Praxis 0311/5311 Library Media Specialist Study Guide 2023 with complete solution
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Course
Library Media Specialist
Institution
Library Media Specialist
Praxis 0311/5311 Library Media Specialist Study Guide 2023 with complete solution
Flexible scheduling
According to the AASL, which type of scheduling plan is recommended for effective integration of the library media program into the curriculum?
more effective
Studies have shown that teaching...
praxis 03115311 library media specialist study guide 2023 with complete solution flexible scheduling according to the aasl
which type of scheduling plan is recommended for effective integration of
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Praxis 0311/5311 Library Media Specialist Study Guide
2023 with complete solution
Flexible scheduling
According to the AASL, which type of scheduling plan is recommended for effective
integration of the library media program into the curriculum?
more effective
Studies have shown that teaching information literacy skills in context is (more
effective/less effective) than teaching them in isolation without a contextual framework.
acceptable use policy
A document which defines proper student use of the Internet and related technology at
school, and consequences of violating those expectations.
circulation
* Accuracy
* Ease of Access
* Ease of Use, and
* Frequency of Use
These are 4 considerations of _____________________ procedures.
collection size
By assessing how well users' needs are met, a Library Media Specialist can determine
the adequacy of a library's _______________.
Purpose of the AASL
To advocate excellence, facilitate change, and develop leaders in the school library
field.
Loertscher's Taxonomy for LMS
I. NO INVOLVEMENT -- The Library media center is bypassed entirely.
II. SELF-HELP WAREHOUSE -- Facilities and materials are available for the self-
starter.
III. INDIVIDUAL REFERENCE ASSISTANCE -- Students or teachers retrieve requested
information or materials for specific needs.
IV. SPONTANEOUS INTERACTION AND GATHERING -- Spur-of-the-moment
activities and gathering of materials occur with no advance notice.
IV. CURSORY PLANNING -- Informal and brief planning with teachers and students for
librarian and library media center involvement -- usually done in the hall, the teachers'
lounge, the lunchroom, etc. (Ex., "Here's an idea for an activity and some materials to
use." "Have you seen ...?" "What are you doing with your 6th grade? Can I help?")
V. PLANNED GATHERING - Gathering of materials is done in advance of class project
upon teacher request.
, VI. EVANGELISTIC OUTREACH -- A concerted effort is made to promote the
philosophy of an integrated library media center program.
VII. SCHEDULED PLANNING IN THE SUPPORT ROLE -- Formal planning is done with
a teacher or group of students to supply materials or activities for a previously planned
resource-based teaching unit or project.
VIII. INSTRUCTION DESIGN, LEVEL I -- The library media specialist participates in
every step of the development, execution, and evaluation of a resource-based teaching
unit. Librarian and LMC involvement is considered as enrichment or as supplementary.
IX. INSTRUCTIONAL DESIGN, LEVEL II -- The LMS participates in resource-based
teaching units where the entire unit content depends on the resources and activities of
the LMC program.
X. CURRICULUM DEVELOPMENT -- Along with other educators, the library media
specialist contributes to the planning and structure of what will actually be taught in the
school or district
Bloom's Taxonomy for Library Media Teachers
I. KNOWLEDGE
• What is the setting of the story?
• Identify the Washington Monument and show its location on a map.
• What is a tsunami?
II. COMPREHENSION
• Put the events of this story in the correct order.
• Summarize this magazine article.
• Compare and contrast two versions of a folktale.
III. APPLICATION
• Demonstrate using the OPAC and your knowledge of library organization to find a
book about turtles.
• Match these book covers to the correct area in the Dewey Decimal System.
• Use the thesaurus to improve your paragraph.
IV. ANALYSIS
• How would this story be different if it had happened in a different country?
• How was life different in your town 100 years ago?
• What three ways is the main character like you? What three ways is the main
character different than you?
V. SYNTHESIS
• Create a map of the library. Be sure to show what types of books are shelved in each
area.
• Predict what would happen next if the story had continued.
• Rewrite this short story from one of the character's point of view.
VI. EVALUATION
• How could the author have made this book better? Give evidence for your decision.
• Evaluate two Internet sources of information about the Egyptians. Which would be a
better choice for your purpose and why?
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