Georgia teacher certification tests, field 13: media specialist, objectives and assessment characteristics [June 1992]

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Werner Rogers

State Superintendent of Schools

Georgia Department of Education

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Georgia Teacher Certification
Tests
Field 13: Media Specialist Objectives and
Assessment Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective March 1991 First printing December 1990
First revised printing June 1992

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The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification as a media specialist. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 1,100 media specialists statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-media specialists, supervisors, and media educatorsexamined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over 100 media specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual te'st items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334
(404) 656-2556
Werner Rogers State Superintendent of Schools
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Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) for Media Specialists. Media specialists from across Georgia participated in the preparation of these objectives, which became effective with the March 1991 administration of the TCT for Media Specialist. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content
weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators who volunteered their time and expertise to develop these objective specifications.
TCT 13

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Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective.
Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, applies, uses); a content term (e.g., collection development); and a context (e.g., academic).
An objective might read, "The media specialist uses knowledge of processes for developing the media collection in an academic or application context."

Assessment Characteristics

Assessment characteristics define what an objective is intended to test; that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., within Objective 02, "0230 - selecting media resources" is a content component). An indicator describes content within a content component (e.g., in objective 02, "00231 - criteria for selection of materials" is an indicator under the component "0230 - selecting media resources"). Some components have no indicators to subdivide them.

Examples
Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics.

Using the Objective Reference Numbers

The objective reference number is a six-digit code that identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator that they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.

Each digit of the six-digit reference number contains specific information about a test item:

The first two digits (043103) identify the objective for which the item has been written. Objective 04 deals with theories, techniques, and methods of instructional support and information.

The third digit (04~1 03) indicates a specific content component within an objective. All objectives have at least one content component. Content component ~ for this objective refers to

services for students.

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TCT13

6 The fourth digit (043103) refers to an indicator, if there is one within a content component.
Indicator 1 in this case refers to ways to instruct groups and individuals. If there are no indicators
for the co7Jtent component, the fourth digit is ~ (e.g., 021~01).
The final two digits (043103) define the context in which the item is presented. Items for media specialist have three possible contexts.
01 Academic - Items written in this context require identifying concepts that relate to a specific objective.
02 Application - Items written in this context require applying information and concepts. 03 Instructional - Items written in this context require the application of concepts in an
instructional setting.
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Field 13: Media Specialist Objectives
Objective 01: The media specialist uses knowledge related to the management of a media program in an academic or application context. This objective accounts for approximately 20-26 percent of the items on the test.
Objective 02: The media specialist uses knowledge of processes for developing the media collection in an academic or application context. This objective accounts for approximately 20-26 percent of the items on the test.
Objective 03: The media specialist identifies technical processes for managing media resources in an academic or application context. This objective accounts for approximately 15-21 percent of the items on the test.
Objective 04: The media specialist uses theories, techniques, and methods of instructional support and information access in an academic, application, or instructional context. This objective accounts for approximately 25-31 percent of the items on the test.
Objective 05: The media specialist identifies sources of professional development in an academic or application context. This objective accounts for approximately 5-11 percent of the items on the test.
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TEACHER CERTIFICATION TESTS Field 13: Media Specialist
Objective 01: The media specialist uses knowledge related to the management of a media program in an academic or application context.
Assessment Characteristics:
Items assess the administrative aspects of the media program, including development, implementation, evaluation, and revision.
Content Component 0110 policies for the media program
Items may assess the media specialist's knowledge of national, state, and regional standards. Items may assess the types of policies required by local systems, but procedures that vary based on local systems will not be assessed. These policies may include
selection, challenge and reconsideration, weeding and disposition, copyright and licensing, and accessibility. Standards, policies, and terminology covered in this section are included in the Georgia Media Specialist's Handbook.
Content Component 0120 developing and Implementing the media plan
Items relate to the media specialist's interpretation and use of state and local policies and procedures for developing and maintaining a building-level media plan. Items relate to both the development process and components of the media plan, including
needs assessment, long- and short-range goals, service priorities, budget priorities, program evaluation, and program revision.
Items relate to knowledge of appropriate and effective coordination of the building-level media committee in cooperative decision making, determining priorities, and implementing the plan.
Content Component 0130 managing facilities
Items assess the media specialist's knowledge of issues and considerations involved in facility design, including the use of space, organization for accessibility, creation of a learning environment, and adaptation for technical functions (e.g., online services, electronic distribution systems such as closed-circuit television, and computer networks).
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Content Component 0140 personnel
Items relate to selecting, training, and supervising paraprofessionals and volunteers. Items also assess the media specialist's knowledge of the roles and responsibilities of people who influence the media program (e.g., principals and members of the community).
Content Component 0150 record keeping
Items relate to documenting and maintaining accountability through inventory, fiscal management, data collection (about patrons, use of materials, etc.), and reports.
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Examples for Objective 01:
011001
policies for the media program
Which describes the state's accessibility policy?
(A) The media center is open for teachers and students as a group or as individuals simultaneously throughout the instructional day.
(B) The media center is open and available to the general public as well as the school population outside the instructional day.
(C) The media center is open and available to groups other than the school population during the instructional day.
(0) The media center is available for group and individual use at times other than the instructional day.
011002
policies for the media program
A media specialist returned from spring break to find a memo about the donation of 10 years of back issues of National Geographic magazine. The media center already has these volumes bound as part of the materials collection.
Which should the media specialist do?
(A) decline the donation with polite explanation (B) consult the media committee for its input (C) defer the question to the principal (0) use the disposition guidelines

012001 developing and implementing the media plan
A building-level media plan should be updated at least
every
(A) year. (B) two years. (C) three years. (0) five years.
012001 developing and implementing the media plan
Which would be listed as a service priority in a media plan?
(A) providA a full-time media paraprofessional (B) provide one color television per teaching
station (C) update math resources with computer
software (0) integrate information-access skills
instruction on a needs basis with social
studies curriculum

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Examples for Objective 01: 012002 developing and implementing the media plan
The faculty recommendations for midyear purchases exceed the media center's budget by $3,000.
Which should NOT be a recommendation to the media committee?
(A) purchase now with next year's funds (B) prioritize needs and determine purchases (C) investigate funding by parent or local support
groups (D) investigate other federal or state funding
sources
013001 managing facilities
Which is NOT a consideration for electronic distribution?
(A) location of television outlets (B) choice of signal source (C) location of head end (D) use of conduit
014002 personnel
Duties of the media paraprofessional most likely will include
(A) working with vendors. (B) gathering data for reports. (C) working with the media committee. (D) planning with instructional staff.

015002
record keeping
Due to inaccurate record keeping, Mrs. Bingham has failed to spend $500 of the media budget.
Such an error will most likely affect Mrs. Bingham's
(A) expenditures for the following year. (B) request for additional media funds. (C) annual report of expenditures to the media
committee. (D) comparison of her own spending with that of
the previous media specialist.

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TEACHER CERTIFICATION TESTS Field 13: Media Specialist
Objective 02: The media specialist uses knowledge of processes for developing the media collection in an academic or application context.
Assessment Characteristics:
Items focus on developing the school's media collection.
Content Component 0210 determining curriculum impact
Items assess the media specialist's ability to use state, system, and school curriculum goals and objectives to evaluate the current and future needs of the collection. Items assess the media specialist's use of
recommendations from the curriculum committee, the media committee, textbooks, and bibliographies; and
curriculum mandates.
Content Component 0220 assessing user needs
Items assess the media specialist's ability to determine user needs by formal and informal assessment (e.g., surveys, circulation statistics, demographic data, etc.). User groups include
students, teachers, administrativelinstructional and support staffs, and community residents.
Content Component 0230 selecting media resources
Items assess the media specialist's knowledge of the criteria for selecting, reviewing, and previewing resources to meet curriculum requirements.
Indicator 0231 criteria for selection of materials Criteria include
timeliness (e.g., currency of topic, date of publication, etc.); authority (e.g., accuracy of information, expertise of author, etc.); level of difficulty; format (i.e., print and/or nonprint characteristics); representation of divergent views; and user needs.
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Indicator 0232 criteria for selection of equipment Items assess the media specialist's knowledge of factors related to evaluating equipment.
standardization/compatibility ease of use durability maintenance requirements availability of maintenance safety cost availability of software Items may also assess the media specialist's knowledge of new and emerging technologies. Indicator 0233 sources for reviewing instructional materials Items assess the media specialist's knowledge of sources for selection and sources for critical review of materials. Items may use initials, acronyms, or full titles. journals and periodicals (e.g., School Library Journal, Book Report, Horn Book, Media
and Methods, Bulletin of the Center for Children's Books, Booklist, Wilson Library Bulletin) retrospective collections (e.g., Wilson's Standard Catalog Series, Elementary School Library Collection) bibliographies (e.g., Books in Print, NICEM, Book Finder)
Content Component 0240 criteria for weeding media collection
Items assess the media specialist's ability to use appropriate criteria when weeding the collection.
relevance to curriculum timeliness (e.g., currency of topic, date of publication) authority (e.g., accuracy of information, expertise of author) level of difficulty format (e.g., print and/or nonprint characteristics) representation of divergent views user needs physical condition use
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Examples for Objective 02: 021001
determining curriculum impact
The best method for evaluating the future needs of the media center collection is through the use of
(A) circulation statistics. (8) curriculum mapping. (C) interest inventories. (0) teacher requests.
021002
determining curriculum impact
A school system has adopted a new science curriculum. Several deficiencies in the science collection have been identified.
Which should be the media specialist's first course of action?
(A) use the consideration file to order materials (8) meet with department heads and list their
requests (C) meet with the textbook committee and follow
its recommendations (0) meet with the media committee to discuss
needs and determine priorities for purchase
022001
assessing user needs
Which would be the best method to determine whether materials in a specific subject area are being used?
(A) survey the faculty (8) survey the students (C) examine circulation statistics (0) collect demographic data on patrons

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023102 criteria for selecting materials
The media committee at Southside Primary School has recommended that additional books be bought for the 800 collection in the media center.
Which criteria is most important for selecting books?
(A) relevance of information (8) date of publication (C) level of difficulty (D) user need
023202 criteria for selecting equipment
The PTA has budgeted $2,500 for the media specialist to purchase video recorders and accompanying television sets. There is a need for 10 video recorderslTV setups in the school. The media specialist has learned that a reputable brand of VCR can be purchased at a substantial savings.
Which factor is most important for the media specialist to consider?
(A) cost (8) durability (C) ease of operation (D) availability of maintenance

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Examples for Objective 02: 023301 sources for reviewing instructional materials
The media committee of a large elementary school determined that this year's bUdget priority will be math manipulatives and computer software to support a new math series that has been adopted. Where will the media specialist find review information on which software to select?
(A) Horn Book (8) a publisher's list (C) School Library Journal (correct response) (0) Wilson's Standard Catalogue Series
024002 criteria for weeding media collection
A middle school media specialist is weeding the collection to prepare for automation. A copy of Darwin's The Origin of Species is found in the collection. Which should NOT be a consideration for discarding the title?
(A) The book has water damage on several pages.
(8) New science textbooks will be chosen this year.
(C) Passages throughout the book have been underlined in pen.
(0) Parents in a neighboring school are
challenging the book.
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TEACHER CERTIFICATION TESTS Field 13: Media Specialist
Objective 03: The media specialist identifies technical processes for managing media resources in an academic or application context.
Assessment Characteristics:
Items focus on materials (printlnonprint) and equipment. Items relate to both manual and automated systems. Items may use initials, acronyms, or full titles.
Content Component 0310 acquisition and processing
Items ask about procedures for ordering and processing materials such as use of a consideration file; verification of bibliographic data and availability (e.g., ensuring ordering information is correct through use of sources such as Books In Print); knowledge of ordering sources (Le., vendors, jobbers, publishers, producers); and procedures for receiving and identifying materials (e.g., checking packing slipslinvoices against purchase orders; assigning identifying numbers such as accession numbers and/or bar code numbers; checking physical condition of materials).
Content Component 0320 cataloging and organizing
Items assess the media specialist's knowledge of systems for creating and maintaining online or card catalogs, shelf lists, and authority files. Items assess the media specialist's knowledge of tools or systems used in cataloging.
MCR 2
Sears List of Subject Headings Library of Congress Subject Headings Dewey Decimal System of Classification and the Dewey Decimal System of
Classification, Abridged Edition ALA Filing Rules MARC records preprocessed records International Standard Book Numberllnternational Standard Serial Number (ISBN/ISSN) Library of Congress card number (LCCN) Library of Congress classification Online Computer Library Center (OCLC)
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Content Component 0330 circulation
Items relate to the distribution and control of material and equipment. Items may assess knowledge of the components of a circulation system such as filing procedures, material identification and user information, length of loan, establishment of due date, overdue procedures, etc. Items may also ask about reserve collections, shared resources, interlibrary loans, special collections, and circulation statistics.
Content Component 0340 management of media resources
Items assess knowledge of techniques for maintaining resources such as basic repair and preventive maintenance, shelving and storage methods, and troubleshooting hardware/software malfunctions.
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Examples for Objective 03: 031001 acquisition and processing
When ordering preprocessed material through a jobber, which cataloging specification is LEAST likely to be provided?
(A) fiction as Fic (B) biographies as 921 (C) picture book nonfiction by Dewey (D) author's last name to the third letter
032002 cataloging and organizing
Ms. Jones, an elementary school media specialist, has been given limited funds to purchase helpful cataloging tools.
Her LEAST likely purchase would be
(A) Dewey Decimal System of Classification, Abridged Edition.
(B) Sears List of Subject Headings. (C) Children's Catalog. (D) Books in Print. (correct response)

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034002 management of media resources
The primary need for climate control in a media center is for
(A) preservation of software. (B) preservation of equipment. (C) efficient working conditions. (D) preservation of ephemeral materials.
034002 management of media resources
Which person is LEAST appropriate to move video equipment from the school media center to a classroom?
(A) a teacher (B) a parent volunteer (C) a student volunteer (D) a media paraprofessional

033002
circulation
Which includes the four necessary elements of any circulation system?
(A) call number, name of borrower, location of borrower, and publisher/producer
(B) name of borrower, location of borrower, title, and identifying number
(C) title, date of publication, name of borrower, and call number
(D) name of borrower, title, identifying number, and call number

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TEACHER CERTIFICATION TESTS Field 13: Media Specialist
Objective 04: The media specialist uses theories, techniques, and methods of instructional support and information access in an academic, application, or instructional context.
Assessment Characteristics:
Items relate to media services that facilitate the instructional process. Knowledge of how to promote the media program in the school and community by providing and using available resources will also be assessed. Items also assess knowledge of advances in educational technology.
Content Component 0410 instructional design
Items relate to the media specialist's ability to apply principles of learning theory (e.g., characteristics of learners), relate media to instructional strategies and objectives, plan learning activities, and evaluate instructional activities and outcomes.
Content Component 0420 services to teachers
Items relate to the media specialist's ability to work with teachers in the areas of cooperative planning, resource support, media use, media production, and in-service training.
Indicator 0421 cooperative planning for instruction Items assess the media specialist's ability to
facilitate the instruction of information-access skills, plan with teachers for instruction and for activities using media center resources, recommend instructional resources beyond the building collection, and schedule media center activities to meet needs of teachers. Indicator 0422 provision of resource support Items assess the media specialist's ability to locate, evaluate, and select instructional resources, materials, and equipment; provide information regarding resources beyond the building collection; and promote media center resources and activities. Indicator 0423 use of media Items assess the media specialist's ability to instruct in retrieving and using materials and equipment, and assist in identifying, obtaining, and adapting media to meet needs.
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Indicator 0424 production of media Items assess the media specialist's ability to
assist in planning, designing, and producing instructional materials; and assist in operating production equipment. Indicator 0425 provision of in-service training Items assess the media specialist's ability to set up workshops to meet a specific need; conduct new-teacher orientation to media program; and disseminate information (i.e., copyright, technological changes, etc.).
Content Component 0430 services to students
Items relate to the media specialist's ability to instruct students, provide resource services to students and plan enrichment programs and activities.
Indicator 0431 instructs groups and individuals Items assess the media specialist's ability to
teach information-access skills as needed, design and schedule media center activities to meet the needs of students, teach use of media equipment and resources, and motivate students to read for information. Indicator 0432 provides resource support Items relate to the media specialist's ability to locate, evaluate, and select learning resources, materials, and equipment; provide information regarding resources beyond the building collection; direct students in planning, designing, and producing media; promote media center resources and activities; and make use of appropriate databases and indexes (e.g., ERIC, DIALOG, Readers' Guide). Indicator 0433 plans and provides enrichment programs/activities
Items relate to the media specialist's ability to promote the media program through such planning activities as
Book Week activities, special holidays/occasions, Library Week activities, Black History Month, Media Month, book fairs, Student Media Festival, or reading-interest activities.
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Content Component 0440 services to community
Items relate to the media specialist's ability to support the media program by providing services to the community. Items assess the media specialist's ability to
provide information in response to requests; and plan and provide enrichment activities (e.g., Reading Is Fundamental; adult literacy; parent-
child reading programs; computer workshops).
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Examples for Objective 04:
041003
instructional design
Ms. Washington planned to show a video on the lifestyles of the Cherokee Indians as a culminating activity for a unit on the Cherokees. She asked the media specialist for a suggestion on how to ensure the effectiveness of the lesson.
The media specialist should recommend that Ms. Washington
(A) have the students take careful notes on the video.
(8) prepare handouts on Native American tribes for students.
(C) give a pre- and post-test to the students on the content of the video.
(0) introduce (place in context) the video and suggest points for discussion.
042102 cooperative planning for instruction
Mr. Kenny, the media specialist, planned a media festival for Book Week. On the first day of the festival, a second-grade teacher decided to take her class to the media center to check out books. The time conflicted with Mr. Kenny's schedule of special activities.
Which would be the best solution in this situation?
(A) send the class back to the classroom (8) let the teacher assist students with
selecting books (C) schedule the class to come back to the
center at a different time (0) delay the special activity long enough to help
with checkout

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042203
provision of resource support
Mr. Lopez complained to the new media specialist that for the last two years he had asked the previous media specialist to purchase a 35mm camera and copystand for his students to use to make slides for their independent study projects. The previous media specialist had not purchased the equipment.
Which was the most appropriate response for the new media specialist to make?
(A) "I'll see that the media committee will make your request a priority."
(8) "We'll consider your request relative to media priorities."
(C) "I'll ask the principal whether we can order it. "
(0) "We'll order the equipment immediately."
042302
use of media
Mrs. Jackson has several leaves that she would like to discuss in tomorrow's botany lesson on leaf structure. She has asked the media specialist for a recommendation on how to exhibit the leaves.
Which should the media specialist suggest to Mrs. Jackson?
(A) making a transparency (8) using opaque projector (C) laminating leaves and passing them around (0) making individual photocopies for the class

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Examples for Objective 04:
042302 use of media
Mrs. Trundle's senior English class of 27 students is to be assigned a research paper critiquing an English author's writing as a reflection of the author's life. No two students will research the same author. Mrs. Trundle wants to know if there are sufficient resources in the school media center for this assignment and what authors can be studied.
How should the media specialist respond?
(A) offer to assist Mrs. Trundle's class members when they come to the media center
(B) compile a list of English authors that are
represented in media center resources (C) prepare a bibliography of sources on English
authors and works for Mrs. Trundle (0) compile a list of authors in the catalog under
"Authors, English"
042402
production of media
When producing an audiovisual presentation, which order of production should students use?
(A) storyboard, script, tape, pictures (B) script, tape, storyboard, pictures (C) script, storyboard, pictures, tape (0) storyboard, pictures, script, tape

042502
provision of in-service training
No training in the use of computers and video equipment has ever been scheduled for teachers at Enright School.
Which would be the LEAST effective approach to training?
(A) give participants "hands-on" training (B) plan follow-up experiences along with original
training (C) design training for those who have expressed
a need (0) provide an equipment manual when
equipment is checked out
043103 instructs groups and individuals
To incorporate information-access skills into the curriculum, a ninth-grade teacher discussed plans with the media specialist for students to use the Reader's Guide to Periodical Literature.
Which preliminary skill will NOT need to be reviewed?
(A) using "see" and "see also" references (B) using subject, author, and title cards (C) using subject headings (0) using the index

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Examples for Objective 04:
043202
provides resource support
Tenisha has found an excellent project source listed at the end of an encyclopedia entry on her sUbject.
Which response by the media specialist would instruct Tenisha and help her locate the needed material?
(A) "If it isn't in the card catalog, the public library might have it. You could look there."
(B) "Look in the catalog under the author's name. If it isn't listed, I'm afraid we don't have it."
(C) "Don't worry about trying to look for it. I'll do it for you. Check back with me tomorrow."
(D) "Check for the title in our catalog. If we don't have it, we'll call the public library and make arrangements to borrow it if a copy is found."

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044002
service to the community
The president of a local civic organization called and asked permission of the media specialist to use a videocassette recorder for a club meeting to be held in the city hall on Saturday.
How should the media specialist have responded?
(A) offer to allow the organization to meet in the media center to use the recorder
(B) inform the president that it is against state board policy to loan equipment
(C) agree to bring the recorder to the meeting and operate it
(D) refer to Iqcal policy and respond accordingly

043302
plans and provides enrichment activities
During Black History Month, a media specialist wants to help students become aware of the contributions of African-Americans to America's heritage.
Which would best accomplish this?
(A) displaying biographies of African-Americans (B) designing bulletin boards celebrating Black
History Month (C) developing a bibliography of African-
Americans who made contributions (D) Videotaping students role-playing African-
Americans who made contributions

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TEACHER CERTIFICATION TESTS Field 13: Media Specialist
Objective 05: The media specialist identifies sources of professional development in an academic context.
Assessment Characteristics:
Content Component 0510 use of support services
Items assess knowledge of national, state, and local resources such as
U.S. government publications; Georgia Department of Education publications; Georgia Department of Educatidn services and resources (e.g., lTV, video lessons, video
duplication, regional workshops); and libraries and other agencies (e.g., public, private, educational).
Content Component 0520 professional organizations and publications
Items assess the media specialist's knowledge of journals, conferences, special activities, and publications. Initials may sometimes be used without elaboration.
Indicator 0521 national and state organizations
Items assess the media specialist's knowledge of such national and state organizations as
American Library Association (ALA), American Association of School Librarians (AASL), Society of School Librarians International (SSLI), Association for Educational Communications and Technology (AECT), Georgia Library Media Association (GLMA), Georgia Association for Instructional Technology (GAIT), and Georgia Library Association (GLA).
Indicator 0522 publications and indexes
Items assess the media specialist's knowledge of such publications and indexes as
Educational Research Information Center (ERIC), School Library Media Quarterly, Tech Trends, Journal of Youth Services, Wilson Library Bulletin, Emergency Librarian, School Library Media Annual, Book Report, Library Talk, School Librarians Workshop, Media Educator, Information Power, Georgia Media Specialist's Handbook. Media and Methods.
TCT 13

27
Media Memo, Bulletin for the Center for Children's Books, School Library Media Activities Monthly, Youth Advocate, American Libraries, Library Journal, Georgia Mediagraphy, and School Library Journal.
TCT 13

28

Examples for Objective 05: 051001 use of support services

The official publication of the American Association of School Librarians (AASL) is

(A) Media Memo. (8) American Libraries. (C) Journal of Youth Services. (D) School Library Media Quarterly.
response)

(correct

051002
use of support services
Mrs. Adams, a new library media specialist, needs back issues of Media Memo.
To which organization would Mrs. Adams write for the issues?
(A) Georgia Library Association (8) American Library Association (C) Georgia Department of Education (D) Georgia Council for Media Organization

052201
national and state organizations and publications
The 1988 publication, Information Power: Guidelines for School Library Media Programs, was produced by which national professional organizations?
(A) Association for Library Service to Children and Young Adult Services Division (ALSC and YASD)
(8) Association for Library Service to Children and American Association of School Librarians (ALSC and AASL)
(C) Association for Educational Communications and Technology and Young Adult Services Division (AECT and YASD)
(D) American Library Association and Association for Educational Communications and Technology (ALA and AECT)
052101
national and state organizations
Which state library media organization is an affiliate of the AECT?
(A) Georgia Library Association (GLA) (8) Georgia Library Media Association (GLMA) (C) Georgia Library Information Network (GUN) (D) Georgia Association for Instructional
Technology (GAIT)

TCT '3

29
Examples for Objective 05: 052102 national and state organizations and publications
Ms. Sams, a ninth-grade teacher, asked the media specialist for information and activities on Media Month and the Georgia Student Media Festival. Which organization should the media specialist contact for the materials that Ms. Sams needs?
(A) Georgia Library Association (GLA) (8) Georgia Library Media Association (GLMA) (C) Georgia Association of Media Assistants
(GAMA) (D) Georgia Association of Educational Leaders
(GAEl)
TCT 13

30
Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title II ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby natified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II - Billy Tidwell, Vocational Equity Coordinator Title VI -Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
TCT 13

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Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 303345030

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FIRST CLASS

N 5/92

Test Administration Unit. Division of Assessment

Georgia Department of Education. Atlanta, Georgia 303345030. (404) 656-2556

Werner Rogers. State Superintendent of Schools. 1992

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