NES Profile: School Library Media Specialist (508)
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Overview
The resources below provide information about this test, including the approximate percentage of the total test score derived from each content domain. The complete set of the content domains, the test framework, is provided here and contains all of the competencies and descriptive statements that define the content of the test.
Select from the links below to view:
- the test competencies associated with the content domain,
- a set of descriptive statements that further explain each competency,
- a sample test question aligned to each competency.
Table outlining test structure. Column one contains the structural headings and column two are the structural details.
| Test Field |
School Library Media Specialist (508) |
| Test Format |
Multiple-choice questions |
| Number of Questions |
Approximately 100 |
| Test Duration |
135 minutes
- 15 minutes for tutorial and nondisclosure agreement
- 120 minutes testing time
|
| Reference Materials |
None required |
Hover over chart or review table below for details.
Chart is defined in table below.
Content Domain I: The Professional School Library Media Specialist
Competencies 0001–0003
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Descriptive Statements:
- Recognize the importance of and apply strategies for creating, communicating, and implementing a vision, goals, and policies for the school library media program that reflect the vision, goals, and objectives of the district and the school.
- Demonstrate knowledge of the goals, characteristics, and functions of effective school library media programs and the role of the school library media program in promoting intellectual freedom and providing equitable physical and intellectual access to information.
- Demonstrate knowledge of the integral and collaborative role of the school library media program in all curricular areas and how to integrate school library media program resources, personnel, and services to support the school curriculum.
- Identify strategies for aligning the school library media program with national library and technology standards, state and national student learning standards, and the goals and objectives of the school.
- Apply knowledge of information resources and services beyond the school and of methods for helping the school community locate, access, and evaluate information resources beyond the school library media center.
- Apply knowledge of the benefits of and strategies for connecting to information resources and services outside of the school (e.g., virtual field trips, public libraries, guest speakers) and techniques for interacting with other professionals at a variety of institutions.
Sample Item:
A middle school has established the following overarching goal as part of its school improvement plan.
Promote, facilitate, and enhance family, student, and community involvement in the school's educational programs.
Which of the following goals for the school library media program most closely aligns with the school's goal?
- Survey families annually about their perceptions of the school library media program.
- Hold regular informational meetings for families about the educational resources and services provided by the school library media program.
- Send a monthly calendar to families showing school library media program activities.
- Expand educational outreach to families to seek their input and participation in decisions about the direction of the school library media program.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. The three-pronged goal of the middle school aligns most closely with active strategies that engage families, students, and the community in guiding the direction of the school library media program. Information gathering and information sharing along with one-time events do not fulfill the full intent of the school's goal. The participation of families, students, and the community in decision-making processes related to the library media program provides a depth of involvement that other strategies do not.
Descriptive Statements:
- Demonstrate knowledge of the partnership role of the school library media specialist as it relates to curriculum and instruction and the responsibilities associated with this role, such as collaborating in the planning and implementation of instruction and assessment that promotes interdisciplinary learning and development of information and inquiry skills.
- Demonstrate knowledge of the leadership role of the school library media specialist and the responsibilities associated with this role, such as providing expertise in the use of information, resources, and technology for the school community.
- Demonstrate knowledge of the advocacy role of the school library media specialist and the responsibilities associated with this role, such as creating and maintaining collaborative relationships and promoting the school library media program within and outside of the school community.
- Demonstrate knowledge of the program management role of the school library media specialist and the responsibilities associated with this role, such as overseeing and coordinating operations, programming, and student instruction and activities in the school library media center.
- Demonstrate knowledge of strategies for pursuing ongoing professional development, maintaining current research-based knowledge about literary and informational resources and technologies, and using reflection and self-assessment to improve professional practice.
- Apply knowledge of legal and ethical issues associated with school library media programs, the implications of these issues for school library media specialists, and how to respond appropriately to legal and ethical issues in various contexts.
Sample Item:
Middle school students are engaged in research projects that require them to research a self-selected topic and share their information with classmates in the form of a multimedia presentation. Students are allowed to incorporate music and video clips, photographs, and other features to enhance the effectiveness of their presentations. In providing support for the research projects, the library media specialist's most important priority should be to ensure students' understanding of which of the following topics?
- principles of intellectual property
- methods for downloading various media
- formats for bibliographies
- utilization of effective visual elements
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Intellectual property, also known as IP, is an overall term for ownership of and rights to creative works. It includes inventions; literary and artistic works; designs; and symbols, names, and images used in commerce and business. Intellectual property owners have specific exclusive rights to their creations. The multimedia presentations described allow for the use of various intellectual property, so students need to be aware of the rights of intellectual property owners and the steps needed to use others' music, video, photographs, and other elements in an ethical and legal way.
Descriptive Statements:
- Apply knowledge of strategies for initiating and maintaining communication between the school library media program and students, parents/guardians, teachers, staff, administrators, and the community.
- Demonstrate knowledge of skills and strategies that promote effective communication.
- Demonstrate knowledge of strategies for eliciting information from library users regarding their needs and interests.
- Apply strategies for interacting effectively and appropriately with students, staff, parents/guardians, administrators, and other members of the learning community regarding their information needs and interests.
- Recognize important elements of the collaborative process and factors that promote or impede collaboration.
- Apply knowledge of techniques for collaborative planning and teaching to promote the development of information and inquiry skills among students, staff, and other members of the learning community.
Sample Item:
Which of the following strategies by a library media specialist would be most effective in supporting the goal of maintaining communication with students about their interests and information needs?
- arranging to visit classrooms at least once during each grading period to discuss new school library media program resources
- installing a suggestion box in the school library media center for students' use
- implementing a program in which students can volunteer in the school library media center before or after school
- designing monthly online student surveys where students can request or recommend new resources and activities
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Online surveys are easily accessible through a range of devices, both in school and outside of school. Gathering students' suggestions for new resources and activities on a monthly basis enables the school library media specialist to respond to students' interests and information needs in a prompt manner. This practice also provides students with an ongoing opportunity to communicate with the school library media specialist about what they are interested in reading or viewing.
Content Domain II: Student-Centered Practices, Resources, and School Library Media Environments
Competencies 0004–0006
Descriptive Statements:
- Demonstrate knowledge of basic principles of human development and how development affects students' information needs and interests.
- Demonstrate knowledge of methods for providing resources and services that are accessible and responsive to the characteristics, abilities, and needs of diverse groups of students.
- Apply knowledge of curriculum development as it relates to information and inquiry skills, as well as strategies for integrating information and inquiry skills into the school curriculum.
- Apply knowledge of strategies for integrating literature into the curriculum and for providing guidance to students in reading, listening, and viewing for understanding and enjoyment.
- Apply knowledge of learning theory and instructional design, including the principles of differentiated instruction and Universal Design for Learning (UDL), to identify appropriate resources, approaches, and technologies for promoting the development of information and inquiry skills in various contexts.
- Apply knowledge of the advantages and limitations of different instructional methodologies, classroom management strategies, assessments, and materials in achieving given goals and objectives.
- Apply knowledge of instructional and classroom management strategies in in-person and virtual settings that foster individual and group inquiry, facilitate students' ability to participate effectively in groups, and promote students' ability to use information and technology to solve problems and pursue knowledge.
Sample Item:
Use the chart excerpt below to answer the question that follows.
Genetics chart has 4 heading columns and 2 blank rows shown
| What do I know? |
What questions do I have? |
How can I find out? |
What have I learned? |
| blank |
blank |
blank |
blank |
| blank |
blank |
blank |
blank |
A high school library media specialist is working with a ninth-grade science teacher to introduce a unit on genetics during which students will complete an individual research project. The teacher begins by leading students in a large-group discussion about what they know in general about genetics and the questions they have, listing their comments on the chart. The library media specialist then leads students in completing the "How can I find out?" section of the chart as a large group, listing various resources that are likely to provide the desired information. Once this process is complete, students fill out the same chart on their self-selected topics. This lesson would be most effective for:
- setting students up to fulfill the requirements of the project.
- providing guidance to students as they initiate the inquiry process.
- ensuring that students use multiple sources of information for the project.
- reinforcing to students the extent of information resources available to them.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. The school library media specialist is modeling an inquiry process for students. By using the broad topic that students will be investigating, the specialist is scaffolding students' understanding and ability to apply the process to their individual topics within the broader topic. The specific inquiry process in this lesson will enhance students' efficiency in information gathering at the beginning of their research projects.
Descriptive Statements:
- Demonstrate knowledge of strategies for creating a positive, inviting, and accessible school library media environment that responds to the needs of the learning community, promotes students' pursuit of knowledge for personal interest and self-improvement, and encourages students to take responsibility for their own learning.
- Demonstrate knowledge of strategies for creating a school library media environment that fosters sharing of diverse viewpoints and ideas and recognizes the contributions of individuals from diverse backgrounds and circumstances.
- Demonstrate knowledge of methods for supporting students' curiosity, exploration, and engagement with information and literature and for encouraging students to read widely and deeply.
- Recognize strategies for creating a school library media environment that supports multiple uses and that provides individuals, small groups, and classes with open access to resources at the time and point of need.
- Demonstrate knowledge of the advantages and limitations of various options and techniques for scheduling school library media program resources, equipment, and space that promote equitable access for all members of the learning community.
- Apply knowledge of methods for providing students, staff, and other members of the learning community with training and support in the use of resources and technology.
Sample Item:
Which of the following elementary school library media program practices presents a significant barrier to intellectual access to information?
- reserving selected resources for students who are working on a grade-level project
- requiring students to provide written permission from parents/guardians to check out selected resources
- labeling resources for students to indicate recommended reading levels
- organizing resources by genre or student interests instead of using a formal classification system
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. The concept of intellectual freedom centers on the idea that every individual has a right to both seek and receive information from all points of view without restriction. Requiring parent/guardian permission to check out resources presents an artificial barrier to students' access to the full scope of information.
Descriptive Statements:
- Apply knowledge of strategies for identifying information needs, considering potential resources, and selecting appropriate resources for specific information needs, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of various strategies for formulating research questions and conducting searches, assessing the progress of a search, and adjusting search strategies as needed, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for summarizing, organizing, representing, and synthesizing information from multiple sources, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of strategies for collaborating with others to investigate questions and solve problems, as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for analyzing and evaluating information from various resources, as well as methods and materials for facilitating students' development and application of these skills.
- Apply knowledge of techniques for communicating and presenting information and inquiry outcomes accurately, ethically, and creatively to various audiences as well as methods and materials for supporting students' development and application of these skills.
- Apply knowledge of techniques for providing effective and constructive feedback on inquiry processes and using feedback to facilitate improvement, as well as methods and materials for supporting students' development and application of these skills.
Sample Item:
A middle school library media specialist meets with small groups of students to discuss ongoing research projects and provide feedback. Which of the following statements by the specialist is the best example of constructive feedback?
- "I see you have identified two credible sources of information. Try broadening your search terms to see if you can locate additional sources."
- "It is always a good idea to use a graphic organizer to record information. Keep up the good work."
- "You have certainly mastered the information-gathering process. I can tell that you are a good thinker and have excellent inquiry skills."
- "Your sources of information are all online sources. Make sure to use print resources as well."
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. The feedback statements include two components of constructive feedback. This first component, acknowledging strength, is addressed in the first statement and recognizes a specific positive aspect of the student's work. The second component, providing actionable steps, is addressed in the second statement and describes specific steps the student should take to enhance the work that they have already done.
Content Domain III: School Library Media Program Administration
Competencies 0007–0008
Descriptive Statements:
- Recognize types, characteristics, and uses of various information resources, as well as the advantages and limitations of various resources and technologies with regard to specific information needs.
- Demonstrate knowledge of genres and characteristics of literature for children and young adults; issues related to the selection, use, and recommendation of literature; and strategies for promoting literature appreciation and the habit of lifelong reading.
- Apply knowledge of strategies for assisting students in the selection of quality reading materials that are appropriate for their reading levels and interests and that promote fluency and facilitate the reading process.
- Demonstrate knowledge of the principles and procedures for developing an up-to-date and wide-ranging school library media collection that responds to the needs of a diverse population and supports the school's curriculum, goals, and objectives.
- Recognize appropriate methods, including the use of various data, for evaluating, selecting, deselecting, and reconsidering (i.e., addressing challenged) school library media resources, including strategies for involving the learning community in these activities.
- Demonstrate knowledge of strategies for creating and communicating school library media policies that reflect the legal guidelines and professional ethics of librarianship and promote responsible use of information and technology.
- Apply knowledge of methods for classifying, cataloging, and organizing school library media resources and equipment; factors to consider when establishing use and circulation policies; and systems and resources for effectively managing the school library media collection.
Sample Item:
Compared with the advantages of other resources, the most important advantage of using open educational resources in the research process is that open educational resources:
- can be downloaded in multiple languages and formats.
- include only peer-reviewed research and literature.
- are generally available without copyright and licensing restrictions.
- have a minimal subscription fee for educational institutions.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. An open educational resource (OER) refers to a resource that has been made widely available to the public on the Internet without licensing or copyright restrictions. The process of securing permissions to use copyrighted material can be an involved process that can delay or restrict the individual's ability to reproduce or cite information relevant to a research topic. Open educational resources can include articles, journals, books, conference proceedings, theses, videos, music, and other materials.
Descriptive Statements:
- Identify methods for determining the information and recreation needs of members of the learning community and for using that information to establish goals and guide decision making related to school library media resources and services.
- Demonstrate knowledge of strategies for promoting collaboration in the development, implementation, and evaluation of school library media programs.
- Apply knowledge of methods for collecting and analyzing relevant qualitative and quantitative data to evaluate the effectiveness of the school library media program and its operations, including strategies for reporting evaluation results to the learning community and modifying the school library media program based on evaluation results.
- Demonstrate knowledge of strategies for integrating the school library media program into schoolwide strategic planning and reform efforts and of research on the role of school library media programs in promoting student learning.
- Identify characteristics and roles of various staff, student aides, and volunteers in the school library media center and methods for training, supervising, and addressing issues related to school library media staff, student aides, and volunteers in various contexts.
- Apply knowledge of the budgeting process, funding sources within and beyond the school, financial record-keeping and reporting techniques, and methods for operating a cost-effective and financially sound school library media program.
- Demonstrate knowledge of methods for organizing physical space in the school library media center for efficiency and accessibility, including the management of physical resources.
Sample Item:
An elementary school library media specialist is reviewing the results of a recent needs assessment, an excerpt of which is shown below.
Needs Assessment Excerpt
(28 teachers responding) Each row has a need assessed with cumulative totals in each column
| blank |
Excellent |
Good |
Fair |
Poor |
| 1. Providing resources to support the curriculum |
-- |
18 |
6 |
4 |
| 2. Letting teachers know about the resources available |
16 |
8 |
4 |
-- |
| 3. Coplanning and teaching |
-- |
-- |
11 |
17 |
| 4. Integrating research skills/technology skills into classroom assignments |
-- |
2 |
21 |
5 |
| 5. Aligning library skills instruction with subject disciplines |
-- |
6 |
16 |
6 |
| 6. Assessing the information needs of the teachers and students |
-- |
14 |
14 |
-- |
Which of the following goals for the school library media program is best supported by these data?
- providing teachers with annotated bibliographies related to grade-level standards
- expanding methods for communicating with teachers about library media program resources
- increasing collaboration with teachers to incorporate information skills into instruction
- designing teacher surveys that focus on various components of the library media program
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Of all the areas queried in the needs assessment excerpt, integrating research and technology skills into classroom assignments was cited by 26 of 28 teachers as fair to poor. The most effective way to address this area of need is to engage with teachers in more purposeful collaboration related to instructional topics and how research and technology skills can support content learning.
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