OSAT Library-Media Specialist study plan

Map the four domain weights to a personal study calendar, allocating the most sessions to Domains 1 and 2

Define each major program-management term in your own words (mission statement, program plan, budget cycle, needs assessment, advocacy plan)

Draft a one-page fictional library media program mission and three measurable annual goals for it

List the stakeholder groups a school library media specialist reports to and serves, and note one communication channel for each

Build a sample line-item budget for a K-12 library media center covering staffing, print, digital, supplies, and professional development

Compare three funding sources (district allocation, grants, book fairs/fundraising) and note the reporting obligations attached to each

Write a 200-word justification memo defending a budget increase using circulation, enrollment, and per-pupil spending data

Identify the scheduling models (flexible, fixed, mixed) and state one instructional advantage and one staffing constraint for each

Draft a written collection development policy containing selection criteria, reconsideration procedures, and deselection guidelines

Apply at least five selection criteria to three sample titles and record the accept/reject decision with reasoning

Outline the steps of a formal materials challenge, including who responds, timelines, and appeal rights

Distinguish collection mapping, weeding (CREW/MUSTIE-style methods), and inventory as separate procedures

Evaluate three review sources and vendor selection tools, noting what each does and does not cover

Classify a 20-title sample list by format, audience level, and curricular tie-in

Explain how diversity, currency, and curriculum alignment interact when balancing a collection

Describe how e-book and database licensing models (perpetual access, subscription, simultaneous use) affect selection decisions

Sequence the stages of an inquiry model (questioning, investigating, constructing, expressing, reflecting) into a teachable unit outline

Write three essential questions that drive student research on a chosen curriculum topic

Design a formative check for each inquiry stage that a teacher-librarian could use in a co-taught lesson

Differentiate modeled, guided, and independent inquiry and give one classroom example of each

Construct a research process rubric covering question development, source evaluation, synthesis, and citation

Compare at least three source-evaluation frameworks and state when each is most useful for K-12 learners

Design a mini-lesson that teaches students to detect bias and lateral-read a claim

Plan how to assess inquiry products fairly across varied formats (essay, podcast, infographic)

Summarize copyright essentials for schools: fair use factors, classroom exemptions, public domain, and Creative Commons licensing

Distinguish permissible from impermissible uses in eight short scenarios and cite the governing principle for each

Explain student privacy obligations under FERPA and COPPA in the context of library databases and edtech tools

Describe acceptable use policies, filtering requirements, and digital citizenship instruction as separate obligations

Integrate technology tools into a lesson plan while documenting accessibility, privacy, and licensing considerations

Assemble a one-page quick-reference sheet of key terms and distinctions across all four domains

Complete a timed 60-question mixed practice set and log every missed item by domain

Re-study the two weakest domains and rewrite your personal notes for those areas