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Praxis School Librarian - Reviews


   Excellent
Based on 170 reviews

Nikki P


"I failed the Praxis Math test five times before I found your site. After taking all your practice tests, on my next attempt I passed by five points! I can honestly say this site is the reason I passed. Thank you!!! "

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"Hi! Just returned from taking my Praxis computerized and am happy to say that I passed with a 175. The last time I took the test I missed by 1 point. Your tests definitely made the difference for me! The set up was so similar to the test and the types of questions were also similar that I felt very comfortable taking the test (and even finished it early!) I will recommend your site to everyone I know in my major at Lock Haven University!!!!"

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"I have taken the math praxis 3 times and wanted to give up. I ordered the bundle of math tests and I passed the math praxis today. Thank you for all the help."

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"I took the praxis math for the very first time recently. I was very confident during the test and I passed with a 182. I've always been good at math but this website really helped me to prepare. Thank you!"

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"After missing the Praxis 1 test by two points last year, I knew that I had to do something. I signed up for your program and took the 5 test series and kept reviewing the missed questions. It took the fear right out of the test taking ... My heart was pounding really fast, the last few minutes of the official test but I passed. Thank You, it was one of the final steps to receiving my grant money for the CT-3 program and admission into the Watson School of Education. May God Bless you. "

Stacy S


"For last year I have been trying to pass the reading section of Praxis I. I had taken it six times and if I did not pass it this month then I could not take my college courses in education. I went to Google and typed in practice reading tests and your website came up. I clicked on, signed up and took the free test. I knew that I was going to buy a couple of tests after I took that one. I ended up buying four additional tests. This morning (1/10) I took the praxis and passed with a 181. I was ecstatic. I owe it to you guys though because without your tests, I do not believe that I would have passed otherwise. Thank you so much and I will continue to recommend people to your website."

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"Hello , I just wanted to drop a note and say thanks. I went through every one of your practice tests and it really paid off because I took the real Praxis Math test today and passed. I will keep passing the word about your Praxis Math website to my fellow classmates in the education department. Again, Thank you very much! Naomi- A future educator :)"

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See why our users from 154 countries love us for their exam prep! Including 170 reviews for the Praxis School Librarian exam.

Exam Edge is an industry leader in online test prep. We work with institutional partners to offer a wide array of practice tests that will help you prepare for your big exam. No matter how niche your field of interest might be, we're here to help you prepare for test day.

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Praxis School Librarian - Test Reviews Sample Questions

Books about trains might be located in more than one section of the library which is arranged by the Dewey Decimal System. The selection of the number for cataloging depends on:

Correct Answer:
the emphasis of the book


the dewey decimal system, employed by libraries to organize their collections, categorizes books based on their subject matter. however, the classification of a book into a specific dewey decimal category can be influenced by several factors, with the primary determinant being the emphasis or focus of the book.

when considering books about trains, a topic that can be explored from multiple angles, the dewey decimal classification can vary widely depending on what aspect of trains the book emphasizes. for instance, if a book primarily discusses the historical development of trains, it might be classified under history. meanwhile, a book that focuses on the engineering and mechanics of trains would likely be categorized under technology. similarly, if the analysis centers on the economic impact of trains, the book may be found in the economics section.

this classification flexibility demonstrates why books about the same general topic, such as trains, can be placed in different sections of the library. the emphasis or thematic focus of the book dictates its placement within the dewey decimal system, ensuring that it is grouped with other books that discuss similar content, even if they cover different subjects.

other factors, such as the title, author, length, or reading level of the book, do not primarily influence the dewey decimal classification. these elements might affect how appealing a book is to a reader or how easily it can be understood, but they do not determine the book's placement in the library system. the emphasis of the content remains the crucial factor for classification within the dewey decimal system, ensuring that each book is accessible in the context that best suits its main focus.

Although national programs have helped tremendously to focus efforts on school libraries at the national level, school library media specialists advocate for local programs, resources, services, and support every day.  The best way to use advocacy is to create an advocacy plan.  Which of the following would NOT be included in that plan?

Correct Answer:
scheduled classes
creating an effective advocacy plan for school library media specialists involves several crucial components aimed at promoting the library's resources, services, and overall importance within the educational ecosystem. an advocacy plan typically includes defining an overarching goal, setting specific objectives for key stakeholders like administrators, teachers, parents, and students, and outlining a variety of activities and assessments to support these goals.

an **overarching goal** in an advocacy plan is a broad, long-term aim centered around addressing a significant need within the school library media program. this could be improving digital literacy, enhancing the collection to support diverse needs, or increasing student engagement with library resources. the overarching goal sets the tone and direction for all advocacy efforts and helps to unify various activities under a common purpose.

**specific goals for administrators, classroom teachers, parents, and students** are more targeted and detailed. these goals are designed to address the particular needs and expectations of each group. for instance, for administrators, the goal might be to illustrate the library's role in boosting student achievement, which could help in securing more funding or support. for teachers, goals might focus on collaboration between the library and classroom to enhance curriculum delivery. engaging parents might involve demonstrating how the library serves as a critical resource for their children's lifelong learning. for students, goals could aim at making the library a welcoming and integral part of their daily educational experience.

the advocacy plan should also detail **activities and assessments** that will be used to reach these goals. activities could include workshops, parent nights, reading programs, collaboration with teachers on projects, and participation in school-wide initiatives. assessments are necessary to measure the effectiveness of these activities and might involve collecting feedback, analyzing usage data, or assessing changes in perceptions about the library's role and value.

however, what would **not** be typically included in an advocacy plan are **scheduled classes**. this is primarily because scheduled classes are operational details specific to the daily functioning of the library rather than strategic advocacy tools. while classes, such as information literacy sessions or research workshops, are important services provided by the library, they are not typically a component of an advocacy plan. advocacy plans are more about broader strategies to increase support and resources for the library, rather than the specifics of curriculum integration or instruction scheduling, which are usually determined by educational needs and staffing logistics.

in summary, while an advocacy plan includes setting broad and specific goals, and planning strategic activities and methods for assessment, it generally does not deal with the scheduling of classes. the advocacy plan is more focused on influencing perceptions, securing resources, and demonstrating the library's value to the educational community, rather than detailing the operational aspects of library instruction or class offerings.