Teacher Librarian - Program Review Launchpad

Program Summary

The state-accredited Teacher Librarian Services Credential Program at CSULB is based on the principles and philosophy of the American Association of School Librarians, emphasizing the roles of library professionals in teaching for learning, building learning environments, and empowering learning through leadership.

The program is strongly committed to the principles of equity for diverse populations. Assignments, readings, and course objectives emphasize the importance of multicultural/ multilingual programs and materials. Course delivery is provided in synchronous and asynchronous formats to meet the learning needs of various communities.

Candidates must apply by the published deadlines (twice a year) and be admitted and matriculated into the university to be eligible to complete the Teacher Librarian Services Credential. Admissions decisions are made at the program level by program faulty.

Program Design

The Teacher Librarian Services Credential Program at CSULB is designed to prepare fully qualified, outstanding teacher librarian professionals. Emphasis is on meeting the information, educational technology, and digital and critical literacy needs of diverse student populations. As part of the program, a Teacher Librarian Services Credential and a Special Class Authorization in Information and Digital Literacies are offered. The program is situated within the Educational Technology and Media Leadership (ETEC) program, which offers a Master of Science degree.

Goals of the program include developing candidates’ skills to understand, research, articulate, and model the overall role of librarians in diverse learning communities. Students will be able to meet standards in the following areas of library services:

• Teaching for learning
• Literacy and reading
• Information and knowledge
• Leadership and advocacy
• Program administration
• Universal access
• Diversity and equity

The program is coordinated by Professor Dr. Lesley Farmer. She collaborates with the faculty of the ETEC program in implementing and improving the program. As the program coordinator, Dr. Farmer reports directly to the chair of the Advanced Studies in Education and Counseling department. She also reports to the College of Education Associate Dean who oversees the college’s credential programs.

In her capacity as program coordinator, Dr. Farmer recruits and recommends adjunct faculty and then oversees the courses that are targeted to teacher librarian candidates only: the organization of resources course (ETEC540), the literature course (ETEC545), and field experience (ETEC 580). For the six courses that are required for both the credential and master’s degree students, she collaborates with the ETEC faculty who teach those courses to ensure that they meet the state standards. She also recruits, reviews, and recommends program applicants; the latter two functions are done in collaboration with the ETEC full-time tenured faculty. She advises the TL candidates and writes up the program reports.

Communication is another important part of the coordinator’s job. The coordinator advises the TL candidates from application interest and program orientation through field experience via the program website, email, Zoom, in-class, and in-person appointments. She also publishes a program newsletter that is disseminated to the candidates, alumni, and advisory board. The coordinator meets with the ETEC faculty every two weeks, during which time they discuss program course content and delivery, course scheduling, adjunct faculty in the program, candidates’ progress, research and professional development, faculty issues, college and university policies and practices that impact the program, and assessment of candidates, courses and program. She meets monthly with the ASEC department faculty, the college graduate committee and the college general meeting where college and university policies and practices are discussed and professional development is provided. She meets each semester with the TL services credential advisory board to discuss the program’s content and delivery, candidate and faculty topics of interest, employer/district topics of interest, candidate recruitment and acceptance, field experience, and assessment of candidates, courses and program. She also keeps in touch with area teacher librarians and their supervisors, especially in Long Beach USD and Los Angeles USD. Dr. Farmer and the other ETEC full-time faculty serve on department, college and university level committees such as university library liaison, tenure review and promotion, technology committees, assessment committees, and international committees. In order to keep current in the field, Dr. Farmer and the other ETEC full-time faculty attend and present at state, national and international conferences such as California School Library Association, California Library Association, CUE, American Library Association, Special Library Association, Society for Integrating Technology in Teacher Education, and International Association for School Librarianship; they share their experiences at their bi-weekly meetings.

Part of communication consists of stakeholder input. The ETEC faculty provide input at their meetings and via email. The TL advisory board (which includes employers and district representatives, and the university education librarian) provides input at their meetings. The department and college curriculum committees provide input for all course changes. The department chair and associate deans provide input as issues arise, as does the Graduate Studies Office. District field experience master teachers provide input to the program field experience instructor. Candidates provide input for each course via the campus student evaluation form and informal communication, and they provide input as part of their field experience.

Over the last two years, the main change in the program has focused on online program delivery. In March 2020 the campus pivoted to alternative modes of instruction, which consisted of a mix of online asynchronous and synchronous delivery. With the faculty’s expertise in hybrid and online instructional design, this shift was relatively seamless, especially with the use of Zoom; extra attention was paid to community building and wellness. Likewise, field experience shifted to an online modality, which reflected the school libraries’ own online program delivery, including collection development,  instruction, and other services. In the last two years, the college and university have focused on equity, diversity and inclusion (EDI). The ETEC faculty reviewed the courses in light of this focus, and added resources and assignments that focused on EDI; program mapping of EDI, including disabilities, were developed – and supported by the college. The college also supported a mapping of candidate dispositions, including rubrics, which were aligned with state and AASL standards. With candidates’ increasing comfort with online program delivery and the desire to broaden the base of candidates to include individuals from other parts of the state, both the TL services credential program and the ETEC MS program transitioned to a completely online delivery modality as of spring 2023. It should also be noted that the field experience has been improved through additional clarifying documentation, a new public library analysis assignment, and a field experience video to orient candidates and other stakeholders.

Course of Study (Curriculum and Field Experience)

Students may earn the credential only or may pursue the credential along with a Master in Science degree in Educational Technology and Media Leadership. Students must apply and be admitted to the correct program of choice. Classes are usually hybrid, offered on Saturdays 8AM to 5PM (most meet for a half day) or on weekday evenings. Students may plan carefully to take all credential courses on Saturdays. Matriculated students enroll online.

Nine courses (27 units) are required for the credential: six technology and media courses, two specialized librarianship courses, and Field Experience.

All candidates (including the master's degree candidates) complete the following six required core courses (18 units):

• ETEC 510 - Foundations of Educational Technology and Media (3 units)
• ETEC 523 - Information and Digital Literacies (3 units)
• ETEC 525 - Digital Culture and Society (3 units)
• ETEC 530 - Leadership in Technology and Media (3 units)
• ETEC 551 - Education and the Internet (3 units)
• ETEC 570 - E-Learning Design and Development (3 units)

Credential candidates also complete the following three required courses:

• ETEC 540 - Organization of Resources (3 units)
• ETEC 545 - Reading for Leisure and Learning (3 units)
• ETEC 580 - Field Experience in Educational Technology (3 units)

Note: Equivalency credit may be allowed for coursework completed at CSULB or other universities prior to enrolling in the Teacher Librarian Services Credential Program. Generally, coursework must have been completed within the past seven (7) years, but each request will be evaluated individually by the Credential Coordinator.

Most courses are offered every academic year, including:

• Fall courses are typically ETEC 510, ETEC 523, ETEC 525, ETEC 570
• Spring courses are typically ETEC 530, ETEC 551, ETEC 540 (2019, 2021, 2023), ETEC 545 (2020, 2022)
• ETEC 580 (field experience) is offered each semester, including summer, by permit.

The joint core courses provide theoretical grounding and practical applications in literacies, educational resources, educational technology creation and utilization, instruction, and administration. Because courses are taken by both TL and MS candidates, TLs get many opportunities to collaborate with classroom teachers. ETEC 540 and 545 provide specialized TL training in resource organization (cataloging, classification, metadata, management systems) and K-12 literature and its promotion. As noted above, EDI issues are woven throughout the program; for instance, last year an explicit, strong EDI strand of readings and assignments was built into ETEC 540. In addition, ETEC 540 and 545 specifically address the needs of English language learners.

ETEC580 field experience is the culminating experience, which is taken at the end of the program. This experience draws upon the program’s courses, enabling the candidate to synthesize and apply learning to the placement sites. To register for field experience, a candidate must have a 3.0 GPA for all courses in the program. Field experience consists of 90 site contact hours, 45 hours at two school library sites of different grade levels, focusing on sites with diverse populations. One placement may be waived if the candidate successfully serves as a site TL for at least a semester. The site master teacher/supervisor must hold a TL service credential or a master’s degree in library/information science; the site librarian is selected by the program coordinator in consultation with the candidate and the district personnel as appropriate. Site requirements include collaboratively-planned lesson plan and delivery, technology-enhanced activity, administrative activity, ethnographic study, public library visit, reflective log, and program eportfolio. It should also be noted that candidates have earlier opportunities in other courses to engage in site-based activities such as interviewing TLs about organizing library resources, observing and critiquing story hours, developing site plans, and designing educational technology units and products for K-12 school settings.

Assessment of Candidates

Candidates are assessed at several levels: through assignments within each course, at the course level as each course meets program competency outcomes, and through a final eportfolio that is structured around the program competencies. Types of assessments include class and threaded discussions, interviews, essays, critiques, literature reviews, action research, quizzes and exams, and many project-based products (e.g., lessons, plans, promotional activities, cataloging and classification, podcasts, videos).

Through their field experiences, candidates are evaluated by the site supervisor and CSULB field experience instructor. Candidates are assessed on their reflective logs, lessons, technology-enhanced activity that supports information knowledge and EDI, administrative leadership, ethnographic and public library analyses, and their eportfolio of evidence that demonstrates that they have met all the program learning outcomes; they must earn an A or a B in the course to the recommended for the credential. Site Teacher Librarians are also evaluated by the program field experience instructor and the candidates, and candidates also evaluate the program field experience instructor.

As noted above, candidates are provided written information via the program website, syllabi, eportfolio directions, and course documents (e.g., assignment explanations and rubrics). Candidates are also provided verbal information during their orientation, during advisory meetings, during their courses, and before and during their field experience. Since 2020, candidates have also received communication via Zoom and video.

1.1.1 Table Depicting Location, Delivery Models, and Pathways

Teacher Librarian Services Program candidates receive initial and ongoing advising through their program coordinator and advisors from the College of Education Graduate Office as they progress through the program. Each candidate will receive a sample planner in which they can use to monitor their program progress. Candidates admitted to the Masters in Educational Technology and Media Leadership, which includes the Teacher Librarian Services Credential option, monitor their program progress through their Advancement to Candidacy. Candidates can also monitor their program progress through the MyCSULB Student Center Academic Requirements Report. Candidates admitted to the Special Class Authorization: Information and Digital Literacy Program, receive advising from the program coordinator. Each candidate admitted to one of these two programs(s) will also establish a file in the CSULB Credential Center and submit all supporting documentation including items that show they have met all CTC Program Preconditions. Candidates receive a credential evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.

In the Teacher Librarian candidate’s final culminating experience, each one will submit an e-portfolio to the program coordinator to show they have met all standards. The candidate will apply for their credential upon completion of all coursework and requirements. A credential analyst will complete a final evaluation and confirm that all program and state requirements, on the evaluation, have been met prior to credential recommendation. A credential analyst will ensure that only qualified candidates are recommended for the Teacher Librarian Services Credential or the Special Class Authorization in Information and Digital Literacy.

7.1.1 Candidate Progress Monitoring Documents

Teacher Librarian Services Credential Program Planner (PDF)

Teacher Librarian Services Credential Evaluation (PDF)

Special Class Authorization Digital Literacy Credential Evaluation (PDF) 

7.1.2 Individual Development Plan (IDP) Form

Not Applicable

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