, and 24 community and two-year branch colleges), as well as 34 of
the independent (private, nonprofit) institutions and the Library of Virginia.
Library of Congress http://www.loc.gov/teachers/
The Library of Congress offers classroom materials and professional development to help teachers effectively
use primary sources from the Library's vast digital collections in their teaching.
VIRGINIA DOE ONLINE RESOURCE PARTNERS

In an effort to assist educators, VDOE partners with a variety of organizations to provide web portals to
standards-based content including lesson plans, interactive programs, educational programs and online
resources for K-12 students. In addition, many of these partnership portals provide access to a variety of
training, professional development and access to resources to improve and enhance teaching and learning.
The websites listed below provide resources covering all four-core subject areas English, mathematics,
science and history/social science for K-12 students. Visiting the topic and looking under resources can
locate additional partnering resources that target a specific instructional topic, such as algebra.
Chesapeake Bay Program
The Chesapeake 2000 agreement signed by the governors of Virginia, Maryland and Pennsylvania, as well as
the mayor of the District of Columbia includes the goal of providing all students a "meaningful watershed
experience" before graduation from high school. These experiences connect standards-based classroom
activities with hands-on field investigations incorporating environmental education into the core subject areas
of reading, math, science and social studies.
SAS Curriculum Pathways

SAS Curriculum Pathways provides resources and content aligned with state standards in English,
history/social science, science, mathematics and Spanish for grades 8-12. School divisions and schools
access SAS Curriculum Pathways by setting up an online account.
Thinkfinity
A Web portal to standards-based content including lesson plans, interactive programs and online resources
covering core-curricular areas from several national and international educational institutions and the Verizon
Foundation as well as training for educators.
Learning Without Boundaries
With support from the Governors Productivity Investment Fund, VDOE is studying the potential benefits of
wireless, mobile technology in teaching and learning.

Beyond Textbooks
Virginia Mobile Learning Apps Development Challenge

Virginia on iTunes U
Virginia on iTunes U is a dedicated area within Apples iTunes Store featuring free access to educational
content. Through iTunes U for K-12 education, students, teachers and other registered users can learn on the
go by downloading audio and video content onto a computer or handheld device with podcast capabilities.
(NOTE: You must have iTunes installed on your computer to access the Virginia on iTunes U site. A free
download of iTunes is available for PC or Mac.)
Virtual Learning
Virtual education programs provide instruction for students in non-traditional settings through distance learning
options. Virtual learning programs offer flexibility to students while providing instruction aligned with
the Standards of Learning. Virtual instruction in the commonwealths public schools includes programs
operated by multidivisional online providers approved by the Board of Education and VDOE's Virtual Virginia,
an online school offering Advanced Placement and foreign language courses. Public television stations also
provide instructional services and programs.
H. Intellectual Freedom Statement

Intellectual Freedom is an important issue for school librarians at every level. As professional educators, we
want our students to have access to information representing all points of view on current and historical topics.

Intellectual Freedom Websites

Library Bill of Rights Webpage
Library Bill of Rights pdf
Freedom to Read
International Federation of Library Association and
Institutions: Statement on Libraries and Intellectual Freedom
5.
National Council of Teachers of English: Guideline on the Students Right to Read
1.
2.
3.
4.

6.
7.
8.
9.

Libraries: An American Value

ALA: Resolution on the Use of Filtering Software in Libraries
ALA Office of Intellectual Freedom
Library Research Service Intellectual Freedom

School Library Bill of Rights: The entire selection process is based on the premise that the Board of Education
supports the principals of intellectual freedom inherent in the First Amendment of the Constitution of the United
States and as expressed in the Library Bill of Rights of the American Library Association, School Library Bill
of Rights of the American Association of School Librarians, and The Students Right to Read of the National
Council of Teachers of English. An NTCE position paper on The Students Right to Read can be found on the
Internet at http://www.ncte.org/positions/statements/rightroreadguideline.

I.

Materials Procedures for Challenges/Reconsideration of Materials:

Patrons or other stakeholders challenge sometimes materials in our collections. The ALA Office of Intellectual
Freedom provides information and assistance to meet those challenges. Occasionally objections will be
voiced to the selection of some library materials, despite the quality of the selection process. The entire
selection procedure is based on the premise that the Board of Education supports the principles of intellectual
freedom inherent to the First Amendment of the Constitution of the United States and expressed in the Library
Bill of Rights of the American Association of School Librarians, and the Students Right to Read of the
National Council of Teachers of English.

If a complaint is made, the following procedure is followed:

1. The complainant should be informed of the selection procedure and provided with a printed copy of the
selection policy adopted by the School Library Media Center.
2. The complainant should be requested to submit the formal Request for the Reconsideration of Library
Materials to the school principal. (Appendix i)
3. When a request is submitted: The principal, in consultation with the certified Library Media Center Director,
should immediately appoint an ad hoc review committee to review the challenged material. The review
committee should be made up of the Library Media Specialist, a faculty member, a parent, and a student. The
committee should report within a month.
4. The review committee should meet its obligation by:
a. reading, viewing, or listening to the challenged material in its entirety.
b. checking established and acceptable selection tools with a view to gauging the general acceptance
of the challenged material.
c. establishing relevance of the challenged material to the curriculum and other student needs.
d. Completing the appropriate checklist including a judgment of the challenged materials as a whole for
its value as an entity in the support of the overall goals and objectives of the educational program.
5. The written recommendation should be presented to the complainant and the principal.
J. Technology statement
Grafton High School library media center has 6-hard-wired Internet computer stations, 1-teacher presentation
iStation system, 1-networked scanner, 1-networked high volume laser printer. The use of all technology items
at Grafton High School including the 60-iPads, 50-iPods, 60-laptop computers, 40-chromebook computers, 10-

Hovercam document cameras, 10-Samsung Digital Presenters are all checked out via Outlook calendar and
coordinated with both the Library Media Specialist and the Education Technology Facilitator. All users whether
using their own BYOT or YCSD devices are to adhere their signed AUP guidelines and Federal copyright
guidelines and restrictions. (AUP Policy included in Forms Section)
K. Evaluation of collection
Weeding, preservation and conservation, and replacement are all important aspects of collection evaluation.
The primary responsible agent is the library media specialist, however, the school faculty and administration
may be consulted as part of the ongoing evaluation of the library media collection by means of weeding,
collection preservation and conservation and by replacement.

Weeding
Weeding is an essential, continuing library practice in which materials are removed permanently from
the librarys collections. Whenever possible, both teaching faculty and library personnel participate in
the process to ensure that publications of historical or research significance are not discarded.

Preservation and Conservation

Preservation is the activity to prevent, eliminate, or retard deterioration of library resources. The library
protects the physical integrity of materials in the collection through conservation measures, such as
temperature and humidity control. The library acquires replacements in available formats, or by having
damaged materials professionally rebound.
Replacements
Materials in various formats that are missing, lost, damaged, or withdrawn are not automatically
replaced. Potential replacements are evaluated using the same criteria for selection as regularly
acquired and /or licensed items. Heavily used materials will be replaced as funding permits.

L. Weeding/deselection statement
A balanced, up to date collection of materials is essential to a media center. These materials should be
carefully selected by the library media specialist working closely with teachers and consulting authoritative
selection aids to determine the quality of the materials. The collection should be tailored to the needs of the
pupils and the curriculum of the York County School District. Constant evaluation of materials by all users will
result in a highly effective and qualitative collection.
The library media specialist may remove from the library media center materials, equipment and furniture no
longer of value to the library media program following general selection and weeding guidelines. The library
media specialist may remove from the library media center materials, equipment and furniture no longer of
value to the library media program following general selection and weeding guidelines.
Responsibility for Weeding
Final responsibility for weeding materials from the librarys collection rests with the library media specialist.
Individuals who participate in weeding include the library media specialist, library media assistant and other
library personnel brought in specifically for the task. The library media specialist encourages the teaching
faculty to work with and provide feedback to identify materials to weed.
Criteria for Weeding
Library materials of all types (which include, but are not limited to books, journals, newspapers, and maps) may
be candidates for weeding if they meet any of the following criteria.
1. Currency
The content of library materials should be appealing, accurate and up to date. Materials that are
superseded by newer, revised, or updated editions may be weeded. The library takes into consideration
faculty and students whose subjects may require the use of historical texts in areas such as
psychology, mathematics, and physics.

2. Usage
Low or no usage may be a factor in weeding decisions. Library personnel may consult circulation
statistics or other reports to determine viable candidates for weeding.
3. Physical Condition
Materials that are badly deteriorated or damaged and beyond reasonable preservation efforts will be
weeded.
4. Duplicates
Because of space limitations the library may weed duplicate copies of library materials. Library staff will
take into consideration the need to have more than one copy of a title on hand, especially for materials
that are heavily used or are a part of a university-wide program.
5. Completeness
Materials that are part of a multi-volume set of which the library does not have all volumes may be
weeded.
6. Uniqueness
The library will not weed materials that are considered unique.
7. Physical Limitations
To make space for more valuable items.
8. Collection Transparency
To prevent the illusion of a well-rounded, well stocked collection based only on quantity.
9. Collection Reliability
To maintain a reputation for providing reliable information, which supports the needs of both patrons
and curriculum.
10. Format Obsolescence
Materials in obsolete formats may be weeded if the content is available elsewhere or if the material is in
poor condition.
Formats and Material Types
1. Books
Print books in the collection that are duplicated in electronic versions owned by the library may be
candidates for weeding. The library media specialist and select faculty members and administrators will
work with relevant teaching faculty to determine the need to retain print copies in addition to electronic
versions for research and/or instructional purposes.
2. Electronics and other AV items
Electronics and AV items in the collection that are deemed obsolete or are no longer operational will be
removed from the building via work order. School Board Office warehouse procedures regarding the
removal of equipment will be followed. Such procedures may be placement at the local waste facility,
scrapped for parts, sold at auction, at the discretion of the warehouse manager and staff.
3. Computers and Instructional Technology Equipment
Equipment that can longer function on the network due to software limitations, hardware limitations, or
damage will be removed from the building via work order. School Board Office warehouse procedures
regarding the removal of equipment will be followed. Such procedures may be placement at the local
waste facility, scrapped for parts, sold at auction, at the discretion of the warehouse manager and staff.

Disposition of Weeded Materials

Materials approved to be weeded from the collection will be offered to faculty and staff for use in class as they
deem fit. All materials not claimed by faculty at the end of the adoption process will be physically removed
from the building. Records for these items will be removed from the library catalog. Weeded materials may be
donated to another state agency or group if materials are requested via the School Board Office or Building
Administration.

Weeding Gifts
In order to maintain an up-to-date, attractive, and currently useful collection, a continuous program of
discarding, replacing, and mending is conducted in accordance with current professional standards. Print
materials, which are outdated, superseded, discredited, in poor condition, or no longer of interest, are
discarded. The same selection criteria will be applied in deciding whether or not to keep a specific item in the
collection as used in acquiring new materials.
Weeding Schedule by Dewey Classifications
0002-10 years
500
5-10 years
100
10 years
600
5-10 years
200
2-10 years
700
5-15 years
300
5-10 years
800
flexible
400
10 years
900
15 years
Biographies
flexible
Fiction
10 years
Encyclopedia
5-7 years
Periodicals
5 years
Reference: evaluate on individual basis
Almanacs/Yearbooks 3 years in reference, 3 additional years in circulation
M. Policy for revision of the policy
Policy development is a continuous process based on the changing needs of the school and community.
Library media policies, rules, guidelines, and procedures shall be reviewed and evaluated on an ongoing basis.
This will be done according to the procedure established by the administration and the media specialists.
N. APPENDICES
American Library Association Privacy Policies and Statements
The American Library Association has developed policies, guidelines, and resources to assist librarians in
preserving privacy and confidentiality for library users.
Basic Statements
Library Bill of Rights (1948, amended 1961, 1980, reaffirmed 1996)
Freedom to Read Statement (1953; rev. 1972, 1991, 2000)
Code of Ethics (rev. 1995)

Freedom to View Statement (1990)

Library Principles for a Networked World (2003) PDF
O. Forms
a. Request for Reconsideration of Library Materials GHSLMS Form1
b. Checklist for School Advisory Committees Reconsideration of Library Material - Fiction and
Narrative Nonfiction GHSLMS Form 2
c. Checklist for School Advisory Committees Reconsideration of Library Material Nonfiction
GHSLMS Form 3
d. Purchase Requisition Preparation YCSD - SOP Regulations and Guidelines
e. Purchase Requisition Form O-FI-51
f. Network Services/Internet Acceptable Use Policy SREG A-6
P. Appendices
Copyright Guidelines
The rapidly changing world of information raises many copyright issues. It is the responsibility of each
Library Media Center Director to keep current with copyright laws in general and the Fair Use Guidelines in
particular. Fair Use Guidelines, established in the 1976 Copyright Act, should always be considered. The
Fair Use Guidelines are listed below:
1. the purpose and character of the use, including whether such use is of a commercial nature or is for
nonprofit educational purposes;
2. the nature of the copyrighted work;
3. the amount and substantiality of the portion used in relation to the copyrighted work as whole; and
4. the effect of the use upon the potential market for or value of the copyrighted work.
Request for Reconsideration of Library Materials
School_______________________________________________________________

Type of material: (ex Book, DVD)_____________________________________

Title__________________________________________________

Author________________________________________________

Publisher or Producer ___________________________________

Request initiated by _____________________________________

Address

_______________________________________________
______________________ ____________ ____________

Phone____________________ Cell Phone___________________

The following questions are to be answered after the complainant has read, viewed, or listened to the school
library in its entirety. If sufficient space is not provided, attach additional sheets.

1. Have you read/viewed this material in its entirety? YES NO (circle one)

2. To what in the material do you object? (Please be specific. Cite pages, film sequence, et cetera.)

3. What do you believe is the theme or purpose of this material?

4. What do you feel might be the result of the student using this material?

5. For what age group would you recommend this material?

6. Is there anything good in this material? Please comments.

7. Would you care to recommend other school library material of the same subject or format?

Signature of person completing form _____________________________________________

Date__________________________________________

Please return to the school principal

GHSLMS Form 1

Checklist for School Advisory Committees Reconsideration of Library Material - Fiction and Narrative
Nonfiction

Title______________________________________________________________

Aurthor/Producer___________________________________________________

Purpose
1. What is the purpose, theme or message of the material? How well does the author/producer/composer
accomplish this purpose?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. If the story is fantasy, is it the type that has imaginative appeal and is suitable for young adults?
____ yes ____no
If no, for what age group would you recommend? _______________________________
3. Will the reading and/or viewing and/or listening to material result in a more compassionate understanding
of human beings?
___yes ___no
4. Does it offer an opportunity to better understand and appreciate the aspirations, achievements, and
problems of various minority groups?
____yes ____no.
5. Are any questionable elements of the story an integral part of a worthwhile theme or message?
_____yes _____no.
Content

1. Does a story about modern times give a realistic picture of life as it is now? ____yes ____no
2. When factual is a part of the story, is it presented accurate? _____yes _____no

3. Is prejudicial appeal readily identifiable by the potential reader? ____yes ____no

4. Are concepts presented appropriate to the ability and maturity of the potential readers? _____yes _____no

6. Do characters speak in a language true to the period and section of the country in which they live?
_____yes _____no
7. Does the material offend in some special way the sensibilities of women or a minority group by the way it
presents the chief character or any minor characters? _____yes _____no
8. Is there preoccupation with sex, violence, cruelty, brutality and aberrant behavior that would make this
material inappropriate? ____yes ____no

9. If there is use of offensive language, is it appropriate to the purpose of the text? ____yes _____no
10. Is the material well written or produced? ____yes _____no
11. Does the story give a broader understanding of human behavior without stressing differences of class,
12. race, color, sex, education, religion, or philosophy in any adverse way? _____yes _____no
13. Does the material make a significant contribution to the history of literature or ideas? _____yes _____no
12. Are the illustrations appropriate to the story? _____yes _____no
Reviews
1. Source of review _____________________________________________
favorably reviewed ____________ unfavorably reviewed_____________
2. Does this title appear in one or more reputable selection aids? _____yes _____no
If answer is yes, please list titles of selection aids?
______________________________________________________________________
Awards
1. Has this material won any awards? _____yes _____no
2. If answer is yes, please list awards below.

Additional Comments
Recommendation by School Committee for treatment of challenged materials
Date_____________________
Signatures of Media Advisory Review Committee
________________________________

________________________________

________________________________

________________________________

GHSLMS Form 2
Checklist for School Advisory Committees Reconsideration of Library Material - Nonfiction

Title___________________________________________________________________

Author/Producer_________________________________________________________

Purpose

1. What is the overall purpose of the material?

2. Is the purpose accomplished? _____yes _____no

Authenticity
1. Is the author competent and qualified in the field? _____yes _____no

2. What is the reputation and significance of the author and publisher/producer in the field?

3. Is the material up-to-date? _____yes _____no

4. Are information sources well documented? _____yes _____no

5. Are translations and retellings faithful to the original? _____yes _____no _____n/a

Appropriateness

1. Does the material promote the educational goals and objectives of the curriculum for the district and state?

_____yes _____no
2. Is it appropriate to the level of the intended audience? _____yes _____no
3. Are the illustrations appropriate to the subject and age level? _____yes _____no

Content

1. Is the content of this material well presented by providing adequate scope, range, depth, and continuity?
_____yes ____no

2. Does the material present information not otherwise available? _____yes _____no

3. Does this material give a new dimension or direction to the subject? ____yes ____no

Reviews
1. Source of review __________________________________________________________

favorably reviewed ___________________ unfavorably reviewed __________________

2. Does this title appear in one or more selection aids?

______________________________________________________________________
______________________________________________________________________
Additional Comments

Recommendation by the school Media Advisory Committee for treatment of challenged materials

Date _________________________

Signatures of Media Advisory Review Committee

_________________________________

________________________________

_________________________________

________________________________

GHSLMS Form3