THS Media Center FAQs
Students who attend schools with certified teacher-librarians and quality library facilities perform better on standardized tests and are more likely to graduate, even after controlling for school size and student income level. – Washington State School Library Impact Study |
Children's libraries equip children with lifelong learning and literacy skills, enabling them to participate and contribute to the community. The links between literacy and social and economic outcomes cannot be overemphasized. Diverse storytimes, access to books, art activities, and family areas with opportunities to role-play, build and discover — all of these things foster brain development and early literacy and math skills. One of the essential experiences that libraries provide is an opportunity to develop a love of books and reading.
While most adults agree that libraries play a critical role in our children’s literacy skill development and the love of reading, we will never agree on the appropriate books and themes for which audience. It is indeed a parent’s right to revoke their child’s access to a title; however, it is beyond their reach to expect the district to pull the title from shelves based on only that parent’s opinion.
Parents should not regulate what is appropriate for other readers or other parents. From experience, we know that books can help readers explore and deal with circumstances from a fictional standpoint they might encounter in their own lives. |
Does the TSD School Board have a policy guiding the purchasing of library books?
Yes, the TSD School Board policies guide purchasing all classroom materials. The library is a classroom within each school and follows all TSD School Board policies. The specific TSD School Board policies that address library books is attached
Are library books the same as teachers’ classroom books?
No, library books are purchased or donated through the library program and not the same as teachers’ classroom libraries. Questions regarding teachers’ classroom libraries should be directed to the teacher.
Who chooses which books are added to the school libraries?
- Numerous people and organizations are involved in choosing books for our school libraries: Student and teacher requests, curriculum needs, bestseller lists, literary award winners, local authors, Michigan books, professional book reviews, TSD school librarians, school library assistants, and numerous “top reads” websites (including but not limited to Barnes and Noble, Good Reads, School Library Journal, Scholastic, Booklist, Common Sense Media, and Amazon). This process creates a balance of library book purchases and suggestions. Book recommendations by students and teachers are primarily approved and ordered.
- Books received as donations are subject to the same TSD School Board policies as any books purchased. Books received as gifts are reviewed to ensure they meet the TSD Collection Development Policy guidelines.
What resources are used to help find age appropriate books for the school libraries?
- Books are generally divided by grade levels and ages for which they are appropriate. Before we order each book, we will check both of these numbers. Books are typically recommended for grades K-3, 3-5, 4-6, 5-8, or 9 and up. Books are also rated by Juvenile or Young Adult (YA) using the industry standard BISAC (Book Industry Standards and Communications) rating system. Juvenile is intended for children ages 0-11; preschool-grade 6). YA is intended for children ages 12-18; grades 7-12. Please note that there are exceptions to these guidelines based on the book's contents. Having a foolproof method for each book is impossible because students’ maturity levels, interest levels, and background knowledge differ considerably even within the same ages and grades.
- Consider that each school library must provide books for all ages, interests, and maturity levels within that school. For example, when looking at one of our elementary schools, the library must have books for lower maturity PreK-aged students while also providing material for high reading and mature level 5th graders. That is well over ten different reading grade ranges alone. It is a complicated balancing act requiring all involved to help students choose the best books.
- Another interesting issue at elementary schools is parents requesting higher reading level books for their children reading at middle or high school reading levels. While this would not be too difficult to accomplish, books written for students reading at a 6.5 or 7.5 level are commonly written for a middle school maturity level. In general, elementary school parents do not usually want their elementary children to read more mature content.
- While parents need to be involved and help choose what their child reads, it is also important to remember that parents would not know what is best for other students to read.
As a parent or guardian, how can I monitor what my child is reading from the TSD libraries?
- The best way to monitor what your child is reading is to take an active role in their education and book choices. For younger children, read their library books with them. Know what books your child likes and what they are learning in their current curriculum. Have thoughtful conversations about the literature your child is reading and encourage them to find challenging yet interesting books at their reading level to continue to learn and grow. For older children, ask what book they are currently reading and have discussions about their library books. Encourage your child to read about topics that interest them and suggest books you feel they may enjoy. Read some books together as a family and have book circles to sharpen their listening and conversation skills, spark their imagination, and expand their knowledge of the world around them. The intimate experience of reading together can yield important lessons about behavior, feelings, and strengthening your relationships.
- Parents may log in to their child’s Destiny or Sora library accounts at any time and see what library books/materials are currently checked out and a complete history of library checkouts.
- Destiny is our print book collection and directions for logging in can be found at https://troycoltsmediacenter.weebly.com/uploads/1/3/5/4/13549136/destiny_discover_set_up.pdf.
- SORA our eBook and audiobook collection can be accessed using the directions found at https://troycoltsmediacenter.weebly.com/uploads/1/3/5/4/13549136/gettingstudentsstartedwith_sora.pdf
If I have a concern regarding a library book my child is reading, what should I do?
If you are concerned about a library book your child is currently reading, don’t hesitate to contact Mrs. Isaac via email at [email protected].
If I would like to prohibit my child from reading a specific library book, author or subject, what should I do?
- If a parent would like specific book titles restricted from their child’s access, please email Mrs. Isaac at [email protected]. Please include your child’s name, their student ID number, and the specific book title(s), author(s), or topic(s) requesting restrictions.
- Please note that students with parents who implement restrictions on their library accounts will, in turn, not have access to eBooks on Sora, as those can not be individually restricted.
- Parents may also request the restriction of all library books if they feel that is the best option.
I have seen some excerpts from THS books posted on social media by other parents which I find are alarming. Why do we have books like that in our collection?
- All books legally must be considered AS A WHOLE. It is not appropriate to evaluate a book for inclusion in the library collection based on a small excerpt, regardless of how it may appear to some.
- School libraries serve a diverse population that affirms the identities and lives of children and youth. The books reflect their experiences, offer a view of the world beyond their own experiences, and build empathy and understanding of multiple perspectives.
- It has been reported on social media that the TSD libraries have pornography. Pornography is not a legal term and has no legal criteria; it is printed or visual material containing the explicit description or display of sexual organs or activity, intended to stimulate erotic rather than aesthetic or emotional feelings. THE TSD LIBRARIES HAVE NO PORNOGRAPHY.
- The legal term to evaluate books with mature content AS A WHOLE is "obscenity." A work is deemed obscene/not obscene by applying the “Miller Test for Obscenity” based on a court case from 1973. The Miller test is known as a three-prong test, and the work must meet ALL THREE criteria to be considered obscene:
- Does the work, as judged by “the average person, applying contemporary community standards,” taken as a whole, appeal to the prurient (inappropriately sexual) interest?
- Does the work depict or describe, in an explicit, “patently offensive way,” sexual conduct or excretory functions as defined by state laws?
- Does the work, taken as a whole, lack serious literary, artistic, political or scientific value?
- TSD follows a review process to evaluate books for reconsideration, outlined below. WE DO NOT KEEP ANY BOOKS IN OUR LIBRARY COLLECTIONS THAT THIS REVIEW PROCESS DEEMS OBSCENE.
If I would like a specific library book to be reconsidered by the TSD Reconsideration Committee, what should I do?
Any parent or community member who has a concern or question about a resource in our media centers is encouraged to begin the dialogue informally at the building level. Persons with a complaint about library print or digital resources should state their concerns to the school librarian or principal. The librarian or principal will listen attentively to the concerns and attempt to resolve the issue informally. As part of the discussion, the school employee may explain the library’s selection policy, selection criteria, diversity of the collection with resources from many points of view, and the selection process.
If the concern/complaint is not able to be resolved informally, the librarian or principal will explain the formal reconsideration process as outlined in Board Policy 3000.06 and Administrative Regulation 3006 which states: Parents who object to instructional materials or media center materials may present their objection(s) to the Superintendent in writing. The Superintendent will review the parents´ objection(s) with the Assistant Superintendents for Instruction and others, at the Superintendent´s discretion. The Superintendent, based on this review, will: sustain the objection, in whole or in part, and take action consistent with his or her decision, or deny the objection. In either case, the Superintendent will notify the parents with a brief explanation of his or her decision. The Superintendent´s decision will be final and binding. No library resources should be removed or restricted from use as a result of the informal complaint.
Procedures for Handling Formal Complaints
The following procedures should be followed if, after discussing the questioned resource, no resolution is made.
1. Upon receipt of the formal complaint, the Superintendent and Assistant Superintendent will review the complaint and include appropriate level building administrator(s) and media center specialist(s).
2. The district will convene an internal committee including teacher representatives, building level administrator(s), media specialist(s), and parent/student representation if appropriate.
3. The school district will secure copies of the resources for the committee to review.
4. The school district will provide the reviewing committee with a short formal Intellectual Freedom training, the library’s mission statement, selection policy, the Library Bill of Rights, the complaints conveyed, reviews of the resource being reconsidered, and a list of awards or honors, if any. This packet should be created with assistance from the state department of public instruction and the American Library Association’s Office for Intellectual Freedom.
5. The district should schedule a formal reconsideration meeting within 15 school days after the formal complaint is received. Additional factors may impact the timing of any review including the school calendar, the number of reviews being processed, the length of material being reviewed (to provide sufficient time for reading/viewing) and the availability of committee members.
6. The review committee should follow the procedures listed below:
a. A member of the committee should keep minutes.
b. All committee members should fully review the resource (read or view the entire work) before convening.
c. The committee reserves the right to use outside expertise if necessary to help in its decision-making process. An Equal Opportunity/Affirmative Action Employer
d. The committee will review all written concerns as shared by the complainant(s). The complainant may request to further discuss his/her concerns individually with the Superintendent or Assistant Superintendent.
e. The committee will consider whether the selection of the material in question follows the criteria stated in the collection policy.
f. The committee will make its determination by simple majority to retain, move the resources to a different level, or remove the resource. This will be an anonymous vote.
g. The committee's recommendation (including a minority report if needed) shall be presented to the superintendent of schools and the school library media department director within five school days after the decision is made.
h. The superintendent will share his or her decision with the complainant within 10 school days of the committee’s recommendation.
i. The Superintendent’s decision is final and binding.
7. The work in question will remain on library shelves and in circulation until a formal decision is made.