Navigating the Future: A Survey of Curriculum Materials Centers and Collections in U.S. Academic Libraries. Part 1: Information Literacy, Technology, and Collaborations
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| Title: | Navigating the Future: A Survey of Curriculum Materials Centers and Collections in U.S. Academic Libraries. Part 1: Information Literacy, Technology, and Collaborations |
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| Language: | English |
| Authors: | Natalia Tomlin, Maria Zarycky |
| Source: | Education Libraries. 2026 48(1). |
| Availability: | Special Libraries Association, Education Division. 7918 Jones Branch Drive Suite 300, McLean, VA 22102. Tel: 703-647-4900; Fax: 703-506-3266. e-mail: sla@sla.org; Web site: http://educationlibraries.mcgill.ca/index |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, Library Materials, Instructional Materials, Teacher Education Programs, Resource Centers, Information Literacy, Library Instruction, Educational Technology, Librarian Teacher Cooperation, Teacher Educators, Technology Uses in Education |
| ISSN: | 0148-1061 0148-1061 |
| Abstract: | Curriculum Materials Centers (CMCs) play a vital role in supporting teacher education programs by providing instructional materials, educational technologies, and professional development resources. However, despite their importance, CMCs remain an underexplored area of academic research; specifically, there is a lack of quantitative assessment of CMCs' practices. This study employs an exploratory survey design to examine trends in curriculum materials centers and collections within U.S. academic libraries, focusing on information literacy instruction, instructional formats, technology integration, and faculty collaboration. Findings indicate that CMC librarians and education liaison librarians are actively engaged in information literacy instruction, particularly for undergraduate and master's students, typically through in-person sessions. Differences across institution sizes were observed in access to educational technologies, use of instructional formats, and collaboration between librarians and education faculty. Respondents reported only partial alignment between CMC technologies and PreK-12 classroom practices, and larger institutions were more likely to provide dedicated technological infrastructure and more frequent, targeted instructional sessions. Although many respondents described collaboration with education faculty, perceptions of equal partnership were mixed. This study contributes to understanding CMCs' evolving roles and underscores the need for strategic adaptation to enhance their continued relevance in teacher education programs. The article represents Part One of a two-part analysis, reporting on the structural and demographic aspects of CMCs, information literacy, technology, and collaborations. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515559 |
| Database: | ERIC |
| Abstract: | Curriculum Materials Centers (CMCs) play a vital role in supporting teacher education programs by providing instructional materials, educational technologies, and professional development resources. However, despite their importance, CMCs remain an underexplored area of academic research; specifically, there is a lack of quantitative assessment of CMCs' practices. This study employs an exploratory survey design to examine trends in curriculum materials centers and collections within U.S. academic libraries, focusing on information literacy instruction, instructional formats, technology integration, and faculty collaboration. Findings indicate that CMC librarians and education liaison librarians are actively engaged in information literacy instruction, particularly for undergraduate and master's students, typically through in-person sessions. Differences across institution sizes were observed in access to educational technologies, use of instructional formats, and collaboration between librarians and education faculty. Respondents reported only partial alignment between CMC technologies and PreK-12 classroom practices, and larger institutions were more likely to provide dedicated technological infrastructure and more frequent, targeted instructional sessions. Although many respondents described collaboration with education faculty, perceptions of equal partnership were mixed. This study contributes to understanding CMCs' evolving roles and underscores the need for strategic adaptation to enhance their continued relevance in teacher education programs. The article represents Part One of a two-part analysis, reporting on the structural and demographic aspects of CMCs, information literacy, technology, and collaborations. |
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| ISSN: | 0148-1061 0148-1061 |
