Master of Education (Teacher Librarianship)

Curious about library and information studies?

Become an inspiring and innovative teacher librarian

CSU's Master of Education (Teacher Librarianship) is targeted to meet the needs of teachers who wish to become teacher librarians, and practicing teacher librarians without a full specialist qualification in teacher librarianship.

Why study this course?

The changing nature of learning and teaching environments in schools has brought with it a growing demand for multimodal access to a wide range of literature and information resources, and a need for guidance and support in the effective use and integration of these resources within the curriculum. Teacher librarians are meeting this demand playing a vital role in facilitating the management and use of these resources, leading in the development of information literacy, and managing people and resources to help build 21st Century learning culture within their school communities.

CSU’s Master of Education (Teacher Librarianship) provides opportunities for students to become teacher librarians through expertise in multi-literacies, information fluency and collaborative evidence-based practice. Teacher librarians are uniquely qualified within education and librarianship with curriculum knowledge and pedagogy combined with library and information management knowledge and skills.

Reasons for studying studying Teacher Librarianship at CSU:

  1. Students are prepared for professional leadership as a teacher librarian in primary or secondary education and related sectors of library and information work

  2. This course expands students’ knowledge and professional practice in multimodal information environments

  3. The course is accredited by the Australian Library and Information Association (ALIA) as a professional librarianship qualification.

Career opportunities

The Master of Education (Teacher Librarianship) meets the needs of teachers ready to embrace professional leadership as teacher librarians in primary and secondary education, and other sectors of related library and information work. It can be a springboard to promotion with your current employer, the platform from which to launch a new career, or simply a way to become more effective in your current role. Study in this course will inspire curiosity and a passion to support innovation and engagement with multi-literacies, diverse information resources within cross-curriculum environments, providing the professional training to build a rewarding career.

More information on career opportunities


Credit is available for entry into the Master of Education (Knowledge Networks and Digital Innovation) for previous related study.  

More information on credit

Professional recognition

This course is widely recognised by education departments and authorities and is fully accredited by the Australian Library and Information Association, ensuring industry-standard quality, innovation and value in this library and information studies education program. Graduates are eligible for admission as Associates of the Australian Library and Information Association (ALIA).

Course Structure

Students undertaking the Master degree will study six core subjects, with a choice of two electives from areas of interest in literature or digital environments. The course is designed to develop professional knowledge in multiple areas, including specialist knowledge of information resources, technology and library management; leadership within professional communities; collaborative planning and teaching of information literacy and literature outcomes; and knowledge of learning and teaching to cater for the social, cultural and developmental needs of learners in program implementation and curriculum resourcing.

More information about course structure

Graduation requirements

To graduate from CSU's Master of Education (Teacher Librarianship), students need to complete 64 points comprising seven core subjects and one elective subject

Academic expectations

For each 8 point subject at CSU, students should normally expect to spend between 140-160 hours engaged in the specified learning and assessment activities (such as attending lectures or residential schools, assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, assignments or examinations). The student workload for some subjects may vary from these norms as a result of approved course design.

Students will be assessed on the basis of completed assignments, examinations, workplace learning, or other methods as outlined in specific subject outlines.

Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences, or attending residential schools (distance education students).

Expectations relating to academic, workplace learning, time and cost requirements for specific subjects are provided in the subject abstracts and in course materials.


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At a glance

Study Mode

Distance education


Wagga Wagga


Session 1; Session 2; Session 3




2 years



Indicative ATAR


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