https://educationlibraries.mcgill.ca/ <p>Education Libraries is an electronic, refereed journal of the Special Libraries Association’s (SLA) Education Division. It offers a forum for new and challenging ideas in education and library and information science. It also explores the effect of new technologies on the library profession and library and information curriculum.</p> en-US <p>Everything we publish is freely available. In the spirit of encouraging free open access journals, <em>Education Libraries </em>applies the Creative Commons Attribution License (CCAL) to all works we publish (read the <a href="http://creativecommons.org/licenses/by/2.5/">summary</a> or the <a href="http://creativecommons.org/licenses/by/2.5/legalcode">full license legal code </a>). • Authors retain copyright and grant <em>Education Libraries</em> 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 <em>Education Libraries</em>, so long as the original authors and source are cited. <strong>No permission is required from the authors or the publishers. </strong>In most cases, appropriate attribution can be provided by citing the original article in <em>Education Libraries</em>. 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 <em>Education Libraries</em>. 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. <em>Education Libraries</em> will, however, accept manuscripts based on presentations made at conferences sponsored by the Special Library Association, at the discretion of the co-editors.</p> education.libraries@gmail.com (Willow Fuchs) jennifer.innes@mcgill.ca (Jennifer Innes) Fri, 10 Apr 2026 00:00:00 -0400 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://educationlibraries.mcgill.ca/article/view/397 <p>The evolution of Curriculum Materials Centers (CMCs) in supporting teacher education is reflected in the use of specialized resources, outreach, and collaboration. A survey of 68 CMCs highlights diverse outreach strategies, programming efforts, and faculty partnerships while identifying challenges such as limited staff, funding, and time. Best practices for adapting CMCs to evolving educational standards and resource constraints are discussed, ensuring their continued critical role in shaping future educators. The analysis provides insights into how CMCs navigate current trends and overcome obstacles to maintain effective support for teacher education programs.</p> <p> </p> <p><em>Keywords: curriculum material centers, teacher education programs, collaboration, outreach, programming</em></p> Melissa Hopkins, Melissa Kempski Copyright (c) 2026 Melissa Hopkins, Melissa Kempski https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/397 Fri, 10 Apr 2026 00:00:00 -0400 https://educationlibraries.mcgill.ca/article/view/398 <p>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.</p> <p> </p> <p><em>Keywords:</em> <em>CMCs, curriculum materials centers, education libraries, survey, educational technology, information literacy, teacher education programs</em></p> <p> </p> <p> </p> Natalia Tomlin, Maria Zarycky Copyright (c) 2026 Natalia Tomlin, Maria Zarycky https://creativecommons.org/licenses/by/4.0 https://educationlibraries.mcgill.ca/article/view/398 Fri, 10 Apr 2026 00:00:00 -0400