Leadership in Teaching: Library Media Specialist


The Master of Arts in Leadership in Teaching: Library Media Specialist develops leaders in the field of library media. You will become adroit at structuring and managing a school library environment that is conducive to learning; and you will deepen your competencies in technology, decision-making, problem-solving, and effective communication. This program is MSDE approved for the Library Media Specialist certification

Students interacting with a digital whiteboard

Additional Study Options

Student Outcomes

As a student in this program, you will be able to:

  1. Identify effective use of technologies to impact student achievement.
  2. Select and Evaluate appropriate resources and leisure reading materials.
  3. Create a guide that collects resources in a variety of formats from a variety of sources to address the needs of diverse learners.
  4. Generate a handbook that details all aspects of a school library program (e.g., mission, selection and evaluation policies, weeding and circulation policies, schedules, floor plans, promotional programs, outreach efforts, budget matters, etc).
  5. Design an organization plan for a school library that is about to be renovated.

Program Outcomes

At the completion of the program, you will be able to:

  1. Pass all national testing requirements, as applicable, achieving a 100% pass rate for NDMU.
  2. Enhance career and professional development opportunities for employment pathways in the profession, e.g., Archives Manager, Information Literacy Specialist, Special Collections Director, Genealogical Researcher, Young Adults Librarian.
  3. Generate a library media collection development plan that (with stakeholder input) assesses a library’s collection annually;
  4. Design an information literacy professional development activity using a technology-based professional development tool.



  • School Library Administration: EDU-512 (3 credits)

    Presents the four roles of the school library media specialist as described in information power: instructional partner, teacher, information specialist and program administrator. The topics include organization, collection development, standards, leadership, curriculum, technology, program planning, facilities and management principles. [ 3 credits ]
  • Organization of Information: EDU-514 (3 credits)

    Examines the organization of information resources in a school library media center. Topics include retrieval tools, encoding standards (MARC, SGML) classification theory and principles of organization of information. [ 3 credits ]
  • Topics in Education: EDU-524 (3 credits)

    Students examine selected issues in education. Topics change to reflect developments in the field. [ 3 credits ]
  • Reading, Analyzing and Interpreting Educational Research: EDU-543 (3 credits)

    Provides an interactive learning environment that will enable students to acquire knowledge, skills and abilities required for the analysis, interpretation and evaluation of educational research. In addition, the course will enable students to cultivate the skills necessary for engaging in their own creative and meaningful research. [ 3 credits ]
  • Technology for Instruction and Management: EDU-556 (3 credits)

    Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]
  • Leadership Seminar I: EDU-557 (3 credits)

    Analyzes various models of leadership and explores societal and personal assumptions about leadership. Students investigate key elements of effective leadership and raise questions from several cultural viewpoints. Participants will be encouraged to integrate and apply diverse leadership perspectives in order to enhance their leadership abilities and strengthen their capacity to lead as educational professionals. [ 3 credits ]
  • Legal Issues for Teachers and Administrators: EDU-560 (3 credits)

    Surveys the fundamental legal principles and issues which affect public and private education. They will become acquainted with the American legal process and basic legal terminology. Using the case study approach to contemporary education law, students will become familiar with the diversity of legal issues that affect educators' professional lives. [ 3 credits ]
  • Curriculum Development: EDU-563 (3 credits)

    Considers the forces driving quality curriculum development. This course examines how different groups, issues, ideologies and research have influenced what and how children have been taught historically. Attention will be focused on recent reform literature directed at schools and its likely impact on curriculum. Current political, economic, demographic and academic trends will be studied. The process for curriculum design will be examined and applied as students develop a sample guide using the class as a workshop group. The course concludes with an analysis of future curriculum needs and the role of educators in bringing about needed changes. [ 3 credits ]
  • Learning Theory and Practice: EDU-567 (3 credits)

    Evaluates theories of learning from cognitive, physiological and affective perspectives as a basis for effective instructional practice. Research into the theoretical basis for learning and higher level thinking skills is applied to educational planning, implementation, and evaluation. [ 3 credits ]
  • Information Literacy Resources: EDU-575 (3 credits)

    Surveys resources in all formats needed to develop a collection that supports the information literacy program at the school level. [ 3 credits ]
  • Internet in Teaching and Learning: EDU-577 (3 credits)

    Explores the use of the Internet in the K-12 environment and how it impacts both student learning and teacher professional growth. The course will include an in-depth study of such topics as Web quests, research modules and telecollaborative projects. Students will create Web pages and learn about listservs. The course will also explore how some educators are using emerging technologies such as blogs and wakes in the classroom. Integrating resources into the school's curriculum with an emphasis on investigating how this will change teaching will be a major focus. [ 3 credits ]


Required Courses

EDU 557 - Leadership Seminar I (3)
EDU 567 - Learning Theory and Practice (3)
EDU 543 - Reading, Analyzing and Interpreting Educational Research (3)
EDU 556 - Technology for Instruction and Management (3)
EDU 575 - Information Literacy Resources (3)
EDU 514 - Organization of Information (3)
EDU 577 - Internet in Teaching and Learning (3)
EDU 524 - Adolescent Literature (3)
EDU 560 - Legal Issues for Teachers and Administrators (3)
EDU 563 - Curriculum Development (3)
EDU 512 - School Library Administration I (3)
EDU 610 - School Library Administration II (3)

What to Expect Studying at Notre Dame of Maryland University

As a Nationally recognized Master of Arts in Library Media Science program by the American Association of School Librarians, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Flexible Class Schedules

Work with an advisor to develop a personalized program plan: 

  • Courses offered in the evenings at times convenient for working adults.
  • Occasional courses available on Saturdays or online.

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