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7.14 - Literature Acquisition

7.14 - Literature Acquisition
Liberty Common School will be discerning when purchasing books as well as in accepting book donations in order to ensure that all materials at the school support the school’s literacy goals as described in our Charter and the Reading and Literacy Policy. Books must be selected according to criteria beyond current popularity. The quality of language, the value of a story to the human experience, the contribution to character education, and the support of the 2010 Core Knowledge Sequence will be the focus of the acquisitions. The majority of literature at the school should be generally acknowledged as traditional classics or traditional children’s classics. To support our character education program, we will make available books which provide examples, over and over again, of the reasons for living well.
 
This policy applies to any book or media available to students in the school’s library or classrooms as well as to books read to students by parents and teachers in the classroom. To support their children’s education at Liberty, parents are encouraged to understand the principles of this policy and to assist their children in selecting books for outside reading which are consistent with school policy. 
 

LITERATURE PURCHASED BY THE SCHOOL

Fiction
As described in our Charter and in our Reading and Literacy Policy, the focus of the school’s reading program is the development of mature and moral literacy “as students become acquainted with a broad and rich body of knowledge and become familiar with many well-written, diverse, and meaningful works of literature.” According to Neil Postman, whose ideas are frequently referenced in our Charter, “Human beings require stories to give meaning to the facts of existence… If our stories are coherent and plausible and have continuity, they will help us to understand why we are here, what we need to pay attention to, and what we may ignore.” Our goal, then, is to immerse students in great stories.
 
How do we identify great stories i.e., good literature? 
Great authors do not write stories so that students can write plot summaries, identify the main characters, or fulfill assignments. Rather, they seek to portray characters struggling with the great issues of life (e.g. truth, love, war, faith, politics, even loneliness). As our Charter states, “literature that will be introduced is chosen… because it provides access to deeper meaning of universal human problems.” We recognize these stories because they hold our interest, even as adults. We recognize these stories because the characters have something to learn. They develop and grow as the plot unfolds. We recognize these stories because readers desire to emulate their heroes. Good literature has withstood the filter of time, speaking to the universal struggles of humans throughout the ages.   
 
Great stories are intended to be enlarging experiences, rather than cures prescribed for a given sociological, political, or emotional problem. We purposefully avoid genres which encourage narrow self-preoccupation, are void of meaningful character development, encourage acceptance of and identification with poor role models, or strive to give children “appropriate” attitudes about contemporary social issues (e.g. divorce, sex, war, gender). 
 
The school will give first priority to the works of fiction required by the 2010 Core Knowledge Sequence, Board-approved additions to the sequence, and books on the AAC-approved Great Books lists below:
 
  • LCS K – 2nd Grade Great Books List 
  • LCS 3rd – 4th Grade Great Books List
  • LCS 5th – 6th Grade Great Books List 
  • LCJHS 7th – 8th Grade Great Books List 
  • LCHS 9th – 12th Grade Great Books List
 
Any list of great books will, by definition, be a list that is not exhaustive. Students have limited time in school and limited time for homework. The Liberty Common School curriculum strives to ensure time is used effectively and our students are exposed to the best of the best in the western canon. This means the Liberty Great Books Lists are closed lists. We encourage our students and parents to read wisely, widely, and well in their free time, both inside and outside the Liberty Common School Great Books Lists.
 
Non-Fiction
The school will strive to provide content-based non-fiction books necessary to support the 2010 Core Knowledge Sequence, Board-approved additions to the Sequence, and a student reference section. Teachers may recommend books for purchase (other than textbooks, which require the approval of the Board of Directors) to support their instruction of the curriculum. These suggestions should adhere to the parameters of this policy, the Charter, and the Reading and Literacy Policy.  
 
Children’s ‘non-books’ are a prevalent trend in children’s non-fiction, and are composed of tiny facts and snippets of interesting material with visually pleasing photography which have no sustained narrative, carefully developed argument, or background knowledge. They require little concentration or focused thinking, but like television, are instantly accessible. The most conspicuous example of a ‘non-book’ is the Guinness Book of World Records. Such books commonly are nothing but diverting filler and fail to meet our criteria for prioritized acquisitions. Although they can be interesting for early readers, such books should be given very limited shelf space in the Liberty library.
 
In addition to the student reference section, a teacher reference section and a parent education section will be maintained. The school will supply copies of the 2010 Core Knowledge Sequence for each grade along with supporting books and references published by the Core Knowledge Foundation and the books referenced in the bibliography of our Charter.
 

DONATED LITERATURE

The school may accept donated books or other media for the school libraries or classrooms as follows:
 
  1. Reference Materials: Classroom teachers and the school librarians will be the initial arbiters of the quality of donated reference materials to determine if the items will be accepted by the school. This discernment will require adherence to this policy, the Charter, the Reading and Literacy Policy, and the school’s educational program.
  2. Other Literature: Donations must be titles/authors from the Great Books Lists or titles specifically requested by a teacher for his/her classroom library.
 
Elementary-school teachers, including Mos Maiorum and AST, will maintain a current inventory of all books (book title and author) in their classroom libraries for student use including leveled readers and read-aloud books. Building principals are responsible for ensuring all inventories are current and audited regularly for policy compliance.
 

MEDIA ACQUISITION

It is the policy of this school to expose students to subject matter through direct instruction, project, practice, and literature to near exclusivity (see Video Viewing Policy). Professional video productions should not serve as isolated expositions of subject matter. Video and film media will only be purchased and utilized to the extent that these materials supplement the pedagogy outlined herein, with the approval of the Headmaster. 
 

LIBRARY ADDITIONS

Students, teachers, and parents may request additions to the school’s library and classroom collections. These requests will be considered by the school with respect to the criteria outlined herein with the understanding that not all literature is destined to be considered “classic” and that student interest in reading should be affirmed and encouraged. These purchases will be subsequent to those necessary to satisfy the curriculum and required reading program, and must be consistent with the intent of this policy. Given the limited space in the library, decisions about what to add will naturally be limited to things that support and promote the mission of the school.
 
Questions about literature acquisition should be directed to the school librarians or the Headmaster. The Board of Directors is the final authority regarding any book or other media offered by the School for education or enjoyment.
 

BOOKS FAIRS AND LITERARY EVENTS

The school may choose to host events designed to promote literacy and love of good literature among Liberty’s young scholars including, but not limited to, an annual book fair. Such events should be designed in alignment with the school’s Reading and Literacy Policy with emphasis given to books on the Great Books lists. The purpose of a book fair would be to encourage families to create home libraries of these classic books for their families or individual children. 
 

SUPPORTING REFERENCE

The Case for Good Taste in Children's Books, Meghan Cox Gurdon, The Wall Street Journal, July/August 2013, Volume 42, Number 7/8
 
Adopted: 03-24-2005
Amended: 12-03-2011
Amended: 09-19-2013
Amended: 1-18-2018
Amended: 2-27-2025