A needs assessment of professional development competencies for public school library media specialists

Purpose of the study. Major purposes of this study were: (1) to identify current learning needs of Texas public school library media specialists and (2) to identify pertinent professional development activities of Texas school library media personnel.;Procedure. The focus of the study was a statewide needs assessment survey. A questionnaire was developed by the researcher from a literature review and from a group of job-related competencies identified as high priority for professional development in an earlier study. Collected data provided a profile of characteristics concerning the practitioners, their continuing education experiences and professional association involvement, their perceived importance of professional growth activities and summer continuing education workshop preferences. The second part of the questionnaire consisted of twenty-four job-related competencies accompanied by two Likert-type scales. Each competency was to be rated for proficiency level and for perceived value for continuing education.;Findings. Respondents valued twenty-two of the twenty-four job-related competencies more highly for continued professional development than they assessed their current level of proficiency. All competencies were rated as important or somewhat important for professional development. Computer-related competencies were ranked lowest in expertise level. The majority reported Texas Library Association membership; few were actively involved in committee or leadership roles. Professional journal reading ranked highest in importance as a professional growth activity.;Conclusions. Some important conclusions of this study were: (1) The majority of Texas public school library media personnel continue to function, primarily, in the traditional role of school librarian rather than in the expanded role of library media specialist. (2) School library media practitioners themselves acknowledge a need for competency development, but prefer continuing education experiences in areas relating directly to the activities and services of the library media program--reference, collection development, and library use instruction. (3) Educational and information technology job-related competencies are top priority for continuing education. (4) Few practitioners engage in formal and informal university-sponsored activities or take full advantage of learning opportunities provided by professional organizations. (5) A need for well-planned one or two day continuing education activities exists. (6) Information gleaned from this study must be disseminated to practitioners, supervisors, and administrators.