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Hazel H Scales Innovation Center

SARAH POWELL Locker

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8/15/17

Hazel H Scales Innovation Center Mission Statement

The Hazel H Scales Innovation Center will serve the educators and students of Pine Forest High School to help them find, use, and share information in all formats in preparation for a post-secondary environment. The Innovation Center will also serve its educational community as a learning commons to build, interact, collaborate, and grow.

 

Pine Forest High School Mission Statement

Pine Forest High School administration, faculty, staff, and community stakeholders will prepare our students at the highest level of academic rigor for graduation and readiness for post-secondary experiences and/or the workplace.

 

Pine Forest High School Innovation Center Rules

Food and drink are not allowed in the Innovation Center.

Use your quiet voice.

If you use it, put it back in the proper place or on a shelving cart.

Be courteous to each other and of Innovation Center materials.

 

AASL Standards for the 21st Century Learner

The student should be able to:

• Inquire, think critically, and gain knowledge.

• Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

• Share knowledge and participate ethically and productively as members of our democratic society.

• Pursue personal and aesthetic growth

AASL Standards July 21, 2009

 

Admittance Policy for Students

Students and faculty may use the Innovation Center between 8 a.m. and 3:30 p.m. Students must have a hall pass and a vest from their teacher unless they are visiting before school or during lunch.

 

Class Policy for teachers

Teachers must accompany their classes to the Innovation Center, but may send no more than six students to do work at once with passes. Special circumstances may be approved by consultation with the Innovation Specialist. Teachers must enter their preference of use in the  calendar located at the circulation desk.

Materials Purchased for Teachers

Teachers may request books, dvds, and other materials by an informal conference or brief email with/to the Innovation Specialist. The teacher must provide as much information as possible about those materials needed. The wait time for those materials will be as funds come available.

Loan Policies

The loan period for checking out materials is as follows:

• Circulating printed materials – 10 school days

• Reference and visual materials – overnight

• Renewals–two renewals

All students may check out 5 items simultaneously, and extra items must be approved by the Innovation Specialist.

Faculty and Staff may check out 30 items at a time for 180 days per item. Extra items must be approved by the Innovation Specialist. When materials are requested by someone else, a request for those materials will be made.

 

Fine Polices

All Items that are over ten school days late will be charged a late fee of $.10 a school day not to exceed two dollars. Lost or damaged books must be paid for at the replacement cost. Faculty and staff are exempt from fines, but are responsible for the replacement cost of the material.

 

Computer Usage

The Innovation Center has 11 computers with printing capabilities. Anyone with access to Pine Forest High School may print at no cost. Only black and white copies are available. Since the computers will not store materials, everyone is encouraged to own a jump drive or have another strategy for saving information.

 

3D Printer Usage

1. 3D printing service is available to students only. Supervision is mandatory.

2. Scheduling and Submitting

a. Students are expected to take a 3D printing orientation prior to use. Students will need to allow extra time for this the first time they sign up to use the printer.

b. Students must schedule print time with the Innovation Specialist.

c. Students may not stay for the duration of a print job if it is expected to take 10 minutes or longer.  Students are responsible, however, for coming to the Innovation Center to retrieve and pay for their objects once completed.

d. Printing priority is based on a first-come, first served basis.  Priority will be given to Innovation Center programs or activities.

e. Students may submit only one file at a time for printing.  Files containing more than one object are permitted.  Students may not schedule consecutive print times.  However, if time permits and no one is scheduled, more than one file may be submitted.

f. No printing will be scheduled one-hour prior to the end of any school day.

g. Students must receive special approval and scheduling from staff for print jobs projected to take longer than the Innovation Center’s open hours.

3. Filament

a. The PLA filament is provided by the Pine Forest Innovation Center.

b. Due to the cost of filament, $2.00 will be collected for each small printed object. Payments will be collected at the front office.

4. Restrictions

The Innovation Center’s 3D printer may be used only for lawful purposes. Users will not be permitted to use the Innovation Center's 3D printer to create material that is:

a. Prohibited by local, state or federal law.

b. Unsafe, harmful, dangerous, poses an immediate threat to the well-being of others, or is otherwise inappropriate for the educational environment. (Such use may also violate the terms of use of the manufacturer.)

c.  In violation of another's intellectual property rights. For example, the printer will not be used to reproduce material that is subject to copyright, patent or trademark protection.

d. The Innovation Center reserves the right to refuse any 3D print request.

Supervision of the use of the 3D printer by Innovation Center staff does not constitute knowledge, or acknowledgment, of any unapparent final use of the 3D product, and the Innovation Center specifically disclaims any knowledge thereof.

5. Completed prints

a. Except in cases of mechanical failure, objects failing to fully print, errors in the print process, or other factors not in a student’s control, students are expected to pay for completed objects and may not demand a new print in place of the original due to dissatisfaction with color, scale, quality, design, required support material, or other options pre-selected by the customer.

b. Objects unclaimed after 7 days may be discarded or recycled.

Materials Procedures

Selection General Philosophy

I. Print and non-print materials are selected to support educational and curricular goals of Florida and the ECSD.

II. Library materials are selected to support the extra-curricular activities sponsored by the school: organizations/clubs, athletics, drama, music, dance, and social events.

III. Library materials are selected to reflect the diverse interest of high school students. Resources that educate, enrich, entertain, and inform will be provided. Materials will include both basic works of permanent value and timely materials on current issues.

IV. Materials may present controversial issues, but will provide many viewpoints for the study and understanding of thought provoking issues.

V. Materials considered standard works for high school collections will be selected.

VI. Materials are selected to encourage growth of knowledge; to develop literary, cultural and aesthetic appreciation, and to foster ethical development.

VII. Materials will reflect the concerns and contribution of both sexes and members of various religious, ethnic, social and cultural groups both current and historical.

VIII.Materials will be appropriate for the age, social and emotional development, ability level, and learning styles of the students for whom they are selected. Therefore children’s, young adult, and adult titles are included in the collection.

IX. Materials will be selected to promote lifelong learning and the effective use of ideas and information.

X. Ultimate responsibility for the selection rest with the Innovation Specialist. But all faculty members are encouraged to participate in the selection process. Community and student recommendations are also considered.

 

Criteria

The established criteria for all subjects and formats include:

1. Importance of subject matter to the collection

2. Authoritativeness and accuracy of information

3. Reputation and significance of the author/performer, producer, editor, or publisher

4. Timeliness or permanence of the material

5. Appearance of the title in recommended bibliographies, indexes, or review sources

6. Balance of special group interest with general demand

7. Scarcity of material on the subject

8. Appropriateness for the age, emotional development, ability level, learning styles and social development of the students

9. Presentation of multiple perspectives on controversial issues

10. Clarity of Style and format

11. Reasonableness of cost

12. Appeal to the student population

 

Criteria for Specific Types and Formats of Materials Print Materials

Fiction

a. Fiction works are selected with a goal of enriching the insight and understanding of oneself and those with whom one lives and works.

b. Fiction works are selected with the goal of representing an honest portrayal of some problem, aspect of life, experience, or point of view which broadens or increases understanding of human nature and society.

c. Motivation, characterization, setting the plot should be well developed. Note: specific passages must be evaluated in relation to the work as a whole and cannot be given fair consideration out of context.

d. The writing should be of an acceptable literary quality.

e. Best sellers are considered on individual merits as well are other new works.
 

Non-fiction

a. Non-fiction of lasting value is given first priority, but materials may also be selected to meet a temporary need.

b. Information should be accurate and authoritative and presented in a clear and readable style. Expressions of opinion by the author should be readily distinguishable from objective facts and should be sincere and responsible.

c. Subjects which are technically difficult and complex should be useful to a reasonable proportion of high school readers having an interest in the subject.

d. Faculty and staff members with special fields of interest, experience, or study may be ask to review and make recommendations for materials in these fields.

 

Reviewing Tools

Reviews in professional library journals, listservs, and websites are used as a basis for selection. These tools include, but are not limited to the examples below:

• School Library Journal

• Booklist

• VOYA (Voice of Youth Advocates)

• Book awards

 

Special Considerations

Religion

In the literature of religion, library selection must be broad, tolerant, without partisanship, yet constantly directed toward the choice of the best materials in regard to authority, timeliness, and good literary quality. Since this is a public high school, an effort is made to maintain an impartial recognition of religions, as part of the world cultural heritage, while specializing in none.

Sex and Family Living

The library purchases materials about sex and family living that are appropriate for young adults.

Gifts and Donations

Materials given as gifts or donations which meet the standards generally employed for selection may be added to the collection. If they are not deemed suitable or useful, they may be given away or discarded.

Weeding

In order to maintain an up-to-date, attractive, and currently useful collection, a continuous program of discarding, replacing, and mending is conducted in accordance with current professional standards. Print materials which are outdated, superseded, discredited, in poor condition, or no longer of interest are discarded. The same selection criteria will be applied in deciding whether or not to keep a specific item in the collection as used in acquiring new materials.

 

School Library Bill of Rights

The entire selection process is based on the premise that the Board of Education supports the principles of intellectual freedom inherent in the First Amendment of the Constitution of the United States and as expressed in the “Library Bill of Rights” of the American Library Association, “School Library Bill of Rights” of the American Association of School Librarians, and “The Students’ Right to Read” of the National Council of Teachers of English. An interpretation of the Library Bill of Rights for School Libraries from the ALA is as follows:

 

Access to Resources and Services in the School Library

The school library plays a unique role in promoting, protecting, and educating about intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shape the resources and services of a school library, the principles of the American Library Association’s Library Bill of Rights apply equally to all libraries, including school libraries. Under these principles, all students have equitable access to library facilities, resources, and instructional programs.

School librarians assume a leadership role in promoting the principles of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School librarians work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Intellectual freedom is fostered by educating students in the use of critical thinking skills to empower them to pursue free inquiry responsibly and independently. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.

School librarians cooperate with other individuals in building collections of resources that meet the needs as well as the developmental and maturity levels of students. These collections provide resources that support the mission of the school district and are consistent with its philosophy, goals, and objectives. Resources in school library collections are an integral component of the curriculum and represent diverse points of view on both current and historical issues. These resources include materials that support the intellectual growth, personal development, individual interests, and recreational needs of students.

While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equitable access to resources and services, the school library provides resources that reflect the linguistic pluralism of the community.

Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School librarians resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access regardless of technology, formats or method of delivery.

Major barriers between students and resources include but are not limited: to imposing age, grade-level, or reading-level restrictions on the use of resources; limiting the use of interlibrary loan and access to electronic information; charging fees for information in specific formats; requiring permission from parents or teachers; establishing restricted shelves or closed collections; and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.

It is the responsibility of the governing board to adopt policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. It is the responsibility of school librarians to implement district policies and procedures in the school to ensure equitable access to resources and services for all students.

Adopted July 2, 1986, by the ALA Council; amended January 10, 1990; July 12, 2000; January 19, 2005; July 2, 2008; and July 1, 2014.[ISBN 8389-7053-2]

 

Materials

Procedures for Reconsideration of Materials

Occasionally, objections will be voiced to the selection of some library materials, despite the quality of the selection process. The entire selection procedure is based on the premise that the Board of Education supports the principles of intellectual freedom inherent to the First Amendment of the Constitution of the United States and expressed in the “Library Bill of Rights” of the American Association of School Librarians, and the “Students’ Right to Read” of the National Council of Teachers of English. If a complaint is made, the following procedure is recommended:

1. The complainant should be informed of the selection procedure and provided with a printed copy of the selection policy adopted by Pine Forest High School Innovation Center.

2. The complainant should be requested to submit the formal “Request for the Reconsideration of Library Materials” to the school principal.

3. When a request is submitted: The principal, in consultation with the certified Innovation Specialist, should immediately appoint an ad hoc review committee to review the challenged material. The review committee should be made up of the Innovation Specialist, a faculty member, a parent, and a student. The committee should report within thirty days.

4. The review committee should meet its obligation by:

a. reading, viewing, or listening to the challenged material in its entirety.

b. checking established and acceptable selection tools with a view to gauging the general acceptance of the challenged material.

c. establishing relevance of the challenged material to the curriculum and other student needs.

d. completing the appropriate checklist including a judgment of the challenged materials as a whole for its value as an entity in the support of the overall goals and objectives of the educational program.

5. The written recommendation should be presented to the complainant and the principal.

Material Procedures

Library Inventory Purpose: To maintain an accurate record of books in the collection, to note the number and kind of missing books, and to allow for the re-ordering of lost book where necessary and practical.

Procedures: Every item in the library is scanned into the inventory program in Destiny during January every year. The current inventory populates in the Collection Statistics Summary report in Destiny.

 

Pine Forest High School Innovation Center Inventory as of Aug 5, 2017

Dewey Collection 0's         152

Generalities 100's         136

Philosophy 200's         138

Religion 300's             1,238

Social Science 400's         70

Language 500's         445

Pure Science 600's         758

Technology 700's         929

The Arts 21 800's         493

Literature 900's         2,729

Fiction                4,498

Biography            (2,729)

Easy                -

Reference            2,129

Student Sets            -

Video and DVD        4

Professional Collection    361

Uncataloged            0

Books on loan            -

Total collection         14,080

8.43 Books per student at 1,670 students

7.57 under for the School Library Journal’s Spending Survey

 

Material Procedures

Evaluation/Weeding

Evaluating the Collection

1. Desirability. By checking the materials on hand, it is easy to determine what part of the total existing collection is useful and recommended for Innovation Centers.

2. Variety. In evaluating the variety of the collections, count only one copy of each title – otherwise a true picture of subject distribution will not be given.

3. Currency. The copyright dates for materials in the fields of social science, science, and technology must be especially noted. Developments in these fields have been notably apparent in the past decade. Materials in these groups copyrighted ten to seventy years ago or more are to a great extent out of date. Every attempt is made to keep materials in these subjects up to date.

4. Curriculum Support. Does the library contain items to supplement the curriculum offering in all fields? What fields especially need strengthening?

5. Student Interest. Are there materials on hobbies, leisure time activities, guidance, occupations, and recreational reading?

 

Weeding the Collection

“Weeding” is defined as the procedure in which certain items have been identified as being no longer useful, current, relevant, or in good condition. Ongoing weeding of the library media collection is imperative. Teachers and the Innovation Specialist should work together on this process. In order to be effective, weeding requires a thorough understanding of:

a. The school’s curriculum

b. Knowledge of existing collection

c. An adequate background in literature

d. Knowledge about the characteristics of a good book

e. An understanding of the interest, needs, and abilities of the age group served

f. A community background

g. Knowledge of other resources available

The systematic removal from the collection of materials no longer useful is essential to maintaining the purposes and quality of resources. Discarding materials requires the same degree of attention and careful study as the initial selection. As books are weeded, they may be considered for replacement. The criteria are as follows:

a. Materials are out-of-date because their content has become obsolete, inaccurate, and/or misleading.

b. Materials are out-of-step with interest, customs, or dress of present generation (other than those reflecting periods of time, costumes, etc.).

c. Material is no longer in a physical condition which supports daily utilization (too worn and /or missing pages etc.): and its repair exceeds the replacement cost.

d. Materials are socially misleading and/or present scientifically incorrect information.

e. Material has not circulated recently. It is taking up valuable space needed for more popular and relevant materials unless it contains information not found anywhere else.

f. The item is no longer relevant to the curriculum because of a current change of content or emphasis.

g. Material is beyond comprehension of readers.

h. Material is mediocre in presentation.

 

Withdrawn Items

Materials which have been weeded from the collection may be offered to staff and students, charities, or to other libraries. They may also be discarded or recycled.

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