TExES School Librarian Certification Test Set 4

Differentiate between web-based, networked, and stand-alone resources

Digital resources do not necessarily share the same point of access. For web-based resources, they’re on websites that anyone with an internet connection can access. Networked resources also require an internet connection but are limited only to those who share the network. Accessing the network allows for research sharing, which enables schools to expand the breadth of information in a cooperative manner. Stand-alone resources are a collection of files such as articles or pictures specifically uploaded to a library webpage or database for research. If a library offers stand-alone resources, an internet connection is not necessary to access those resources. Using a digital device, a student can search and view digital material that has been saved to files.

List the technical considerations when providing digital resources to students and faculty

For students and faculty to use digital resources in the LMC or remotely, the LMS must ensure they have access by doing the following… Report internet outages or network disruptions to the IT department immediately. Post links on the library webpage to all digital resources. Links should be tested periodically for connectivity. If a broken link is identified, the LMC should troubleshoot with the assistance of the IT department or vendor. Keep track of database and e-book subscription renewal dates to avoid a lapse in service. This may include working with the business office by submitting purchase orders and ensuring payment in a timely manner. Apprise students and faculty of current usernames and passwords when necessary.

Discuss best practices for teaching students to locate information digitally

The LMS will teach search strategies as part of information literacy classes. This starts with elementary concepts such as basic terminology (e.g., keyword, search bar, browser) and simple keyword searching. As students progress and research needs deepen, the LMS will introduce new vocabulary (e.g., Boolean Operator, filter, platform, advanced search) and platforms, and demonstrate how and when to use them. By modeling searches in catalogs, databases, and e-books. The LMS can empower students to choose the best platform for their research needs and teach them how to narrow results using advanced search functions and filters.

List the criteria students should consider when evaluating information

To ensure students are using the most relevant, reliable, and accurate information, the LMS should encourage them to evaluate sources using the following criteria: Why is this information valuable for my research? With so many resources available, students can choose the information that best suits their research needs. When was the information published? Students should be encouraged to use the most current information for research. Who is responsible for the information? Students should check the credentials or reputation of the author/publisher responsible for the information. Where does the information come from? The information should come from a reliable website or academic journal. What does the site state as the purpose for offering the information? Students can determine if the information is biased.

Explain uploading and downloading files and how those files are used in research

Uploading and downloading files refer to the sending and receiving of information. An internet connection is necessary to successfully upload and download files. Uploading is electronically sending information from locally stored files. An upward-facing arrow icon usually denotes the upload function. Downloading is receiving files from elsewhere. A down-facing arrow usually indicates the download function, and the files are often automatically stored. Files that have been downloaded can be recalled/viewed without an internet connection; however, any edits would be saved solely on the downloaded version. Uploaded and downloaded files are often used in research for saving and sending useful information and creating stand-alone libraries.

Explain how the LMS promotes netiquette

Netiquette is a term that concerns proper etiquette on the internet. The LMS will remind students to demonstrate the same level of respect virtually as they do in person. This is an age-appropriate concept that needs to be revisited each year, and it includes searching, sending, and receiving appropriate materials; using acceptable language; and treating others respectfully. As part of information literacy, the LMS will promote responsible digital use by teaching classes on using sources legally. Students will learn how to avoid plagiarism by properly paraphrasing, quoting, and summarizing, as well as knowing how and when to cite sources.

Identify ways to encourage habitual and adequate student use of information resources

In order to best use resources and information from the library, students will require direct instruction. Research projects using an established inquiry-based research model are the most prominent way to provide this instruction. When posed with a question or when posing their own question, students should be able to identify the information needed to address the question. In order to best prepare students for locating information, the librarian should provide instruction on using both the physical and digital resources in the library. This starts with accessing the catalog and using keywords to find resources. Locating these resources requires instruction on navigating the physical library space, such as helping students find the nonfiction section or access virtual resources. The next step is assessing the validity of a resource. Students should be taught to consider the source, context, relevance, and currency of the resource they are using to ensure it is valid. Resources should not be used if they are taken out of context, are outdated, or are not from reliable sources. Once information has been pulled from resources, students can use it to connect ideas and draw conclusions to answer the aforementioned questions. Completing this process allows for students to grow comfortable with accessing resources and ensures they are able to do so successfully.

Explain the importance of ethical information use and identify activities that assist students in analyzing, evaluating, and ethically using information

Ethical information use provides writers and creators with credit for their work and protects the individual referencing them from legal repercussions of plagiarism. Students should be taught how to properly use and cite information in their writing in order to protect their academic integrity, and the school librarian is often responsible for covering this process in her instruction. When it comes to finding resources, students should be taught to evaluate their credibility by determining if they come from a reliable source, if they are current, and if they provide accurate information. Once credibility has been established, students should analyze the writing and establish what information is usable for their work. When doing this, students should ensure the content from which they are gathering their information is relevant to the subject they’re researching. Using primary sources is often best. Ethical use comes in the way students use these resources in their own work. In order to ensure proper and legal usage, students need to be taught proper citation, quotation, and paraphrasing in their writing and research projects.

Define the following terms students should understand to perform searches using digital resources: keyword, Boolean Operator, filter, platforms, and advanced search

Keyword: a searchable word that best summarizes the desired content. In most cases, the main topic is the initial keyword
Boolean Operator: Words such as AND, OR, and NOT used in a search to narrow or broaden results
Sort: a search tool designed to target results by reorganizing them by relevance, date, or alphabetical listing
Filter: a search criteria checklist that allows for more relevant results
Platform: a particular technology, such as a search engine, database, or catalog, chosen to perform a search
Advanced search: a tool using Boolean Operators to allow for a multiple keyword search to narrow or broaden search results

Explain how a search engine works and discuss possible ways to conduct a successful search engine query

The most popular search engine is Google, hence the phrase “Google search.” Search engines are not the most effective digital research tool, and regardless of which search engine a student chooses, they are bound to be overwhelmed by the scope of results. Search engines, using keyword data, search the internet for related information and offer results in the form of websites, images, and social media posts. The results are not screened for accuracy or even validity, which passes that burden onto the student. Some offer advanced search functions and commands by which a student can manipulate the results. A Boolean-type search can be conducted when AND, NOT, or OR are used with keywords. Putting quotation marks around a keyword phrase limits the results to the exact phrase. Many search engines also understand truncation, which is placing an asterisk at the end of a root word so as not to limit search results to just one form of a word.

Explain directories as a resource

Directories are compilations of subject-specific resources students can use for research. They are sometimes known as pathfinders. Since the files in directories have been collected by an LMS, teachers, and others who are interested in promoting student achievement, the information can usually be trusted as a valid source. Directories can include links and references to both print and nonprint items. Print references are usually books, identified by bibliographic information. Digital items usually include a URL link. The LMS can prepare a directory by conducting a subject search of library catalogs and databases. The information is compiled into a list and then uploaded onto the library webpage or printed and kept at the circulation desk.

Discuss managing email communication through Listservs

In addition to communicating with individuals, the LMS will want to connect through email with larger groups. This may be accomplished by creating or joining an email list called a Listserv. A Listserv is a collection of emails that is managed through one central address and designated to a particular group. An LMS might be included on a Listserv with other professionals or could create one for book club members. Groups can be named so emails will target the proper recipients. Listservs can also be used to communicate only one way. An LMS can choose to join a prescribed Listserv that only sends out information and does not accept replies. This is common when subscribing to newsletters. If the email group is large enough to justify the cost, it can be managed through businesses such as Mailchimp, ConvertKit, or Constant Contact.

Explain the criteria for validating information

Most research information comes from outside sources and should be validated before being submitted or presented. The information should be checked for bias and accuracy. Bias refers to information that attempts to affect the reader’s opinion on the subject or only provides one point of view. This is most common when researching controversial topics. One way a user can avoid citing biased information is to closely examine the source. Most legitimate sites will offer a page that describes the identity and mission of the authors. With that information in mind, the user can better determine whether the information may be skewed. To validate accuracy, the user must consider the credentials of the author. Most research articles will offer references to information that can be verified. Information that differs significantly from other sources should especially be checked.

Explain the term Web 2.0 and the needs for info literacy

Web 2.0 is a term coined to describe the state of the current digital capabilities available to 21st-century learners. It replaced Web 1.0, with the main difference being broader internet access due to greater worldwide connectivity, which enabled more widespread sharing and collaboration. In Web 1.0, information could be researched but not easily shared. In our Web 2.0 world, much more information can be made available through many different platforms. This creates both positive and negative experiences because while a wider resource pool is overall a good thing, it can be overwhelming. The LMS can make searching the Web 2.0 more manageable with information literacy lessons designed to teach students to narrow and evaluate results.

Explain the concept of a digital library

A digital library, also known as a paperless library, offers all its resources in a digital format. The resources may be scanned copies of print resources or links to databases, articles, and e-books. Students have many options for accessing these resources. Usually, they can be read from any device, downloaded, emailed, or printed. The resources in a digital library represent the most current information on a topic because publishers can replace or update information as necessary. Unless the student is accessing a stand-alone library, an internet connection is necessary.

Discuss available online collaboration tools and their benefits

Web 2.0 technology offers students the ability to share information with a variety of collaboration tools. For example, email allows students to send documents back and forth for composition and editing. Most students have an email, and email is free, making this a popular option. Another free tool for collaborating is an online, collaborative word processing service like Google Docs. Some institutions subscribe to software that offers an online collaboration space that multiple students can use remotely and simultaneously to work together. For the LMS, these tools are useful for emailing research articles or uploading them to group collaboration spaces for student use. Using Web 2.0 tools also offers the opportunity for positive social interactions because, when collaborating, students can practice sharing ideas and respecting others’ contributions.

Explain the benefits of using online textbooks and notebooks

Digital textbooks and notebooks are electronic resources that are growing in popularity. These take the place of print textbooks or paper notebooks as curriculum aids. Online textbooks are digital or scanned versions of print textbooks. Since students are provided textbooks by their school district, there is no need for the LMC to purchase them, but the LMS can still be helpful by instructing students on how to use them effectively. Online textbooks are similar to e-books and offer tools that are helpful when studying that would not be allowed in print textbooks, like underlining and highlighting. Some software packages, like Microsoft, offer an online notebook that enables students to organize their work under tabs. Teachers can upload information and assignments to the notebook, and the LMS can upload resource links.

Define, provide examples of, and outline benefits of partnering with community resources

Community resources are people, materials, supplies, funds, or other assets existing in a community that are or can be made available for use to the public. Common examples include public libraries, museums, retail stores, health service offices, outreach programs, and community colleges. Resources with physical spaces and academic goals, such as libraries and museums, are often used for collaborative programming to reach a common goal and increase patronage at that location. Retail stores and businesses are commonly able to make monetary and material donations to school libraries with which they are partnered. They can also assist in fundraising by hosting events on behalf of the library. Partnerships with offices, outreach programs, and community colleges provide a wealth of guest speakers and access to materials that can provide students with insights on topics of health, educational planning, and future careers. These organizations may own physical resources of value to lend to school libraries, such as tools and technology. These are just some examples, and a librarian is not limited to these. She should use the needs of the patrons to select and implement the community resources that will be the most valuable.

Explain advocacy in a library context and outline its relationship with community resources in relation to funding

Advocacy is the act of promoting or showing support for a cause. In a school library setting, this can include reaching out to decision-making bodies, speaking at events such as school committee or school board meetings, or educating others on the needs of the library. In these instances, advocating is most often for receiving funds and resources. Community partnerships can help fulfill these needs. Philanthropic organizations and businesses in communities offer grants and donations to causes that benefit schools and education. A librarian should be able to express the needs of the school library and explain the benefits of receiving funds in order to obtain this financial supports.

Describe the positive impact using community resources can have on a library budget

Community resources can refer to people or materials, among other things. Regarding people, community members are often willing to volunteer their time, which means the library may have experts on various topics come at no cost to the library and teach students new and helpful information. Additionally, lending from organizations within the community is a key way to obtain resources for a short amount of time without having to spend more money. A primary example would be borrowing technology resources, like computer hardware and robotics, from local colleges and universities; however, this can also include any niche tools necessary for certain hands-on learning experiences, such as gardening tools, musical equipment, experiment kits, or recreational equipment. Borrowing allows students the benefit of gaining experience while keeping costs minimal for the library.

Explain the benefit of author visits for both students and educators

Author visits are beneficial for all school members. For students, these visits create a memorable, positive event associated with reading. They also help motivate and empower students to be creative and dedicated in their own writing and activities. Students are also likely to be more motivated to read and write following the events, which will lead to an increase in library visits, material circulation, and writing resource usage. Data representing these increases can then be cited in the justification of acquiring additional resources to maintain the library’s collection. For librarians and teachers, these visits serve as reference points that they can call back to during instruction. And many authors create and share curriculum materials aligned with their work that can be used in the library or classroom.

Explain the benefits of hosting guest speakers in the school library

Hosting guest speakers in the library exposes students to life in their communities outside of school, and such events can be tailored to meet the specific goals of a school, library, or class assignment. Inviting individuals with specific educational experiences and success in their field provides students with the opportunity to engage with an expert. This can increase student interest, engagement, and motivation in the topics that the speaker covers. For the librarian, hosting helps establish relationships with guest speakers, and these relationships can lead to future events with the speakers or to developing contacts with other professionals for future events.

Describe what storytellers do and explain the benefits of hosting storyteller events in school libraries

As the name suggests, storytellers verbally retell stories for audiences. These stories can be dramatic retellings of classic tales, their own fictional works, or stories from their personal experiences. Storytelling differs from a read-aloud, as the host is not reading from a book but reciting the story from memory. Because the storyteller is not reading, he is able to maintain eye contact and engagement with the audience, which usually leads to an increase in audience interest and provides the opportunity for students to work on listening skills while simultaneously hearing new vocabulary and phrases in context. As students listen, they tap into their critical thinking skills to predict what will happen next, follow the plot, and analyze characters. The lack of images in storytelling requires listeners to use their imaginations and develop mental imagery based on what they are hearing. Overall, hosting storytellers provides students with opportunities to continue developing both academic and social skills.

Describe the benefits that collaborative relationships between libraries can have on collections and costs

A library can improve its collection in a cost-effective manner by maintaining relationships with other libraries. Libraries commonly enter consortiums within their school districts or states to develop mutually beneficial relationships with other libraries. Each library is an individual consortium member. A consortium’s primary benefit is the increased access to resources for patrons, both students and teachers. While the types of resources available will vary based on each library’s purchased materials and subscription services, they will often include access to print and digital resources, a variety of databases, homework help sites for students, gamified and virtual learning tools, professional development resources, and other subscription-based education resources. Financially, this lowers the cost of goods and services by dividing it among consortium members. By purchasing within a consortium, access to resources is increased while cost per member is decreased. Also, interlibrary loans typically occur between organizations within a consortium. This increases patron access by allowing patrons to borrow resources owned by other libraries with no increase in cost to the patron’s library.

Outline the process of initiating and building a relationship with the public library

Before a school library begins to develop a relationship with any outside entity, the school administration should be made aware and give its approval. Once this occurs, the school librarian should establish a primary contact at the public library. Most often, this is the children’s librarian or youth services librarian. The school librarian should contact her with introductory information and an invitation to meet. The initial meetings should include discussions on what services both libraries offer, as well as information on what the school library needs and is expected to do. At this point, the school librarian and public librarian may collaborate to develop goals and plan mutually beneficial programming to reach those goals. At the completion of the programs, it’s important for the librarians to meet again and use data to determine the effectiveness of the collaboration and develop plans to continue their partnership.

Outline steps for developing and planning programming between two libraries and then for evaluating the success of the programming

When planning any program or event, begin with the end in mind. The end goal should fulfill a common need for both libraries. Ensure that the goal is measurable so that it may be evaluated after the programming ends. Once both stakeholders have collectively established what participants should know or be able to do when the programming is completed, they can then use that to determine the steps required to get there. These events and partnerships are typically student-based, but they can also revolve around teachers or parents when needed. During planning, maintain regular communication regarding the programming’s progression and the needs of both parties. Ensure the workload is appropriately divided, and progress will adhere to the agreed-upon timeline. This phase is most important in determining future collaboration, as future decisions are often based on satisfaction in the planning process. As mentioned previously, the established goal should be measurable. Data collected after the event should be used to evaluate the effectiveness of the programming in meeting the goal. With that data, improvements to programming can be made to benefit all involved parties.

Explain the benefit of partnership events with public libraries and provide examples of potential events

Partnership events are held as a collaboration between stakeholders. In this context, the stakeholders are the school and public libraries. By collaborating and using their own professional experiences, the librarians can plan events that reach the goals of their own institution while splitting the costs and responsibilities
The most popular partnership events are summer reading programs. These are developed to prevent learning losses in students over their extended break from school by incentivizing reading through the public library. The public library benefits from increased patronage, while the school library benefits by having students who have maintained their reading skill levels and the interest in reading they gained during the school year. Other potential events include programming around book weeks (e.g., children’s book week, teen reads week, etc.), author or illustrator appearances, college fairs, technology skills courses, and even course offerings for parents and students.

Explain potential negative effects of library partnerships and how to avoid them

When working and planning programs together, it’s not uncommon for one party to feel they are doing the bulk of the work, or at least more than their fair share. To prevent this, all involved parties should participate in the development of a cohesive plan outlining each member’s responsibilities and deadlines. In large collaborative groups, such as a cohort of all librarians in a district, it is important to have established norms and roles. This avoids any confusion about appropriate behaviors and responsibilities. These should be established early in the relationship and referenced regularly.

Define interlibrary loan and explain how it positively impacts patron access as well as library budgets

Interlibrary loan is the process in which a library borrows a resource from or lends a resource to a library with which it has a relationship. It allows patrons to access and borrow both physical and digital resources owned by libraries other than the one where they are members. By temporarily obtaining a resource on patron request, a library is not spending any additional money on niche resources that may only be used irregularly, but it is still filling the needs of the patron. This is one of the simplest and most budget-effective ways to fulfill patron needs. Because no two libraries have the same collection, partnering with another library will increase the quantity of available resources without increasing costs.

Describe the process of interlibrary loan borrowing

Interlibrary loan processes are split into two components: borrowing and lending. The process of borrowing allows patrons to access resources not available through their own library. An interlibrary loan is initiated by a patron searching the library management and circulation system to digitally search collections. This is either completed by the patron himself or on his behalf by library staff. How results are received will vary based on the library management software used; however, there should be options to search the collections of all libraries with which a partnership exists. Once the desired titles or resources are located, selected, and the user information required for loaning is entered (usually through a username and password), the requested resource will be processed for a loan.

If the requested materials are physical, they will be delivered via the agreed-upon method. For most school systems, resources are delivered via a courier completing interoffice mail, but mailing services may also be used. Digital resources are immediately available to access virtually or as a download for e-readers where applicable.

Describe the process of interlibrary loan lending

Interlibrary loan processes are split into two components: borrowing and lending. The process of lending resources requires a librarian to locate and prepare resources for shipment. First, the library management and circulation system alerts library staff to completed interlibrary loan requests, and then these materials are located and pulled from the shelves. These resources should be visually assessed, and their quality before checkout should be noted. They are then checked out to the individual patron or under the name of the library where the patron is a member. Materials are shipped in an agreed-upon method, typically some type of courier; however, loans may also be completed via mailing services. It is best practice to locate and send materials with 24 to 48 hours of the request being received.

Outline the steps for diapering and returning materials loaned through interlibrary loans to patrons

When physical resources on loan are received, their condition should be assessed, and any damage should be noted. In some instances, the resources will already be checked out to the individual patron. In other cases, the resource is checked out to the library itself. In this case, a temporary catalog entry will need to be created for the resource within the library management and circulation system. Once that is completed, the resource can be circulated to the patron who requested it. Books on interlibrary loan typically have a shorter loan period and are either not eligible to be renewed or have limited renewals; thus, the policies surrounding this should be stressed to the patron so that he or she is able to adhere to them and not incur fines.

Regarding digital resources, they’re automatically recalled, and access is ended by the lending system once the return date is reached. The patron may choose to return them earlier if they are no longer needed.

Describe the potential limitations of interlibrary loans

While interlibrary loans increase access for patrons, there are some drawbacks to this resource-sharing system. The resources being borrowed belong to a different library, and that library’s policies may vary from one’s own library. For some resources, there may be a smaller limit on renewals or no option to renew at all, which may require that the resource be returned before the patron has finished using it. There is also potential for the resource to be recalled by the owning library. If a patron of the owning library requests the resource, it may be immediately recalled, and the borrowing patron in possession of the book may be required to surrender it. If these or any other policies are not adhered to, the patron and library may be subject to fines. When it’s time for the book to be returned, it should once again be assessed for any damages. If a temporary record was created, the book should be checked back in and the record deleted. If no record was created, it’s ready to be returned to the owning library. In both cases, it should be processed and returned in the agreed-upon manner.

Explain remote access tools and their relationship to the library

As a core resource offered by the modern library, remote access allows users to access and use e-resources from anywhere they can access the internet. Once a user’s online identity is verified by logging in with their library credentials—typically a username and password—the patron will have access to the library’s available digital resources. These resources may sometimes be limited or differ from what is available in or through the library due to licensing and user agreements with vendors and publishers. Most commonly, the available resources include databases of electronic information for research, e-books, video resources, and access to the circulation system.

Remote access is a beneficial tool in distance learning as it eliminates the need to be present to gain access to needed resources. Also, remote access increases library resource usage because patrons don’t have to physically access the library and can access resources at any time.

Define online catalogs and explain how they’re used to obtain materials

Online catalogs are electronically accessible bibliographic databases that organize all materials available in and through a library, including both physical/digital resources. Using search terms and filters, patrons can search the collection to find resources and information to suit their needs. The procedure following the selection of a resource will vary based on the resource type.

For physical resources available in the library, there are two options. Patrons may use the location information to find the resource in the collection, or they may place it on hold. Placing a resource on hold notifies the librarian via the library management system that the material has been requested and should be located, pulled, and reserved for this patron. Holding a resource through the catalog requires patrons to log in and verify their identity using their library-assigned credentials.

Digital resources are available for immediate access. Patrons will once again verify their identity using their library-assigned credentials and can then access the resource online or download it where applicable.

Define databases and outline the process for selecting the databases appropriate for one’s library

Databases are collections of electronically stored information and are accessible through a library’s website. They organize and provide quick retrieval of information for users. In school libraries, databases are most commonly used for research and require the library to have a subscription to the service. Users must verify their online identity in order to access information. Because information needs will vary among students due to factors such as grade levels, interests, or assigned topics, it’s important that the librarian select the database most appropriate for the students’ needs. Some databases provide more controlled searches by allowing only predetermined terms to be entered into the search bar, while other databases allow searches of any keywords, as well as the ability to use Boolean search methods to narrow down desired results. It is the responsibility of the librarian to select the most appropriate databases and provide instruction on how to appropriately and effectively use them.

Define web links and explain their potential for use in the library

Web links, synonymous with hyperlinks, are clickable words or images that link the user to a website or additional resource, typically providing access to information. Their primary functions are to provide direct links to sites and sources referenced in writing. They can also be used to provide access to publicly available resources that may be useful in completing research or other assignments. Web links are commonly used in pathfinders. Pathfinders serve as pathways to more information on specific topics and use web links to provide direct access to information. They provide guided and controlled access to information on the web. Web links may also be embedded. By embedding a link in an image, information and resources become more easily accessible to those with limited reading abilities. This allows for usage across grade and content levels.

Define distance learning and explain the role school libraries play in facilitating it

Distance learning, also sometimes referred to as distance education, is the process through which lessons and materials are presented to an audience that is not physically present in the room with the teacher. This is sometimes done in the event of school closures, but some programs use it as the standard. Libraries are equipped to assist both students and teachers with distance learning in a variety of ways. Primarily, they function as a resource bank and access point. Both students and teachers can remotely access a variety of digital resources online through the library, such as e-books, databases, pathfinders (also called LibGuides), homework help, and many others. For teachers, resources for PD are typically available through the library to help provide adequate distance-learning lessons and activities. Librarians can create toolkits of resources for teachers to use based on grade level, skill, content, or learning goal.

Explain the Americans with Disabilities Act and the role it plays in an LMC

The ADA is a 1990 federal law designed to prevent discrimination against disabled individuals. Compliance with ADA standards is meant to increase accessibility and decrease inequity for the disabled community in public spaces. In regard to the school library setting, these standards impact the design of the physical space, assistive technology, and the collection itself.

To increase accessibility of physical spaces, it’s required that doorways be 32 inches wide to accommodate wheelchairs and that floors be kept clear and spacious enough for mobility aid users to approach and maneuver within the area. Table height must also be able to accommodate mobility aid users to approach and maneuver within the area. Table height must also be able to accommodate mobility aids when students are seated or working at the table. Assistive technology in the library, such as text readers or magnifiers, should be kept easily accessible. Also, tools used to access digital resources should be equipped with adaptive technology such as screen readers, zooming tools, and high-contrast settings. The library collection should also represent the disabled community. Fiction books with disabled characters and nonfiction books covering the topic of disabilities should be available.

Explain the Library Bill of Rights and its relation to equal access in school libraries

Adopted by the ALA in 1939, the Library Bill of Rights is a set of principles meant to uphold First Amendment rights as they relate to libraries. It serves to protect access for patrons in all libraries, and these protections extend to the school library.

In adherence to the Library Bill of Rights, school library materials should not be excluded on the basis of views pertaining to them, the background or origin of the materials, or personal opinion. Materials expressing multiple viewpoints should be made available where appropriate and should not be censored outside appropriateness for age. Regarding further censorship, it’s the responsibility of the library to challenge attempts of censorship from any source, including but not limited to parents, political groups, and religious organizations. The Library Bill of Rights also protects the privacy of students and any information regarding how they use the library.

Describe accommodations that can be made to aid patrons with visual impairments

Appropriate accommodations should be made to increase accessibility for visually impaired patrons, such as including assistive technology, modifying existing physical spaces and signage, and adjusting the library collection. Assistive technology is any item or tool used to increase the accessibility of an existing resource. For visually impaired individuals using online or digital resources, this usually consists of screen readers and high-contrast or zoom settings. When using physical resources, these technologies may include magnifiers or the addition of tactile markers in books. It’s best practice to maintain the aforementioned resources, as well as any adapted, braille, or large print books, in such a way that they are easily movable and able to be delivered closer to the student as needed (e.g., a cart of adapted resources). Assistance with circulation procedures, such as checking in or out and scanning barcodes, should be provided as required by individual impairments. Individuals using mobility aids such as canes should be able to move safely and freely within the library. This means maintaining large, clear areas around the collection. The size and contrast of signage within the library can be increased to improve readability where needed, such as on collection markers.

Describe accommodations that can be made to aid patrons with physical impairments

While the ADA mandates physical layout requirements, other accommodations can be made where appropriate to best fit the physical needs of patrons. Some examples include the size and placement of the circulation desk, the height of shelves, and the size, height, and placement of tables. Both the digital and physical collection should be representative of and meet the needs of patrons with physical disabilities. This can include adding audiobooks, which eliminate the need to hold a book and turn pages, as well as adding tools like book holders and page turners to make books already in the collection more accessible.

Not all students with physical disabilities will be able to access the library space in person, so it’s vital to consider them when making decisions on digitally accessible resources. For students who can visit, additional assistance can be provided by storing adapted resources in easy-to-access ways, such as on a cart or in a movable storage unit that can be pushed to the students where they are seated or in an area with ample clear space. If the circulation system is not easily accessible or movable, students can be assisted by having a peer helper or the librarian check their books in and out.

Explain sensory processing disorders and describe accommodations that can be made within the library to assist learners experiencing these disorders

Sensory processing disorders impact the way an individual’s brain processes external stimuli. These stimuli can include lights, sounds, smells, visual cues, textures, or any other stimulation revolving around the senses. Most often, students with sensory disorders will bring their own aids to assist in coping with their responses; however, there are steps that can be taken to prevent overstimulation in the library when the librarian is aware of these sensory considerations in their patrons.

Visual schedules of activities and routines set to take place that day help students to see and understand the flow of programming and help to prevent them from becoming overwhelmed. Keeping the library dimly lit (or at least not overwhelmingly bright) and devoid of overstimulating colors and patterns in decor will prevent overstimulation in students with visual concerns. For patrons with auditory concerns, consider the use of white noise in addition to maintaining an overall low volume in the area. To prevent decision fatigue and overstimulation when selecting books for checkout, a small, curated collection of books can be offered to students individually.

Define and provide examples of specific learning needs and provide multiple media formats used to meet them

A specific learning need is any academic, physical, or behavioral concern or difference in an individual that impacts learning. This includes learning disabilities, difficulty or inability to see or hear, behavioral disorders, or communication disorders. Students with these needs require modified instruction. Students with visual impairments may benefit from media available in large print or audio versions and the availability of magnifying devices. Students with hearing impairments will need a written form of any audio media used, which can be a transcript or captioning where available. Physical impairments are addressed in a variety of ways but may require the use of modified media tailored to the specific student. For example, writing utensils, scissors, and other supplies may be modified to create the appropriate grip for the student. For students with behavioral concerns, modified instruction may be required. This often requires the use of multiple forms of media, like video or audio, to meet their learning needs. Communication disorders are often addressed through media containing imagery in two-way communication.

Identifying various methods used for assessing student reading levels and for differentiating instruction based on student reading data

While it’s not typically the school librarian’s responsibility to assess student reading levels, they should be knowledgeable about the methods their school uses and know how to interpret those results in order to best serve their students. Depending on the testing program used, students are typically given an assessment that determines their reading and comprehension abilities and then equates their ability with a Lexile level, a Developmental Reading Assessment level, a Guided Reading level, or a particular grade level and month within that grade level that reflects what a student should be able to comprehend at that time. By understanding the process and the meaning of these levels, librarians can more adequately recommend books for their readers to use independently. It may also be necessary for the librarian to modify library assignments for students based on their reading level. Lower reading levels may be caused by documented learning disabilities. As such, it’s imperative that librarians be aware of IEPs or 504 plans for their students and modify instruction for students with higher abilities by providing books written at a higher reading level that still contain age-appropriate content.

Identify appropriate resources for multilingual and multicultural populations

Multilingual and multicultural students are an integral part of many school communities and need to be served in ways that meet their specialized needs. Students learning English may need access to language dictionaries or devices that allow them to access translation software throughout their day at school and potentially at home to complete school-related work. In the library specifically, it’s important to maintain an up-to-date section of the collection with books, both classics and current popular titles, in students’ home languages. Not only does this allow students to independently use library resources, but it also allows teachers access to translated literature to use in the classroom. Multicultural students should also be represented in the collection. Fiction and nonfiction titles available in the collection should be free of any stereotypes and biases, and they should be representative of all students.

Define equal access and explain its relationship to the school library

As the term implies, equal access describes an ideal scenario in which every individual has the same full access to resources and information as his or her peers. In a library setting, this means equal access to resources and facilities. While there are a variety of barriers to consider, some of the most common are physical, visual, auditory, or mental impairments, language barriers, and socioeconomic concerns. Adjustments can and should be made to the physical space of the library to accommodate students. The addition of tools and technologies to assist students in accessing the collection will be necessary in some cases, like magnifiers, screen readers, or text-to-speech devices. It may also be necessary to add resources to the collection in the form of audio and large print books. For students with language barriers, it may be necessary to add titles in students’ primary language, especially for popular or high-demand titles. Consider reducing or eliminating fees and fines for overdue or lost books. Requiring students to pay to continue accessing information creates a socioeconomic barrier and further prevents equal access. Accommodations look different in every library too. best meet the needs of the population being served.

Define environmental factors and describe their impact on student learning

Environmental factors are conditions within a school capable of impacting learning. There are both physical and emotional factors. Physical examples include space, temperature, seating arrangements, available materials, lighting, and noise level. Emotional factors include student relationships with adults and each other, as well as their own feelings toward school and learning. Together, these factors create a learning environment. When these factors are positive, a positive learning environment will develop, which lends itself to positive learning experiences and students who are open to these learning experiences. Similarly, if these factors are negative, they will cultivate a negative learning environment. By meeting the physical and emotional needs of students, the LMS helps students learn, participate, and grow without disruption.

Explain the importance of feelings of safety for students and their role in the library

Maslow’s hierarchy of needs places safety in the second level of basic needs, meaning safety must be met before individuals are able to learn and grow emotionally. Feelings of safety comprise both physical and emotional aspects. Ensuring physical safety means maintaining safe spaces free of hazards and having students participate in safety drills and emergency preparedness scenarios within the school. This provides students with a sense of readiness as well as security for their physical well-being. It’s described as a sense of safety when expressing oneself openly. This requires trust and relationship-building between librarians and students. Within the library, this will allow students to feel comfortable asking for resources to meet their own needs and suit their unique interests. Once students feel a general sense of safety, they can begin their journeys of growth in education and information-seeking.

Explain the impact of lighting and sound in a learning environment

Lighting and sound are both examples of environmental factors that impact learning. Adequate lighting is necessary to be able to read and maneuver through the library, but it should be chosen and used thoughtfully. Where possible, use natural light to support brain function and circadian rhythms. Harsh lighting can cause glare and impact visibility, leading to difficulty processing information

Sounds can be one of the most disruptive factors in a learning environment. Excessive noise interferes with both the students’ and librarian’s ability to concentrate. As such, it’s important to prevent and control negative noise through classroom management skills. Also, any purposefully added sounds should be chosen with the proper thought given to their potential impact on the learning environment. For example, choosing white noise or instrumental music to drown out disruptive sounds helps students to remain calm and focused, while over-energetic popular songs would probably create distractions. As will all environmental factors, it’s important to consider the needs of diverse learners and how they will be impacted.

Outline the steps to create signage capable of promoting learning

Signage is a key component in libraries. It provides direction, assists in organization, and aids patrons in fulfilling their needs. In order to create effective signage, one should begin with a purpose in mind. Some examples include instructions on circulation, steps to finding the right book, or indicators of what kinds of media are in specific areas. Once a topic is selected, the next step is drafting the content, and after settling on the content, the librarian can create the sign. To create the most effective sign, the font should be easy to read and have high contrast with the background (e.g., black text on a white background). When creating signage, it’s important to take into consideration the needs of visually impaired patrons. Also, images may be added to enhance clarity for patrons who need visual aids. The overall goal in creating signs is to promote independence and provide clear and easy-to-understand aids for patrons.

Explain the impact decor can have on learning within the library

Regarding learning spaces, decor should be intentional and used to promote learning. Book displays are one key way to decorate that simultaneously promotes reading and highlights the books available to students. These displays should be thematic in nature and well organized, with promotional signage to draw attention. Typically, displays are used to promote awareness of causes or heritage months, thus lending themselves directly to developing students’ cultural awareness. Outside of book displays, posters are commonly seen in school libraries. These usually promote specific books/authors. Signs are also helpful for guiding students in appropriate book selections. Key examples include suggestions for book levels and steps to selecting a good-fit book. Overdecorating and misusing colors and patterns should be avoided, as this can lead to distractions in learning, especially for students with sensory concerns or attention disorders.

Outline the legal significance of the confidentiality of records and how to maintain it within the school library

Students’ rights to confidentiality are protected under the Library Bill of Rights as well as the constitutions of many states. The AASL asserts that children and youth have the same rights to privacy as adults. As such, any records stored in the library should only be used to maintain the collection, such as using circulation data to help make purchasing decisions or weed the collection, and should not be used or shared in any other capacity.

To maintain the right to privacy, it’s best practice to interfere as little as possible with a student’s search for information. Information sought out or borrowed by patrons is covered under the aforementioned rights to privacy. If any law enforcement agency requests records to assist in an investigation, it must go through the appropriate legal channel to request them. Overall, any information linking individuals to their use of resources is to be kept confidential unless the librarian is legally required to disclose it.

Describe the purpose of copyright and fair use as well as their relation to the school librarian

Copyright law is a federally governed statute designed to protect an individual’s intellectual property from unethical use. Intellectual property is an original work or creation and can include, but is not limited to, any form of writing, artwork and designs, musical compositions, and computer programs. Copyright controls the usage of these materials and ensures creators are compensated for the use of their works. Fair use allows for small portions of copyrighted materials to be quoted or otherwise used for academic or reporting purposes without the need to compensate the creator. For example, a small portion of a book, such as a passage or chapter, may be reproduced for a lesson; however, it is against copyright law to copy the book in its entirety.

Define plagiarism and explain the school librarian’s role in combatting it

Plagiarism is defined as the act of using another person’s work or ideas and claiming them as one’s own. Plagiarizing work is often a violation of academic, ethical, or honor codes and can lead to disciplinary action that can extend up to expulsion from school. As such, it is vital that students learn how to appropriately, ethically, and legally incorporate the works of other individuals to enhance their own. This is where responsibility falls upon the librarian.

To avoid plagiarism, students must first understand what does and doesn’t constitute it. While copying the work of someone else and claiming it as one’s own is plagiarism, it’s still possible to reference someone’s work ethically. In order to do so, proper citation practices should be taught. Librarian-created guides to citation can be made and distributed for student use. By teaching the concept of plagiarism and how to appropriately cite used work, librarians can help prevent, combat, and correct plagiarism within a school.

Explain acceptable use policies and how they’re used in school libraries

Acceptable use policies outline the best practices and expectations of users. In most school library situations, these policies concern technology with internet access and internet access itself. Appropriate use of library equipment and internet services entails visiting only lawful sites and refraining from sharing inappropriate materials, altering or installing any software, violating copyright and fair use agreements, logging in using someone else’s credentials, and/or monopolizing equipment. Librarians can tailor these policies as they see fit for the populations they serve.

In the school library, these policies should be explained and distributed in hard copy to students so that they (and sometimes their guardians) can sign them in agreement. When these policies are violated, they often lead to the immediate revocation of privledges.

Explain internet filters and their implications in the school library

Internet filters use software to block access to specific websites and searches that display certain types of content. These filters are most often purchased by a school district and implemented on all district-owned devices. Depending on the software used, teachers/staff may be able to override filters by logging in with their assigned credentials, while other software may require overrides to be initiated at a higher level. Search filters are meant to serve as a form of protection and adherence to acceptable use, not a form of censorship. They block minor students from accessing information deemed inappropriate; however, filters are not always reliable and may under- or over-filter search results and access to sites. As such, it is important to teach students how to find information that is safe and reliable without needing to rely on these filters.

Outline the school librarian’s role as it relates to teaching citation skills and the content that must be covered

School librarians have a responsibility to work with both students/staff to ensure proper citation methods are taught so that students can maintain academic integrity. Failure to properly cite used works can result in plagiarism. Librarians may choose to teach citation skills directly, create guides for staff and student use, or do a combination of the two. While the style of citation used in writing varies based on the assignment and content of the class, it’s vital that students learn how to locate, list, and format the information required for citations. This includes proper titles, author(s), publication information such as publisher name, publication year and/or publication location, and access information. This information must be italicized, bolded, and/or capitalized as required by the citation style being used.

Describe the purpose of bibliographic citation in writing

Bibliographic citation serves to provide information about the author, title, type, and publication information for any resources used in a paper. If a digital resource can be accessed through a URL, the URL should be listed in the citation. Using citations to provide credit to the author(s) or creator(s) for quoted, paraphrased, and otherwise used work prevents plagiarism and maintains students’ academic integrity. Additionally, citations provide information for the reader, be it the person grading the assignment or a peer, to find the used resources so that he or she can view the original if needed.

List and describe the three most common styles of citation used in academic writing and how they vary

The most commonly used citations in academic writing are APA, MLA, and Chicago. The style of citation used for a writing assignment is most often established by the class and subject matter. APA style is most commonly used in writing covering behavioral and social sciences; MLA style is used in the humanities; and Chicago style, published by the University of Chicago Press, is primarily used when writing about history. It may also be used for the humanities but is used less often than MLA in those circumstances. The use of these styles can also vary by teacher, school, or other preference. Each style has its own set of rules for capitalization, punctuation, and formatting, as well as rules for where and how citations are written.

Describe in-text citations and three types used

In-text citations are citations that are placed directly within a piece of writing and can be formatted as parenthetical, numerical, or note citations, depending on the citation style required. Parenthetical citations directly follow a quote or information used in writing. When information is inside the parentheses, it is determined by the citation style. The author’s last name, publication year, and/or the page number where the information used can be found is usually included. Numerical citations use a subscript font to number cited information. These citations must be used in numerical order throughout the writing and match the used resource on the reference page at the end of the writing. Note: citations include footnotes and endnotes. For the former, a numerical citation is used next to the writing containing a reference. Reference information is written in the footer of the paper; hence the name footnote. Endnote citations are similar to numerical citations; however, the references are listed at the end of a section or chapter as opposed to at the end of the entire work.

Explain what information does and doesn’t need to be cited

Proper citations are the best way to protect against plagiarism and provide credit to the creators of works used in one’s writing. Any resource from which information was obtained for the writing assignment at hand should be cited. Aside from the widely known need to cite direct quotes and unmodified information, citations also include data used to draw conclusions and make statements, verbally given information taken from interviews, or any lesser-known facts. The list of writing that doesn’t need to be cited is much shorter. Facts that are widely known and any original ideas or information written from first-person experiences do not need citations.

Explain the purpose of continued professional development as it relates to school librarians

It’s vital that school librarians stay abreast of changes to ensure they’re best serving their patrons. Regular participation in PD is one way to do so. Technology has continued to evolve over the last few decades, and in order to ensure students are ready for life and work, librarians must be capable of providing their students with up-to-date knowledge and skills. To best do this, librarians must put in the necessary work themselves by attending workshops and courses to learn more about technology. Continued PD opportunities will also benefit collection development. Not only will they provide librarians with information on award-winning literature and tips for overall collection maintenance, but they will also help librarians stay on top of trends and use them to increase reader interest. From a more technical standpoint, continuing education units are required for most librarians to maintain their licenses, and PD courses offer these credits.

Explain professional learning communities (PLCs) and their value to librarians

Professional learning communities (PLCs) are groups of professionals in the same or similar fields or roles that gather to work collaboratively on a variety of topics. In schools, these are typically composed of teachers within the same grade bands, elective course teachers, or support staff. Within a district, there should ideally be a PLC composed of only school librarians. When meeting in these PLCs, librarians work to establish common practices within the district, collaborate on programming, and share stories of success to provide assistance to their peers. They also typically take on large tasks for the benefit of the whole group, such as establishing library-related processes for the district (e.g., the request process for books to be banned). Where these PLCs don’t exist, or there are not enough personnel to create them, librarians may turn to networking spaces to help develop study groups with a similar purpose. Study groups will examine and discuss current events as they relate to the school library, develop best practices, and discuss implementation of policies. By doing this, these groups are ensuring librarians have the support and professional guidance they need to be successful.

Provide some popular library conferences and workshops and highlight their importance

Attending library conferences and workshops is a key way for librarians to stay abreast of changes in their field as well as acquire continuing education units. The ALA and its branches host several conferences throughout the year, including the ALA Annual Conference and Exhibition, YALSA’s Young Adult Services Symposium, and the AASL National Conference. These events provide workshops, small group seminars, and speeches from top professionals in the field to provide learning opportunities to librarians. State library organizations also put on conferences that host speakers and learning opportunities for librarians and other educators who focus on literature and technology education. By attending events, librarians are able to gain the ever-changing knowledge they need while becoming a part of a professional network. As virtual learning continues to grow in popularity, these events are becoming more accessible for all to participate in, even if they cannot participate in person.

Explain the role of mentors as it relates to librarians

Like with most positions in the education field, library tudy programs usually require someone to have hands-on experience from an internship or in-service program prior to receiving a degree or license. Candidates for these degrees and licenses work under the supervision of an experienced librarian serving as their mentor. One of these primary functions of a mentor is to ensure candidates are completing the necessary experience hours and tasks outlined in their programs; however, another primary function is serving as a source of knowledge and providing guidance and feedback based on his or her own experience. Mentors are also able to provide more targeted support based on what type of library they work in, such as an elementary or high school library. Because no textbook can cover all the scenarios one may experience in the library or provide all of the tips and tricks to every library system, learning from mentors is one way to ensure new librarians are fully prepared for their future roles. Mentors also provide support during what can be a challenging experience as their mentees learn and work.

Identify resources that indicate trends in teaching and learning

Education is constantly changing and shifting, and while staying abreast of these changes can be difficult, there are a variety of resources that librarians can use to stay up to date. For library education specifically, the AASL and the ALA keep pace with the trends and disseminate information to librarians through regular communications and publications. For general education trends, the National Education Association (NEA) offers up-to-date information. Regularly attending PD opportunities offered from one’s place of work or previous educational institutions, along with taking courses offered from a variety of qualified sources, allows educators to stay up to date with new resources, changes in curriculum, and other trending education topics. To ensure educators are adhering to changes in their own state, it’s important they remain up to date with communications and publications from their state and county’s department of education.