Graduate Academic Catalog 2022-2023 [ARCHIVED CATALOG]
Teacher Librarian Services Credential
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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 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.
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
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.
Locations Offered
Online
Program Length/Semester Starts
Candidates may begin the program in the fall or spring semester. The program can be completed in 24-30 months.
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