NBPTS Library Media flashcards
NBPTS Library Media · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- AASL Shared Foundations
- Six foundational concepts in the 2018 AASL Standards: Inquire, Include, Collaborate, Curate, Explore, and Engage. They organize school library practice and learning outcomes.
- AASL Domains
- Four domains in the AASL Standards: Think, Create, Share, Grow. They describe cognitive, creative, social, and personal growth dimensions of learning.
- Big6 model
- Six-stage information problem-solving process: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation.
- Guided Inquiry Design
- Eight-phase inquiry model: Open, Immerse, Explore, Identify, Gather, Create, Share, Evaluate. It structures inquiry learning across content areas.
- Learning commons
- A flexible library space designed for collaboration, creation, and inquiry, integrating physical and digital resources, technology, and multiple learning zones.
- Collection development policy
- A written document guiding selection, acquisition, weeding, and reconsideration of library materials, including criteria for diversity, accuracy, and curriculum alignment.
- CREW method
- Weeding guideline: Continuous Review, Evaluation, and Weeding. Uses MUSTIE criteria (Misleading, Ugly, Superseded, Trivial, Irrelevant, Elsewhere) to remove obsolete materials.
- Intellectual freedom
- The right of library users to access information and express ideas without censorship, supported by the ALA Library Bill of Rights and Freedom to Read Statement.
- Reconsideration procedure
- A formal, board-approved process for handling challenges to library materials, including review committees and written decisions, rather than immediate removal.
- Instructional partner role
- The school librarian collaborates with teachers to design, implement, and assess inquiry-based learning experiences that integrate information literacy and content standards.
- Equitable access
- Ensuring all students have physical, intellectual, and digital access to library resources, including scheduling, formats, languages, assistive technology, and connectivity.
- Digital citizenship
- Responsible, safe, and ethical use of technology, including online safety, privacy, copyright, and positive digital footprints, integrated into library instruction.
- ISTE Standards
- Standards for students and educators emphasizing empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator.
- Inquiry-based learning
- An instructional approach where students investigate questions, gather and analyze evidence, and construct knowledge, guided by the librarian and classroom teacher.
- Makerspace
- A collaborative area in the library equipped with tools and materials for hands-on creation, prototyping, and problem solving, supporting creativity and inquiry.
- Five Core Propositions
- NBPTS foundational principles: commitment to students and learning, subject knowledge, managing and monitoring learning, systematic thinking about practice, and membership in learning communities.
- Constructed-response item
- An open-ended assessment prompt requiring a written analysis or explanation, scored using a rubric rather than selected-response options.
- Holistic scoring
- An assessment method where trained assessors assign a single overall score based on the entire response, guided by a rubric and exemplars.
- Pearson VUE test center
- A secure testing facility where candidates take the NBPTS Component 1 online assessment, with identity verification and monitored computer-based testing.
- Rubric alignment
- The scoring rubric for Component 1 is aligned to the certificate standards and Five Core Propositions, emphasizing evidence of accomplished practice.
- Time allocation
- Component 1 typically allots about 30 minutes per constructed-response item; candidates should plan, write, and review within the time limit.
- Evidence-based justification
- Supporting claims with specific examples, research, and standards, rather than general statements, to demonstrate accomplished practice in responses.
- Composite score
- The overall score derived from individual item scores on Component 1, compared to the passing standard set by NBPTS.
- Scenario analysis
- A Component 1 item type presenting a classroom or library situation; candidates analyze, justify decisions, and connect to standards.
- Reflection in assessment
- Explaining why instructional decisions were made and how they affected student learning, demonstrating systematic thinking about practice.
- ePortfolio platform
- The online system used to submit Component 2 and 3 entries, with file format, size, and upload requirements specified by NBPTS.
- Context description
- A written summary of the teaching/learning setting, students, and instructional goals that frames the portfolio entry and evidence.
- Student work samples
- Anonymized artifacts of student learning (2–3) included in the portfolio to demonstrate impact of instruction and assessment.
- Analysis of student learning
- Interpreting evidence from student work to show what students learned, why, and how instruction would be adjusted.
- Anonymization
- Removing identifying information from student work and artifacts to protect confidentiality, following NBPTS release guidelines.
- Differentiated instruction evidence
- Portfolio evidence showing how instruction was adapted to meet diverse learner needs, including modifications, supports, and extensions.
- Reflective commentary
- A written analysis connecting instructional decisions and student evidence to standards and the Five Core Propositions, explaining impact and next steps.