S-0864.1
SENATE BILL 5551
State of Washington
69th Legislature
2025 Regular Session
By Senators Wellman, Cortes, Harris, Hasegawa, Liias, and Slatter
Read first time 01/28/25. Referred to Committee on Early Learning & K-12 Education.
AN ACT Relating to school library information and technology programs; amending RCW 28A.320.240 ; adding a new section to chapter 28A.320 RCW; adding a new section to chapter 28A.30 RCW; and creating a new section.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
NEW SECTION. Sec. 1. The legislature finds that students with access to school library information and technology programs staffed by qualified teacher-librarians have improved school and life outcomes, including higher academic achievement, increased graduation rates, and increased preparedness for college or career pathways. Unfortunately, not all students have access to these programs statewide, leading to disparate outcomes. According to recent data collected by the Washington library association, nearly 60 percent of school districts in Washington have no certified teacher-librarian running their school library information and technology programs. Lack of access to these programs disproportionately impacts low-income families and families of color. Recent findings show that access to high-quality school libraries was one of the most significant factors in closing the literacy gap for students experiencing poverty. Additionally, the legislature finds that the rise of misinformation and disinformation available through the internet necessitates comprehensive instruction by a qualified teacher-librarian in information literacy, digital citizenship, and media literacy for all K-12 students. The value of these programs was apparent during the COVID-19 pandemic. School districts with qualified teacher-librarians and strong school library information and technology programs were better able to support teachers, students, and families during remote learning.
The legislature has shown support for school library information and technology programs through the passage of legislation clearly defining both programs and teacher-librarians. These programs have been acknowledged as critically important to supporting state-mandated learning goals, essential academic learning requirements, and high school graduation requirements through inclusion of both teacher-librarians and library materials as part of basic education in the prototypical school model. Teacher-librarians are seen as critical partners in the education of our students including in the equitable and successful use of educational technology. Despite this continued support from the legislature, data shows large areas of Washington where students do not have access to school library information and technology programs staffed by qualified teacher-librarians.