Library Training 1: Background & Philosophy  
 We anticipate this first training might take you an hour to complete. YOU MUST EMAIL THE DISTRICT LIBRARIAN for feedback to your questions and as you progress through the trainings, as there is no notification on this training that alerts the District Librarian you are taking or completing trainings.  

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Email *
Your Name *
Your School *
Overall Training Goals and Instructions
I know how to .... and have knowledge of....: *
Yes
Somewhat
Not at all
The mechanics of logging into our school site catalog
How to access a patron record
The Library Bill of Rights
Intellectual Freedom and First Amendment rights of Children
What is in our library collection and what resources we have online
How to place holds
What to do if a parent or teacher complains about a book or material
A student's right to privacy
How to find a book in the library catalog
What to do if a student has overdues or fines on their record
What our District collection development policy is
How many classes I should be seeing a day
How to shelve materials in Dewey Decimal Order
The school's library policy
Library orientation for students
The difference between graphic novels, comic books and manga
How to classify a book as Science Fiction and Fantasy
Entry point books for reluctant readers
The most popular books in my student's age range
Books that are "like" other books, for example, books that are like Jason Reynold's, Lauren Myracle's, Jeff Kinney or Mo Willem's books.
Conduct a reference interview
What are some books that are "like" other books that you recommend? And what is the recommendation based upon? (What are the "likes" you are comparing?) *
Required Reading
After reading the following articles, please complete the questions and checklist.
Please read the following statement (about 3-5 mins). http://www.ala.org/aasl/advocacy/resources/statements/labeling What surprises you? What did you learn? What do you want to know more about? *
Please read the articles (about 5 minutes each): Library Bill of Rights and Minors: http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/minors http://www.ala.org/advocacy/intfreedom/minors  First Amendment Rights of Students http://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/Do%20Minors%20Have%20First%20Amendment%20Rights%20in%20Schools.pdf      Intellectual Freedom: Kid's Rights  http://www.ala.org/alsc/sites/ala.org.alsc/files/content/issuesadv/intellectualfreedom/kidsknowyourrights.pdf   Intellectual Freedom Core Documents: http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/coredocuments .   What surprises you? What did you learn? What do you want to know more about? *
Please read about Collection Development Policies (about 5 minutes): http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/why .   What is Collection Development Policy and why is it necessary?   *
Questions from Required Reading
Barriers between students and resources include (check all that apply):
7 points
Policies in the library should be PRIMARILY based upon and address the concerns of:
5 points
True
False
privacy
loss of materials and associated costs
student First Amendment Rights
behavior modification in browsing and motivational reading attitudes
student responsibility
all of the above
Clear selection
To become life-long readers, students must have:  check all that apply. *
9 points
Required
Please browse our Collection Development Policy (approximately 10 minutes) https://docs.google.com/document/d/1DaPdEOC90RX6X23fV9Vevzr6mwQnAUZaqLBifxTLlTo/edit?usp=sharing  Make sure you also read https://docs.google.com/document/d/1PFoJBikwGeAsof5a_nCM3c0c92eC3unMuDR6dq5hlv8/edit?usp=sharing  Answer the following questions (which are all found in the document).   *
8 points
True
False
Best practices are to have an overflow of materials to make sure that a student can find a book they want to read
Donations are subject to our collection development policy.
Principals can select books for our school library
Weeding or discarding materials is often the first step in collection development, and is also ongoing
Good Reads, Parent reviews and Publisher's weekly are excellent sources of information about the popularity and importance of book and can aid in selecting best books for our children.
The California Department of Education has set the goal for school library collections to have at least 25 up-to-date, relevant and enticing books per student.
Discarding or weeding books increases circulation
If a staff, guardian or community member complains about a book, the best thing to do is remove it from the shelf and let the principal know.
The Reference Interview
* How to manual on conducting the Reference Interview http://www.ala.org/news/member-news/2019/02/conducting-reference-interview
* Five steps of the Reference Interview http://livinginthelibraryworld.blogspot.com/2010/10/reference-interview.html 
Share briefly about your learning about the Reference Interview.
For deeper information (for Staff) about the Reference Interview, please see here:  RUSA Guidelines http://www.ala.org/rusa/resources/guidelines/guidelinesbehavioral and this YouTube Video https://www.youtube.com/watch?v=OmLTZRp5Iao&feature=youtu.be Add any questions or learnings below.
Please provide any feedback below.
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