Collaborative Collection Assessment

Running Head: JUNCTION CITY HIGH SCHOOL FRESHMAN ACADEMY

Junction City High School Freshman Academy Collection Analysis

Amber Bonnett
Stephenie Heinz
Patricia Peterson
LI855 December 2011

JUNCTION CITY HIGH SCHOOL FRESHMAN ACADEMY

Introduction

The current economic climate has resulted in loss of state and federal funding to the

nation’s school districts. This funding issue has led the Junction City school board to

implement a 15% reduction in funding for all USD437 school libraries including the one

located within the Junction City High School Freshman Academy. This report is designed to

analyze the current JCHS selection and acquisition policies to ascertain the most

appropriate ways in which to reduce library spending. An analysis of the current selection

and acquisition policies as well as an action plan to implement the 15% budget cut is

included in the report.

USD 437 Library Media Center Collection Policy

The collection policy outlines the objectives and selection criteria for library

materials; reflects the principals of materials selection outlined in the ALA Bill of Rights for

School Library Media Programs as well as the philosophical principals of the total USD 437

school program; and is designed to provide students with the appropriate materials to

support the curriculum. The full text of the current collections policy is included in

Appendix A.

USD 437 Library Media Acquisitions Procedures

The acquisitions procedures document outlines the steps necessary to request the

purchase of library materials as well as documenting the appropriate staff members to

order library materials. Library materials are ordered four times per year on October 1st,

December 1st, February 1st and April 1st. The full text of the current acquisitions procedure

is included in Appendix B.


Background

Junction City, Kansas is an active, vital community with population of over 20,000

people living and working with the city boundaries. The city’s education system is

supported by the United School District 475, which has over 6,000 students attending 18

elementary, middle and secondary schools with the district (City of Junction City, KS, 2011).

The community of Junction City, KS is a highly dependent on the neighboring Fort Riley

Army post for support and income. Thus the children of USD 475 school district mainly

come from military families and their needs reflect this status. . At JCHS Freshman

Academy, there is a constant state of fluctuation with incoming and outgoing students due

to parental military reassignments.

Junction City Freshman Success Academy’s patron base consists of young high

schoolers, ages 13-15, with a wide range of developmental abilities and needs. The

Learning Center (LC) serves 500 students and thirty teachers and strives to support a

career-oriented curriculum as mandated by the high standards of the State of Kansas.

These students require active, imaginative learning and engage in reading at many

different levels. The Library Media Specialists and their clerks dedicate themselves to the

acquisition of a collection that meets the needs of these students by selecting a wide range

of materials in various formats. The Learning Center provides a total of 11,101 titles of

fiction, nonfiction, graphic novels, periodicals, recorded books, career resources, DVDs, and

over 300 digital reference resources to the students and teachers. It is a young library in its

second year of operation and the materials within are very new. The LC began in 2010,

with a mostly pre-selected collection from Follett and little input from the Library Media

Specialists. After the initial collection of vendor-selected materials, it has become the


responsibility of the two Library Media Specialist and their three clerks to ensure the

maintenance and appropriateness of the LC’s collection. The stakeholders of the Junction

City High School’s Freshman Success Academy (JCHS-FSA) Learning Center include the

children of the school, their parents, library staff, the teachers and administrators of JCHS,

the directors of education and also the Board of Education for USD 475. These entities work

together to provide the best possible learning environment for the students of the school

district.

Current State of the Collection

Due to the relative youth of the Learning Center, a general argument can be made

for the development of all areas of the collection. The collection development Library

Media Specialists strive to incorporate selection guides, recommendations of students and

teachers, and bestselling lists to continue to increase the quantity and quality of the current

collection. Space, as always, is a limiting factor for this library collection and there is heavy

support for the enhancement of digital resources. The purchase of electronic readers is

being considered as possible alternatives to adding to the print collection. This library has

an added advantage of being near to the main high school campus whose library is both

established and well defined; thus, sharing of resources between the two campuses has so

far been crucial to patron satisfaction while the fledgling LC collection grows.

Areas of specific need for improvement are the nonfiction Dewey ranges 400s and

800s. These areas of language and literature respectively are severely lacking in resources

and such limited exposure in these subject areas is a hindrance to student learning at this

level.


Table 1 illustrates the circulation statistics for years 2010-present for the Learning

Center by call number and also the number of each category as a percentage of the total

collection.

Table 1

Circulation Stats Total Copy Count
Range
[% of total collection] [% of total collection]
000 - 099 117 [01.20%] 84 [00.75%]
100 - 199 113 [01.16%] 123 [01.10%]
200 - 299 36 [00.37%] 94 [00.84%]
300 - 399 317 [03.26%] 1,076 [09.59%]
400 - 499 9 [00.09%] 12 [00.11%]
500 - 599 117 [01.20%] 567 [05.06%]
600 - 699 162 [01.67%] 719 [06.41%]
700 - 799 241 [02.48%] 270 [02.41%]
800 - 899 117 [01.20%] 364 [03.25%]
900 - 999 356 [03.66%] 1,082 [09.65%]
Biography 260 [02.67%] 581 [05.18%]
COMIC 1,851 [19.03%] 569 [05.07%]
CareerResourceC 41 [00.42%] 168 [01.50%]
DVD 144 [01.48%] 132 [01.18%]
Fiction 2,966 [30.50%] 3,570 [31.83%]
Magazine 148 [01.52%] 660 [05.88%]
Reference 31 [00.32%] 292 [02.60%]
RecordedBooks 35 [00.36%] 45 [00.40%]
StoryCollection 41 [00.42%] 93 [00.83%]

The selection policy for USD 475 as outlined in Appendix A, Selection Policy Part B,

is being followed by the JCHS-FSA Learning Center in the following ways:

 Weeding of the collection eliminates outdated materials, duplications, and non-

curriculum based materials, and circulation statistics.


 Selection of materials is based on age appropriateness, and curriculum

requirements.

 Materials are selected with an eye for improving the interaction and inquisitiveness

of the students.

 Selection guides are consulted as a means to provide balanced and diverse materials

that are within the LC budget restrictions.

Collection Policy Analysis

The primary tools used to assess the collection were circulation reports; an

examination of the current state of the collection via shelf examination and the online

catalog; and a review of the curriculum to ascertain level of alignment with the library

collection.

There are a number of strengths to this collection. The JCHS-FSA is a new facility,

which opened in 2010. The entire collection is new and in excellent physical condition. The

non-fiction section accounts for approximately 46% of the total JCHS-FSA library collection.

The freshman academy is also in close proximity to the high school, which facilitates the

sharing of resources with the high school library, which is older and more established.

One weakness of the collection is the marked lack of non-fiction materials in the

dewey ranges of 400 & 800. The lack of materials in these areas makes it difficult for

students of the academy to fulfill the necessary curricular requirements. The overreliance

upon a pre-selected collection when initially setting up the library no doubt contributed to

this gap in resources. Additional materials will need to be added to these areas in order for

the library collection to align more fully with the school curriculum.


Junction City High School has identified distinct plans of study that align with 16

career clusters identified by the U.S. Department of Education and the State Directors of

Career and Technical Information for students to pursue in order to be better prepared for

their post-high school years. These plans of study allow students to choose the courses that

most closely align with their interests, abilities, and plans for the future. The career cluster

system allows 10th, 11th, and 12th grade students to be placed into one of three career

academies in order to best pursue their individual interests. (JCHS 2011-12 Course

Catalog).

Freshman student enrolled at the Freshman Success Academy are required to enroll

in English I, Geometry, Earth and Space Science, and Freshman Communications as well as

completing elective courses designed to prepare them for transitioning to one of the three

career academies.

The library at the JCHS-FSA supports the course selection of freshman students by

having in the collection materials designed to support their educational goals and

familiarize them with library materials. The collection includes 442 volumes devoted to

Science; 73 volumes devoted to technology; 157 volumes devoted to Government; 111

volumes devoted to Art and 31 volumes devoted to Business. Titles such as those included

below are designed to engage young readers with the curriculum and enhance overall

student achievement.

 Nibbling on Einstein’s brain: the good, the bad, & the bogus in Science, Diane Swanson

 Cool stuff 2.0 and how it works, Chris Woodford

 The teen guide to global action: how to connect with others (near and far) to create

social change, Barbara Lewis


 Top careers in two years, computers and information technology, Claire Wyckoff

 Smart money: how to manage your cash, Danielle Denega

 Encylopedia of art for young people, Vol. 1-8, Iain Zaczek

The materials included in the collection represent a variety of reading levels to

accommodate students of varying reading competency. The non-fiction materials represent

both young adult and adult reading levels. The functionality to support searching the

catalog by lexile score is also included for those who wish to select materials in this way.

Electronic Resources

There are a fair amount of electronic resources available to the students of the

Junction City High School Freshman Success Academy in the Geary County USD 475 school

district. The site for the main catalogue can be found here:

http://intranet.usd475.org/school/jchs/Pages/Default.aspx

This site directs users to the Junction City High School website. Choosing, the “Our

School” drop tab gives visitors the option to choose the “Library” option, the first option in

the menu. This brings the visitor to the Library Media Center, displaying the library

calendar and many options for students to search its catalogue. The “Student Resources”

tab provides the following options:

 New Materials in the Library

 Novels in Verse

 Books about Vampires, etc.

 Sports Novels

 20011 Top Ten Books for Young Adults (as this date is how it is listed, it

appears that the JCHS library is looking quite far in the future.)


 Freshman Honors

These tabs download a directory to guide students to the holdings in that subject area that

the library offers. According to the library’s selection policy, the titles that the Library

Media Centers in the district select are, among other considerations, materials that

“Encourage students to become independent users of materials. Provide a balanced

selection of print and nonprofit materials to encourage growth in individual interests and

intellect. Provide experiences which contribute to the formation of lifetime habits of

efficient media usage.” Specific to electronic resources, one of the standards for its selection

criteria is technical quality, selecting materials of appropriate quality and also format. The

Bill of Rights for School Library Media Programs affirms that the focus of acquisitions is “to

provide materials that will support curriculum,” a standard focus for academic library

institutions. Although there is not a separate collection development policy for electronic

resources, their standards includes these as well.

The online resources for students on the library website offers many

databases and search mechanisms with which to find the subject of their queries.

  DESTINY - At Home*

  DESTINY - At School*

  Opposing Viewpoints

  LitFinder

  Discovery Education

  Country Reports

  Chronicle Career Library


  College Blue Book

  Kansas Online Databases

  Occupational Outlook Handbook

  Living Green, World Book Differentiated Package

  Kansas Library Card

  CQ Researcher and Global Researcher

  High School Musical ebook set

  Current Biography

While the library puts a significant amount of electronic resources out as available

to its students, it also expects its students to be proficient in information literacy. In

addition to the nine standards relating to information literacy upheld by the library in its

“Comparison of Information Power Standards and Kansas Library Media & Technology

Standards,” relating to information literacy (ex: “the student who is information literate

accesses information efficiently and effectively,) independent learning standards, (ex:

“derives meaning from information presented creatively in a variety of formats,) and social

responsibility standards (ex: seeks information from diverse sources… 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); the

following six standards pertain exclusively to technology literacy and electronic resources:

1. Basic operations and concepts (Standard 10)

 students demonstrate a sound understanding of the nature and operation of

technology system. (Benchmark 1);

 students are proficient in the use of technology (Benchmark 2).


2. Social, ethical, and human issues (Standard 11) l 0

 students understand the ethical, cultural, and societal issues related to technology

(Benchmark 1);

 students practice responsible use of technology systems, information, and software

(Benchmark 2); and ,

 students develop positive attitudes toward technology uses that support lifelong

learning, collaboration, personal pursuits, and productivity (Benchmark 3).

3. Technology productivity tools (Standard 12)

 students use technology tools to enhance learning, increase productivity, and

promote creativity (Benchmark 1); and

 students use productivity tools to collaborate in constructing technology-enhanced

models, prepare publications, and produce other creative works (Benchmark 3).

4. Technology communications tools (Standard 13)

 students use telecommunications to collaborate, publish, and interact with peers,

experts, and other audiences (Benchmark 1); and

 students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences (Benchmark 2).

5. Technology research tools (Standard 14)

 students use technology to locate, evaluate, and collect information from a variety of

sources (Benchmark 1);

 students use technology tools to process data and report results (Benchmark 2); and

 students evaluate and select new information resources and technological

innovations based on the appropriateness for specific tasks (Benchmark 3).


6. Technology problem-solving and decision-making tools (Standard 15)

 students use technology resources for solving problems and making informed

decisions (Benchmarks 1-3); and

 students employ technology in the development of strategies for solving problems

in the real world (Benchmark 4).

Navigating from the library main screen, for a comprehensive look at what the

library offers is executed from choosing of the DESTINY sights, such as “DESTINY at home.”

This brings the searcher to a list of the schools under Geary County USD 475. The specific

school we are addressing, JCHS Freshman Success Academy, is listed under the High

Schools tab. This leads to a page offering databases, or the option to simply type in a

catalogue search. Available databases include Kansas Online Databases, MidContinent

Public Library, and Worldbook. Searching the DESTINY catalogue offers to search by

keyword, title, author, subject, or series. Symbols represent whether or not the resource is

in print or electronic format. This symbol means it’s an ebook: . If the student is looking

exclusively for electronic resources, the student may then refer back to the main screen

and search using Electronic Book as the field limiter in the Material Type box. Other fields

include Award Winners, Reading Level, Interest Level, or whether it is part of a Reading

Program. These all allow for search by topic and also by format such as books, music,

series, and sequels.

Unless Electronic Resources is included in with the Audio/Visual budget, there is no

line item for allocation of funds specifically in the 2011 budget for electronic resources.


Action Plan

As the economy continues to be unstable, budget cuts are becoming the norm and

the libraries and schools of Kansas are struggling to continue to provide necessary services

to their students with an ever decreasing amount of money. Our action plan to reduce the

budget by 15% at the Junction City High School Freshman Academy Learning Center is

based on the three areas that we believe can be reduced or eliminated without detrimental

effects to the quality of services provided by the Learning Center: print books, electronic

databases/materials, and periodicals. The table below represents the current budget and

expenditures for the JCHS Freshman Academy library.

Table 2

BUDGETED EXPENDITURES
BOOKS 7410 2681.24

ENCYCLOPEDIAS 0.00

AV 1550 178.38

SUPPLIES 300 0.00

PERIODICALS 1013 438.30
TOTAL LIBRARY BUDGET 10273.00
LESS
TOTAL AMOUNT SPENT 3297.92
EQUALS
TOTAL BALANCE ON HAND 6975.08

To reduce the current budget of $10,230.00 would require a total cut of $1,534.00 from the

funds for library materials. The revised budget including the required 15% reduction

would leave the library with a total of $8732.00 from which to purchase items in all

categories. Because the library is so young, print materials are continually being purchased


to boost the quantity and quality of the collection. As represented by table 2, the library

has budgeted $7410.00 for printed books in the fiction and nonfiction section. We propose

to reduce this printed materials budget by 15% as well, leaving $6,300.00 for books for the

upcoming school year. This reduction in print materials is due to lack of physical space for

which to place new printed books and will allow for ample room to improve the areas of

the collection that are currently weak. As the capacity of the library becomes increasingly

full, it is no longer the case that the Learning Center needs to fervently collect new printed

books, and could rely on the electronics budget to enhance its digital resources.

Our next plan of action to comply with the 15% budget reduction is to analyze and

possibly eliminate any electronic materials that are not relevant to the curriculum and/or

are not being used by the patrons. The library will make every effort to increase the

selection of electronic materials that can be combined with the curriculum to enhance the

learning of JCHS students, however, some electronic resources have been pre-selected by

vendors and have little impact on the curriculum. These will be eliminated and should

reduce the expenditures in the electronic resources aspect of the current budget.

The final area of reduction in budget involves the periodicals at the FSA Learning

Center. Much of the magazines and newspapers purchased go unread. There are only the

occasional students who read these materials. A less expensive option might be to provide

online access to these materials on a pay-per-use basis. We propose to reduce the

periodical budget by more than the current plan, by 20% to $800, in order to pursue other

options in this area of the collection.

Table 3 illustrates the proposed budget for the 2012-2013 school year and includes

a 15% reduction from the current budget.


Table 3

BUDGETED $
BOOKS 6300

ENCYCLOPEDIAS

AV 1300

SUPPLIES 200

PERIODICALS 700
TOTAL LIBRARY BUDGET $8500

Conclusion

As the Junction City High School’s Freshman Academy Library continues to age, we

hope to see continued support by the administrators, teachers, students and parents of the

school district. The Learning Center provides curriculum support and other essential

services to its students and teachers. It is necessary to reduce the budget by 15% and our

action plan should be able to reduce the expenditures for the Learning Center while

continuing to provide an abundance of quality services to the students at the Freshman

Success Academy. The ingenuity of the Library Media Specialists and the library staff will

allow for the maintenance of a top notch collection even with a reduction in funding.


References

City of Junction City, KS. (2011). Community profile. Retrieved from

http://www.junctioncity-ks.gov/pview.aspx?id=1527&catID=1

JCHS 2011-12 Course Catalog. (2011). Course catalog. Retrieved from

http://intranet.usd475.org/school/jchs/Documents/jchs%202011-

12%20course%20catalogue.pdf

JCHS Online Library Catalog. (2011). Online library catalog. Retrieved from

http://destiny.usd475.org/cataloging/servlet/presentadvancedsearchredirectorfor

m.do?l2m=Library%20Search&tm=Catalog&l2m=Library+Search


Appendix A

SELECTION POLICY FOR LIBRARY MEDIA CENTERS

A. Objectives:

The Library Media Centers of Geary County USD 475 will:

Select materials which reflect the philosophy of the total school program and which
support and enrich the curriculum.

Endorse and apply the principals incorporated in the “Bill of Rights for School Library
Media Programs” of the American Library Association of School Libraries.

Provide students with materials and services wh1ch are appropriate to their growth
and development.

Encourage students to become independent users of materials.

Provide a balanced selection of print and nonprofit materials to encourage growth in
individual interests and intellect.

Provide experiences which contribute to the formation of lifetime habits of efficient
media usage.

Provide experiences in democratic living by sharing materials, caring for school
property, assuming personal responsibility, and practicing appropriate individual
behavior.

B. Selection Criteria:

In evaluating and selecting materials for the Library Media Centers, the following
criteria will be considered:

1. Authenticity: Materials should be accurate and up to date. The reputation and
significance of the author, composer producer, and publisher should be
considered. Out of date or no longer useful materials are withdrawn from the
collection.

2. Appropriateness: The materials should be consistent with instructional aims,
instructional levels, and age groups. They should represent fair and unbiased
presentations of information.

3. Interest: Materials should arouse curiosity leading to other individual learning,
creativity, and research.


4. Organization and Balance: Materials should be selected which will help each
school meet their continuing and specific curriculum needs for a balanced
collection of materials. Multiple items of outstanding and much in demand media
are purchased as needed. Worn or missing standard items are replaced
periodically.

5. Technical Quality: Materials should be of good technical quality and suitable
format.

Appendix A

6. Cost of Materials: The cost of materials should be justifiable, considering the
relative cost of satisfactory substitutes and the availability of money.

7. Guides: Professionally prepared, reputable, and unbiased selection aids should
be consulted as guides.

8. Gifts: Gift materials are judged by the basic selection criteria and are accepted or
rejected by those standards.

C. Responsibility for Selection

Selection of materials involves many people: students, teachers, library media
specialists, principals, and supervisors. The responsibility for coordinating the selection
of instructional materials and making the recommendations for purchase rests with the
professionally trained library media personnel.

In accordance with the criteria for selection, the school Library Media Specialists, with
the approval of the school Principal and the counsel of the Coordinator of Library Media
Services, will select materials for the building level Library Media Center.

Selection lists will be submitted to the Coordinator of Library Media Services who has
purchasing authority delegated by the Superintendent of Schools, for the Board of
Education.

D. Bill of Rights of School Library Media Programs:

Library Media personnel are concerned with generating understanding of American
freedoms through the development of informed and responsible citizens. To this end
the American Association of School Librarians asserts that the responsibility of the
school Library Media Center is:


To provide a comprehensive collection of instructional materials selected in compliance
with basic, written selection principals, and to provide maximum accessibility to these
materials.

To provide materials that will support curriculum, taking into consideration the
individual’s needs and the varied interests, abilities, socioeconomic backgrounds, and
maturity levels of the students served.

To provide materials for teachers and students that will encourage growth in
knowledge and that will develop literacy, cultural and aesthetic appreciation and ethical
standards.

To provide materials which reflect the ideas and beliefs of religious, social, political,
historical, and ethnic groups and their contribution to the American and world heritage
and culture, thereby enabling students to develop an intellectual integrity in forming
judgments.

To provide a written statement approved by the local Board of Education, of the
procedures for meeting the challenge of censorship of materials in school Library Media
Centers.

To provide qualified professional personnel to serve teachers and students.


Appendix B

ACQUISITION PROCEDURES OF MATERIALS FOR LIBRARY MEDIA CENTERS

A. Acquisition Procedure of Materials for Elementary Library Media Centers

(1) Consideration.
The Library Media Center specialists will develop a consideration file for books and A-V,
either lists or cards. This file will contain pertinent information for any materials to be
considered for purchase.

Consider: -
 materials reviewed in selection aids and professional periodicals
curriculum needs
 bibliographies from curriculum
 in-district previewed materials
 library media center needs for rounded and up-to-date collection
 advertised materials in reputable catalogs
 teacher and pupil requests

(2) Selection.

The Library Media Specialists will:

(a) Use professionally prepared, reputable, and unbiased selection aids (i.e.,
Hornbook, School Library Journal, Booklist, Language Arts, Children‘s
Catalog, et al).

(b) Completely fill in the consideration card or vendor order form.

(1) check Infocentre material database to be sure that the material is not
in the center.

(2) check printouts and any other order lists to be sure that item is not on
order.
(c) Determine priorities considering budget guidelines.

(d) Submit vendor order forms or consideration cards/lists. Use Vendor order
forms from vendor internet sources if available or catalogs.

(1) file book purchase cards first in order of purchasing agent and then in
alphabetical order according to the last name of the author. List
should be in author order.


(2) file A-V cards first in order of purchasing agent and then in
alphabetical order according to title of material.

(3) prepare a list of materials ordered for building library media records.

(4) send a copy of the list with order.

(e) Send to the Coordinator of Library Media Services all parts of the order.

(f) Order dates: October 1; December 1; February 1 and April 1.

Appendix B

(3) Order:

The Coordinator of Library Media Services will:

(a) order the materials.

(b) return a budget report of balance remaining to each library media center.

(c) return cards as proof that materials have been ordered.

(4) Receipt:

The Coordinator of Library Media Services will:

(a) receive the materials.

(b) make arrangements for payment of the materials.

(c) check in and stamp materials as they arrive at the Mary E. Devin Center for
Education Support.

(d) enter materials into Infocentre database and prepare them for circulation.

(e) send materials ready for circulation to the various library media centers.

Library Media Center Specialists will:

(f) place materials in circulation.

(g) Periodicals:

(1) check mailing label for correct school address.


(2) notify Library Media Services of any problems; i.e. duplication of
issues; incorrect expiration date.

(3) check in each periodical issue. (see periodical monthly checklist)
(B). Acquisition Procedures of Materials for Secondary Library Media Centers 1.

1. Select materials in accordance with the District Selection Policy, giving consideration to:

(a) professionally prepared, reputable, unbiased selection aids.

(b) teacher and pupil requests.

(c) curriculum guides/needs.

(d) providing a balanced collection of materials.

(f) building budget guidelines.
Appendix B

2. Order selections by completing Library Requisition Form. (See 2.B.1)

(a) "Materials per attached List" may be stated on form and

(1a) separate sheet may be attached listing materials.

(b) Materials requested should include all information required by the intended
supplier, including complete address and phone number of the supplier.

(c) When ordering books, please indicate “microlif records to be Ordered” IF SUPPLIER
OFFERS THIS SERVICE.

(d) Order dates: October 1; December 1; February 1 and April 1.

3. Submit Library Requisition to principal for approval (Signature).

4. Send order to the Coordinator of Library Media Services, keeping one copy (pink) of the
Library Requisition list for school's files. Use this as a way of monitoring the building
budget.

5. The Coordinator of Library Media Services will:

(a) order the materials

(b) return to the library media specialist:


(1) A budget report of expenditures and balances

(2) gold and green copies of the Purchase Orders issued.
6. The Library Media Specialists will:

(a) file gold and green sheets in a temporary file for items "on order."

(b) receive and check orders for damages and/or shortages as soon as possible after
they arrive. All damaged or defective items must be sent to Library Media Services
along with purchase order number and packing list. Library Media Services will
contact the company and arrange for replacement or credit of item.

(c) check off received items, date, and sign BOTH Purchase Order copies when order is
complete. Attach any paperwork received with the order to the gold sheet (i.e.
packing slip).

(d) return the green copy and any invoices received to Library Media Services, Mary E.
Devin Center for Education Support.

(e) file the gold sheet (with corrected price if available) in a financial record file that
will be an easy reference for budget balances.

(f) problems and questions concerning partial orders should be directed to the Head
Secretary of Library Media Services.
Appendix B

(g) process all items:

(1) Enter the Marc Record files or ZMARC records into the Infocentre data base.
(h) periodicals:

(1) check mailing label for correct school address.

(2) notify Library Media Services of any problems, i.e.
duplication of issues; incorrect expiration date.

(2) check in each periodical issue (see periodical monthly checklist).

*Requests for materials will be charged to library budget line item 112220641 (books),
112220650 (audio visual), 112220642 (periodicals) and 112220649 (supplies).

NOTE: Equipment is not included.

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