Running head: SELCETION POLICY ANALYSIS

Selection Policy Analysis

Hopkinton School District
Rebecca Horgan
ISTC 615
Professor Bailey
May 8, 2016

SELECTION POLICY ANALYSIS

Selection Policy Analysis

Hopkinton School District
Introduction
A library must have a selection policy to construct uniform guidelines which support a
school districts goals for creating and implementing a highly exceptional library collection. This
ensures that all students and teachers have access to a collection which has a policy to identify
collaborative leadership, legal responsibility, analysis of learners, evaluative tools, access and
delivery, web filtering, deselection, and intellectual freedom statements. A thorough and updated
policy will benefit professionals working with a librarys collection from managing
reconsideration of materials, acquiring materials, and the deselection of materials.
This paper will use the numerous and essential elements of a policy to analyze and define
the policy for school library media collections within Hopkinton School District (HSD) in New
Hampshire (NH). HSD is a small district that integrates many of the elements that a strong policy
maintains for its four schools. The schools are consecutive by grade beginning with Harold
Martin School for Prekindergarten to grade three, then Maple Street Elementary School for
grades four through six, Hopkinton Middle School for grades seven and eight, and Hopkinton
High School for grades nine through 12. This analysis will use the HSDs Reconsideration of
Instructional Materials Policy & Guidelines: Hopkinton School District Libraries to cite the
components which are included and formulate suggestions to possible updates in selected
sections. Included in Appendix A is a table that clearly lays out requirements met or not met.
Overall Observations
The general display of HSDs Policy Website appears straightforward as it is concise and
specific regarding their goals in material selection. A small icon of the school districts mascot, a

SELECTION POLICY ANALYSIS

hawk, is displayed holding a book in its talons and wearing headphones alongside the
overarching title for this entire Webpage policy Reconsideration of Instructional Materials
Policy & Guidelines: Hopkinton School District Libraries. Address and other contact
information is included in the Webpage title which is currently up to date.
Overall the policy online is simple to navigate through using the main headings which
separate the policy into four sections. Within the Webpage there are nearly no spelling or
grammatical errors. One update would be to add a g to the word problem-solvin on page 8.
Otherwise there were virtually no errors and the policy was written so extensively so that each
essential element to a beneficial policy was included within each of the four main headings and
sometimes spread to more than one section. The words are linked and can be used as a table of
contents which is always found at the top of the policy so that users can browse directly to each
topic within regarding the School Districts Policies, Guidelines, Reconsideration, and
Forms. Immediately beneath the links, the Selection of Instructional Materials Philosophy
section begins by summarizing the districts general standards for ensuring that Instructional
materials are selected by the school district to implement, enrich, and support the educational
program for the student. This proves that the main objective of their policy clearly the reason
for the collections existence (Bishop, 2007, p. 34).
Visitors to any Hopkinton School District Elementary, Middle, or High school it is easily
observed that the enrollment numbers reflect the entire districts population of approximately
6,000. This information on the districts population was not included in this policy. The policy
serves the current enrollment for all four schools which is consists of approximately 900
students. The population information was not included in their policy which would be a
beneficial update to their policy entering each school year to assist with selection.

SELECTION POLICY ANALYSIS

Collaborative Leadership
Collaborative leadership is one of the essential components of a distinguished
management system regarding a school districts policy. The school library media specialist
(SLMS) must lead in upholding a checks and balances within the selection policies so that not
one person can decide on materials that should be added or deselecting from the collection that
students and teachers will be accessing. According to Bishop (2007), a policy should state who
the responsible members are in selecting materials (p. 43). Furthermore, Bishop states that
selection choices should involve a variety of participants including teachers, students, and
administrators (p. 57). It is also vital to know who the main authority in making selection
decisions is which they have stated within the second paragraph of their philosophy to be
assigned to the superintendent of schools. HSDs philosophy further explains that preliminary
selections are consulted with faculty and purchasing responsibilities are on the principal but can
be reviewed by superintendent if necessary to uphold practices of selecting age appropriate
materials are being bought (HSD, 2008, p.1).
The last paragraph of their philosophy also clearly states the responsibilities of HSDs
residents in selection but also greets deselection standards by claiming Any resident or
employee of the Hopkinton School District may formally challenge library resources on the basis
of appropriateness. This shall also be done through administrative procedure. (HSD, 2008, p.1;
p.2).The process of deselection and who is in charge of materials to be censored must have a
committee to make these choices. This brings together a method to the process of responsibility
of a collection. The policy also includes a list of personnel under Reconsideration of Library
Resources/Instructional Materials Procedure section part II. Formal Reconsideration B.
Reconsideration Committee stating committee members being building level administrator, one

SELECTION POLICY ANALYSIS

member of the school teaching staff of the appropriate subject or grade level, the school's
certified librarian, one member of the community, and one member of the student body (if
challenged material is at the Middle or High school level) (HSD, 2008, p.4).
Within HSDs policy there are many additional statements that ensure collaborative
leadership is being practiced. Under Guidelines for the Selection of Library Resources section,
part II Responsibility for Selection of Library Resources acknowledges again that the selection of
library resources involves many people. Here it lists administrators, librarians, teachers,
instructional assistants, students, parents, and community members. Also, explicitly stated in the
Guidelines for the Selection of Library Resources under part IV. C. Administrators, teachers,
instructional assistants, students, parents and community members will be regularly encouraged
to make recommendations for purchase (HSD, 2008, p.4). Knowing that there are many
professionals that oversee the selection process ensures that materials chosen are authorized and
checked for effectiveness.
Legal Responsibility
Another essential element to a successful policy states who is responsible in the selection
of materials. This ensures and acknowledges the individual(s) who are held legally responsible in
the use and selection of materials. Bishop (2007) states the importance of a selection policy to
include the person responsible for the selection of the collection (p. 56). HSDs policy is
thorough and has explicitly named the superintendent as being the primarily individual
responsible selection. On HSDs policy under the Selection of Instructional Materials
Philosophy section, they explicitly state that The Hopkinton School Board delegates the
authority and responsibility for the selection of all instructional materials to the superintendent of
schools.

SELECTION POLICY ANALYSIS

The policy clarifies the criteria for selection of materials in the Guidelines for the
Selection of Library Resources section under part III. Criteria for Selection of Library Resources
which first states under subsection A that all materials are used for meeting the expectations of
Hopkinton Schools, the HSD, as well as the standards for the state of New Hampshire. A more in
depth look under part IV. Procedures for Selection of Library Resources explains that using the
previous sections criteria will be supported in selecting materials that meet the needs of the
curriculum, consultations on material from reputable sources, and have input from the
community. Part D also support the legal responsibility of a reasonable time when to reexamine
resources possibly challenged or not meeting criteria in the policy. Additionally, under Part E,
how to manage Gift material is also stated that is should be held under the same criteria.
Further explaining how to handle a material being reconsidered, the section
Reconsideration of Library Resources/Instructional Materials Procedure where it states Upon
meeting with the complainant, the principal or librarian will first attempt to resolve the issue
informally. (HSD, 2008, p.4). According to HSDs procedure section, specifically II.B.2 and
II.C-D., after attempting to resolve a dispute over material informally, it provides step by step
exercises of how a reconsideration committee will utilize the guidelines as well as firm steps
towards resolution. Following these steps within HSDs policy plan will ensure that school
librarians can protect the material in question will be given impartial consideration because The
Board further affirms that no parent has the right to make that decision on behalf of other
children (HSD, 2008, p.1)..
With respect to online resources, HSD enlightens within the philosophy in the first
sentence in the third paragraph that Internet resources are not subject to this policy. The internet
is largely unregulated. HSDs policy further makes clear that they have a filtering service to

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assist censoring inappropriate material. For legality purposes the phrase alongside the name of
HSD in included in this quote Hopkinton School District does not control the contents of the
internet defending that HSD is not liable for contents viewed on the internet (HSD, 2008, p.1).
Assurance is provided when all legal aspects of a policy are clearly stated and the only
amendment that should be updated is including the current name of the superintendent so that
residents know who to contact and a link to the forms needed to form a committee.
Analysis of Learners
Another essential component to a genuine policy is understanding the requirements of the
learners that are being provided for learners. In a school district where the only high school is the
top high school in the state of New Hampshire (USNews.com), it is evident that quality selection
is already proficient thanks to the policy. As a professional responsible for overseeing the
selection of materials it is important to meet the needs for a variety of learners and like
mentioned in previously in Collaborative Leadership the reasons why more than one
professional should be holding the responsibility for acquiring new materials or deselecting. For
any school district it is vital to understand what the needs of the students are. This includes
where they come from such as their ethnicity and their age. Also, knowing the curriculum
demands, standards, and indicators. Knowing their socio economic status also furthers the
understanding of where the learners come from and what materials they might relate to.
To fully understand what is needed, HSDs philosophy clearly states that the selection of
Materials must serve both the breadth of the curriculum and the needs and interests of
individual students (HSD, 2008, p.1). The policy also notes in an entire section under the
Guidelines for the Selection of Library Resources that discusses the significance of having a
varied range of learning materials. Materials should be appropriate to reading difficulty as well

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as being presented in numerous formats and represent the diversity of HSDs student population
including providing points of view that may be unknown (HSD, 2008, p.3). An amendment to
this policys version, specifically in this section, might actually include current demographics of
the student population.
Criteria for selection plays an important role in the understanding of learners. Bishop
(2007) states that quality materials should effectively address the users needs (p. 59). By
covering an entire section of criteria under the Guidelines for the Selection of Library Resources
section, narrowed down in subsection III, the policy will ensure that these books reflect the
learners requirements. ALAs Workbook for Selection Policy Writing suggests that learning
resources will benefit learners if they display high quality artistic or literary style, authentic
authors and publishers, has an educational significance, factual and updated content, appealing
physical format and presentation, as well as readability and technical quality. Knowing the
population of learners will ensure in the selection of high quality materials that reflect the goals
of district and its policy.
Evaluative Tools
Using evaluative resources is another essential component to a valid policy that supports
quality materials. Evaluative resources such as a review journal will reinsure and check while
reviewing your collection which will further authenticates the proof of high quality materials in
as a selection policy. This is especially true if evaluative sources used list awards received and
give renowned endorsements from professionals. Bishop (2007) states that using these tools is an
essential component critical to efficient management of a collection because it will help guide
evaluation of the collection (p. 33). Another proof of quality evaluative tool is looking at the
publisher and using the same renowned evaluative sources to check and see their qualifications

SELECTION POLICY ANALYSIS

and other highly distinguished print and non-print material. Overall, Bishop (2007) suggests that
policies must include these evaluative resources because it helps with acquisition, processing,
and cataloguing materials (p.33).
The HSDs policy does a thorough job providing a list of dependable review resources as
part of their policy. The guidelines found in this policy really assist in modeling what tools to use
in evaluation. One such example is found in the policy under their Guidelines for the Selection of
Library Resources section III. Criteria for Selection of Library Resources, C. and it states
Library resources will meet high standards of quality in factual content and presentation. This
means the evaluative resources will assist in validating the accurateness of print and non-print
material alike. Under the same guidelines, in section IV, the policy provides notable resources
and states that The librarian will consult reputable, professionally prepared selection guides and
other appropriate review sources. Such sources include-but are not limited to-American
Historical Fiction, Booklist, Children's Library Catalog, Junior High School Library Catalog,
Kirkus Reviews, Reference Books for School Libraries, School Library Journal, Senior High
School Library Catalog, etc. (HSD, 2008, p.3) Using these types of evaluative resources
recommended in the guidelines within the policy will ensure that materials available to the
students in HSD have access to are credible and have been professionally reviewed. HSDs
policy specifically asserts that these are only a few that you could use when in reality there are
many more effective tools that could also be used.
Many of the same evaluative resources that ALAs Workbook for Selection Policy
Writing overlap such as Kirkus Reviews and School Library Journal (SLJ) in addition
recommend using current reviewing media such as Horn Book, AASA Science Books and Films
OnLine, Bulletin of the Center for Childrens Books, Booklist, Library Journal, Book Links.

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10

ALAs Workbook for Selection Policy Writing also agrees that other sources will continue to be
conferred to as they are assessed. The more professionals that have similar opinions of a material
which is why this is an important part of the policy for proving why a material was selected for a
specific collection and why the evaluative resources should be updated more frequently due
changing and development of additional resources.
Access and Delivery
This is a required component to any library and its collection. This is necessary because it
ensures that there are fair rights to access information. This should be included in the free and
open access of information of the policy because this is depicting that the selection is actually
being utilized. Within HSDs policy there are statements that encourage access of quality
materials. According to ALAs Workbook for Selection Policy Writing it states that school
libraries are o obligated to provide for a wide range of abilities and to respect the diversity of
many differing points of view under the section heading Basic Components of a Selection
Policy revealing that this ought to be part of every library policy, not limited to school districts.
HSDs policy refers to the possibilities that there can be some barriers to supporting the
educational program for students while ensuring their freedom to access information. Under the
Access to Resources and Services in the School Library Media Program: An Interpretation of the
Library Bill of Rights section the policy used for HSD it states that material resources should be
made available but could have some age restricted limitations. According to the policy, some of
these restriction could include grade-level and reading-level which they advise that lifting these
limitations would man getting teacher or parental permission. It is important that this district
follow guidelines provided for all librarys so HSDs policy does mention a general declaration
in its interpretation of the bill of rights that Policies, procedures, and rules related to the use of

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11

resources and services support free and open access to information (HSD, 2008, p.8; p.9). The
acknowledgement of understanding that students should have access to information available
within the collection supports the legal requirements while modified for this school district
refining some restraints due to grade/ age level and their capability to understand higher reading
levels. As an update, specific parameters on how to acquire free access to all materials selected
within the collection or, rights as a parent be able to restrict certain materials.
Web Filtering
This component of the policy for HSD was integrated into various sections, both for legal
purposes but also for clarification on the technology that is made accessible to students when
using a variety of the equipment including the personal computers, Wi-Fi access, chrome books,
iPads, etc. HSD renders a well-defined identification as the internet does have value but can store
much content that may be inappropriate for learning.
Bishop (2007) testifies that policies should always Ensure student access to materials,
including those on the internet (p.33). This is because there are numerous online resources that
students can use in information retrieval. HSD is sensitive to the positives and negatives to
internet browsing and states that the district subscribes to a filtering service that blocks much
inappropriate material while still Hopkinton School District does not control the contents of
the internet. More specifically under Reconsideration of Library Resources/Instructional
Materials Procedure section I. Informal Reconsideration B., it states that Internet resources are
not subject to reconsideration under these guidelines since the internet is a free-for-all and not
selected by professionals within the school building or residents of Hopkinton. As an update to
the policy, the district should include what the filtering company uses to protect students while
using the internet as well as what specifically the filter is attempting to censor.

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12
Deselection

Deselection is crucial to be completed as an ongoing process so that collections continue

to thrive with high quality materials. Another element within HSDs policy reveals various
reasons how deselection can increase the quality of a collection. Bishop (2007) indicates that an
important purpose for a policy is the criteria to selecting and acquiring materials for the
collection (p. 33). In addition, a policy should aid in weeding or deselection of the collection.
HSDs policy maintains a list of criteria alongside the increasing needs of curriculum
development as well as mentions a two-year Collection Development Plan. As a possible update,
included in the policy should be what the two-year plan entails as well as dates of start and end,
and the final results. Ways to deselect material are distinctly discussed under HSDs policy
section Guidelines for the Selection of Library Resources part IV. Procedures for Selection of
Library Resources F. where it states Resource selection will include the routine removal of
outdated and inaccurate materials, as well as the replacement of lost and worn items still of
educational value. More details explaining deselection come from section III. Criteria for
Selection of Library Resources where it further clarifies that under these guidelines, the content
and presentation account for a higher quality of resources. This explains that the resources are
appropriate for the subject area and for the age, emotional development, ability level, learning
style, and social development of the students for whom the materials are selected in addition to
ensuring that E. Library resources will be selected to help students gain an awareness of our
pluralistic society (HSD, 2008, p.3). Having deselection as part of a districts policy will help
make how weeding is done throughout the schools become more of a uniform process to
safeguard the higher quality materials portion of a collection. Weeding is also to be continual as
to retain materials that support goals of HSD.

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Intellectual Freedom Statements

One policy component that a policy cannot be without is their statement on intellectual
freedom. As mentioned in Web Filtering and Access and Delivery, it is important to make
sure intellectual freedom is part of a policy for selection. Bishop (2007) mentions that it is a
policys purpose to Protect intellectual freedom (p. 3).
Within HSDs policy under the section Access to Resources and Services in the School
Library Media Program: An Interpretation of the Library Bill of Rights it is defending the right
to read by integrating the protection of the freedom of information by stating 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. (HSD, 2008, p.3).
The policy within the philosophy further explains under the selection process that
responsibility means above personal opinion and reason above prejudice in the selection of
materials of the highest quality and appropriateness (HSD, 2008, p.1) Under the
Reconsideration of Library Resources/Instructional Materials Procedure upholds several times
that in part II.C.4 No parent has the right to control the reading, viewing, or listening materials
of other people's children. (HSD, 2008, p.6)
If these required policies are maintained in Hopkinton School District then students and
teachers should and will have equitable access to information. HSD did interpret the Library Bill
of Rights to support their claim of intellectual freedom. As a possible update to the various
sections protecting intellectual freedom, a link to a copy of the Library Bill of Rights to
authenticate and validate their interpretation.

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14
Conclusion

After completing this analysis of Hopkinton School Districts policy and guidelines, it is
evident that many areas, although not explicitly identified, are reflected in their interpretation of
how to best support the learner within the district through various purposes while developing a
collection. I have realized that no matter how small a district may be, such as HSD having a
student population of 900, it still should have high standards with regards to the components of a
policy. This means it includes collaborative leadership, legal responsibility, analysis of learners,
evaluative tools, access and delivery, web filtering, deselection, and intellectual freedom
statements. Hopkinton School District did present information on how to best evaluate materials
for collection, who responsible personnel were to discuss reselection including responsibly for
selection, and the intellectual rights of learners alike. Overall, Hopkinton School districts
selection policy was effortless to guide through. Each component essential to a successful policy
was included. As an update to the digital table of contents located at the top of the policys
Webpage, for ease it would benefit to have a Return to Top link available at the end of each
section. I was impressed with the amount of statements that addressed intellectual freedom
across the sections of the policy. School library media specialists have a responsibility to uphold
and update policies to ensure they are thorough with straightforward and simple steps for
collection policies. This needs to include names of responsible professionals in making selection
choices as well as the process for reconsideration.

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15
References

American Association of School Librarians. (2004). The Freedom to Read Statement.

Retrieved from: http://www.ala.org/advocacy/intfreedom/statementspols/freedomread
statement
American Association of School Librarians. (1999). Workbook for Selection Policy Writing.
Retrieved from: http://www.ala.org/bbooks/challengedmaterials/preparation/workbookselection-policy-writing
Bishop, Kay. (2007). The collection programs in schools: Concepts, practices. 4th. Ed.
Westport, CT: Libraries Unlimited.
Hopkinton School District. (2008). Reconsideration of Instructional Materials Policy &
Guidelines. Retrieved from: http://www.hopkintonschools.org/hhs/library/selpol.html
#anchor355943
US News Education (2016) Top ranked NH schools. Retrieved From: http://www.usnews.com/
education/best-high-schools/new-hampshire

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16
Appendix A

Collection Development Policy Criteria Table

Criteria

Collaborative
Leadership

Legal
Responsibility

Analysis of
Learners

Evaluative
Tools

Access and
Delivery

Criteria

Included in Policy

Not Included in
Policy

Suggestions

Not explicitly noted. The

individuals included in the
responsibility of
reconsideration, responsibility
of selection, and committees.

Provide contact
information of current
individuals assigned to
various positions.

Names superintendent as main

individual responsible in
selecting materials.

Assign links for

reconsideration forms
embedded into document
sections.
A link referring to
School Improvement
Plans at each individual
of the four schools.

Not explicitly mentioned

except through their policys
selection criteria which
explains that learners should
not only have access to
curriculum materials but to
topics of interest.
Lists reputable tools to use
when evaluating materials to
be high quality to enrich the
resources learners have access
to.
Specifically states that
reconsideration materials are
still accessible until review and
deeply review under the
interpretation of the Library
Bill of Rights.

Included in Policy under

Guidelines for the Selection of
Library Resources part III. AG. Explains in list format easy
to understand statements
ensuring that materials will
meet the high standards for
collections.

Update more frequently

to get a current list of
authorized tools to
evaluate using additional
resources available to
compare.
How parents and teachers
can give permission to
access certain material
deemed unsuitable to
specific age groups or
reading levels.

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Web Filtering

Deselection

Intellectual
Freedom
Statements

17

Clearly states use of a filtering

program but does not take
responsibility for being able to
control, filter, and monitor all
internet material.

Identify company used

for filtering and explain
what or how it filters
inappropriate content.

Refers to Criteria section of the

policy and reinforces the
highest quality selection of the
collection to support the
districts goals.

Include links embedded

for curriculum topics by
grade level and semester
to ensure quality
materials can continue to
be promoted for use to
support goals of the
district.
Information regarding
freedom of information
embedded or linked.

Reflect an interpretation of the

Library Bill of Rights to aid
students in having access and
rights that individuals have to
have permission to access
information.