COLLECTION DEVELOPMENT

POLICY & PROCEDURES

Luza Elementary Library

AUGUST 9, 2018
LUZA ELEMENTARY
Houston, TX
 Page |2

Table of Contents
STATEMENT OF POLICY ....................................................................................................... 4-6
1.1 INTRODUCTION
1.2 MISSION STATEMENT OF LIBRARY
1.3 PHILOSOPHY STATEMENT
1.4 GOALS
1.5 JOB DESCRIPTIONS
COMMUNITY AND SCHOOL ANALYSIS .................................................................................... 7
2.1 COMMUNITY DEMOGRAPHIC AND CENSUS INFORMATION
GUIDELINES AS TO HOW NEW MATERIAL ARE SELECTED & PURCHASED............................ 8-14
3.1 CRITERIA FOR SELECTION OF MATERIAL
3.2 SELECTION TOOLS
3.3 FORMATS COLLECTED
3.4 GUIDELINES FOR INDIVIDUAL MATERIALS
3.5 CIRCULATION
3.6 CONFIDENTIALITY OF LIBRARY RECORDS
3.7 GIFTS
3.8 WEEDING
3.9 ACQUISITION, PROCESSING, AND CATALOGUING
3.95 MAINTAINING MATERIALS & EQUIPMENT
3.96 COPYRIGHT
INVENTORY ....................................................................................................................15-16
4.1 DESCRIPTION
4.2 COLLECTION EVALUATION
PROGRAMS & SERVICES ..................................................................................................17-18
5.1 SPECIAL PROGRAMS
5.2 GENERAL SERVICES
5.3 INTERNET USAGE POLICY
BUDGET .............................................................................................................................. 19
6.1 COLLECTION MAPPING
6.2 ALLOCATION OF FUNDS
POLICIES AND PROCEDURES FOR HANDLING CENSORSHIP ................................................... 20
7.1 CHALLENGED MATERIAL PROCEDURES- GUIDING PRINCIPLES
 Page |3

7.2 PROCEDURE

SIGNATURE PAGE ................................................................................................................ 21

APPENDIX........................................................................................................................22-29
8.1 FREEDOM TO READ STATEMENT
8.2 CODE OF ETHICS OF THE AMERICAN LIBRARY ASSOCIATION
8.3 LIBRARY BILL OF RIGHTS
8.4 CHALLENGE MATERIAL FORM
 Page |4

Statement of Policy

Section 1.1- Introduction

Luza Elementary is a public elementary school located in Cypress, Texas. The school comprises

preschool through fifth grade. The head librarian, Mrs. Luza, is state certified and in compliance

with the Texas School Board of Education. We strive to make the library a warm and inviting

place where all students feel welcome to curl up with a book and read, explore media, and learn

to research by using all facets of information.

Section 1.2- Mission Statement

The mission of Luza Elementary library is to promote lifelong learning by providing enriching

materials, memorable experiences, and helping students to develop and enhance their literacy

skills. This will be achieved by creating a learning environment that has a strong technology and

multimedia presence, age appropriate materials, and materials that have multiple reading levels

and varying levels of difficulty.

Section 1.3- Philosophy Statement

The library needs to be the hub of the school community by integrating the school’s curriculum

and providing interest, information, and enlightenment for all. This would not be possible

without access to multimedia resources and technology; a cooperative relationship between

administration, library personnel, and teachers; materials available to students in a variety of

formats and reading levels; and access to a well-maintained and organized library setting. It

should be an open, welcoming atmosphere that inspires students, teachers, and community to

explore its many resources that promote lifelong learning.

 Page |5

Section 1.4- Goals

Goals:

 To help students and staff become effective users of information by working one on one

and in small groups to develop information literacy skills.

 To provide access to current print and non-print resources that will enhance curriculum

needs.

 To help instill a love of reading to everyone who enters the library’s doors

 To make everyone aware that the library staff is receptive and attentive to the needs of

the students, staff, and patrons.

 To provide assistance and collaboration to teachers, staff, and students with research

skills that can assist them in using all resources contained within the library.

 To make available opportunities to include information literacy into instruction time in

the classroom.
 Page |6

Section 1.5- Job Descriptions

The role of an elementary school librarian is multifaceted with him or her serving as a teacher,

instructional partner, information specialist, program administrator, and leader. Leadership is an

extremely important factor that will lead to a successful school library program. The librarian

will be friendly and interact with all patrons and inform them that she is acting as their

instructional partner. She can assist students, teachers, and patrons by helping them locate,

assess, use, and communicate the information by using all materials located within the library.

She is an advocate for student learning and must be involved in the library as a community

outreach program. She is directly responsible as a developer and evaluator of a responsive,

current, and appropriate collection. She engages and supports the school community using her

skills, talents, and having a full knowledge of the materials located within the library.
 Page |7

Community and School Analysis

Section 2.1- Community Demographic and Census Information

Luza Elementary School, in the Cypress Fairbanks Independent School District, is a public

school that serves pre-K through fifth grade students in Cypress, Texas. It is the largest

elementary school in the district and is experiencing growth yearly. The school’s population is

primarily metropolitan and serves a wide range of student abilities and backgrounds. The library

is partnered with the Harris County Public Library which allows their children’s librarian to

attend our school once a week to help in different capacities such as read aloud or assisting the

librarian. Cypress’ current population is 174,489 living on 186.8 square miles which calculates to

3,046.9 people per square mile. Seventeen percent of that 186.8 miles remains undeveloped

which allows for more growth for the community and the economy. The district oversees 54

elementary schools with 2 more expected to open in 2019. The breakdown of the community is

55% Caucasian, 22.7% Hispanic,11.4% African American, 9% Asian, 1.8% Multiracial with

34.1 being the median age. The community is largely involved in manufacturing and retail with

the median household income of $103,418. Of the population 46.3% are college graduates with

93.4% graduating from high school.

 Page |8

Guidelines as to how new material are selected & purchased

Section 3.1- Criteria for selection of material

Material will be selected based on the following guidelines:

 The ability to meet curriculum needs while providing interest in the subject

 Popular requests made by teachers, students, other librarians, and patrons

 Professional judgement

 Materials by respected and popular authors

 Collection needs based off results from collection mapping

 Authenticity, validity, and currency of material

 Quality of information

 Varying reading levels and variety of formats

 Favorable reviews along with literary merit

 Affordable and durable

Section 3.2- Selection Tools

 School Library Journal

 Booklist

 Literary Awards received

 Recommendations from the American Library Associations

 Diversity
 Page |9

Section 3.3- Formats Collected

 Books in hardback and paperback in both fiction and nonfiction

 DVD/VHS
 Audio Books/CD’s
 Periodicals
 Online databases
 Reference Books
 Local newspapers
 EBooks

Section 3.4- Guidelines for Individual Materials

Materials selected for the library must meet district guidelines.

 Books and ancillary materials need to span multiple reading levels and include

appropriate illustrations, charts, and data useful for research needs.

 Electronic and printed periodicals should foster age appropriate recreational and

instructional reading.

 Comic books and graphic novels must not contain themes, illustrations, or underlying

meanings that may be viewed as inappropriate for an elementary school library setting.

 Films, CD’S, DVD’S, and videos must follow copyright guidelines and licensure

requirements and be used both in the library and classroom areas. When available

materials should be interactive and provide manuals, user guides, and technical support.

 Online materials and websites will be subjected to thorough filtering to ensure that they

meet educational and district standards of use.

 Geographic, historical, and topographical maps need to be up-to-date and accurate.

 P a g e | 10

Section 3.5- Circulation

Loan periods:

 Books or Audio Books- 2 weeks

 Reference books- Overnight

 Renewal for 1 week if not on a waiting list

 2 book limits to be checked out at one time

 Magazines- 1 week; no checking out privileges for current month

 Teachers- may borrow as many books and materials as needed to support their lessons

Fines & Charges:

The purpose of overdue fines and charges are not to punish the patron; it is to encourage the

return of items by the due date so they can be available to others.

 No fines for Pre-Kindergarten through 2nd grade

 All books, audio books, and magazines are 5 cents per day for grades 3 rd-5th.

 All patrons will be held finically liable for lost or damaged items

Section 3.6- Confidentiality of Library Records

Luza Elementary School Library follows the Council of American Library Association that “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.” The librarian is
responsible to inform any library aides or volunteers that such records shall not be made
available to any agency of state, federal or local government except for pursuant to an order of
subpoena. If a subpoena for records is served the librarian will follow district guidelines and turn
the matter over to school and district administration.
 P a g e | 11

Section 3.7- Gifts

The library may accept gifts on a case by case decision if the following stipulations apply:

 The library reserves the right of refusal of any gift if it does not adhere to the guidelines

of selection policy.

 Gifts of money from individuals or organizations can only be accepted if it falls within

school and district policy.

Section 3.8- Weeding

Effective weeding will help eliminate unwanted and unsuitable materials and provide space for a

more updated collection making the library easier to use and enhance the credibility of its

collection.

Materials that will be weeded are as follows:

 Materials that have not circulated within the last five years

 Outdated information

 Obsolete or inaccurate information especially in the areas of science, geography, history,

and technology.

 titles that have been superseded by newer additions

 Biased, condescending, or patronizing elements

 Stereotyping elements

 Outdated licenses or subscriptions

 Damaged or need repair and replacement

 Multiple copies of the same work that are not regularly checked out
 P a g e | 12

Section 3.9- Acquisition, Processing and Cataloguing

Acquisition

 A paper or Internet survey will be periodically sent to faculty and students to explore

their needs and wants for purchases.

 Weeding and inventorying information will be implemented to acquire new materials.

Processing

 Requisitions will be prepared and submitted to the budget department for new materials

to be acquired for the library.

Cataloguing

 All existing materials and new purchases will be processed and catalogued using the

Dewey Decimal system.

 Provide an area in the library that will showcase newly purchase materials.
 P a g e | 13

Section 3.95- Maintaining Materials & Equipment

The school librarian is responsible for collecting, maintenance procedures through systematic

inspections. Five areas most common to maintenance producers include:

1) Books & Print materials

a) Replace jackets

b) Repair torn and separated pages

c) Taping and labeling spines

2) Audiovisual Materials

a) Wiping and storing disks in plastic cases

b) Storing in cool, dry environments

3) Digital Materials

a) Checking and replacing broken links or missing webpages

b) Creating backup copies when needed

4) Library Facility

a) To make sure furniture is clean, not broken, and surface areas are clean.

b) To report any major problems to the maintenance department

5) Equipment

a) To maintain warranties, manuals, and repair records

b) Teach staff proper usage of machinery in the library and their classrooms

c) To have disposable items such as light bulbs, printer cartridges, and batteries available

d) To house equipment in a climate-controlled area as much as possible

 P a g e | 14

Section 3.96- Copyright

It is important that teachers, students, staff, and patrons be informed that all copyright laws

concerning materials and equipment contained within the library be followed. Proper signage

will be on all printers and copiers and available at the main circulation desk of the library.

Teachers should attend at least one copyright information meeting. Teachers do have exemptions

under copyright law, but it is important they understand where legal issues prohibit reproduction.

The four major guidelines regarding copyright materials include whether such use is of a

commercial nature or nonprofit educational purposes; the nature of the copyrighted work;

amount used in relation to the copyrighted work as a whole; and the effect upon the market value

of the copyrighted work. Guidelines generally allow classroom distribution of only portions or

fragments of copyrighted works. It is highly recommended that teachers request permission from

the publishing agent prior to making copies for a performance. It is also relevant today that the

Internet is not a source to download sheet items for free. Copyright owners can pursue teachers

and schools that are in violation of copyright laws. The first source of contact is usually a cease-

and-desist letter directed to the teacher, school, and district informing them they do not have the

right to publish the work. If it continues to be used, excessive fines can be assessed against the

teacher, school, and district.

 P a g e | 15

Inventory of Materials

Section 4.1- Description

Inventory is a process of examining each item physically and to ensure that it is still part of your

collection. The procedure can involve using detailed information from your computer as well as

passing a scanner over the barcodes of each item. Inventory will yield the following important

information:

 Works missing

 Items needed to repair

 Replace items

The librarian should submit a listing of missing items to teachers, staff, and students to see if

they can be returned or paid for.

Section 4.2- Collection Evaluation

Collection mapping will be used as the main evaluation technique at Luza Library. Curriculum

mapping will be used throughout the year to determine if there is a shortage of resources in a

certain subject area. Collection mapping will be administered at the end of the school year to

analyze what materials need to be added to better serve the students, faculty, staff and patrons.

Mapping will yield the following quality components:

 Condition of materials

 Diversity of formats

 Cultural representation

 Diversity of reading levels

 Currency of the collection

 P a g e | 16

 Indicates areas that need to be weeded

 Support curriculum

 Verify the need for funding in certain areas

 P a g e | 17

Programs & Services

Section 5.1-Special Programs

 Link between classrooms and library

 Computer clubs

 Book discussion groups

 Author visits

 Speakers

 Book Fairs

 Career Days

 Storytelling

 Children’s Book Week Celebrations

 Observing National Library Week

 Conduct reading contests

Section 5.2- General Services

 Providing Orientations for students, faculty, and patrons

 Providing copy machines for library materials
 Providing access to online databases
 Providing printers for Internet resources
 Providing collaboration on research projects
 Providing reading and viewing guidance
 Providing book talks for classes
 Providing bookmarking Internet sites for classroom assignments
 Providing resources and equipment for students with special needs
 Providing and conducting professional workshops for teachers and staff
 P a g e | 18

Section 5.3- Internet Usage Policy

The Cypress Fairbanks Independent School District provides students and employees with access

to the school districts computer system, which includes Internet access. Use of this system is

strictly for educational purposes in the classroom activities, educational research, and

professional or career development activities. All users may not use the school district system to

access, review, upload, download, store, print, post, receive, transmit, or distribute:

 Pornographic, obscene or sexually explicit material

 Abusive, profane, lewd, vulgar, rude, inflammatory, threatening, disrespectful, or

sexually explicit language

 Materials that use language or images inappropriate in an educational setting

 Information or materials that may disrupt the educational process

 Language or images that advocate violence or discrimination toward other people (hate

literature) or may constitute harassment or discrimination.

 P a g e | 19

Budget

Section 6.1- Collection Mapping

The librarian will create a yearly budget based upon money appropriated to the library and the

percent of materials collection based upon the Dewey Classification system. It will also include

expenditures for technology, library supplies and materials and equipment.

Dewey Classification Percent of Collection

000-099 General Works & Reference 2-5
100-199 Philosophy, Psychology .5
200-299 Religion & Mythology 1-2
300-399 Social Sciences, Folklore 5-10
400-499 Language .5%
500-599 Pure Science 10
600-699 Applied Science 10
700-799 Fine Arts, Recreation 5
800-899 Literature 5
900-999 20
Fiction 20
Everybody 20-25

Section 6.2- Allocation of Funds

Format Percent of Budget

Fiction Books 30%
Non-Fiction Books 30%
Periodicals 10%
General Supply 6%
(ink & paper for computers, VHS tapes, batteries, etc.)
Software & Databases 8%
Films, Videos, CD’s, DVD’s 5%
Audio/Visual 6%
(bulb, new projectors, VCR’s, remotes, etc)
Fixed Assets 5%
(Tables, chairs, etc.)

The budgetary tables shown above are subject to modifications or additions that the librarian
may deem necessary as needs arise.
 P a g e | 20

Policies and Procedures for Handling Censorship

Section 7.1 Challenged Material Procedures- Guiding Principles

 Any patron or employee has the right to challenge materials located within the library.

 No parent has the right to determine what is acceptable reading, viewing, or listening

materials for students other then his or her own.

 Luza Library supports the Library Bill of Rights which encompasses the rights of all

regarding materials placed within the library.

 Access to challenge material will not be restricted during the reconsideration process.

 Final decision regarding its appropriateness will be based on its intended educational use.

Section 7.2- Procedure

 Complete and submit a reconsideration of instructional material form

 Standing committee will review the entirety of the material and submit in writing their

recommendation which will be constituted by a majority vote.

o Standing committee will consist of the following members:

 1 member each from district staff, teaching staff, library staff, community

member

 2 students from the school

 Written recommendation from the committee will be submitted to the librarian, principal,

and superintendent.

 A letter will be prepared from the school that will give the decision of the committee and

mailed to the concerned party.

 P a g e | 21

Signature Page

This Photo by Unknown Author is licensed under CC BY-SA

I, ________________________ (Print name), verify that I have read, understood, and will agree

and follow all policies contained within this library collection development policy for Luza

Elementary. I am aware that by signing this form that if any policy is not observed, access to the

library and its materials can be restricted or revoked.

________________________________
Signature

________________________________
Position

____________________
Date
 P a g e | 22

Appendix

8.1 Freedom to read statement

The freedom to read is essential to our democracy. It is continuously under attack. Private groups
and public authorities in various parts of the country are working to remove or limit access to
reading materials, to censor content in schools, to label "controversial" views, to distribute lists
of "objectionable" books or authors, and to purge libraries. These actions apparently rise from a
view that our national tradition of free expression is no longer valid; that censorship and
suppression are needed to counter threats to safety or national security, as well as to avoid the
subversion of politics and the corruption of morals. We, as individuals devoted to reading and as
librarians and publishers responsible for disseminating ideas, wish to assert the public interest in
the preservation of the freedom to read.

Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the
ordinary individual, by exercising critical judgment, will select the good and reject the bad. We
trust Americans to recognize propaganda and misinformation, and to make their own decisions
about what they read and believe. We do not believe they are prepared to sacrifice their heritage
of a free press in order to be "protected" against what others think may be bad for them. We
believe they still favor free enterprise in ideas and expression.

These efforts at suppression are related to a larger pattern of pressures being brought against
education, the press, art and images, films, broadcast media, and the Internet. The problem is not
only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an
even larger voluntary curtailment of expression by those who seek to avoid controversy or
unwelcome scrutiny by government officials.

Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet
suppression is never more dangerous than in such a time of social tension. Freedom has given the
United States the elasticity to endure strain. Freedom keeps open the path of novel and creative
solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement
of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able
to deal with controversy and difference.

Now as always in our history, reading is among our greatest freedoms. The freedom to read and
write is almost the only means for making generally available ideas or manners of expression
that can initially command only a small audience. The written word is the natural medium for the
new idea and the untried voice from which come the original contributions to social growth. It is
essential to the extended discussion that serious thought requires, and to the accumulation of
knowledge and ideas into organized collections.

We believe that free communication is essential to the preservation of a free society and a
creative culture. We believe that these pressures toward conformity present the danger of
 P a g e | 23

limiting the range and variety of inquiry and expression on which our democracy and our culture
depend. We believe that every American community must jealously guard the freedom to publish
and to circulate, in order to preserve its own freedom to read. We believe that publishers and
librarians have a profound responsibility to give validity to that freedom to read by making it
possible for the readers to choose freely from a variety of offerings.

The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand
firm on these constitutional guarantees of essential rights and will exercise the responsibilities
that accompany these rights.

We therefore affirm these propositions:

1. It is in the public interest for publishers and librarians to make available the widest
diversity of views and expressions, including those that are unorthodox, unpopular, or
considered dangerous by the majority.

Creative thought is by definition new, and what is new is different. The bearer of every new
thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain
themselves in power by the ruthless suppression of any concept that challenges the established
orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the
freedom of its citizens to choose widely from among conflicting opinions offered freely to them.
To stifle every nonconformist idea at birth would mark the end of the democratic process.
Furthermore, only through the constant activity of weighing and selecting can the democratic
mind attain the strength demanded by times like these. We need to know not only what we
believe but why we believe it.

2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation
they make available. It would conflict with the public interest for them to establish their
own political, moral, or aesthetic views as a standard for determining what should be
published or circulated.

Publishers and librarians serve the educational process by helping to make available knowledge
and ideas required for the growth of the mind and the increase of learning. They do not foster
education by imposing as mentors the patterns of their own thought. The people should have the
freedom to read and consider a broader range of ideas than those that may be held by any single
librarian or publisher or government or church. It is wrong that what one can read should be
confined to what another thinks proper.

3. It is contrary to the public interest for publishers or librarians to bar access to writings
on the basis of the personal history or political affiliations of the author.
 P a g e | 24

No art or literature can flourish if it is to be measured by the political views or private lives of its
creators. No society of free people can flourish that draws up lists of writers to whom it will not
listen, whatever they may have to say.

4. There is no place in our society for efforts to coerce the taste of others, to confine adults
to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers
to achieve artistic expression.

To some, much of modern expression is shocking. But is not much of life itself shocking? We
cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents
and teachers have a responsibility to prepare the young to meet the diversity of experiences in
life to which they will be exposed, as they have a responsibility to help them learn to think
critically for themselves. These are affirmative responsibilities, not to be discharged simply by
preventing them from reading works for which they are not yet prepared. In these matters values
differ, and values cannot be legislated; nor can machinery be devised that will suit the demands
of one group without limiting the freedom of others.

5. It is not in the public interest to force a reader to accept the prejudgment of a label
characterizing any expression or its author as subversive or dangerous.

The ideal of labeling presupposes the existence of individuals or groups with wisdom to
determine by authority what is good or bad for others. It presupposes that individuals must be
directed in making up their minds about the ideas they examine. But Americans do not need
others to do their thinking for them.

6. It is the responsibility of publishers and librarians, as guardians of the people's freedom

to read, to contest encroachments upon that freedom by individuals or groups seeking to
impose their own standards or tastes upon the community at large; and by the
government whenever it seeks to reduce or deny public access to public information.

It is inevitable in the give and take of the democratic process that the political, the moral, or the
aesthetic concepts of an individual or group will occasionally collide with those of another
individual or group. In a free society individuals are free to determine for themselves what they
wish to read, and each group is free to determine what it will recommend to its freely associated
members. But no group has the right to take the law into its own hands, and to impose its own
concept of politics or morality upon other members of a democratic society. Freedom is no
freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies
are more safe, free, and creative when the free flow of public information is not restricted by
governmental prerogative or self-censorship.

7. It is the responsibility of publishers and librarians to give full meaning to the freedom to
read by providing books that enrich the quality and diversity of thought and expression.
By the exercise of this affirmative responsibility, they can demonstrate that the answer to
 P a g e | 25

a "bad" book is a good one, the answer to a "bad" idea is a good one.The freedom to
read is of little consequence when the reader cannot obtain matter fit for that reader's
purpose. What is needed is not only the absence of restraint, but the positive provision of
opportunity for the people to read the best that has been thought and said. Books are the
major channel by which the intellectual inheritance is handed down, and the principal
means of its testing and growth. The defense of the freedom to read requires of all
publishers and librarians the utmost of their faculties, and deserves of all Americans the
fullest of their support.

We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty
claim for the value of the written word. We do so because we believe that it is possessed of
enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the
application of these propositions may mean the dissemination of ideas and manners of
expression that are repugnant to many persons. We do not state these propositions in the
comfortable belief that what people read is unimportant. We believe rather that what people read
is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a
democratic society. Freedom itself is a dangerous way of life, but it is ours.

This statement was originally issued in May of 1953 by the Westchester Conference of the
American Library Association and the American Book Publishers Council, which in 1970
consolidated with the American Educational Publishers Institute to become the Association of
American Publishers.

Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read
Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004.

8.2 Code of Ethics of the American Library Association

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.
 P a g e | 26

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.

I. 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.
II. We uphold the principles of intellectual freedom and resist all efforts to censor library
resources.
III. 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.
IV. We respect intellectual property rights and advocate balance between the interests of
information users and rights holders.
V. 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.
VI. We do not advance private interests at the expense of library users, colleagues, or our
employing institutions.
VII. 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.
VIII. 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.

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

This page has long held the incorrect amendment date of June 28, 1997; the Office for
Intellectual Freedom regrets and apologizes for the error.
 P a g e | 27

8.3 Library Bill of Rights

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 that 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.

Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948;
February 2, 1961; June 27, 1967; January 23, 1980; inclusion of “age” reaffirmed January 23,
1996.

A history of the Library Bill of Rights is found in the latest edition of the Intellectual Freedom
Manual.
 P a g e | 28

8.4 Challenge Material Form

REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS

Name ___________________________________________ Date ____________________

Address __________________________________________________________________

City ____________________________________ State __________ Zip _______________

Phone ____________________________________________________________________

Do you represent yourself? _____ an organization? _____ (If an organization, please identify:
_________________________________________________________________)

Resource on which you are commenting:

____ Book ____ Magazine ____ Audio Recording

____ Textbook ____ Library Program ____ Newspaper

____ Video/DVD ____ Electronic information/network (please specify)

____ Display ____ Other ________________________________

Title _____________________________________________________________________

Author/Producer ___________________________________________________________

1. Have you reviewed the materials in their entirety? __________ If not, please do so before
completing and submitting this form.

2. To what in the material do you object? (Please be specific: cite pages, and the like)

_____________________________________________________________________

3. What do you believe might be the result of using this material?

_____________________________________________________________________

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

_____________________________________________________________________
 P a g e | 29

5. In its place, what material of equal quality would you recommend that could be used to teach
similar subject matter?

_____________________________________________________________________

6. What do you believe should be done with the material in question?

 Remove it from the curriculum.

 Do not allow my child to use this material.

 Use it as resource material or a choice selection.

Complainant signature___________________________________ Date ______________