Selection of Learning Resources

I.    Statement of Policy: Our selection procedure is to provide students with a wide range of educational materials on all levels of difficulty and in a variety of formats, with diversity of appeal, allowing for the presentation of many different points of view. 

II.       Objectives of Selection

A.       For the purposes of this statement of policy, the term “learning resources” will refer to any person(s) or any material (whether acquired or locally produced) with instructional content or function that is used for formal or informal teaching/learning purposes. Learning resources include textbooks, other books, supplementary reading and informational materials, charts, community resource people, agencies and organizations, dioramas, filmstrips, flash cards, games, globes, kits, machine-readable data files, maps, microfilms, models, motion pictures, periodicals, pictures, realia, slides, sound recordings, transparencies, and videocassettes.

B.       The primary objective of learning resources is to support, enrich, and help implement the educational program of the school through the interaction of professional personnel and other members of the school community. It is the duty of professional staff to provide students with a wide range of materials at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view.

C.       To this end, the Cypress Hills Community School administration affirms that it is the responsibility of its professional staff:

1. To provide materials that enrich and support the curriculum, taking into consideration the varied interests, abilities, learning styles, and maturity levels of the students served;

2.  To provide materials in both Spanish and English, building both languages as equitably as possible to facilitate dual-language acquisition and instruction;

3.  To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards;

4.  To provide materials on various sides of controversial issues so that young citizens may have an opportunity to develop under guidance the practice of critical analysis and to make informed judgments in their daily lives;

5.  To provide materials representative of the many religious, ethnic, and cultural groups and that contribute to our national heritage and the world community;

6.  To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the school community.

III.       Criteria for Selection of Learning Resources

A.       The following criteria will be used as they apply:

1.   Learning resources shall support and be consistent with the general educational goals of the state and the district and the aims and objectives the school and specific courses.

2.   Learning resources shall be chosen to enrich and support the curriculum and the personal needs of users.

3.   Learning resources shall meet high standards of quality in:

                      a) artistic quality and/or literary style

                      b) authenticity

                      c) educational significance

                      d) factual content

                      e) physical format

                      f) presentation

                      g) readability

                      h) technical quality

4.        Learning resources shall 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.

5.        Learning resources shall be designed to provide a background of information that will motivate students and staff to examine their own attitudes and behavior; to comprehend their duties, responsibilities, rights and privileges as participating citizens in our society; and to make informed judgments in their daily lives.

6.        Learning resources shall provide information on opposing sides of controversial issues so that users may develop under guidance the practice of critical analysis.

B.       The selection of learning resources on controversial issues will be directed toward maintaining a balanced collection representing various views. Learning resources shall clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems.

III.     Procedures for Selection of Learning Resources

A.       In selecting learning resources, professional personnel will evaluate available resources and curriculum needs and will consult reputable, professionally prepared aids to selection and other appropriate sources. Among sources to be consulted are:

1.         Bibliographies (latest edition available, including supplements):

                     a) American Film & Video Association Evaluations

                     b) American Historical Fiction

                     c) Basic Book Collection for Elementary Grades

                     d) Basic Book Collection for Junior High Schools

                     e) The Best in Children’s Books

                      f) Booklist

                     g) Children and Books

                     h) Children’s Catalog

                     i) Elementary School Library Collection

                     j) Guide to Sources in Educational Media

                     k) Junior High School Catalog

                     l) Reference Books for School Libraries

                     m) Subject Guide to Children’s Books in Print

                     n) Subject Index to Books for Intermediate Grades

                    o) Subject Index to Books for Primary Grades

                    p) Westinghouse Learning Directory

As a part of the vertical file index, other special bibliographies, many of which have been prepared by educational organizations for particular subject matter areas.

2.        Current reviewing media:

                     a) AASA Science Books and Films

                     b) Bulletin of the Center for Children’s Books

                     c) Kirkus Reviews

                     d) Booklist

                     e) School Library Journal

                      f) AFVA Evaluations

                    g) Reading Rants Blog

Other sources will be consulted as appropriate. Whenever possible, the actual resource will be examined.

3.         Awards:

                                                            a) Alex (best adult book for young adults)

                                                            b) Caldecott (best illustrations)

                                                            c) Coretta Scott King (best work by an African American author or illustrator)

                                                            d) National Book Award (best book for ‘young people,’ spans juvenile to young adult)

                                                            e) Newbery (best juvenile book)

                                                            f) Printz (best young adult book)

                                                            g) Pura Belpré (best work by a Latino author or illustrator)

                                                           h) Scott O’Dell (best historical fiction)

                                                            i) Sibert (best non-fiction)

B.       Recommendations for purchase involve administrators, teachers, students, community members and district personnel, as appropriate.

C.       Gift materials shall be judged by the criteria outlined and shall be accepted or rejected by those criteria.

Selection is an ongoing process that should include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value.