Glossary+of+Academic+and+Professional+Language

For use in LIS 516: The School Library Media Center Spring 2013 Instructor: Georgeann Burch (gburch@illinois.edu)


 * Purpose**: to build a glossary of academic language in use by educators and school librarians. Academic language is defined in many ways. We'll start with this definition from the edTPA (ed Teacher Performance Assessment) glossary. You can add other definitions, but don't delete. Cite the source of the definition. **You need to learn to use these terms in your professional written and oral communication**.


 * **academic language:** Oral and written language used for academic purposes. Academic language is the means by which students develop and express content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in meaningful ways in the content area.

As of 4.8.13, your assignment is to develop this glossary by defining words from class discussion or lecture, readings, or guest speakers. Enter a definition from another source, with credit or read several definitions and write one in your own words and give yourself credit. To earn 100 pts. for LIS 516, this assignment would count for 3 pts. 5 definitions = 1 pt. You can earn anywhere from 0 to 5 points for this assignment.
 * Your assignment:**

The first 21 words are from our first class on 1.14.13. I've added a few terms from Carol Wood's lecture and a few assessment terms. You can define words from this list, or add your own. If you take them from the list, move them to the Glossary section.

GLOSSARY

21st century learners - students who live in a world with unprecedented global connectivity and access to technology, and who need to develop core competencies in collaboration, critical thinking, digital literacy, and problem-solving to thrive in this environment as adults. - (Adapted from "How Do You Definite 21st Century Learning?" //Teacher Professional Development Sourcebook 1(4)// 32. October 12, 2010.) - AA

acceptable use policy - A statement adopted by schools and libraries that states specific rules for responsible use of the Internet and the school district computer network. Most schools require this signed agreement between the parent, student, and the school before allowing the student to access and use Internet resources (Misakian, //The Essential School Library Glossary//, 2004, p.2) - NR

access - The ability of all users to effortlessly and seamlessly locate and use the library materials and resources by keeping the library open for student use before, during and after school hours, careful adherence to the Americans with Disabilities Act (ADA) to ensure physical access, proper shelving and cataloging of materials, instructing students in the use of information resources, and having an appropriate selection of materials available for diverse learners (Misakian, //The Essential School Library Glossary//, 2004, p.2) - NR

access point - The main entry, added entries, subject entries in a bibliographic record, and key words that provide users with information about a specific item. Author, title, and subject are the most common access points. Keyword searching in an OPAC allows users to locate information from various elements of the bibliographic record, thereby expanding search results. (Misakian, //The Essential School Library Glossary,// 2004, p. 2) - KF

acquisition policy - A written statement describing the procedures and rationale for purchasing library materials. (Misakian, //The Essential School Library Glossary//, 2004, p. 3) - KF

action research: is an quick, informal research method used by teacher-scholars that involves identifying a problem in the classroom, resolving to do something about it, taking action, and measuring how successful the action was. While generalizable conclusions are beyond the scope of action research, professionals can at least hope to improve their individual practice. -MR

Adequate Yearly Progress (AYP) - AYP is a statewide accountability system mandated by the No Child Left Behind Act of 2001. It requires each state to ensure that all schools and districts make Adequate Yearly Progress as defined by states and as approved by the US Department of Education. - NR

adoption- An agreement that a specific [|textbook] will be used for teaching purposes in a state-supported educational institution (school, college, or university). Government approval is required for textbook adoptions in the public schools in many states in the U.S. //(Online Dictionary for Library and Information Science)- ERB//

advisory committee - A carefully selected group established to assist in planning activities, establishing policies, and developing short- and long-range goals for the library media center. Members could consist of teachers, staff, parents, administrators, students, and community leaders. This group may become a major advocate for the library program. (Maskian, //The Essential School Library Glossary//, 2004, p. 4) - KF

advocacy: the act of supporting a cause or group of people typically underrepresented or whose needs (social, political, physical, or educational) are not being met in some way - KB

AIMsweb testing: progress and benchmark testing for K-8 students' reading and math skills. AIMSweb system, a product of Pearson, functions as a web-based assessment tool. The universal screener test is typically administered to all students up to three times per year. The results are used to identify students who need additional targeted instruction. The students whose test results indicate a need for targeted instruction may take tests more frequently thereafter, usually called progress monitoring. -MR

assessments, formative: assessments that are administered throughout the learning process which aim to check for understanding regularly and inform the instructional process accordingly to help students achieve objectives and successfully meet learning standards (Garrison & Ehringhaus, //Formative and Summative Assessments in the Classroom//, AMLE, 2007) - KB

assessments, summative: assessments that are administered less frequently than formative assessments and that aim to gauge students' understanding of a particular topic or progress towards a specific benchmark; include standardized tests, unit tests, and end-of-semester exams (Garrison & Ehringhaus, //Formative and Summative Assessment in the Classroom//, AMLE, 2007) - KB

authentic assessment - Assessment that measures realistically the knowledge and skills needed for success in adult life. The term is often used as the equivalent of performance assessment, which, rather than asking students to choose a response to a multiple-choice test item, involves having students perform a task, such as serving a volleyball, solving a particular type of mathematics problem, or writing a short business letter. Specifically, authentic assessments are performance assessments that are not artificial or contrived. One way to make an assessment more authentic is to have students choose the particular task they will use to demonstrate what they have learned. (//Lexicon for Learning//, ASCD) – NR

authentic learning - a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999) - KF

backward planning - a term used by Grant Wiggins and Jay McTighe to describe the instructional planning process which begins with learning outcomes and curriculum standards and then plans learning tasks to enable students to reach those outcomes - GLB

benchmark - A statement that provides a description of student knowledge expected at specific grades, ages, or developmental levels. Benchmarks are often used in conjunction with standards and provide concrete indicators of student understanding. (North Central Regional Educational Laboratory, //Pathways to School Improvement//, 2003) - NR

Big6 - The Big6 is six-stage instructional model designed to teach students problem solving skills. The steps include task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. This model was developed by Mike Eisenberg and Bob Berkowitz. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">Bloom's taxonomy - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">A classification of educational objectives developed in the 1950s by a group of researchers headed by Benjamin Bloom of the University of Chicago. It is commonly used to describe learning objectives that range from knowledge and comprehension (lowest) to synthesis and evaluation (highest). – NR

Booktalk - A talk given by a librarian, teacher, or student, to promote a book and convince others to read it. Booktalks are usually brief and give the reader just enough information to want to find out more. -KD

//Brain Gym- a model c// ommitted to the principle that moving with intention leads to optimal learning. It uses movement based program and has 26 main exercises. (Brain Gym, 2011)- ERB.

Carousel Brainstorming - This is reading comprehension strategy designed to activate background knowledge, and check for understanding. Students are divided into small groups (3-4 students) and then are given a sheet of paper with a topic. Students are then asked to write down all the terms they associate with that topic using colored magic markers. After 30 seconds or so (time designated by the teacher), students rotate to the next topic and the rotation continues until each group has contributed to each topic. - SS

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">classroom management - "Teachers concerned with classroom management typically need help with two issues: preventing discipline problems and dealing with current discipline problems" (Tom Kratochwill via American Psychological Association, 2013). Additionally, it is how a teacher or a librarian controls his or her classroom/library through the use of rules, incentives, or a combination of different things - KU

cloze procedure - A cloze procedure requires learners to use context clues to fill in the blanks with words that have been deliberately removed from a text. <span style="font-family: Arial,Helvetica,sans-serif;">(Moreillon, Collaborative Strategies for Teaching Reading Comprehension, 2007) - NR

CMS - A Course Management System is a tool that allows teachers to create online course content. CMSs have become an integral part of higher education but are becoming common at all levels of education. Among many other functionalities, the CMS can include asynchronous bulletin board communication that teachers can use to facilitate discussion and extend classroom learning. -KD

<span style="font-family: Arial,Helvetica,sans-serif;">collaboration - "Two partners, the teacher and the library media specialist, team to exploit materials, information, and information technology to enhance a learning activity" (//Increasing Academic Achievement Through the Library Media Center: A Guide for Teachers//, 2002) - KU

<span style="font-family: Arial,Helvetica,sans-serif;">collection development – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Activities related to building, maintaining, evaluating, and expanding library collections to meet the needs of the students, staff, and curriculum of the school. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Linking for Learning //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, ISLMA, 2010) – NR

<span style="font-family: Arial,Helvetica,sans-serif;">constructivism – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">A learning theory that suggests optimal learning occurs when individuals are actively engaged in authentic and meaningful tasks, and have opportunities to interpret and reflect on these interactions. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Standards for the 21 <span style="font-family: Arial,Helvetica,sans-serif;">st <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;"> Century Learner In Action //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, AASL, 2009 – NR

<span style="font-family: Arial,Helvetica,sans-serif;">Common Core - "The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn . . . reflecting the knowledge and skills that our young people need for success in college and careers" (//Common Core State Standards Initiative Mission Statement//, 2012) - KU

Criterion Referenced Test - An assessment that demonstrates what knowledge or skills a student has mastered rather than how he or she compares to the larger group (see norm referenced test). (@http://www.lexile.com/about-lexile/glossary/) - KD

critical thinking: disciplined thinking that is clear, rational, open-minded and informed by evidence- ERB

<span style="font-family: Arial,Helvetica,sans-serif;">curriculum map - A curriculum map is used to decide what content should be covered in a year or at a certain time. This tool is also used to evaluate content being taught throughout the school year, skills that students will learn, and assessment tools that will be used. A curriculum map can also be used to check or review which state standards (like Common Core) are being used throughout the units or in specific lessons. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">differentiated instruction - "At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction" ("Differentiation of Instruction in the Elementary Grades", Carol Ann Tomlinson, 2000) - KU

<span style="font-family: Arial,Helvetica,sans-serif;">Digital Divide – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Digital divide implies the gap—whether based in socioeconomic status, education, geography, age, ability, language, or other factors—between Americans for whom Internet access is readily available and those for whom it is not. - NR

<span style="font-family: Arial,Helvetica,sans-serif;">dispositions in action - "ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken" (Standards for the 21st Century Learner, AASL, 2007) GLB

<span style="font-family: Arial,Helvetica,sans-serif;">dyslexia - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">The International Dyslexia Association //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, 2005) – NR

<span style="font-family: Arial,Helvetica,sans-serif;">English Language Learner – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">The term English language learner (ELL) indicates a person who is in the process of acquiring English and has a first language other than English. Other synonymous terms include language minority students, limited English proficient (LEP), English as a second language (ESL), and culturally and linguistically diverse (CLD). – NR

<span style="font-family: Arial,Helvetica,sans-serif;">evidence-based practice - "This movement in school librarianship is founded on the need for school librarians to organize instruction based on research in the fields of education, library science, and technology and to document their impact on student achievement." (Moreillon, Coteaching Reading Comprehension Strategies in Secondary School Libraries, ALA, 2012) GLB

<span style="font-family: Arial,Helvetica,sans-serif;">exit slip - This is an instructional tool that can be used to quickly assess students' understand of a lesson, but it can also be used to assess the lesson itself. You can use this tool to ask students what they thought of the lesson, what they learned from the lesson or didn't understand and what could be improved about the lesson. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">F & P Text Levels- Fountas and Pinnell levels, named after Irene Fountas and Gay Su Pinnell, <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">are an A-Z continuum to assist teachers who are using a gradient of texts to teach guided lessons. The continuum represents progress over time. Texts are classified to a certain level based on word count, number of different words, number of high frequency words, sentence length, sentence complexity, word repetitions, illustration support, and more. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> Please refer to theText Level Ladder of Progress to see which letters correspond with which grade level goals. ( []) - KD

<span style="font-family: Arial,Helvetica,sans-serif;">flexible scheduling – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">A practice of scheduling groups, or classes to use the library on an informal, as-needed basis. This not only promotes cooperative planning betwee n teachers and the school library staff, but also helps achieve the goal of making the information literacy skills instruction as integrated, cohesive part of the curriculum. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Linking for Learning //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, ISLMA, 2010) – NR

<span style="font-family: Arial,Helvetica,sans-serif;">fixed schedule – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">A schedule defined by assigned blocks of tie for classes to come to the Library Media Center for instruction and book selection and return, allowing teachers, who drop students at the door and leave, to have their contractual prep period. (Toor, //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">New on the Job //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, 2007) – NR

<span style="font-family: Arial,Helvetica,sans-serif;">Flipped Learning - An educational program in which the introduction of new content occurs outside of the classroom while class time is devoted to active problem solving and one-to-one or small group interactions with the teacher. Most commonly, the teacher will use technology to create videos or podcasts for students to view or listen to outside of class. ([]) - KD

good/best practice: "performance worthy of providing standards/benchmarks for others. 'Best' practice implies that a single ranking is possible and this practice is best for all. 'Good' practice follows from a contingency view: some practices may be best in some situations or for some organisations, but not necessarily for all." (//Benchmarking in European Higher Education:// [] ) -MR

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Guided Reading - This is an instructional approach to teaching literacy that involves a teacher working closely with a small group of students based on their reading skills and reading level. This approach was developed to help students learn and master reading skills such as using context clues, understanding letter and sound relationships, sentence structure and etc. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">IDEA - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">IDEA stands for Individuals with Disabilities Education Improvement Act. It was originally passed in 1975 with the latest reauthorization in 2004. It is a federal statute related to providing a free, appropriate, public education and early intervening services to students with disabilities age birth through 21. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Glossary of //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">//Terms//, National Center on Response to Intervention, 2010) – NR

<span style="font-family: Arial,Helvetica,sans-serif;"> Individualized Education Program (IEP) - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Students with certain special needs, as specified by the Individuals with Disabilities Education Act (IDEA), have a legal right to a special plan written by a multidisciplinary team. After a series of tests and observations determine the child's need for an IEP, a team designs a program of services to blend the best methods of teaching with the most conducive learning environment for the child. The process of creating the IEP allows the parties to discuss and resolve any differences of opinions and needs. The document specifies the decisions and anticipated outcomes, and it includes the child's current level of educational performance, specific services to be provided, who will provide those services and when, the amount of time the child will be in regular and special classrooms, and short- and long-term goals. The IEP objectives are used to determine the child's progress toward the goals. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Lexicon for Learning //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, ASCD) – NR

<span style="font-family: Arial,Helvetica,sans-serif;">information access - being able to find and use materials that are useful in research and in obtaining general knowledge; this includes information gained from internet resources, books, periodicals, and audio-visual materials, among others - KU

<span style="font-family: Arial,Helvetica,sans-serif;">information literacy: the ability to "interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right" (The United Nations Education, Scientific and Cultural Organization) - KB

information technology (IT): A very broad term encompassing all aspects of the management and processing of information by computer, including the hardware and software required to access it. ERB

<span style="font-family: Arial,Helvetica,sans-serif;">inquiry-based learning - "a student-centered approach to learning in which students interact with information, use existing knowledge to form new understandings, and use newly formatted skills to construct new knowledge" (Empowering Learners, AASL, 2009) GLB

instructional technology: "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning." (Seels and Richey, cited in //Information Power,// p.54) -MR

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">intellectual freedom: "the right to seek and receive information on all subjects from all points of view without restriction and without having the subject of one's interest examined or scrutinized by others" (Intellectual Freedom Manual, 8th ed., 2010) - KB

<span style="font-family: Arial,Helvetica,sans-serif;">intellectual property: something created by the mind of an individual such as an idea, invention, musical composition, or design that is immaterial and that he/she has exclusive ownership of, protecting from the theft and production of that creation by others - KB

<span style="font-family: Arial,Helvetica,sans-serif;">I-SAIL (Illinois Standards Aligned Instruction for Libraries) – <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">An integrated curriculum that aligns library standards and benchmark statements to the current Illinois Standards, AASL’s Standards for the 21 <span style="font-family: Arial,Helvetica,sans-serif;">st <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">-Century Learner, and International Society for Technology in Education (ISTE) and National Education Technology Standards for Students (NETS-S). ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Linking for Learning //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, ISLMA, 2010) – NR

<span style="font-family: Arial,Helvetica,sans-serif;"> ISAT - The Illinois Standards Achievement Test measures the achievement of students in reading and math in grades 3-8 and science in grades 4-7. It is based on the Illinois State Standards, which define what each student should be learning each year. ( @http://www.isbe.state.il.us/assessment/isat.htm ) -KD

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">KWL - (What I **Know**, What I **Want** to Know, and What I **Learned**) This is a graphic organizer used as an instructional tool to help students recall prior background knowledge before reading (what I know), to help them question the reading (what I want to know) and to check for understanding (what I learned). This tool can also be used to help the teacher assess students' background knowledge, and their weak areas (or what they still need to learn). This instructional tool is often used at the beginning of a new unit. - SS

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">learning community- a group of people who share common background, emotions, values or beliefs and are actively engaged in learning together and from each other.- ERB

Learning Disability- The IDEA 2004 definition of a Learning Disability/Specific Learning Disability is: The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards. (i) Oral expression (ii) Listening comprehension (iii) Written expression (iv) Basic reading skill (v) Reading fluency skills (vi) Reading comprehension (vii) Mathematics calculation (viii) Mathematics problem solving. (//Glossary of Terms//, National Center on Response to Intervention, 2010)- ERB.

learning environments: the physical or virtual setting in which learning takes place- ERB

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">learning styles - the different ways in which people learn, usually broken down into visual, auditory, and kinesthetic learning. Learning styles can also be broken down into active vs. reflective, visual vs. verbal, abstract vs. concrete, and global (holistic) vs. sequential (analytical). (Northwestern University Library Instructors' Toolkit, 2012) - KU

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">leveled reading - "Leveled reading uses various assessment tools to determine how well your child reads, and then matches her to books that are challenging enough for her to make progress. Books are categorized into levels of difficulty, which is how a perfect match, based on ability, can be made" (Scholastic, 2013) - KU

<span style="font-family: Arial,Helvetica,sans-serif;">Lexile Framework for Reading - A system that can help determine the reading level of any written material. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">The Lexile Framework uses quantitative methods, based on individual words and sentence lengths, rather than qualitative analysis of content to produce scores.The Lexile Framework can also be used to assess a readers' reading comprehension level. After test results are converted into Lexile measures, readers can be matched to reading materials on their own level and comprehension rates of readers can be forecasted to determine how well a reader will comprehend texts that have been measured in the Lexile metric. ( @http://www.lexile.com/about-lexile/glossary/) - KD

lifelong learning: the idea that rather than teach only content mastery, that we must teach students how to learn, as they will need to be learning throughout their whole lives. Lifelong learning can also imply expanding the scope of public schools to providing educational opportunities for ages beyond 18 years. (ASCD's //Lexicon of Learning)// -MR

<span style="font-family: Arial,Helvetica,sans-serif;">literacy: the ability to read and write, allowing an individual to effectively comprehend and communicate through written language - KB

literature circle: a small group of students (usually 3-6) who read and discuss the same book. The teacher decides how many pages the students will read for each group meeting, but the teacher remains an outside observer. Students usually have some choices regarding which book they read and how they respond individually and as a group to the book. -MR

<span style="font-family: Arial,Helvetica,sans-serif;">mainstreaming - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">The practice of placing students with disabilities into regular classrooms. The students usually also receive some assistance and instruction in separate classrooms, often called resource rooms. – NR

<span style="font-family: Arial,Helvetica,sans-serif;">MAP Testing - Measure of Academic Progress is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth. The test is aligned to national and state curricula and standards. The available assessments are
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Reading, mathematics, and language
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">MAP for Primary Grades: Reading and mathematics
 * <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Science Assessment: Concepts, processes and general science ( @http://www.nwea.org/node/98<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">) - KD

<span style="font-family: Arial,Helvetica,sans-serif;"> media literacy – “The ability to access, analyze, evaluate and create messages in a variety of forms – from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.” (//Center for Media Literacy//) – NR

Modifications- Alterations that change, lower, or reduce learning expectations. Modifications can increase the gap between the achievement of students with disabilities and expectations for proficiency at a particular grade level. (//Glossary of Terms//, National Center on Response to Intervention, 2010)- ERB.

<span style="font-family: Arial,Helvetica,sans-serif;">multiple intelligence: The term came about when Howard Gardner, who was interested in studying psychology and education, questioned the idea that intelligence was one entity and could be measured from an IQ test. He proposed a theory that a person can have multiple intelligence or multiple cognitive abilities. Multiple Intelligence includes: Linguistic, Logical-Mathematical, Visual-Spatial, Intrapersonal, Interpersonal, Musical, Bodily Kinesthetic and Naturalistic intelligence. - SS

MUSTY and CREW: acronyms for common guidelines and principles for school library media center weeding. MUSTY gives characteristics of books that should be weeded: **M**isleading information, **U**gly, **S**uperseded by better works, **T**rivial - may have been more valuable to the collection years ago, **Y**our collection has no use - (irrelevant to curriculum, student, or teacher needs). CREW give principles for the weeding process: **C**ontinuous **R**eview **E**valuation **W**eeding. (Dickinson, "Crying over Spilled Milk," 2005) -MR

<span style="font-family: Arial,Helvetica,sans-serif;">National Board for Professional Teaching Standards (NBPTS) - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">An independent, nonprofit organization that awards national certification to teachers who successfully complete a set of rigorous assessments. Teachers voluntarily apply for national certification, which complements, but does not replace, state licensing. State licensing systems specify minimum requirements, including entry-level standards for novice teachers. National Board certification establishes advanced standards for experienced teachers. NBPTS has developed standards that describe accomplished teaching in numerous subjects and at various levels, as well as multipart performance-based assessments designed to measure the standards. There are currently about 10,000 National Board certified teachers in 50 states and the District of Columbia. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Lexicon for Learning //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, ASCD) – NR

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">NETS-S - <span style="font-family: Arial,Helvetica,sans-serif;">The National Educational Technology Standards for Students are the standards for evaluating the skills and knowledge students need to learn effectively and live productively in an increasingly global and digital world. NETS for Students consists of six Performance Indicators: <span style="font-family: Arial,Helvetica,sans-serif;"> ([])
 * Creativity and Innovation
 * Communication and Collaboration
 * Research and Information Fluency
 * Critical Thinking, Problem Soling and Decision Making
 * Digital Citizenship
 * Technology Operations and Concepts.

<span style="font-family: Arial,Helvetica,sans-serif;">Norm-Referenced Test - An assessment that compares the scores of individual students to the scores of the larger group of students who took the test.( @http://www.lexile.com/about-lexile/glossary/ ) <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> -KD

<span style="font-family: Arial,Helvetica,sans-serif;">The Nutured Heart Approach (NHA) - This is a classroom behavior management approach in which teachers must only provide attention to the positive behavior of students and ignore negative behavior. This is approach is designed to encourage children who are behaving poorly to correct their behavior so that they will receive attention. More specifically, this approach also connects a positive action to a student's character trait. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">OPAC - Online Public Access Catalog - an online bibliography of a library collection that is available to the public. Users can search the OPAC to locate materials in the library. - KD

<span style="font-family: Arial,Helvetica,sans-serif;">Parallel teaching - This is when a class is divided in half and two teachers (or one teacher and one librarian) plan a lesson together and teach the same lesson at the same time to their half of the class. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">PBIS (Positive Behavioral Interventions and Support) - This is a system used to correct behavior. <span style="font-family: Arial,Helvetica,sans-serif;">This system includes three levels of intervention. Students in the primary intervention stage are remain in the classrom, the secondary intervention stage uses small group interventions and the tertiary stage uses intensive individual support for repeat students who misbehave. This system has a strict follow-through with consequences when behavior rules are broken. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">Playaway - a prerecorded audio player that comes equipped with pre-loaded HD audio content, a case, batteries, and earbuds. Playaways offer a convenient way for library patrons to access audio books without ha <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">ving to have a cd or mp3 player. ( @http://library.playaway.com/reference-desk/our-products/playaway/) <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">-KD

PLC - In the school setting, professional learning communities are a way for teachers to learn collaboratively from one another and to reflect on best practices. Teachers often work closely with others in their department. For example, a school librarian might be a part of the English department's PLC as well as a PLC with other librarians in the district. PLCs often share 5 attributes: ( [] ) - KD
 * 1) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">supportive and shared leadership,
 * 2) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">collective creativity,
 * 3) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">shared values and vision,
 * 4) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">supportive conditions, and
 * 5) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">shared personal practice.

portfolio - a representative collection of a person’s work that serves as evidence of understanding. (Curriculum 21, Glossary of Curriculum Mapping Terms) - KF

probes - learning and assessment method wherein teachers encourage and test obtainment of new knowledge by posing questions in a variety of forms. Probes can include verbal questioning, quizzes, and brief written or physical demonstration of understanding (adapted from [].) - AA

<span style="font-family: Arial,Helvetica,sans-serif;">professional development - the process of developing one's professional skills through activities such as reading professional literature, attending conferences or training workshops, and analyzing one's current skills with the intent to improve or support the current skill set - KU

<span style="font-family: Arial,Helvetica,sans-serif;">program administration - oversight and direct guidance of the direction of a library or subdivision of a library-- its collection, budget, funding, services, and related activities. Program administration incorporates the host organization's mission in goal-setting and day-to-day functioning, calls for advocacy of the library and its patrons, and requires frequent evaluation and subsequent evolution of the program. - AA

<span style="font-family: Arial,Helvetica,sans-serif;">program assessment - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">A systematic process of collecting, analyzing, and using information to answer questions about school library projects, policies and programs, particularly about their effectiveness and efficiency. Stakeholders want to know if the programs they are funding, implementing, receiving are actually having the intended effect (and to what cost) and can involve both quantitative and qualitative measures. – NR

<span style="font-family: Arial,Helvetica,sans-serif;">progress monitoring - Students who are considered at-risk for falling behind state standards and testing scores are monitored with RTI progress testing twice a week or once a week depending on the student's needs. This approach is used to assess whether the student is improving or whether they need further intervention or individual attention. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">Project Based Learning - a framework for teaching skills and content that in volves authentic learning activities that engage student interest and motivation. These activities reflect real world situations and the work and learning people do everyday outside of the classroom. ( [] ) - KD

<span style="font-family: Arial,Helvetica,sans-serif;">qualitative - measuring a characteristic(s) by its quality rather than by some numerical value - KU

<span style="font-family: Arial,Helvetica,sans-serif;">quantitative - measuring a characteristic(s) using numbers or quantities - KU

rating scale - a summative assessment tool used to rank a student's performance on a given spectrum of appropriate/expected learning outcomes. - AA

<span style="font-family: Arial,Helvetica,sans-serif;">readers' advisory - providing guidance to patrons--or students, in this case--of books based on their known likes and dislikes. Librarians should be able to advise students of any genre of literature present in their library based on knowledge of the current collection - KU

<span style="font-family: Arial,Helvetica,sans-serif;">Response to Intervention (RtI) - "[RtI] is a three-tiered model of instruction and instructional intervention that uses evidence-based practice, systematic data collection, and data-based decision making. It incorporates research-based instructional strategies, student-centered personalized instruction, and a high level of collaboration among school personnel to meet the instructional needs of individual students" (Missouri Department of Elementary and Secondary Education, 2010) - KU

<span style="font-family: Arial,Helvetica,sans-serif;">rubric: a plan for scoring an assignment for a specific group of learners through the use of value based criteria which also establishes a desired level of performance and clear and efficient system for evaluation - KB

<span style="font-family: Arial,Helvetica,sans-serif;">scaffolding - A <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">n instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without assistance. ( //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Glossary of Terms //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">, National Center on Response to Intervention, 2010)

scaffolding: temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own later on*. (//Glossary of Common Core Terms//, Scholastic) //<span style="font-family: Arial,Helvetica,sans-serif;">*I thought the contrast in definitions was interesting.- ERB //

<span style="font-family: Arial,Helvetica,sans-serif;">school library media specialist: an individual who serves as a teacher, information specialist, instructional partner, and program administrator in an educational environment while maintaining the operations of the school library media center and supporting the school, faculty, and students in their educational success and learning processes - KB

school library edition: A special edition of a serial publication, issued specifically for distribution to school libraries. In August 2005, American Libraries reported that tobacco advertisements will be removed from school library editions of Time, Newsweek, People, and Sports Illustrated under an agreement between publishers, tobacco companies, and the state attorneys general. (Online Dictionary for Library and Information Science)- ERB

School Library Journal (SLJ): Published since 1961, SLJ is a monthly trade journal and review publication for school, children's, and young adult librarians. In addition to regular columns, feature articles, and news of interest to the profession, SLJ reviews approximately 4,000 new trade books for children and young adult readers each year and over 1,000 educational media titles, including CD-ROMs. The reviews are short but evaluative, written by and for librarians. (Online Dictionary for Library and Information Science)- ERB

school library media center A library in a public or private elementary or secondary school that serves the information needs of its students and the curriculum needs of its teachers and staff, usually managed by a school librarian or media specialist. A school library collection usually contains books, periodicals, and educational media suitable for the grade levels served.(Online Dictionary for Library and Information Science)- ERB

<span style="font-family: Arial,Helvetica,sans-serif;">self-assessment strategies - "reflections on one's own learning to determine that the skills, dispositions, and responsibilities are effective" (Standards for the 21st Century Learner, AASL, 2007) GLB

shelf-talker: a sign or card on a shelf that draws attention to the nearby shelved product. This term, borrowed from retailers, can be applied to library book shelves; librarians can put a quick book recommendation and call number information on a sign near or on the shelf. (Buzzeo, "Keep 'Em Reading") -MR

short research project: an investigation intended to address a narrowly tailored query in a brief period of time, as in a few class periods or a week of instructional time. ( // Glossary of Common Core Terms //, Scholastic)- ERB

skills - learned powers of doing something competently **:** developed aptitudes or abilit ies. (Merriam-Webster Online) - AA

spiral curriculum: "an approach to curriculum design that provides for periodic revisiting of key topics over a period of years, presenting them in greater depth each time. Contrasts with mastery learning, which assumes that a topic should be taught thoroughly and mastered before students move on to something else" ( ASCD's // Lexicon of Learning) //-MR

SSR - (Sustained Silent Reading) This is a designated period of uninterrupted reading during the school day. This is also known as "Drop Everything And Read" (DEAR) or "Free Uninterrupted Reading" (FUR). Some high schools implement sustained silent reading so that students can further their reading comprehension skills, increase vocabulary and to improve reading test scores on standardized tests. - SS

standard: An acceptable level or criterion according to which something is compared, measured, or judged. (Online Dictionary for Library and Information Science)- ERB

<span style="font-family: Arial,Helvetica,sans-serif;">stakeholders - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Stakeholders are people who have a vested interest or "stake" in the success of the library program. They are the people or organizations whose support you need to move an idea/action forward. Generally, the most common stakeholders who support school library programs are parents, administrators, teachers, and school board members--those closest to the school environment. However, depending on the issue or desired action, stakeholders can be community people, teachers unions, library associations, legislators, and even students. – NR

<span style="font-family: Arial,Helvetica,sans-serif;">station teaching - This is when two teachers (or a teacher and a librarian) divide the content and into segments and present the material at separate stations around the room. Each teacher will work with each group and then alternate stations. - SS

survey - an assessment technique that can be used both formatively and summatively to assess students' dispositions, attitudes, and anxieties, as well as generate feedback on the efficacy of curriculum instruction - (adapted from Adams, T.L. (1998). Alternative Assessment in Elementary School Mathematics. //Early Childhood Education// //74(4)//, 220-224.) - AA

<span style="font-family: Arial,Helvetica,sans-serif;">tech break - This is an intentional 5 minute break at the beginning of class that allows students to check their texts and then turn the phone on silent, upside down in plain view. This break is designed to clear students of any distractions so that they will be ready to listen. A tech break is more likely to be used in high school than another lower grade setting. - SS

technical subjects: a course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; a technical aspect of a wider field of study, such as art or music. ( // Glossary of Common Core Terms //, Scholastic) - ERB

<span style="font-family: Arial,Helvetica,sans-serif;">TitleWise - an online program, through Follett, that analyzes the entire collection of materials in your library. It can determine the average age of the titles in your collection in addition to telling you which areas of your library need more relevant or up-to-date materials, among many other features. - KU

<span style="font-family: Arial,Helvetica,sans-serif;">Trails testing - this is a free online tool developed to assess students' information literacy skills. This test has a series of questions that students must answer regarding different information literacy skills. - SS

<span style="font-family: Arial,Helvetica,sans-serif;">transliteracy: the ability to read, write, and effectively communicate across a wide variety of formats, including print, digital, and orally based platforms - KB

<span style="font-family: Arial,Helvetica,sans-serif;">universal screening - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.5;">Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief; conducted with all students at a grade level; and followed by additional testing or short‐term progress monitoring to corroborate students’ risk status. (//Glossary of Terms//, National Center on Response to Intervention, 2010)

vendor - A company in the business of providing access to a selection of bibliographic databases, online or on CD-ROM, by subscription (examples: EBSCO, ProQuest, Gale, etc.) or on a per search basis (OCLC FirstSearch and DIALOG), usually under licensing agreement. Providers of nonprint media are also commonly referred to as vendors. In a more general sense, any individual, company, or agency, other than a publisher, that provides products and/or services to a library or library system for a fee. A distinction is normally made between book vendors (booksellers, dealers, jobbers, etc.) and serials vendors (subscription agents, continuation dealers, etc.) A vendor may also provide automated customer services such as management reports and electronic transmission of bibliographic or invoice data. The term is also used for businesses that specialize in developing and marketing library systems, such as online catalog software and library management systems. (Joan M. Reitz, //Online Dictionary for Library and Information Science//) - KF

Web 2.0 - A trend in web design and development that has transformed the way individuals use the Internet, fostering creativity, interaction, and collaboration through Web applications such as blogs, wikis, RSS feeds, and social networks. (//Standards for the 21st-Century Learner in Action//, AASL, 2009) - NR

<span style="font-family: Arial,Helvetica,sans-serif;">weeding - the process of removing out-of-date and/or irrelevant materials from the library's collection; includes, but is not limited to, audio-visual materials, books, newspapers, and magazines - KU

<span style="font-family: Arial,Helvetica,sans-serif;">young adult book - A book intended to be read and and enjoyed by adolescents 12 to 18 years of age. Also refers to a book intended for adults but considered suitable by reviewers and librarians for mature ninth - to twelfth-grade readers. Public libraries usually maintain a separate section for young adult literature managed by a librarian who specializes in YA services, including collection development. (Joan M. Reitz, //Online Dictionary for Library and Information Science//) - KF

<span style="font-family: Arial,Helvetica,sans-serif;">young adult services - Library services intended specifically for adolescent patrons (ninth through twelfth graders), including collection development, programming, and readers' advisory. Public libraries usually have a room or section devoted specifically to young adult materials, managed by a librarian who specializes in providing services for this age group. (Joan M. Reitz, //Online Dictionary for Library and Information Science//) - KF

<span style="font-family: Arial,Helvetica,sans-serif;">zine - Derived from "fanzine" (a contraction of "fan magazine"), pronounced "zeen." The term came into use during the 1980s to refer to a small, low-circulation magazine or newspaper, self-published out of passion for the subject rather than for personal gain, usually produced with the aid of desktop publishing software and high-quality photocopy machines. Zines represent the convergence of amateur publishing hobbyists, high school underground newspapers, the literary small press, political radicalism, and do-it-yourself popular culture. They are usually not available by subscription, often appear irregularly or infrequently, and may have a lifetime of only one or two issues. Some are available online via the World Wide Web. Selected zines are evaluated in the reference serial //Magazines for Libraries.// (Joan M. Reitz, //Online Dictionary for Library and Information Science//) - KF

<span style="font-family: Arial,Helvetica,sans-serif;">504 Plan - Generally used by a regular education student who is not eligible for special education services A 504 includes accommodations related to the child's disability that allow him or her to participate in the general education classroom. -KD

Contributors

GLB - Georgeann Burch KB - Katie Boucher NR - Nicolle Rivera SS - Shelley Singler KU - Kristin Unruh ERB- Emily Bayci MR - Meredith Riddle KD - Kerry De<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">vitt <span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">KF - Kayla Friedlein