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Teacher Librarian - Program Review Launchpad

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1. Program Summary

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1.1 Teacher Librarian Program Summary

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Program Summary 


The state accredited program 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 deadline 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.  


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 

Course of Study (Curriculum and Field Experience) 


Students may earn the credential-only or may pursue the credential along with Master's degree in Education with an option 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. 


Complete the following core courses (24 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) 
  • 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), ETEC 545 (2020, 2022) 
  • ETEC 580 (field experience) is usually offered each semester by permit 

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, through a final eportfolio that is structured around the program competences, and through their field experiences that are also evaluated by the site supervisor and CSULB field experience instructor (via a collection of evidence: technology, administrative, collaborative instruction assignments; reflective log, and ethnographic study).


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. 

1.1.1 Table Depicting Location, Delivery Models, and Pathways


Delivery Model


Main Campus 

In-Person Hybrid 

Teacher Librarian Credential 


Combined Synchronous/Asynchronous 

Teacher Librarian Credential 



Teacher Librarian Credential 

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2. Organizational Structure

3. Faculty Qualifications

4. Course Sequence

5. Course Matrix & Syllabi

6. Fieldwork & Clinical Practice

Jump to 6.2, 6.3, 6.4, 6.5, 6.6, 6.6.1

6.1 Fieldwork and Clinical Practice Overview Table


Total Hours 

Teacher Librarian 

107 in field 


Course Number/Title 


Fieldwork and Associated Assignment Requirements 

ETEC 523 Information and Digital Literacies 


Observe group using technology (1 hour in field; 4 hours for write-up of analysis and recommendations, including links to theory) 

ETEC 525 Digital Society and Culture 


Action research: Identify site need related to technology/media, gather baseline data, conduct a literature review, analyze findings and make recommendations (5 hours in field; 20 hours for write-up) 

ETEC 530 Leadership in Ed Tech & Media 


Planning project: collaborate with education site to develop a tech plan or grant proposal (5 hours in field; 15 hours to for write-up of action plan or grant application) 

ETEC 540 Organization of Resources 


Process interview: interview a teacher librarian about organizing and processing library materials (5 hours in field; 15 hours for write-up) 

ETEC 545 


Observe a story hour: (1 hour in field; 2 hours for write-up of analysis using criteria) 

ETEC 580 


At 2 sites (2 levels) teach collaboratively, do a tech-related activity, analyze library role within site, conduct an ethnographic study of library usage (45 & 45 hours in field; 45 hours for write-up/eportfolio) 

6.2 Affiliation Agreements and MOUs for Field Placement

TL Field Site Principal Guidelines (PDF)

TL Program Coordinators Guidebook (PDF)

6.4 Documentation of Candidate Placement

TL Field Placements, 2019-2021 (PDF)  

6.5 Clinical Practice Manual

TL-ETEC580  Field Experience Overview (PDF)

TL-ETEC Program Field Experience Guidelines (PDF)

6.6 Fieldwork and Clinical Practice Syllabi

PPS-TL - ETEC540 Assignment - Processing Assessment (PDF)

PPS-TL - ETEC540 Syllabus (PDF) 

PPT-TL - ETEC580 Syllabus (PDF)

6.6.1 Clinical Practice Assessment Instruments

PPS-TL ETEC580 Portfolio Review (PDF)

PPS-TL ETEC580 Self-Assessment (PDF)

PPS-TL ETEC580 Summative Evaluation (PDF)

PPS-TL Field Experience Learning Activity Observation Evaluation (PDF)

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7. Credential Recommendations

Jump to 7.1.1, 7.1.2

7.1 Description of Credential Recommendation Process

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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