Information
Organization
Substandard #1: Students understand the principles of managing a collection based on school population.
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Substandard #2: Students understand and implement policies that protect the ethical and legal access to materials for the school community.
"Equity extends beyond equality—fairness and universal access—to deliberate and intentional efforts to create service delivery models that will make sure that community members have the resources they need."
— American Library Association
Equity and Access in the ALA Policy Manual
Access to information and resources that support students’ development and growth is fundamental to their success. The American Library Association’s (ALA) Library Bill of Rights emphasizes that access to information and intellectual freedom are essential in democratic societies, and that librarians must actively protect and advocate for these rights on behalf of students. I interpret these principles as inherently connected: students must have access to diverse perspectives and be safeguarded against any restrictions that could limit their exposure to valuable ideas and information.
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Over the past year, I have worked diligently with our Teacher Librarian (TL) Team to revisit and update the district’s outdated School Library Policy and Procedures Manual, ensuring it now includes statements on information access, diversity, equity, inclusion, and intellectual freedom. Additionally, we have completely overhauled our Collection Development Policy, and I have successfully advocated for the inclusion of Student Library Action Committees (SLACs), building on my positive experiences with community input at William C. Overfelt High School and Silver Creek High School. Given our limited budget, I also partnered with local public libraries, including San José Public Library's Hillview and Evergreen Valley branches, to ensure all students have library cards and access to resources beyond our collection. Thanks to the support of my site administrators, students at both sites now have access to a broader range of resources and services.
Substandards #1 and #2:
Artifacts and Evidence
Evidence #1:
Overhauling the District School Library Policy and Procedures Manual
The first adoption of the district's Library Policy and Procedures Manual was bare bones, lacking statements or policies regarding intellectual freedom, access to materials, and diversity, equity, and inclusion. Legal and ethical justifications for these values were also missing. This updated version, however, exemplifies policies supporting intellectual freedom through our Collection Development Policy, which contains detailed information on the selection, weeding, and purchasing processes and includes guidelines on controversial materials and protocols for reconsideration or challenges. All policies were also revised to support intellectual freedom. I advocated for rewriting the Criteria for Selection to better center student and community needs and proposed involving Student Library Action Committees (SLACs) in selection and reconsideration processes, which aligns with my work at Overfelt High School and Silver Creek High School. While this Library Policy and Procedures Manual was a collective effort, I played a role in advocating for these essential updates.
These artifacts demonstrate my commitment to prioritizing the needs of my students and community through policies and procedures that enhance information access, encourage community input, and guide collection management to reflect the diverse needs of our student population.
Evidence #2:
Library Policy Manual Adapted for School Sites
The revisions and updates made to the ESUHSD Library Policy and Procedures Manual inspired me to develop a site-specific, public-facing Library Policy Manual that upholds the protections and guarantees established by the foundational document. This artifact meets the criteria for Substandards 1 and 2 by addressing inclusive and diverse collection management, community input on collection needs, support for intellectual freedom, and fair use (#2: Equitable Access to Materials; #3: Overdue or Lost Materials; #8: Diverse & Inclusive Acquisitions; #11: Student Library Action Committees; #12: Copyright & Fair Use).
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I included a Mission-Driven Policy Framework Statement to emphasize our dedication to selection and challenge policies that prioritize the needs of students and our community. Additionally, the site-specific Library Policy Manual outlines procedures for collection audits, including periodic Diversity Audits, to ensure alignment with our mission of building an inclusive learning community. For any challenges to materials, SLACs and the Library Team will follow the Reconsideration Process detailed in the general ESUHSD Library Policy and Procedures Manual.
Evidence #3 for Substandard #1:
Diversity Audit Reports (DARs)
The Diversity Audit Reports (DARs) serve as quick and efficient tools to assess the levels and depth of diversity in proposed titles before selections and purchases are made. What makes the DAR unique is that requests gathered from our Title Request Form—shared with the school community—along with recommendations from reading lists, are reviewed collaboratively by me and the Student Library Action Committees (SLACs). Prior to placing book orders, and after analyzing additional circulation data from Follett Reports, I create a new tab in the DAR for each school year’s proposed book order. The DAR criteria are predetermined in a joint meeting held at the start of the school year, where the SLAC, a site administrator, and I define the diversity measures to be used. Each title is evaluated based on author and character representation aligned with these community-selected criteria. After researching each title and author, I update the information and meet with the SLAC to review and approve the proposed titles for purchase.
DARs are not only essential for selection purposes but also serve as a key tool when weeding titles. Alongside Follett circulation reports, we use DARs to determine if a title continues to meet our diversity criteria. At the end of each semester, during our final planning meeting, the SLAC and I review the criteria and propose any changes, which must receive a simple majority vote from members to be implemented. This process underscores the community’s active involvement in shaping our collection to reflect diverse perspectives and needs.
Evidence #4 for Substandard #1:
Title Request Forms
To adhere to our Collection Development Policy and prioritize community input, I have created Title Request Forms using Google Spreadsheets and set-up Title Request Stations in both school libraries. At the beginning and end of each school year, the form is shared with all staff, students, and educators to gather recommendations for potential selection and purchase. The school community is informed that requests are handled on a first-come, first-served basis, with all submissions reviewed by the SLAC before approval.
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If a requested title is already in our collection, I notify the individual who submitted the request and remove the title from the list, unless there is a specific need for additional copies. Given our limited budget, we strive to honor as many requests as possible; however, we communicate that not all requests can be fulfilled. Any title that cannot be purchased due to budget limits is moved to the list for the following school year. Additionally, in both libraries, I’ve set up Title Request Stations where students can sign-up in-person using a printed form. These in-person requests are later added to the spreadsheet to maintain complete documentation and transparency.
Evidence #5 for Substandard #1:
Book Suggestions Box
Book Suggestion Boxes are an excellent way to engage students, staff, and educators in the collection management process by inviting them to submit written recommendations for titles or book requests. At both SCHS and WCO, I created a designated area near the library entrance for the Book Suggestion Box. Each day, my 7th period library Teacher Assistants (TAs) empty the box and transfer the submissions to our Title Request Form. To ensure requests are honored in the order received, I recently introduced a numbered slip form for users to complete. Each title recommendation follows the review process outlined in our Collection Development Policy. By offering multiple ways for the community to submit book requests, whether in person or online, we ensure that community input is integral to our collection management. Prioritizing these community-driven requests also supports access to diverse information, as each request undergoes a Diversity Audit Review (DAR) to monitor and maintain access to a wide range of viewpoints.
Evidence #3 for Substandard #2:
San José Public Library Card Initiative
During my first year in ESUHSD, our site budgets faced a 30% reduction, making it increasingly challenging to acquire the materials and texts our students need. With a current site budget of only $1,300 per school year, expanding our library collection to fully support students, staff, and educators has been a significant obstacle.
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In response, I explored solutions by advocating for increased funding and seeking partnerships with external library and information science (LIS) organizations. Over the summer, I reached out to branch managers at Hillview and Evergreen libraries within the San José Public Library (SJPL) to form partnerships and launch an incentive program encouraging students, staff, and educators to sign-up for free library cards.
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Previously, a school program at William C. Overfelt High School called ASPIRE required students to register for an SJPL library card. However, the program encountered challenges due to a district requirement for an MOU, and with my position vacant for nearly a year, the initiative was not further developed to meet its original goal of encouraging library card sign-ups.
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This year, I launched the Library Link-Up Initiative at both my school sites to promote SJPL’s two membership options: eLibrary and Full Access Memberships. Though participation is optional, this initiative actively promotes information access, empowering students to explore intellectual freedom and educational opportunities supported by SJPL. The initiative aligns strongly with the goals of Substandard #2 by fostering awareness and access to diverse resources.
