ILTS Library Information Specialist (220) study plan

Draft a one-page summary of the library information specialist's administrative duties: staffing and paraprofessional supervision, reporting lines, facility use, and daily scheduling decisions.

Outline the annual library budget cycle from needs assessment through purchase orders, encumbrance tracking, and year-end reporting, listing at least six recurring K-12 library line items (print, databases, supplies, equipment, processing, professional memberships).

Identify the sections a written library program policy manual must contain: mission statement, selection policy, reconsideration procedure, circulation rules, patron privacy, acceptable use, and continuity or disaster plan.

Compare fixed, flexible, and blended scheduling, then state two instructional benefits and two administrative costs of each model.

Complete a 25-question practice set on library program administration and log every missed item with the specific reason for the error.

Connect the library program to school improvement and district strategic plans by writing two alignment statements a building administrator would accept in a site plan.

Distinguish advocacy, marketing, and public relations, then plan three low-cost advocacy actions each tied to a measurable indicator such as database sessions or collaboration counts.

Draft the components of a collection development policy: selection criteria, acquisition sources, gifts and donations, weeding, challenged materials, and copyright compliance.

Sequence the reconsideration process for challenged materials step by step, naming who acts at each step and what documentation is retained.

Complete a 25-question mixed administration and collection development practice set and revise the error log by error cause.

Separate selection from censorship, then apply at least five criteria (curricular fit, accuracy, currency, authority, representation, cost, format) to three hypothetical titles and record the decision.

Explain collection mapping and apply CREW/MUSTIE weeding criteria to one Dewey range, justifying each retention or withdrawal decision.

Describe how professional review sources, curriculum maps, and circulation data combine to drive selection decisions in a school setting.

Summarize cataloging and classification essentials: MARC record structure, Dewey Decimal Classification, OPAC search behavior, authority control, and copy cataloging workflow.

Compare licensing models for digital content, including database subscriptions, simultaneous-use versus metered e-books, and consortium purchasing terms.

Explain resource sharing and consortium membership for a school library, including interlibrary loan limits and what member benefits are realistic at building level.

Apply copyright and fair use to school library scenarios: classroom copying, public performance of media, digitization of owned materials, and licensed versus owned content.

Outline the instructional role through co-planning, co-teaching, and co-assessing, naming three co-teaching models and the teacher-librarian division of labor in each.

Map the AASL Standards Shared Foundations (Inquire, Include, Collaborate, Curate, Explore, Engage) to a single grade-band learning scenario with observable student behaviors.

Complete a 40-question cumulative practice set spanning Domains 1 through 3 and update the error log.

Define information literacy in a school context and contrast at least two inquiry models on stages, teacher role, and assessment evidence.

Sequence a research process for an elementary and a secondary grade band covering question formulation, source evaluation, note-taking, synthesis, and citation.

Teach source evaluation concretely by comparing lateral reading, checklist-style criteria, and bias and currency checks, and state when each approach fails.

Explain ethical use of information: plagiarism, paraphrasing, citation conventions, copyright, and attribution of AI-generated content.

Summarize digital citizenship topics a library specialist must address, including privacy, digital footprint, cyberbullying, media literacy, and acceptable use policy.

Explain how the library program builds reading engagement through readers' advisory, choice reading, reading challenges, and family literacy outreach.

Differentiate library instruction for English learners, students with IEP or 504 plans, and advanced learners, naming at least three concrete accommodations or extensions.

Design assessment for library instruction using exit tickets, rubrics, and program-level outcome data that can be reported to administrators.

Plan professional development for teachers on integrating one library resource, including a pre- and post-session measure of teacher confidence.

Describe how circulation, database usage, and collaboration logs become evidence for staffing, scheduling, and budget requests.

Rank the four domains by practice-test accuracy and re-study the two weakest using condensed notes and a self-quiz written from memory.

Complete 60 mixed practice questions under timed conditions and classify every error as content gap, misread, or guess.

Resolve commonly confused concept pairs aloud: selection versus censorship, fixed versus flexible scheduling, copyright versus fair use, inquiry versus generic research assignment.

Convert the highest-frequency missed facts into spaced-review cards and run two review passes three days apart.

Complete a full-length timed practice exam under simulated test-day conditions, including breaks and no reference materials.

Review every missed and guessed item and restate the correct reasoning in your own words without looking at the answer explanation.

Run two 90-minute condensed-note reviews covering all four domains, prioritizing flagged remediation items.

Verify test-day logistics: appointment or administration details, identification requirements, timing, and permitted materials.