Students Lead the Charge! Using Project-Based Learning with Pre-service Teachers to Redesign a Curriculum Resource Center
Project-based learning (PBL) allows students to identify and find solutions to real-world problems using inquiry-based learning. With the exception of Correll and Bornstein (2018), very little has been written about using PBL to redesign college and university Curriculum Resource Centers. The authors of this article used PBL in conjunction with the Association of College and Research Libraries (ACRL) Guidelines for Curriculum Materials Centers (CMCs) and the three themes for PBL success in higher education identified by Lee et al. (2014) to work with a small class of upper-level elementary education pre-service teachers to redesign an academic library Curriculum Resource Center.
Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement
in university classes where varying levels of PBL methods of instruction are in
use. Higher Education Research & Development, 24(1), 5-20.
Alteri, S. (2012). Curriculum materials laboratories: Blast from the past of institutionally
relevant? In R. Kohrman (Ed.), Curriculum materials collections and centers: legacies from the past, visions of the future (pp. 23-41). Chicago, IL: Association of College and Research Libraries.
Bashan, B., & Holsblat, R. (2017). Reflective journals as a research tool: The case of student
teachers’ development of teamwork. Cogent Education, 4(1), 1-15.
Brisco, S. (2012). Staying relevant: Re-engineering for the future. In R. Kohrman (Ed.),
Curriculum materials collections and centers: legacies from the past, visions of the future
(pp. 199-224). Chicago, IL: Association of College and Research Libraries.
Buck Institute for Education. (n.d.). Gold standard PBL: Essential project design elements.
PBLWorks. Retrieved from https://www.pblworks.org/what-is-pbl/gold-standard-project-design.
Catalano, A. (2015). Collecting for the curriculum : The common core and beyond. Santa
Barbara, California: Libraries Unlimited.
Correll, M., & Bornstein, J. (2018). Collaboration at the center: Librarian, faculty, and students
partner to revive their Curriculum Lab. Pennsylvania Libraries: Research & Practice,
Curriculum Resource Center, 1970s [Photograph]. (ca. 1970s). James P. Adams Library Special
Collections, Rhode Island College.
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote
teacher learning. Educational researcher, 34(3), 3-14.
Dickinson, G., Cogdell, E. A., & Gavigan, K. (2004). Transitioning from curriculum materials
center to school library media center in pre-service teacher education. Education
Libraries, 27(1), 11-15.
Farthing, P. & Gregor, M.N. (2012). Promoting library instruction for education students: A
model for CMC/Faculty collaboration. In R. Kohrman (Ed.), Curriculum
materials collections and centers: legacies from the past, visions of the future (pp. 59-
. Chicago, IL: Association of College and Research Libraries.
Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning
course for pre-service science and technology teachers. Assessment & Evaluation in
Higher Education, 29(1), 41-61.
Gelber, N., & Uhl, J. (2013). Managing a curriculum materials collection: One academic library
experience. Collection Management, 38(1), 51-66.
Griffin, M. & ACRL EBSS Curriculum Materials Committee. (2018). A guide to writing CMC
collection development policies. Association of College & Research Libraries. Retrieved from http://www.ala.org/acrl/ebss/acr-ebscmc.
Guidelines for Curriculum Materials Centers. (2017). Association of College & Research
Libraries. Retrieved from http://www.ala.org/acrl/standards/guidelinescurriculum.
Hoffman, R. L. (2018). Building a curriculum materials center from the ground up: A practical
approach. College and Research Libraries News 79(9) 511-5.
Kohrman, R. (2015). Current condition of Michigan Curriculum Materials Centers and
collections in academic institutions. Education Libraries, 38(1).
Krajcik, J.S. & Blumenfeld, P.C. (2006). Project-based learning. In R. Keith Sawyer (ed.), The
cambridge handbook of the learning sciences. New York: Cambridge University Press.
Lapan, M. (1988). Rhode Island College. In J. Uppgard, (Ed.) Developing microcomputer work
areas in academic libraries (51-64). Westport, CT: Meckler.
Lee, J. S. , Blackwell, S. , Drake, J. , & Moran, K. A. (2014). Taking a leap of faith: Redefining
teaching and learning in higher education through Project-Based Learning.
Interdisciplinary Journal of Problem-Based Learning, 8(2) 19-34.
Miller, J., & Meyer, N. (2017). Transforming a curriculum center for the 21st century at Eastern
Washington University Libraries. Education Libraries, 31(2), 19-30.
Teel, L. (2013). Transforming space in the Curriculum Materials Center. Education Libraries,
Everything we publish is freely available. In the spirit of encouraging free open access journals, Education Libraries applies the Creative Commons Attribution License (CCAL) to all works we publish (read the summary or the full license legal code ). • Authors retain copyright and grant Education Libraries right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Under the CCAL, authors retain ownership of the copyright for their article, but authors allow anyone to read, download, reuse, reprint, modify, distribute, and/or copy articles in Education Libraries, so long as the original authors and source are cited. No permission is required from the authors or the publishers. In most cases, appropriate attribution can be provided by citing the original article in Education Libraries. For any reuse or distribution of a work, you must also make clear the license terms under which the work was published. This broad license was developed to facilitate open access to, and free use of, original works of all types. Applying this standard license ensures your right to make your work freely and openly available. By submitting a manuscript for review, author(s) acknowledge first publication rights are granted to Education Libraries. Submission of a manuscript implies that the work described has not been published; that it is not under consideration for publication elsewhere; and that its publication has been approved by all coauthors and the responsible authorities at the institute where the work was conducted. As publisher, we are providing a process for your intellectual property to be reviewed by and distributed to your peers. It is the author’s responsibility to obtain all necessary permissions for the inclusion of copyrighted materials, such as figures and tables from other publications, and to pay any and all necessary fees. Appropriate credit should be shown in the body of the work. Previously published work will not be considered for publication; we do not accept any simultaneous submissions. Education Libraries will, however, accept manuscripts based on presentations made at conferences sponsored by the Special Library Association, at the discretion of the co-editors.