School Library Media Certificate
Program Website: https://www.towson.edu/coe/departments/learning-technologies/grad/school-library-media-certificate/
Program Director: David Robinson
Phone: 410-704-6301
Email: derobins@towson.edu
The school library media certificate program is designed for current educators, in the grades PreK-12 classroom or specialist positions, who already possess a Master’s degree, Maryland State Department of Education Teaching Certification, and wish to pursue Maryland State Department of Education library media specialist certification. The certificate program prepares candidates to fulfill the following five dynamic roles of the school library media specialist as identified by the American Association of School Librarians (AASL):
- teacher
- instructional partner
- information specialist
- leader
- program administrator
Upon completion of the PBC program, candidates are eligible to apply for Maryland State Department of Education “Library Media Specialist” certification.
Admission Requirements
Application deadlines and a full listing of materials required for admission can be found on the website.
The School Library Media certificate program is designed for educators who wish to implement the five roles of the Library Media Specialist at the school, district or state level. Therefore, current teachers of all subject areas will be the students / constituencies to be served by this Post-Baccalaureate certificate (PBC) program. Upon completion of the PBC program, candidates will be eligible to apply to the Maryland State Department of Education "Library Media Specialist" certification.
Degree Requirements
Candidates for the PBC program in School Library Media must possess current Maryland State Department of Education teacher certification. This PBC program in School Library Media will consist of the following eight existing courses (24 units total):
| Code | Title | Units |
|---|---|---|
| ISTC 541 | FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN | 3 |
| ISTC 601 | SCHOOL LIBRARY MEDIA ADMINISTRATION | 3 |
| ISTC 615 | COLLECTION DEVELOPMENT | 3 |
| ISTC 651 | INFORMATION LITERACY AND ACCESS | 3 |
| ISTC 653 | THE ORGANIZATION OF KNOWLEDGE | 3 |
| ISTC 789 | PRACTICUM AND PORTFOLIO IN SCHOOL LIBRARY MEDIA | 3 |
| EDUC 717 | CHILDREN'S LITERATURE AND OTHER MATERIALS FOR TEACHING READING | 3 |
| SCED 518 | YOUNG ADULT LITERATURE | 3 |
| Total Units | 24 | |
The coursework from this program can be applied towards the Master’s in Instructional Technology. Understanding the fundamentals of Instructional Technology and Library Media is a critical need for leaders in today’s schools.
The following American Association of School Librarian (AASL) School Librarian Preparation Standards (2019) apply to the candidates preparing to develop and manage school library and information services:
Standard 1: The Learner and Learning
Candidates in school librarian preparation programs are effective educators who demonstrate an awareness of learners’ development. Candidates promote cultural competence and respect for inclusiveness. Candidates integrate the National School Library Standards considering learner development, diversity, and differences while fostering a positive learning environment. Candidates impact student learning so that all learners are prepared for college, career, and life.
Standard 2: Planning for Instruction
Candidates in school librarian preparation programs collaborate with the learning community to strategically plan, deliver, and assess instruction. Candidates design culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.
Standard 3: Knowledge and Application of Content
Candidates in school librarian preparation programs are knowledgeable in literature, digital and information literacies, and current instructional technologies. Candidates use their pedagogical skills to actively engage learners in the critical-thinking and inquiry process. Candidates use a variety of strategies to foster the development of ethical digital citizens and motivated readers
Standard 4: Organization and Access
Candidates in school librarian preparation programs model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Candidates demonstrate their ability to develop, curate, organize, and manage a collection of resources to assert their commitment to the diverse needs and interests of the global society. Candidates make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.
Standard 5: Leadership, Advocacy, and Professional Responsibility
Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking. Candidates participate in and lead ongoing professional learning. Candidates advocate for effective school libraries to benefit all learners. Candidates conduct themselves according to the ethical principles of the library and information profession.