TExES School Librarian Certification Test Set 3

Define due process as it relates to legal issues associated with school library operations and describe some of the policies that might be most concerned with due process

The phrase due process refers to the 5th Amendment idea of a person’s right to a thorough and fair process in handling matters that might deprive him of a particular right. In the library, this means handling sensitive library matters according to the letter of the official policies. These official policies are made more transparent and fair to help protect a library from being seen as infringing upon the rights of its patrons. Some of the specific policies that most concern due process include reconsideration, selection, hiring, and circulation. For example, it’s very important to follow reconsideration policies to the letter in order to ensure that patrons feel that their (sometimes very personal) concerns are being heard/addressed in a fair and timely manner. It would go against the notion of due process to dismiss a reconsideration challenge out of hand without properly considering the facts and evaluating the circumstances of a particular challenge.

Outline some of the most common reasons materials may be challenged and explain the legal protections in place that can assist in responding to these challenges

It’s a regular occurrence for materials to be challenged at any library level, but school libraries see a greater number of challenges due to the direct involvement of a patron group that is exclusively composed of minors. Challenges are brought against materials for many reasons: being deemed inappropriate for sexual, religious, political, or cultural reasons; being seen as unnecessary or outdated; or being seen as inappropriate for a particular age group. The first and last of these three make up the bulk of challenges in school libraries, and many challenges are aimed at books that contain s*x, drugs, violence, racial issues, or strong language, or books that depict groups that some have deemed subversive, like political out-groups, people who don’t fit into the gender binary, or people who aren’t straight (normal). Regarding a reconsideration challenge, the 1st Amendment is generally going to protect the rights of students to have access to materials regardless of their content (barring hate speech or materials that are pornographic, among other exceptions). Courts have repeatedly upheld the right of libraries to collect materials without concern for censorship and outside influence.

Explain the legal rights afforded to students regarding privacy and confidentiality matters in the school library

Students are afforded a number of rights that protect their privacy and make their library records confidential, and most of these rights are based on the ALA’s Library Bill of Rights. Primary among these is the right to browse whichever materials they desire without any interference from library staff or other interested parties. Students’ browsing history is also protected and should not be shared with parties other than the student. School libraries, in accordance with federal law, have a limitation or exception to this privacy in the form of the FERPA (Ed Rights and Privacy) Act. FERPA states that parents may have access to their underage child’s educational records until their child comes of age, and this can limit some of the true privacy students may have. FERPA also includes provisions for educational staff to access records that are directly related to students’ education, further limiting the privacy of students in certain circumstances. Schools have an ethical obligation to ensure that access to student information is not treated frivolously and is only accessed in situations in which private information is considered necessary and impactful for informing educational decision-making processes.

Outline some of the ways in which library policies can support the mission of protecting students’ privacy and confidential information

In order to protect the privacy of students, library policies should be written in such a way as to make it as difficult as possible to accidentally violate student privacy rights. Circulation policies should include language and procedures that don’t violate student privacy, such as private secure checkout processes, library hold processes that don’t reveal students’ requested materials, and staff trained not to disclose students’ browsing habits where other students may hear. Another part of a library’s circulation policy may involve the collection of various types of student data. Reducing the amount and kinds of student data collected can reduce the likelihood of the accidental disclosure of student information. Tech policies can also help protect students’ privacy by obscuring search history, not advertising students’ interests or currently checked-out materials, and providing secure, private channels for students to discover materials without requiring any outside assistance. Students should also be informed of their rights and given the assurance that library staff is committed to the mission to protect their privacy.

Define intellectual freedom and explain how the school library helps support the protection of it through policy

A student’s intellectual freedom is his or her ability to explore ideas and topics of interest without interference from other parties. Along with protecting students’ privacy, the chief mission of the school library is to protect and encourage students to express their intellectual freedom and seek knowledge. One of the ways a school library’s policy can protect intellectual freedom is through the selection/deselection processes. By selecting a wide range of materials, libraries can ensure students have true access to all information they may seek without accidentally (or purposefully) excluding information on a given subject. Library training policies should also include language on assisting students with the search for information and giving students the tools they need to actually search for information in the first place. Library missions and objectives should clearly state their support for the value of intellectual freedom, and they will be further supported by federal laws and library interest groups like the ALA and the AASL.

Outline some of the key partners that help to protect students’ intellectual freedom and explain the ways in which they do so

There are a number of key partners involved in protecting students’ intellectual freedom in the school library. These include libraries, library staff, faculty, admin, tech staff, and the school legal counsel. Librarians and library staff have the dual mandate of encouraging students to explore their interests without fear and protecting their freedom through rigorous policy and advocacy. Faculty should also encourage students to explore their curiosities, with the added responsibility of ensuring that instruction doesn’t stifle creativity or restrict freedom to explore topics that are suitable for a particular assignment. School administrators are responsible for ensuring that school policy supports library policy in encouraging/protecting intellectual freedom. This general school policy directly relates to the school tech policy, which should protect students from outside actors while not restricting their ability to express their intellectual freedoms. Finally, the school legal counsel directly supports administrators and library staff in writing appropriate and effective policies and defending those policies in times of challenges.

Describe some of the ways in which ethical equal access policies provide a welcome and inclusive space in the school library for all to enjoy

Ethical and equal access to the school library and its offerings means a commitment to welcoming all potential students to access the library with as little inconvenience as possible. For many students who belong to various minority groups, like speakers of other languages and those with various disabilities, this means a concerted effort toward inclusion through a wide selection of materials that meet the needs of a diverse audience. Physical library considerations such as shelf height, aisle size, and inclusive accessibility features for people with visual/hearing impairments are also important pieces of an effective equal access mindset. All students, regardless of their unique characteristics, have an equal right to use the library, and it is critical that libraries protect this right through policy and advocacy. There may also be state or federal guidelines that can help libraries begin to assess their operational procedures to see whether they align with providing equal access to all students.

Describe provisions related to student privacy and confidentiality within the ALA’s Library Bill of Rights and the Children’s Online Privacy Protection Act (COPPA)

Students’ rights to privacy and confidentiality in the library are protected under the ALA’s Library Bill of Rights. This information should be used to establish clear privacy policies in the library. Any records pertaining to a student in the library, such as circulation history or password information, are to remain private; however, there are times when there are exceptions. When there are concerns for the safety of a particular student or the safety of others, it may be necessary to share information with others, such as administration or law enforcement. It is up to the librarian to be familiar with laws in her state and ensure that the library is adhering to them. It is important for school staff not to use programs that interfere with student privacy by collecting data per COPPA. Students should be well informed by their librarian of their privacy rights, what they can do as students, and what will be done by staff to protect them.

Identify an ethical course of action for a copyright or plagiarism issue

The best way to address issues related to copyright and plagiarism is to prevent them from happening by providing necessary instruction on citation and usage; however, there are times when students are equipped to ethically use information and yet fail to do so. Most schools have an honor code that strictly prohibits plagiarism, and they have guidelines in place for when infractions related to unethical use of information occur. Where these do not exist, the library should campaign for their development. Typically, the issue is first addressed by the educator who identifies the misuse of information, and usually the offending student receives an incomplete or a zero on the assignment. On some occasions, likely when the misuse was unintentional, students are permitted to complete the assignment again. Following infractions, it is important to remediate students on the steps of ethical use to prevent it from recurring.

Explain the purpose and importance of independent research as it relates to school librarians

This is the process through which one poses a unique question and does a lot of research using a variety of resources to answer that question. Librarians should be well-versed in this for a variety of reasons. Due to the nature of many school libraries, school librarianship can be a lonely role. As such, it is important for a librarian to be able to answer her questions through this process. Doing this enables librarians to find solutions to any problems they’re experiencing, and it leads to librarians who are well-informed, adhere to best practices, and are able to make the most beneficial decisions for their library. Librarians are also expected to teach independent research skills to their students, which makes the ability to do independent research themselves vital. In order to best lead students in research, a librarian must be able to effectively use research tools and complete the steps needed to acquire, vet, and use information.

Explain the role school librarians play on committees and task forces

At the school level, librarians can serve on committees. By doing so, they will have advocacy platforms through which they may ensure that the library’s needs and the students’ best interests as they relate to the library are represented. Examples of committees that school librarians may serve on include parent-teacher organizations, faculty advisory committees, curriculum committees, fundraising committees, and more. They may also serve on task forces that establish rules and procedures in the school. By playing an active role in the school through participation in these committees, librarians are ensuring that the aforementioned needs are at the forefront of the minds of decision-makers and stakeholders. Beyond the school level, there are opportunities for librarians to serve on committees that vote on book awards at the local, state, and national level, serve as members of advocacy groups through broader organizations, and participate in research related to school libraries.

Define action research and outline the process for using action research to solve problems within the school library

In education, action research is a process in which educators seek to improve their practices by performing a theory-supported investigation within their own professional context. The educator begins by identifying a problem area, gathering data related to the problem, and performing a literature review to find existing research on the topic. Using the data and theoretical background, the educator then develops a plan to address the issue before implementing changes. The educator then collects more data and reflects on the results to see if and how the results changed. This process should be documented and recursively repeated to work on optimizing any changes that might affect the outcomes. Reflection often leads to identifying new areas in which improvements are needed, making this a continuous cycle in pursuit of better practices. Because action research is usually performed on a small sample and is informal, the results are limited in their applicability to all contexts. Due to the informality of action research, there is rarely an ethics review board involved in establishing the process. Educators engaging in action research must maintain transparency and caution in the scope of their research practices, as the results have a direct impact on students and other professionals. Despite action research’s limitations, documentation of the process and findings can still be broadly useful as other educational contexts may benefit from such information.

Define reflective practice and outline its importance to school librarians

In education, to be a reflective practitioner means to reflect on one’s own actions and processes as they relate to the education and programming one is providing as well as the roles one is playing within the school community. Educators are expected to take time to analyze their actions and assess them for effectiveness. If educators find that their current actions are ineffective, they will then assess the situation to establish what obstacles exist within their control and what changes they can make in their practice to eliminate those obstacles. Educators will then initiate these changes and repeat the process. This self-reflection ensures that educators are providing students with effective lessons that meet curriculum goals. As with any educator, this is an important practice for librarians. As society and tech change, it’s imperative that the thought processes and practices of librarians also change to ensure patrons are receiving an education and access to a collection that is valuable and representative of themselves.

Explain the use of journals and portfolios in reflective practices

Journals and portfolios play a vital role in being a reflective practitioner, as they provide regular documentation of ongoing events, practices, and candid thoughts. Journals typically consist of written anecdotal notes over a certain time period. These notes may be reflections on a lesson plan recorded daily or a few times over the course of a unit. The purpose is for the educator to have information to look back on when reflecting on the effectiveness of his or her lessons and actions so that proper changes can be made. Portfolios vary slightly from journals in that they should feature examples of what the educator is reflecting on in addition to notes, like student work samples and examples of the expected materials and outcomes. What an educator chooses to use as a reflective tool is typically a personal choice, but in some cases the type may be mandated by the admin in alignment with PD goals. The end goal of both journals and portfolios is the same, which is to provide an opportunity for in-depth reflection.

Explain the purpose of self-assessments and peer assessments as they relate to librarians

Self-assessment is a large component of being a reflective practitioner. It provides an educator with the opportunity to assess their strengths and weaknesses in his/her role. There are premade self-assessment tools for educators in which they assign themselves a grade or score for a proposed facet of education; however, educators may choose to make their own tools based on their professional development goals. Peer assessment shares the same goal but varies in that it’s completed with another individual or group of individuals in the same or similar role(s). The most common peer assessment for school librarians is observation, after which the participants confer to provide feedback on what they saw, what they commend, and what they think needs changing. The overall goal of both types of feedback is to provide the librarian with the information needed to make the appropriate adjustments to best enhance and deliver learning opportunities.

Define incident analysis and explain how it relates to the school librarian

Incident analysis is a process that strives to find the root cause of an incident and prevent it from happening again. An incident can be defined as any unexpected or unplanned event that occurs. This is often used in education in partnership with classroom management. The educator will reflect on an incident involving student behavior, like frequent outbursts or general inattentiveness, and do their own investigation to find the root cause of the issue. If there is an external cause, the educator should work on resolving it, and if it’s an internal cause, more investigation will need to occur with the student to establish a solution. The school librarian may also use incident analysis to address organizational issues. Because organization is a key component of the library, it’s important to have a reliable system and address any incidents that arise within that system. By reflecting on these incidents and making proper adjustments, the librarian can better serve students.

Define critical friend and explain how it relates to the school librarian

A critical friend is someone who provides support and feedback while remaining honest and unbiased. Unlike a mentor, a critical friend is not in a position of authority over the individual whom he or she is supporting. Critical friends are meant to encourage individuals while challenging their thinking and processes with the goal of making them more successful in their field. For a librarian, his or her critical friend will likely be another librarian who he or she identifies as a peer. Critical friends may develop as a partnership between two individuals or as a small group of individuals similar to a PLC; however, the difference is that such a group, when compared to a PLC, is intentional. Use of a critical lens that is used to work on reflective practices, as opposed to a focus on broader issues unrelated to oneself and one’s own practices. The overall goal of a critical friend or critical friend group is to ensure educators are reflecting and making changes to their practices as needed.