ILTS Library Information Specialist (220) key terms

A shared process in which the library information specialist and classroom teachers jointly design lessons, set learning goals, and decide how library resources and instruction will support student learning.

Two or more educators, such as a library information specialist and a classroom teacher, plan and deliver instruction together in the same learning space, sharing responsibility for student engagement and assessment.

An instructional planning approach that begins with desired learning outcomes and assessment evidence, then designs learning activities and resource use that lead students to meet those outcomes.

Tailoring content, process, products, or learning environment to students' readiness, interests, and learning profiles so each learner can access and demonstrate understanding of the curriculum.

Temporary supports, such as modeling, graphic organizers, or guided questions, that help students complete a task they cannot yet do independently; supports are gradually removed as competence grows.

Ongoing checks for understanding during instruction that give teachers and students feedback to adjust learning activities before a summative grade or final product.

A team of educators who meet regularly to examine student data, share instructional strategies, and improve practice through collaborative inquiry focused on learning rather than administrative tasks.

Teaching the reading, writing, speaking, and reasoning practices unique to a subject area, such as how historians evaluate sources or scientists interpret data, so students can learn content through its discipline-specific texts.

A concise public statement that defines a library program's purpose, the community it serves, and the core values guiding its services, collections, and instructional partnerships.

A multi-year roadmap that sets priorities, measurable goals, actions, and resource needs for a library program, aligning daily operations with the school's or district's improvement objectives.

A library scheduling model in which classes and small groups visit based on instructional need rather than a fixed weekly time, allowing the library information specialist to co-teach and support inquiry at point of need.

A written agreement that defines appropriate and prohibited uses of school technology and networks, outlines consequences, and explains how student data and communications are protected.

The principle that learners have the right to seek, receive, and express ideas without censorship, balanced by the library's responsibility to select resources thoughtfully and follow reconsideration procedures when challenged.

A formal, written complaint asking a school or library to re-evaluate a resource; the process follows board-approved policy, includes review by a committee, and results in a documented decision.

The process of distributing available funds among library needs such as print and digital resources, technology, supplies, and professional learning, based on program goals and evidence of student and staff use.

A yearly summary of library activities, circulation and usage statistics, instruction, budget expenditures, and progress toward goals, used to communicate value to stakeholders and inform next year's planning.

A board-approved document that guides resource selection, acquisition, retention, weeding, and reconsideration, stating the library's selection criteria, intellectual freedom principles, and procedures for handling challenges.

The standards used to decide whether to add a resource, such as curriculum relevance, accuracy, currency, diverse representation, cost, format, and reviews, applied consistently to print and digital materials.

The systematic removal of library materials that are outdated, damaged, unused, or no longer aligned with curriculum and student needs, using criteria such as currency, circulation, and physical condition.

A structured review of a collection's representation across identities, cultures, languages, and perspectives, comparing holdings to student demographics and curricular needs to identify gaps and guide purchasing.

The intentional selection, organization, and annotation of resources-print, digital, or community-based-so they are relevant, accessible, and useful for a specific learning purpose or audience.

Teaching, learning, and research materials that are free of cost and carry open licenses allowing educators to reuse, revise, remix, and redistribute them, subject to license terms.

A cooperative service through which a library borrows materials or obtains copies from another library when an item is not owned locally, expanding access while respecting licensing and lending agreements.

Legal rules that protect creators' ownership of original works and permit limited educational use of copyrighted materials under four factors: purpose, nature, amount, and market effect.

The ability to recognize an information need, locate and evaluate sources, use information ethically, and create new understanding-skills taught across subjects rather than as isolated library lessons.

An instructional approach in which students investigate authentic questions, gather and analyze evidence, and construct explanations, with the library information specialist supporting resource use and research processes.

A structured inquiry framework with phases such as Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, used by teachers and library information specialists to guide student research.

A set of criteria-such as authority, accuracy, objectivity, currency, and purpose-used to judge whether a source is credible and appropriate for a research question; the CRAAP Test is a common mnemonic.

The norms of responsible, safe, and ethical behavior when using technology, including digital footprint, privacy, cyberbullying, copyright, and respectful online communication.

The ability to access, analyze, evaluate, and create media messages in various forms, including identifying bias, persuasive techniques, and the economic and social contexts of information production.

Search commands-AND, OR, and NOT-that combine or exclude keywords in a database search, helping students narrow, broaden, or refine results and improve the relevance of their research.

Presenting another person's words, ideas, or creative work as one's own without proper attribution, whether intentional or accidental; schools teach paraphrasing, quoting, and citation to prevent it.

A framework describing the knowledge teachers need at the intersection of technological, pedagogical, and content knowledge, used to plan meaningful technology integration rather than isolated tool use.

A physical or digital space where students design, build, and test projects using tools and materials, supporting creativity, problem solving, and hands-on inquiry under library information specialist guidance.