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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
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="SO" term="%22Education+Libraries%22"><i>Education Libraries</i></searchLink>. 2026 48(1).
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Materials%22">Library Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Centers%22">Resource Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Instruction%22">Library Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Librarian+Teacher+Cooperation%22">Librarian Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
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  Data: 0148-1061<br />0148-1061
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  Data: 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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      – Text: English
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      – SubjectFull: Academic Libraries
        Type: general
      – SubjectFull: Library Materials
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Resource Centers
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      – SubjectFull: Information Literacy
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      – SubjectFull: Educational Technology
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Technology Uses in Education
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