School Libraries

Standards, Policies, & Procedures

Standards

In 2010, the State Board of Education set a groundbreaking vision for strong library programs in California, when they adopted the Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve.

Policies and Procedures

Strong school library programs have clear library policies and procedures. The library policies are the responsibility of the local education board to adopt and enact in response to the California Education Code (EC). Library procedures, sometimes referred to as administrative guidelines, is the document that puts the policies into action, and they do not require board approval. While not board approved, library procedures are a key piece in outlining and guiding what and how the library program should function. The following are samples and resources to develop and strengthen your library policies and procedures.

Library procedures should include how your district conducts collection development including the systematic review and updating of resources as well as outlining the day-to-day functions of the library. Visit the Collections in School Libraries tab for further information.

Selection Policy and Reconsideration Procedure

Each school district has its own selection and reconsideration policy which is approved by the governing board. These serve the crucial role of guiding the thoughtful and responsible selection of library materials while upholding the principles of intellectual freedom, diversity, and educational relevance. They serve as a framework to address challenges and concerns in a fair and consistent manner.

District Selection Policies
District selection policies to be used in conjunction with Recommended Reading: Pre-K-12.

Intellectual Freedom

American Library Association
The Office for Intellectual Freedom from the American Library Association provides a wide variety of information and helpful resources on censorship and the importance of intellectual freedom in the library.

Book Challenge Toolkit
The California School Library Association’s Intellectual Freedom Committee and the California State Library collaborated to develop this five-step toolkit to guide the creation of clear, equitable, and transparent policies and procedures for selecting materials for school libraries and to address questions or challenges to those materials.

National Council of Teachers of English
This censorship guide provides background information, a statement regarding students' right to read, and guidelines for the selection of materials in English-language arts programs

Internet Acceptable/Responsible Use Policies

Sample policies that contain provisions for student use of computers, the network and the Internet, usually written as a contract between the parent and student and the school, are provided. With the advancements in technology, including artificial intelligence (AI), and the prevalence of social media, consider updating your policies to reflect these advancements. Sampling of some acceptable use policies:

Los Angeles Unified School District Responsible Use Policy
This updated policy addresses AI among other concerns.

International Society for Technology in Education (ISTE) – 5 Tips for Creating a District Responsible Use Policy
In the past, student use agreements focused on prohibiting behaviors, activities, and keeping students safe online. ISTE offers suggestions on using the development of new policies as an opportunity to help students build healthy habits using technology to explore their passions, as well as providing constructive feedback and problem solving.

Collections in School Libraries

California schools serve a complex and richly diverse population. The library collection should be systematically shaped according to the board approved selection policy. The collection should reflect the diversity and intellectual needs of all students, resources align with the curriculum frameworks and content standards, and reflect the community’s characteristics. Equally important is the removal of antiquated, erroneous, outdated resources that impact reading motivation. Collections in strong school libraries are appropriate, relevant, up-to-date, appealing, diverse, and accurate. Sampling of resources to assist with collection development.

Recommended Literature: Kindergarten Through Grade Twelve
A list of outstanding literature for children and adolescents produced by the California Department of Education. The recommended titles reflect the quality and complexity of the type of materials students should be reading at school and outside class. This collection provides a broad range of books that serve as examples of the kinds of materials that will help students meet California's rigorous content standards in reading and language arts. Local school officials and teachers are encouraged to use this list as a resource in designing standards-based instructional programs.

Teaching Books for Schools
This unique resource features a suite of instructional resources that enrich the fiction and nonfiction books read by children and young adults, provides tools to assist with collection development, and is provided as part of the COMPASS Online Resources Project .

Sources for Selecting Books

The following are recommended books for children and young adults. These are suggested sites and are not inclusive of all available online resources.

Annual Lists of Notable Children's Literature

California Young Reader Medal (CYRM)
Official CYRM Website describes this California program designed to promote recreational reading and honor favorite books and authors/illustrators. Lists of current nominees and previous winners provided.

Association for Library Service to Children Notable Children's Books
Annual listing of excellent children's books. This link also connects to the Newberry and Caldecott award pages as well as lists of notable recordings, videos, and software.

International Literacy Association
Favorite books submitted by children, young adults, teachers, and librarians throughout the country. The annotated lists are published by the International Literacy Association and include Children's Choices, Teachers' Choices, and Young Adults' Choices.

Notable Social Studies Books for Young People
Recommended social studies books evaluated and selected by a committee of the National Council for the Social Studies, in cooperation with the Children's Book Council. The annotated book lists, intended for grades kindergarten through grade eight, are arranged by thematic topics.

Outstanding Science Trade books for Students K–12
Book lists selected by a committee of the National Science Teacher's Association in cooperation with the Children's Book Council. Intended for grades kindergarten through grade eight, the annotated lists are developed annually.

Fresno County Public Library Booklists
High quality booklists developed by public librarians that address many of California's curricular areas as well as recommendations for recreational reading.

Carnegie Public Library Children's Booklists
Graded reading lists from the Carnegie Public Library of Pittsburgh, Pennsylvania as well as lists from several school districts.

Children's Reading Lists by Genre and/or Grade Level

Boston Public Library
Booklists for children and teens including summer reading lists. These annotated lists are organized by genre and provide suggestions by age levels.

• Booklists for Kids
• Booklists for Teens

New York Public Library Recommended Reading
Annotated lists in a variety of categories, including a list of 100 picture books everyone should know, as well as lists highlighting books from a variety of cultures and celebrations around the world. Many of the lists are organized by suggested grade level.

Native Ways of Knowing Book List: Decolonizing and Indigenizing Classrooms and Libraries (PDF)
This list is a joint project between the San Diego County Office of Education (SDCOE) and California Indian Education (CIEFA). The books selected are written by indigenous authors, and are vetted by Native American scholars, CIEFA, and SDCOE staff. Consider books on this list as you update your Native American collections.

Weeding Tools

Tools to use as a guide in the removal of antiquated, erroneous, outdated resources that impact reading motivation.

CREW – A Weeding Manual for Modern Libraries (PDF)
Includes a section on weeding e-books.

Weeding the School Library (PDF)
A pamphlet that provides an overview of the importance of weeding the collection as a counterpart to selection and uses the MUSTY (Misleading; Ugly; Superseded; Trivial; Your collection) method to select books for removal from the collection.

Evaluating Your School Library

CDE Online School Library Evaluation

The California Department of Education (CDE) created an online Data Collection Evaluation Tool to meet the EC section 18122 requirement and to develop an accurate picture of the condition of school libraries across the state The evaluation tool incorporates components of the California School Library Standards and collects information from the individual schools about the type and extent of library services schools provide.

• School Library Evaluation web page
  • Prior Year Evaluation Tool Results
  • California School Libraries Viewer GeoHub
    An interactive map displaying the following 2021–22 data on the map: Average weekly hours open; Average copyright date of Native American informational text; Average copyright date of complete collection; Number of books in the collection; staffing. The 2022–23 data collected is being reviewed and will be posted in January 2025.
    

Self-Assessment Tool

An important piece in the care and development of each school library program is to conduct self-assessments to guide your progress.

Looking at the School Library, An Evaluation Tool (PDF)
While this evaluation tool is dated, it still can serve as a good self-assessment tool for your library program. This tool is in the process of being updated and will be posted as soon as it is available.

What Does a Good School Library Look Like?

A good school library is one that:

• provides an aesthetically pleasing, barrier-free, safe, secure, well lighted and ventilated space, and has enough space to accommodate at least one class for instruction plus additional individuals and small groups working independently;
• provides access daily during all school operating hours: before school, breaks, lunch, and after school (open at least 36 hours a week);
• provides a team staffed by a teacher librarian and classified library staff;
• provides a collection that aligns with the curriculum and is accessible to users with various cognitive, physical, or language needs, and is relevant, enticing and up-to-date;
• provides equitable learning opportunities that develop critical-thinking and literacy skills for college, career, and life;
• is supported fiscally and programmatically by the education community to achieve the mission of the school, and is sufficient for collection development, maintenance, and improvement; and
• cooperates with a Public Libraries (activities may include public library cards for students, joint use facilities, contracting for services, and partnering on projects).
  

Sioux Falls School District serves as one example of a quality school library in the 21st Century (Video; 27:58).

Funding

With the enactment of Local Control Funding Formula (LCFF), funding for school libraries changed from being part of a block grant, to local education agencies making the decision on where to target their funding.

The California Department of Education collects annual information about California public school libraries. Based on responses from about 30 percent of California kindergarten through grade twelve schools, the following funding sources were indicated:

Grant Opportunities

Access Books With Literacy and Access for All
Grant opportunity in the Los Angeles and San Francisco Bay areas. The mission of Access Books is to provide quality literacy experiences for underserved students and communities and includes refreshing the facilities to be inviting spaces and adding new hard-cover books to the collection.

Awards and Grants from the American Association of School Librarians (AASL)
The AASL awards program offers a variety of monetary awards to AASL members. AASL’s awards recognize excellence and showcase best practices in the school library field in categories that include research, collaboration, leadership, and innovation. AASL personal members are required to fill out applications using AASL’s electronic awards database. Apply for all AASL awards and grants through the AASL electronic awards database. Most awards and grants open for applications on September 1 of each year, and the deadline for most awards and grants is February 1 of the following year. The deadline for the National School Library Program of the Year Award is typically January 1.

California Grants Portal
A portal maintained by the California State Library that lists grants and loans by California state agencies.

Junior Library Guild – Book Grants
Lists a variety of grant opportunities at the national, state, and local level to improve school library collections.

Laura Bush Foundation for America's Libraries
Grant opportunity. The Laura Bush Foundation will make grants of amounts up to $5,000 to school libraries. Funds are to be used to update, extend, and diversify the book collections of those libraries.

Lenski Covey Foundation grants for literacy programs
Grant opportunity for Sacramento and San Francisco Bay areas. The Lois Lenski Covey Foundation, Inc. annually awards grants for innovative and effective literacy programs that serve children from disadvantaged populations. Grants will range from $2,000 to $10,000. The Foundation gives to libraries or organizations that serve economically or socially at-risk children, and focus on literacy programs that engage children in activities that advance literacy and foster a lifelong love of reading. Only libraries or organizations within the Sacramento or San Francisco Bay areas are eligible.

NEA Foundation Grants
Grant opportunity. The National Education Association (NEA) Foundation offers several grant opportunities for up to $5,000 including enabling educators to try creative and innovative new ideas, as well as stimulating students’ curiosity and excitement about learning. The NEA Foundation makes these awards in collaboration with the National Education Association. Most grant applications open in the summer.

Snapdragon Book Foundation
Grant opportunity. This Foundation provides books to school libraries for disadvantaged children. With the shift in many schools to investing in technology and audiovisual equipment, Snapdragon believes school libraries should still be offering children access to good books to read.

U.S. Department of Education Grant Forecast
A portal maintained by the U.S. Department of Education showcasing potential federal grant opportunities.

Archived Grants

Library Improvement Block Grant Program
Repository archive entry for the School and Library Improvement Block Grant program in the Programs No Longer Administered by the California Department of Education (CDE) Section of the CDE website.

The Improving Literacy Through School Libraries federal grant program is no longer available. The Innovative Approaches to Literacy Program is a potential alternative as it opens periodically, and at this time there are no plans to offer the grant for 2024.

Staffing

A strong library program is staffed by a team consisting of a credentialed teacher librarian and paraprofessional support staff. In elementary, middle school and high school libraries, teacher librarian staffing and total staffing are strongly related to the level of services provided (Achterman, 2008). What’s more, increases in library services are related to higher academic achievement. Staffing is key in creating strong school libraries.

Greater Staffing = Stronger Impact

Authorizations for Librarian Services Chart
Information on who can provide library-related services by the California Commission on Teacher Credentialing (CCTC).

Teacher Librarians

A teacher librarian is a person who possesses both a California teaching credential and a California Teacher Librarian Services credential. Other states frequently refer to this as "library media specialist." Legislation to change credential title from library media teacher to teacher librarian became effective on January 1, 2008 (SB 132, Chapter 730, SEC 16).

According to the CCTC Teacher Librarians with a Special Class Authorization are the individuals who hold the certification to provide departmentalized instruction in information literacy, digital literacy, and digital citizenship to students.

• Teacher Librarian Services Credential (CL-562) Requirements
• Teacher Librarian Credential Programs
  

Role

Ask Me! LAUSD Teacher Librarians
Produced by teacher librarians in the Los Angeles Unified School District, Ask Me! illustrates the changing role of the 21st century teacher librarian.

Teacher Librarians at The Heart of Student Learning (Video: 5:20)
School library and information technology programs are a vital resource for student learning. This video highlights the essential role teacher librarians play in information and technology literacy instruction, reading advocacy, and information management. Produced by the Washington Library Media Association .

Statistics

Teacher Librarian Reporting & Statutory Requirements Webinar (Video: 1:30:42)
A collaborative presentation with California School Library Association, California Longitudinal Pupil Achievement Data System–California Department of Education (CALPADS–CDE), CCTC, and California School Information Services focusing on the why and how to accurately report teacher librarians in CALPADS.

In the 2015–16 academic year, the CDE modified collecting teacher librarians as part of the Pupil Services job classification (considered a “non-classroom based or support assignment”) and retired the CALPADS Code 0204. They are now collected as part of the teacher job classification. For the most current information on CALPADS Code Assignments for teacher librarians see, Staffing Statistics.

DataQuest Report on Teacher Librarians
This provides a historical perspective of actual numbers within the state, a county or a district. Up through 2014-2015, construct search around staffing and pupil services by type.

Furthermore, for the most recent library staffing data reported in the Annual School Library Evaluation, in School Accountability Report Cards, and for greater detail on how teacher librarians are categorized, visit the Statistics About California School Libraries page.

WASC Accreditation

The lack of a teacher librarian does not prevent a school from being accredited by the Western Association of Schools and Colleges (WASC) . The California School Library Association has developed a document to assist with a review of the school library media program called WASC/CDE Focus on Learning (PDF).

The Who‘s with WASC? Teacher Librarians (PPTX) presentation slides detail the role teacher librarians may play in the WASC process.

Library Media Teachers from Other States

The California Commission on Teacher Credentialing (CTC) , not the Department of Education, determines whether credentials from other states are valid in California. If the credential holder is already living in California, the evaluation is done by one of the colleges and universities offering the teacher librarian credential. If still out-of-state, the credential holder can request an evaluation by the CTC.

Paraprofessionals

Paraprofessionals are key members of the library staffing team, and their presence provides the opportunity for teacher librarians to focus on collaboration with teachers, and instruction. Based on the data we collect in the Annual School Library Evaluation, of those schools who respond to the evaluation, the majority of school libraries are staffed solely by paraprofessionals.

For more information on requirements for paraprofessionals pursuant to the Elementary and Secondary Education Act (ESEA) see the CDE Paraprofessional web page. Beyond the ESEA requirements, it is the local education agencies choice if they require the library paraprofessional to have training in library programming.

The following community colleges offer library/information technology courses leading to degrees & certificates:

• City College of San Francisco
• Cuesta College, San Luis Obispo
• Diablo Valley College, Pleasant Hill
• Fresno City College, Fresno
• Pasadena City College
• Palomar College, San Marcos
• Sacramento City College, Sacramento
• San Bernardino Valley College, San Bernardino
• Santa Ana College, Santa Ana

Additional Library Roles

The above are the most common and address staffing at the school level and do not represent an exhaustive list of roles related to library programming. These roles may include district level school library supervisors, and county office school library media supervisors (EC 1770). For more information on additional library roles, see the Challenges with Library Assignments (ca.gov) , and the Knowledge Quest article, The School District Library Supervisor (PDF).

Ongoing staff development is an important piece of developing and maintaining a strong library program. District-level library supervisors often provide training opportunities for their district’s library staff. The county office of education often offers staff development for school library personnel. Schools that contract with the county office of education for library services may have library consulting services offered as part of the contract. The California School Library Association (CSLA) frequently offers workshops, conferences, and exhibits. CSLA is developing a list of retired library professionals who are willing to work with schools and districts on school library development.

Impact on Student Achievement

Research about the impact of a quality school library on student achievement.

California’s School Libraries Make a Difference

California public schools with strong school library programs outperform those without such programs in the areas of student engagement and academic achievement. This is true regardless of the school community’s parent education and poverty levels, ethnicity, and percentage of English language learners. Increases in the following library program elements correspond to increased achievement at the elementary, middle school and high school levels:

• Total hours library open
• Total technology available through the library
• Total services provided by library staff
• Offering a program of curriculum-integrated information literacy instruction
• Informally instructing students in the use of resources
• Providing teachers with information about new resources
• Providing reference assistance to students and teachers

The bottom line? It’s about equity. Strong school libraries help give our students the best chance to succeed. - Ph.D. dissertation by Doug Achterman: Haves, Halves and Have-Nots: School Libraries and Student Achievement University of North Texas, December, 2008.

School Library-Related Research and Sites that Review the Literature

The School Librarian Investigation Decline or Evolution (SLIDE)
An exploratory project submitted by Antioch University Seattle and funded by the Institute for Museum and Library Services. The research looks at the patterns in the continuing, national decline in school librarian positions and how school districts decide to staff library, learning resources, and instructional technology programs for kindergarten through grade twelve (K–12) students.

A Collective Case Study to Examine Administrators’ Instructional Leadership Perspective of the Role of Instructional Coaches and Teacher Librarians in California Public Schools by Melanie Ann Lewis, April 2018
The purpose of this collective case study was to develop an understanding of California K–12 public school responsibilities to either instructional coaches or teacher librarians and how the two roles compare within the context of the implementation of the California Common Core State Standards in English Language Arts/Literacy.

School Libraries Count!
American Association of School Librarians (AASL) "School Libraries Count" gathers annual data on changes in the field to gain understanding of the state of school library media programs nationally. Private schools are included. Note: This content has been archived. The following information may be outdated.

School Library Research Summarized (PDF)
Mansfield University's comprehensive, readable summary of 34 "school library impact studies" that include 23 states and one Canadian province.

Teacher Librarian Research Update
Review of recent research studies about school libraries, research, technology, and more.

School Library Media Research (SLMR)
Publication of the American Association of School Librarians. As the successor to School Library Media Quarterly Online, the SLMR promotes and publishes high-quality original research concerning the management, implementation, and evaluation of school library media programs.

School Libraries Work 2016 Edition (PDF; 1MB)
Summarizes findings from a decade of empirical studies that cite the measurable impact school libraries and library media specialists have on student achievement.

School Library Impact Studies
Recent studies conducted in 15 states.

California School Library Media Centers and Academic Achievement (PDF)
California-specific survey of public school issues, library issues, technology issues, and academic network applications conducted with the 25 largest school districts in 2002.

Texas School Libraries
Standards, resources, services, and students' performance.

Simmons Study
2000 report on the relationship between libraries and overall school achievement. Conducted by James C. Baughman.

National Library Power Program
The Executive Summary highlighting the results of a 10-year project to improve school library programs in 19 communities.

Resources

Professional Library Associations

California School Library Association

American Association of School Librarians

California Library Association

American Library Association

California Department of Education (CDE) Resources

California Content Standards
Electronic versions of the content standards.

Curriculum and Instruction
Links to curriculum resources from CDE.

DataQuest
Online facts about California schools and districts.

Educational Resources Catalog
Publications available from the CDE.

Education Technology
Announcements and program information from CDE's educational technology office.

School Libraries - CalEdFacts
Provides more information about school libraries in California. Please note the statistics have not been updated due to not enough data.

Statistics About California School Libraries
Provides the annual data collection of trends pertaining to California School Libraries and the level of library resources made available to students from year to year, in alignment with the Model School Library Standards (MSLS).

Reference Resources

California Legislature
Official site for California legislative information including bill information, California Law, and information for contacting legislators.

California State Library
The State Library provides resources for students and teachers, including providing access to COMPASS: The California Online Media Program for Access and Student Success . They provide free access to the following K-12 digital resources: Britannica, ProQuest, TeachingBooks, Gale, and PebbleGo for use by every public K-12 school and student in the state.

Digital Public Library of America
Access to riches from America’s libraries, archives, and museums available for free.

Internet Library for Librarians
Searchable and annotated catalog of more than 4,000 resources recommended, selected, and reviewed by librarians.

Library of Congress (LOC)
Access to the collections and resources of the LOC.

Resources for School Librarians
Includes resources on digital libraries, librarian education, library policy, and school libraries.