ARCLMS is guided by the American Association of School Librarians (AASL) National School Library Standards, organized around the shared foundations of Inquire, Include, Collaborate, Curate, Explore and Engage. Assignments and instruction are aligned to the ALA/AASL/CAEP School Librarian Preparation Standards (2019), with program phases organized around the five preparation standards:

  1. The Learner and Learning
  2. Planning for Instruction
  3. Knowledge and Application of Content
  4. Organization and Access
  5. Leadership, Advocacy, and Professional Responsibility

Program Structure

In order to provide a high quality and accessible instructional experience for all learners, ARCLMS is offered as a blended learning program. It is ideal for teachers who:

  • Want a learning experience that emphasizes independent, online learning
  • Learn better in a flexible, virtual environment requiring strong organizational skills
  • Prefer leveraging online tools to engage in a feedback cycle with the instructor and discourse with colleagues
  • Have a high level of skill/comfort with technology tools and web-based applications

Technology is an essential component for cross-endorsement, and each session will incorporate the use of a variety of technology tools and resources.  Participants will be required to utilize and master a wide variety of technology tools throughout the program.

This program is non-credit-bearing.



Weekly online and collaborative face-to-face sessions.  2020-21 Schedule


Practicum Experiences

Application of learning in the school library environment that includes field experiences, collaboration with a library media specialist, and program management.


Professional Learning

Independent professional learning in a self-identified area in need of further development (examples include technology, literacy, curriculum topics, innovative programming).


Embedded Professional Practice

Most program assignments require work to be completed outside of planned instruction. These tasks include an extensive literature review, book promotion, a major research project, learning and application of technology, and demonstration of learning through written reflections aligned to program standards.


Participants should anticipate spending approximately 4-6 hours per week on program-related work in addition to participating in instructional sessions, and completing practicum and professional learning requirements. Time spent may vary for each learner.

per week


In order to engage fully as a learner in the ARCLMS program, participants will take part in in-class and online discussions, complete homework assignments, and read assigned texts.  Regular attendance in class, as well as full engagement on the online platform, is required for successful completion of the program. These experiences provide the candidate with essential knowledge and understanding of the work of the library media specialist.

Practicum Experiences

Participants will engage in the day-to-day responsibilities of the library media specialist through field experiences in elementary, middle and high school library settings. Through these experiences, participants gain a better understanding of: the variety of facilities, programming and resources; budget development;  the roles and responsibilities of a school library media specialist; and common issues facing school library media specialists.

In addition, participants will collaborate with a school library media specialist to integrate curricular resources into a unit of instruction, and demonstrate competencies in a backward design framework, content and technology integration, lesson planning, and assessment.

Professional Learning

Participants will engage in independent professional learning experiences directly related to the field of library media and educational technology. Participants will reflect on these experiences, synthesizing their new learning with the knowledge they gain from program instruction.

Embedded Professional Practice

Literature Review

Participants are required to read widely and diversely in order to support reading and literacy activities in the school at all grade levels. They will develop skills to advocate for reading using digital technologies that engage children in new, authentic ways and encourage them to pursue a lifelong habit of reading.

Research Project

Participants will actively engage in the research process driven by a self-identified research question about a current issue or trend in library media.