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Here is the link for the "Atriuum On the Go" app.  It is a free app for most smart phones that will allow students to login to our OPAC (online public access catalog) to search our library for books, check out ebooks, reserve books or see what items they have checked or on the reserve shelf. The directions for setting up the app are listed in the attachment above! See Mrs. Singleton if you have any questions.




Important Informational Links  for access to the Alabama Virtual Library   for information on the State of Alabama for job or career information



 Location:  Across from Room 5 in the Main Building



Hours:  Open from 7:15 - 3:15 every day - extended hours upon request





"Reading is to the mind what exercise is to the body."                           

                                                                                    --Sir Richard Steele








Henry County Schools

Library Media Specialist

Information Handbook


Developed by

Henry County Media Specialists

Lesa Knowles - Superintendent

Danny Hooper - Supervisor




The school library media program focuses on creating a community of lifelong learners.

Students and their learning remain at the core of the library media program and services, shaping the function of the school library media specialist. Information literacy-the ability to find and use information-is the keystone of lifelong learning.

The school library media specialist today focuses on the process of learning rather than dissemination of information. The library media program combines effective learning and teaching strategies and activities with information access skills. In this century, a strong school library media program is even more essential in helping its students acquire skills they will need to harness and use information for a productive and fulfilling life.

The school library media specialist uses information literacy standards for student learning to create and maintain a program for a broad learning community-students, teachers, administrators, parents, and the neighborhood-that will support lifelong learning (Information Power: Building Partnerships for Learning, Edition 1998).




Developed By the following

Henry County Library Media Specialists

Chalice Tillis

Abbeville High School

Mollie Goodwin 

Headland Elementary School

Carla Tew

Headland Middle School

Amy Singleton

Headland High School

Danny Hooper

Library Media Supervisor

REVISED May, 2011


This handbook is designed to serve as a guide and provide pertinent information for library media and other personnel in the Henry County Public Schools. Its purpose is to facilitate some uniformity of operation without demanding conformity, since individual schools vary greatly in size, composition of student body, and library media staff. Revisions and updating will be ongoing as changes in state and system requirements and new needs arise.




Preface 2

Library Media Handbook Committee 3

Table of Contents 4

Library Media Program 5

Henry County Board of Education Mission Statement.............................................6

Library Media Mission Statement........................................................................7

Goals and Objectives of the Library Media Program.......................................................8

Henry County Board of Education Board Policy................................................9-13

Roles and Responsibilities of the School Library Media Specialist.......................14-15

Information Literacy Standards for Student Learning.............................................16

Professional Development..............................................................................17

Library Enhancement Funds...........................................................................18

Circulation Procedures...................................................................................19

General Library / Media Center Procedure.....................................................20-26



Flexible Scheduling...................................................................................30-31

The Constitutional Provision Respecting Copyright ..........................................32-34

Library Media



Henry County Board of Education

Mission Statement




A safe and physically comfortable environment promotes student learning.

A student's education is enhanced by positive extra-curricular activities and a system of academic and emotional support.


Student learning needs should be the primary focus of all decisions impacting the work of the school.

Students learn in different ways and should be provided with a variety of instructional approaches, including the use of technology to support their learning.

Students should be encouraged to participate in extra-curricular activities in order to develop leadership and teamwork skills outside the classroom.


The school staff's commitment to continuous improvement is imperative if our schools are to enable students to become confident, self-directed, life-long learners.

Faculty members should commit themselves daily to seek out the best instructional approach to reach each individual student.

All school employees should strive to become better each day in meeting the needs of the student.

School Administrators are expected to recognize and develop leadership skills among staff members and to promote professional growth of employees.





Library Media Mission Statement

The mission of the library media program is to ensure that students and staff are effective users of ideas and information.  This mission is accomplished by:

providing intellectual and physical access to materials in all formats

providing instruction to foster competence and stimulate interest

working with other educators to design learning strategies to meet the needs of individual students 

The school library shall be an instructional media center serving the media specialist, and shall offer a comprehensive program of library services.  Library media resources are available to students and teachers through a systematically developed collection within the school and through access to resources outside the school.  The media specialist plans and works cooperatively with teachers in providing library services and library instruction to students.  The media specialist shall serve as a resource person, working cooperatively with teachers and students on reading guidance for individuals and groups and making available curricular materials. 

Contact Danny Hooper for information about media specialists in our school system.

Goals and Objectives

of the

Library Media Program



To provide a pleasant, creative and safe learning environment

To facilitate the use of information in a variety of formats

To take an active role in supporting curriculum and providing materials which meet a variety of learning styles

To empower students to be independent and proficient life-long learners

To instill an appreciation of reading by assisting students with literary selection

To create media literate consumers by providing students with research strategies to develop critical thinking.



                                          LIBRARY MEDIA CENTERS

The Henry County Board of Education believes that the school library media center is a fundamental part of the educational program. It adheres to the premise that an effective library media program will provide:


1. Equal and maximum access to information resources which extend the limited content of textbooks.


2. Instruction for students in acquiring the research skills necessary for independent learning.


3. Motivation for students to read and enjoy good literature.


4. Encouragement for students to use a variety of media for a lifetime of learning and pleasure.


Each school in the Henry County School System shall maintain a library media center under the direction of a state certificated library media specialist in accordance with accreditation standards. The responsibility for coordinating the selection and purchasing of instructional materials rests with the library media specialist with the final responsibility being vested in the Board.


Since the library media program is an integral part of the total school program, the school's philosophy and goals help establish direction for library media services. Programs may vary somewhat based on different school characteristics; however, some functions will be common in all schools. Those functions include:


Equal access to information in the school collection.

Provision of supplementary materials to enhance the school curriculum.

Integration of information skills instruction with classroom activities.

Assistance to teachers in using a variety of media formats to improve instruction.

Motivation for students to enjoy good literature and other worthwhile resources.

Access to the use of current technologies to improve instructional effectiveness.


The Henry County School System library media specialists and teachers should collaborate to insure that all students have adequate and equal access to the library media center and its collection.











16-8-9, 16-21-1 to 3






HISTORY: ADOPTED: January 16, 1997








I. Objectives of Selection - The primary objective of the Henry County School System schools' educational media centers is to implement, enrich, and support the educational program of the schools. The centers shall provide a wide range of materials on all levels of difficulty, with diversity of appeal and the representation of different points of view.


II. Criteria for Selection


A. The standards to determine the propriety of the educational materials shall be pursuant to Alabama statutes.


B. Educational media materials shall be evaluated and selected to implement, enrich, and support the educational programs of the schools.


C. Media, e.g., films, videotapes, software, print texts, from sources other than the system or a school media center collection must be approved by the principal. Request for Use of Educational Media from Outside Sources forms are available at each school site and shall be used to request permission to use such materials. The content of the curriculum shall determine the need for use of media.


III. Funds shall be spent in accordance with the budget adopted for designated local school or system funds.


IV. Media specialists shall be consulted in budgeting all library enhancement funds.









16-1-8.1, 16-8-8, 16-11-9,

16-11-23, 16-21-1 TO 3





HISTORY: ADOPTED: October 11, 2007





Challenged Materials


The following procedures shall be followed when the appropriateness of books or materials is questioned:

I. School/community citizens may register their concerns with the principal of the school where material is being challenged.


II. All concerns shall be presented in writing to the school principal. The statement shall include the following information:



A. Author, compiler, or editor;


B. Publisher;


C. Title;


D. Reason for objection;


E. Page number of each item challenged; and,


F. Signature, address and telephone number of person making criticism.


III. These procedures shall be followed for Henry County School System school-level reviews:


A. A committee of teachers, educational media specialists, parents, and other qualified personnel shall be appointed by the principal to evaluate the challenged materials and to make recommendations for any changes. The principal shall notify the Superintendent or his/her designee when a committee is convened.


B. Challenged materials shall not be removed immediately; however, such materials shall not be available for student use pending a final decision.


C. Challenged materials shall be read and evaluated by the committee, considering the specific objections presented by the complainant.


D. The complainant shall be informed in writing concerning the committee's recommendations.


IV. These procedures shall be appropriate for system-level appeals and shall be followed when the complainant disagrees with the decision rendered from the school-level appeal.


A. A committee of teachers, educational media specialists, parents, and other qualified personnel shall be appointed by the Superintendent to review the appeal, to evaluate the challenged materials and to make recommendations of any changes. A committee member shall not be selected from the school where the challenged materials originated.


B. The Superintendent shall designate a member of his/her staff to be responsible for the organization of this review committee according to School Board policies.


C. The committee's review shall be treated objectively and in a business-like manner and shall be conducted in the best interests of students, the schools, and the community. Efforts shall be made to meet with citizens who register concerns to consider their objections.


D. The committee's recommendations shall be submitted to the Superintendent.


E. The complainant shall be informed, in writing, after the committee's recommendation is received by the Superintendent.


F. An appeal to the Henry County Board of Education may be requested by the complainant when the school and system-level appeals do not satisfactorily resolve the concerns. The Board shall review recommendations of the school and system-level committees and shall render the final decision on the complainant's concern.









16-8-8, 16-11-9, 16-12-3






Roles and Responsibilities of the School Library Media Specialist

 As teacher, the library media specialist collaborates with students and other members of the learning community to analyze learning and information needs, to locate and use resources that will meet those needs, and to understand and communicate the information the resources provide. An effective instructor of students, the library media specialist is knowledgeable about current research on teaching and learning and skilled in applying its findings to a variety of situation--particularly those that call upon students to access, evaluate, and use information from multiple sources in order to learn, to think, and to create and apply new knowledge. A curricular leader and a full participant on the instructional team, the library media specialist constantly updates personal skills and knowledge in order to work effectively with teachers, administrators, and other staff--both to expand their general understanding of information issues and to provide them with specific opportunities to develop sophisticated skills in information literacy, including the uses of information technology.

„h As instructional partner, the library media specialist joins with teachers and others to identify links across student information needs, curricular content, learning outcomes, and a wide variety of print, non-print, and electronic information resources. Working with the entire school community, the library media specialist takes a leading role in developing policies, practices, and curricula that guide students to develop the full range of information and communication abilities. Committed to the process of collaboration, the library media specialist works closely with individual teachers in the critical areas of designing authentic learning tasks and assessments and integrating the information and communication abilities required to meet subject matter standards.

„h As information specialist, the library media specialist provides leadership and expertise in acquiring and evaluating information resources in all formats; in bringing an awareness of information issues into collaborative relationships with teachers, administrators, students, and others; and in modeling for students and others strategies for locating, accessing, and evaluating information within and beyond the library media center. Working in an environment that has been profoundly affected by technology, the library media specialist both masters sophisticated electronic resources and maintains a constant focus on the nature, quality, and ethical use of information available in these and in more traditional tools.

„h As program administrator, the library media specialist works collaboratively with members of the learning community to define the policies of the library media program and to guide and direct all activities related to it. Confident of the importance of the effective use of information and information technology to students' personal and economic success in their future lives, the library media specialist is an advocate for the library media program and provides the knowledge, vision, and leadership to steer it creatively and energetically in the twenty-first century. Proficient in the management of staff, budgets, equipment, and facilities, the library media specialist plans, executes, and evaluates the program to ensure its quality both at a general level and on a day-to-day basis.

Excerpted from Chapter 1, "The Vision," of Information Power: Building Partnerships for Learning. Copyright © 1998 American Library Association and Association for Educational Communications and Technology. ISBN 0-8389-3470-6





Information Literacy Standards for Student Learning

The following information literacy standards for student learning are reprinted from Chapter 2 in Information Power Building Partnerships for Learning and are used with the publisher's permission.

Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.




Professional Development


Professional development is an essential and continuous function of successful careers in public education. Continuous professional development opportunities for library media specialists include the following:

County library media staff meetings

Faculty meetings

Local faculty in-service sessions sponsored by the library media specialist

Academic and/or curriculum committee meetings

Other in-school committee meetings

Professional organization meetings





Reviewing proposals

Graduate courses

National Board Certification









The Foundation Bill 95-314 states "The library enhancement appropriation shall be for K-12 Public School Library/Media Centers...Not less than of the above appropriation is to be expended for books. Other expenditures may include:

Book binding



Computer Software

Computer Equipment


Audio-Visual Materials




Video tapes / DVD's

The Accountability Bill 95-313 states "Library enhancement funds must be budgeted for all teachers based on the rate appropriated per teacher unit by the legislature in the foundation program." This bill then quotes the above statement from the Foundation Bill.

By law each school must submit a budget for the expenditures of library enhancement monies.

All faculty members will be given the opportunity for input; therefore, the budget must be approved in a faculty meeting.

The library committee of each school shall cooperatively develop a budget for the purchase of library enhancement expenditures, and by a majority vote of the faculty, approve a budget for the school.

Each teacher must sign that they have participated in the budget process.

After the budget has been developed, each teacher should vote by secret ballot. Ballots should then be counted and filed in the school office for examination by state auditors.

The minutes of the meeting with the results of the vote should be taken, a copy filed in school office and a copy forward with the budget and other supporting documents to the central office.




These procedures may be modified for local school needs

Reference Materials-may be circulated overnight with permission of the library media specialist.

Circulating Books-regular books should usually be circulated for a period of one or two weeks.

Renewals-should be granted on all regular loans, but a limit to the number of renewals should be set. The book must be presented for renewal each time, and any fines incurred must be paid.

Circulation Information-Information should be distributed that contains specific directives pertinent to the operation of that particular library, such as hours when the library should be open, policies regarding overdue fines, lost and damaged materials, regulations for the use of all library materials, and other items needed to clarify for the student and teacher the overall library policies.

Overdue Books-An attitude of responsibility should be emphasized to the students concerning the importance of returning materials on time. Overdue notices should be printed and sent in a timely manner.

Overdue, Damaged or Lost Fines-The amount charged for overdue books, damaged or lost library materials is determined by local school guidelines. When a student transfers, a receiving school may be contacted for assistance in recovering the book or money.

Monies Collected-Monies collected through the library should be deposited into the library account. These funds should be used to purchase library materials.

Circulation Period-The length of circulation period is determined by the size of collection, number of borrowers, and the way in which material is to be used.

Circulating Audiovisual Materials and Equipment-Audiovisual materials and equipment may be circulated through the use of check-out sheet, log, card file or database system.

Magazines-If space if available, magazines should be available at all times to be used for reference. Therefore, magazines should be circulated only at the discretion of the library media specialist.



Headland High School

Library/Media Procedures

Fine Procedures- Fines will not be charged for overdue books.

Other Optional Assessed Charges- Students will be charged for damaged books based on the replacement value.

Lost Book Penalties- While students cannot be denied access to the library, the privilege of checking out books is to be relinquished until lost books are returned or paid for.

Classes in the Library- It is recommended that no class (study hall, driver's education, or content area) be held in the library.

Make-Up Tests in the Library- Make-up tests may be taken in the library as long as there is seating available and it does not interfere with scheduled classes.

Use of Library by Total Class Groups- When an entire class utilizes the library for an assignment, the classroom teacher will accompany them and remain during the class period.


Weeding is not a once-a-year project, but a continuing process throughout the school year. Be sure to check circulation history on questionable AV material before discarding. Keep a running tally or file of discarded items. The annual report requests the number of books and the number of AV materials withdrawn by the end of the school year.

Consider weeding the following:

a. Badly damaged print and non-print materials

b. Old editions replaced with newer copyright editions

c. Outdated or discriminatory materials (sexists, stereotypes, etc)

d. Titles that are no longer popular and never circulate

e. Duplicate copies that no longer circulate

Consider NOT weeding:

f. Any item which is out of print and may be occasionally used.

Retain primary works.


Retain biographical materials.


Music, Art:

Most books do not become outdated.

Literature and Language:

Retain criticism of classic titles.

Keep multiple copies of classic literary works.

Pure Sciences:

Remove older materials when newer materials are available that provide better explanations.


Retain classics.

Normally withdraw older editions when superseded by new ones.

Computer Science

Materials in this area become outdated quickly.

Withdraw older editions when superseded by new ones with new explanations.

Astronomy, Physics, Chemistry:

Retain titles that are regarded as "landmark" in the area.

Retain works of significant historical or literary value.


Monitor changes in disease diagnosis and treatment.

Discard older editions when superseded by new ones.


Discard older editions when superseded by new ones.


Withdraw materials when newer editions are published or newer material provided better coverage and treatment except auto and appliance repair manuals, cookbooks, and books on guns, clock etc.




Hand Count

Materials should be arranged on the shelf in Dewey Decimal order.

Match the barcode number to the shelf-list printout.

Be sure to check the missing books against the books still in circulation.

When a book has been missing three years, it is recommended the title be considered lost and withdrawn from the collection.

Computer Inventory

All schools should have an electronic management system capable of accepting the barcodes and tallying the count of missing barcodes and then printing out the titles of missing items.

Reconcile inventory reports and take a collection snapshot.

Print out collection statistics report.

Audiovisual Equipment/Software Inventory

Count each category of equipment/software.

Prepare damaged equipment to send for repair.

Clean equipment.





The student-centered library media center program requires flexible and equitable access to information and resources to support student learning and to support curriculum instruction.

Flexible scheduling requires a collaborative effort in planning between the teacher and the library media specialist. Flexible scheduling "is an organization for instruction, allowing for varying class sizes within and among courses, and providing for instructional groups that meet within and among courses, and providing for instructional groups that meet at varying frequencies and for varying lengths of time..." (The Facts on File Dictionary of Education, Edition 1988).

Essential to a successful flexible schedule is collaborative planning between the library media specialist and the teacher to develop curriculum based library media activities that provide student-centered learning and classroom related activities. Monitoring of flexible schedule and careful record keeping will assure that all students are engaged in library media activities routinely.


Follows recommended national guidelines;

• Ties library media center use to classroom objectives;

• Allows students and teachers to use the library media center and its resources as needed;

• Provides access for use of library media center as a learning laboratory;

• Provides a student-centered environment that promotes independent learning while .meeting the individual reading needs of the student; and

• Provides developmentally appropriate activities for all students.

There are many scheduling variations that can be used. Flexible scheduling can be used throughout the day, everyday; part of each day; with only a few classes; several days a week; or as needs are determined by the library media specialist and the teachers.



• Having access to materials and equipment when needed

• Having personal attention from the library media specialist

• Having opportunities to work independently

• Having timely instruction in relevant information skills

• Having access to print and non-print circulation

• Developing an appreciation for lifelong reading





• Being able to meet individual needs of students

• Being able to vary classroom activities

• Having students use a greater variety of print and non-print resources

• Having access to resources and equipment for instruction, as needed

• Planning instructional and curriculum goals with library media specialist

• Being able to concentrate on student-centered learning


• Having a learning program that develops independent learners

• Having a program that encourages student responsibility

• Fostering and encouraging professional cooperation

• Having a library media center that enhances school curriculum goals and needs

• Encouraging the widest possible use of information resources and services by making them available throughout the school through remote access in the library media center

• Using school-owned resources to the fullest extent


Library media specialists and teachers collaborate, to ensure that students will become effective users of information. Students' ability to think critically increases as they have more opportunities to locate, interpret, analyze, evaluate, and communicate ideas and information. When these opportunities are integrated throughout the curriculum, students develop a practice that will translate into lifelong learning strategies.

The Constitutional Provision Respecting Copyright

The Congress shall have Power ... To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries

(United States Constitution, Article I, Section 8)

What Is Copyright?

Copyright is a form of protection provided by the laws of the United States (title 17, U. S. Code) to the authors of "original works of authorship," including literary, dramatic, musical, artistic, and certain other intellectual works. This protection is available to both published and unpublished works. Section 106 of the 1976 Copyright Act generally gives the owner of copyright the exclusive right to do and to authorize others to do the following:

„h To reproduce the work in copies or phonorecords;

„h To prepare derivative works based upon the work;

„h To distribute copies or phonorecords of the work to the public by sale or other transfer of ownership, or by rental, lease, or lending;

„h To perform the work publicly, in the case of literary, musical, dramatic, and choreographic works, pantomimes, and motion pictures and other audiovisual works;

„h To display the work publicly, in the case of literary, musical, dramatic, and choreographic works, pantomimes, and pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual work; and

„h In the case of sound recordings, to perform the work publicly by means of a digital audio transmission.

What is Fair Use?

It is not an infringement of copyright to make short quotations from a work for purposes of criticism, comment, teaching, scholarship, or research. 17 USC §107. However, every quotation must be clearly identified with the name of the author and the source of the quotation.

In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include:

„h the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;

„h the nature of the copyrighted work;

„h the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

„h the effect of the use upon the potential market for or value of the copyrighted work.

In order to apply copyright laws, there are several rules of Fair Use that should be applied when asking if one is staying within copyright guidelines and laws. These tests are for Brevity, Spontaneity, and Cumulative Effect.


The copying meets the tests of brevity described in the following guidelines:

a. With respect to poetry, "brevity" is deemed to mean a complete poem if less than 250 words and if printed on not more than two pages or, if from a longer poem, an excerpt of not more than 250 words.

b. With respect to prose, "brevity" is deemed to mean either a complete article, story or essay of less than 2,500 words, or an excerpt from any prose work of not more than 1,000 words or 10% of the work, whichever is less, but in any event a minimum of 500 words. These limits are not violated by the completion of an unfinished line of a poem or of an unfinished prose paragraph.

c. With respect to illustrations, "brevity" is deemed to mean one chart, graph, diagram, drawing, cartoon or picture per book

d. With respect to "special" works (i.e., certain works that combine language with illustrations, sometimes intended for children, and that fall short of 2,500 words in their entirety), "brevity" is deemed to mean an excerpt comprising not more than 10% of the words found in the text itself.


The copying meets the tests of spontaneity as described in the following guidelines:

a. The copying is at the instance and inspiration of the individual who orders or makes the reproductions or phonorecords to be prepared and distributed.

b. The inspiration and decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it would be unreasonable to expect a timely reply to a request for permission from the owner of the copyright.

Cumulative Effect

The copying meets the cumulative effect tests described in the following guidelines:

a. The copied material will be used in only one course offered in the school in which copies are made;

b. Not more than one short poem, article, story, essay or two excerpts may be copied from works by the same author, nor more than three from the same collective work or periodical volume, during the same term;

c. Not more than nine instances of such multiple copying shall be made for any one course during the same term;



Copyright Resources

Copyright and Fair Use Guidelines for Teachers. A chart designed to inform teachers of what they may do under the law. Located under handy chart.


Copyright Law of the United States.

Copyright Resources. Downloads with .PDF that will need Acrobat Readerto print or read. On this page are resources for Copyright, Information Literacy, SchoolhouseVideo, Media & Multimedia, and more.