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Belle Fourche High School Library Policy and Procedures Manual 1999-2000 Revised 2001-02 Table of Contents Documents Belle Fourche School District Mission, Philosophy, Vision Library Mission Book Selection Library Materials Selection and Adoption Policy Selection Commandments Censorship Instructional Materials and Book Review Citizen’s Request for Reconsideration of a Book Calendar of Events Five Year Plan Circulation Overdues Monthly Circulation Form Circulation Graph Copyright Compliance Policy South Dakota State Library Ordering Procedure Vendor Abbreviations Periodicals Periodicals Listing Supplies Codes Central Processing Physical Processing Procedure Inventory Inventory Tags Missing In Inventory Form Missing in Inventory `Past Years’ Missing Books Weeding Discarding Procedure Budgeting Capital Outlay Belle Fourche School District Purchasing Procedure Budgets Expenditures Per Student Use of Computers and Networks Acceptable Use Policy Library Position Levels Annual Library Reports Miscellaneous Special Sections Teaching Assistant Gift Agreement Form Documents Belle Fourche School District 9-1 MISSION STATEMENT WE, THE MEMBERS OF THE BELLE FOURCHE COMMUNITY, ARE COMMITTED TO BUILDING A LEARNING COMMUNITY AND ENSURING ALL LEARNERS EQUAL OPPORTUNITY FOR AN EXCELLENT EDUCATION PROGRAM THAT RESULTS IN LEARNERS WHO ARE RESPONSIBLE AND ACCOUNTABLE, WHO VALUE LIFELONG LEARNING AND KNOW HOW TO LEARN; AND WHO ARE CAPABLE OF SUCCEEDING IN A CHANGING SOCIETY. PHILOSOPHY The School Board of Belle Fourche Public Schools subscribes to the thesis that our educational aspirations for our young have made us free, and it is the intention of the board to help perpetuate that freedom by providing the best education possible for our children within monetary resources available to the district. Our purpose is to develop individuals with adequate academic preparation as well as the desirable moral, ethical and spiritual beliefs to assume a role in shaping the future of our nation. It is understood that though all children will not learn all things equally well, all should have an equal opportunity in the pursuit of educational qualifications for the world ahead, and the school board will attempt to balance its program to provide for the varied interests of the pupils of the schools. In attempts at balance, school officials must keep in mind quality programs deserve as much consideration as quantity. The board accepts the premise that the center of the school curriculum is the child and that the instructional program should be tailored to fit a child- development pattern of education. The board of education accepts the conclusion that the education of children is a comprehensive program which must be undertaken in cooperation with other institutions of our society. We will seek to establish and maintain strong ties with parents and community programs. VISION The ideal Belle Fourche School District is filled with high levels of motivation and expectation for all. The climate of the district is one of low anxiety and high productivity. Teachers and learners have the freedom and security to learn from their mistakes. The schools are organized to produce the most effective and successful learning for all individuals. Establishing and maintaining optimum student-teacher ratio is a district priority. The district cooperates closely with other institutions and human service agencies to ensure that the physical, emotional, and intellectual needs of all learners are met to the highest possible degree. The district actively seeks various forms of funding to realize its goals. The school district is student centered. Each learner has an advisory team (parent, teacher, administrator) and an individual education plan to support and guide his/her learning progress. Learners are taught to take responsibility for their own learning. The curriculum of the school is designed by educators of the district with input from parents, students, and community members. The driving force for curriculum development are the district's Exit Outcomes. The curriculum promotes active learning and emphasizes thinking skills in all areas. All learners are allowed appropriate time for successful learning. All teachers are allowed appropriate time for planning, collaboration, and effective teaching. Teaching and learning strategies are as varied as the individuals themselves. Learning takes place at diverse times and locations. Technology is used to support and enhance quality learning experiences. There is a high expectation for student success. A variety of assessment strategies are used to measure learning progress by establishing student performance as the means to validate learning. 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. 1. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation. 2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval. 3. Libraries should challenge censorship in the fulfillment of the responsibility to provide information and enlightenment. 4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. 5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views. 6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use. Adopted June 18, 1948. Amended February 2, 1961, June 27, 1967, and January 23, 1980 by the ALA Council. LIBRARY MISSION At Belle Fourche High School, the library is an integral part of the educational program. Students and staff must be aware of available sources of information, and they are entitled to equal access to that information. The library seeks to ensure that students value lifelong educational and recreational reading. In order to be successful in this mission, the library must provide access to information in all formats, primarily providing media that supports the curriculum and, secondarily, providing media that supports recreations pursuits. The Freedom to Read 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 books from sale, to censor textbooks, to label controversial books, 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 avoid the subversion of politics and the corruption of morals. We, as citizens devoted to the use of books and as librarians and publishers responsible for disseminating them, wish to assert the public interest in the preservation of the freedom to read. We are deeply concerned about these attempts at suppression. Most such attempts rest on a denial of the fundamental premise of democracy: that the ordinary citizen, by exercising critical judgment, will accept the good and reject the bad. The censors, public and private, assume that they should determine what is good and what is bad for their fellow-citizens. We trust Americans to recognize propaganda, and to reject it. We do not believe they need the help of censors to assist them in this task. 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. We are aware, of course, that books are not alone in being subjected to efforts at suppression. We are aware that these efforts are related to a larger pattern of pressures being brought against education, the press, films, radio and television. 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. Such pressure toward conformity is perhaps natural to a time of uneasy change and pervading fear. Especially when so many of our apprehensions are directed against an ideology, the expression of a dissident idea becomes a thing feared in itself, and we ten to move against it as against a hostile deed, with suppression.
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