Licensing Rules 2002
TEACHERS OF LIBRARY AND MEDIA
Standard #1: The teacher of library media understands the concepts and tools of inquiry in order to teach, create, and model learning experiences that make information literacy meaningful for learners including students, pre-service teachers, teachers, parents, and administrators.
Performances
1. The teacher of library media participates on collaborative teaching teams as a peer or leader to integrate information skills, provide access to resources, and promote effective use of technology across the curriculum.
2. The teacher of library media models a leadership role in the development and implementation of policies which lead to the widest possible access to information.
3. The teacher of library media assesses, with other teachers, the adequacy of students' projects in terms of effective use of information and technology and the ability of the student to communicate ideas and knowledge to a variety of audiences.
4. The teacher of library media assesses, with other teachers, the quality of student performance in the process of determining information needs, information location and gathering, selection, organization, and making conclusions for presentation.
5. The teacher of library media stimulates student thought processes through the skillful use of questioning techniques and is a coach in guiding students and teachers in the selection of materials and information for reading, writing, viewing, speaking, and presentation.
6. The teacher of library media models for and interacts with students, pre-service teachers, and teachers in the critical analysis and ethical use of information, literature, and mass media.
7. The teacher of library media takes an active role in student and teacher media productions including audio, video, scripting, material and information selection, and judgment of presentations.
Knowledge
1. The teacher of library media understands the evaluation criteria for assessment of information use processes and presentation of oral and written products.
2. The teacher of library media is knowledgeable of the professional publications which provide guidance in the selection of quality materials for student and teacher reading, viewing, listening, and instructional interaction.
3. The teacher of library media understands the methods for local evaluation and testing of materials to determine the instructional value of books, multimedia materials, telecommunications programming such as the Internet and distance learning, and other software in support of inquiry and literacy.
4. The teacher of library media understands the documents and policies which promote intellectual freedom and freedom of expression.
5. The teacher of library media understands the major concepts of literacy and related principles which support development of a literate community through reading, information literacy, media literacy, computer literacy, and visual literacy.
6. The teacher of library media understands the parameters of information access, resource sharing, and ownership based upon principles of intellectual freedom and copyright guidelines.
7. The teacher of library media knows a variety of basic production skills and reading promotion techniques which enhance student and teacher information literacy and the production of media.
Dispositions
1. The teacher of library media values the opportunity for all learners, including students, pre-service teachers, teachers, and parents, to explore a wide variety of information resources and technology.
2. The teacher of library media values the right of each learner to read, view, listen, and consider a wide variety of perspectives on issues which impact his/her life.
3. The teacher of library media values the opportunity for students to gain ownership of their learning through creative, constructive, and critical questioning processes.
4. The teacher of library media appreciates quality literature, authoritative information references, and the fair use of information for educational purposes.
Standard #2: The teacher of library media understands how learners develop and learn and can provide appropriate learning opportunities to support their intellectual, social, and personal development, e.g., emotional, psychological, and physical development.
Performances
1. The teacher of library media guides pre-service teachers and teachers in the integration of information skills across the curriculum and models such skills.
2. The teacher of library media provides extensive access to books, multimedia materials, periodicals, telecommunications, computer software, and other resources which stimulate greater opportunities for students and teachers to read, write, and enrich their learning.
3. The teacher of library media assesses individual and group performance in order to design instruction that meets learners' needs in the cognitive, social, emotional, moral, and physical domains and uses that knowledge to lead learners to the next level of development.
Knowledge
1. The teacher of library media understands how learners construct knowledge through the process of resource selection and information analysis, synthesis, and communication.
2. The teacher of library media knows how to use instructional strategies appropriate to the developmental level of the learner.
3. The teacher of library media is aware of expected developmental progressions, can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.
Dispositions
1. The teacher of library media appreciates each learner's right to read, view, and choose appropriate information for his/her needs.
2. The teacher of library media believes in creating a welcoming environment where every learner is valued as an individual.
Standard #3: The teacher of library media collaborates with teachers and pre-service teachers to create, plan, implement, and evaluate instruction based upon knowledge of information skills, curriculum goals, and the educational needs of students, teachers, pre-service teachers, and the greater local community.
Performances
1. As an individual and a member of a team, the teacher of library media selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction.
2. The teacher of library media plans learning opportunities which address variations in learning styles and a variety of performances.
3. The teacher of library media collaborates with other teachers to create, implement, and evaluate lessons, and models the use of information tools to meet the developmental and individual needs of diverse learners.
4. The teacher of library media creates, implements, and evaluates short-term and long-term plans that are linked to learner needs and performance and systematically adjusts plans to meet learner needs.
5. The teacher of library media guides pre-service teachers and teachers in the integration of reading, writing, and information skills across the curriculum and is a model for the successful application of such skills.
Knowledge
1. The teacher of library media understands the scope and sequence of curriculum and how curriculum areas interrelate.
2. The teacher of library media understands the dynamics of group interaction for the purpose of lesson planning with colleagues.
3. The teacher of library media understands child and adult learning behaviors, information resources, and curriculum integration and knows how to use this knowledge in planning instruction.
4. The teacher of library media knows how to assess instructional and community resources as well as individual student interests, needs, aptitudes, and performances and utilizes this information in collaborative instructional planning and revision.
Dispositions
1. The teacher of library media believes that plans and schedules must be flexible and open to adjustment so as to best enhance the learning opportunities for students.
2. The teacher of library media values becoming a part of curriculum teams and participating in collaborative planning.
3. The teacher of library media has enthusiasm for the use of wide and varied resources and technologies and enjoys planning with other teachers and pre-service teachers the integration of such resources and technology tools across the curriculum.
4. The teacher of library media advocates appropriate use of the most recent and relevant information and instructional technologies.
Standard #4: The teacher of library media understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners and cultures.
Performances
1. The teacher of library media identifies, designs, and models instruction which is appropriate to learners' stages of development, learning styles, strengths, and needs.
2. The teacher of library media makes appropriate provisions and uses teaching approaches that are sensitive to the multiple experiences of learners.
3. The teacher of library media includes a variety of reading and information materials in instruction and prompts students through questioning skills to improve performance.
4. The teacher of library media can identify when and how to access appropriate services, resources, and technology to meet special learning needs.
5. The teacher of library media seeks to understand the learners' families, cultures, and communities and uses this information as a basis for connecting instruction to the learner's experiences.
6. The teacher of library media creates a learning environment in which individual differences are respected.
Knowledge
1. The teacher of library media understands and identifies differences in approaches to learning and performance, including various learning styles and multiple intelligences.
2. The teacher of library media knows the instructional design techniques which lead to the integration of reading and writing with a rich resource base and technology support to help each learner correct weaknesses and build on strengths.
3. The teacher of library media knows about special needs in learning and knows how to address learning disabilities and disadvantages.
4. The teacher of library media understands the process of second language acquisition as well as instructional strategies to support students whose first language is not English.
5. The teacher of library media understands how learning is influenced by individual experiences, talents, technology, and prior learning, as well as by language, culture, family, and community values.
6. The teacher of library media understands cultural and community diversity.
7. The teacher of library media knows how to incorporate human experiences, diverse cultures, global and community resources, the impact of existing and emerging technologies, and rich reading opportunities into many levels of instruction.
Dispositions
1. The teacher of library media believes that all learners should be given the opportunity to learn at the highest levels possible and is an advocate for the development of behaviors that foster lifelong learning.
2. The teacher of library media appreciates and values human diversity and shows respect for the varied talents and perspectives of the learner.
3. The teacher of library media respects individuals with differing personal and family backgrounds and various skills, talents, and interests.
4. The teacher of library media appreciates and values the use of technology in instruction.
Standard #5: The teacher of library media understands and uses a variety of instructional strategies to encourage learner development of lifelong reading for information and pleasure, critical thinking, problem-solving, and performance skills.
Performances
1. The teacher of library media will actively engage learners in constructive educational opportunities that fulfill individual needs and abilities.
2. The teacher of library media evaluates with his/her peers the learning goals, strategies, materials, and technological tools that support students and teachers as lifelong learners.
3. The teacher of library media models and actively promotes lifelong reading for purposes of seeking meaningful information, expanding knowledge, and constructive pleasure.
Knowledge
1. The teacher of library media understands the techniques to motivate learners to develop a lifelong reading habit and how to promote such techniques throughout the learning community.
2. The teacher of library media understands the learner and appreciates his/her individuality, initiative, and uniqueness.
3. The teacher of library media understands the various instructional strategies and knows how to select, produce, or acquire the resources necessary for each situation.
4. The teacher of library media knows how to organize learning resources so that the learner has the option of working independently, with teacher guidance, or in peer teams to develop critical thinking, problem-solving, and performance skills.
Dispositions
1. The teacher of library media values an individual's right and ability to experience and expand reading, listening, viewing, and critical thinking skills as a lifelong learner.
2. The teacher of library media values all forms of media including visual, audio, print, and electronic as well as the newest and emerging forms of telecommunications.
Standard #6: The teacher of library media uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Performances
1. The teacher of library media creates an effectively functioning learning community in which learners assume responsibility for themselves, work collaboratively and independently, and engage in purposeful learning activities.
2. The teacher of library media organizes, allocates, and manages the resources of facilities, time, activities, and materials to provide a broad range of opportunities for learning.
3. The teacher of library media uses appropriate print and/or electronic instructional resources to design and establish learning experiences, including individualized, team, small group, and large group activities.
4. The teacher of library media promotes and models behaviors which foster lifelong learning.
Knowledge
1. The teacher of library media understands group dynamics and instills a self-motivated approach to lifelong learners.
2. The teacher of library media knows how to help learners work productively and cooperatively.
3. The teacher of library media understands the principles of effective classroom management and applies a range of strategies to assist learners in accessing information resources within and beyond the school.
Dispositions
1. The teacher of library media accepts responsibility for establishing a positive climate in the library media center and participates in maintaining this climate in the school and community.
2. The teacher of library media supports involvement in instructional improvement to create learning environments which include democratic values.
3. The teacher of library media values intrinsic motivation to lifelong growth and learning.
4. The teacher of library media is committed to the continuous development of learners' abilities and considers how different motivational strategies are likely to encourage this development.
Standard #7: The teacher of library media uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in a variety of learning environments.
Performances
1. The teacher of library media models, initiates, and instructs in the use of a variety of communication tools to enrich learning opportunities.
2. The teacher of library media uses communication skills in collaborating with other teachers and pre-service teachers to foster learning and participation in curriculum development.
3. The teacher of library media helps other teachers and pre-service teachers enhance and improve their communication skills.
4. The teacher of library media models and practices effective communication strategies in conveying ideas and information and in asking questions to diagnose information needs.
Knowledge
1. The teacher of library media understands communication theory, language development, questioning skills, and the use of language in learning.
2. The teacher of library media understands how cultural and gender differences can impact communication.
Dispositions
1. The teacher of library media recognizes the importance of communication skills in the processes of receiving, analyzing, synthesizing, repackaging, and presenting information.
2. The teacher of library media nurtures self-expression and intellectual development through a wide variety of communication media.
3. The teacher of library media values listening skills and recognizes their importance as part of the communication process.
4. The teacher of library media appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all learners.
Standard #8: The teacher of library media understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Performances
1. The teacher of library media interviews learners in order to help them determine and locate their information, literature, recreational reading, and other media needs and to determine how such needs can be met effectively.
2. The teacher of library media evaluates various research processes and student presentations and products to determine the degree of effective information selection and use.
3. The teacher of library media evaluates samples of student presentations and products to determine collection development needs.
4. The teacher of library media advises administrators and/or leads committees which have been charged to determine long-range plans for facility re-design and technology development.
5. The teacher of library media uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and information needs, and to encourage them to set personal goals for learning.
6. The teacher of library media modifies his/her own teaching strategies and behavior in relation to student success and differing teacher collaboration teams.
7. The teacher of library media appropriately uses a variety of formal and informal assessment techniques, e.g., observation, portfolios of student work, teacher/librarian-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests, to enhance her or his knowledge of learners, to evaluate students' progress and performances, and to modify teaching and learning strategies.
Knowledge
1. The teacher of library media understands the diagnostic and readers' advisory methods to help learners determine and express their information needs.
2. The teacher of library media knows the methods for evaluation of the information research process and how to communicate and model these to students, teachers, administrators, and parents.
3. The teacher of library media knows how to determine the essential changes which must be made in information access facilities and technologies in order to make services and materials available to learners regardless of their physical or economic limitations.
Dispositions
1. The teacher of library media is committed to continual assessment of students' progress concerning their effective use of information, technology, and selection of reading materials.
2. The teacher of library media recognizes that the use of a variety of assessment tools is essential in making an accurate evaluation of students' progress and in diagnosing instruction and information needs.
3. The teacher of library media cares about the special physical needs of students and is willing to critically evaluate and adapt the media center environment to encourage special students' use of the facilities.
4. The teacher of library media encourages the social development of students by structuring media center activities that include working with others in groups to achieve a common academic goal.
Standard #9: The teacher of library media is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities to grow professionally.
Performances
1. The teacher of library media demonstrates professional integrity by being an advocate for his/her program and the profession.
2. The teacher of library media is adept at working with learners and helping them become reflective learners.
3. The teacher of library media seeks out professional literature, colleagues, and other resources, is an active participant in professional organizations, and attends conferences to support his/her own development as a learner and a teacher.
4. The teacher of library media draws upon professional colleagues within the school and other professional arenas for reflection, problem solving, and new ideas, actively sharing experiences and seeking and giving feedback.
5. The teacher of library media undertakes continual assessment of program plans, priorities procedures, and policies.
6. The teacher of library media applies recommendations from current professional research for the improvement of services and facilities.
7. The teacher of library media engages in self-evaluation and reflection on performance and communicates this assessment to the administration.
Knowledge
1. The teacher of library media understands a variety of self-assessment and problem-solving strategies for the purpose of reflecting on his/her practice.
2. The teacher of library media is aware of various communications and public relations strategies.
3. The teacher of library media is aware of current and relevant research in the profession.
Dispositions
1. The teacher of library media is committed to reflection, assessment, and learning as an ongoing process.
2. The teacher of library media is willing to give and receive help.
3. The teacher of library media recognizes his/her professional responsibility and integrity by engaging in and supporting appropriate professional practices and organizations.
4. The teacher of library media values working with learners.
Standard #10: The teacher of library media fosters relationships with school colleagues, parents, and agencies in the larger community to support individual learning and well-being.
Performances
- The teacher of library media models the use of community resources to foster learning.
3. The teacher of library media talks with and listens to the student, is sensitive and responsive to clues of distress, and seeks resources as needed and appropriate to remedy problems.
4. The teacher of library media acts as an advocate for students.
Knowledge
1. The teacher of library media understands schools as organizations within the larger community context.
2. The teacher of library media understands how factors in the learners' environment outside the school, e.g., family circumstances, community environments, health, economic, and physical conditions, may influence an individual's life and learning.
3. The teacher of library media understands and implements laws related to students' rights and educator responsibilities, e.g., for equal education, appropriate education for special needs, confidentiality, privacy, appropriate treatment of students, and reporting in situations related to possible child abuse.
Dispositions
1. The teacher of library media values and appreciates the importance of all aspects of a learner's experience.
2. The teacher of library media is concerned about all aspects of a learner's well-being: cognitive, emotional, social, physical, and psychological.
3. The teacher of library media is willing to consult with pre-service teachers, other teachers, administrators, and the community regarding the education and well-being of the learners.
4. The teacher of library media respects the privacy and confidentiality of personal information.
5. The teacher of library media is willing to work with other professionals to improve the overall learning environment.
Standard #11: The manager of library media understands the need for and provides leadership in the provision of efficient management of the library media center facility, supervision of staff, and extensive access to resources and technology.
Performances
1. The manager of library media efficiently organizes and supervises volunteer programs that may include parents and students.
2. The manager of library media skillfully administers and trains staff to ensure an effective library media center program.
3. The manager of library media is able to plan, execute, and budget resources in a fiscally responsible manner.
4. The manager of library media seeks additional sources of funds, including grants, to expand the existing library budget.
5. The manager of library media conducts efficient meetings including those which involve long-range planning for facilities, technology, and collection mapping; library reading and collection advisory groups; development of teacher in-service; and review and development of curriculum.
6. The manager of library media possesses the ability to express his/her views assertively and yet with respect for others' opinions.
7. The manager of library media actively participates in and conducts informative staff in-service sessions.
8. The manager of library media communicates with teachers, administrators, and the educational community on a regular basis and provides reports concerning the use of materials, collaborative planning, student performance, and information skills, using a variety of presentation modes.
Knowledge
1. The manager of library media understands the process of automating and retrieving information and staying current with technological changes in information access.
2. The manager of library media understands how to develop a well-balanced and organized print and non-print media center collection that brings a global perspective into the school environment.
3. The manager of library media understands management techniques, including time management and supervision, that ensure the efficient operation of the library media center.
4. The manager of library media understands the value of teamwork and cooperation among staff members, including paid media center clerks, parent and student volunteers, as well as the school's administration and administrative support staff.
5. The manager of library media understands his/her role as an ambassador of learning in the school community.
6. The manager of library media understands the principles of budget accounting and planning; understands the principles of collection development, which includes selection, processing and weeding; and understands how to access resources beyond the school to create an effective learning environment.
7. The manager of library media understands how to garner support for the program by formulating budgets and applications for grants.
Dispositions
1. The manager of library media recognizes the importance of positive human relations and the significance of a facility which is open, flexible, and supportive to all learners and to a diversity of teaching and learning styles.
2. The manager of library media values good working relationships with district directors, administrators, other teachers, students, and community members.
3. The manager of library media is involved in decision-making groups, e.g., district technology councils, curriculum councils, and site-based decision-making teams.
4. The manager of library media nurtures positive communication with the local community.
5. The manager of library media values the importance of forming mentoring relationships with all pre-service teachers.
Appendix A: Goals for All Learners
Teachers of library media must ensure that students and teachers are effective users of information. In order to accomplish this, the teacher of library media will understand that learners demonstrate the effective use of ideas and information in the following ways:
- Access--The learner who is information literate accesses information efficiently and effectively by:
- Recognizing the need for information
- Recognizing that accurate and complete information is the basis for intelligent decision making
- Formulating questions based on information needs
- Identifying potential sources of information in print, non-print, and electronic formats
- Developing successful strategies for locating information in print, non-print, and electronic formats
- Evaluation--The learner who is information literate evaluates information critically and competently, as described by the following indicators:
- Establishing validity
- Determining accuracy, relevance, and comprehensiveness
- Distinguishing between factual knowledge and point of view or opinion
- Rejecting inaccurate and misleading information
- Creating new information to replace inaccurate or misleading information as needed
- Use of Information--The learner who is information literate uses information accurately and creatively by:
- Organizing information for practical application
- Integrating new information into an existing body of knowledge
- Applying information in critical thinking and problem solving
- Producing and communicating information in print, non-print, and electronic formats
- Seeks information--The learner who is an independent learner is information literate and pursues information related to personal interests by:
- Seeking information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, personal situations, recreational pursuits, and academic expectations
- Applying the principles and conventions of print, non-print, and various electronic formats to produce information products related to personal interests
- Appreciates literature--The learner who is an independent learner is information literate and appreciates and enjoys literature as described by the following indicators:
- Is a competent and enthusiastic reader and a literate consumer of artistic information in print, non-print, and electronic formats
- Develops creative products in those formats according to appropriate principles and conventions
- Knowledge Generation--The learner who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation by:
- Assessing the quality of self-generated knowledge and individually developed information products
- Devising strategies for revising, improving, and updating self-generated knowledge
- Contributing Citizen--The learner who contributes positively to the learning community and to society is information literate and
- Recognizes the importance of information to a democratic society
- Recognizes the importance of equitable access to information
- Respects the principles of intellectual freedom
- Respects the rights of holders of intellectual property as these apply in print, non-print, and electronic formats
- Diverse sources, cultures, and technologies--The learner who contributes positively to the learning community and to society is information literate and
- Seeks information from diverse sources, contexts, disciplines, and cultures
- Shares knowledge and information with others
- Collaborates with others both in person and through technologies in identifying information problems and seeking their solutions
- Collaborates with others, both in person and through technologies, in designing, developing, and evaluating information products
INQUIRY, INFORMATION LITERACY, AND TECHNOLOGY
Collection development is the process by which a teacher of library media selects all materials and provides access to the most relevant resources. This process includes surveying the curriculum, using professional review materials, surveying the students, teachers, administrators, and community, keeping the collection current by weeding it, and the development of plans and policies leading to greater access to information through collections beyond the school library media center.
Critical thinking refers to "higher order" cognitive skills that enable human beings to comprehend experiences and information, apply knowledge, express complex concepts, make decisions, criticize and revise unsuitable information, and solve problems.
Director of library media and technology is the administrator holding a license in school media who supervises the library media and technology programs at the district level. Most effectively, this administrator does not have a building level assignment, but coordinates full-time certified media teachers at all locations in the district. This person also supervises the district central processing office as well as the instructional and administrative technology staff. The director may also facilitate technology planning, coordinate library and media facility design, participate in evaluation of library media personnel, and work closely with those who produce media for instructional purposes in the district and community.
Flexible scheduling is a procedural plan of adapting and implementing services that best accommodate the needs of the instructional program to assure timely and relevant instruction. This is in contrast to rigid scheduling which limits class use of the library media center, restricts the planning time between teacher and the library media teacher, prevents student and teacher access at point of need, and inhibits the integration of information literacy skills.
Information literacy is demonstrated when a learner accesses information efficiently, evaluates information critically, uses information accurately and creatively, and avoids plagiarism. Knowing when and how to locate, interpret, analyze, synthesize, evaluate, and communicate are all skills necessary for information literacy.
Inquiry is an investigative, questioning process where the learner will examine, analyze, organize, evaluate, and apply information for a specific purpose. The learner must move beyond the resources of the textbook and teacher and is not bound by a classroom collection or library.
Intellectual freedom is the ability of a learner to have access to information from all points of view and to be able to freely express his/her opinion and ideas. This right is protected by the First Amendment of the United States Constitution.
Learner is a member of the community at large and includes students, pre-service teachers, teachers, administrators, staff, parents, and other community members.
Library automation is an electronic management program used to provide the learners with computer access to library/media center holdings and circulation procedures. It normally includes networking to other library collections and/or online CD-ROM databases located at distant sites.
Lifelong learner is one who develops, regardless of age, a constructive pattern of learning that continues throughout one's lifetime.
Literacy is the ability to read and write for the purpose of meaningful communication.
Management is the selecting, acquiring, circulating, implementing, and utilizing of the available information resources in the most efficient and effective manner possible; also the supervision, overseeing, direction, and responsibility for clerical and professional personnel, students, and volunteers, as well as the function and operation of the library media center.
Media include all materials available to learners. This encompasses print, audio, visual, and electronic information.
Media literacy is the ability to use, to learn from, and to communicate in the accepted technology of the day. It entails a basic knowledge and understanding of information available, where and how to access it, and the command of search strategies that will enable the learner to refine his or her query. This skill involves the ability to analyze mass media and encompasses visual literacy. Visual literacy is the ability to access, decode, analyze, evaluate, and produce graphic information. This also includes the ability to realize that the graphic may not represent the information accurately.
Media Production is the process of creating finished audio or video products such as a film, television or radio programs, computer software, a set of visuals, or a combination of such into multi-media for the purpose of instructing or conveying information.
Pre-service teachers are individuals who are engaged in formal education preparation programs at colleges and universities.
Presentation mode is the ability to use a variety of information formats and technologies to communicate one's message to another in a meaningful manner.
Program is a plan of action that includes a designated structure to accomplish a specific purpose.
Reader's advisory method is the process of interviewing learners to help determine needs and desires in their reading habits. This may include motivating and helping them to locate materials.
Repackaging is the process of selecting a variety of materials and information and organizing them for the purpose of instruction. For example, a portion of a science videotape might be shown in a language arts class as a writing prompt, and the teacher of library media collaborates with the classroom teacher to identify resources and materials from other information formats in order to support the instructional unit.
Teacher of library media is the licensed professional who teaches information literacy, administers and manages the school library media program, and may provide special expertise in a wide range of areas including promotion of research and reading, selection and use of media in all formats, as well as design and production of instructional materials.
Technology refers to tools for instruction, usually pertaining to non-print software and/or hardware.
Tools are the instructional and communicative equipment, materials, and strategies used to facilitate the teaching-learning process.
Weeding is evaluation leading to removing obsolete, worn, or inaccurate materials or items with an inappropriate reading level from the library media collection. Evaluation may also lead to removal of obsolete equipment.
