Katie McNamara
Clinical Assistant Professor of Education
Teacher Librarian, Disciplinary Lead
The Teacher Librarian Program offers coursework leading to a . The effective teacher librarian works collaboratively with classroom teachers to develop and implement standards-based learning experiences for diverse student populations; selects, organizes, manages, and promotes the use of learning resources in all formats; and instructs students and staff in the critical evaluation, appropriate access, and effective use of information.
The mission of the Teacher Librarian Program at Ó£ÌÒÊÓƵ is to prepare professional educators to develop and maintain high quality library media and curricular programs by serving as information and technology specialists, instructional leaders, and collaborative partners in K-12 schools.
Candidates may obtain the to gain employment as a teacher librarian in California K-12 public schools while completing the credential coursework.
Program Highlights
- Accredited by the California Commission on Teaching Credentialing (CCTC www.ctc.ca.gov) and the Western Association of Schools and Colleges (WASC)
- Fully online program allows candidates to complete coursework on their own schedule and from any location
- Rigorous and relevant course content focused exclusively on the school library program with a strong emphasis on collaboration, teaching, and the use of educational technology
- All courses taught by experienced and accomplished teacher librarians
- Emphasis on community and connection to the broader teacher librarian network
- Supportive and caring faculty
- Completion of program includes Special Class Authorization
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Faculty
Catalog
Program Director: Katie McNamara, M.A.
Overview
The Teacher Librarian Program offers coursework leading to a California Teacher Librarian Services Credential and Special Class Authorization (SCA) in Digital Literacy and Information Theory. The SCA allows teacher librarians to teach information and digital literacy in a self-contained classroom setting. The effective teacher librarian works collaboratively with classroom teachers to develop and implement standards-based learning experiences for diverse student populations; selects, organizes, manages, and promotes the use of learning resources in all formats; and instructs students and staff in the critical evaluation, appropriate access, and effective use of information. The mission of the Teacher Librarian Program at Ó£ÌÒÊÓƵ is to prepare professional educators to develop and maintain high quality library media and curricular programs by serving as information and technology specialists, instructional leaders, and collaborative partners in K-12 schools.
Candidates may obtain the California Emergency Teacher Librarian Services Permit to gain employment as a teacher librarian in California K-12 public schools while completing the credential coursework.
This credential program has been approved by the California Commission on Teacher Credentialing.
Accreditation
State of California Commission on Teacher Credentialing 1900 Capitol Avenue Sacramento, California 95814-4213
Admission Requirements
- Application form and fee
- Statement of intent
- Official transcripts verifying Bachelor's degree,
- Minimum 3.0 GPA
- Letter of explanation if GPA is under 3.0
- One current Graduate Reference Form (within one year)
-
Additional Credential requirements
-
Passage of CBEST
-
Proof of valid California teaching credential
Additional Credential requirements
-
Passage of CBEST
-
Proof of valid California teaching credential
Formal acceptance into the program occurs after all admission requirements have been met. The Teacher Librarian Services Credential requires a minimum of 27 semester units of graduate-level coursework in the specialized area.
Program Student Learning Outcomes
Teaching for Learning
- 2A: Candidates use a variety of instructional strategies and assessment tools, including current and emerging technologies, to design, develop and implement standards-based learning experiences independently and in collaboration with teachers and other members of the educational community.
- 2B: Candidates apply their knowledge of learners and learning to design instruction based on Model School Library Standards for California Public Schools, other academic content standards, learners' interests and learning needs, and to link assessment to student achievement.
- 2C: Candidates gain the skills to contribute to the professional development of their colleagues and the betterment of their schools.
Multiple Literacies
- 3A: Candidates demonstrate the promotion of reading for learning, personal growth and enjoyment.
- 3B: Candidates demonstrate collaboration with educational partners to support student learning and development of multiple literacies throughout all disciplines.
- 3C: Candidates demonstrate how to use a variety of strategies and resources (print, media, and digital) to reinforce literacy instruction in addressing the diverse needs and interests of all readers.
- 3D: Candidates are knowledgeable about a wide range of children's, young adult, adult, professional literature and informational text in diverse formats and languages.
Information and Knowledge
- 4A: Candidates model and promote ethical and equitable access to physical, digital and virtual collections by students and staff.
- 4B: Candidates instruct students and staff in effective use of these collections. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of diverse educational communities.
- 4C: Candidates demonstrate the use of various research strategies to improve teacher librarian practice.
Leadership and Advocacy
- 5A: Candidates articulate and advocate for effective school library programs and positive learning environments that focus on student learning and achievement. Candidates collaborate and connect with the school and greater educational community.
- 5B: Candidates model and communicate current legal and ethical codes of the profession.
- 5C: Candidates participate in and are committed to continuous learning and professional growth.
- 5D: Candidates gain the skills to provide instructional and professional leadership, including professional development, which can positively impact the school library program and student achievement.
Program Administration
- 6A: Candidates examine best practices to plan, develop, budget for, implement, and assess school library programs. Candidates are able to develop and implement policies, procedures, and services in support of the school's mission and according to the ethics and principles of library and information science.
- 6B: Candidates gain the skills to supervise classified staff, student library assistants, and volunteers.
- 6C: Candidates evaluate and select physical, digital and virtual resources using a selection policy, professional selection tools, and evaluation criteria.
- 6D: Candidates gain the skills to develop and manage a quality collection designed to meet the diverse curricular, cultural, personal, and professional needs of the school community.
- 6E: Candidates organize the collection according to standard library cataloging and classification principles.
Diversity and Equity
- 7A: Candidates effectively instruct and support all learners in their role as teacher librarians.
- 7B: Candidates provide a library program that is appropriate for the diverse needs, interests, capabilities, and socio-cultural and linguistic backgrounds of all learners.
- 7C: Candidates provide equitable access to resources.
- 7D: Candidates promote the appreciation of diversity among members of the school community.
Field Experiences
- 8A: Candidates participate in significant field experiences designed to apply concepts and knowledge as described in Standards 2-7.
- 8B: Field experiences are integral to the coursework and address the major duties and responsibilities authorized by the Teacher Librarian Services Credential, including collaboration with teachers using the Model School Library Standards for California Public Schools.
- 8C: Fieldwork includes experiences in a variety of diverse and realistic settings in the day-to-day functions of school site teacher librarians. One type of field experience must occur in a school library under the supervision of a credentialed teacher librarian. The fieldwork includes experiences with diverse elementary and secondary students including English learners, students with disabilities, gifted and talented students, and students at risk. Field experiences may also include participation in school and district committees, district level activities, leadership teams, professional associations, professional learning, and other types of libraries.
- 8D: Field experiences include on-going guidance, assistance and timely feedback by identified mentors to guide improvements in practice.
Information Theory and Digital Literacy as Academic Content Areas
- 10A: Candidates demonstrate their knowledge of information and digital literacy, including the nature, architecture, and cycle of information, technology resources and tools.
- 10B: Candidates model information literacy: how to access, evaluate, process, use, integrate, generate, and communicate information. Candidates demonstrate competency in transliteracy.
- 10C: Candidates articulate how formats and communication channels impact information and how information and ideas are processed and transformed using digital tools.
- 10D: Candidates model and communicate ethical, legal and safe use of information and technology, including digital citizenship.
Pedagogy of Information Theory and Digital Literacy in Multiple Learning
- 11A: The program provides opportunities for candidates, using both traditional and digital methods, to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively.
- 11B: Candidates assess student interactions and learning and develop interventions to optimize student learning.
- 11C: Candidates implement and evaluate developmentally appropriate content instruction, including different formats and venues (e.g., face-to-face, distance learning, and other digital environments) for diverse student populations.
Program Length/Semester Starts
- 4A: Candidates model and promote ethical and equitable access to physical, digital and virtual collections by students and staff.
- 4B: Candidates instruct students and staff in effective use of these collections. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of diverse educational communities.
- 4C: Candidates demonstrate the use of various research strategies to improve teacher librarian practice.
Leadership and Advocacy
- 5A: Candidates articulate and advocate for effective school library programs and positive learning environments that focus on student learning and achievement. Candidates collaborate and connect with the school and greater educational community.
- 5B: Candidates model and communicate current legal and ethical codes of the profession.
- 5C: Candidates participate in and are committed to continuous learning and professional growth.
- 5D: Candidates gain the skills to provide instructional and professional leadership, including professional development, which can positively impact the school library program and student achievement.
Program Administration
- 6A: Candidates examine best practices to plan, develop, budget for, implement, and assess school library programs. Candidates are able to develop and implement policies, procedures, and services in support of the school's mission and according to the ethics and principles of library and information science.
- 6B: Candidates gain the skills to supervise classified staff, student library assistants, and volunteers.
- 6C: Candidates evaluate and select physical, digital and virtual resources using a selection policy, professional selection tools, and evaluation criteria.
- 6D: Candidates gain the skills to develop and manage a quality collection designed to meet the diverse curricular, cultural, personal, and professional needs of the school community.
- 6E: Candidates organize the collection according to standard library cataloging and classification principles.
Diversity and Equity
- 7A: Candidates effectively instruct and support all learners in their role as teacher librarians.
- 7B: Candidates provide a library program that is appropriate for the diverse needs, interests, capabilities, and socio-cultural and linguistic backgrounds of all learners.
- 7C: Candidates provide equitable access to resources.
- 7D: Candidates promote the appreciation of diversity among members of the school community.
Field Experiences
- 8A: Candidates participate in significant field experiences designed to apply concepts and knowledge as described in Standards 2-7.
- 8B: Field experiences are integral to the coursework and address the major duties and responsibilities authorized by the Teacher Librarian Services Credential, including collaboration with teachers using the Model School Library Standards for California Public Schools.
- 8C: Fieldwork includes experiences in a variety of diverse and realistic settings in the day-to-day functions of school site teacher librarians. One type of field experience must occur in a school library under the supervision of a credentialed teacher librarian. The fieldwork includes experiences with diverse elementary and secondary students including English learners, students with disabilities, gifted and talented students, and students at risk. Field experiences may also include participation in school and district committees, district level activities, leadership teams, professional associations, professional learning, and other types of libraries.
- 8D: Field experiences include on-going guidance, assistance and timely feedback by identified mentors to guide improvements in practice.
Information Theory and Digital Literacy as Academic Content Areas
- 10A: Candidates demonstrate their knowledge of information and digital literacy, including the nature, architecture, and cycle of information, technology resources and tools.
- 10B: Candidates model information literacy: how to access, evaluate, process, use, integrate, generate, and communicate information. Candidates demonstrate competency in transliteracy.
- 10C: Candidates articulate how formats and communication channels impact information and how information and ideas are processed and transformed using digital tools.
- 10D: Candidates model and communicate ethical, legal and safe use of information and technology, including digital citizenship.
Pedagogy of Information Theory and Digital Literacy in Multiple Learning
- 11A: The program provides opportunities for candidates, using both traditional and digital methods, to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively.
- 11B: Candidates assess student interactions and learning and develop interventions to optimize student learning.
- 11C: Candidates implement and evaluate developmentally appropriate content instruction, including different formats and venues (e.g., face-to-face, distance learning, and other digital environments) for diverse student populations.
Program Length/Semester Starts
- 6A: Candidates examine best practices to plan, develop, budget for, implement, and assess school library programs. Candidates are able to develop and implement policies, procedures, and services in support of the school's mission and according to the ethics and principles of library and information science.
- 6B: Candidates gain the skills to supervise classified staff, student library assistants, and volunteers.
- 6C: Candidates evaluate and select physical, digital and virtual resources using a selection policy, professional selection tools, and evaluation criteria.
- 6D: Candidates gain the skills to develop and manage a quality collection designed to meet the diverse curricular, cultural, personal, and professional needs of the school community.
- 6E: Candidates organize the collection according to standard library cataloging and classification principles.
Diversity and Equity
- 7A: Candidates effectively instruct and support all learners in their role as teacher librarians.
- 7B: Candidates provide a library program that is appropriate for the diverse needs, interests, capabilities, and socio-cultural and linguistic backgrounds of all learners.
- 7C: Candidates provide equitable access to resources.
- 7D: Candidates promote the appreciation of diversity among members of the school community.
Field Experiences
- 8A: Candidates participate in significant field experiences designed to apply concepts and knowledge as described in Standards 2-7.
- 8B: Field experiences are integral to the coursework and address the major duties and responsibilities authorized by the Teacher Librarian Services Credential, including collaboration with teachers using the Model School Library Standards for California Public Schools.
- 8C: Fieldwork includes experiences in a variety of diverse and realistic settings in the day-to-day functions of school site teacher librarians. One type of field experience must occur in a school library under the supervision of a credentialed teacher librarian. The fieldwork includes experiences with diverse elementary and secondary students including English learners, students with disabilities, gifted and talented students, and students at risk. Field experiences may also include participation in school and district committees, district level activities, leadership teams, professional associations, professional learning, and other types of libraries.
- 8D: Field experiences include on-going guidance, assistance and timely feedback by identified mentors to guide improvements in practice.
Information Theory and Digital Literacy as Academic Content Areas
- 10A: Candidates demonstrate their knowledge of information and digital literacy, including the nature, architecture, and cycle of information, technology resources and tools.
- 10B: Candidates model information literacy: how to access, evaluate, process, use, integrate, generate, and communicate information. Candidates demonstrate competency in transliteracy.
- 10C: Candidates articulate how formats and communication channels impact information and how information and ideas are processed and transformed using digital tools.
- 10D: Candidates model and communicate ethical, legal and safe use of information and technology, including digital citizenship.
Pedagogy of Information Theory and Digital Literacy in Multiple Learning
- 11A: The program provides opportunities for candidates, using both traditional and digital methods, to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively.
- 11B: Candidates assess student interactions and learning and develop interventions to optimize student learning.
- 11C: Candidates implement and evaluate developmentally appropriate content instruction, including different formats and venues (e.g., face-to-face, distance learning, and other digital environments) for diverse student populations.
Program Length/Semester Starts
- 8A: Candidates participate in significant field experiences designed to apply concepts and knowledge as described in Standards 2-7.
- 8B: Field experiences are integral to the coursework and address the major duties and responsibilities authorized by the Teacher Librarian Services Credential, including collaboration with teachers using the Model School Library Standards for California Public Schools.
- 8C: Fieldwork includes experiences in a variety of diverse and realistic settings in the day-to-day functions of school site teacher librarians. One type of field experience must occur in a school library under the supervision of a credentialed teacher librarian. The fieldwork includes experiences with diverse elementary and secondary students including English learners, students with disabilities, gifted and talented students, and students at risk. Field experiences may also include participation in school and district committees, district level activities, leadership teams, professional associations, professional learning, and other types of libraries.
- 8D: Field experiences include on-going guidance, assistance and timely feedback by identified mentors to guide improvements in practice.
Information Theory and Digital Literacy as Academic Content Areas
- 10A: Candidates demonstrate their knowledge of information and digital literacy, including the nature, architecture, and cycle of information, technology resources and tools.
- 10B: Candidates model information literacy: how to access, evaluate, process, use, integrate, generate, and communicate information. Candidates demonstrate competency in transliteracy.
- 10C: Candidates articulate how formats and communication channels impact information and how information and ideas are processed and transformed using digital tools.
- 10D: Candidates model and communicate ethical, legal and safe use of information and technology, including digital citizenship.
Pedagogy of Information Theory and Digital Literacy in Multiple Learning
- 11A: The program provides opportunities for candidates, using both traditional and digital methods, to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively.
- 11B: Candidates assess student interactions and learning and develop interventions to optimize student learning.
- 11C: Candidates implement and evaluate developmentally appropriate content instruction, including different formats and venues (e.g., face-to-face, distance learning, and other digital environments) for diverse student populations.
Program Length/Semester Starts
- 11A: The program provides opportunities for candidates, using both traditional and digital methods, to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively.
- 11B: Candidates assess student interactions and learning and develop interventions to optimize student learning.
- 11C: Candidates implement and evaluate developmentally appropriate content instruction, including different formats and venues (e.g., face-to-face, distance learning, and other digital environments) for diverse student populations.
Program Length/Semester Starts
Candidates may begin the program in the fall or spring semester. The program can be completed in 24-30 months.
Locations Offered
Online
Required Courses (27 Units)- LIB 705 - Information Technologies Credits 3
- LIB 710 - Instructional Partnerships Credits 3
- LIB 715 - Administration of the School Media Center Credits 3
- LIB 720 - Selection and Organization of Learning Resources Credits 3
- LIB 725 - Information Services Credits 3
- LIB 732 - Evaluation and Promotion of Children's Literature Credits 3
- LIB 736 - Evaluation and Promotion of Young Adult Literature Credits 3
- LIB 740 - Digital Literacy Technologies Credits 3
- LIB 792 - Field Studies in School Librarianship Credits 3
Program Requirements
- Minimum 3.0 GPA, Letter of Explanation if below 3.0
- Valid California teaching credential
- Verification of having met the Basic Skills Requirement (CBEST, Coursework, SAT/ACT Scores, or combination of options)
- One current (within one year) Graduate Reference form
- Orientation interview with program director
State Authorization
State authorization is a federal requirement in the Higher Education Act that requires institutions to be authorized in the state in which online programs are offered. Ó£ÌÒÊÓƵ works regularly with individual state authorization agencies to meet each state's requirements. Currently, Ó£ÌÒÊÓƵ has received authorization to offer online degree programs in all but nine states: Georgia, Michigan, New York, New Mexico, Oregon, Pennsylvania, Rhode Island, Washington D.C. and Wisconsin.
For the latest updates on the status of Ó£ÌÒÊÓƵ's authorization in your state, contact your Ó£ÌÒÊÓƵ Admissions representative.
Cost & Financial Aid
The below listed prices reflect the current and upcoming Fall and Spring semesters and do not include any financial aid. Paying for college can be an overwhelming step in your education journey. We can help you find all the opportunities to reduce your out of pocket costs.
Tuition & Fees
* This is an estimate. Costs subject to change. Please refer to the Catalog for additional fees. Cost of attendance figures are used for budgeting purposes only and represent an estimate of projected tuition and fees for the coming academic year. Actual tuition rates are approved by the Board of Trustees and may vary.
Types of aid
Financial aid can refer to scholarships, grants and loans, which are available to you from the government, the university or outside sources. Aid types vary depending on the type of student you are.
Career Opportunities
- School Librarian
- Technology Coach
- Professional Development Provider
Career Development Happens Here
The staff in our Career Development and Experiential Learning Center are here to help you prepare to enter the working world. Whether your a freshman or an Ó£ÌÒÊÓƵ alum, there are a number of resources and trainings offered to help you find the internship and job you’re looking for.
- Resume writing classes
- Career assessments, exploration & planning
- Job search and networking opportunities
- and much more