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Descriptive Statements:
- Demonstrate knowledge of basic principles of human development and how development affects students' information needs and interests.
- Demonstrate knowledge of methods for providing resources and services that are accessible and responsive to the characteristics, abilities, and needs of various groups of students.
- Apply knowledge of curriculum development as it relates to information and inquiry skills, as well as strategies for integrating information and inquiry skills into the school curriculum.
- Apply knowledge of strategies for integrating literature into the curriculum and for providing guidance to students in reading, listening, and viewing for understanding and enjoyment.
- Apply knowledge of learning theory and instructional design, including the principles of differentiated instruction and Universal Design for Learning (UDL), to identify appropriate resources, approaches, and technologies for promoting the development of information and inquiry skills in various contexts.
- Apply knowledge of the advantages and limitations of different instructional methodologies, classroom management strategies, assessments, and materials in achieving given goals and objectives.
- Apply knowledge of instructional and classroom management strategies in in-person and virtual settings that foster individual and group inquiry, facilitate students' ability to participate effectively in groups, and promote students' ability to use information and technology to solve problems and pursue knowledge.
Sample Item:
Use the chart excerpt below to answer the question that follows.
Genetics
chart has 4 heading columns and 2 blank rows shown
| What do I know? |
What questions do I have? |
How can I find out? |
What have I learned? |
| blank |
blank |
blank |
blank |
| blank |
blank |
blank |
blank |
A high school library media specialist is working with a ninth-grade science teacher to introduce a unit on genetics during which students will complete an individual research project. The teacher begins by leading students in a large-group discussion about what they know in general about genetics and the questions they have, listing their comments on the chart. The library media specialist then leads students in completing the "How can I find out?" section of the chart as a large group, listing various resources that are likely to provide the desired information. Once this process is complete, students fill out the same chart on their self-selected topics. This lesson would be most effective for:
- setting students up to fulfill the requirements of the project.
- providing guidance to students as they initiate the inquiry process.
- ensuring that students use multiple sources of information for the project.
- reinforcing to students the extent of information resources available to them.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. The school library media specialist is modeling an inquiry process for students. By using the broad topic that students will be investigating, the specialist is scaffolding students' understanding and ability to apply the process to their individual topics within the broader topic. The specific inquiry process in this lesson will enhance students' efficiency in information gathering at the beginning of their research projects.
Descriptive Statements:
- Demonstrate knowledge of strategies for creating a positive, inviting, and accessible school library media environment that responds to the needs of the learning community, promotes students' pursuit of knowledge for personal interest and self-improvement, and encourages students to take responsibility for their own learning.
- Demonstrate knowledge of strategies for creating a school library media environment that fosters sharing of various viewpoints and ideas and recognizes the contributions of individuals from various backgrounds and circumstances.
- Demonstrate knowledge of methods for supporting students' curiosity, exploration, and engagement with information and literature and for encouraging students to read widely and deeply.
- Recognize strategies for creating a school library media environment that supports multiple uses and that provides individuals, small groups, and classes with open access to resources at the time and point of need.
- Demonstrate knowledge of the advantages and limitations of various options and techniques for scheduling school library media program resources, equipment, and space that promote equitable access for all members of the learning community.
- Apply knowledge of methods for providing students, staff, and other members of the learning community with training and support in the use of resources and technology.
Sample Item:
Which of the following elementary school library media program practices presents a significant barrier to intellectual access to information?
- reserving selected resources for students who are working on a grade-level project
- requiring students to provide written permission from parents/guardians to check out selected resources
- labeling resources for students to indicate recommended reading levels
- organizing resources by genre or student interests instead of using a formal classification system
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. The concept of intellectual freedom centers on the idea that every individual has a right to both seek and receive information from all points of view without restriction. Requiring parent/guardian permission to check out resources presents an artificial barrier to students' access to the full scope of information.
Descriptive Statements:
- Apply knowledge of strategies for identifying information needs, considering potential resources, and selecting appropriate resources for specific information needs, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of various strategies for formulating research questions and conducting searches, assessing the progress of a search, and adjusting search strategies as needed, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for summarizing, organizing, representing, and synthesizing information from multiple sources, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of strategies for collaborating with others to investigate questions and solve problems, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for analyzing and evaluating information from various resources, as well as methods and materials for facilitating students' development and application of these skills.
- Apply knowledge of techniques for communicating and presenting information and inquiry outcomes accurately, ethically, and creatively to various audiences as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for providing effective and constructive feedback on inquiry processes and using feedback to facilitate improvement, as well as methods and materials for supporting students' development and application of these skills.
Sample Item:
A middle school library media specialist meets with small groups of students to discuss ongoing research projects and provide feedback. Which of the following statements by the specialist is the best example of constructive feedback?
- "I see you have identified two credible sources of information. Try broadening your search terms to see if you can locate additional sources."
- "It is always a good idea to use a graphic organizer to record information. Keep up the good work."
- "You have certainly mastered the information-gathering process. I can tell that you are a good thinker and have excellent inquiry skills."
- "Your sources of information are all online sources. Make sure to use print resources as well."
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. The feedback statements include two components of constructive feedback. This first component, acknowledging strength, is addressed in the first statement and recognizes a specific positive aspect of the student's work. The second component, providing actionable steps, is addressed in the second statement and describes specific steps the student should take to enhance the work that they have already done.
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