Program Director: Matt Gehrett, Ed.D. and Katie McNamara, M.A.
The Teacher Librarian Program offers coursework leading to a Master of Arts in Education degree with a school library and information technology emphasis. The effective teacher librarian (also known as school librarian, library media teacher, and library media specialist) 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 Fresno Pacific University 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.
The Master of Arts coursework builds upon the Teacher Librarian Services Credential coursework by guiding candidates in the development of a written thesis focused on original research related to the school library program. A minimum of 37 semester units are required for a Master of Arts in Education with an emphasis in school library and information technology.
- Application form and fee
- Statement of intent
- Official transcripts verifying bachelor’s degree, minimum GPA 3.0
- Letter of explanation for GPA below 3.0
- One current Graduate Reference form (within one year)
Program Student Learning Outcomes
2A. Candidates demonstrate the ability to 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 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 demonstrate the ability to contribute to the professional development of their colleagues and the betterment of their schools.
3A. Candidates promote reading for learning, personal growth and enjoyment.
3B. Candidates collaborate with educational partners to support student learning. Candidates develop multiple literacies throughout all disciplines.
3C. Candidates 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 know about a wide range of children’s, young adult, adult, professional literature and informational text in diverse formats and languages.
4A. Candidates model and promote ethical and equitable access to and use of physical, digital and virtual collections by students and staff.
4B. Candidates know a variety of information sources and services that support the needs of diverse educational communities.
4C. Candidates use various research strategies to improve teacher librarian practice.
5A. Candidates demonstrate the ability to articulate and advocate for effective school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting 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 have the skills to provide instructional and professional leadership, including professional development, which can positively impact the school library program and student achievement.
6A. Candidates analyze best practices to plan, develop, budget for, implement, and assess school library programs, 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 display the skills to supervise and evaluate classified staff, student library assistants, and volunteers.
6C. Candidates demonstrate the ability to evaluate and select physical, digital and virtual resources using a selection policy, professional selection tools, and evaluation criteria.
6D. Candidates have 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 demonstrate the ability to organize the collection according to standard library cataloging and classification principles.
7A. Candidates effectively instruct all learners.
7B. Candidates demonstrate the ability to 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.
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, including 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 the ethical, legal and safe use of information and technology, including digital citizenship.
11A. Candidates demonstrate the ability to design and provide curriculum in information and digital literacy to enable students to process information purposefully, ethically and effectively using both traditional and digital methods.
11B. Candidates demonstrate the ability to 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.
Candidates may begin the program in the fall or the spring semester. The program can be completed in 3-3.5 years.