Download Free Maryland State Policymaking A Case Study Of The Development Of The Bylaw On Public School Library Media Programs Comar 13a050401 Book in PDF and EPUB Free Download. You can read online Maryland State Policymaking A Case Study Of The Development Of The Bylaw On Public School Library Media Programs Comar 13a050401 and write the review.

The development of the media program in the Montgomery County (Maryland) school district serves as a guide to the organization and administration of district-wide school media programs, identifying important factors directing growth.
Over two-thirds of all challenges to books and other resources reported to the ALA Office for Intellectual Freedom occur in schools. This book explores intellectual freedom issues in school library media programs including selection of resources and materials selection policies, challenges and censorship, students' freedom to read, patron privacy and confidentiality of library records, the blocking of Internet resources, access to the school library media center, its resources, and services for students with special needs, and advocacy for minors' First Amendment rights in school library media programs. Throughout the text, practicing public school and private school library media specialists at different grade levels candidly share their stories and observations on how intellectual freedom principles and ALA policy statements apply to real life situations. Attorney Mary Minow provides vital information about the impact of the First Amendment, federal and state law, and court decisions on minors using libraries in schools. Whether a library media specialist in the field or a student in a graduate or undergraduate library and information studies program, readers will find both practical information and advice to complement the concepts found in the American Library Association's Intellectual Freedom Manual. Print and Web resources are included.
The most recent set of national guidelines for the development of school library media programs, which was published in 1988, identifies underlying changes in the roles of the school library media specialist as well as in the program itself. Viewing the library media specialist as an initiator of curricular activities rather than a purveyor of support services, these guidelines emphasize leadership, partnership, planning, curricular needs, collection development, and equity of access to information. This discussion guide has been developed to help educators at all levels to plan meetings and conduct effective discussion sessions with persons who have become familiar with "Information Power" in its entirety, in order to evaluate local school library media programs in light of the recent revisions. The first of three sections identifies the principal concepts presented in "Information Power" and provides an overview of each of its eight chapters. Procedures by which discussion sections may be effectively organized to promote the successful exchange of knowledge and views are recommended in the second section. The final section identifies specific constituencies for discussion groups and suggests discussion questions for each of the groups--i.e., library media specialists, administrators and boards of education, classroom teachers, college and university faculty, state department of education personnel, and members of the community at large--as well as questions for mixed constituency groups and questions basic to all discussion sessions. (GL)