Library Media Specialist

Transcription

1 The Praxis Study Companion Library Media Specialist

2 Welcome to the Praxis Study Companion Welcome to the Praxis Study Companion Prepare to Show What You Know You have been working to acquire the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxis test. Using The Praxis Series Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time. The Study Companion contains practical information and helpful tools, including: An overview of the Praxis tests Specific information on the Praxis test you are taking A template study plan Study topics Practice questions and explanations of correct answers Test-taking tips and strategies Frequently asked questions Links to more detailed information So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day. Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you. Your teaching career begins with preparation. Good luck! Know What to Expect Which tests should I take? Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for the teaching area you wish to pursue. Before you register for a test, confirm your state or agency s testing requirements at How are the Praxis tests given? Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see page 36). 2

3 Welcome to the Praxis Study Companion What should I expect when taking the test on computer? When taking the test on computer, you can expect to be asked to provide proper identification at the test center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time begins. Watch the What to Expect on Test Day video to see what the experience is like. Where and when are the Praxis tests offered? You can select the test center that is most convenient for you. The Praxis tests are administered through an international network of test centers, which includes Prometric Testing Centers, some universities, and other locations throughout the world. Testing schedules may differ, so see the Praxis Web site for more detailed test registration information at www. ets.org/praxis/register. 3

4 Table of Contents Table of Contents The Praxis Study Companion guides you through the steps to success 1. Learn About Your Test...5 Learn about the specific test you will be taking 2. Familiarize Yourself with Test Questions...7 Become comfortable with the types of questions you ll find on the Praxis tests 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient 5. Develop Your Study Plan Develop a personalized study plan and schedule 6. Study Topics Detailed study topics with questions for discussion 7. Review Smart Tips for Success Follow test-taking tips developed by experts 8. Check on Testing Accommodations See if you qualify for accommodations that may make it easier to take the Praxis test 9. Do Your Best on Test Day Get ready for test day so you will be calm and confident 10. Understand Your Scores Understand how tests are scored and how to interpret your test scores Appendix: Other Questions You May Have

5 Step 1: Learn About Your Test 1. Learn About Your Test Learn about the specific test you will be taking Library Media Specialist (5311) Test Name Test Code 5311 Time Number of Questions 120 Format Test Delivery Library Media Specialist 2 hours Test at a Glance Selected-response questions Computer delivered Approximate Approximate Content Categories Number of Percentage of Questions Examination IV V III I II I. Program Administration 21 18% II. Collection Development 26 21% III. Information Access and Delivery 26 21% IV. Learning and Teaching 33 28% V. Professional Development, 14 12% Leadership, and Advocacy About This Test The Library Media Specialist test is designed to measure the knowledge and abilities of examinees who have had preparation in a program for school library media specialists, grades K 12. Because programs in school librarianship are offered at both the undergraduate and graduate levels, the test is appropriate for examinees at either level. The test content is aimed at the level of knowledge appropriate for the person who is responsible for administering the library media program at the individual school level. The material in the test, therefore, would not be suitable for those in systems with differentiated staffing or for those at the district level. The 120 selected-response questions cover program administration; collection development; information access and delivery; learning and teaching; and professional development, leadership, and advocacy. This test may contain some questions that will not count toward your score. 5

6 Step 1: Learn About Your Test Test Specifications Test specifications describe the knowledge and skills measured by the test. Study topics to help you prepare to answer test questions can be found in 6. Study Topics on page 27 I. Program Administration II. A. Organization, administration, and evaluation of the library media center B. Shared decision making, mission and philosophy statements, goals and objectives for services and programs, short- and long-range planning C. Methods for assessing needs, evidence-based assessment modes D. Promoting library services, resources, and programs E. Managing the library media center: budgeting, alternate means of funding, managing the library media center staff and volunteers F. Rationale for library media center policies: developing and revising policies, legal and ethical issues relating to policies Collection Development A. Function, structure, and components of the selection policy B. Selecting and maintaining resources: relationship between school curriculum and collection development; guidelines for deselection; using standard collection development, review, and bibliographic tools C. Developing and maintaining a professional collection D. Selection criteria for all resources, including equipment and services, materials acquisition sources, ordering and budgeting procedures E. Descriptive and subject cataloging, related tools, and digital cataloging data F. Purpose and format of MARC records G. Physical arrangement of resources H. Loan, renewal, and reserve procedures I. Promoting resources III. Information Access and Delivery A. Knowledge of print, nonprint, and digital resources and their uses B. Knowledge of current and emerging technologies: jargon, equipment, the digital community C. Knowledge of information retrieval processes, search strategies, and evaluative criteria D. Information resource sharing: interlibrary loan, networks, school/public library cooperation E. Equal access to resources, programs, and services for all learners F. Scheduling G. Library media center environment H. Legal and ethical issues related to information use: copyright, plagiarism, intellectual property, confidentiality, acceptable use I. Bibliographic citation IV. Learning and Teaching A. Knowledge of children s and young adult literature: print and media awards, works of prominent authors and illustrators, literary genres B. Knowledge of trends, issues, and research related to reading and information literacy C. Knowledge of information literacy models and principles D. Alignment of library media center program with information literacy standards; alignment of programs with school curriculum E. Collaborative teaching and planning F. Instructional design: characteristics of learners, predominant learning theories, elements of lesson planning, meeting the needs of diverse learners, assessment methods and tools G. Theory and practice of classroom management V. Professional Development, Leadership, and Advocacy A. Role and function of professional organizations related to school library media B. Purposes and examples of professional development activities, role of reflective practice C. Initiating and facilitating collaborative opportunities: action plans, building consensus, characteristics of the adult learner D. Implications and provisions of major legislation and court cases affecting libraries and education E. Codes of ethics F. Advocacy 6

7 Step 2: Familiarize Yourself with Test Questions 2. Familiarize Yourself with Test Questions Become comfortable with the types of questions you ll find on the Praxis tests The Praxis Series assessments include a variety of question types: constructed response (for which you write a response of your own); selected response, for which you select one or more answers from a list of choices or make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don t spend time during the test figuring out how to answer them. Understanding Computer-Delivered Questions Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. For most questions, you respond by clicking an oval to select a single answer from a list of options. However, interactive question types may also ask you to respond by: Clicking more than one oval to select answers from a list of options. Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer. Some questions may have more than one place to enter a response. Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list. Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by clicking on a sentence (or sentences) within the reading passage. Dragging and dropping answer choices into targets on the screen. You may be asked to select answers from a list of options and drag your answers to the appropriate location in a table, paragraph of text or graphic. Selecting options from a drop-down menu. You may be asked to choose answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question you will get clear instructions. Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing Demonstration on the Praxis Web site to learn how a computer-delivered test works and see examples of some types of questions you may encounter. 7

8 Step 2: Familiarize Yourself with Test Questions Understanding Selected-Response Questions Many selected-response questions begin with the phrase which of the following. Take a look at this example: Which of the following is a flavor made from beans? (A) Strawberry (B) Cherry (C) Vanilla (D) Mint How would you answer this question? All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans. Try following these steps to select the correct answer. 1) Limit your answer to the choices given. You may know that chocolate and coffee are also flavors made from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices given ( which of the following ). 2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only possible answer. 3) Verify your answer. You can substitute vanilla for the phrase which of the following and turn the question into this statement: Vanilla is a flavor made from beans. This will help you be sure that your answer is correct. If you re still uncertain, try substituting the other choices to see if they make sense. You may want to use this technique as you answer selected-response questions on the practice tests. Try a more challenging example The vanilla bean question is pretty straightforward, but you ll find that more challenging questions have a similar structure. For example: Entries in outlines are generally arranged according to which of the following relationships of ideas? (A) Literal and inferential (B) Concrete and abstract (C) Linear and recursive (D) Main and subordinate You ll notice that this example also contains the phrase which of the following. This phrase helps you determine that your answer will be a relationship of ideas from the choices provided. You are supposed to find the choice that describes how entries, or ideas, in outlines are related. Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way: How are outlines usually organized? Since the ideas in outlines usually appear as main ideas and subordinate ideas, the answer is (D). 8

9 Step 2: Familiarize Yourself with Test Questions QUICK TIP: Don t be intimidated by words you may not understand. It might be easy to be thrown by words like recursive or inferential. Read carefully to understand the question and look for an answer that fits. An outline is something you are probably familiar with and expect to teach to your students. So slow down, and use what you know. Watch out for selected-response questions containing NOT, LEAST, and EXCEPT This type of question asks you to select the choice that does not fit. You must be very careful because it is easy to forget that you are selecting the negative. This question type is used in situations in which there are several good solutions or ways to approach something, but also a clearly wrong way. How to approach questions about graphs, tables, or reading passages When answering questions about graphs, tables, or reading passages, provide only the information that the questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first, noting places you think are important, and then answer the questions. Again, the important thing is to be sure you answer the questions as they refer to the material presented. So read the questions carefully. How to approach unfamiliar formats New question formats are developed from time to time to find new ways of assessing knowledge. Tests may include audio and video components, such as a movie clip or animation, instead of a map or reading passage. Other tests may allow you to zoom in on details in a graphic or picture. Tests may also include interactive questions. These questions take advantage of technology to assess knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. QUICK TIP: Don t make the questions more difficult than they are. Don t read for hidden meanings or tricks. There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of your knowledge. Understanding Constructed-Response Questions Constructed-response questions require you to demonstrate your knowledge in a subject area by creating your own response to particular topics. Essays and short-answer questions are types of constructed-response questions. For example, an essay question might present you with a topic and ask you to discuss the extent to which you agree or disagree with the opinion stated. You must support your position with specific reasons and examples from your own experience, observations, or reading. Take a look at a few sample essay topics: Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models. We are constantly bombarded by advertisements on television and radio, in newspapers and magazines, on highway signs, and the sides of buses. They have become too pervasive. It s time to put limits on advertising. Advances in computer technology have made the classroom unnecessary, since students and teachers are able to communicate with one another from computer terminals at home or at work. 9

10 Step 2: Familiarize Yourself with Test Questions Keep these things in mind when you respond to a constructed-response question 1) Answer the question accurately. Analyze what each part of the question is asking you to do. If the question asks you to describe or discuss, you should provide more than just a list. 2) Answer the question completely. If a question asks you to do three distinct things in your response, you should cover all three things for the best score. Otherwise, no matter how well you write, you will not be awarded full credit. 3) Answer the question that is asked. Do not change the question or challenge the basis of the question. You will receive no credit or a low score if you answer another question or if you state, for example, that there is no possible answer. 4) Give a thorough and detailed response. You must demonstrate that you have a thorough understanding of the subject matter. However, your response should be straightforward and not filled with unnecessary information. 5) Reread your response. Check that you have written what you thought you wrote. Be sure not to leave sentences unfinished or omit clarifying information. QUICK TIP: You may find that it helps to take notes on scratch paper so that you don t miss any details. Then you ll be sure to have all the information you need to answer the question. For tests that have constructed-response questions, more detailed information can be found in Understanding Constructed-Response Questions on page 9. 10

11 Step 3: Practice with Sample Test Questions 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers Sample Test Questions The sample questions that follow illustrate the kinds of questions on the test. They are not, however, representative of the entire scope of the test in either content or difficulty. Answers with explanations follow the questions. Directions: Each of the questions or incomplete statements below is followed by five suggested answers or completions. Select the one that is best in each case. 1. Which of the following is the most effective way for students to learn how to use the library media center? (A) Videotaped instruction supervised by the library media specialist (B) Formal classes conducted by the library media specialist (C) Unit instruction by the classroom teacher (D) Instruction by the library media specialist integrated with a classroom learning project (E) Instruction by the classroom teacher and the remedial reading specialist 2. The most effective method for a library media specialist to use to keep the library media center attuned to the community it serves is to (A) open the library media center to the public on weekends (B) establish a friends group or library advisory committee (C) eliminate fines for lost or damaged materials (D) solicit donations of old books and magazines (E) post community happenings on the media center Web site 3. The goals of a library media center program must be (A) based on the school s philosophy (B) performance based (C) identical to national goals (D) developed by the state education agency (E) limited to one-year planning 4. Of the following, the most important role of adult volunteers in the school library media center is to (A) help students with research problems (B) conduct story hours for students (C) provide a supplement to the regular library staff (D) shelve books and periodicals (E) substitute for paid clerical staff 5. Partnerships between school library media specialists and public librarians are important because (A) their collections can complement each other and thus provide a wider variety of resources for students (B) public librarians have special training in how to conduct research, and this expertise can be made available to students (C) public libraries are usually open after school and on weekends (D) public librarians have stronger ties to community groups (E) school library media specialists know more about children s literature 11

12 Step 3: Practice with Sample Test Questions 6. In order to encourage maximum use of print and nonprint materials, library media center collection policies usually include which of the following? (A) Limiting circulation of all materials to two weeks, with one renewal allowed for materials not in demand (B) Circulating all print and nonprint materials, with the loan period varying according to the proposed use of the material (C) The limitation of periodicals use to within the center or to overnight loan only (D) Circulating all print materials but limiting the use of nonprint materials to the media center only (E) Circulating nonprint materials to faculty only 8. A library media specialist is designing a faculty survey to identify weaknesses in the library media center program. The faculty members are most likely to provide valuable responses to the survey if the library media specialist (A) defines for them in advance how much data will be analyzed (B) includes a large array of questions on various aspects of the program (C) takes into account that the viewpoints of faculty members will be different from his or her own (D) devises a method for acquiring the data that prevents individual faculty members from being identified (E) returns the results of the survey in a format the faculty will understand 7. A primary school library media specialist uses read-aloud story times to address a number of goals in developing emergent literacy. Which of the following practices helps students develop the ability to respond and connect to literature? (A) Having students turn pages, make sound effects, or join in repetitive phrases (B) Engaging students in discussion about the setting, characters, and events in the story (C) Allowing students time to examine the quality of the illustrations (D) Reading slowly and expressively, changing voices for different characters (E) Pointing to or running a finger along the print while reading the words aloud 9. A major challenge for users of digital virtual libraries is that (A) they lack the uniform access procedures established for print libraries (B) the majority of individual elements in virtual libraries are fee based (C) they allow access to textual information only (D) there are limits on the size and content of information they offer (E) the information offered is limited to only the most current on a given topic 12

13 Step 3: Practice with Sample Test Questions 10. High school students have approached the library media specialist to challenge the policy that library media center computers may not be used during school hours for , message boards, or other forms of Internet communication. The library media specialist s most appropriate response to the students challenge is that (A) digital communication and socialization are wastes of a student s time (B) most students have ample access to digital communication modes outside of school (C) it is unhealthy for students to do all of their communication and socialization on the Internet (D) it is too easy for students to hide unacceptable online activities when the library media center is busy during the school day (E) the policy is designed to protect students safety and privacy 11. During an orientation meeting, a principal suggests that novice teachers keep portfolios of observations and comments about lesson plans, instructional resources, and classroom management strategies. This is an example of reflective practice because the teachers will (A) select what is included in the portfolio (B) think about the effectiveness of their teaching (C) add to the portfolio throughout the school year (D) share their observations with colleagues (E) have a record of their accomplishments 12. A library media specialist frequently compiles recommended reading lists to help teachers and students locate notable books for specific grade levels of readers. A recommended reading list such as this most often contains (A) works that every child in a particular grade should read before passing to the next grade (B) a compilation of all award-winning books from the last decade (C) reading materials that are cited in the bibliographies of grade-level textbooks (D) works of quality that reflect and encourage the interests of readers of a certain age (E) works that have been approved by the school board for inclusion in the school s courses of study 13. A library media specialist uses a shared decision-making model when changing an existing library media center policy. Shared decision making is based on the concept that change is most likely to be effective when (A) those implementing it have a sense of ownership of and responsibility for the process (B) ownership and control of a decision is given to a group, so no individual bears responsibility for the outcome of that decision (C) the group leader alone assumes responsibility for the outcome of a decision (D) the group leader gives up responsibility for a decision and is therefore not responsible for the outcome (E) individuals not directly affected by the outcome of the decision are able to act objectively 13

14 Step 3: Practice with Sample Test Questions 14. Which of the following actions by a library media specialist is a possible violation of the ALA s Code of Professional Ethics? (A) Restricting students access to a web site that requires users to register by providing personal information (B) Requiring students to compile a bibliography for all research assignments (C) Limiting the amount of time an individual student can use a computer to surf the Internet if other students are waiting (D) Directing students away from resources that support viewpoints that contradict the values of the community at large (E) Informing a student s parents that an item was returned to the library media center damaged 17. A library media specialist has received a grant to increase the library media center s holdings of children s magazines. On which of the following criteria should the selection be primarily based? (A) Advertisements should be relevant to the purpose of the magazine (B) The editor s contact information should be readily available (C) Games and activities should be accompanied with clear, well-written instructions (D) Information should be age appropriate and developmentally appropriate (E) Features should be included for special populations, such as readers with visual impairments 15. A library media specialist examines the current holdings of the library media center, categorizes them according to age and classification, identifies areas of need, and creates a list of new acquisitions. This process is known as (A) deselection (B) bibliographic citation (C) authentication (D) inventorying (E) collection analysis 18. According to Bloom s taxonomy, which of the following activities requires the highest level of thinking? (A) Using titles and subheadings to locate information (B) Identifying the elements of a catalog record (C) Browsing bookmarked sites on the Internet (D) Assessing data gathered from research (E) Defining copyright and plagiarism 16. During library orientation, a student asks if the library media center has any hot spots. The student is most likely referring to areas of the library media center where students can (A) print, scan, or use other computer peripherals (B) talk on a cell phone (C) connect to a wireless network (D) recharge the battery of a laptop (E) socialize 14

15 Step 3: Practice with Sample Test Questions 19. A community member offers to donate back issues of National Geographic to the high school media center. With a view to promoting good public relations, the library media specialist should do which of the following? (A) Thank the donor but explain that the library does not keep back issues of National Geographic. (B) Accept only those issues on subjects directly related to the school s curriculum. (C) Accept the issues but do not make them part of the library s collection. (D) Accept the issues, making the donor aware of the district policy on donated materials. (E) Accept the issues and put them out for teachers and students to take. 20. When maintaining a professional collection, a library media specialist should be especially mindful of the currency of resources dealing with (A) sample instructional models and strategies (B) laws relating to students rights (C) materials for enrichment and remediation (D) reviews of research and scholarly works (E) professional development practices 21. Each year, a library media specialist presents the proposed library media center budget to the school principal using the identical format as the year before. The most likely reason for this is so the principal can (A) easily compare past figures with the present requests (B) validate the accuracy of the figures present in the budget (C) get as complete a picture of the budgetary needs as possible (D) identify needs that can be addressed through alternate means of funding (E) clearly understand what is being requested in the budget 22. Which of the following features of e-books makes them a good choice for reference works and textbooks? (A) They can be put down and read handsfree. (B) They allow readers to adjust the size and font of the text. (C) They can be replicated and stored at little or no cost, therefore keeping them in print indefinitely. (D) There is little risk of the damage or degradation associated with books published on paper. (E) They contain internal hyperlinks that make them easily searched and crossreferenced. 23. The term dispositions as used in Standards for the 21st-Century Learner refers to students (A) skills (B) attitudes (C) reflections (D) study habits (E) self-esteem 24. To reduce municipal spending, a town council asks the board of education to consider using the existing district library media centers as public libraries. The board asks the district library media specialists for their input before making a decision. Which of the following is the best argument the library media specialists can present for denying the council s request? (A) It reduces the available space for students. (B) It lengthens the hours that the library media centers will be open. (C) It increases the duties of the library media specialists. (D) It has the potential to endanger students safety. (E) It increases the budget needed to equip and run the library media centers. 15

16 Step 3: Practice with Sample Test Questions 25. Determine an author s point of view or purpose in a text and analyze how an author advances that point of view or purpose In which of the following grade ranges should students demonstrate competency in meeting the learning objective above? (A) Grades 1 2 (B) Grades 3 4 (C) Grades 5 6 (D) Grades 7 8 (E) Grades A classroom teacher has alerted the library media specialist that two students in her thirdgrade class have intellectual disabilities. Which of the following practices is most likely to support the success of the students during library lessons? (A) Devising a plan in which inappropriate forms of behavior are replaced by appropriate ones (B) Reading aloud and providing copies of information written on the board (C) Using an alternate activity that can be completed with less difficulty but meets the same learning objective (D) Seating the students close to the center of instruction (E) Assigning each student a peer tutor to reteach difficult parts of the lesson 27. Which of the following library media center policy revisions is most likely to require approval by the board of education? (A) Loan periods (B) Student conduct (C) Reconsideration process (D) Deselection (E) Donation 28. A library media specialist and a music teacher are co-teaching a research unit on the history of jazz. The class has five English-language learners (ELLs). Which of the following actions by the library media specialist is most likely to support the ELLs learning? (A) Purchasing resources on music history in the primary language of the ELLs (B) Holding frequent conversations with the ELLs to ensure their understanding (C) Asking the ESL teacher to teach the history of jazz in ESL class (D) Placing the ELLs together in a cooperative learning group (E) Summarizing an encyclopedia article on jazz in simplified English READ THE FOLLOWING DIRECTIONS BEFORE CONTINUING Directions: Questions differ from the preceding questions in that each contains the word EXCEPT. So that you understand fully the basis that is to be used in selecting the answer, be sure to read the question carefully. 29. A library media specialist is interviewing potential candidates for a paraprofessional position in an elementary school library media center. All of the following questions are legal to ask a candidate EXCEPT: (A) Are you a member of any library-related professional organizations? (B) Are you authorized to work in the United States? (C) Do you have any children? (D) How do you work under pressure? (E) What appeals to you about this position? 30. Using CIP, a technical services professional can access all the following bibliographic data about a resource EXCEPT its (A) Dewey decimal classification (B) ISBN (C) subject headings (D) pagination (E) edition 16

17 Step 3: Practice with Sample Test Questions Answers to Sample Questions 1. The correct answer is (D). Current philosophy emphasizes that the library media specialist should work in close partnership with the classroom teacher and that library skills should be taught in the context of a topic of study, rather than as a separate study in themselves. An introduction in which the media specialist, teacher, and students work together in a hands-on activity is generally considered most effective. 2. The correct answer is (B). The role of a friends group or library advisory committee is to make recommendations on the delivery of library programs and services, to review and comment on policies, to act as advocates for the library, and to provide input for future planning.. 3. The correct answer is (A). A library media center exists to meet the individual needs of the particular school that it serves, as decided by administration, faculty, and students. Thus, its goals need not conform to national or state goals. There is no general rule that stipulates that a center s goal should be either performance based or limited to any specific time period. 4. The best answer is (C). Volunteers supplement the activities of regular staff by performing in whatever role they are most needed. 5. The correct answer is (A). When a true partnership exists between school and public libraries, the collections of the school and public library complement one another, resulting in a wider variety of resources for students to use. Public librarians do not have stronger ties to the community or more training in research. The fact that public libraries are usually open on weekends and after school is not the determining factor. Nor is it necessarily true that a school library media specialist has more knowledge of children s literature than a public librarian. 6. The correct answer is (B). To ensure maximum use of a collection, all print and nonprint materials should be available for circulation to both teachers and students. In addition, the intended use of the material should play a role in determining the length of the loan period. This policy not only helps provide for the extended use of materials where needed, but also encourages the prompt return of materials that are required by a number of borrowers for a short time, thus helping ensure the greatest availability of materials. 7. The correct answer is (B). Although reading aloud to emerging readers has many benefits, only (B) is likely to create the level of understanding and involvement necessary for students to respond and connect to the key elements of the story. 8. The correct answer is (D). This question asks you to identify factors that contribute to the success of a survey. (A), (C), and (E) are aspects of the survey unrelated to the faculty s responses. Broad surveys, as described in (B), are generally less effective than those targeted at specific aspects of a program because they return an overwhelming volume of data. (D) describes an aspect of the survey likely to make respondents feel comfortable providing honest, and therefore, more valuable responses. 9. The correct answer is (A). Virtual libraries allow access to an unlimited range of information, both historical and current, in a number of formats, including graphical, audio, and visual, as well as textual. Some virtual libraries require a fee to access, but many do not, and when fees are imposed, they do not generally apply to individual elements. Therefore, (B), (C), (D), and (E) would not present a challenge to users. However, most virtual libraries do not conform to the arrangements systems users know from print libraries. Users must determine the arrangement of each before successfully accessing the resources within. 10. The correct answer is (E). This question asks you to determine why a library media center would have a policy limiting social networking. Although the statements in (A) through (D) might be true in some circumstances, policies about the acceptable use of technology are aimed primarily at protecting students safety and privacy. 11. The correct answer is (B). To answer this question correctly, you must know the primary quality of reflective practice. Selecting items for inclusion and adding to its contents over a period of time are elements of keeping a portfolio, but not specifically of reflective practice. Sharing observations with colleagues also might be part of reflective practice, but is not its primary quality. The primary quality of reflective practice is the examination of the effectiveness of teaching practice. 17

18 Step 3: Practice with Sample Test Questions 12. The correct answer is (D). This question asks you to consider what works would be included in a recommended reading list for the purpose described in the stem. The lists described in (A), (C), and (E) would more likely be provided by teachers or the school administration. (B) would contain quality works but would most likely cover a wide range of grade levels. (D) describes worthy and desirable works that appeal to students of a specific age. 13. The correct answer is (A). This question tests your knowledge of the benefits of using shared decision making to bring about change. None of the choices except (A) describes elements of a shared decision-making model. (A) not only describes two elements of shared decision making, but also addresses why change using this model is most likely to be effective. 14. The correct answer is (D). This question asks you to apply your understanding of the ALA s Code of Professional Ethics. The code states that the library media specialist should uphold the principles of intellectual freedom and resist efforts to censor library resources. (A) restricts access to a resource, but only in order to protect students safety and privacy. (B) supports attributing information to its authors, while (C) and (D) describe actions related to the smooth operation of the library media center. None describes possible violations of the code except (D), which seeks to limit or censor students access to a body of information. 15. The correct answer is (E). This question requires you to recognize the process described in the stem. The steps analyzing current holdings based on age and classification, determining need, and recommending works to balance the collection are the components of collection analysis. 16. The correct answer is (C). This question tests your knowledge of terminology, including informal terminology, related to computer and digital resources. Hot spot is an informal term for a geographic location that provides public access to a wireless broadband network service. 17. The correct answer is (D). This question asks you to identify which of several criteria for the selection of children s magazines is most important. Although (A), (B), (C), and (E) are desirable features, none is more important than selecting magazines that are appropriate for the students using the resource. 18. The correct answer is (D). This question asks you to apply Bloom s Taxonomy of Educational Objectives to a group of activities to determine which asks students to use the highest level of thinking. (A) and (C) describe application, (B) and (E) describe knowledge, and (D) describes evaluation. As evaluation is a higher-level thinking skill in the hierarchy defined by Bloom s taxonomy than either application or knowledge, the answer is (D). 19. The correct answer is (D). A gift and donation policy addresses the circumstances and conditions under which a library media center accepts, uses, and disposes of donated materials. Accepting the items, with the explanation that there is a policy in place and that it will be followed, promotes both good public relations and reasonable practice regarding donated materials. 20. The correct answer is (B). This question asks you to recognize which resources in a professional collection are most important to keep current. Currency is an important consideration for all resources, but since laws relating to student discipline and to students with learning disabilities or medical or social problems change frequently, and since incorrect information in these areas would affect teachers safe practice, the answer is (B). 21. The correct answer is (A). This question asks you to consider the elements of an effective budget presentation. Although valuable components of a budget presentation, all the choices other than (A) are not related to the use of a consistent format year to year. Using the same format year to year enables the school principal to make comparisons readily. 22. The correct answer is (E). This question tests your knowledge of the characteristics of e-books. (A) through (D) describe characteristics of e-books, but not within the context of their strengths as reference works and textbooks. (E) describes the e-book s accessibility and searchability, desired features of both reference works and textbooks. 18

19 Step 3: Practice with Sample Test Questions 23. The correct answer is (B). Standards for the 21st-Century Learner outlines four competencies that are further divided into four aspects of each competency: skills, dispositions in action, responsibilities, and self-assessment strategies. Dispositions in action describe the ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. 24. The correct answer is (D). A school is not a public place. School administrators have the discretion to restrict the entry of outsiders, particularly while the school is in session, as part of their duty of care. Opening the library to members of the public during school hours exposes students to potential dangers from members of the public who might use the library. 25. The correct answer is (E). The competency described in the statement requires critical thinking skills that are not developed until most students reach high school. It is listed in the Common Core State Standards as an appropriate expectation for students in grades 9 and The correct answer is (C). The strategies described in choices (A), (B), and (D) are appropriate for students with behavioral disorders, perceptual disorders, and hearing impairments respectively. (E) is incorrect because it is not appropriate for students to provide instruction to others. However, students with intellectual disabilities generally benefit when the difficulty level of the activities is reduced. 27. The correct answer is (C). The reconsideration process can have legal ramifications and generally involves a committee of board members or those designated by the board. Therefore, it is necessary to seek board approval for any change in the policy. 28. The correct answer is (B). When students are engaged in a challenging task, it is essential for the library media specialist to plan ways to frequently check how well students are mastering the task. (A) is incorrect because it is impractical for the library media specialist to purchase materials in the students home language. (C) isolates the ELLs from their classmates, and the ESL teacher is not likely to have the breadth of resources that are available in the library media center. (D) does not provide the ELLs with any instructional support. (E) limits the resources the ELLs can learn to complete the assignment to a single one. 29. The correct answer is (C). This question tests your knowledge of laws prohibiting an employer from asking candidates personal questions that are not related to the job they are seeking. Questions about a candidate s race, religion, age, disability, sexual preference, ethnicity, or, in this case, family status, are illegal under federal anti-discrimination laws. 30. The correct answer is (D). Cataloging in Publication (CIP) is a prepublication cataloging record created from galley proofs submitted by publishers. Data on the item s pagination may be unavailable at the time of submission or may change when the item is published. Therefore, this information is not included in CIP. 19

20 Step 4: Determine Your Strategy for Success 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient Effective Praxis test preparation doesn t just happen. You ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day. A helpful resource is the Strategies for Success video, which includes tips for preparing and studying, along with tips for reducing test anxiety. 1) Learn what the test covers. You may have heard that there are several different versions of the same test. It s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge. You ll find specific information on the test you re taking in 1. Learn About Your Test on page 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit for information on other Praxis tests. 2) Assess how well you know the content. Research shows that test takers tend to overestimate their preparedness this is why some test takers assume they did well and then find out they did not pass. The Praxis tests are demanding enough to require serious review of likely content, and the longer you ve been away from the content, the more preparation you will most likely need. If it has been longer than a few months since you ve studied your content area, make a concerted effort to prepare. 3) Collect study materials. Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider the following reference sources as you plan your study: Did you take a course in which the content area was covered? If yes, do you still have your books or your notes? Does your local library have a high school-level textbook in this area? Does your college library have a good introductory college-level textbook in this area? Practice materials are available for purchase for many Praxis tests at Test preparation materials include sample questions and answers with explanations. 4) Plan and organize your time. You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips: Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be found at Work backward from that date to figure out how much time you will need for review. Set a realistic schedule and stick to it. 20

21 Step 4: Determine Your Strategy for Success 5) Practice explaining the key concepts. Praxis tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know. 6) Understand how questions will be scored. Scoring information can be found in 10. Understand Your Scores on page 39. 7) Develop a study plan. A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 25 to organize your efforts. And most important get started! Would a Study Group Work for You? Using this guide as part of a study group People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to one another, everyone builds self-confidence. If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size. Here are some ways to use this guide as part of a study group: Plan the group s study program. Parts of the study plan template, beginning on page 25, can help to structure your group s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ( Dates I will study the content ), you can create an overall schedule for your group s study program. Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions, beginning on page 11. Prepare your presentation for the group. When it s your to turn present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions. 21