3003 Learning Resources

POLICY NO:      3003

SUBJECT:          Selection of Learning Resources


The Board is committed to providing a wide range of learning resources to meet the educational needs of all students.  Learning Resources will be selected according to the regulations attached.


Selection of Learning Resources

1.0         Definition

1)”Learning resources” refers to any person (s) or material, whether acquired or locally produced, with instructional content or function that is used for formal or informal teaching/learning purposes.

2.0         Principles of Learning Resources Selection

1)    In selecting resource materials for students and teachers, schools must consider a wide variety of educationally appropriate materials which will provide for a range of teaching and learning styles.

2)    It is not expected that any single resource will be sufficient to teach a course; rather a multimedia approach is encouraged.

3)    Materials selected will be consistent with the goals and curricula of the Ministry of Education and with the policies of the Board.

4)    Responsibility for selecting learning resources rests with the appropriate educational staff employed by the Board.

5)    Although schools may have committees for learning resources selection, it is the school principal, who has statutory authority for the school’s instructional program, and who may, therefore, exercise a veto in resource selection.

3.0         Provincially Recommended Learning Resources Selection

1)    Curriculum implementation schedules and grade collections should guide resources selection.  It is expected that learning resources referred to as authorized or recommended by the Ministry of Education should be given first consideration.

2)    Selection is an ongoing process which includes the removal of materials which are no longer  authorized nor recommended by the Ministry of Education.

4.0         Selection of Learning Resources which are not Provincially Recommended

1)    Learning Resources which are not provincially recommended must be locally approved for use in schools.

2)    The criteria outlined in the Ministry of Education’s Guide to Evaluating, Selecting and Managing Learning Resources, will guide schools when selecting learning resources not provincially recommended.

3)    When selecting learning resources not provincially recommended, a school must consider the learning resource based upon the above criteria, then using district forms, (Learning Resources Selection Evaluation Form or the Novel Evaluation Form), submit a request for local approval to the Director of Instruction.

4)    These requests will be reviewed and given approval by the Director of Instruction.

5)    The Superintendent of Schools, or designate, and School Principals have general responsibility for ensuring that the approved criteria are known and appropriately applied.

6)    Gift materials shall also be judged and shall be accepted or rejected by the criteria outlined in 4.2.

5.0         Selection of Learning Resources for the Health and Career Education Program

1)    Learning Resources which may be of a controversial nature must be referred to the Health & Career Education Advisory Committee.

2)    This Committee will meet as needed and make recommendation on learning resources.

3)    These recommendations will be taken forward to the Board.

Learning Resources Reconsideration

1.0         Learning Resources Reconsideration Request

1)    Any resident of the Peace River North School District may formally request reconsideration of learning resources used in the district’s educational program.

1)    A request for reconsideration of a learning resource shall be referred to the school first, if a resolution cannot be found at that level, the request will be forwarded to the District level.

2.0         Request for Reconsideration – School Level

1)    The school receiving a complaint regarding a learning resource will try to resolve the issue informally.

2)    The principal or designate shall explain to the questioner the district’s resource selection procedure and criteria.

3)    The principal and appropriate educational staff will explain the particular place that the reconsidered resource occupies in the education program and its intended educational usefulness.

4)    If the questioner wishes to file a formal request for reconsideration, they will be provided with a copy of this policy and the District Request for Learning Resources Reconsideration form.

3.0         Request for Reconsideration – District Level

1)    The principal of the school will forward, within five working days, the Request for Learning Resources Reconsideration form to the Director of Instruction.

2)    Within one month of receiving a request for reconsideration, the Director of Instruction will form and meet with an Ad Hoc Learning Resources Review Committee.  The committee will consist of people who have not been involved in the school where the request for reconsideration has originated and will consist of:

1)           Chair of the Board’s Education Committee;

2)           the Director of Instruction (chair);

3)           a teacher/librarian;

4)           an administrative officer;

5)           a parent representative; and

6)           a teacher representative.

3)    The Ad Hoc Learning Resources Review Committee will review the reconsidered resource and judge whether it conforms with:

1)           the principles of resource selection outlined in the Selection of Learning Resources Regulations 2.0; and

2)           the criteria for Selection of Learning Resources outlined in the Ministry of Education’s Guide to Evaluating, Selecting and Managing Learning Resources.

3.4  Within twenty (20) working days of conducting the review, the committee will submit a report to the Superintendent of Schools, recommending the appropriateness of the material for its intended educational use.

4.0         Procedure for Ad Hoc Committee to follow in reviewing a Reconsidered Learning


1)    Examination of the reconsidered resource.

2)    Consideration of the concerns outlined by the questioner.

3)    Determination of professional acceptance by reading critical reviews of the resource.

4)    Consideration of the learning resource as a whole, rather than on passages or sections taken out of context.

5)    Consideration of the relevancy of the learning resource in terms of curricular learning outcomes.

6)    Preparation of a written report to the Superintendent of Schools which will include the procedures followed, minutes of committee meetings, and the rationale for the decision made by the committee.


School District No. 60

 (Peace River North)

All schools must have a process in place for involving staff in planning for the use of learning resources funding, and prioritizing purchases. This process must be linked to the School Improvement Plan.

Planning should be for a two to three year period, anticipating predicted expenses in the future and shifting priorities (i.e. upgrade Science this year and Social Studies next year).

Funding is allocated on an annual basis and is targeted to spending for the year in progress. There should be no carry-forwards. The only exception would be planning for a large, one-time expenditure.

The following priority list serves as a guide to planning for purchases:

• resource new IRPs

• respond to needs created by an increase in enrolment

• replace lost or damaged resources

• update primary and intermediate Language Arts Book Room

(consider appropriate balance of Fiction and Non-Fiction,

titles for Aboriginal learners, expanding selections at specific

reading levels to address needs of the population)

• expand text choices for Info and Literature Circles

• maintain Reading Recovery teaching texts

• maintain literacy and numeracy manipulatives

• address theme and subject area needs

• address software needs

• update and maintain Learning Assistance Resources

• update teacher professional development resources

When all immediate needs are met for the current year, consider supplementing library and technology needs.

Learning resources funding may be used for technology hardware, excluding computers. All purchases must be made through the School District No 60 Technology Department and should include hardware that

• serves large and small group instruction

• is versatile

• requires general a skill set expected of classroom teachers

• does not require highly specialized training and support


School District No. 60

    (Peace River North)

Full-length movies should be used sparingly in the classroom and should be chosen for their educational value.

Teachers must attend to ratings and avoid the use of movies rated as Restricted. Elementary teachers should limit their choices to movies rated as General.

The Canadian Copyright law allows educators the use of legally obtained video for educational purposes explicitly in their classroom.  The law does not allow for the use of video for non-educational purposes such as inside days, festival, rewards, fundraising, etc.  Schools wishing to show video for non-educational reasons must obtain public performance rights.


School District No. 60

 (Peace River North)

School:  ______________________________     Date:  ___________________

 (1).  What process is in place at your school for involving staff in planning for the use of learning resources funding, and prioritizing purchases?  













 (2).  What do you understand the current balance in your school learning resources account to be?  



 (3).  Are you planning for any large, one-time expenditure that would require a carry-forward of learning resources funds? If so, please explain.  








 (4).  What purchases do you plan to make from this year’s budget and what is your timeline for completing orders?  
























 (5).  Looking two or three years into the future, what significant purchases do you anticipate?  














 LEARNING RESOURCES SELECTION EVALUATION FORM                                                                      (Page 2)

 The following definitions are provided to assist

In the evaluation and selection of appropriate learning resources. 

Clarity of Message                                                                                      

The package should contain age appropriate     Technical/Visual Quality

language.  The use of specialized language�
The package should demonstrate positively the

should be suited to both the content and the      following attributes:

maturity and intellectual level of the audience. ●Materials should be well organized and

Things should be clearly defined, examples      structured (visual design should be interesting/

provided in real-world settings, and concise     effective)

language utilized wherever possible.  Things    ●Illustrations should focus attention on important

to avoid may include:                                                                                    content areas

●Trendy language                                                                                          ●Materials should use a variety of typographic

●Profanity                                                                                                      format:  captions, indices, diagrams, illustrations,

●Racist or pejorative terms                                                                           cueing devices

●Slang, jargon, incorrect grammar                                                               ●Layout is logical and consistent

                                                                                                                       ●Effective use of media format.  Each medium used 

                                                                                                                       in the package should take full advantage

Content is Current                                                                                       of the unique aspects of that technology 

The package is not dated in its content, language

or visuals in a way that reduces its educational value.                                 Social Considerations

Be aware of biases/values and perspectives


Content is Accurate                                           ●Socioeconomic status

Possible problems in accuracy might include:  ●Political or religious bias; includes one or more

● Out-dated information                                                                              points of view at the expense of others 

● Factual errors                                                                                            ●Bigotry and discrimination of people

●Improper use of statistics                                                                           ●Gender equity; both sexes fairly represented

● Inaccurate graphs/tables                                                                            in a diversity of roles and relationships

● Errors in spelling/grammar                                                                       ●Age bias; a variety of ages represented

● Invalid or oversimplified models, examples, simulations

●Online content must be previewed for authenticity, accuracy, and relevance.

Relevance to Educational Learning Outcomes

The topics and approaches to teaching of content

fit the program and curriculum needs.


School District No. 60

(Peace River North)

 Title of Resource: ________________________________________________________________________

Context of Usage:  Classroom Resource _________________ Distance Learning Material ______________

Other (please specify _____________________________________________________________________

Author(s _______________________________________________________________________________


Request initiated by______________________________________________________________________

Role of Complainant:  Teacher____________Parent____________Other (please specify) ______________

Telephone No._____________________________

Address: _______________________________________________________________________________

1            To what in the resource(s) do you object?_______________________________________________

a)            Pages_______Specific Objection:______________________________________________________

b)           Pages_______Specific Objection:______________________________________________________

c)            Pages_______Specific Objection:______________________________________________________

d)           Pages_______Specific Objection:______________________________________________________

2            What do you think is the theme or purpose of the resource?


3            What effect do you believe this resource would have on your son or daughter?


4          What effect do you believe this resource would have on other students?


5          Have you reviewed the entire resource?


6         In many cases, the impact of a resource will vary according to how it is presented and interpreted in the classroom, and we urge you to discuss this material with the appropriate people.  Have you dis-cussed the resource with the:  Teacher? ______________School District Staff? _________________

What was their response? ____________________________________________________________

7         Have you read reviews of this resource?  Yes____________________No_______________________

8         Additional comments:



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