EMC Library Collections Organization Cebu International School by waterwolltoremilion

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									CEBU INTERNATIONAL SCHOOL


    EDUCATIONAL MEDIA CENTER
           GUIDELINES



         NOVEMBER 2007
Cebu International School – Library



Table of Contents

1. Introduction                                                      2

2. Historical Background                                             3

3. The CIS Educational Media Center Philosophy                       5

4. The Revision Process (2007)                                       5

5. The 6 Major Components of CIS EMC Standards                       5

6. Organizational Set-up                                             6

7. Evaluation of the EMC Program                                     12

8. Performance Measurement at CIS EMC                                14

9. Textbook Ordering Procedures                                      20

10. C. I. S. EMC Rules and regulations                               22

11. Physical Set-up                                                  25

12. Information skills instruction                                   26

13. EMC – Faculty collaboration                                      28

14. Selection and evaluation of Educational Media Center Resources   29

15. Organization of CIS EMC Collections                              37




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                                       Introduction
Cebu International School (CIS) library media program supports, compliments, and advances
the School’s educational philosophy and goals. School library media specialists are encouraged
to worked closely with faculty and administer to strength the educational process.

Guidelines for Cebu International School Educational Media Center, explain how the school
library media program is expected to contribute to the CIS strategic plan..

Historical Background

The CIS Educational Media Center crossed a historical milestone when it transferred to the
second floor on May 16, 2007.

Until April 1989, the CIS-EMC was called Cebu International School Library. The 5000 collection
of materials was too large to be accommodated in an area that was not much larger than a
regular classroom. Consequently, Uytengsu Library, named after a donor, was moved to a
larger air-conditioned room that served previously as the school’s audio-visual center.

In May, 1992 four CIS rooms became vacant and the library was moved to this larger T-shaped
area. The inner room was assigned as the audio-visual room. The new location made it possible
to better control library and the audio-visual resources.

In June 1992, the library was renamed Cebu International School – Educational Media Center
(CIS EMC). The new name signified the fact that the CIS library would assume an instructional
role through print and non-print resources.

In 1994-1995 the CIS EMC location became a square complex when CIS added rooms to the
library area. In June, 1994, new air-conditioning units were installed and user clientele were
able to enjoy a temperate climate. The EMC became the information hub of CIS.

In 1998-99, the Parent-Teachers Association (PTA) graciously donated to CIS-EMC 10
computers with internet connections through MOZCOM a local service provider. The computers
strengthened greatly the capability of the CIS EMC. The new resources gave CIS access to
global information, paving the way for the International Baccalaureate Curriculum. CIS moved
to Pit-os in 2000. The library design was planned carefully to meet the challenges of the next
decade.

The CIS-EMC was to create a better learning atmosphere. Fresh ideas were incorporated into
the planning of the new Educational Media Center (EMC). Comfortable seating and easier
access to looks and materials made EMC more user-friendly. The EMC resources were
separated into Elementary, Middle School-High School, Faculty Reference Sections, special
collections of Filipiniana, International Baccalaureate (IB) and General References. Traffic
control and access to the EMC and the Audio-Visual room were built into the plan. The new
location and resource layout enabled the EMC to become a curricular center and an information
problem – solving unit for the CIS community.

The CIS Educational Media Center Philosophy and Mission

The CIS Educational Media Center adheres to the CIS mission statement philosophy:

 “The school aims to develop well-balanced, global citizens who are intelligent, dynamic,
technologically competent, environmentally concerned and respectful of universal moral values
within the multinational environment of an ever-changing interdependent world.”

CIS EMC Mission:
“The mission of the Cebu International School Educational Media Center is to implement,
enrich, and support the mission and curriculum of Cebu International School through resources
and instruction by providing information access and promoting information literacy for students,
faculty, and staff”.



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Moreover, EMC designs its programs and services to compliment the school’s broad statement
of beliefs and School wide Learning Goals. EMC uses print and non-print resources in many
media formats to brief the CIS community. The EMC stresses life-long learning and a love of
reading and it offers teachers with instructional and professional resources.

The EMC is led by trained and qualified professionals who select and evaluate materials that
supplement curriculum objectives. Since information comes in many forms, the professional
EMC staff is expected to advise students, teachers, and other members of the school
community on the availability, appropriateness, and use of resources in their varied disciplines
and grade levels. The EMC staff also recommends reading, research techniques, and listening
and viewing activities appropriate for individuals, groups of students, and faculty.

The Revision Process (2007)

This revision provides Standards and Guidelines for CIS EMC and tools for evaluating and
improving school library programs.

The EMC Standards and Guidelines were revised by librarians and library administrators at CIS.
The revisions were created through meetings and web-based discussion groups. A draft of the
Standards and Guidelines is posted on the CIS web site for comment.

The Six Major Components of CIS EMC Standards

The six Learner-Centered guidelines for CIS EMC program are:

Standard I. Learner-Centered Teaching and Learning
Standard II. Learner-Centered Program Leadership and Management
Standard III. Learner-Centered Technology and Information Access
Standard IV. Learner-Centered Library Environment
Standard V. Learner-Centered Connections to Community
Standard VI. Learner-Centered Information Science and Librarianship

The CIS EMC will implement CIS’s mission by carrying out the following goals:

Reading/Literature enjoyment and appreciation:

     1. Provide resources and opportunities for students to develop and expand their literary
        appreciation and reading competence.
     2. Provide a wide range of resources for the recreational reading, viewing, and listening of
        students and teachers.

Information Literacy:

     3. Provide resources and consulting services to teachers and students while
        supporting and enhancing the schools curriculum.
     4. Provide instruction in the evaluation, selection, identification and use of
        appropriate information resources in all formats.
     5. Plan and work directly with classroom teachers and actively participate in the
        instructional process to teach students to interpret data.
     6. Identify and implement access to resources and information to enable teachers to use
        new teaching strategies.
     7. Assist teachers to use new technologies.
     8. Manage EMC facilities, resources, and programs to benefit the entire CIS community.
     9. Encourage and provide resources that support and extend the multilingual
        capabilities of the students.

Organizational Set-up

The CIS Educational Media Center is headed by the Director of the Media Center. The Director
oversees the overall management of the entire center.



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Under the supervision of the Director of Media Center there are two librarians and a library and
media technology assistant.


DIRECTOR OF MEDIA CENTER, TECHNOLOGY DEVELOPMENT APPLICATION
AND STUDENT RESEARCH. (JOB DESCRIPTION)

To carry out the mission of the program, the Director performs the following separate but
overlapping roles to link the information resources and services of the library media program to
the information needs and interests of the school's students and staff.

Program Administration

     1. The Director guides and directs all the activities related to the library program. Confident
         of the importance of the effective use of information to students' personal and economic
         success in their future lives, he/she must be an advocate for the library program and
         provide the knowledge, vision, and leadership to steer it creatively and energetically in
         the twenty-first century. Proficient in the management of staff, budgets, equipment, and
         facilities he/she, along with the School level Principals, plans, executes, and evaluates
         the program to ensure its quality both at a general level and on a day-to-day basis.
     2. The Director and library staff establish library media center policy and procedures
         consistent with the schools mission statement and technology requirements.
     3. The director establishes cooperatively with the principals and the technology
         coordinator, the policies for use of electronic hardware and software across the school.
         Plans require developing to maintain all ongoing and daily functions of the school library
         media center including the use of electronic resources, software and hardware.
     4. The Director with the library staff maintains circulation and usage records which provide
         detail for support of ongoing library programs.
     5. The Director with the library staff supervises the library facilities and is responsible for a
         proper learning environment which stimulates and reinforces the student's easy access
         to information.
     6. The Director makes recommendations for library media center budget expenditures and
         maintains accurate, up-to-date, records of all budgetary transactions.
     7. The Director initiates and submits to the proper administrative levels all proposals for
         improvement of library/media services.
     8. The Director is required to be pro active in communicating on a formal, regular basis with
         students and staff regarding ongoing library activities, collection additions, plans, etc.
     9. The Director establishes and maintains cooperative relations with staff and students.
     10. The Director submits a yearly report to the principal which details standard library
         statistics with notes, commentary, reports, and recommendations.
     11. The Director conducts the necessary surveys to review the library program and provide
         a forum for suggestions from staff and students.

Information Specialist

     1. As the information specialist, the Director provides expertise in acquiring and evaluating
        information resources in all formats; in bringing an awareness of information issues to
        teachers, administrators, students, and others; and in modeling for students and others
        strategies for locating, accessing, and evaluating information within and beyond the
        library media center. Working in an environment that has been profoundly affected by
        technology, the Director (with support from the           IT department) both masters
        sophisticated electronic resources and maintains a constant focus on the nature, quality,
        and ethical uses of information available in these and in more traditional tools.
     2. Demonstrates knowledge of the school collection and external resources.
     3. Makes purchases, through the necessary channels, to enhance the curriculum and to
        meet the needs of the school community for leisure reading.
     4. Maintains complete and accurate records of all library media center holdings.
     5. Assures access to print and technological resources by maintaining an accurate and
        efficient retrieval system.
     6. Continually evaluates the collections and programs in terms of the needs of the students
        and staff and accepted standards of quality, both local and national.


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     7. Develops and maintains the curriculum driven library web page.
     8. Provides consultant service to teachers and administrators.

Educational Support

     1. In regard to educational support the Director works with students and other members of
        the learning community to analyze learning and information needs, to locate and use
        resources that will meet those needs, and to understand and communicate the
        information the resources provide. An effective instructor of students, the Director is
        knowledgeable about current research on teaching and learning and skilled in applying
        its findings to a variety of situations--particularly those that call upon students to access,
        evaluate, and use information from multiple sources in order to learn, to think, and to
        create and to apply new knowledge. A full participant on the instructional team, the
        Director constantly updates personal skill and knowledge in order to work effectively with
        teachers, administrators, and other staff both to expand their general understanding of
        information issues and to provide them with specific opportunities to develop
        sophisticated levels of information literacy.
     2. Initiates cooperative planning and teaching.
     3. Plans with teachers and team-teaches cooperatively whenever possible.
     4. Works to ensure the integration of research and 21st century literacy skills throughout the
        school's instructional program.
     5. Instructs students on a formal and informal basis in skills related to reading, research,
        production of materials and the use of information and instructional technologies.
     6. Designs and implements formal and informal in-service education for staff on matters
        relating to materials and the use of library facilities.
     7. Cultivates life-long learning by fostering positive attitudes toward libraries and by working
        to develop students' viewing, listening and critical thinking skills.
     8. Invites suggestions and recommendations from teaching staff and students about the
        materials and services the program provides with the help of the library committee.
     9. Promotes reading and literature appreciation through such activities as book talks,
        displays and special events.



Instructional Partner

     1. As instructional partner, the Director joins with teachers and others to identify links
        across student information needs, curricular content, learning outcomes, and a wide
        variety of print, non-print, and electronic information resources. Working with the entire
        school community, the head of the media center takes a leading role in developing
        policies, practices, and curricula that guide students to develop the full range of
        information and communication abilities. Committed to the process of collaboration, the
        head of the media center works closely with individual teachers in the critical areas of
        designing authentic learning tasks and assessments and integrating the information and
        communication abilities required to meet subject matter standards.
     2. Participates in department and grade-level curriculum design and assessment of
        projects on a regular basis; integrates curriculum needs into the library media program.
     3. Translates curricular needs into library-media center goals and objectives.
     4. Recommends and orders appropriate materials to supplement curriculum areas.
     5. Serves as a resource consultant for teachers, providing ideas and materials for
        classroom curriculum and acts as an aid in interpreting and communicating intellectual
        content.
     6. Uses a systematic instructional development process in working with teachers to
        improve instructional activities.
     7. Keeps informed of curricular needs and trends as they relate to library-media services
        and provides resources as needed.
     8. Maintains a professional library-media center.
     9. Maintains a current file and bibliography of various types of selection resources which
        staff may use for reviewing and requesting supplemental curriculum materials.




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Professional Development and Community Relations

     1. Remains current in the media profession through conferences, workshops, professional
        reading, and classes.
     2. Provides regular professional development opportunities to help build teacher’s
        understanding around 21st century literacy
     3. Collaboratively works with administration, curriculum and technology coordinators, and
        grade level teams to further develop CIS embedded 21st century literacy programs.
     4. Works with staff to develop and promote use of 21st century tools for efficiency and
        productivity in their jobs



Librarian (Job Description):

EMC librarians assist the EMC Director to carry out technical-instructional responsibilities. The
librarians organize and maintain library materials according to established procedures, assist
patrons and perform daily and long term library operations.

General tasks

The Librarians maintain of the facilities and collection of the print and non-print Section of the
CIS Educational Media Center. The EMC Librarians carry out the following duties:

     1. Maintain the order of the different collections by regular shelving of the books and other
         print and non-print materials.
     2. Ensure that the collection resources are useful by conducting a regular check-up for their
         intactness, availability, and readiness.
     3. Monitor the EMC circulation of materials and resources so that client’s needs are being
         met and by keeping track of borrowed materials.
     4. Keep records of borrowing patterns and trends.
     5. Advise the Director of Media Center about borrowing demands/trends and recommend
         purchasing books and other materials.
     6. Maintain library facilities sanitation and schedules.
     7. Recommend the weeding, rebinding and necessary actions for with the upkeep of books
         and materials.
     8. Maintain supplies, records, and forms needed to facilitate EMC transactions.
     9. Describe, catalogue, and label EMC books and materials..
     10. Assist the Director of Media Center to manage center resources and staff.
     11. Any other tasks as designated by the EMC Manager and/or Superintendent
     12. Report to the Director of Media Center.


LIBRARY AND MEDIA TECHNOLOGY ASSISTANT (Job Description):

Under the supervision of the Manager of the Educational Media Center (EMC), exercises
various library skills, providing patrons with technical assistance in library operations and
electronic devices use and distribution. Performs a variety of reference/circulation desk duties
assisting patrons with various questions, preparing displays and assisting in the development of
library programs. Additionally, may be responsible for specific segments of library service,
specializing in designated areas.

General Tasks

The Library and media technology assistant maintains the facilities and collection of the print
and non-print section of the CIS Educational Media Center. The library and media technology
assistant carries out the following duties:

1. Assists at the circulation, information, and library services desk preparing for opening and
   closing, aids patrons in library and on the phone answering reference and routine questions,
   processing materials being checked in and out by using the automated circulation system.


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2. Assists patrons requesting technical assistance in the use and location of reference and
   general reading materials using on line public catalog, reference materials, databases,
   Internet, and other print/electronic sources.

3. Assists in scheduling activities and compiling necessary materials.

4. Assists in preparing and setting up displays, exhibits and bulletin boards to maintain an
   informative and attractive physical setting in the EMC.

5. Updates and replaces periodic publications such as daily newspapers and weekly and
   monthly magazines.

6. Maintain the order of the different collections by regular shelving of the books and other print
   and non-print materials.

7. Maintains library materials security, assuring that windows and doors are locked at the end
   of the business day.

8. Maintains supplies, records, and forms needed to facilitate EMC transactions

9. Prepares textbooks for distribution and collects them towards the end of the school-year

As a Media Technology Specialist, the library and media technology assistant provides media
support at school functions; supporting the production of educational curriculum; and serving as
a resource to school and staff in the areas of audio, video and computer generated multimedia
productions. The library and media technology assistant carries out the following duties:

1. Operates sound system and/or multimedia presentations for school functions and meetings
   (e.g. setting up equipment, recording events, mixing, re-recording in alternate formats,
   duplicating, etc.) and keeps records for the purpose of providing historical documentation of
   meetings and events.

2. Maintains photographic, audio and video archive and related inventory including reproducing
   tapes and CDs for distribution for the purpose of ensuring the availability and accurate
   inventory of departmental materials.

3. Maintains inventory of replacement/disposable parts for the purpose of ensuring the ongoing
   operation of equipment.

4. Oversees assigned projects and/or program components (e.g. teleconferences, maintaining
   equipment maintenance contracts, releasing equipment for repair, etc.) for the purpose of
   ensuring availability of information and/or materials and delivering services in compliance
   with established guidelines and mandated requirements.

5. Provides technical and physical support for the production of audiovisual presentations for
   the purpose of ensuring adequate coverage and expertise for productions.

6. Records (photos, audio and video) meetings, training classes, etc. (e.g. School Board
   meeting, graduation, committee meetings, awards ceremonies, etc.) for the purpose of
   developing materials suitable for presentation on local access television station.

7. Responds to inquiries of staff, the public, parents and/or students for the purpose of
   providing information and/or direction.

8. Assists and trains teachers, administrators and other staff on the use of audiovisual
   equipment (e.g. video projectors with computer, camcorder, etc.) for the purpose of ensuring
   their ability to use new and/or existing equipment.

9. Transports a variety of equipment and supplies (e.g. camera, stands, microphones, video
   projectors, screens, laptop computers, surge protectors, cables, etc.) for the purpose of
   ensuring the availability of materials required to complete assignment.


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10. Troubleshoots equipment malfunctions (in person or by telephone) (e.g. audiovisual
    equipment, wiring classroom equipment, computer to video projectors and/or TV monitors,
    etc.) for the purpose of performing minor repairs and/or referring to repair services.

11. Any other tasks as designated by the EMC Manager and/or Superintendent

The direct line manager/supervisor, for appraisal purposes, will be the EMC Manager.




Textbooks distribution

Textbooks are distributed throughout the school year at CIS. This responsibility requires that
staff carry out specific tasks.

     1. Prepare books for distribution by:

               o    Stamping books with property marks
               o    Labeling books with assigned numbers
               o    Allotting space in the bookroom
               o    Prepare duplicate form (teacher and file) for pupil assignments.

     2. Distribute books by:

               o    Bringing books to the classroom
               o    Assigning books to pupils
               o    Filling pertinent forms
               o    Collecting and filing form

     3. With homeroom teachers coordinate assignments and distribution of textbooks.

     4. Collects books towards the end of the school-year.

     5. Oversees the shelving, repair, binding, reproduction, and relabelling of books

     6. Prepare for the school year opening by

               o    processing newly acquired books
               o    typing lists for book distribution


Evaluation of the EMC Program

Ongoing evaluations assure that the school library media program is a central resource at CIS.
Program evaluations are expected to review and assess the EMC goals and objectives in to
determine whether user needs are being met. The evaluation process involves a cross section
of all users of the library media center program. CIS EMC specialists have developed
performance indicators to assess specific portions of CIS EMC program.




Purposes of evaluation

     Ongoing evaluations of programs and services assist CIS to:

     1.   Develop plans for improving the EMC program.
     2.   Determine the effectiveness of the goals and objectives.
     3.   Measure the extent to which the EMC program reaches the CIS community.
     4.   Assess the level of teacher and student participation.


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     5. Determine the effectiveness of the EMC’ s efforts to cooperate with teachers.
     6. Measure how effectively students use information resources to meet specific learning
        objectives.
     7. Assess whether EMC’ s resources and activities help teachers to accomplish classroom
        objectives.
     8. Determine whether EMC’ s resources are sufficient.
     9. Set budget to purchase EMC resources:

               -    to determine if EMC program/services meet teacher need
               -    to assess whether EMC activities produce expected instructional results.

     10. Assess whether goals and objectives are being met by:

               -    Creating program benchmarks.
               -    Evaluating goal accomplishment.
               -    Developing new goals and improved evaluation methods.

     11. Provide a resource rationale for:

               -    Program expenditures

     12. Identify program strengths and weaknesses by:

               -    Designing and administering a written survey to students, faculty, staff,
                    administrators and the community
               -    Conducting focus group interviews.

     13. Measure the impact of the library media program upon student learning by:

               -    Assessing the impact of the EMC program on student learning,
               -    Forming partnerships with other library media specialists and public and college
                    librarians to learn from their experiences.
               -    Assessing student information retrieval skills.

Performance Measurement at CIS EMC

Output Measures for school library programs are used to assess library usage by staff,
students, and the community. Performance indicators are important to the EMC manager to
make decisions about resource allocation, priority setting, and program planning future activity.
The CIS EMC Performance Measurement program is firmly service-focused, and not used to
evaluate individual library staff. Performance indicators are firmly rooted within a strategic
management and planning framework, as illustrated in Figure 1.




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                                                            1. Set strategic objectives



          Review objectives/
          resource allocation, etc    6.

                                                                                      2. Define services to
                                                                                         achieve objectives




                Compare performance        5.                                      3. Allocate resources to
                with objectives                                                       services


                                                       4. Evaluate service using
                                                          performance indicators


                                                     Figure 1

The CIS mission statement represents the starting point for developing all EMC performance
indicators. This performance indicator model encourages strategic planning, performance
evaluation, and resetting objectives as needed. The process demonstrates how clients use
library resources over time.


                   INPUTS                          OUTPUTS                                OUTCOMES


                                                     Figure 2

The different elements in the model are defined as follows:

          Inputs:             staff, materials, and capital funding

          Outputs:            Activities the EMC carries out. Outputs may include loan transactions,
                              enquiries answered, materials catalogued, exhibitions held, seminars
                              conducted and so on.

          Outcomes:           Resources that are used and the degree of client satisfaction with EMC
                              services.

Inputs, outputs and outcomes are within the control of the Media Specialist. Beyond the control
of the EMC are user population trends, community changes, political and economic pressures.
These factors are called “environmental statistics”. Examples include:

                   Total population size
                   Total number of registered users
                   Geographical distribution of population
                   Geographical distribution of users
                   Population characteristics
                   User characteristics

Different elements in the conceptual model – Environmental Statistics, Inputs, Outputs and
Outcomes – interact with each other. All elements impact EMC performance and are measured
in different ways. There are eleven essential indicators that are useful in measuring
performance. The indicators are listed in figure 3.




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Level                       Attribute              Generic Performance Indicators
Macro                       Economy                1. Resources Committed per 100 users
                                                   2. Proportion of budget committed
Service                     Efficiency             3. Speed of supply, delivery, throughput
                            Effectiveness          4. Turnover rate
                                                   5. Timeliness of supply/product delivery
                                                   6. Accuracy of supply/product delivery
                                                   7. Failure rate/needs fill rate
                            Cost-effectiveness     8. Cost per use/output/user of a given level of
                                                   service
                                                   9. Cost of service compared with degree of
                                                   market penetration
Operational                 Cost                   10. Unit cost per output
                            Productivity           11. Outputs per relevant staff member

                                                 Figure 3

The relationship between outputs and inputs are used to generate information on the costs and
productivity of different services. These operational performance indicators are considered the
most important and most useful in program evaluation.

The relationship between EMC library inputs and environmental indicators reflect whether a
library is efficient and effective. Economy indicators paint a picture of how the library is
functioning, whether services are serving a useful purpose, and whether services should be
added on discontinued. Comparing EMC with environmental statistics provides insights into
EMC’s overall effectiveness.

Some EMC effectiveness indicators consist of indirect measures, such as the turnover rate of
stock and how effectively a product or service is delivered. The more often stock is used, the
more likely the service is meeting the needs of EMC’s users. However, most effectiveness
indicators require the librarian to obtain direct feedback from users. The most commonly used
indicators of user satisfaction involve either success or failure rates to meet user requests.
Needs fill rate studies tend to provide qualitative information.

Cost-effectiveness indicators compare inputs with outcomes and their costs. They compare the
effectiveness achieved in providing a given level of service with the cost of achieving that
service level; or the cost of providing a service with the number of active users (the degree of
market penetration) of that service. Cost-effectiveness measures expect media specialists to
decide if the benefit from a service justifies the of resources allocated to it.

As Figure 3 shows, indicators into grouped at three levels. These levels represent a hierarchy,
as depicted in Figure 4.




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                                                 Macro-level
                                             Indicators (Market
                                           penetration, economy)



                                            Service level indicators
                                        (Efficiency, effectiveness, cost-
                                                 effectiveness)



                                        Operational Performance Indicators
                                               (Productivity, costs)




                                                Figure 4

Macro-level indicators measure of economic issues. These indicators reflect the resources put
into a library and the extent of library market penetration. Service level indicators focus on
efficiency, effectiveness and cost-effectiveness of EMC services. Operational performance
indicators measure EMC productivity and costs.

Textbook Ordering Procedures

Cebu International School uses a five-year textbook and resource cycle. (Superintendents
Memo dated December1, 2003). The book evaluation process starts every December. Specific
departments and a committee specify what books to order. The following procedures are used:


Phase 1: Distribution of textbooks and resources for evaluation.
EMC personnel:

     1. Distributes copies of the selected materials forwarded by the publishers to the teachers
        responsible for the evaluation.

Phase 2: Deliberation process

     2. After the evaluation process, HOD selects the books and forwards the list to the
        curriculum coordinator.
     3. The Curriculum Coordinator, in collaboration with the Director of the EMC, determines
        the quantities of books to order.

Phase 2: Requested materials are gathered and collated.
The purchasing officer:

     4. Confirms the price by phone, fax, or email with publishers/suppliers.
     5. Forwards form with confirmed prices (with or without discounts) and shipping charges to
        the Curriculum Coordinator for approval.
     6. Retrieves approved form from the Curriculum Coordinator.

Phase 3: Final deliberation of order.

     7. As soon as prices and the estimated shipping charges are confirmed, the Curriculum
        Coordinator and Purchasing Officer approve the orders.


Phase 4: Finalization of order.
The purchasing officer:



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     8. Makes a final copy of all orders and sends it to the supplier/publisher.
     9. By phone, fax or email informs supplier/publisher of orders.
     10. Provides a final copy of all the orders to Finance Officer for payment processing.
     11. Prepares a cover letter to supplier/publisher as soon as payment is done.
     12. Advises supplier/publisher as soon as payment is sent.
     13. Maintains communication with publisher until arrival of orders.

Phase 5: Textbook stock maintenance
The EMC personnel:

     14. Manages the organization, distribution and maintenance of textbooks.
     15. Updates textbook inventory records.
     16. Distributes copies of titles.
     17. Collects textbooks at the end of the school year.

Lost and Damaged Books

Lost or damaged school resources returned by either student or teacher are dealt with
according the following guidelines:

     1. The replacement cost for the item/s will be charged to the borrower. Cost is based on
        the current market price through current catalog or source.
     2. CIS factors in 25% shipping and handling charges on all orders. Lost or damaged item
        replacement costs must be determined by the EMC staff. The librarians will then inform
        the business office.
     3. The business office will compute the 25% and the person concerned must pay the
        amount to the CIS cashier. When a receipt has been issued, it will be used in the
        process.

C. I. S. EDUCATIONAL MEDIA CENTER (EMC) RULES AND
       REGULATIONS

Hours of Service
          7:15 A. M. – 4:15 P. M. Monday – Friday
          8:00 A. M. – 12:00 P. M. Saturday

       A. Behavior in the EMC

The EMC maintain an appropriate environment for users to explore books, magazines, other
printed materials; and multi-media like video materials, CD-ROMS, audio recording, and online
resources available in the worldwide web. Consequently, all client’s/patrons must observe the
following:

     1. Room Order: Maintain the arrangement, order and cleanliness of the furniture,
        equipment, books, multi-media software and facilities.
     2. Care of Library Books and Textbooks, Periodicals, and Other EMC Materials and
        Equipment: Handle all EMC materials and equipment with care. Avoid soiling, folding,
        tearing, writing on pages, defacing and deconfiguring contents of materials.
     3. On Food, Sweets, Drinks, etc.: Do not bring food, drinks and chewing gums, toys,
        games or game boys and computer games to the EMC. Moreover, gambling and games
        are prohibited.
     4. Silence: Avoid idle conversation, loud laughter, other unnecessary sounds and
        disturbing activities.
     5. Medium of Communication: Students entering the EMC are expected to communicate in
        English.
       B. Circulation

A. Student Privileges




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Cebu International School – Library



          1. A regular circulation book is on loan to borrowers for a maximum of ten days. If there
              is no request for the same book, the due date for return may be extended for another
              ten days with library staff permission.
          2. The Nursery/Kindergarten students may use the Elementary library collection; one
              book per child at a time. Borrowing of books must be done, with an adult’s
              (teacher/parent or representative).
          3. Grade One pupils may borrow two books at a time from the easy reading and junior
              non-fiction materials.
          4. Grade Two and Three pupils may borrow two books at a time from easy reading and
              non-fiction collection.
          5. Grade Four pupils to Grade Five may borrow three books at a time from fiction
              and/or non-fiction collection.
          6. Middle / high school students may borrow three books at a time.
          7. The Easy Reading materials are intended for the Kindergarten to Grade 5 pupils.
          8. AV materials are for EMC use only. Instruction and assistance in the proper use of
              these materials is provided by the EMC staff.
          9. Computers/internet are used for research only. E-mail communication is available
              but discouraged within class hour use. Personal E-mail activity is prohibited.
          10. Video and other audiovisual materials are considered to be part of subject lessons.
          11. Textbooks are claimed/ requested through the EMC with the agreement that
              students handle these materials with great care.

B. Circulation Rules

          1. No book may be removed from the library without it being recorded by the Librarian.
          2. A school I.D must be presented in checking out of books
          3. Newspapers and journals may be used within the EMC premises only. Periodicals
             may be signed out for overnight use only.
          4. General reference book (dictionaries, encyclopedias, atlases and similar books) may
             be read within the EMC only. However, faculty may make special classroom
             arrangements with the library staff.
          5. Easy reading materials, elementary, high school/IB materials, fiction, and non-fiction
             may be borrowed for ten school days. Renewal for another ten days may be
             approved on request.
          6. Materials must be returned on or before the specified due date.
          7. A student who has an overdue item is prohibited from further borrowing until the item
             is return.
          8. Textbook distribution is scheduled at the beginning of the school year by grade level.

C. Fines and Penalties

          1. A fine of one (P1.00) peso a day is charged for each book/EMC material not returned
             by the due date.
          2. A fine of fifty (P.50) centavos is charged every hour after a general reference book or
             periodical is due.
          3. Students are responsible for all books whether borrowed for use outside the library
             or not, and will be held responsible for any loss or damage. The full cost of either
             repair or replacement shall be payable along with a service fee. Overdue fines are
             determined at the time the book is reported lost.
          4. Locally acquired materials are directly replaced with a new copy or edition of the
             same title. Otherwise, payment on cost of material will be charged based on current
             market price plus five (5%) penalty charge. A fixed minimum fee of One Hundred
             Twenty (P120.00) pesos may be charged for other materials.
          5. Book Repair expenses are set at One Hundred (P100.00) pesos.

D. Procedures in paying lost book/library fines
       1. Paying for lost book/ library fines will be done before the schedule of library clearance
   signing.
       2. Students with overdue will be given a payment slip to submit to the accounting office
   for payment.
       3. A receipt must be kept and shown to the librarian to clear the student’s account.



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Cebu International School – Library



        4. If the book is found, a receipt and the item must be presented to the librarian, and a
     note will be given to accounting office for a refund.

Physical Set-up

The Educational Media Center includes the Elementary library and the MS/HS library. The
MS/HS library occupies 340 square meters on the second floor of the main building. The
Elementary library occupies 60 square meters on the ground floor at the ELC building. The EMC
includes an enclosed section for Audio-Visual equipment and classes and it provides clients
with a spectacular view of the hills and nature around the campus. The MS/HS library sets aside
shelving space from the main collections for faculty, staff and administration for the Faculty
Reference, and for the general Computer/Internet Center and Audio-visual room.

The MS/HS library can accommodate a total of 87 users. The reading area of the MS/HS library
can accommodate 54 students. The faculty reference section can accommodate 6-8 teachers.
The computer/Internet center may seat 10 students, one per computer. The AVR can flexibly
seat 25 students. The Elementary Library can comfortably hold a class of 30 children.

Curriculum support offered and Information skills instruction

The Educational Media Center, is spread across the CIS main building and Early Learning
Center. The EMC provides different services and equipment for consultation purposes and
personal work. At the Educational Media Center students, faculty, and staff will find a complete,
updated collection, on any medium, to pursue teaching, research and learning tasks. A staff with
training and experience are available to deal with queries, and to help search for information
and simplify library transactions. The media specialists support the curriculum with six primary
services: information access, research and library instruction, material selection, computer area,
audiovisual equipment distribution and an online course management system currently under
development.

Information Access

The EMC provides print materials, current reference resources, fiction and non fiction
resources, and an audiovisual collection. Online resources include Encarta, EBSCOhost and
Librarians Edge, the library catalog for CIS teachers and students.

Research Instruction

Research Instruction includes the Library Hour program to students in Nursery to Grade 5. The
program is a forty-five minute, once-a-week scheduled EMC visit with the homeroom teachers
to use library resources and to practice recently acquired information skills. Instruction is also
conducted on an individual basis when librarians assist students and teachers on routine
assignments and major research papers.

Currently under development is a scheduled instruction program for MS/HS students to locate
and select materials, and to strengthen their critical thinking skills to evaluate information.




Material Selection

Material Selection is based on review of the curriculum review journals, teachers’
recommendations, and students’ suggestions. Students are exposed to new titles through
displays, book talks, browsing and assignment-driven searches.

Course Management System




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EMC CMS is a program for producing Internet based courses; a project designed to support a
learned-based framework for education. The stated philosophy of EMC CMS emphasizes that
learners (and not just teachers) can contribute to the educational experience in many ways.
EMC CMS' make it possible for students to evaluate entries in a database and to work
collaboratively in a wiki. CIS CMS is designed to help educators create online courses with
opportunities for rich interaction, and allows a full range of teaching styles.

Computer area

EMC computers support students, faculty and staff of Cebu International School. The EMC
computer area is dedicated to curriculum based programs, general productivity applications,
and a scanner workstation. The computer area is open during regular library hours.

Audiovisual equipment

EMC houses equipment needed to use the audiovisual collection. EMC serves as a campus-
wide equipment distribution center and provides setup and classroom support services to faculty
and staff. Equipment resources are also available for onsite use within the EMC facility.

The EMC chart of services is designed to reach CIS Schoolwide learning goals:

1.        Acquisition and application of knowledge.
          Students will demonstrate:

          1.1       The ability to recall bodies of knowledge.
          1.2       Problem-solving skills
          1.3       The ability to analyze and synthesize information from different sources.
          1.4       The application of concepts
          1.5       Critical evaluation of information and ideas.

2.        Awareness and understanding of issues.
          Students will demonstrate

          2.1       Understanding and respect of people diversity.
          2.2       Appreciation, understanding and responsibility towards political, social, moral,
                    cultural, economic and environmental issues.

3.        Personal development and responsibility.
          Students will demonstrate

          3.1       Positive interpersonal skills, such as listening and negotiating.
          3.2       Control of their learning resources and time
          3.3       A healthy lifestyle
          3.4       Respect, honesty, truthfulness and fairness with integrity in dealing with oneself
                    and others
          3.5       Responsibility as contributing members of the community


4.        Effective communication skills.
          Students will demonstrate

          4.1       Accuracy and fluency in all written and spoken communication
          4.2       The ability to create, interpret and present ideas using a variety of written,
                    spoken, visual and dramatic forms of expression.
          4.3       Ability to use various forms of information technology.

A graduate of CIS is expected to recognize when information is needed and how to locate,
evaluate, and use information effectively. Students are expected to learn how to find and use
information. The professional librarians, in coordination with the classroom teachers, design
activities that are focused on research, literary appreciation activities, and frequent reading
practice sessions. The Big Six Skills Approach to Library and Information Skills Instruction, by



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Michael B. Eisenberg and Robert E. Berkowitz, is the model the CIS library uses to guide its
instructional efforts.

Nursery - Kindergarten 2

Nursery to Kindergarten 2 students are taught to use print and non-print media. Many of the
activities are visual, linguistic, auditory, and/or a combination of the three. Children learn
language, concepts, and values in this process. Video, audio, print and teacher-geared
educational programs and presentations are used to teach these lessons.

Grades 1-3

Grade 1 – 3 students are taught to appreciate the values of reading. The Dewey Decimal
Classification is introduced and students are expected to find materials for their lessons. These
library activities include visual, linguistic, and auditory materials.

Grades 4-5

Grade 4 – 5. Use the Big Six Skills model. Students build on their reading abilities to solve
information based problems. Students also practice research skills that are tied to content
subjects.


Middle School and High School Services

The EMC supports Middle/High school students and teachers (I.B. program and otherwise) by
pursuing the following objectives:

              Introduce information and/or literacy skills to assist students to complete research
               projects.
              Assist students to obtain and use information from outside sources.
              Assist students to use local university libraries for research, especially IB students
               who must write extended essays.
              Assure that library facilities and resources (book and media collections, internet
               access, the Audio Visual Resource (AVR) room and reading areas) are maintained,
               upgraded, and current.

EMC – Faculty collaboration
The EMC sets goals for collaborating with faculty:

         Provide resources for the recreational reading, viewing, and listening.
         Provide consulting services to teachers and students.
         Provide instruction in the evaluation, selection, identification and use of appropriate
          information resources.
         Actively participate with teachers in the instructional process.
         Help clients to access information to support new teaching strategies.




Faculty Privileges:

Faculty enjoys the following privileges:

         May borrow for short (one-week) or long term (quarter/semester/school year) for
          classroom use.
         Use general references.
         Schedule audiovisual equipment and materials usage.
         Schedule usage of computers, the audiovisual room, and the other resources.


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Cebu International School – Library



         Link with other libraries through the EMC librarians

Selection and evaluation of Educational Media Center Resources

The Educational Media Center exists to provide materials and resources to accomplish the
goals and objectives of the CIS curriculum. Instructional materials are driven by the curriculum
and approved by the Administration. Textbooks and related instructional materials must meet
the learning needs of individual students and support the instructional program.

Therefore, quantitative and qualitative measures in the CIS EMC Standards are created as
goals and as directives. EMC specialists, working with faculty and administrators, are expected
to determine the quality of the collection based on identified needs consistent with these
standards. Evaluation is the precursor of planning and should be used to strengthen the
learning and teaching environment. EMC specialists are expected to evaluate how effectively a
library collection meets the user needs. Evaluations must examine the quality and quantity of
library resources. Quantity alone is misleading. The quality of a collection better measures the
effectiveness of a collection. Quality is addressed only under copyright dates in the Standards
for Cebu International School Educational Media Center. However, EMC media specialists are
expected to assess quality in a more comprehensive way including curriculum fit, maturity
appropriateness, range of interests, and other instructional variables.

The Educational Media Center is expected to supplement the CIS instructional program and to
provide for independent study and personal reading. To ensure that the CIS media program is
an integral part of the educational program of CIS, the following objectives are used to guide
EMC’s educational contributions:

         Learning resources must strengthen CIS’s mission and educational objectives.
         Learning resources, including textbooks, must compliment CIS’s educational goals and
          specific courses.
         Learning resources must meet high standards of quality in factual content and
          presentation.
         Learning resources must be appropriate for the subject area and for the age, emotional
          development, ability level, learning styles, and social development of the students for
          whom the materials are selected.
         Learning resources must help students gain an awareness of our global societies.

Responsibility for selection of EMC materials

“Library materials” include all materials used by the EMC library or distributed by the library’s
circulation system. Selection of EMC materials involves library/media specialists, teachers,
students, supervisors, administrators, and community persons. Ultimately, the responsibility for
coordinating and recommending the selection and purchase of EMC instructional materials rests
with professionally trained EMC personnel and textbook evaluation committees.

Criteria for selection of EMC materials

In developing the library media collection, consideration should be given to the educational
goals of CIS, individual student learning modes, teaching styles, curricular needs, faculty and
student needs, existing materials and networking arrangements. The following factors shall be
taken into account as materials are purchased:

         Overall purpose
         Timeliness or permanence
         Importance of subject matter in relation to the curriculum
         Overall Quality
         Integrity
         Favorable reviews found in standard selection sources
         High degree of potential user appeal
         Reputation of author, publisher or producer
         Quality and variety of format
         Value commensurate with cost and/or need


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Cebu International School – Library



         Copyright

Procedures for Selection of Supplementary Materials

The selection of supplementary materials must honor EMC materials criteria, curriculum needs
and the professional judgment of the instructional staff. If a teacher plans to use supplementary
materials outside the normal parameters of the curriculum, the materials must be reviewed by
the principal and appropriate HOD.

Use of Challenged Materials in the Classroom

Parents may object to specific educational materials being used in the classroom. Moreover,
parents or guardians have the right to judge whether certain materials are acceptable for their
children. However, no parent or organization has a legal right to deny other parents or children
access to materials which are a part of the educational program.

If a teacher, HOD, or principal believes that classroom materials might be objectionable to some
CIS parents, a letter must be sent to parents or guardians of students in the class prior to the
use of the material(s) in question. The letter shall indicate the titles of the proposed material and
inform parents they may decide to remove their child from this particular class activity.

Censorship

If a parent or guardian complains about any textbooks, library materials, or other instructional
materials, the following procedure will be implemented:

A.    All complaints regarding the                  use   of   any   educational   materials   shall   be
     submitted to the administration.

B.    A committee of employees competent in the pertinent subject area will be appointed
     by the Superintendent.     The committee shall review the complaint and submit a
     written recommendation to the Superintendent.

C. The Superintendent shall review the committee’s recommendation and, along with an
administrative recommendation, forward it to the Board. Pending Board action, the
Superintendent’s decision will be followed.

Audiovisual Resources Classification System

The age-based classification rating system for EMC audiovisual resources has six levels, plus
an Exempt category for materials that are not required to be classified.

Programs that must be classified are:

         Any programs produced specifically for viewers from ages 2-12.
         Dramatic programs and soap operas, made-for-television movies, comedy series.
         Reality-based dramatic programs where real events are "re-created" or where coverage
          of real events are packaged as entertainment rather than as information/documentary
          programs
         Theatrical productions and films.

EXEMPT: Exempt programs includes: news, sports, documentaries and other information
programs; talk shows, music videos, and variety programs.

All audiovisual films and TV programs in any format (DVD, VCD, VHS, and BETA) have to be
classified and labeled according the Dewey Decimal Classification System scheme as follows:


                    AVR               Location
                    398                Subject from Dewey Decimal Classification
                    HER                First three letters of the title


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Cebu International School – Library



                    N-G2              Level/grade
                    DVD               Type of format


CIS EMC has designed a Rating Classification System for student resource usage. All
audiovisual resources must have the classification symbol displayed on the cover.

                 GENERAL
             Resources with this classification contain themes considered acceptable for all age
             groups. Appropriate for the entire family, and intended for a broad, general
             audience. While not designed specifically for children, younger viewers may be
part of the audience. Therefore, resources within this classification shall contain very little
violence, physical, verbal or emotional.

Resources under this General classification should not threaten a younger child’s sense of
security, and should not depict realistic scenes of violence which minimize or gloss over the
effects of violent acts.

Violence Guidelines

Minimal, infrequent
May contain comedic, unrealistic depictions
Contains no frightening special effects not required by storyline

Other Content Guidelines

Language – may contain inoffensive slang, -no profanity
Sex/Nudity – none

                   OVER 8 YEARS OLD
              This classification is applied to children's resources that are generally considered
    8A        acceptable for youngsters 8 years and over to view on their own. These
              resources, while intended for a general audience, may not be suitable for children
under the age of 8.

Programs within this classification might deal with themes which could be unsuitable for younger
children. References to any controversial themes shall be discreet and sensitive to the 8-12
year age range of this viewing group.

Violence Guidelines

Any depiction of conflicts and/or aggression will be limited and moderate; including physical,
fantasy, or supernatural violence.
Any such depictions should not be pervasive, and must be compatible with the theme, storyline
or character development.
Might include mild physical violence, comedic violence, comic horror, special effects; fantasy,
supernatural, or animated violence

Other Content Guidelines

Language- no profanity
Might have infrequent use of language which may be considered to be socially offensive or
discriminatory, and then only if employed within the context of storyline or character
development.


Sex/Nudity- none

                 OVER 12 YEARS
                 Resources within this classification contain themes or content elements which
                 might not be suitable for viewers under the age of 12. Resources within this


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Cebu International School – Library



classification might address controversial themes or issues. Pre-teens and early teens could be
part of this viewing group. Care must be taken to not encourage imitational behavior.
Consequences of violent actions shall not be minimized.

Violence Guidelines

Any depiction of conflict and/or aggression will be limited and moderate, and might include
physical, fantasy, or supernatural violence.
Any such depictions should not be pervasive, and must be justified within the context of theme,
storyline, or character development.

Other Content Guidelines

Might contain infrequent and mild profanity
Might contain mildly suggestive language
Could possibly contain brief scenes of nudity
Might have limited and discreet sexual references or content when compatible with the storyline
or theme

                 OVER 15 YEARS

              Resources within this classification contain themes or content elements which
              might not be suitable for viewers under the age of 15. Teachers are cautioned to
exercise discretion in permitting viewing by pre-teens and early teens without parent/guardian
supervision. Programs within this classification could deal with mature themes and societal
issues in a realistic fashion.

Violence Guidelines

While violence could be one of the dominant elements of the storyline, it must be integral to the
development of plot or character. Material in this category may contain intense scenes of
violence.

Other Content Guidelines

Could possibly include strong or frequent use of profanity
Might include scenes of nudity and/or sexual activity within the context of narrative or theme

                 ADULTS
            Resources within this category are out of school circulation, and are located at the
            faculty lounge and intended for viewers 18 years and older.
            This classification applies to resources which could contain any or all content
elements which would make the program unsuitable for viewers under the age of 18.

Violence Guidelines

The resource might contain depictions of violence, which while integral to the development of
plot, character or themes, are intended for adult viewing, and thus are not suitable for audiences
under 18 years of age.


Other Content Guidelines

Might contain graphic language
Might contain explicit portrayals of sex and/or nudity

Organization of CIS EMC Collections

The following collections in the MS/HS library are developed and upgraded:



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Cebu International School – Library



         General Reference Collection (REF) - This consists of choice encyclopedias,
          dictionaries, atlases, almanacs, manuals, handbooks, in print or CD-ROM which can
          give general information about covered topics and interests of the cross section of the
          school population.

         Fiction - These are among the best titles of the trade books, critically acclaimed or
          winning in prestigious international book competitions like the Newberry, young adult
          book awards, and other such categories. Elementary fiction books are labeled F plus
          the three letters of author’s family name. The middle and high school fiction books carry
          the HS plus the three letter of the author’s family name

         Non-fiction – The vast interest in many subject areas of information is sustained through
          updating collections with authoritative or well researched materials. Good reviews,
          annotations, and awards will be the basis for choosing the materials based on curricular
          and clientele’s demand. The elementary collection will be labeled J for junior materials
          and the three letters of the author’s family name. The high and middle school will be
          labeled HS and three letters of the author’s family name.

         Filipiniana Materials – This collection reflects the richness, variety, and growth of
          Philippine culture in both print and non-print materials that are related to the curricular
          and other interests of the CIS EMC clientele. These materials will enrich the school’s
          curricular and co-curricular programs. These materials will be labeled FIL and the three
          letters of the author’s family name for fiction and Dewey Decimal Classification numbers
          for non-fiction.

         International Baccalaureate References – The collection consists mostly of books
          associated with the IB curriculum. Updating will be based on new resources taken from
          new listing from the catalogs of recommended book publishers.

         Periodicals – A number of titles supporting students and staff’s curricular and general
          interests are subscribed and periodicals might be bound. CD-ROM databases of weekly
          and daily periodicals may also be acquired to support the need for updated information.

         Newspapers – Two local subscriptions and two national subscriptions

         Periodical Journals: They offer news, opinion, commentary, scholarly analysis, literary
          criticism, and reports of research.

         Audio-visual Resources – The materials that are displayed by visual projection or
          magnification, or through sound reproduction, or both, including sound recordings,
          motion pictures and video recordings, and graphic materials. Also included in this
          category are special visual materials such as three-dimensional artifacts and realia, and
          web-based audio-visual resources, including documents in which sound and/or pictures
          are prominent, which require the use of special equipment to be seen and/or heard [ISO
          5127-11]. These documents include audio records, tapes, cassettes, compact discs, files
          of digital recordings; visual documents such as slides, transparencies, and combined
          audio-visual documents such as motion pictures, and video recordings. Also, CD-ROMs,
          video cassettes (BETA, VHS, CD, CD-ROM), audio resources and others selected
          materials are carefully selected for students and staff. Technologies used with these
          softwares are acquired, and maintained.

         Faculty Resources – Resources for curricular and professional purposes have been
          developed and managed to enhance classroom teaching-learning experiences and
          faculty professional growth. Fiction collections were also started from parent and CIS
          community donations.

The following collections in the Elementary library are developed and upgraded:

         Picture books (PIC) - Materials of picture or easy reading materials, those winning
          national and international awards like the Caldecott and other children’s book awarding
          bodies, or critically acclaimed by A.L.A., S.L.J. and others.



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Cebu International School – Library




         Chapter and comic books (FIC): Selection of recommended chapter books and comic
          books for beginning readers.

         Foreign languages materials- These include Spanish (SPA) and Chinese (CHI)
          collections.

         Filipiniana Materials – This collection reflects the richness, variety, and growth of
          Philippine culture in both print and non-print materials that are related to the curricular
          and other interests of the CIS EMC clientele. These materials will enrich the school’s
          curricular and co-curricular programs. These materials will be labeled FIL and the three
          letters of the title for fiction.

         Non-fiction (J) - Resources of interest in subject areas based on curricular and clientele’s
          demand.

         General References (REF): These consist of choice encyclopedias, dictionaries, atlases,
          almanacs, manuals, handbooks, in print or CD-ROM which can give general information
          about covered topics and interests of the cross section of the school population.

EMC Library Collections Organization

The CIS EMC uses the well respected Dewey Decimal Classification scheme. EMC collections
are organized in the following manner:

Preschool/Elementary                       Corresponding Labels:
Picture books                              PIC + First three letters of the title (except for A, An
                                           and The)
Chapter/Comic Books                        FIC + Author’s Family Name
Foreign languages                          SPA or CHI + First three letters of the title
Filipiniana                                FIL + First three letters of the title
Non Fiction                                J + DDC No. + Author’s Family Name

Middle/High School                         Corresponding Labels:
Fiction                                    HS + Author’s Family Name
Non Fiction                                HS + DDC No. + Author’s Family Name
International Baccalaureate                IB + DDC No. + Author’s Family Name

Faculty Reference                          Corresponding Labels:
Fiction                                    FR + Author’s Family Name
Non Fiction                                FR + DDC No.+ Author’s Family Name

General References                         Corresponding Labels:
Collections                                REF + DDC No. + Author’s Family Name

Filipiniana                                Corresponding Labels:
Fiction                                    FIL + Author’s Family Name
Non Fiction                                FIL + DDC No. + Author’s Family Name

Audio-Visual Resources                     Corresponding Labels:
Fiction                                    AVR + Author’s Family Name + Level/Grade + Type of
                                           format
Non Fiction                                AVR + DDC No + Author’s Family Name + Level/Grade
                                           + Type of format




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                                            CIS EMC
                                      Cebu International School

                                       Cebu International School
                                          Pit-os, Cebu City
                                      +63 (32) 417-6390 to 93 Ext. 117
                                        Fax No. +63 (32) 417-6394




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