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HomeMy WebLinkAbout2008-11-04 Library Commission PacketKENAI LIBRARY COMMIS: KENAI ~CyOUNCYL ^CHryAMBI N®V EMBER Ty !~®00 7:00 P.M. AGENDA ITEM 1: CALL TO ORDER & ROLL CALL ITEM 2: AGENDA APPROVAL YTEM 3: APPROVAL OF MEETING SUMMARY -- October 7, 2008 ITEM 4: PERSONS SCHEDULED TO BE HEARD a. Patricia Coffman -- Reconsideration of Materials ITEM 5: OLD BUSYNESS a. Discussion -- Rasmuson Tier II Grant/Fundraising ITEM 6: NEW BUSYNESS a. Discussion -- Turning the Page/Advocacy b. Discussion -- Yearly Review of Goals and Objectives ITEM 7: REPORTS a. Director b. Friends of tha T.;hrwry c. City Council Liaison ITEM 8: COMMISSION COMMENTS/QUESTIONS ITEM 9: PERSONS NOT SGHEDULED TO BE HEARD ITEM 10: INFORMATION a. Kenai City Council Action Agendas of October 1 and 15, 2008. ITEM 11: ADJOURNMENT PLEASE CONTACT US IF YOU WILL NOT BE ABLE TO ATTEND THE MEETING: CAROL. -- 283-8231 OR, MARY JO -- 283-4378 Item 3. KENAI LIBRARY COMMISSYOI KENAI COUNCIL CHAMBERS ocTOBER a, zoos 7:0o P.M. AGENDA ITEM 1: CALL TO ORDER & ROLL CALL ITEM 2: AGENDA APPROVAL ITEM 3: APPROVAL OF MEETING SUMMARY -- September 2, 2008 ITEM 4: PERSONS SCHEDULED TO BE HEARD a. Representative Kurt Olson ITEM 5: OLD BUSINESS a. Discussion -- Rasmuson Tier II Grant/Fundraising b. Discussion -- Update on Automation System Upgrade c. Discussion -- Invitation to Legislators to a Commission Meeting ITEM 6: NEW BUSINESS a. Discussion -- Challenged Materials b. .Discussion -- Holiday Hours ITEM 7: REPORTS a. Director b. Friends of the Library c. City Council Liaison ITEM 8: COMMISSION COMMENTS/QUESTIONS ITEM 9: PERSONS NOT SCHEDULED TO BE HEARD ITEM 10: INFORMATION a. Kenai City Council Action Agendas of September 3 and 17, 2008. ITEM 11: ADJOURNMENT KENAI LIBRARY COMM%SSION KENAI COUNCIL CHAMBERS OCTOBER 7, 2008 '7:00 P.M. CHAIR EYLEEN BRYSON, PRESIDING MEETING SUMMARY ITEM I: CALL TO ORDER & ROLL CALL Chair Bryson called the confirmed as follows: Commissioners present: Commissioners absent: Others present: meeting to order at approximately 7:00 p.m. Roll was M. Graves, E. Bryson, R. Peters, C. Brenckle K. Heus, E. DeForest, C. Cook Council Member H. Smalley, Assistant Library Director J. Niederhauser A quorum was present. ITEM 2: AGENDA APPROVAL The agenda was approved as presented. ITEM 3: APPROVAL OF MEETING SUMMARY -- September 2, 2008 A clarification was requested of 6-c. that the City Clerk rather than Council Member Smalley contact the Council and Legislators to extend an invitation to the December meeting to discuss SB 19 as a funding mechanism. MOTION: Commissioner Brenckle MOVED to approve the meeting summary and Commissioner Graves SECONDED the motion.. There were no objections. SO ORDERED. ITEM 4: PERSONS SCHEDULED TO BE HEARD 4-a. Representative Kurt Olson Representative Olson presented the Library with a framed 50-year-old flag with 49 stars as a gift from the State Librarian and Representative John Coghill. Another flag may be given to the Friends of the Library to use as a fundraiser. ITEM 5: OLD BUSINESS 5-a. Discussion -- Rasmuson Tier II Grant/Fundraising Niederhauser reported Tim Navarre would meet with the Friends of the Library on October 14, 2008 to help in their fundraising efforts to raise matching funds for the Rasmuson Challenge Grant. 5-b. Discussion -- Update on Automation System Upgrade Niederhauser reported the Library Director would meet with the Finance Director to discuss the increase in the quote from Sirsi Dynix for migration to the new Symphony product. 5-c. Discussion -- Invitation to Legislators to a Commission Meeting Smalley requested an invitation be sent to legislators to attend the December Commission meeting. ITEM 6: NEW BUSINESS 6-a. Discussion -- Challenged Materials Niederhauser reported the Library received a challenge from a parent to have a young adult book removed from the collection, noting the Director would be conducting a literary review of the title and would discuss the matter with the City Manager. 6-b. Discussion -- Holiday Hours Niederhauser reported the library would be closed October 17 - 19, 2008 for Alaska Day. ITEM 7: REPORTS 7-a. Director -- None 7-b. Friends of the Library -- None 7-c. City Council Liaison -- Smalley reported the top three funding issues for the City Council were water, the bluff stabilization project, and the library expansion. YTEM 8: COMMISSION COMMENTSIQUESTIONS Graves reported she talked to the school and Skills USA has volunteers for a proposed dance fundraiser. Peters reported he would be attending the October 14, 2008 meeting with Tim Navarre. LIBRARY COMMISSION MEETING OCTOBER 7, 2008 PAGE 2 ITEM 9: PERSONS NOT SCHEDULED TO BE HEARD -- None ITEM 10: INFORMATION 10-a. Kenai City Council Action Agendas of September 3 and 17, 2008. ITEM 11: ADJOURNMENT MOTION: Commissioner Peters MOVED to adjourn and Commissioner Brenckle SECONDED the motion. There were no objections. SO ORDERED. There being no further business before the Commission, the meeting was adjourned at approximately 8:00 p.m. Meeting summary prepared and submitted by: Corene Hall, Deputy City Clerk LIBRARY COMMISSION MEETING OCTOBER 7, 2008 PAGE 3 Tte~-~a. RECONSIDERATION policy statement for the Kenai Cammunity Library Library patrons can voice their objections as to the suitability of particular materials in the collections by filling aut a formal farm "A Request for Review of Library Materials". During the time of the review challenged materials will nct be removed tram the collection. Director will read or view the material in its entirety, check the reviews and recommended bibliographies and will present a written recommendation to the City Manager and the Library Commission. The Library Commission will hear patron appeal if the Director's recommendation does not meet patron's approval. In regards to the material: How Thev Met and Other Stories by David Levithan request for review of material 9!26/2008. The publisher of this book is Knopf Books for Young Readers and is designated a Young Adult title. This title is a nominee for the Best Books for Young Adult list for 2009 of the Young Adult Library Services Association, a Division of the American Library Association. The young adult designation in libraries describes literature for children who range in age from 12 and up, but is often limited to teens (those 13 and up.) Parents are cautioned that what is appropriate fora 19 year old may not be appropriate fora 13 year old. Because of this wide range in age, the Kenai Community Library shelves all of its young adult titles in the adult stacks. See the following for reviews of the material in question: From Publishers Weekly: 11/26/2007, Vol. 254 Issue 47, p.55 Review recommends the book for ages 14 -up. "Sweet, sometimes bittersweet, these stories will leave readers satisfied." From Kirkus Reviews: 11/15/2007, Vol. 75 Issue 22, p.1202 Review designates this YA. "Teens and older young adults will find themselves here and likely learn a little about that many-splendored emotion. (love)" From Booklist: 12/15/2007, p.40 Review of book is in the Youth section of the magazine. "An impressive collection by a single author.." From School Library Journal, January 2008, Vol. 54, Issue 1, p. 122 Designated for Grade 9 and up. "This collection contains stories with such poignancy, brilliance, and warmth that anyone who has ever been in love (or wished they were) will enjoy them." From VOYA (Voice of Youth Advocates): "Whether to validate or deny a love experience, teens will be happy to meet characters that have gained or lost the world in this pressing emotion we call hove." This book is owned by 482 World Cat libraries across the country. These are libraries that use the OCLC utility to catalog their holdings. I looked closely at the holdings in libraries in our region, stopping at 20 catalog searches. In all of these libraries, except one, the book is in the YA section. The exception shows the book in the Juvenile collection. Many libraries show multiple copies, Vancouver Public Library holds 15 copies, the King County Library System holds 10, Sno-Isle also holds 10. In Alaska, both the Anchorage School District and the Fairbanks North Star Borough School District have this title in their collection. In accordance with the policy at the Kenai Community Library, the Director has reviewed the material in its' entirety, which in this case, means that she has read the entire book including the pages noted in the reconsideration request. In reviewing the guidelines of the American Library Association, including the Library Bill of Rights, The Freedom to View Statement and the definition of Censorship (see below), as well as numerous reviews (see below), the director concludes that the material has merit and should remain in the collection. The American Library Association states in regard to free access to libraries for minors: Article V of the t,ibrary Biii of [tights states, "A person's right to use a library should not be denied or abridged because of origin, age, background, or views." The "right to use a library" includes free access to, and unrestricted use of, all the services, materials, and facilities the library has to offer. Every restriction on access to, and use of, library resources, based solely on the chronological age, educational level, literacy skills, or legal emancipation of users violates Article V. Libraries should not limit the selection and development of library resources simply because minors will have access to Them. Institutional self-censorship diminishes the credibility of the library in the community, and restricts access for all library users. Constitutionally protected speech cannot be suppressed solely to protect children or yomig adults from ideas or images a legislative body believes to be unsuitable for them. Librarians and library governing bodies should not resort to age restrictions in an effort to avoid actual or anticipated objections, because only a court of law can deterrnine whether material is not constitutionally protected. Library Bill of Pights The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services. I. 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. II. 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. III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment. IV. Libraries should cooperate with aII persons and groups concerned with resisting abridgment of free expression and free access to ideas. V. A person's right to use a library should not be denied or abridged because of origin, age, background, or views. VI. 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. Adopted June 18, 1948, by the ALA Council; amended February 2, 1961; January 23, 1980; inclusion of "age" reaffirmed January 23, 1996. What Is Censorship? Censorship is the suppression of ideas and information that certain persons- individuals, groups or government officials-find objectionable or dangerous. It is no more complicated than someone saying, "Don't let anyone read this book, or buy that magazine, or view that film, because I object to it!" Censors try to use the power of the state to impose their view of what is truthful and appropriate, or offensive and objectionable, on everyone else. Censors pressure public institutions, like libraries, to suppress and remove from public access information they judge inappropriate or dangerous, so that no one else has the chance to read or view the material and make up their own minds about it. The censor wants to prejudge materials for everyone. The United States Supreme Court has ruled that there are certain narrow categories of speech that are not protected by the First Amendment: obscenity, child pornography, defamation, and "fighting words," or speech that incites immediate and imminent lawless action. The government is also allowed to enforce secrecy of some information when it is considered essential to national security, like troop movements in time of war, classified information about defense, etc. Sexual expression is a frequent target of censorship. But the Supreme Court has told us that material is not obscene unless a judge or jury finds that an average person, applying contemporary community standards, would find that the material appeals to the prurient (or morbid, shameful, and unhealthy) interest in sex (note that, by its definition, the Court implicitly recognized that there is such a thing as a healthy interest in sex!); that it depicts or describes certain sexual acts defined in state law in a patently offensive way; and that a reasonable person (community standards do not control this last element) would find that the material lacks serious literary, artistic, political or scientific value. All three elements must be present for material to be judged by a judge or jury as obscene and, therefore, illegal. The primary responsibility for rearing children rests with parents. If parents want to keep certain ideas or forms of expression away from their children, they must assume the responsibility for shielding those children. Governmental institutions cannot be expected to usurp or interfere with parental obligations and responsibilities when it comes to deciding what a child may read or view. The presence of any particular materials in a library collection does not imply endorsement of the ideas expressed in those materials. The library is simply doing its job as a neutral provider of information from all points of view-if the library "endorses" anything, it is your right to have access to a broad selection of materials. If you don't find materials to your liking, ask your librarian to help you! Intellectual Freedom a~ad Censors/aip Q&A is available as a brochure (ISBN 8389-7778-2) Intellectual Freedom and Censorship Q ~i A What is Lntolloctua, I E'reedom? ~ Why ~S Intellectual Preedom Lrnuortnnt? ~ What iS CerisOrshi~l How Uoes Censorship Happen? ~ Who Attempts Censorship? ~ What is the Relat9nship Between Censorship and ,(,ntell.ectual Ereedom? j How Do Censors .histifv Their Demands that ]reformation Be Suppressed? ~ What Are the Most Frequentl~ored Materials? ~ Aren't There Some Kinds of Expression that Really Should Be Censored? ~ What Is Obscenity? ~ What about Protectin„~Children from Pornoeraphy. Whether or Not It [s Legally Obscene? ~ }tow Do Yoti Cuide Children When You Can't Be with Them 2A Houi~ A Day? ~ C1on't Librarians Censor Everything Thev Choose Not to Buv for the Library? ~ What If 1 C_ait't Find Something in My Libre that Represents rvlxpoint of View? ~ If Materials are on a Library SheIF Doesn't That Mean the l,ibrary Approves of Those Materials? j What Can [ Do to Fight Censorship`> "If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind."-John Stuart Mill, On Liberty "He that would make his own liberty secure, must guard even his enemy from opposition: for if he violates this duty he establishes a precedent that will reach to himself "Thomas Paine, Dassertation On First Principles Of Government What Is Intellectual Freedom? Intellectual freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ;de~c through which any and all sides of a question, cause or movement may be explored. Why Is Intellectual Freedom Important? Intellectual freedom is the basis for our democratic system. We expect our people to be self-governors. But to do so responsibly, our citizenry must be well-informed. Libraries provide the ideas and information, in a variety of formats, to allow people to inform tktemselves. Intellectualfreedom encompasses the freedom to hold, receive and disseminate ideas. What Is Censorship? Censorship is fl1e suppression of ideas and information that certain persons-individuals, groups or government officials-find objectionable or dangerous. It is no more complicated than someone saying, "Don't let anyone read this book, or buy that magazine, or view that film, because I object to it! '" Censors try to use the power of the state Yo impose Yheir view of what is truthful and appropriate, or offensive and objectionable, on everyone else. Censors pressure public institutions, like libraries, to suppress and remove from public access information they judge inappropriate or dangerous, so that no one else has the chance to read or view the material and makeup their own minds about it The censor wants to prejudge materials for everyone. How Does Censorship Happen? Censorship occm~s when expressive materials, like books, magazines, films and videos, or works of art, are removed or kept from public access. Individuals and pressure groups identify materials to which they object. Sometimes they succeed in pressuring schools not to use them, libraries not to shelve them, hook and video stores not to carry them, publishers not to publish them, or art galleries not tp display them. Censorship also occurs when materials are restricted to particular audiences, based on their age or other characteristics. Who Attempts Censorship? Inmost instances, a censor is a sincerely concerned individual who believes that censorship can improve society, protect children, and restore what the censor sees as lost moral values. But under the Pirst Amendment to the United States Constitution, each of us has the right to read, view, listen to, and disseminate constitutionally protected ideas, even if a censor finds those ideas offensive. What Is The Relationship Between Censorship And Intellectual Freedom? In expressing their opinions and concerns, would-be censors are exercising the same rights librarians seek to protect when they confront censorship. In making their criticisms known, people who object to certain ideas a~•e exercising the same rights as those who created and disseminated the material to which they object. Their rights to voice opinions and. try to persuade others to adopt those opinions is protected only if the rights of persons to express ideas they despise are also protected. The rights of both sides must be protected, or neither will survive. How Do Censors Justify Their Demands That Information Be Suppressed? Censors might sincerely believe That certain materials are so offensive, or present ideas that are so hateful and destructive to society, that they simply must not see the light of day. Others are worried that younger or weaker people will be badly influenced by bad ideas, and will do bad things as a result. Still others believe that there is a very clear distinction between ideas that are right and morally uplifting, and ideas that are wrong and morally corrupting, and wish to ensure thaT society has the benefit of their perception. They believe that certain individuals, certain institutions, even society itself, will be endangered if particular ideas are disseminated without restriction. What censors often don't consider is that, if they succeed in suppressing the ideas they don't Like today, others may use that precedent to suppress the ideas they do like tomorrow. What Are The Most Frequently Censored Materials? Throughout history, books have been challenged for many reasons, including political content, sexual expression, or language offensive to some people's racial, cultural, or ethnic background, gender or sexuality, or political or religious beliefs. Materials considered heretical, blasphemous, seditious, obscene or inappropriate for children have often been censored.. Since the dawn of recorded human expression, people have been burned at the stake, forced to drink poison, crucified, ostracized and vilified for what they wrote and believed. Aren't There Some Kinds Of Expression That Really Should Be Censored? The United States Supreme Court has ruled that there are certain narrow categories of speech that are not protected by the First Amendment: obscenity, child pornography, defamation, and "fighting words," or speech that incites immediate and imminent lawless action. The government is also allowed to enforce secrecy of some information when it is considered essential to national security, like troop movements in time of war, classified information about defense, etc. What Is Obscenity? Sexual expression is a frequent target of censorship. But the Supreme Court has told us that material is not obscene unless a judge or jury finds that an average person, applying contemporary community standards, would find that the material appeals to the prurient (or morbid, shameful, and unhealtlry) interest in sex (note that, by its definition, the Court implicitly recognized that there is such a thing as a healthy interest in sex!); that it depicts or describes certain sexual acts defined in state law in a patently offensive way; and that a reasonable person (community standards do not control this last element) would find that the material lacks serious literary, artistic, political or scientific value. All three elements must be present for material to be judged by a judge or jury as obscene and, therefore, illegal. What About Protecting Children From Pornography, Whether Or Not It Is Legally Obscene? The primary responsibility for rearing children rests with parents If parents want to keep certain ideas or forms of expression away from their children, they must assume the responsibility for shielding those children. Governmental institutions cannot be expected to usurp or interfere with parental obligations and responsibilities when it comes to deciding what a child may read or view. IIc-~ Do ~'ou O>l~ide C'hiidren When ~'n>ta f an't Re With Them 24 Hours A Day? Parents who believe that the current state of society and communicafions make it difficult to shield their children must nevertheless find a way to cope with what they see as that reality within the context of their own family. Libraries can be extremely helpful, providing information about parenting, open communication between parents and children, how to communicate with caregivers and the parents of your children's friends about your rules, and the opinions of various organizations representing a wide spectrum of points of view about materials for children. If a child borrows something from a library which that child's parent believes is inappropriate, the parents are encouraged to return the item and make use of the expertise of their librarian to loeate materials they prefer, among the hundreds of thousands of choices most public libraries make available. Don't Librarians Censor Everything They Choose Not To Buy For The Library? No library can make everything available, and selection decisions must be made. Selection is an inclusive process, where the library affirmatively seeks out materials which will serve its mission of providing a broad diversity of points of view and subject matter. By contrast, censorship is an exclusive process, by which individuals or institutions seek to deny access to or otherwise suppress ideas and information because they find those ideas offensive and do not want others to have access to them. There are many objective reasons unrelated to the ideas expressed in materials that a library might decide not to add those materials to its collecfion: redundancy, lack of community interest, expense, space, etc. Unless the decision is based on a disapproval of the ideas expressed and desire to keep those ideas away from public access, a decision not to select materials for a library collection is not censorship. What If I Can't Find Something In My Library That Represents My Point Of View? Ask For the materials you want. Libraries strive to serve the interests of the entire community. If your library is unable to purchase the material you want, it may be able to obtain it for you on interlibrary loan. Your library is there to help you find the information you need or want. If 1VIaterials Are On A Library Shelf, Doesn't That Mean The Library Approves Of Those Materials? The presence of any particular materials in a library collection does not imply endorsement of the ideas expressed in those materials. The library is simply doing its job as a neutral provider of hrformation from all points of view-if the library "endorses" anything, it is your right to have access to a broad selection of materials. If you don't find materials to your liking, ask your librarian to help you! What Can I Do To Fight Censorship? Stay informed. Know what is happening in your state legislature, local school and library boards, and city councils. Write letters expressing your view to your mayor, and your state and federal representatives and senators. Attend your local school and library board meetings. Free Access to Libraries for Minors An Interpretation of the Library Biil of Rights Library policies and procedures that effectively deny minors equal and equitable access to all library resources and services available to other users violate the Library Bill of Rights. The American Library Association opposes all attempts to restrict access to library services, materials, and facilities based on the age of library users. Article V of the Library Bill of Rights states, "A person's right to use a library should not be denied or abridged because of origin, age, background, or views." The "right to use a library" includes free access to, and unrestricted use of, ail the services, materials, and facilities the library has to offer. Every restriction on access to, and use of, library resources, based solely on the chronological age, educational level, literacy skills, or legal emancipation of users violates Article V. Libraries are charged vtrith the mission of providing services and developing resources to meet the diverse information needs and interests of the communities they serve. Services, materials, and facilities that fulfill the needs and interests of Library users at different stages hs their personal development are a necessary part of library resources. The needs and interests of each library user, and resources appropriate to meet those needs and interests, must be determined on an individual basis. Librarians cannot predict what resources will best fulfill the needs and interests of any individual user based on a single criterion such as chronological age, educational level, literacy skills, or legal emancipation. Equitable access to all library resources and services shall net be abr~dge~ tbu^ugh r„strictive schedul;ng o~ ...,e policies. Libraries should not limit the selection and development of library resources simply because minors will have access to them. Institutional self-censorship dimusishes the credibility of the library in the community, and restricts access for all library users. Children and young adults unquestionably possess First Amendment rights, including the right to receive information through the library in print, nonprint, or digital. format. Constitutionally protected speech cannot be suppressed solely to protect children or young adults from ideas or images a legislative body believes to be unsuitable for them.l Librarians and library governing bodies should not resort to age restrictions in an effort to avoid actual or alzticipated objections, because only a court of law can determine whether material is not constitutionally protected. The mission, goals, and objectives of libraries cannot authorize librarians or library governing bodies to assume, abrogate, or overrule the rights and responsibilities of parents and guardians. As Libraries: An American Value states, "We affirm the responsibility and the right of atl parents and guardians to guide their own children's use of the library and its resources and services." Librarians and library governing bodies cannot assume the role of parents or the functions of parental authority in the private relationship between parent and child. Librarians and governing bodies should maintain that only parents and guardians have the right and the responsibility to determine their children's-and only their children's-access to library resources. Parents and guardians who do not. want their children to have access to specific library services, materials, or facilities should so advise their children. Lack of access to information can be harmful to minors. Librarians and library governing bodies have a public and professional obligation to ensure that all members of the community they serve have free, equal, and equitable access to the entire range of library resources regardless of content, approach, format, or amount of detail. 'ibis principle of Library service applies equally to all users, minors as well as adults. Librarians and library governing bodies must uphold this principle in order to provide adequate and effective service to minors. See also Access to Resources and Services in the School Library Media Program and Access to Children and Young Adults to Nonprint Materials. 1 See Erznoznik v. City of Jacksonville, 422 U.S. 205 (1975) "Speech that is neither obscene as to youths nor subject to some other Iegitimate proscription cannot be suppressed solely to protect the young from ideas or images that a legislative body thinks unsuitable for them. Inmost circumstances, the values protected by the First Amendment are no less applicable when government seeks to control the flow of information to minors." See also Tinker v, Des Moines School Dist., 393 U.S.503 (1969); West Virginia Bd. of I?d. v. Barnette, 319 U.S. 624 (1943); AAMA v. Kendrick,. 244 Fad 572 (7th Cir. 2001). Adopted June 30, 1972, by the ALA Council; amended July 1, 1981; July 3, 1991; June 30, 2004; July 2, 2008. Conducting a Challenge Hearing Challenges to materials only occasionally reach the stage of a full-blown administrative hearing; often they are resolved at an earlier step in the challenge resolution process. When a hearing is necessary, however, certain important do's and don'ts should be observed. A number of battles have been lost because the challenge hearing has been poorly organized. Even though procedures have been followed to the letter up to this point, the handling of the challenge hearing may be the weak link in the process. The challenge process begins when someone objects to materials in a library collecton. At this point, providing an explanation of selection procedures, a copy of the selection policy, or a copy of the reconsideration or complaint form will often terminate the problem. Most complainants never return the reconsideration form because he or she sees the logic of the selection process which emphasizes intellectual freedom and due process. The complainant tends to he satisfied in registering a concern and lrnowing the library is taking the concern seriously. There are a few, however, who wish to follow through on the procedures established in the selection policy for handling complaints and approved by the governing authority. To activate the reconsideration procedure, a complaint should be in writing. In fact, the written and approved selection policy should state that anonymous phone calls, rumors, or voiced concerns are not honored; action occurs only when the reconsideration or complaint form has been returned. The reconsideration committee, comprised of representatives of all library users and the librarian, should accomplish the following steps: 1. Read, view or listen to the challenged material in its entirety; 2. Review the selection process and the criteria for se]ection; 3. Check reviews and recommended lists to determine recommendations by the experts and critics; 4. Meet to discuss the challenge; and 5. Make a recommendation to the administrator on removal, retention, or replacement. The complainant should be notified of the committee's decision. At the same time, the procedure for appealing the decision, if the complainant disagrees with it, also should be provided, The appeal level may he a school bow*d, a board of Trustees or a city or comity board of commissioners or council (The selection policy should clearly identify the chain of command.) The appeal also must be in writing in order for the chair of the governing authority to place it on the agenda for the next meeting. The librarian should follow up on this step to make certain the presiding officer is aware of the policies and procedures which should be followed, including open meetings law and the agenda. Normally, the board conducts a challenge hearing which provides the forum for the complainant to air his or her objections to the title in the collection and the recommendation of the reconsideration committee. A hearing on challenged material is serious and often lengthy. Such a hearing may he the only item on the agenda; indeed, best results are most often achieved this way. Never attempt to stage a hearing quietly. The entire community should be aware of the meeting and what has transpired up to this point. The hearing should be announced well in advance. Publicity is very important to assure good attendance at the meeting. Make the time and place very clear. Indicate in an announcement or news release that an open hearing is being held and that the public is invited. Try to obtain full coverage by the local press, radio and television. Prepare a news release for each of these groups to make certain they have the facts correct. Deliver copies of the media center or library's selection policies to them, along with a copy of the Library Bill of Rights. These policies, of course, should include procedures for handling complaints. Decide in advance on a length of time for the entire hearing. Have a defmite beginning and ending time. Gua<~d against overlong meetings when small groups may make decisions in the late hours. This has spelled disaster in some instances. Attempt to estimate in advance the size of the gathering for the hearing. Make certain the meeting place is large enough to prevent postponing the meeting or changing locations at the last minute. A late site change may result in losing part of the group attending. There have also been situations in which one faction arrived early, securing the choice front seats. To preclude this, the room can be divided, with people favoring retention of the material on one side, opponents of the material on the other. Seek help and advice from your state intellectual freedom committee, local and state colleges and universities, educational goups, teachers' professional organizations, coalitions, and the ALA Offfce for Intellectual Freedom. Many of the non-library groups have committees on intellectual freedom, freedom of speech, and/or academic freedom. Even when representatives from these groups are not present at the hearing, solicited resolutions in written form sometimes help in supporting your philosophy. Make arrangements in advance to tape proceedings and keep minutes. Announce at the hearing where and when these will be available to the general public. They should be accessible as soon as possible after the hearing. Solicit people who will be willing to speak in support of the freedom to read, view and listen. This pool of speakers should be contacted well in advance of the hearing. In fact, many librarians have lists of persons they have contacted previously and who are library supporters. The best spokespersons in hearings tend to be attorneys, ministers, people from the news media, educators, and, of course, librarians. Response to persons from the local community is usually more favorable than to people brought in from outside. Student speakers are also effective. They speak from the heart a?id do not have any vested interest other than maintaining r2~eir freedom of choice guaranteed by the Constitution. As people arrive for the hearing, they should be given a copy of the selection policy. The policy should include the following elements, among others: a statement of the philosophy of materials selection, a statement that the governing board is legally responsible for selection of materials, a statement detailing the delegation of this responsibility to the professional library personnel, criteria for selection of materials, procedures for imptementing the criteria, and a section on procedures for handling challenged materials. If the Library Bill of Rights is not a formal part of the policy, it should be duplicated a~td distributed as well. One or more persons should be stationed at the entrance to sign in people wishing to speak. Request that they identify the side on which they will be speaking. If at all possible, attempt to have the same number of speakers on ;ues .., ., ., ,,.. ~, u baths .They should b° °Lo..ed to speak i. *.he ord~.~ t'.ey signed i... Li........ch speale. ~., specific amocnt of Time, i.e., three or four minutes, and appoint a timekeeper in advance. No participant should be allowed to speak a second time until everyone registered has been heard once. It is extremely important to adhere strictly both to the time limits and to the order of the speakers. All members of your advisory board, your reconsideration committee and governing board should already be well- schooled in intellectual freedom principles and procedures. It is the responsibility of the librarian fo accomplish this to ensure their support when a challenge hearing is necessary. All those selected to testify should be reminded they are defending a principle more than an individual title. The actual title in question should play a secondary role. It is very diffccult to disagree with the freedom to read, view and listen in a democratic society. Begin the hearing on time. The chair of the governing boazd should preside as at any other business meeting. After calling the meeting to order, he or she should review the procedures to be followed at the meeting, even though the procedures for handling complaints are in the selection policy. The board should delay its decision until a later date and this should be announced at the beginning of the hearing. The meeting is simply to hear all sides of the issue. Through the whole process, it is crucial Lo follow the traditional advice of remaining calm. Remember to practice what you preach and ensure due process. Listen carefully and courteously to everyone. By using good communication skills, you will help people understand your logic in ensuring diversity in library collections. Keep your governing authority up-to-date on all events and incidents. Pxamine your persona] philosophy of intellectual freedom on a regular basis. Meet all negative pressure with positive pressures, such as emphasizing intellectual freedom rather than the perils of censorship. By following this advice, you will be able to conduct a successful challenge hearing and improve your image in ehe process. Gene D. Lanier, the author, is a former faculty member of the Department of Library and Information Studies at Easi Carolina University in Greenville, North Carolina a,inis to non-fiL,A, sites have been pa•asvided heeanse fihese sfiPes nfa~~ havcisai'oa~matioa of intee-est. J`veather fhe American Library r4ssocia#ioen nor the ~ffiCN Pos~ @vstelEecCuaB 6rrcedo¢n necessas~iPy ens@m~ses fire e~cews expressed ax~ the facts presented oor €besr sites, aa~d furthermore, Ak,A and ~1F do not estdo~•se aay eommerciaE proE'9acts that n;ay be advertased or avaiiab§c on these sites. Coping with Challenges Kids and Libraries: What You Should Know Kids and curiosity go together. Children and teenagers have an unquenchable thirst for knowledge that usually pleases but sometimes overwhelms their parents. Why? How? The questions never seem to end! Fortunately, there are libraries and Librarians to help answer these unending questions, send kids on wondrous adventures and provide them with the resources They need to learn and grow. And parents can relax knowing it is a friendly place for all families. With so much available, how can you help your family make the best use of the library? Here are answers to some commonly asked questions, along with suggestions for helping children become lifelong learners and library users. What is the role of libraries and librarians in serving children? Libraries are Family-oriented public institutions charged with making a broad selection of materials available for everyone, including children and teenagers. Most public libraries have special areas for children and teens with materials that appeal to various ages and interests. Libraries also offer summer reading programs, storytelling, book discussions and other special programs for young people. Programs such as these help kids learn to enjoy libraries and use them for their information and entertainment needs. School libraries have a responsibility to support their school's curriculum and to provide materials that serve the diverse backgrounds, interests, maturity levels and reading levels of the entire student body. How do librarians select their collections? Each library has its own selection and collection development policies. Criteria may include popular demand, ensuring diversity in the collection, available space and budget. These policies must be approved by the library or school governing board, which is made up of connnunity representatives. The ultimate responsibility rests with the library director or school superintendent, who delegates selection to appropriate staff acting within the framework of the established policies. In schools, librarians work closely with teachers and school administrators to provide collections that support and supplement the school's curriculum. The majority of books and other materials selected have been reviewed and recommended by professional librarians or reviewers. Purchases are also sometimes made on the recommendations of book discussion groups or requests by library users. Selection is an inclusive process, in which librarians seek materials that will provide a broad range of viewpoints and subject matter. This means that while library collections have thousands of items families want, like and need, they also will have materials that some parents may Snd offensive to them or inappropriate for their children. Because an item is selected does not mean the librarian endorses or promotes it. He or she is simply helping the library to fu1S1i its mission of providing information from all points of view. How are Libraries different from movie theaters, book or video stores, which often have restrictions for children and teens? As public institutions, libraries cannot discriminate based on age, sex, race or any other characteristic. Movie theaters are privately owned businesses That can choose to show only children's movies or westerns. Similarly, video stores can decide not to rent certain. movies to anyone under the age of 18. Libraries must meet the diverse needs of everyone in their communities. They cannot overrule the rights and responsibilities of individuals by deciding who does or doesn't have access to library materials. Most libraries provide movie reviews and ratings for parents to use these in guiding their children's library use. Can't parents tell the librarian what material they don't think children should have? Decisions about what materials are suitable for particular children should be made by the people who know them best-their parents or guardians. Children mature at different rates. They have different backgrounds and interests. And they have different reading levels and abilities. For instance, a video that one 10-year-old likes may not interest another. Or parents may feel a particular library book is inappropriate for their daughter, while the same book may be a favorite of her classmate's famIly. These factors make it impossible for librarians to set any criteria for resn~icting use based on age alone. To do so would keep others who want and need materials from having access to them. Like adults, children and teenagers have the right to seek and receive the information that they choose. It is the right and responsibility of parents to guide their own family's Library use while allowing other parents to do The same. Librarians are not authorized to act as parents. But they are happy to provide suggestions and guidance to parents and youngsters at any time. What is the Library Bill of Rights? The Library Bili of Rights is a policy adopted by the American Library Association to guide librarians in sewing their communities or schools. This policy, based on the First Amendment, protects the rights of all library users to choose for themselves what they wish to read, listen to or view. It has been voluntarily adopted by many libraries to ensure that they serve everyone in their communities equally and fairly. Under the First Amendment, children and teens have The same rights as adults to select the materials they wish to read, listen to or view. T`he I ibrary Bill of Rights simply reminds libraries of their responsibilities to serve all the public, regardless of age. How can parents help children and teens make the best use of the library? 1. Allow your kids to explore the library. Children and teens are naturally attracted to materials intended for them. They are generally not attracted to materials that are too advanced for their reading or maturity levels. By asking questions and ]earning to find their own answers, young people learn to think Por themselves, to compare and contrast differing opinions and to analyze what they see and hear, rather than blindly following others. 2. Ask your Librarian for suggestions about materials that are appropriate for your children's ages, maturity levels, knowledge and interests. Read books and brochures that review materials for children or teens. Review those materials yourself to determine if they are what you think your children may like or need. While librarians and resource lists can provide guidance, you know your children and family's needs best. 3. Discuss your family rules regarding library use with your children. If you are concerned they will not respect your wishes, it is your responsibility to visit the library with them. 4. When you can't go along, show an interest in what your children bring home from the library. Have a special shelf for library materials and take Lime to familiarize yourself with them. Ask your children in a non-threatening way to share what they found at the library. Praise their independence and responsibility in caring for library materials and returning them on time. 5. If you fee] an item is inappropria*w for your children, use this as an opportunity fA exprass your views and provide guidance. When you return the material, simply ask the librarian to help you find something else from among the many choices available. 6. Be aware that many young people seek information from libraries that they are embarrassed or afraid to ask an adult. A factual library book, unlike hearsay $om friends, can ease their fears or even keep them safe from harm. Remember that just because a child is reading or viewing something, it doesn't mean he or she is participating in or approves of it. If you have a concern, take the opportunity to discuss it. 7. Be a role model for library use. Nothing teaches children better than seeing you use and enjoy the wide range of materials available. 8. Establish a family routine of going regularly to the Library. Visiting the library once a week or once a month encourages young people to use the library both for learning and pleasure, and teaches them how to find what they need-an invaluable skill for school and a lifetime of learning. 9. Get to know your public and school librarians. Their expertise can help you and your children get the most out of libraries. 10. Ask for the item you want. 1f The library doesn't already own it, the librarian may be able to locate similar materials, borrow it from another library or add it to the collection. For more information about how your library can meet your family's needs, talk to your librarian. Published by the American Library Association 50 E. Huron St. Chicago, IL 60611 E-mail: alanala.orp 1999 Links to non-ALA sites have been provided becasise these sties snay have'snfom-matinn e:f interest. ~eitlaer fhe American Library Association nor t6se CBE'#'ice Ibr InteSlesaual i+a-eedmn neeessarily endorses Phe vvecvs ettpressed or the bads presented au t'h€se, sites; and furthermo¢~e, AL.A. rand G[F' do not endoo~se any eommercia3 products that may he as4vertised or available on these sdt€~s. Coping with Challenges Strategies and Tips for Dealing with Challenges to Library Materials ~ Tpp (INTRODOCTION ~ Contributors ~ COMMUNICATING EFFECTIVE[ Y ~ One on One ~ Dealing with the Media ~ Mm-e Tios ~ 1Ps Not Just What You Sav ~ Samnle Questions and Answers ~ Kev 14'[essages ~ PUBLIC LIBRARIES j Tips for Directors ;Tins for Trustees ~ Tips for Children's and Voune Adults Librarians ~ SCI-TOOL LIBRARIES ~ Applying the Princiotes of Intellectual Freedom ~ Protective Stadents and Staff with a Taterials Selection Policy ~ Preparing for Challenges (Helping Everyone Onderstand the Reconsideration Process ~ SUPPORT GROUPS ~ ALA RESOURCES ~ Selection Aids ~ Videotaoes ~ Other ~ Bottom Introduction ~ Tnp (Bottom ~ Libraries are often challenged by individuals and groups concerned about the availability of a wide variety of library materials Co everyone. Addressing these challenges requires a balance of carefully crafted library policy, knowledge and understanding of intellectual freedom principles, and sensitivity to community needs and concerns. IC also requires effective communication. This tip sheet has been prepared by the American Library Association (ALA) to help you plan for and deal with such challenges. It can help you educate library staff and tmstees, inform the public and work with the media. Some tips are specific to a type of library or service, while oChers aze for general use. The ALA Office for Intellectual Freedom has information and resources to assist you at any stage of a challenge. Established in 1967, the office is charged with implementing ALA policy on free access to Libraries and library materials. The goal is to educate librarians and the genera] public about the importance of intellectual freedom in libraries. Other ALA offices and divisions also provide assistance. See the ALA Resource List provided or call the toll-free ALA Member Line: 800-545-2433. Extensions and e-mail addresses are listed below. Contributors ALA Library and Research Center, librarv(a~ala.org, ALA Library, ext. 2153 ALA Office for Intellectual Freedom, oif(a~ala.org, OIR, exY. 4223 ALA Pvblic Information Office, pio(a2ala.org, PLO, ext. 5044 American Association of School Librarians, aasln.ala.or¢, AASL, ext. 4836 American Librarv Ttvstees & Advocates, alta(a~ala.m•e, ALTA, ext. 2161 Association for Librarv Service to Children, alse(a~ala.orv, ALSC, ext. 2763 Public Librarv Association, pla(a2ala.ore, PLA, ext. 5025 Yonne Adult. Library services Association, valsa(a"~ala.ore, YALSA, ext. 4391 Published by the American Librarv Association 50 E.. Huron St. Chicago, IL 6061 I E-mail: alaCa~ala.ore © 1999 Communicating Effectively ~ Top ~ bottom ~ A few simple communication techniques can go a long way toward defusing emotion and clearing up misunderstanding. Make sure yow• staff is trained in procedures for handling complaints and understands the importance of treating all people with respect. The goal is to resolve complaints informally whenever possible. One on one • Greet the person with a smile. Communicate your openness to receive inquiries and that you take them seriously. Listen more than you talk. e Prantira "artiye lictenipa °' Tak? times to sally lictan and g~l;nnp~larj~rP the 7nd:~Rd::a.'S C........,,,. Tl:',S .,...; 11e as simple as "I'm sorry you're upset. ]understand your concern" • Stay calm and courteous. Upset parents are not likely to be impressed by tallc about the Pirst Amendment or Librarv Bil/ of Riah[s. Talk about freedom of choice, the library's role in serving all people and the responsibility of parents to supervise their own children's library use. Avoid library jargon. • Distribute facts, policy and other background materials in writing to all interested parties. Avoid giving personal opinions. • Be prepared to give a clear and non-intimidating explanation of the library's procedure for registering a complaint and he clear about when a decision can he expected. Dealing with the media When a challenge occurs, realize this may attract media attention. Row effectively you work with the media may well determine how big the sorry becomes and will help to shape public opinion. Some suggestions: • Have one spokesperson for the library. Make sure that reporters, library staff az1d the members of the board know who this is. Make it clear that no one other than this spokesperson should express opinions on behalf of the library. • Prepare carefully for any contacts with the media. Know the most important message you want to deliver and be able to deliver it in 25 words or less. You will want to review your library's borrowing and collection development policies and the American Library Association's I ibrary Ball of Rights. • Practice answering difficult questions and answers out loud. You may wish to invest in a session with a professional media consultant. Al.A offers this training at Annual Conferences. • Keep to the high ground-no matter what. Don't mention the other side by name, either personal or corporate. Be careful to speak in neutral terms. Name calling and personalization are great copy for reporters but create barriers to communication. • Do not let yourself be put on the defensive. Stay upbeat, positive-"Libraries are vital to democracy. We are very proud of the service our library provides" If someone makes a false statement, gently but firmly respond: "That's absolutely incorrect. The truth is the vast majority of parents find the library an extremely friendly, safe place for their children. We receive many more compliments from parents than we do complaints." • Be prepared to tell stories or quote comments from parents and children about how the library has helped them. • Be strategic in involving others. For instance, board members, friends of Libraries, community Leaders, teachers and other supporters can assist by writing letters to the editor or an opinion column and/or meeting with a newspaper editorial board or other members of the media. More tips The following tips apply both when dealing with the media and when speaking to other audiences-community groups, trustees, staff: • Never repeat a negative. Keep your comments upbeat and focused on service. • Keep it simple. Avoid professional jargon. Try to talk in user-friendly terms your audience can relate to: Freedom of choice-not the Library Bill of Rights. "People with concerns" or "concerned parents"--not censors. • Ask questions. Find out what the approach is, whether there will also be someone with an opposing view present. If you do not feel qualified to address the question or are uncomfortable with the approach, say so. Suggest other angles ("The real issue is freedom of choice...") Be clear who y ozv represent--yourself ar year library. • Know your audience. Make sure you know which newspaper, radio or TV station you're dealing with and who the audience is-whether they're parents, seniors, teenagers, their ethnic background, religious affiliation and anything else that will help you focus your remarks. • Anticipate the standard "Who-What When-Where-and-Why" questions and develop your answers beforehand. Keep your answers brief and to the point. Avoid giving too much information. Let the reporter ask the questions. • Beware of manipulation. Some reporters may ask leading questions, something like "Isn't it live that ... ?" Make your own statement. • Don't rush. Pause to think about what you want to say and the best way to say it. Speak deliberately. It will make you sound more thoughtful and authoritative. • Don't be afraid to admit you don'tknow. "I don't know" is a legitimate answer. Reporters do not want incorrect information. Tell them you'll get the information and call back. • Provide hand-outs with copies of relevant policies, statistics, other helpful information. You also may want to provide a written copy of your statement. • Never say "No comment." A simple "I'm sorry I can't answer that" will suffice. • Remember, nothing is "off the record." Assume that anything you say could end up on the front page or leading the news broadcast. It's not just what you say How you look and the tone of your voice can be as important as what you say-especially on radio and TV or before a live audience. You want to sound and look professional, but also friendly and approachable. Studies have shown audiences are more likely Io trust and believe you if they like how you look and sound. • Smile when you're introduced, if someone says something funny, if you want to show your enthusiasm for ali the good things that your library is doing. On the flip side, be sure not to smile when others are making a serious point. • Dress and make up appropriately. There are many articles and books on what works for TV and speaking appearances. On radio, use your voice as a tool to express your feelings-concern, enthusiasm, empathy. A smile can be "heard" on the radio. Don't panic if you misspeak. Simply say "I'm sorry, I forgot what I was going to say." Or, "I'm sorry I was confused. The correct number is..." To err is human, and. audiences are very forgiving of those who confess-but don't agonize over-their mistakes. Sample questions and answers Tlie following questions provide sample language to use when answering yuestions from the media and other members of the public. You will want to personalize your remarks for your library and community. Remember, keep it simple. Keep it human. What is the role of libraries in serving children? The same as it is for adults. Libraries provide books and other materials that will meet a wide range of ages and interests. Many libraries have special areas for children and teenagers. They also have many special programs, such as preschool storyhow, movies, puppet shows, term paper clinics. In fact, more children participate in summer reading programs at libraries than play Little League baseball! Why don't libraries restrict certain materials based on age like movie theaters or video stores? Movie theaters and video stores are private businesses and can make their own policies. Libraries are public institutions. They cannot limit access on the basis of age or other characteristics. Our Library does provide copies of movie reviews and ratings, and we encourage parents to use them in guiding their children's library use. How do libraries decide what to buy? Every library has its own policies, which are approved by its board. Our library has adopted the Library Bill of Rights. We also have a mission statement that says our goal is to serve a broad range of community needs. Librarians are taught as part of their professional education ro evaluate books and other materials and to select materials based on library policies. What is the Ldbrary Bill ofRigkts? The Library Bill of Rtghtr is a policy statement adopted by the American Library Association to protect the right of all Library users to choose for themselves what They wish to read or view. The policy is more than 50 years old and has been adopted voluntarily by most libraries as a way of ensuring the highest yuality library service to their communities. Does that mean a child can check out Playboy or other materials intended for adults? We believe in freedom of choice for all people but we also believe in common sense. It would be extremely unusual for a young child to check out that type of adult material. Most libraries are designed with special areas for children and teenagers. And there are librarians to provide assistance. We also provide suggested reading lists to help them make appropriate choices. Our goal is to provide the best possible service for young people, and we are very proud of what we offer. Ifyou haven't been to our library recently, we encourage you to come and see for yourselfl What should I do if I 5nd somethings I don't approve of in the library? Libraries offer a wide range of materials, and not everyone is going to like or approve of everything. If you have a concern, simply ask to speak to a librarian. We do want to know your concerns, and we're confident we have or can get materials that meet your needs. The library also has a format review process if you wish to put your concern in writing. What does the library do if someone complains abont something in its collection? We take such concerns very seriously. First, we listen. We also have a formal review process in which we ask you to fill out a special form designed to help us understand your concerns. Anyone who makes a written complaint will receive a response in writing. What can parents do to protect their children from materials they consider offensive? Visit the library wiFn your children. If thats not possible, ask to see the materials your children bring home. Set aside a special shelf for library materials. If there are materials on it you don't approve of, talk with your children about why you would rather they not read or view them. Most libraries provide suggested reading lists for various ages. And librarians are always glad to advise children and parents on selecting materials we think they would enjoy and find helpful. I pay tax dollars to support the library. Why shouldn't I be able to control what my kids are exposed to? You can control what your children are exposed to simply by going with them to visit the library or supervising what they bring home. The library has a responsibility to serve all taxpayers, including those you may not agree with-or who may not agree with you. We believe parents know what's best for Uteir children, and each parent is responsible for supervising his or her child. Key messages When responding to a challenge, you will want to focus on three key points: • Libraries provide ideas and information across the spectrum of social and political views. • Libraries are one of our great democratic institutions. They provide freedom of choice for all people. • Parents are responsible for supervising their own children's library use. T'nese simple, but sometimes overlooked essentials, are the bulwark against challenges. Public Libraries ~ Top, ~ Sottom ~ An ounce of prevention is worth a pound of cure. Make sure all library staff and board members understand the library's policies and procedures for dealing with challenges. Provide customer service and other human relations training that will help staff deal effectively with sensitive matters. Tips for directors • Make sure you have an up-to-date selection policy, reviewed regularly by your library board, which includes a request for reconsideration form. • As a public institution, the library must develop and implement all policies within the legal framework That applies to it. Have your policies reviewed regularly by the library's legal counsel for compliance with federal and state constitutional requirements, federal and state civil rights legislation, other applicable federal and state legislation, including conftdentiality legislation and applicable case law. • Have the request for reconsideration form available at your major service desks and at all your branch facilities. • Work with your trustees to ensure that they know and understand the library's policies. Institute forma] educarion procedures so all library trustees have the same information. • Model the behavior you want your staff to practice. When confronted by an individual or representative of an organizarion that wants an item or items removed or reclassified, listen closely and carefully to what is being said (and what is not). Respect that person's right to have an opinion, and empathize. Keep the lines of communication open to the greatest possible extenT. • Work with your frontline staff (children's librarians, reference librarians, circulation, branch, boolanobile and support staff) to make sure they understand the library's policies. Help them to understand that they are responsible for implementing the library's policy, not their personal beliefs, while they are on duty. Make this a part of customer service training for your staff. • Ilave an ongoing public relations program to communicate the many ways your libr ary serves all members of the community, especially families. • Build a solid working relationship with your local media before controversy arises. Provide them with upbeat, positive stories about what the library is doing, especially in the area of children's services. • Put key contacts on your library mailing list. The time to build these relationships is before you need them. • Hit the talk circuit. Every social, fraternal and religious organization that meets regularly needs speakers for its meetings. This is your opportunity to reach leaders and opinion makers in your community and to build a support network. Tips for trustees • First, remember your role. As a library trustee, you have a responsibility to speak your mind, and to argue forcibly for your point of view within the forum of the boazd. Once the board has made a decision, it is your responsibility to support the decision of the majority. If you disaa ee for whatever reason, do not speak out publicly. If, for reasons of conscience, you feel you cannot be silent, it is best to resign from the board before making your opposition public. • Work with your library director to ensure that the necessary policies are in pace and that they are reviewed regularly and thoroughly. Review and affirm your library's selection policy annually and make sure it is followed carefully. • Isist tha*. *"e xt~e board t;nderstands the library's , oP:~*io^ pol~_; and that it be i,_. clued ii. ,.... ./ing and reaffirming this policy annually. • Bean effective advocate for the library. Use your contacts in the community to educate and mobilize others in support of the library. • Bring what you hear back to the library director. Your roots in the community may be much deeper and of longer duration that those of the director. The things that people will tell you what they won't tell a director cam provide valuable feedback. • Be involved with the professional state and national organizations serving library trustees. • Remember the roots of the word "tmstce "The community has placed ifs trust in you to act as an effective steward for the library. This means representing the interests of the entire community, not just a vocal minority. Tips for children's and young adult librarians • Make sure you and your staff are familiar with the library's collection policy and can explain if in a clear, easily understandable way. • Take time to listen to and empathize with a parent's concern. Explain in anon-defensive way the need to protect the right of all parents to determine their own children's reading. • Keep your director informed of any concerns expressed, whether you feel they have been successfully resolved ur not. • Join professional organizations to keep abreast of issues and trends in library service to children and families. • Encourage parents or guardians to participate in choosing library materials for their young people and to make reading aloud a family activity. Host storytelling, book discussion groups and other activities that involve adults and youth. • Offer "parent education" programs/workshops throughout the year. National Library Week in April, Teen Read Week in October and Children's Book Week in November provide timely opportunities. Suggested topics: how to select books and other materials for youth; how to raise a reader; how books and other materials can help children and teens cope with troubling situations; the importance of parents being involved in their children's reading and library use; concepts of intellectual freedom. • Reach out to the media. Offer to write a newspaper column or host a radio or TV program discussing good books and other materials for children and teens. Give tips for helping families get the most from libraries. • Build bridges. Offer to speak to parent and. other groups on what's new at the library, good reading for youth, how to motivate children and teens to read, how to make effective use of the library and other topics of special interest. school Libraries ~ TUp ~ Bottom ~ School librarians play a key rote in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a "teachable moment" that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics. Applying the principles of intellectual freedom • Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher's right to teach and to select classroom and library resources for instruction. • Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling oFChair complaints. • Explain the obligation of the school district to provide intellectual and physical access to resources T~'rat provide for a wide range of abilities and differing points of view. • Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. • Emphasize the need to place Che principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. • Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. • Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills. Protecting students and staff with a materials selection policy • Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used ht classrooms, laboratories and libraries. Seek board of education approval. • Be sure to include the educational goals of the school district and to relate the selection policy to these goals. • Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. • To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. • Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. • Distribute a copy of the policy with a simple statement that explains its hnportance in protecting students, teachers and librarians against censorship. Preparing for challenges • Develop rationales for the use of required materials in each department and/or grade. • Introduce the rationales at Parent's Night or open horses or through the school newsletter to help parents understand what materials are being taught and why. • Work with administrators, teachers and librarians to prepare a list of alternative materials for instructional activities. • Prepare a packet of materials, including the school district's educational goals and materials selection policy, to give to those registering concerns. • Review all policies dealing with access to ensure that school rules are conducive to free and open access to the library. • Prepare an audiocassette That explains principles of intellectual and academic freedom contained in the materials selection policy and reconsideration process for staff members to listen to at home or in their car. • Inform staff and board members that complaints and requests for reconsideration made by them will get the same due process as from a parent or community member. • Engage students in discussions and activities related to intellectual freedom. An educated and informed student body can provide a strong support group for the school when educational resources are challenged. • Remind school administrators that to ignore or override aboard-approved materials selection policy can place them in legal jeopardy. • Unae .:;t'lr ^fh°r groups :n yvu. uaui ity Thai are CGnCerned wirii inicilcC%na] Lfeellont ISJnes. 1'VIaKe tI1CR1 aware of the rights of children and young adults. • Educate administrators, teachers and other school personnel to the importance of the school library and the role it plays in the education of the student as part of in-service training. Helping everyone understand the reconsideration process • Be clear that materials under reconsideration will not be removed from use, or have access restricted, pending completion of the reconsideration process. • Emphasize that parents can request only that their child be denied access to materials being reconsidered. • Develop a time frame to guide the reconsideration process. Ror example, the building principal should act within 20 workhrg days. • Emphasize that The reconsideration process is fo collect information in order to make thoughtful decisions. • Keep careful and accurate records of all requests for reconsideration, even those settled informally. • Report all requests for reconsideration to the superintendent and other staff members. It is important to demonstrate the ability and commitment to protect the rights of students and staff and still provide due process for those registering their concern. • Provide clear instruction to the appointed reconsideration committee. Have the committee focus on principles rather than attempt to define or interpret materials or parts of materials. • Keep the request for reconsideration form uncomplicated and non-threatening. • Direct the reconsideration committee to prepare a report presenting both majority and minority opinions. Present the report to the principal when the process is completed. • Keep staff and administrators informed about the reconsideration process and progress toward resolution. Rumors and speculation can distort everyone's perceptions of the situation. • Explain the benefits of aboard-approved materials selection policy, which guides staff in The selection of materials and minimizes the arbitrary and personal element. Such a policy also clarifies to the community how the school decides what materials will be used. Support Groups I Toe. I Bottom ~ In addition to the AL.A offices and divisions listed earlier, the following organizations are sources of support. (See also First Amendment Advocates.) American Civil Liberties Union (RCLU) 132 West 43rd Street New York, NY 10036 212-944-9800 A public interest o~anization dedicated to protecting civil rignis and preserving the First Amendment concepts of religious liberty, separation of church and state, and freedom of expression. Freedom to Read Foundation (FTRF) 50 Easf Huron Streef Chicago, IL 60611 312-280-4226 A foundation That promotes and defends the First Amendment right of free expression, particularly through library collections. The foundation also provides Legal counsel and other support for libraries and librarians suffering injustices due Yo their defense of freedom of speech and of the press. Institute for First Amendment Studies P.v. 13ox 589 Great 13arzingfon, MA 01230 413-528-3800 A research organization dedicated to protecting First Amendment freedoms, with particular emphasis on the separation of church and state. National Coalition Against Censorshiu 275 Seventh Ave. New York, NY 10001 212-807-6222 A coalition of national, non-profit organizations dedicated to fighting censorship People for the American Way 2000 M Street NW, Suite 400 Washington, DC 20036 202-467-4999 A public interest organization Chat provides legal and technical assistance to educators and parents facing censorship challenges in their communities and schools. Support for Learning and Teaching of English National Council of Teachers of English 1111 W. Kenyon Road Urbana, IL 61801-1096 217-328-9645 An educational organization that provides information and support to teachers, school administrators or others facing challenges tp curriculum materials. ALA Resources I TnD 1 Bottom ~ The Library Bill ofRighzs and other free materials can be obtained from the ALA Office fm- Intellectual Freedom. Many of these documents are available on the O1F home nape. To order other ALA materials, call 800-545-2433, press 7, or fax: 312-836-9958. Or, use the appropriate extension where listed. American Library Trustees & Advocates. Trustee Voice. 4issues/year. Chicago: ALA. Free for ALTA members. Doyle, Robert P. Banned Books: 1999 Resource Book. Chicago: ALA, 1999, $20. Includes a bibliography. Intellectual Freedom Committee. Newsletter on. Intellectual Freedom. Bi-monthly. Chicago: ALA, $40/year. Office for Intellectual Freedom (OIF). Hat Gist: Frequently Challenged Books for Children 2, 2nd Edition. Chicago: ALA, 2002, $25. Office Por Intellectual Freedom. GzteL/ectun/ Freedom and Censors/¢in O and,a (brochure). OIF. Single copies $2, special prices For bulk orders, OIF, ext. 4223. Office for Intellectual Freedom. Intellectual Freedom Manual, 6th Edition. Chicago: ALA, 2002, $45. Office for Intellectual Freedom. Wor/rGook fnr Selection Policv N~ritine. Chicago: ALA, 1983. $2. Penway, Anne, ed. Con~dentia[ity in Libraries: An Intellectual Freedom Modular Education Program. Includes modules on: Policy Development, Technology and Confidentiality, Libraries and the Law, Using the Legislative Process, and Media and Public Relations. Chicago: ALA, 1993. Trainer's Manual: $99; $15 each for workbooks. Public Information Office (PIO). Library Advocate's Handbook. Includes tips for organizing an advocacy campaign, public speaking and dealing with the media Single copies $2, special prices for bulk quantities. PIO, ext. 5044, Reichrnan, Hemy F. Censorship and Selection: Issues and Answers for Schools, 3rd Edition. Chicago: ALA, 2001. $35. Young, Virginia G. The Library Trustee: A Pracdeal Guidebooly 5th Edition. Chicago: ALA, 1995, $40. Young Adult Library Association. Hit List: Frequently Challenged Young Adult Titles 2, Znd Edition. Chicago: YALSA, 2002. $25. SeleCtlOri a1t~S Association for Library Service to Children (ALSC). 101 Books for Children: ,4 Good PCace to Start (brochure). 1995. Single copies free from ALSC with SSAE, ext. 2163. Association for Library Service to Children (ALSC). Buildeng a Home Library (brochure). Chicago: ALSC, 1992. Single copies free from ALSC with SSAE, ext. 2163. Association for Library Service to Children. Aow to Raise a Reader (brochure). Single copies free from ALSC with SSAE, ext. 2163. Association for Library Service to Children(ALSC)/Young Adult Library Services Association (YALSA). Journal of Youth Services in Libraries. 4 issues/year. Free to members. $401year subscription. Balay, Robert, ed. Guide to Reference Books, Il th Edition. Chicago: ALA, 1996, $275. Book Links: Connecting Books, Libraries, and Classrooms. 6issues/year. Chicago: ALA, $19.95/year subscription. (See www.ala.org/BookLinks/.) Booklist. 22 issues/year. Chicago: ALA, $69.50/year subscription. (See www.ala.org/booklist/index.html.) Helmer, Dona J., ed. Selecting Materials for School Library Media Cerr~ters, 2nd Edition. Chicago: American Association of School Librarians, 1993. Out-of-print. Reid, Rob. Children's Jukebox: A Subject Cruide to Mz~sical Recordirngs and Programming Idaas~or Sorgsters.Ages 1 to Y2. Chicago: AL.A, 1995. Out-of-print. Richardson, Selma K. Magazines for Children: A Guide for Parents, Teachers, and Librarians, Second Edition. Chicago, ALA, 1991. Out-of-print. Videotapes The following videotapes are available on interlibrary loan from your local library or the ALA Library and Research Center. Controlling the ~iiuiiiriiiativiy 1989. Tips from media pro Art Lustberg on dealing with the media and other sensitive situations (44 min.). The tape ($99 minus 10 percent ALA member discount) can be ordered from ALA Video/Library Video Network, 320 York Rd., Towson, MO 21204. Telephone: 800-441-TAPE (8273). Fax: 410- 887-2091. Perfecting Presentations, 1992. More tips from Lustberg on how to deliver an interesting and effective presentation (37 min.). The tape ($150 minus I O percent ALA member discount) includes the book, Podium Power, and can be ordered from ALA Video/Library Video Network, 320 York Rd, Towson, MD 21204. Telephone: 800-441-TAPE (8273). Fax: 410-887-2091. Other Media training for librarians is available from ALA. Contact the ALA Public Information Office. Telephone: 800- 545-2433, ext. 5044. Fax: 312-944-8520. E-mail: nionala.m-E For additional assistance with challenges, see Renortin~ a Cha(lenae. Goals and Objectives 200'7/2008 e Kenai Community Library Commission Goal 1: Make recommendations to the Library and Council to improve Iibraiy services and continue to provide quality services to all library users. Objective 1: Maintain and extend effective library and information services for users by providing library staff with training and support. Objective 2: Increase the public's awareness of the value and use of the library's resources and services by working closely with the media, developing relationships with community groups and improving communication with individual citizens. Objective 3: Continue to support programs by providing equipment, materials, technology and individual help. Objective 4: Encourage the library to design services and programs that Target individuals of diverse geographic, cultural, socioeconomic backgrounds, special needs, and other underserved populations. Objective 5: Support budget increases as they become necessary for additional library personnel and. services. Objective 6: Review library policies and rules annually as well as the Library Commissions' goals and objectives. Objective 7: Evaluate the reinstatement of Sunday hours in the summer. Goa12: Provide support and assistance to the library director and staff in reviewing the present library facilities and developing a building program plan. Objective 1: Commit to an annual review and reevaluation of the building and its e,...: r..:,.,. 161.I31L1G.]. Objective 2: Review the facility to support compliance with the Americans with Disabilities Act. Objective 3: Actively seek local, state, and federal support for a building program and renovation of present library facilities. Objective 4: Encourage the city administration to include eco-friendly "green" considerations in the library building program. Goal 3: The library will provide library users with a modern, clean, safe, accessible, and inviting facility which encourages learning and leisure reading, provides access to up-to-date electronic resources and fosters community discourse. for all age groups. Objective 1: The library will provide an up-to-date collection ofcurreuttopics and titles in a wide variety of formats; audio-visual technology, information databases and other technological resources, arranged in acustomer-friendly manner for easy access. 12/4/2007 Goals and Objectives 2007/2008 Kenai Community Library Commission Objective 2: The library will make available to all library users more popular items in more formats and greater numbers to alleviate long waiting periods. Objective 3: The Library program will provide an environment for young people that is rich in stories, literature, and reading material and support the development of the skills, interests, and passions necessary to succeed in school, careers and life. Objective 4: The library will present a welcoming place that supports teens' special interests, developmental needs and enhances their interest in reading for pleasure. Objective 5: The library will provide and promote classes and workshops to enable patrons to become familiar with various services and technologies offered at the library. Goal ~: Work with the Court and the State Law Librarian on making legal resources more accessible in the community. Objective 1: Provide public access to legal resources while the courthouse w~dergoes renovations. Goat 5: The library will serve as a centralized, convenient community destination by providing formal and informal gathering spaces for a variety of programs, meeting spaces, and events. Objective 1: Provide money in the budget for programming for all ages. Objective 2: Encourage staff to apply for grants to support innovative programming. Goal 6 The library's staff, commission and Friends will continue to find means, by way of grant writing a~~d private fund raising, to enhance the library's services and collections beyond what the local tax support makes possible. Objective 1: Promote the recruihnent of library volunteers. Objective 2: Work together towards a library expansion. Objective 3: Exchange information and ideas for enhancing library programs. Goal 7: Make recommendations to the City Council regarding capital and other improvements to flee library. Objective I: Recommend funding towards an updated automation system, including both software and hardware. Objective 2: Increase the materials budget. Objective 3: Increase the opportunities for staff continuing education. 12/4/2007 ~~,wi lDa ACT%ONAGENDA KENAI C%TY COUNCIL -REGULAR MEETING OCTOBER 1, 2008 7:00 P.M. KENAI CITY COUNCIL CHAMBERS httu: J / www. ci. kenai. ak.u s Work Session: Water System Improvements -- 5:30 p.m. ITEM A: CALL TO ORDER Pledge of Allegiance Roll Call 3. Agenda Approval 4. Consent Agenda *All items listed with an asterisk (*) are considered to be routine and non- controversial by the council and will be approved by one motion. There will be no separate discussion of these items unless a council member so requests, in which case the item will be removed from the consent agenda and considered in its normal sequence on the agenda as part of the General Orders. ITEM B: SCHEDULED PUBLIC COMMENTS (10 minutes) ITEM C: UNSCHEDULED PUBLIC COMMENTS (3 minutes) ITEM D: REPORTS OF KPB ASSEMBLY LEGISLATORS AND COUNCILS ITEM E: PUBLIC HEARINGS (Testimony limited to 3 minutes ner speaker.) 1. PASSED UNAN%M"OUSLY. Ordinance No. 2350-2008 -- Amending Estimated Revenues and Appropriations by $14,211 in the Senior Fund for Various Program Services. 2. PASSED UNAN%MOUSLY. Resolution No. 2008-59 -- Adopting the City of Kenai Capital Improvements Plan Priority List for State and Federal Funding Requests for the Fiscal Year 2010. ITEM F: MINUTES APPROVED. *Regular Meeting of September 17, 2008. ITEM G: UNFINISHED BUSINESS ITEM H: NEW BUSINESS 1. APPROVED. Bills to be Ratified 2. AMENDED AND APPROVED. Approval of Purchase Orders Exceeding $15,000 3. INTRODUCED. *Ordinance No. 2351-2008 -- Increasing Estimated Revenues and Appropriations by $6,350 in the General Fund for a Library Grant. 4. YNTRODUCED. *Ordinance No. 2352-2008 -- Establishing Requirements for the Proper Disposal of Dog Solid Waste (Excrement) Deposited on Public Property or Private Property Not Owned or Lawfully Possessed by the Owner or Keeper of the Dog. 5. INTRODUCED. *Ordinance No. 2353-2008 -- Finding that Certain City- Owned Land, Identified as Fidalgo Commercial Municipal Square Replat, Third Recording District, Kenai, Alaska, (KPB Parcel No. 043-310-36), is Dedicated for the Purpose of City Facilities. 6. INTRODUCED. *Ordsnance No. 2354-2008 -- Amending KMC 23.55.080 to Provide that Only Employees Receiving a Rating of Satisfactory or Better During Their Last Performance Evaluation are Eligible for Longevity Pay for that Year and Providing that for the Calendar Year 2008 the Longevity Pay Will be Paid Prior to the end of the Calendar Year. INTRODUCED. *Ordinanee No. 2355-2008 -- Amending KMC 21.10.110(b) and KMC 21.15.130(b) to Allow the City Council by Resolution to Authorize a Different Repayment Plan for Reimbursement of City Constructed Improvements on Leased Property. 8. INTRODUCED. *Ordinance No. 2356-2008 -- Increasing F.arymared Revenues and Appropriations by $19,000 in the General Fund Park Department for Rentals. APPROVED. Discussion/Approval -- Appointment of Advisory Cemetery Committee Membership. ITEM I: COMMISSION/COMMITTEE REPORTS 1. Council on Aging 2. Airport Commission 3. Harbor Commission 4. Library Commission 5. Parks 8v Recreation Commission 6. Planning & Zoning Commission 7. Miscellaneous Commissions and Committees a. Beautification Committee b. Alaska Municipal League Report c. Mini-Grant Steering Committee ITEM J: REPORT OF THE MAYOR - ITEM K: ADMYNISTRATYON REPORTS City Manager Attorney City Clerk ITEM L: 1. Citizens (five minutes) 2. Council ITEM M: PENDING LEGISLATION (This item lists legislation which will be addressed at a later date as noted.) Resolution No. 2008-47 -- Terminating the Project Entitled "Ames Road South LID Special Assessment District." (Clerk's Note: At the August 6, 2008 council meeting, Resolution No. 2008-47 was substituted and postponed to September 3, 2008. At the September 3, 2008 council meeting, Resolution No. 2008-47 was postponed to October I5, 2008. The motion to approve is active.) Ordinance No. 2347-2008 -- Repealing the Existing KMC L 15.040 and KMC 1.15.050(c) Regarding Preparation, Distribution and Publication of the Agenda and Replacing Them with a New Section KMC 1.15.040 Entitled, Agenda and Packet - Development-Preparation-Distribution-Publication-Late Materials. Substitute Ordinance No. 2347-2008 -- Repealing the Existing KMC 1.15.040 and KMC L 15.050(c) Regarding Preparation, Distribution and Publication of the Agenda and Replacing Them with a New Section KMC 1.15.040 Entitled, Agenda and Packet - Development-Preparation-Distribution-Publication-L ate Materials. (Clerk's Note: Ordinance No. 2347-2008 and Substitute Ordinance No. 2347-2008 are pending: The original Ordinance No. 2347-2008 was introduced at the September 3, 2008 meeting; a motion to move Substitute Ordinance No. 2347-2008 is on the table from the September 17, 2008 meeting; a. motion to postpone (with no time certain) and schedule a work session on the ordinances followed and was passed; and, a work session was scheduled for October 15, 2008 in the council chambers, beginning at 5:30 p. m.) EXECUTYVE SESSION -- None Scheduled ITEM N: ADJOURNMENT AGENDA KENAI CITY COUNCIL - REGULAR MEETING OCTOBER 15, 2008 7:00 P.M. KENAI CITY COUNCIL CHAMBERS http: / /www.ci.kenai.ak.us Work Session: 5:30 p.m., October 15, 2008 Re: Ordinance No. 234'7-2008 YTEM A: CALL TO ORDER 1. Pledge of Allegiance 2. Roll Call 3. CERTIFIED. CERTIFICATION OF ELECTION {Laydown) 4. ADMYNISTER OATHS OF OFFICE 5. ELECTION OF VICE MAYOR 6. Agenda Approval 7. Consent Agenda *Al1 items listed with an asterisk (*) are considered to be routine and non- controversial by the council and will be approved by one motion. There will be no separate discussion of these items unless a council member so requests, in which case the item will be removed from the consent agenda and considered in its normal sequence on the agenda as part of the General Orders. ITEM B: SCHEDULED PUBLIC COMMENTS (10 minutes) Fred Braun, President, Kenai Convention & Visitors Bureau -- rieating System and Kitchen Remodel. ITEM C: UNSCHEDULED PUBLIC COMMENTS (3 minutes) ITEM D: REPORTS OF KPB ASSEMBLY LEGISLATORS AND COUNCILS ITEM E: PUBLIC HEARINGS (Testimony limited to 3 minutes per speaker.) PASSED UNANIMOUSLY. Ordinance No. 2351-2008 -- Increasing Estimated Revenues and Appropriations by $6,350 in the General Fund for a Library Grant. SUBSTITUTED (adding a $50 fine) AND PASSED UNANIMOUSLY. Ordinance No. 2352-2008 -- Establishing Requirements for the Proper Disposal of Dog Solid Waste (Excrement) Deposited on Public Property or Private Property Not Owned or Lawfully Possessed by the Owner or Keeper of the Dog. 3. PASSED UNANIMOUSLY. Ordinance No. 2353-2008 -- Finding that Certain City-Owned Land, Identified as Fidalgo Commercial Municipal Square Replat, Third Recording District, Kenai, Alaska, (KPB Parcel No. 043-310-36), is Dedicated for the Purpose of City Facilities. PASSED UNANIMOUSLY. Ordinance No. 2354-2008 -- Amending KMC 23.55.080 to Provide that Cnly Employees Receiving a Rating of Satisfactory or Better During Their Last Performance Evaluation are Eligible for Longevity Pay for that Year and Providing that for the Calendar Year 2008 the Longevity Pay Will be Paid Prior to the end of the Calendar Year. PASSED UNANIMOUSLY. Ordinance No. 2355-2008 -- Amending KMC 21.10.1 10(b) and KMC 21.15.130(b) to Allow the City Council by Resolution to Authorize a Different Repayment Plan for Reimbursement of City Constructed Improvements on Leased Property. PASSED UNANIMOUSLY. Ordinance No. 2356-2008 -- Increasing Estimated Revenues and Appropriations by $19,000 in the General Fund Park Department for Rentals. 7. POSTPONED TO 11/1/08. Resolution No. 2008-47 -- Terminating the Project Entitled "Ames Road South LID Special Assessment District." (Clerk's Note: At the August 6, 2008 council meeting, Resolution No. 2008- 47was substituted and postponed to September 3, 2008. At the September 3, 2008 council meeting, Resolution No. 2008-47 was postponed to October 15, 2008. The motion to approve Resolution No. 2008-47 is active.) 8. PASSED UNANIMOUSLY. Resolution No. 2008-60 -- Transferring $12,000 in the General Fund from the Parks Department to the Beautification Department to Provide Additional Funds for the Acquisition of a Mower. ITEM F: MYNUTES APPROVED. *Regular Meeting of October 1, 2008. ITEM G: UNFINISHED BUSINESS ITEM H: NEW BUSINESS APPROVED. Bills to be Ratified 2. APPROVED. Approval of Purchase Orders Exceeding $15,000 3. Discussion -- 2008 Dip Net Fishery Report ITEM I: COMMISSION/COMMITTEE REPORTS L Council on Aging Airport Commission Harbor Commission Library Commission Parks & Recreation Commission Planning & Zoning Commission Miscellaneous Commissions and Committees a. Beautification Committee b. Alaska Municipal League Report c. Mini-Grant Steering Committee ITEM J: REPORT OF THE MAYOR ITEM K: ADMINISTRATION REPORTS 1. City Manager 2. Attorney 3. City Clerk ITEM L: 1. Citizens (five minutes) 2. Council ITEM M: PENDING LEGISLATION (This item lists legislation which will be addressed at a later date as noted.) Ordinance No. 2347-2008 -- Repealing the Existing KMC 1.15.040 and KMC 1.15.050(c) Regarding Preparation, Distribution and Publication of the Agenda and Replacing Them with a New Section KMC 1.15.040 Entitled, Agenda and Packet - Development-Preparation-Distribution-Publication-Late Materials. Substitute Ordinance No. 2347-2008 -- Repealing the Existing KMC 1.15.040 and KMC 1.15.050(c) Regarding Preparation, Distribution and Publication of the Agenda and Replacing Them with a New Section KMC 1.15.040 Entitled, Agenda and Packet - Development-Preparation-Distribution-Publication-Late Materials. (Clerk's Note: Ordinance No. 2347-2008 and Substitute Ordinance No. 2347-2008 are pending: The original Ordinance No. 2347-2008 was introduced at the September 3, 2008 meeting; a motion to move Substitute Ordinance No. 2347-2008 is on the table from the September 17, 2008 meeting; a motion to postpone (with no time certain) and schedule a work session on the ordinances followed and was passed; and, a work session was scheduled for October I5, 2008 in the council chambers, beginning at 5:30 p. m.) EXECUTIVE SESSION -- None Scheduled ITEM N: ADJOURNMENT