GACE School Librarian (728) flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

AASL Shared Foundations

Six foundational concepts of the National School Library Standards: Inquire, Include, Collaborate, Curate, Explore, and Engage. They organize learner, librarian, and library competencies across the Think, Create, Share, Grow domains.

School librarian roles

AASL identifies five roles: teacher, instructional partner, information specialist, leader, and program administrator. Evaluation rubrics should reflect all five rather than only clerical or circulation duties.

Library program plan

A written document aligning library goals with the school improvement plan, stating measurable objectives, budget needs, staffing, and a review cycle. It guides decisions and provides evidence of program accountability.

Needs assessment

Systematic data gathering before goal setting. Sources include circulation and database statistics, collection mapping against curriculum, teacher and student surveys, and alignment with school and district priorities.

Library advisory committee

A group of administrators, teachers, students, and community members who review policy, budget priorities, and program goals. Its recommendations are advisory; final authority rests with the board or district.

Program advocacy evidence

Documented data used to support the library program: circulation trends, collaborative lesson counts, database sessions, student work samples, and outcome evidence. Advocacy relies on facts, not unsupported claims of value.

Board-approved library policy

A formally adopted document covering selection, reconsideration, privacy, acceptable use, and copyright. The librarian drafts and implements it but cannot unilaterally create, waive, or override it.

Reconsideration policy

A written, board-approved procedure for formal challenges. The challenged item typically stays on the shelf during review, a committee reads the whole work, and the decision follows policy rather than personal preference.

CREW weeding criteria

A weeding method using MUSTIE: Misleading, Ugly, Superseded, Trivial, Irrelevant, and available Elsewhere. It evaluates content and condition rather than removing items solely because of publication date.

Collection development policy

A board-approved document stating selection criteria, selection responsibilities, weeding guidelines, gifts policy, and reconsideration procedures. Criteria commonly include curriculum relevance, accuracy, currency, authority, and literary merit.

Collection mapping

Comparing the existing collection against curriculum topics, student demographics, and usage data. Sources include the catalog, circulation reports, interlibrary loan requests, and professional review journals.

Selection review sources

Professional tools for choosing materials: review journals such as Booklist, School Library Journal, Kirkus, and VOYA, plus award lists and best-of lists. Publisher catalogs are used cautiously because they are promotional.

MARC subject access

Catalog fields enabling curriculum searching, including 020 ISBN, 100 main author, 245 title, 650 topical subject, and 526 reading program note. Consistent subject headings improve discoverability for students and teachers.

Equitable access barriers

Conditions that limit library use: fixed scheduling, restrictive checkout limits, unstaffed hours, and over-blocking filters. Removing them supports equitable access to resources and instruction for all students.

Guided Inquiry Design

An inquiry process with stages Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate. It frames research as recursive and is often co-planned with content-area teachers.

Big6 skills model

A six-stage information problem-solving model: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. Instruction targets the stage where students struggle.

Source evaluation criteria

Authority, accuracy, currency, objectivity or purpose, and coverage. Lateral reading, checking a claim against other sources, is more reliable than judging a single page's appearance.

Gradual release in library

Instruction moving from modeled to shared, guided, and independent practice. The librarian demonstrates a database search, searches with students, coaches small groups, then releases students to search alone.

Formative library assessment

Ongoing checks during research such as KWL charts, search logs, annotated bibliographies, conference notes, and exit tickets. They inform instruction before the final product is graded with a shared rubric.

Integrated co-teaching

The strongest collaboration level: librarian and teacher jointly plan objectives, teach lessons, and assess learning. It is stronger evidence of program impact than coordination or shared resources alone.

Research rubric design

A scoring guide naming observable behaviors such as generating focused questions, selecting appropriate databases, citing sources correctly, and synthesizing findings, rather than vague traits like good researcher.

Appeal factors

Reader's advisory elements used to match books to readers: pace, character, story line, frame or setting, and language style. They work better than reading level alone for recommendations.

Newbery and Caldecott

The Newbery Medal honors the most distinguished American children's literature; the Caldecott Medal honors distinguished American picture book illustration. Both are awarded annually by the American Library Association.

Printz Award

An annual ALA award for excellence in young adult literature, judged on literary merit. It is a key selection and reader's advisory tool for high school collections.

Reading motivation conditions

Access to books, choice of texts, time to read, and social interaction about reading. Programs such as sustained silent reading and booktalks work best when students select their own materials.

Graphic novels as reading

A legitimate format supporting visual literacy, vocabulary, and fluency. They belong in the collection and count as reading rather than being treated as lesser than prose.

Selection versus censorship

Selection applies professional criteria to choose materials for the whole school community. Censorship removes or restricts access to satisfy an objection, which the reconsideration policy is designed to prevent.

Fair use factors

Four factors: purpose and character of use, nature of the work, amount used, and effect on the market. Educational use is not automatically fair, and transformative use weighs toward fairness.

TEACH Act

A copyright provision allowing certain performances and displays in distance learning when access is limited to enrolled students and measures prevent retention and redistribution. It does not permit downloading textbooks.

Creative Commons licenses

Licenses stating reuse permissions: BY requires attribution, SA requires share-alike, NC restricts commercial use, and ND forbids derivatives. Public domain works carry no copyright restrictions at all.

FERPA and COPPA

FERPA protects education records and student privacy. COPPA restricts collecting personal information from children under 13 without parental consent. Both shape how library technology tools may be used.

CIPA requirements

The Children's Internet Protection Act ties certain federal funding to filtering internet access and adopting an acceptable use policy, including instruction on appropriate online behavior and cyberbullying awareness.

ISTE Standards

Technology standards for students and educators covering empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator, among educator roles.