According to survey results from the 2011-12 National Center for Education Statistics Salary and Staffing Survey, two-thirds of US library media centers in traditional public schools and one-third of public charter schools had at least one paid full-time state-certified library media center specialist. About 20 percent of all public schools with library media centers operated with no full-time or part-time paid, state-certified library media center specialists.
On the surface, these are straightforward facts taken from these survey results. In reality, school librarians and libraries are notoriously difficult to define, count, and report. For example, New York City’s 1,700 public schools now employ 333 certified librarians—however not all of them are working as librarians. It is also worth noting the term “state-certified” is a very specific phrase indicating a staff member who has achieved state certification as a school library media specialist as deemed by the state’s licensure office (see Colorado’s endorsement requirements here). This is not equivalent to the staff member having an MLIS, despite the American Association of School Librarians’ position statement on Preparation of School Librarians that states “the master’s degree is considered the entry-level degree for the profession.” So, while more than 4 out of 5 full-time or part-time paid professional library staff were state-certified according to the NCES survey, only 52 percent had a master’s degree in a library-related major.
These examples call attention to the significance of research definitions and how, as savvy research consumers, we must be aware of context and background when considering results. And don’t get us started on how “library” is defined—we’ll dive into that gem soon, so stay tuned!
Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st century library.