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20 USC CHAPTER 72, SUBCHAPTER II: LIBRARY SERVICES AND TECHNOLOGY
From Title 20—EDUCATIONCHAPTER 72—MUSEUM AND LIBRARY SERVICES
SUBCHAPTER II—LIBRARY SERVICES AND TECHNOLOGY
§9121. Purpose
It is the purpose of this subchapter—
(1) to enhance coordination among Federal programs that relate to library, education, and information services;
(2) to promote continuous improvement in library services in all types of libraries in order to better serve the people of the United States;
(3) to facilitate access to resources in all types of libraries for the purpose of cultivating an educated and informed citizenry;
(4) to encourage resource sharing among all types of libraries for the purpose of achieving economical and efficient delivery of library services to the public;
(5) to promote literacy, education, and lifelong learning, including by building learning partnerships with school libraries in our Nation's schools, including tribal schools, and developing resources, capabilities, and programs in support of State, tribal, and local efforts to offer a well-rounded educational experience to all students;
(6) to enable libraries to develop services that meet the needs of communities throughout the Nation, including people of diverse geographic, cultural, and socioeconomic backgrounds, individuals with disabilities, residents of rural and urban areas, Native Americans, military families, veterans, and caregivers;
(7) to enable libraries to serve as anchor institutions to support community revitalization through enhancing and expanding the services and resources provided by libraries, including those services and resources relating to workforce development, economic and business development, critical thinking skills, health information, digital literacy skills, financial literacy and other types of literacy skills, and new and emerging technology;
(8) to enhance the skills of the current library workforce and to recruit future professionals, including those from diverse and underrepresented backgrounds, to the field of library and information services;
(9) to ensure the preservation of knowledge and library collections in all formats and to enable libraries to serve their communities during disasters;
(10) to enhance the role of libraries within the information infrastructure of the United States in order to support research, education, and innovation;
(11) to promote library services that provide users with access to information through national, State, local, regional, and international collaborations and networks; and
(12) to encourage, support, and disseminate model programs of library and museum collaboration.
(Pub. L. 94–462, title II, §212, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-295; amended Pub. L. 108–81, title II, §201, Sept. 25, 2003, 117 Stat. 997; Pub. L. 111–340, title II, §201, Dec. 22, 2010, 124 Stat. 3599; Pub. L. 115–410, §7, Dec. 31, 2018, 132 Stat. 5415.)
2018—Par. (1). Pub. L. 115–410, §7(1), inserted ", education," after "library".
Par. (5). Pub. L. 115–410, §7(2), added par. (5) and struck out former par. (5) which read as follows: "to promote literacy, education, and lifelong learning and to enhance and expand the services and resources provided by libraries, including those services and resources relating to workforce development, 21st century skills, and digital literacy skills;".
Pars. (6), (7). Pub. L. 115–410, §7(4), added pars. (6) and (7). Former pars. (6) and (7) redesignated (8) and (9), respectively.
Par. (8). Pub. L. 115–410, §7(3), (5), redesignated par. (6) as (8) and inserted ", including those from diverse and underrepresented backgrounds," after "professionals".
Pars. (9) to (11). Pub. L. 115–410, §7(3), redesignated pars. (7) to (9) as (9) to (11), respectively.
Par. (12). Pub. L. 115–410, §7(6)–(8), added par. (12).
2010—Par. (1). Pub. L. 111–340, §201(1), added par. (1) and struck out former par. (1) which read as follows: "to consolidate Federal library service programs;".
Par. (2). Pub. L. 111–340, §201(2), inserted "continuous" after "promote".
Pars. (5) to (9). Pub. L. 111–340, §201(3)–(5), added pars. (5) to (9).
2003—Pars. (2) to (5). Pub. L. 108–81 added pars. (2) to (4) and struck out former pars. (2) to (5) which read as follows:
"(2) to stimulate excellence and promote access to learning and information resources in all types of libraries for individuals of all ages;
"(3) to promote library services that provide all users access to information through State, regional, national and international electronic networks;
"(4) to provide linkages among and between libraries; and
"(5) to promote targeted library services to people of diverse geographic, cultural, and socioeconomic backgrounds, to individuals with disabilities, and to people with limited functional literacy or information skills."
§9122. Definitions
As used in this subchapter:
(1) Library
The term "library" includes—
(A) a public library;
(B) a public elementary school or secondary school library;
(C) a tribal library;
(D) an academic library;
(E) a research library, which for the purposes of this subchapter means a library that—
(i) makes publicly available library services and materials suitable for scholarly research and not otherwise available to the public; and
(ii) is not an integral part of an institution of higher education; and
(F) a private library or other special library, but only if the State in which such private or special library is located determines that the library should be considered a library for purposes of this subchapter.
(2) Library consortium
The term "library consortium" means any local, statewide, regional, interstate, or international cooperative association of library entities which provides for the systematic and effective coordination of the resources of school, public, academic, and special libraries and information centers, for improved services for the clientele of such library entities.
(3) State
The term "State", unless otherwise specified, includes each of the 50 States of the United States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau.
(4) State library administrative agency
The term "State library administrative agency" means the official agency of a State charged by the law of the State with the extension and development of public library services throughout the State.
(5) State plan
The term "State plan" means the document which gives assurances that the officially designated State library administrative agency has the fiscal and legal authority and capability to administer all aspects of this subchapter, provides assurances for establishing the State's policies, priorities, criteria, and procedures necessary to the implementation of all programs under this subchapter, submits copies for approval as required by regulations promulgated by the Director, identifies a State's library needs, and sets forth the activities to be taken toward meeting the identified needs supported with the assistance of Federal funds made available under this subchapter.
(Pub. L. 94–462, title II, §213, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-296; amended Pub. L. 105–128, §3, Dec. 1, 1997, 111 Stat. 2548; Pub. L. 108–81, title II, §202, Sept. 25, 2003, 117 Stat. 997; Pub. L. 115–410, §8, Dec. 31, 2018, 132 Stat. 5416.)
2018—Par. (1)(C) to (F). Pub. L. 115–410 added subpar. (C) and redesignated former subpars. (C) to (E) as (D) to (F), respectively.
2003—Pars. (1) to (6). Pub. L. 108–81 redesignated pars. (2) to (6) as (1) to (5), respectively, and struck out heading and text of former par. (1). Text read as follows: "The term 'Indian tribe' means any tribe, band, nation, or other organized group or community, including any Alaska native village, regional corporation, or village corporation, as defined in or established pursuant to the Alaska Native Claims Settlement Act (43 U.S.C. 1601 et seq.), which is recognized by the Secretary of the Interior as eligible for the special programs and services provided by the United States to Indians because of their status as Indians."
1997—Par. (2)(E). Pub. L. 105–128 inserted "or other special library" after "a private library" and "or special" after "such private".
§9123. Authorization of appropriations
There are authorized to be appropriated—
(1) to carry out parts 1, 2, and 3, $232,000,000 for each of the fiscal years 2020 through 2025; and
(2) to carry out part 4, $24,500,000 for each of the fiscal years 2020 through 2025.
(b) Forward funding
To the end of affording the responsible Federal, State, and local officers adequate notice of available Federal financial assistance for carrying out ongoing library activities and projects, appropriations for grants, contracts, or other payments under any program under this subchapter are authorized to be included in the appropriations Act for the fiscal year preceding the fiscal year during which such activities and projects shall be carried out.
(2) Additional authorization of appropriations
In order to effect a transition to the timing of appropriation action authorized by subsection (a), the application of this section may result in the enactment, in a fiscal year, of separate appropriations for a program under this subchapter (whether in the same appropriations Act or otherwise) for two consecutive fiscal years.
2018—Subsec. (a). Pub. L. 115–410 substituted "each of the fiscal years 2020 through 2025" for "fiscal year 2011 and such sums as may be necessary for each of the fiscal years 2012 through 2016" in pars. (1) and (2).
2010—Subsec. (a). Pub. L. 111–340, §202(a), added subsec. (a) and struck out heading and text of former subsec. (a). Prior to amendment, text read as follows: "There are authorized to be appropriated to carry out this subchapter $232,000,000 for fiscal year 2004 and such sums as may be necessary for fiscal years 2005 through 2009."
Subsec. (c). Pub. L. 111–340, §202(b), struck out heading and text of subsec. (c). Text read as follows: "Not more than 3.5 percent of the funds appropriated under this section for a fiscal year may be used to pay for the Federal administrative costs of carrying out this subchapter."
2003—Subsec. (a). Pub. L. 108–81, §203(1), added subsec. (a) and struck out heading and text of former subsec. (a). Text read as follows:
"(1) In general.—There are authorized to be appropriated $150,000,000 for fiscal year 1997 and such sums as may be necessary for each of the fiscal years 1998 through 2002 to carry out this subchapter.
"(2) Transfer.—The Secretary of Education shall—
"(A) transfer promptly to the Director any funds appropriated under the authority of paragraph (1), to enable the Director to carry out this subchapter; and
"(B) not exercise any authority concerning the administration of this chapter other than the transfer described in subparagraph (A)."
Subsec. (c). Pub. L. 108–81, §203(2), substituted "3.5 percent" for "3 percent".
Amendment by Pub. L. 108–81 effective Oct. 1, 2003, see section 506 of Pub. L. 108–81, set out as a note under section 9101 of this title.
Part 1—Basic Program Requirements
§9131. Reservations and allotments
(a) Reservations
From the amount appropriated under the authority of section 9123 of this title for any fiscal year, the Director—
(A) shall reserve 2.25 percent to award grants in accordance with section 9161 of this title; and
(B) shall reserve 3.75 percent to award national leadership grants or contracts in accordance with section 9162 of this title.
(2) Special rule
If the funds reserved pursuant to paragraph (1)(B) for a fiscal year have not been obligated by the end of such fiscal year, then such funds shall be allotted in accordance with subsection (b) for the fiscal year succeeding the fiscal year for which the funds were so reserved.
(b) Allotments
From the sums appropriated under the authority of section 9123 of this title and not reserved under subsection (a) for any fiscal year, the Director shall award grants from minimum allotments, as determined under paragraph (3), to each State. Any sums remaining after minimum allotments are made for such year shall be allotted in the manner set forth in paragraph (2).
(2) Remainder
From the remainder of any sums appropriated under the authority of section 9123 of this title that are not reserved under subsection (a) and not allotted under paragraph (1) for any fiscal year, the Director shall award grants to each State in an amount that bears the same relation to such remainder as the population of the State bears to the population of all States.
(3) Minimum allotments
For purposes of this subsection, the minimum allotment for each State shall be $680,000, except that the minimum allotment shall be $60,000 in the case of the United States Virgin Islands, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau.
(B) Ratable reductions
Notwithstanding subparagraph (A), if the sum appropriated under the authority of section 9123 of this title and not reserved under subsection (a) for any fiscal year is insufficient to fully satisfy the requirement of subparagraph (A), each of the minimum allotments under such subparagraph shall be reduced ratably.
(C) Exception
Notwithstanding subparagraph (A), if the sum appropriated under the authority of section 9123 of this title and not reserved under subsection (a) for any fiscal year exceeds the aggregate of the allotments for all States under this subsection for fiscal year 2019—
(I) the minimum allotment for each State otherwise receiving a minimum allotment of $680,000 under subparagraph (A) shall be increased to $1,000,000; and
(II) the minimum allotment for each State otherwise receiving a minimum allotment of $60,000 under subparagraph (A) shall be increased to $100,000.
(ii) Insufficient funds to award alternative minimum
If the sum appropriated under the authority of section 9123 of this title and not reserved under subsection (a) for any fiscal year exceeds the aggregate of the allotments for all States under this subsection for fiscal year 2019, yet is insufficient to fully satisfy the requirement of clause (i), such excess amount shall first be allotted among the States described in clause (i)(I) so as to increase equally the minimum allotment for each such State above $680,000. After the requirement of clause (i)(I) is fully satisfied for any fiscal year, any remainder of such excess amount shall be allotted among the States described in clause (i)(II) so as to increase equally the minimum allotment for each such State above $60,000.
(4) Data
The population of each State and of all the States shall be determined by the Director on the basis of the most recent data available from the Bureau of the Census.
(Pub. L. 94–462, title II, §221, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-297; amended Pub. L. 105–128, §4, Dec. 1, 1997, 111 Stat. 2548; Pub. L. 108–81, title II, §204, Sept. 25, 2003, 117 Stat. 997; Pub. L. 111–340, title II, §203, Dec. 22, 2010, 124 Stat. 3600; Pub. L. 115–410, §10, Dec. 31, 2018, 132 Stat. 5416.)
2018—Subsec. (a)(1)(A). Pub. L. 115–410, §10(1), substituted "2.25 percent" for "1.75 percent".
Subsec. (b)(3)(C). Pub. L. 115–410, §10(2), added subpar. (C) and struck out former subpar. (C) which related to special rule for grants to various United States territories.
2010—Subsec. (b)(3)(A). Pub. L. 111–340, §203(1), substituted "$680,000" for "$340,000" and "$60,000" for "$40,000".
Subsec. (b)(3)(C), (D). Pub. L. 111–340, §203(2), (3), redesignated subpar. (D) as (C) and struck out former subpar. (C), which related to the minimum allotments for States when the appropriated sums exceed the aggregate of allotments for all States for fiscal year 2003.
2003—Subsec. (b)(3). Pub. L. 108–81 amended heading and text of par. (3) generally. Prior to amendment, text read as follows:
"(A) In general.—For the purposes of this subsection, the minimum allotment for each State shall be $340,000, except that the minimum allotment shall be $40,000 in the case of the United States Virgin Islands, Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau.
"(B) Ratable reductions.—If the sum appropriated under the authority of section 9123 of this title and not reserved under subsection (a) of this section for any fiscal year is insufficient to fully satisfy the aggregate of the minimum allotments for all States for that purpose for such year, each of such minimum allotments shall be reduced ratably.
"(C) Special rule.—
"(i) In general.—Notwithstanding any other provision of this subsection and using funds allotted for the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau under this subsection, the Director shall award grants to Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, the Republic of the Marshall Islands, the Federated States of Micronesia, or the Republic of Palau to carry out activities described in this subchapter in accordance with the provisions of this subchapter that the Director determines are not inconsistent with this subparagraph.
"(ii) Award basis.—The Director shall award grants pursuant to clause (i) on a competitive basis and pursuant to recommendations from the Pacific Region Educational Laboratory in Honolulu, Hawaii.
"(iii) Termination of eligibility.—Notwithstanding any other provision of law, the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau shall not receive any funds under this subchapter for any fiscal year that begins after September 30, 2001.
"(iv) Administrative costs.—The Director may provide not more than 5 percent of the funds made available for grants under this subparagraph to pay the administrative costs of the Pacific Region Educational Laboratory regarding activities assisted under this subparagraph."
1997—Subsec. (a)(1)(A). Pub. L. 105–128, §4(1), substituted "1.75 percent" for "1½ percent".
Subsec. (a)(1)(B). Pub. L. 105–128, §4(2), substituted "3.75 percent" for "4 percent".
§9132. Administration
Not more than 4 percent of the total amount of funds received under this subchapter for any fiscal year by a State may be used for administrative costs.
(b) Construction
Nothing in this section shall be construed to limit spending for evaluation costs under section 9134(c) of this title from sources other than this subchapter.
(Pub. L. 94–462, title II, §222, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-298.)
§9133. Payments; Federal share; and maintenance of effort requirements
(a) Payments
Subject to appropriations provided pursuant to section 9123 of this title, the Director shall pay to each State library administrative agency having a State plan approved under section 9134 of this title the Federal share of the cost of the activities described in the State plan.
(b) Federal share
The Federal share shall be 66 percent.
(2) Non-Federal share
The non-Federal share of payments shall be provided from non-Federal, State, or local sources.
(c) Maintenance of effort
(1) State expenditures
(A) Requirement
The amount otherwise payable to a State for a fiscal year pursuant to an allotment under this part shall be reduced if the level of State expenditures, as described in paragraph (2), for the previous fiscal year is less than the average of the total of such expenditures for the 3 fiscal years preceding that previous fiscal year. The amount of the reduction in the allotment for any fiscal year shall be equal to the allotment multiplied by a fraction—
(I) the numerator of which is the result obtained by subtracting the level of such State expenditures for the fiscal year for which the determination is made, from the average of the total level of such State expenditures for the 3 fiscal years preceding the fiscal year for which the determination is made; and
(II) the denominator of which is the average of the total level of such State expenditures for the 3 fiscal years preceding the fiscal year for which the determination is made.
(ii) Calculation
Any decrease in State expenditures resulting from the application of subparagraph (B) shall be excluded from the calculation of the average level of State expenditures for any 3-year period described in clause (i).
(B) Decrease in Federal support
If the amount made available under this subchapter for a fiscal year is less than the amount made available under this subchapter for the preceding fiscal year, then the expenditures required by subparagraph (A) for such preceding fiscal year shall be decreased by the same percentage as the percentage decrease in the amount so made available.
(2) Level of State expenditures
The level of State expenditures for the purposes of paragraph (1) shall include all State dollars expended by the State library administrative agency for library programs that are consistent with the purposes of this subchapter. All funds included in the maintenance of effort calculation under this subsection shall be expended during the fiscal year for which the determination is made, and shall not include capital expenditures, special one-time project costs, or similar windfalls.
(3) Waiver
The Director may waive the requirements of paragraph (1) if the Director determines that such a waiver would be equitable due to exceptional or uncontrollable circumstances such as a natural disaster or a precipitous and unforeseen decline in the financial resources of the State.
(Pub. L. 94–462, title II, §223, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-299; amended Pub. L. 105–128, §5, Dec. 1, 1997, 111 Stat. 2549.)
1997—Subsec. (c)(1)(A)(i). Pub. L. 105–128 amended second sentence generally. Prior to amendment, second sentence read as follows: "The amount of the reduction in allotment for any fiscal year shall be equal to the amount by which the level of such State expenditures for the fiscal year for which the determination is made is less than the average of the total of such expenditures for the 3 fiscal years preceding the fiscal year for which the determination is made."
§9134. State plans
(a) State plan required
In order to be eligible to receive a grant under this subchapter, a State library administrative agency shall submit a State plan to the Director once every 5 years, as determined by the Director.
(2) Duration
The State plan shall cover a period of 5 fiscal years.
(3) Revisions
If a State library administrative agency makes a substantive revision to its State plan, then the State library administrative agency shall submit to the Director an amendment to the State plan containing such revision not later than April 1 of the fiscal year preceding the fiscal year for which the amendment will be effective.
(b) Contents
The State plan shall—
(1) establish goals, and specify priorities, for the State consistent with the purposes of this subchapter;
(2) describe activities that are consistent with the goals and priorities established under paragraph (1), the purposes of this subchapter, and section 9141 of this title, that the State library administrative agency will carry out during such year using such grant;
(3) describe the procedures that such agency will use to carry out the activities described in paragraph (2);
(4) describe the methodology that such agency will use to evaluate the success of the activities established under paragraph (2) in achieving the goals and meeting the priorities described in paragraph (1);
(5) describe the procedures that such agency will use to involve libraries and library users throughout the State in policy decisions regarding implementation of this subchapter;
(6) describe how the State library administrative agency will work with other State agencies and offices where appropriate to coordinate resources, programs, and activities and leverage, but not replace, the Federal and State investment in—
(A) programs and activities under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.] (including programs and activities under subparts 2 and 3 of part B of title II [20 U.S.C. 6641 et seq., 6661 et seq.], and parts A and B of title IV [20 U.S.C. 7101 et seq., 7171 et seq.], of such Act);
(B) early childhood education, including coordination with—
(i) the State's activities carried out under subsections (b)(4) and (e)(1) of section 9837 of title 42; and
(ii) the activities described in the State's strategic plan in accordance with section 9837b(a)(4)(B)(i) of title 42;
(C) workforce development, including coordination with—
(i) the activities carried out by the State workforce development board under section 101 of the Workforce Innovation and Opportunity Act [29 U.S.C. 3111];
(ii) the State's one-stop delivery system established under section 121(e) of such Act [29 U.S.C. 3151(e)]; and
(iii) the activities carried out by the State in support of adult education and literacy under title II of such Act [29 U.S.C. 3271 et seq.]; and
(D) other Federal programs and activities that relate to library services, including economic, business, and community development, health information, critical thinking skills, digital literacy skills, financial literacy and other types of literacy skills;
(7) provide assurances that the State will comply with subsection (f); and
(8) provide assurances satisfactory to the Director that such agency will make such reports, in such form and containing such information, as the Director may reasonably require to carry out this subchapter and to determine the extent to which funds provided under this subchapter have been effective in carrying out the purposes of this subchapter.
(c) Evaluation and report
Each State library administrative agency receiving a grant under this subchapter shall independently evaluate, and report to the Director regarding, the activities assisted under this subchapter, prior to the end of the 5-year plan.
(d) Information
Each library receiving assistance under this subchapter shall submit to the State library administrative agency such information as such agency may require to meet the requirements of subsection (c).
(e) Approval
The Director shall approve any State plan under this subchapter that meets the requirements of this subchapter and provides satisfactory assurances that the provisions of such plan will be carried out.
(2) Public availability
Each State library administrative agency receiving a grant under this subchapter shall make the State plan available to the public, including through electronic means.
(3) Administration
If the Director determines that the State plan does not meet the requirements of this section, the Director shall—
(A) immediately notify the State library administrative agency of such determination and the reasons for such determination;
(B) offer the State library administrative agency the opportunity to revise its State plan;
(C) provide technical assistance in order to assist the State library administrative agency in meeting the requirements of this section; and
(D) provide the State library administrative agency the opportunity for a hearing.
(f) Internet safety
No funds made available under this subchapter for a library described in section 9122(1)(A) or (B) of this title that does not receive services at discount rates under section 254(h)(6) of title 47 may be used to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such library unless—
(A) such library—
(i) has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are—
(I) obscene;
(II) child pornography; or
(III) harmful to minors; and
(ii) is enforcing the operation of such technology protection measure during any use of such computers by minors; and
(B) such library—
(i) has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are—
(I) obscene; or
(II) child pornography; and
(ii) is enforcing the operation of such technology protection measure during any use of such computers.
(2) Access to other materials
Nothing in this subsection shall be construed to prohibit a library from limiting Internet access to or otherwise protecting against materials other than those referred to in subclauses (I), (II), and (III) of paragraph (1)(A)(i).
(3) Disabling during certain use
An administrator, supervisor, or other authority may disable a technology protection measure under paragraph (1) to enable access for bona fide research or other lawful purposes.
(4) Timing and applicability of implementation
A library covered by paragraph (1) shall certify the compliance of such library with the requirements of paragraph (1) as part of the application process for the next program funding year under this subchapter following the effective date of this subsection, and for each subsequent program funding year thereafter.
(B) Process
(i) Libraries with Internet safety policies and technology protection measures in place
A library covered by paragraph (1) that has in place an Internet safety policy meeting the requirements of paragraph (1) shall certify its compliance with paragraph (1) during each annual program application cycle under this subchapter.
(ii) Libraries without Internet safety policies and technology protection measures in place
A library covered by paragraph (1) that does not have in place an Internet safety policy meeting the requirements of paragraph (1)—
(I) for the first program year after the effective date of this subsection in which the library applies for funds under this subchapter, shall certify that it is undertaking such actions, including any necessary procurement procedures, to put in place an Internet safety policy that meets such requirements; and
(II) for the second program year after the effective date of this subsection in which the library applies for funds under this subchapter, shall certify that such library is in compliance with such requirements.
Any library covered by paragraph (1) that is unable to certify compliance with such requirements in such second program year shall be ineligible for all funding under this subchapter for such second program year and all subsequent program years until such time as such library comes into compliance with such requirements.
(iii) Waivers
Any library subject to a certification under clause (ii)(II) that cannot make the certification otherwise required by that clause may seek a waiver of that clause if State or local procurement rules or regulations or competitive bidding requirements prevent the making of the certification otherwise required by that clause. The library shall notify the Director of the Institute of Museum and Library Services of the applicability of that clause to the library. Such notice shall certify that the library will comply with the requirements in paragraph (1) before the start of the third program year after the effective date of this subsection for which the library is applying for funds under this subchapter.
(5) Noncompliance
(A) Use of General Education Provisions Act remedies
Whenever the Director of the Institute of Museum and Library Services has reason to believe that any recipient of funds this 1 subchapter is failing to comply substantially with the requirements of this subsection, the Director may—
(i) withhold further payments to the recipient under this subchapter,
(ii) issue a complaint to compel compliance of the recipient through a cease and desist order, or
(iii) enter into a compliance agreement with a recipient to bring it into compliance with such requirements.
(B) Recovery of funds prohibited
The actions authorized by subparagraph (A) are the exclusive remedies available with respect to the failure of a library to comply substantially with a provision of this subsection, and the Director shall not seek a recovery of funds from the recipient for such failure.
(C) Recommencement of payments
Whenever the Director determines (whether by certification or other appropriate evidence) that a recipient of funds who is subject to the withholding of payments under subparagraph (A)(i) has cured the failure providing the basis for the withholding of payments, the Director shall cease the withholding of payments to the recipient under that subparagraph.
(6) Separability
If any provision of this subsection is held invalid, the remainder of this subsection shall not be affected thereby.
(7) Definitions
(A) Child pornography
The term "child pornography" has the meaning given such term in section 2256 of title 18.
(B) Harmful to minors
The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that—
(i) taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;
(ii) depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and
(iii) taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.
(C) Minor
The term "minor" means an individual who has not attained the age of 17.
(D) Obscene
The term "obscene" has the meaning applicable to such term in section 1460 of title 18.
(E) Sexual act; sexual contact
The terms "sexual act" and "sexual contact" have the meanings given such terms in section 2246 of title 18.
(Pub. L. 94–462, title II, §224, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-300; amended Pub. L. 106–554, §1(a)(4) [div. B, title XVII, §1712(a)], Dec. 21, 2000, 114 Stat. 2763, 2763A-340; Pub. L. 108–81, title II, §205, title V, §504(f), Sept. 25, 2003, 117 Stat. 999, 1004; Pub. L. 111–340, title II, §204, Dec. 22, 2010, 124 Stat. 3600; Pub. L. 113–128, title V, §512(t)(2), July 22, 2014, 128 Stat. 1712; Pub. L. 114–95, title IX, §9215(aaa)(2), Dec. 10, 2015, 129 Stat. 2184; Pub. L. 115–410, §11, Dec. 31, 2018, 132 Stat. 5417.)
The Elementary and Secondary Education Act of 1965, referred to in subsec. (b)(6)(A), is Pub. L. 89–10, Apr. 11, 1965, 79 Stat. 27, which is classified generally to chapter 70 (§6301 et seq.) of this title. Subparts 2 and 3 of part B of title II of the Act are classified generally to subparts 2 (§6641 et seq.) and 3 (§6661 et seq.), respectively, of subchapter II of chapter 70 of this title. Parts A and B of title IV of the Act are classified generally to parts A (§7101 et seq.) and B (§7171 et seq.), respectively, of subchapter IV of chapter 70 of this title. For complete classification of this Act to the Code, see Short Title note set out under section 6301 of this title and Tables.
The Workforce Innovation and Opportunity Act, referred to in subsec. (b)(6)(C)(iii), is Pub. L. 113–128, July 22, 2014, 128 Stat. 1425. Title II of the Act, known as the Adult Education and Family Literacy Act, is classified generally to subchapter II (§3271 et seq.) of chapter 32 of Title 29, Labor. For complete classification of these Acts to the Code, see sections 1(a) and 201 of Pub. L. 113–128, set out as Short Title notes under section 3101 of Title 29 and Tables.
For the effective date of this subsection, referred to in subsec. (f)(4), as 120 days after Dec. 21, 2000, see §1(a)(4) [div. B, title XVII, §1712(b)] of Pub. L. 106–554, set out as an Effective Date of 2000 Amendment note below.
The General Education Provisions Act, referred to in subsec. (f)(5)(A), is title IV of Pub. L. 90–247, Jan. 2, 1968, 81 Stat. 814, as amended, which is classified generally to chapter 31 (§1221 et seq.) of this title. For complete classification of this Act to the Code, see section 1221 of this title and Tables.
2018—Subsec. (b)(6)(A). Pub. L. 115–410, §11(1), added subpar. (A) and struck out former subpar. (A) which read as follows: "elementary and secondary education, including coordination with the activities within the State that are supported by a grant under section 6646 of this title;".
Subsec. (b)(6)(C)(iii). Pub. L. 115–410, §11(2), added cl. (iii).
Subsec. (b)(6)(D). Pub. L. 115–410, §11(3), inserted ", business," after "economic" and substituted ", health information, critical thinking skills, digital literacy skills, financial literacy and other types of literacy skills" for "and health information".
2015—Subsec. (b)(6)(A). Pub. L. 114–95 substituted "including coordination with the activities within the State that are supported by a grant under section 6646 of this title" for "including coordination with the activities within the State that are supported by a grant under section 6383 of this title".
2014—Subsec. (b)(6)(C)(i). Pub. L. 113–128, §512(t)(2)(A), substituted "the activities carried out by the State workforce development board under section 3111 of title 29" for "the activities carried out by the State workforce investment board under section 2821(d) of title 29".
Subsec. (b)(6)(C)(ii). Pub. L. 113–128, §512(t)(2)(B), substituted "the State's one-stop delivery system established under section 3151(e) of title 29" for "the State's one-stop delivery system established under section 2864(c) of title 29".
2010—Subsec. (b)(6) to (8). Pub. L. 111–340, §204(1), added par. (6) and redesignated former pars. (6) and (7) as (7) and (8), respectively.
Subsec. (e)(2). Pub. L. 111–340, §204(2), inserted ", including through electronic means" before period at end.
2003—Subsec. (a)(1). Pub. L. 108–81, §205(1), substituted "once every 5 years, as determined by the Director." for "not later than April 1, 1997."
Subsec. (b)(5). Pub. L. 108–81, §504(f), struck out "and" at end.
Subsec. (f). Pub. L. 108–81, §205(2)(A), substituted "this subchapter" for "this chapter" wherever appearing.
Subsec. (f)(1). Pub. L. 108–81, §205(2)(B), substituted "section 9122(1)(A) or (B)" for "9122(2)(A) or (B)" and made technical amendment to reference in original act which appears in text as reference to section 254(h)(6) of title 47.
Subsec. (f)(7). Pub. L. 108–81, §205(2)(C)(i), substituted "subsection:" for "section:" in introductory provisions.
Subsec. (f)(7)(D). Pub. L. 108–81, §205(2)(C)(ii), substituted "applicable to" for "given".
2000—Subsec. (b)(6), (7). Pub. L. 106–554, §1(a)(4) [div. B, title XVII, §1712(a)(1)], added par. (6) and redesignated former par. (6) as (7).
Subsec. (f). Pub. L. 106–554, §1(a)(4) [div. B, title XVII, §1712(a)(2)], added subsec. (f).
Amendment by Pub. L. 114–95 effective Dec. 10, 2015, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 114–95, set out as a note under section 6301 of this title.
Amendment by Pub. L. 113–128 effective on the first day of the first full program year after July 22, 2014 (July 1, 2015), see section 506 of Pub. L. 113–128, set out as an Effective Date note under section 3101 of Title 29, Labor.
Pub. L. 106–554, §1(a)(4) [div. B, title XVII, §1712(b)], Dec. 21, 2000, 114 Stat. 2763, 2763A-343, provided that: "The amendment made by this section [amending this section] shall take effect 120 days after the date of the enactment of this Act [Dec. 21, 2000]."
Availability of Certain Funds for Acquisition of Technology Protection Measures
Pub. L. 106–554, §1(a)(4) [div. B, title XVII, §1721(g)], Dec. 21, 2000, 114 Stat. 2763, 2763A-350, as amended by Pub. L. 114–95, title IX, §9215(q), Dec. 10, 2015, 129 Stat. 2171, provided that:
"(1) In general.—Notwithstanding any other provision of law, funds available under part B of title I of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6361 et seq.], or under section 231 of the Library Services and Technology Act [20 U.S.C. 9141], may be used for the purchase or acquisition of technology protection measures that are necessary to meet the requirements of this title [see Short Title of 2000 Amendments note set out under section 6301 of this title] and the amendments made by this title. No other sources of funds for the purchase or acquisition of such measures are authorized by this title, or the amendments made by this title.
"(2) Technology protection measure defined.—In this section, the term 'technology protection measure' has the meaning given that term in section 1703 [set out as a note under section 902 of Title 47, Telecommunications]."
1 So in original. Probably should be preceded by "under".
Part 2—Library Programs
§9141. Grants to States
Of the funds provided to a State library administrative agency under section 9123 of this title, such agency shall expend, either directly or through subgrants or cooperative agreements, at least 96 percent of such funds for—
(1) expanding services for learning and access to information and educational resources in a variety of formats (including new and emerging technology), in all types of libraries, for individuals of all ages in order to support such individuals' needs for education, lifelong learning, workforce development, economic and business development, health information, critical thinking skills, digital literacy skills, and financial literacy and other types of literacy skills;
(2) establishing or enhancing electronic and other linkages and improved coordination among and between libraries and entities, as described in section 9134(b)(6) of this title, for the purpose of improving the quality of and access to library and information services;
(3)(A) providing training and professional development, including continuing education, to enhance the skills of the current library workforce and leadership, and advance the delivery of library and information services; and
(B) enhancing efforts to recruit future professionals, including those from diverse and underrepresented backgrounds, to the field of library and information services;
(4) developing public and private partnerships with other agencies, tribes, and community-based organizations;
(5) targeting library services to individuals of diverse geographic, cultural, and socioeconomic backgrounds, to individuals with disabilities, and to individuals with limited functional literacy or information skills;
(6) targeting library and information services to persons having difficulty using a library and to underserved urban and rural communities, including children (from birth through age 17) from families with incomes below the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 9902(2) of title 42) applicable to a family of the size involved;
(7) developing library services that provide all users access to information through local, State, regional, national, and international collaborations and networks; and
(8) carrying out other activities consistent with the purposes set forth in section 9121 of this title, as described in the State library administrative agency's plan.
(b) Special rule
Each State library administrative agency receiving funds under this part may apportion the funds available for the priorities described in subsection (a) as appropriate to meet the needs of the individual State.
(Pub. L. 94–462, title II, §231, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-301; amended Pub. L. 108–81, title II, §206, Sept. 25, 2003, 117 Stat. 999; Pub. L. 111–340, title II, §205, Dec. 22, 2010, 124 Stat. 3600; Pub. L. 115–410, §12, Dec. 31, 2018, 132 Stat. 5417.)
2018—Subsec. (a)(1). Pub. L. 115–410, §12(1), inserted "(including new and emerging technology)" after "formats" and substituted "workforce development, economic and business development, health information, critical thinking skills, digital literacy skills, and financial literacy and other types of literacy skills" for "workforce development, and digital literacy skills".
Subsec. (a)(3)(B). Pub. L. 115–410, §12(2), inserted ", including those from diverse and underrepresented backgrounds," after "professionals".
Subsec. (a)(4). Pub. L. 115–410, §12(3), inserted ", tribes," after "agencies".
2010—Subsec. (a). Pub. L. 111–340, §205(1), inserted "in order to support such individuals' needs for education, lifelong learning, workforce development, and digital literacy skills" before semicolon at end in par. (1), added pars. (2) and (3), redesignated former par. (2) as (7) and substituted "collaborations and networks; and" for "electronic networks;", struck out former par. (3) which read "providing electronic and other linkages among and between all types of libraries;", and added par. (8).
Subsec. (b). Pub. L. 111–340, §205(2), added subsec. (b) and struck out heading and text of former subsec. (b). Prior to amendment, text read as follows: "Each State library administrative agency receiving funds under this part may apportion the funds available for the purposes described in subsection (a) of this section among such purposes, as appropriate, to meet the needs of the individual State."
2003—Subsec. (a)(1) to (6). Pub. L. 108–81, §206(1), added pars. (1) to (6) and struck out former pars. (1) and (2) which read as follows:
"(1)(A) establishing or enhancing electronic linkages among or between libraries;
"(B) electronically linking libraries with educational, social, or information services;
"(C) assisting libraries in accessing information through electronic networks;
"(D) encouraging libraries in different areas, and encouraging different types of libraries, to establish consortia and share resources; or
"(E) paying costs for libraries to acquire or share computer systems and telecommunications technologies; and
"(2) targeting library and information services to persons having difficulty using a library and to underserved urban and rural communities, including children (from birth through age 17) from families with incomes below the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 9902(2) of title 42) applicable to a family of the size involved."
Subsec. (b). Pub. L. 108–81, §206(2), substituted "among such purposes," for "between the two purposes described in paragraphs (1) and (2) of such subsection,".
Part 3—Administrative Provisions
subpart a—state requirements
§9151. State advisory councils
Each State desiring assistance under this subchapter may establish a State advisory council which is broadly representative of the library entities in the State, including public, tribal, school, academic, special, and institutional libraries, and libraries serving people of diverse geographic, cultural, and socioeconomic backgrounds, individuals with disabilities, residents of rural and urban areas, Native Americans, military families, veterans, and caregivers.
(Pub. L. 94–462, title II, §251, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-301; amended Pub. L. 115–410, §13, Dec. 31, 2018, 132 Stat. 5417.)
2018—Pub. L. 115–410 inserted "tribal," after "public," and substituted "and libraries serving people of diverse geographic, cultural, and socioeconomic backgrounds, individuals with disabilities, residents of rural and urban areas, Native Americans, military families, veterans, and caregivers" for "and libraries serving individuals with disabilities".
subpart b—federal requirements
§9161. Services for Native Americans
From amounts reserved under section 9131(a)(1)(A) of this title for any fiscal year the Director shall award grants to Indian tribes and to organizations that primarily serve and represent Native Hawaiians (as the term is defined in section 7517 of this title) to enable such tribes and organizations to carry out the activities described in section 9141 of this title.
(Pub. L. 94–462, title II, §261, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-302; amended Pub. L. 105–128, §6, Dec. 1, 1997, 111 Stat. 2549; Pub. L. 107–110, title VII, §702(d), Jan. 8, 2002, 115 Stat. 1947; Pub. L. 114–95, title IX, §9215(aaa)(3), Dec. 10, 2015, 129 Stat. 2184.)
2015—Pub. L. 114–95 substituted "represent Native Hawaiians (as the term is defined in section 7517 of this title)" for "represent Native Hawaiians (as the term is defined in section 7517 of this title".
2002—Pub. L. 107–110 substituted "7517" for "7912".
1997—Pub. L. 105–128 substituted "Native Americans" for "Indian tribes" in section catchline and in text substituted "to Indian tribes and to organizations that primarily serve and represent Native Hawaiians (as the term is defined in section 7912 of this title to enable such tribes and organizations" for "to organizations primarily serving and representing Indian tribes to enable such organizations".
Amendment by Pub. L. 107–110 effective Jan. 8, 2002, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 107–110, set out as an Effective Date note under section 6301 of this title.
§9162. National leadership grants, contracts, or cooperative agreements
From the amounts reserved under section 9131(a)(1)(B) of this title for any fiscal year the Director shall establish and carry out a program to enhance the quality of library services nationwide and to provide coordination between libraries and museums, including by carrying out activities such as—
(1) building workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public;
(2)(A) research and demonstration projects related to the improvement of libraries or the enhancement of library and information services through effective and efficient use of new and emerging technologies, including projects that enable library users to acquire digital literacy skills and that make information resources more accessible and available; and
(B) dissemination of information derived from such projects;
(3) conserving, preserving, and digitizing library materials and resources, giving priority to projects emphasizing coordination, optimizing conditions for storage and future use, offering staff training, avoiding duplication, and providing access by researchers beyond the institution or library entity undertaking the project;
(4) enhancing the ability of libraries to provide services to affected communities in the event of an emergency or disaster through—
(A) the development of national, regional, statewide, or local emergency and disaster management plans that—
(i) address communication and coordination of information and services for affected communities; and
(ii) ensure the preservation of knowledge and library collections; and
(B) the implementation of the emergency and disaster management plans described in subparagraph (A), or otherwise enabling libraries to provide services consistent with this chapter to affected communities in the event of an emergency or disaster; and
(5) model programs demonstrating cooperative efforts between libraries and museums.
(b) Grants, contracts, or cooperative agreements
The Director may carry out the activities described in subsection (a) by entering into arrangements, including grants, contracts, cooperative agreements, and other forms of assistance, with libraries, library consortia and associations, institutions of higher education, museums, and other entities that the Director determines appropriate.
(2) Competitive basis
Grants, contracts, cooperative agreements, and other arrangements or forms of assistance under this section shall be awarded on a competitive basis.
(c) Special rule
The Director shall make every effort to ensure that activities assisted under this section—
(1) are administered by appropriate library and museum professionals or experts;
(2) reflect and serve a range of library types and geographically diverse areas;
(3) include evaluation, analysis, and dissemination components; and
(4) to the extent practicable, actively involve, have direct impact on, or provide future application in, libraries.
(Pub. L. 94–462, title II, §262, as added Pub. L. 104–208, div. A, title I, §101(e) [title VII, §702], Sept. 30, 1996, 110 Stat. 3009–233, 3009-302; amended Pub. L. 105–128, §§7, 8, Dec. 1, 1997, 111 Stat. 2549, 2550; Pub. L. 108–81, title II, §207, title V, §504(g), Sept. 25, 2003, 117 Stat. 1000, 1004; Pub. L. 111–340, title II, §206, Dec. 22, 2010, 124 Stat. 3601; Pub. L. 115–410, §14, Dec. 31, 2018, 132 Stat. 5418.)
This chapter, referred to in subsec. (a)(4)(B), was in the original "this Act" and was translated as reading "this title", meaning title II of Pub. L. 94–462, known as the Museum and Library Services Act, to reflect the probable intent of Congress.
2018—Subsec. (a)(1). Pub. L. 115–410, §14(1)(A), in introductory provisions, struck out "of awarding grants or entering into contracts or cooperative agreements" after "carry out a program" and substituted "museums, including by carrying out activities such as" for "museums. Such grants, contracts, and cooperative agreements shall be used for activities that may include".
Subsec. (a)(2)(A). Pub. L. 115–410, §14(1)(B), inserted "and emerging" after "new".
Subsec. (a)(3) to (5). Pub. L. 115–410, §14(1)(C), (D), added pars. (3) and (4) and redesignated former par. (4) as (5).
Subsec. (b)(1). Pub. L. 115–410, §14(2)(A), added par. (1) and struck out former par. (1). Prior to amendment, text read as follows: "The Director may carry out the activities described in subsection (a) by awarding grants to, or entering into contracts or cooperative agreements with, libraries, agencies, institutions of higher education, or museums, where appropriate."
Subsec. (b)(2). Pub. L. 115–410, §14(2)(B), substituted "cooperative agreements, and other arrangements or forms of assistance" for "and cooperative agreements".
Subsec. (c). Pub. L. 115–410, §14(3), inserted dash after "under this section" and par. (1) designation before "are administered", substituted "experts;" for "experts.", and added pars. (2) to (4).
2010—Subsec. (a)(1), (2). Pub. L. 111–340, §206(1), added pars. (1) and (2) and struck out former pars. (1) and (2) which read as follows:
"(1) education, recruitment, and training of persons in library and information science, particularly in areas of new technology and other critical needs, including graduate fellowships, traineeships, institutes, or other programs;
"(2) research and demonstration projects related to the improvement of libraries, education in library and information science, enhancement of library services through effective and efficient use of new technologies, and dissemination of information derived from such projects;".
Subsec. (a)(3). Pub. L. 111–340, §206(2), substituted "digitizing" for "digitization" and inserted ", including the development of national, regional, statewide, or local emergency plans that would ensure the preservation of knowledge and library collections in the event of a disaster" before "; and".
2003—Subsec. (a)(1). Pub. L. 108–81, §207, substituted "education, recruitment, and training" for "education and training".
Subsec. (b)(1). Pub. L. 108–81, §504(g), substituted "cooperative agreements with," for "cooperative agreements, with,".
1997—Pub. L. 105–128, §7(1), substituted section catchline for former catchline which read as follows: "National leadership grants or contracts".
Subsec. (a). Pub. L. 105–128, §7(2), in introductory provisions, substituted "program of awarding grants or entering into contracts or cooperative agreements" for "program awarding national leadership grants or contracts" and "Such grants, contracts, and cooperative agreements" for "Such grants or contracts".
Subsec. (a)(3). Pub. L. 105–128, §8, substituted "preserving or digitization" for "preservation of digitization".
Subsec. (b). Pub. L. 105–128, §7(3)(A), substituted heading for former heading which read as follows: "Grants or contracts".
Subsec. (b)(1). Pub. L. 105–128, §7(3)(B), inserted "or cooperative agreements," after "contracts".
Subsec. (b)(2). Pub. L. 105–128, §7(3)(C), substituted "Grants, contracts, and cooperative agreements" for "Grants and contracts".
§9163. State and local initiatives
Nothing in this subchapter shall be construed to interfere with State and local initiatives and responsibility in the conduct of library services. The administration of libraries, the selection of personnel and library books and materials, and insofar as consistent with the purposes of this subchapter, the determination of the best uses of the funds provided under this subchapter, shall be reserved for the States and their local subdivisions.
Part 4—Laura Bush 21st Century Librarians
§9165. Laura Bush 21st Century Librarian Program
(a) Purpose
It is the purpose of this part to develop a diverse workforce of librarians by—
(1) recruiting and educating the next generation of librarians from diverse and underrepresented backgrounds, including by encouraging at the middle school, high school, and postsecondary levels students to pursue careers in library and information science;
(2) developing faculty and library leaders from diverse and underrepresented backgrounds, including by increasing the institutional capacity of graduate schools of library and information science; and
(3) enhancing the training and professional development of librarians and the library workforce to enable librarians and the library workforce to meet the needs of their communities, including those needs relating to education, lifelong learning, workforce development, economic and business development, health information, critical thinking skills, digital literacy skills, financial and other types of literacy skills, and new and emerging technology.
(b) Activities
From the amounts provided under section 9123(a)(2) of this title, the Director may enter into arrangements, including grants, contracts, cooperative agreements, and other forms of assistance, with libraries, library consortia and associations, institutions of higher education (as defined in section 1001 of this title), and other entities that the Director determines appropriate, for projects that further the purpose of this part, such as projects that—
(1) increase the number of students enrolled in nationally accredited graduate library and information science programs and preparing for careers of service in libraries;
(2) recruit future professionals, including efforts to attract promising middle school, high school, or postsecondary students to consider careers in library and information science;
(3) develop or enhance professional development programs for librarians and the library workforce;
(4) enhance curricula within nationally accredited graduate library and information science programs;
(5) enhance doctoral education in order to develop faculty to educate the future generation of library professionals and develop the future generation of library leaders; and
(6) conduct research, including research to support the successful recruitment and education of the next generation of librarians.
(c) Evaluation
The Director shall establish procedures for reviewing and evaluating projects supported under this part.
(Pub. L. 94–462, title II, §264, as added Pub. L. 111–340, title II, §207, Dec. 22, 2010, 124 Stat. 3602; amended Pub. L. 115–410, §15, Dec. 31, 2018, 132 Stat. 5419.)
2018—Subsec. (a)(1). Pub. L. 115–410, §15(1)(A), inserted "from diverse and underrepresented backgrounds" after "librarians" and substituted "at the middle school, high school, and postsecondary levels" for "middle or high school students and postsecondary".
Subsec. (a)(2). Pub. L. 115–410, §15(1)(B), inserted "from diverse and underrepresented backgrounds" after "library leaders".
Subsec. (a)(3). Pub. L. 115–410, §15(1)(C), added par. (3) and struck out former par. (3) which read as follows: "enhancing the training and professional development of librarians and the library workforce to meet the needs of their communities, including those needs relating to literacy and education, workforce development, lifelong learning, and digital literacy."


Katie Ganshert has a way of incorporating weighty topics into her novels without weighing down the story or the reader. She makes you think and feel, intersperses fun and light moments amidst the challenges, and ultimately ends on a hopeful note. At least that's what I've observed in the three stories of hers that I've read so far. That's A Broken Kind of Beautiful, The Art of Losing Yourself, and now this one if you're counting. Frankly, I love that combination of elements in a story.
In this one, there's grief, there's guilt, there's surviving, there's brokenness, and there's picking up the pieces. Not necessarily in that order. In some ways it's about two broken people helping each other put things in perspective and move on. It explores searching for the why behind tragedy, and it explores where comfort can be found. And there's a tender, subtle, and emotionally satisfying love story in there too, along with a whole host of other relationships among a lifelike cast of characters.
Fans of the author's earlier books will love this one. And if you haven't read her earlier books? Please do. Book discussion groups, and readers who appreciate a well-crafted story with complex characters, written in beautiful lyrical language, will especially want to give this one a try.
Thank you to the publisher for providing a complimentary copy of the book for review purposes.
Length: 12 hours, 6 minutes. Unabridged.
Family, community, faith, and love. These "quilt blocks" sewn together made Ariana's beautiful life. When they are pulled to pieces, will anything familiar remain?
The Old Order Amish life Ariana Brenneman loved vanished virtually overnight with the discovery that she was switched at birth twenty years ago. Now she's immersed in the Englischer world, getting to know her mother and under the authority of her biological father, an atheist intellectual with resolute plans to expand Ariana's worldview. Only Quill Schlabach, a childhood friend living Englisch, can steady the tilting ground between Ariana's two worlds, but can she trust him after so many betrayals?
At the same time, Skylar Nash is forced to choose rehab or spend several months with her true relatives, the large Brenneman family and their seemingly backward life—no electricity, no technology, no fun. What the young woman can't leave behind is her addiction to illegal prescription drugs and a deep emptiness from the belief that she doesn't belong in either family.
New ties are binding Ariana and Skylar to the lives they were meant to have. Can they find the wisdom and strength they'll need to follow God's threads into unexpected futures?
If you read my review of the first book in The Amish of Summer Grove series, you know that Amish fiction isn't my usual cup of tea, but that I particularly enjoyed the start of this series. Enough that I had to know what would happen next. Well, the story of the switched-at-birth Ariana and Skylar, and their friends and families, continues with Fraying at the Edge, and in my opinion, it does not disappoint.
This is a satisfying middle-of-the-series read, picking up where the previous book left off, shaking up our characters' lives in new ways, and answering some questions, while leaving others to be addressed in a future book. Ariana and Skylar both grow and change for the better over the course of this story, but their futures remain unresolved. And I for one, cannot wait for the next book…though I guess I'll have to.
I found this story very thought provoking. In particular, I was fascinated by the closer look it takes at what the Amish believe and why, as compared to the "Englisch" world I'm more familiar with. The story also takes something of an oblique look at nature vs. nurture as we see similarities and differences between the girls and their biological and non-biological families. And it was interesting to see each girl react to challenges to her belief system.
I would recommend this book to fans of Amish fiction, as well as to book groups and to anyone who enjoys a good thought-provoking read.
This audiobook was recorded by the same narrator who read the first book in the series, and I'm happy to report that this encore performance is just as well done as the earlier one. The narrator does a great job at giving different voices to the various characters within dialog and expressing their emotions in her reading.
I borrowed a copy of this audiobook from my local library. I was not expected to write a review. But I wanted to.
Length: 11 hours, 55 minutes. Unabridged.
I don't read a lot of Amish fiction. It's not that I dislike it, or anything, but there are other genres I tend to gravitate toward first. That said, I loved this story and these characters, and I'm looking forward to reading more from this series.
Ariana is a sweet and likeable young Amish girl, and I found myself rooting for her to achieve her dreams, even as complications arose to throw those dreams into disarray and cause her to question her own identity, purpose, and family ties.
Skylar is a young woman with a lot of hidden pain, and while her story seems only to have started in this book, I am very curious to see how her life might be changed within a future book in this series.
Quill is a particularly interesting character, and one whose perspective I can appreciate on a number of issues, particularly his perspective on faith. I will be very curious to see what the future holds for him. Hopefully something good!
This book has a number of romantic threads running throughout, and I'm curious to see if I'm right about who's going to wind up with whom. But at the same time, I liked the fact that the story takes a broader perspective than many romances, looking at a variety of relationships within and outside families. It raises many thought provoking questions on issues of identity, religion and more, leading me to wonder how I would respond if I found myself in a situation similar to the ones these characters are facing.
This novel's ending leaves me more than ready to find out what will happen with these characters in the next book. Thankfully Fraying at the Edge is already available. I just need to track down a copy.
Overall, it's a book/audiobook I would gladly recommend, but don't go into it expecting to read just one! This story reaches a comfortable stopping point, but there are a lot of unanswered questions remaining to be addressed.
Stina Nielsen does a great job narrating the audio edition of Ties That Bind. With quite a few viewpoint characters, this story must have been quite a challenge to narrate, but she makes it seem effortless! Male and female voices are well done and distinct, and characters' emotions are clearly portrayed in the reading. I am very happy to see that the next book in the series has been recorded by the same narrator.
I listened to a copy of the audiobook that was borrowed from my local library.
This book made quite an impression on me. There were tears. Lots of them, at several different points. In fact, at one point, my comment to my husband about the book (because of those tears) was something like, "Enough already!" But the truth was, I couldn't stop reading and didn't want to, because the storytelling was just so good.
This story has a very literary vibe to it, and a writing style that had me smiling again and again at little details, perfectly placed. For example, who would've thought an explanation of the properties of rebar and concrete belonged at the start of a schoolyard brawl, but I couldn't help but admire how well the incongruity worked. And certain scenes have really stuck with me in vivid detail.
As much as I enjoyed reading the book, I did have my reservations about how the story ended, specifically the twist revealed late in the book (which I won't spoil for you). I'll just say that a certain decision by the main character really bothered me, and leave it at that.
The faith element in this one felt pretty minimalist. I really only recall explicitly Christian elements in a handful of scenes, so it wouldn't surprise me if this book would appeal to general market readers as well.
Thief of Glory gets my recommendation, particularly for discussion groups and those looking for a literary read with a distinctive voice. However, anyone particularly squeamish, may find some scenes… challenging. I am glad I read this book, and feel like I learned a lot from it, both about the history of that time and place, and about memorable storytelling.
Thank you to WaterBrook Multnomah for providing a paperback copy of this book free of charge.
It's up to the warrior angel Validus and his hand-picked team of heavenly agents to protect the unbelieving Drew. Validus now knows that the young man is at the epicenter of a global spiritual war, and the angels must use a millennia of battle experience to keep Drew alive, for the Fallen want him dead.
Surrounded by spiritual warriors and targeted by demons, Drew's faced with an impossible decision that will forever alter the destiny of America…and his own soul.
Light of the Last is another action-packed read from author Chuck Black. It follows Cloak of the Light and Rise of the Fallen, as third in the Wars of the Realm series. For those unfamiliar with the series, I'd describe this novel as part political thriller, part super-hero story, and part speculative fiction exploring spiritual warfare. Incidentally, if you haven't already, you'll want to start this series with its first installment, so consider checking out the links above to my reviews of the earlier books.
The key viewpoint characters in this novel are Drew Carter who was featured in Cloak of the Light, and Validus the warrior angel featured in Rise of the Fallen who is tasked with protecting Drew. Both characters feel larger than life with their superhuman abilities and unwavering dedication to the goals for which they're fighting. Supporting characters like Ben, Sydney, Reed, Ross, Jake, Validus's angelic team, and Ben's team of tech geeks fill their roles well and keep the plot moving ever forward.
Speaking of the plot, it's full of twists and turns. From spy training to missions, to reconnecting with significant characters out of earlier books, to questioning reality, to facing down an utterly terrifying threat on a national scale, Drew and Validus, and their human and angelic teams are constantly on the move. The pace follows a quick clip, and while description is very precisely detailed in some parts (particularly fight scenes) there are other parts of the plot that get summarily told to fast-track the reader to the next exciting part. Not necessarily a bad thing, but also not the style I'm accustomed to reading, so it kind of jumped out at me.
There was one unexpected plot twist in Chapter 24 that made me consider not finishing the book. I don't want to spoil anything for anyone, so let's just say that I'm unusually squeamish when it comes to plotlines involving biological threats, and I tend to avoid them whenever possible. But I didn't see this one coming until I was already so deeply committed to finding out how the story ends that I couldn't bring myself to give up on it. Thankfully, despite a few pretty intense scenes, I managed not to freak out…too badly.
This story emphasizes the power of prayer and looks at what it means to trust and to follow God. It also explores one fascinating view of what could be going on in the spiritual realm. I appreciate the effort the author put into creating a reader's guide to delineate which elements of his take on spiritual warfare are drawn from the Bible and which are guesswork and/or invention, much as an author of historical fiction might point out where historical liberties were taken for the sake of the story.
Anyway… if you enjoy books full of action, intrigue, and super-human fight scenes, this may very well be one you'll love. Just be sure to start with Book 1, Cloak of the Light. I'll be curious to see if there are any more titles in this series or perhaps a spin-off series yet to come. The ending seems to leave an opening for that possibility.
Thank you to WaterBrook Multnomah for providing a complimentary copy of this book for review purposes via the Blogging for Books program.
Willa is a woman caught between two worlds. As tensions rise, challenging her shielded heart, the woman called Burning Sky must find a new courage–the courage to again risk embracing the blessings the Almighty wants to bestow. Is she brave enough to love again?
Burning Sky came to my attention quite some time ago, when it won not one, but three Christy Awards in the 2014 awards cycle. It won in both the first novel and historical categories, as well as receiving recognition as Book of the Year. Wow! So this one was already on my wish list when I saw that Recorded Books was releasing an audio edition. As you might expect from an audiobook lover like me, I was thrilled to learn about the new edition and I leapt at the chance for a review copy.
This book is well worth the listen! The story lived up to my expectations, with a deep and multifaceted plot, believable characters who have a lot at stake, and immersion in vivid historical details from a fascinating time in American history. Willa / Burning Sky is a strong and compelling heroine, caught between two worlds, facing seemingly insurmountable challenges, but determined to make a life for herself, even after suffering heartbreaking losses. Her character growth and healing make for a great story. And the suspense, mystery, and romance unfolding along the way makes it all the more captivating. This book is a must-read for fans of historical fiction who haven't already read it.
The narration of this audiobook by Saskia Maarleveld is excellent. The pacing is just right, narration spoken in a clear and pleasant voice, and the character voices stand out as unique and perfectly suited to the characters. The children's voices struck me as some of the best I've heard among audiobooks read by adult narrators, and Neil MacGregor's accent is simply wonderful.
Whether this is your first time reading the book, or if you're considering reading it again, I highly recommend the audio edition.
The copy I received initially had a few tracks out of order, but I was pleasantly surprised to find a brand new and corrected copy of the audiobook on my doorstep a few weeks later. Gotta say, I'm impressed that Recorded Books went to the trouble of sending a replacement without my even having to ask. I think it really shows they care about the quality of their product and stand behind it.
A big thank you to Recorded Books for providing a complimentary copy of this audiobook for review purposes (and for sending a corrected copy). All opinions expressed are mine alone.
This is a story full of raw honesty, brokenness, grace, and hope. It's told from two distinctive first person viewpoints. Carmen – a married woman grown distant from her husband under the strain of six miscarriages, who tries to put on a perfect façade for the outside world. And her teenage half-sister Gracie, who has run away from their alcoholic mother, in hopes of returning to a place where she once felt appreciated.
The story feels real – the characters, the situations, the emotions, the relationships, and the setting. All of it. I enjoyed coming along on the sisters' journeys as they grow and develop in their relationships and their personal faith. And I love the fact that the characters' problems aren't downplayed by a too tidy ending, and yet there is a hopeful and satisfying resolution complete with an inspiring look at grace and trust.
One of my favorite parts of the whole book is when Carmen looks back at a series of what could have been seen as coincidences, and instead sees "evidence of a God who orchestrated even the most mundane details for our good" (Page 300).
I brought this book along with me on a weekend trip to the beach and devoured it in the shade of a beach umbrella. Since the book was set partly at a beach-side motel, it turned out to be a particularly great fit for the weekend. I highly recommend both book and beach, taken together or separately.
Author Katie Ganshert's Christy Award winning A Broken Kind of Beautiful was among my favorite reads of 2014, and this latest novel by Katie Ganshert could well be among my favorites for 2015. I think Book Groups will find it an excellent choice for discussion, and in fact, it includes a discussion guide.
Thank you to WaterBrook Multnomah for providing a paperback copy of this book as part of the Blogging for Books Program in exchange for my honest review.
For months now, I've been eagerly anticipating this, the second book in Chuck Black's Wars of the Realm series. I assumed it would continue Drew Carter's story from where the first book, Cloak of the Light, left off. (You can find my review of that book on the Edgy Inspirational Romance blog, if you're interested.) I was already thoroughly invested in those characters – Drew, Sydney, and Ben in particular – and in their plight, and wanted to know what came next.
Honestly, this book was not what I was expecting. Let me hasten to clarify, I don't mean that in a negative way, because I thoroughly enjoyed reading this story too, and I think that what comes next in the series will have even more impact, for having had the extra groundwork laid in this book. I just had to wrap my mind around the shift in perspective and scope of this book before really digging in to enjoy it. But enjoy it, I did.
This book interweaves two main storylines, both told from the perspective of Validus, an angel we first met in Book 1 through his interactions with Drew Carter. Throughout this book, there's a "Present Day" storyline in which we see the same timeframe of Book 1 retold from Validus's perspective, first as he serves as Primus Commander for the angelic forces in North America and later as he fights to protect Drew. Interwoven with this retelling are a series of chapters exploring spiritual warfare throughout Biblical history as experienced by Validus and his fellow angels.
I enjoyed getting to know Validus better and getting a "behind the scenes" glimpse into what might have been going on in the spiritual realm during important moments in Biblical history like Noah's flood, the Tower of Babel, and Jesus' birth and crucifixion. The Reader's Guide in the back was great for delineating which aspects of the story were drawn from Biblical accounts and which were more speculative.
With its emphasis on action, adventure, and heroics, this is a story I would expect to have great appeal for teen boys in particular, as well as anyone enjoying a fast-paced and exciting story. Battle scenes were described blow by blow to the point I could almost have been watching the story play out on the big screen (and yes, I would love to see this series made into a movie). There were quite a few scenes in this book that got my adrenaline going and gave me no choice but to keep turning pages!
Thank you to WaterBrook Multnomah and the Blogging for Books program for providing a copy of this book for review purposes.
Redeeming Love has over a million copies in print and has been through several editions since it was originally published in 1991. I just finished reading the 2005 edition, which includes a study guide by Peggy Lynch with some really thought provoking discussion questions. As I write this review in December 2013, Redeeming Love remains on the ECPA and CBA Best Seller Lists. I think the case can be made that this book has become a classic of Christian fiction. I am happy to have read it and I would recommend it highly to Christians and non-Christians alike. It can be read as an allegory with significant Christian themes, exploring God's unconditional love, even for those who don't feel worthy of that love. And it can be read as a beautiful and emotional love story between two very complex and memorable characters.
Redeeming Love is set in California during the time of the Gold Rush. It tells the love story of a godly man named Michael Hosea who is called to marry a prostitute known as Angel. She is a beautiful woman who was sold into prostitution as a child, and feels herself incapable of loving Michael back or living any other kind of life than the one to which she is accustomed, despite the unhappiness it brings her. Michael loves her continually and forgives her repeatedly, despite the pain she brings him, and God uses this to begin the process of redemption in Angel's life. But it isn't until she comes to know God's unconditional love for herself that her redemption can be complete.
I found this to be an engaging and deeply moving story that dealt with tough issues revolving around sin, shame, and forgiveness in a very tender hearted way. The allegory is there, just as it is in the Book of Hosea from the Bible on which this story is loosely based, but it's subtly woven into the fabric of the romance and doesn't feel at all forced or contrived.
The prologue sets up the story by describing Sarah's childhood and how she came to be the woman Michael would know as Angel and later as Amanda. It goes a long way toward making her feel real, believable, and sympathetic, even when her actions might tend to make her seem cold-hearted and unsympathetic, much as she is seen by Paul and other characters who do not know her well.
"Head-hopping" is a storytelling technique that has fallen out of vogue in recent years, in which the viewpoint from which the story is told jumps from one character's thoughts to another character's thoughts and back within a single scene. The argument against head-hopping, is that these jumps can confuse the reader and prevent him or her from developing a close rapport with a single character. In some cases, I think that can be an issue. In this case, I thought the technique was handled deftly with clear clues provided each time the viewpoint was changed preventing confusion. And I thought it added depth to the story to be able to see it from multiple viewpoints more or less at once. Given the dichotomy between Angel's thoughts and actions and the way her actions were interpreted by other characters, I think the technique played a useful role.
This story moved me to tears at a couple of points near the end of the book. I felt my heart breaking right along with Michael at some of the decisions Angel made over the course of the story, but I just had to keep reading to see how it would end. Redeeming Love was a beautiful exploration of love in all its manifestations from the platonic love of friends to the love between a husband and wife, to self-sacrificial love, to the love of God for mankind. All in all, an enjoyable and thought provoking read. Highly recommended.
As I mentioned before, the 2005 edition of Redeeming Love comes with a study guide with scripture references and some excellent questions for book discussion groups at the back of the book. Some of the questions deal with the story itself, and others deal with applying its themes to our lives. For those with a different edition of the book, many of those same discussion questions can also be found on the author's Web site.


Compassion for ourselves gives rise to the power to transform resentment into forgiveness, hatred into friendliness, and fear into respect for all beings.
As desire abates, generosity is born. When we are connected and present, what else is there to do but give?
Gratitude is the confidence in life itself... As gratitude grows it gives rise to joy. We experience the courage to rejoice in our own good fortune and in the good fortune of others... We can be joyful for people we love, for moments of goodness, for sunlight and trees, and for the very breath within our lungs. Like an innocent child, we can rejoice in life itself, in being alive.
The purpose of a spiritual discipline is to give us a way to stop the war, not by our force of will, but organically, through understanding an gradual training.


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Alma Matters (single)
(Redirected from Alma Matters)
MORRISSEY Single
Name Alma Matters
Release 21 July 1997
Recorded Winter 1996
Writer/composer Morrissey / Alain Whyte
Producer Steve Lillywhite
Art work Photo: Derick Ion
Publisher Island Records
Chart position UK #16
Alma Matters
Roy's Keen
[Island Records – CID 667]
Alma Matters – 4:47 (Morrissey/Whyte)
Heir Apparent – 3:56 (Morrissey/Whyte)
I Can Have Both – 4:04 (Morrissey/Boorer)
So, the choice I have made
May seem strange to you
But who asked you anyway?
It's my life to wreck my own way
You see to someone, somewhere
Oh yeah, alma matters
In mind, body and soul
In part and in hole
Because to someone, somewhere
So, the life I have made
May seem wrong to you
But I've never been surer
It's my life to ruin my own way
To someone, somewhere
Part and in hole
So to someone, somewhere
Directed by Matthew Rolston
"Alma Matters" cereal box from video for sale on Ebay - Morrissey-solo (Aug. 22, 2001)
Play count (Morrissey concert): 330
Montreal, Quebec, Canada 1997-09-13 (Morrissey concert)
Boston, Massachusetts 1997-09-14 (Morrissey concert)
Providence, Rhode Island 1997-09-16 (Morrissey concert)
Washington, DC 1997-09-20 (Morrissey concert)
Kalamazoo, Michigan 1997-09-23 (Morrissey concert)
Ann Arbor, Michigan 1997-09-24 (Morrissey concert)
Maladjusted
¡The Best Of! Morrissey
25 Live
Bass - Jonny Bridgwood
Design - Louis Marino
Drums - Spencer Cobrin
Engineer - Alex Black
Engineer - Danton Supple
Guitar, Clarinet - Martin Boorer
Guitar, Piano, Backing Vocals - Alain Whyte
Photography By - Derick Ion
Producer - Steve Lillywhite
Pressed on heavyweight vinyl. Issued in a side opening gloss sleeve. Spine with text. Disc held in a die cut white paper inner.
All runout characters are etched.
Alma Matters - Discogs master release: https://www.discogs.com/master/26192
Alma Matters (12" 45 RPM Single) - Discogs release: https://www.discogs.com/release/1906841-Morrissey-Alma-Matters
"Alma Matters" is a song by Morrissey, released as a single in July 1997. It was the first single to be taken from the Maladjusted album and was released one week before the album. The single reached number 16 on the UK Singles Chart, becoming Morrissey's first top 20 hit since "The More You Ignore Me, the Closer I Get" in 1994. The song was also notable for seeing Morrissey reference the film A Taste of Honey for the first time since his early days in The Smiths in the line "it's my life to ruin my own way". The song title is a pun on Alma mater.
https://en.wikipedia.org/wiki/Alma_Matters
Morrissey A-Z: 'Alma Matters' - Morrissey-solo (Jan 13, 2021)
Retrieved from "https://www.morrissey-solo.com/w/index.php?title=Alma_Matters_(single)&oldid=30851"
Morrissey Discography
Morrissey Singles

redpajama_set_name: RedPajamaCommonCrawl


text:
Ciołek:

 O człowieku głupim, nierozgarniętym (obraźliwie).
 Młody byczek.
 Roczny samiec żubra, łosia, jelenia, daniela (łowieckie).

Miejscowości w Polsce
 Wg TERYT jest ich 2, w tym 1 podstawowa
 Ciołek – część miasta Kunów
 Ciołek – wieś w woj. łódzkim, w pow. zgierskim, w gminie Stryków

Osoby
 Erazm Ciołek (ur. ok. 1230, zm. między 1280 a 1314) – mnich, polski fizyk, matematyk, filozof, twórca podstaw psychologii spostrzegania. Znany także jako Witelon.
 Erazm Ciołek (ur. w 1474, zm. 9 września 1522) – biskup płocki i dyplomata.
 Erazm Ciołek (ur. ok. 1492, zm. 6 grudnia 1546) – opat mogilski, biskup laodycejski i sufragan krakowski.
 Erazm Ciołek (ur. 24 czerwca 1937 w Łodzi, zm. 13 listopada 2012 w Warszawie) – polski fotoreporter.
 Gerard Ciołek (ur. 24 września 1909 w Wyżnicy na Bukowinie, zm. 15 lutego 1966 w Zakopanem – polski architekt ogrodów i krajobrazu, historyk sztuki, żołnierz AK.
 Stanisław Ciołek (ur. 1382, zm. 1437) – biskup poznański, sekretarz królewski.
 Stanisław Ciołek (ur. 1952) – żołnierz w stopniu komandora, pilot wojskowy.
 Włodzimierz Ciołek – polski piłkarz.

Inne
 Ciołek – herb szlachecki
 Ciołek – rodzaj chrząszczy z rodziny jelonkowatych

Przypisy

redpajama_set_name: RedPajamaWikipedia


The Animals Two by Two Module provides students with close and personal interaction with some common land and water animals. The animals and their survival needs are the engaging anchor phenomena. Students study the phenomena by observing and describing the structures of fish, birds, snails, earthworms, and isopods. Appropriate classroom habitats are established for some organisms and students find out what the animals need to live and grow. In four investigations, animals are studied in pairs. Students observe and care for one animal over time, and then they are introduced to another animal similar to the first but with differences in structure and behavior.
The guiding questions for the module are how are animal structures similar and different? and what do animals need to live and grow? The firsthand experiences are enriched with close-up photos of animals, some related to animals that students have observed in class and some to animals that are new. This process enhances observation, communication, and comparison.
Throughout the Animals Two by Two Module, students engage in science and engineering practices by asking questions, participating in collaborative investigations, observing, recording, and interpreting data to build explanations, and obtaining information from photographs. Students gain experiences that will contribute to an understanding of the crosscutting concepts of patterns; cause and effect; systems and system models; and structure and function.
For a description of each investigation in ANIMALS TWO BY TWO and the correlations to the National Science Education Standards, download the ANIMALS TWO BY TWO Module Overview PDF.


You will receive 200 pieces of felt buttons in ten designs and multiple colors. The colors may be different from the pictures shown.
The round button measures approximately 14 mm in diameter and the square button measures 15 mm x 15 mm. All designs have a thickness of around 3 mm. There may be felt residue left in the buttons' eyes.