Abstract
In August 2024, the California Department of Education released data gathered via its 2022-23 school library evaluation. Following are major findings of an analysis of this dataset focusing on factors associated with where there are credentialed teacher librarians and how their presence helps to shape school library programs—details about staffing levels, library access, staff activities, collection size and budget, and implementation of the Model School Library Standards. Because data were reported by a voluntary sample covering approximately a third of California public schools, the dataset was not adequate to generate state totals or averages. Most responding schools had on-campus libraries. Compared with all public schools, those that responded over-represented some school characteristics (e.g., city locale, elementary and middle schools, schools with least poverty) and under-represented others (e.g., schools with smallest enrollments, combined schools, charter schools). The most powerful factors influencing whether a school has a full-time teacher librarian, a parttime one, or none at all are structural ones, including enrollment range, grade level, and locale. Statewide, teacher librarians are concentrated in larger-enrollment schools, high schools, and schools in city or suburb locales. Almost all schools reporting full-time teacher librarians had librarians who were responsible for one school library, while most schools with part-time teacher librarians had librarians who served libraries in multiple schools. Schools with teacher librarians—especially full-time ones—were more likely than those without teacher librarians to have library staff who were involved more frequently in planning, supporting, and delivering instruction, particularly in the areas of basic and digital literacy. Schools with teacher librarians were also more likely to have library staff who led professional development for teachers. In addition, schools with teacher librarians were more likely to: schedule library access flexibly, have space to accommodate whole classes as well as smaller groups and individuals, and support them pursuing research projects. They were also more likely to provide greater access to technology and to use it to extend the school library program’s presence. Schools with teacher librarians tended to have larger book collections and budgets as well as larger budgets for other types of materials and database access. Quotes from respondents to the CDE School Library Evaluation referencing the findings are included. The report concludes with specific recommendations for improving and using this dataset to the California Department of Education, district and school administrators, educators and professional development providers for teacher librarians, and teacher librarians themselves as well as school library researchers.
Recommended Citation
Lance, Keith Curry and Harlan, Mary Ann
(2025)
"California Teacher Librarians & the Differences They Make,"
Learning Hub: Vol. 1:
Iss.
1, Article 8.
Available at:
https://scholarworks.sjsu.edu/learning-hub/vol1/iss1/8
Article History
Article History | Submitted: February 10, 2025 | Peer-Reviewed and Approved: February 12, 2025 | Published Online: February 12, 2025
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Information Literacy Commons, Public Affairs, Public Policy and Public Administration Commons
