IIA: Instructional Materials (Selection of Learning Resources)

Classification: 
I: Instructional
Code: 
IIA

Note: This policy on learning resources was adopted in two parts:   Part 1, which is filed here, states the policy on selection outlines criteria and procedures to be used;  Part 2,  which is filed under Code KLB, states the policy for dealing with materials, and provides guidelines for informal and formal reconsideration of selected resources. 

PART 1:  SELECTION OF LEARNING RESOURCES 

Statement of Policy 

The policy is to provide a wide range of learning resources at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view to meet the needs of students and teachers. 

Objectives of Selection 

  • For the purposes of this statement of policy, the term "learning resources" will refer to any person(s) or any material (whether acquired or locally produced) with instructional content or function that is used for formal or informal teaching/learning purposes.  Learning resources include textbooks, other books, supplementary reading and informational materials, charts, community resource people, agencies and organizations, dioramas, filmstrips, flash cards, games, globes, kits, machine-readable data files, maps, microfilms, models, motion pictures, periodicals, pictures, realia, slides, sound recordings, transparencies, and videorecords. 
  • The primary objective of learning resources is to support, enrich, and help to implement the educational program of the school through the interaction of professional personnel and other members of the school community.  It is the duty of professional staff to provide students with a wide range of materials at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view. 
  • To this end, the Board of School Trustees (the “Board”) affirms that it is the responsibility of its professional staff:
    • to provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, learning styles, and maturity levels of the students served; 
    • to provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards; 
    • to provide materials on various sides of controversial issues so that young citizens may have an opportunity to develop, under guidance, the practice of critical analysis and to make informed judgments in their daily lives; 
    • to provide materials representative of the many religious, ethnic, and cultural groups and their contributions to our national heritage and the world community; 
    • to place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the school community. 

Responsibility for Selection of Learning Process 

  • The Board delegates the responsibility for the selection of learning resources to the professional staff employed by the school system. 
  • While selection of learning resources involves many people (administrators, teachers, students, community persons, resource centre personnel), the responsibility for co-ordinating the selection of school learning resources and making the recommendation for purchase rests with the principal and professional personnel. 

Criteria for Selection of Learning Resources 

The following criteria will be used as they apply: 

  • learning resources shall support and be consistent with the general educational goals of the province and district and the aims and objectives of individual schools and specific courses; 
  • learning resources shall meet high standards of quality in factual content and presentation; 
  • learning resources shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected;                                                                                                                                                           
  • learning resources shall have aesthetic, literary, and/or social values; 
  • physical format and appearance of learning resources shall be suitable for the intended use;                                                                                                                                                           
  • learning resources chosen shall be developed by competent authors and producers; 
  • learning resources shall be designed to help students gain an awareness of our pluralistic society, as well as an understanding of the many important contributions made to our civilization by women and minority and ethnic groups; 
  • learning resources shall be designed to motivate students and staff to examine their own attitudes and behaviour and to comprehend their own duties, responsibilities, rights, and privileges as participating citizens in our society; 
  • learning resources shall be selected for their strengths rather than rejected for their weaknesses; 
  • biased or slanted learning resources may be provided to meet specific curriculum objectives;  for example, to recognize propaganda and its purpose in a given context or to balance an argument. 
  • The selection of learning resources on controversial issues will be directed towards maintaining a balanced collection representing various views.  Learning resources shall clarify historical and contemporary forces by presenting and analysing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems. 
  • Emphasis will be placed on the selection of Canadian learning resources where appropriate.  These resources include book and non-book learning materials by or about a Canadian person, about a region or event, and/or published or produced in Canada.

Procedures for Selection of Learning Resources 

  • In selecting learning resources, professional personnel will evaluate available resources and curriculum needs and will consult reputable, professionally prepared aids to selection and other appropriate sources.  The actual resource will be examined whenever possible. 
  • Recommendations for purchase involve administrators, teachers, students, district personnel, and community persons, as appropriate. 
  • Gift materials shall be judged by the criteria outlined and shall be accepted or rejected by those criteria. 
  • Selection is an on-going process that should include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value. 

DMT Responsibility: AS-DLS

 

Cross References: 
EDBA: Maintenance and Control of Instructional Materials; IIA: Subcodes; KLB: Public Complaints about the Curriculum and Instruction Materials;
Adopted Date: 
Monday April 17, 1978
Revision Date: 
Aug 1990
Sep 1994
Jan 1999