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District 95 Collection Development Procedure
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Lake Zurich Community Unit School District 95

Collection Development Procedure


The District 95 Literacy/Learning and Innovation Hubs prepare students for 21st century experiences by empowering every learner to achieve personal excellence through inquiry, creativity, innovation, and global collaboration while providing flexible learning spaces that inspire student self-direction and enrich the reading lives of the school community.

Support for Intellectual Freedom

The school libraries of this district are guided by the principles set forth in the Library Bill of Rights and its interpretative statements, including “Access to Resources and Services in the School Library Program” and The Students’ Right to Read statement of the National Council of Teachers of English. See Appendix B for the Library Bill of Rights and The Students’ Right to Read statement.


The educational philosophy of Lake Zurich Community Unit District (CUSD) 95 is reflected in its selection of educational materials. The primary objectives are:

Selection Responsibility


The library information specialist may work independently and consult staff, students, other professionals, and community members for their suggestions regarding selection and recommendations. Staff may also be asked to view resources, though the final decision on selection rests with the library information specialist, who can ensure the selection meets the collection needs.


Selection is based upon evaluation by:

The collection will be developed systematically, ensuring a well­ balanced coverage of subjects, opinions, and formats and a wide range of materials on various levels of difficulty supporting the diverse interests, needs, and viewpoints of the school community.

Selection Criteria

It is the primary objective of the Literacy/Learning and Innovation Hub is to implement, enrich, and support the school's educational curriculum. Selection emphasis is placed on providing a wide range of fiction and nonfiction materials that promote a lifelong love of reading, support the instructional program, and contribute to the professional goals of its staff. Materials reaching beyond the academic curricula, but meeting the community's cultural, career, recreational, and information needs are also considered. It is the responsibility of the Literacy/Learning and Innovation Hub Specialist to provide a wide range of materials on all levels of difficulty, with the diversity of appeal and the presentation of different points of view. Materials are selected to reflect our diverse community's cultures, beliefs, and viewpoints.

General Criteria:

Selection Procedure

The library information specialist, in conjunction with teachers and administrators, will be responsible for the selection of materials. In coordinating this process, the library information professional will do the following:


Review Sources

Tools used in selection include professional journals, trade journals, subject bibliographies, publishers’ promotional materials, and reviews from reputable sources. Suggestions from stakeholders are welcome and provide library information specialists with useful information about interests or needs that may not be adequately met by the collection.


The collection needs to be constantly evaluated to ensure that it meets the needs of its users. In coordinating this process, the library information specialist will do the following:



In compliance with American Library Association guidelines, the Literacy/Learning and Innovation Hub collection will be continually reevaluated in relation to evolving curriculum, new formats of materials, new instruction methods, and the current needs of its users. Materials no longer appropriate should be removed from the collection. The library information specialist assumes the responsibility for deselection or weeding the collection. Weeding is an ongoing process practiced throughout the year by the library professional staff to make space available for valuable items; to provide a more appealing, up­to­date collection; to make the library easier for patrons to use; and to provide reliable information. Resources will be removed from circulation using the following criteria:


Gifts and Donations

Gifts and donations to the Literacy/Learning & Innovation Hubs are accepted with the understanding that the decision for use and disposition of the materials and/or funds will be determined using the same selection criteria as purchased materials. All materials should support the curriculum and needs of library users. Gifts and donations, like purchased resources, will be removed from the collection at the end of their useful life.

Collection Maintenance and Weeding

Annually, the school library media specialist will conduct an inventory of the Literacy/Learning & Innovation Hub collection and equipment. The inventory can be used to determine losses and remove damaged or worn materials which can then be considered for replacement. The inventory can also be used to deselect and remove materials that are no longer relevant to the curriculum or of interest to students.

Guidelines in Weeding Fiction and Nonfiction

Non-Fiction Materials

10 years from copyright date


  • Science/Technology 3 to 5 years
  • Customs, Travel, Cooking and Folklore - Keep standard works; weed according to use
  • Professional Development texts – Keep volumes related to current district initiatives

Fiction Materials

10 years from copyright date

Replace classics, as new, more attractive editions become available.


5 years from copyright date

Almanacs 3 to 5 years

Atlases 3 years

Maps - 3-5 years except historical maps

Special Considerations

Consider keeping:

Lost and Damaged Items

Overdue items should be returned as soon as possible or renewed. Students who have overdue books will receive an overdue notice to remind them to return the book; however, students will not be fined nor limited from checking out additional books. Please note that fees may be assessed for books that are significantly damaged/not returned in their original condition or lost.

Discarding Materials

Items that are discarded because they are worn out, outdated, biased, etc., must be disposed of according to the following procedures. Items that meet district criteria, but are discarded from the library collection because they no longer circulate, may be placed in a classroom for further use by teachers and students.

1. Change home location to Discard/Withdrawn in the library automation system.

2. Remove barcode and spine label

3. Stamp “DISCARD” over the school library stamp.

4. Box the discard materials and label box with school name.

5. Clearly mark the box “Scarce/Recycle” or “Donation”

6. Print a list of the discarded items using the List Item report and place in box(es)

7. Email a copy of the List Item report to the office of Curriculum & Instruction

8. Put in a work order to arrange for transfer of box(es) to the central processing office.

Reevaluation of Materials

Lake Zurich CUSD 95 recognizes the student’s right of free access to many different types of materials. Lake Zurich CUSD 95 also recognizes the right of teachers and administrators to select materials in accord with current trends in education and to make them available in the schools. Once an item has been accepted as qualifying under the selection criteria, it will not be removed at the request of those who disagree with its inclusion unless it can be shown that retention of the item would be a violation of that criteria.

Selection of resources will not be made on the basis of any anticipated approval or disapproval. The choice of library materials is an individual matter. While a person may reject materials for oneself, he or she may not restrict access to those materials by others. Selection will be based solely on the merits of the work as outlined in this document.

Procedures for Reevaluation of Materials

The Literacy/Learning & Innovation Hub subscribes in principle to the philosophy expressed in the American Library Association's Library Bill of Rights, its supporting documents, The Students’ Right to Read statement of the National Council of Teachers of English. See Appendix A for the Library Bill of Rights and Appendix B for The Students’ Right to Read statement.

Copies of these documents are attached as a part of this procedure.

The Literacy/Learning & Innovation Hub also recognizes that occasionally materials selected may be challenged or questioned, despite the care taken in selecting them.  Any resident, employee, or student of the school district may express an informal concern or formal request for Reevaluation of a library resource. A procedure for processing and responding to criticism of approved material has been established and shall be followed. This procedure shall include a formal signed Request for Reevaluation of Library Materials (Form A) and a committee appointed by the curriculum department to reevaluate the material in question.

The following procedures have been established to provide a system for receiving, considering and acting upon complaints regarding instructional materials used by the District:

Informal Reevaluation

Persons with a complaint about library print or digital resources should state their concerns to the school librarian or principal. The librarian and/or principal will listen attentively to the concerns and attempt to resolve the issue informally. As part of the discussion, the school employee will explain the library’s selection procedure, selection criteria, diversity of the collection with resources from many points of view, and the selection process. Additionally, each parent/guardian has the right to determine the appropriateness of library resources for their children and should accord the same right to other families.

If the complaint is not resolved informally, the librarian or principal will explain the formal Reevaluation process and provide the individual with a copy of the school district’s library selection policy with Reevaluation procedures and a Request for Reevaluation of Library Materials (Form A). If there is concern about multiple items, a separate form must be completed for each item. All complaints to staff members shall be reported to the building principal, whether received by telephone, letter, or in personal conversation. No library resources should be removed or restricted from use as a result of the informal complaint.

If the completed and signed formal request for Reevaluation form has not been received by the principal within ten (10) business days, the matter shall be considered closed.

Formal Reevaluation

1.  If a complainant wishes to file a formal challenge, a copy of the District's Collection Development Procedure and a Request for Reevaluation (Form A) will be given to the complainant by the principal (attached).

2. The complainant is required to complete and submit the Request for Reevaluation (Form A) to the principal within ten (10) business days.

3. If a completed Request for Reevaluation (Form A) is not submitted within ten (10) business days, the matter is considered closed.

4. Upon receipt of the form, the principal should notify and provide a copy of the Request for Reevaluation (Form A) with the following individuals:

2.  Form B will be shared with and completed by every Library Media Specialist within the district to determine District-wide circulation and use of the material.  

3. The work in question will remain on library shelves and in circulation until a formal decision is made.

4.  Professional reviews will be sent to the Reevaluation Committee by the Library Media Specialist(s) at the school in which the challenge originated.  

5. The school Library Media Specialist will secure copies of the resource for the committee to review.

6. The Request for Reevaluation will be referred to the Reevaluation Committee at the District level for re-evaluation of the material. The committee chairperson will be determined by the Superintendent.                            

7.  The committee will consist of the following members:

8. The Reevaluation Committee will schedule a formal Reevaluation meeting within 10 school days after the principal receives the written request for Reevaluation.

9. The committee will operate under the following guidelines:

  1. At the initial meeting, the principal, and committee will review Reevaluation committee guidelines and procedures.
  2. A member of the committee will be appointed to keep minutes.
  3. All complaints must be presented through the completed and signed Request for  Reevaluation of Materials (Form A).
  4. All committee members will fully review the resource (read or view the entire work) before voting.
  5. The committee will acknowledge receipt of the complaint and answer any questions regarding procedures that the complainant might have within ten (10) school days of receiving the complaint.
  6. The time, date and place for a committee hearing will be determined by the committee chairperson within ten (10) school days after receipt of the complaint. Information regarding the hearing will be sent to the complainant and appropriate staff members.
  7. The committee reserves the right to use outside expertise if necessary to help in its decision-making process.
  8. The complainant may not participate in or observe the committee’s deliberations unless invited to do so by the committee. The committee chair may choose to give committee members time to ask questions.
  9. Decisions on reconsidered materials will stand for five (5) years before new requests for reevaluation of those items will be entertained.


Within thirty (30) school days, the committee will accomplish the following tasks:

  1. Read the challenged material in its entirety.
  2. Read provided professional reviews of the materials
  3. Read selection policy guidelines
  4. Determine whether challenged material meets selection criteria
  5. During the initial or subsequent meetings, the committee will make its decision determined by the simple majority to retain, move the resources to a different level, or remove the resource.
  6. Submit a recommendation for retaining or removing challenged material via Form C,  which shall be sent to building principals, and Library Media Specialists. The committee's written decision shall be presented to the complainant within five (5) school days after the decision is made.
  7. If the complainant is not satisfied with the decision of the committee, a written appeal can be made within ten (10) school days to the superintendent who will communicate with the Board of Education.

Appeal to the Board of Education

The procedures for an appeal to the Board of Education will be as follows:

  1. An appeal of the decision made by the committee must be made in writing to the Superintendent who will contact the Board of Education within ten (10) days of the Reevaluation Committee decision.
  2. A decision on the complaint will be made at the next regular meeting or special meeting within thirty(30) days of the written request to the superintendent.
  3. The board reserves the right to use outside expertise if necessary to help in its decision making.
  4. The chairperson for the Reevaluation Committee will present the committee's decision to the board.
  5. The complainant or designee will present the petitioner’s position.
  6. The board decision will be final, and the superintendent will implement the decision.
  7. Decisions on reconsidered materials will stand for five (5) years before new requests for Reevaluation of those items will be entertained.


Library “Bill of Rights”


The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.

  1. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.
  2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
  3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
  4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
  5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
  6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.
  7. All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. Libraries should advocate for, educate about, and protect people’s privacy, safeguarding all library use data, including personally identifiable information.


Adopted June 18, 1948.


Amended February 2, 1961, and January 23, 1980, inclusion of “age” reaffirmed January 23, 1996, by the ALA Council


Freedom to Read Statement


The freedom to read is essential to our democracy. It is continuously under attack. Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label “controversial” views, to distribute lists of “objectionable” books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read.


Most attempts at suppression rest on a denial of the fundamental premise of democracy: that the ordinary individual, by exercising critical judgment, will select the good and reject the bad. We trust Americans to recognize propaganda and misinformation, and to make their own decisions about what they read and believe. We do not believe they are prepared to sacrifice their heritage of a free press in order to be “protected” against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.


These efforts at suppression are related to a larger pattern of pressures being brought against education, the press, art and images, films, broadcast media, and the Internet. The problem is not only one of actual censorship. The shadow of fear cast by these pressures leads, we suspect, to an even larger voluntary curtailment of expression by those who seek to avoid controversy or unwelcome scrutiny by government officials.


Such pressure toward conformity is perhaps natural to a time of accelerated change. And yet suppression is never more dangerous than in such a time of social tension. Freedom has given the United States the elasticity to endure strain. Freedom keeps open the path of novel and creative solutions, and enables change to come by choice. Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference.


Now as always in our history, reading is among our greatest freedoms. The freedom to read and write is almost the only means for making generally available ideas or manners of expression that can initially command only a small audience. The written word is the natural medium for the new idea and the untried voice from which come the original contributions to social growth. It is essential to the extended discussion that serious thought requires, and to the accumulation of knowledge and ideas into organized collections.


We believe that free communication is essential to the preservation of a free society and a creative culture. We believe that these pressures toward conformity present the danger of limiting the range and variety of inquiry and expression on which our democracy and our culture depend. We believe that every American community must jealously guard the freedom to publish and to circulate, in order to preserve its own freedom to read. We believe that publishers and librarians have a profound responsibility to give validity to that freedom to read by making it possible for the readers to choose freely from a variety of offerings.

The freedom to read is guaranteed by the Constitution. Those with faith in free people will stand firm on these constitutional guarantees of essential rights and will exercise the responsibilities that accompany these rights.


We therefore affirm these propositions:


1.  It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those that are unorthodox, unpopular, or considered dangerous by the majority.


Creative thought is by definition new, and what is new is different. The bearer of every new thought is a rebel until that idea is refined and tested. Totalitarian systems attempt to maintain themselves in power by the ruthless suppression of any concept that challenges the established orthodoxy. The power of a democratic system to adapt to change is vastly strengthened by the freedom of its citizens to choose widely from among conflicting opinions offered freely to them. To stifle every nonconformist idea at birth would mark the end of the democratic process. Furthermore, only through the constant activity of weighing and selecting can the democratic mind attain the strength demanded by times like these. We need to know not only what we believe but why we believe it.


2.  Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available. It would conflict with the public interest for them to establish their own political, moral, or aesthetic views as a standard for determining what should be published or circulated.


Publishers and librarians serve the educational process by helping to make available knowledge and ideas required for the growth of the mind and the increase of learning. They do not foster education by imposing as mentors the patterns of their own thought. The people should have the freedom to read and consider a broader range of ideas than those that may be held by any single librarian or publisher or government or church. It is wrong that what one can read should be confined to what another thinks proper.


3.  It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author.


No art or literature can flourish if it is to be measured by the political views or private lives of its creators. No society of free people can flourish that draws up lists of writers to whom it will not listen, whatever they may have to say.


4.  There is no place in our society for efforts to coerce the taste of others, to confine adults to the reading matter deemed suitable for adolescents, or to inhibit the efforts of writers to achieve artistic expression.


To some, much of modern expression is shocking. But is not much of life itself shocking? We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents and teachers have a responsibility to prepare the young to meet the diversity of experiences in life to which they will be exposed, as they have a responsibility to help them learn to think critically for themselves. These are affirmative responsibilities, not to be discharged simply by preventing them from reading works for which they are not yet prepared. In these matters values differ, and values cannot be legislated; nor can machinery be devised that will suit the demands of one group without limiting the freedom of others.

5.  It is not in the public interest to force a reader to accept the prejudgment of a label characterizing any expression or its author as subversive or dangerous.


The ideal of labeling presupposes the existence of individuals or groups with wisdom to determine by authority what is good or bad for others. It presupposes that individuals must be directed in making up their minds about the ideas they examine. But Americans do not need others to do their thinking for them.


6.   It is the responsibility of publishers and librarians, as guardians of the people’s freedom to read, to contest encroachments upon that freedom by individuals or groups seeking to impose their own standards or tastes upon the community at large; and by the government whenever it seeks to reduce or deny public access to public information.


It is inevitable in the give and take of the democratic process that the political, the moral, or the aesthetic concepts of an individual or group will occasionally collide with those of another individual or group. In a free society individuals are free to determine for themselves what they wish to read, and each group is free to determine what it will recommend to its freely associated members. But no group has the right to take the law into its own hands, and to impose its own concept of politics or morality upon other members of a democratic society. Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Further, democratic societies are more safe, free, and creative when the free flow of public information is not restricted by governmental prerogative or self­censorship.


7.  It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression. By the exercise of this affirmative responsibility, they can demonstrate that the answer to a “bad” book is a good one, the answer to a “bad” idea is a good one.


The freedom to read is of little consequence when the reader cannot obtain matter fit for that reader’s purpose. What is needed is not only the absence of restraint, but the positive provision of opportunity for the people to read the best that has been thought and said. Books are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth. The defense of the freedom to read requires of all publishers and librarians the utmost of their faculties, and deserves of all Americans the fullest of their support.


We state these propositions neither lightly nor as easy generalizations. We here stake out a lofty claim for the value of the written word. We do so because we believe that it is possessed of enormous variety and usefulness, worthy of cherishing and keeping free. We realize that the application of these propositions may mean the dissemination of ideas and manners of expression that are repugnant to many persons. We do not state these propositions in the comfortable belief that what people read is unimportant. We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.

This statement was originally issued in May of 1953 by the Westchester Conference of the American Library Association and the American Book Publishers Council, which in 1970 consolidated with the American Educational Publishers Institute to become the Association of American Publishers.


Adopted June 25, 1953, by the ALA Council and the AAP Freedom to Read Committee; amended January 28, 1972; January 16, 1991; July 12, 2000; June 30, 2004.

Reevaluation Committee: Form A

Lake Zurich Community Unit School District 95 Request for Reevaluation of Library Materials

This form is part of the procedure in place for handling challenged or questioned books and/or materials at Lake Zurich Community Unit School District 95. It should be completed in full and submitted to the school's Library Media Specialist. Books and/or materials will only be considered for evaluation once this form has been filled out in full and submitted to the school's Library Media Specialist and building principal.

Name _______________________________________________________________________

Date ________________________________________________________________________
Address _____________________________________________________________________
City  ________________________________________________________________________
State ____ Zip ________________________________________________________________
Phone  ______________________________________________________________________

Request is from:

Organization Name _____________________________________________

Where is this resource located?

___Elementary                ___Middle School                ___High School

  1. Resource on which you are commenting:

_____ Book                                ____ Textbook                                    ____ Video

_____ Display                        ____ Magazine                                    ____ Library Program

_____ Audio Recording                ____ Newspaper                        ____ Electronic Information

_____ Other, please specify: ________________________________

        Title: ___________________________________________________________________

        Author/Producer: _________________________________________________________

2. What brought this resource to your attention?

3. Have you examined the entire resource?

4. What concerns you about the resource? Please be specific: cite pages in books, URLs for a website, etc. (Use other side or additional pages if necessary)

5. What do you feel might be the consequence of a student using this resource in a learning context?

6. Are you aware of professional evaluations of this material? (Please list references when possible)

7. What do you believe is the theme of this material?

8. What would you prefer the school do about this material?

        ___ Do not assign or recommend it to my child

        ___ Withdraw it from all students in

                __ Elementary School

                __ Middle School

                __ High School

        ___ Other, please specify: _____________________

9. What other material do you recommend that would convey additional perspectives on the subject treated?

Signature of individual completing form: ____________________________Date:____________

Reevaluation Committee: Form B

To be given to all Library Media Specialists who hold this resource.

To be filled out by the Reevaluation Committee:

Date of Challenge: ____________  Complainant's School: _____________________________

Title of challenged material: ______________________________________________________

 Reasons given: ________________________________________________________________________________________________________________________________________________________

Library Media Specialist: Please fill out the following information

  1. Reasons for purchasing the resource (Check all that apply)


professional reviews


reputation and significance of the author, producer, and publisher


popular subject


validity, currency, and appropriateness of material


student/teacher request


 contribution the material makes to breadth of representative viewpoints on controversial issues


educational significance


high degree of potential user appeal


Contribution the subject matter makes to the curriculum and to the interests of the students


high artistic quality and/or literary style


favorable reviews found in standard selection sources


quality and variety of format


favorable recommendations based on preview and examination of materials by professional personnel


value commensurate with cost and/or need




timeliness or permanence

2.  How many copies of this resource do you have? ___

3.  Circulation Statistics:

4.   In your opinion, should your Literacy/Learning & Innovation Hub retain this book?                   

Yes                No

Additional Notes:

Library Media Specialist _______________________________________  Date ____________

This form is due to the Director of Innovation and Superintendent by_______.

Reevaluation Committee: Form C


Title: ____________________________________________

Author: __________________________________________

Has every member of the committee read the material entirely?  If not, why?



Resources consulted: (include policies, procedures, articles, reviews etc.)



After reviewing the material, the committee’s recommendation is to:

𝥷 Retain                 𝥷 Remove

the material from Learning & Innovation Hub at the following levels:

𝥷 Elementary                𝥷 Middle                𝥷 High School

Justification and comments: (include majority and minority positions)



Signatures of Reevaluation Committee Members:


Date: ______________________

This recommendation should be sent to the Superintendent, Principals and Library Media Specialists.

Revised August 2022