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The article argues that CMCs designed to visually and environmentally resemble school library media centers can support a smoother transition into classroom teachers who use school library media services for ongoing professional growth. A case study illustrates how one CMC can function as a bridge between pre-service resource use and later library-centered teaching enrichment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transitioning-from-curriculum-materials-center-to-school-library-media-center-in-pre-service-teacher-education-case-study-and-rationale/602422/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transitioning-from-curriculum-materials-center-to-school-library-media-center-in-pre-service-teacher-education-case-study-and-rationale/602422.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do pre-service teachers use Curriculum Materials Centers (CMCs)?","Question",{"text":112,"@type":113},"Pre-service teachers use CMCs to find resources for college-level assignments and for practice teaching with PK-12 students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can CMCs help future teachers transition into using school library media centers?",{"text":117,"@type":113},"When CMCs resemble school library media centers in appearance and environment, they can help pre-service users adapt their resource use into the classroom routines of library media center use for professional growth.",{"name":119,"@type":110,"acceptedAnswer":120},"What case study does the article present?",{"text":121,"@type":113},"The article presents a case study of one CMC to illustrate the transition from curriculum materials center use to school library media center use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602422,1792917816,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Transitioning from Curriculum Materials Center to School Library Media Center  \nin Pre-service Teacher Education  \nBy Gail Dickinson, Old Dominion University, and Edna A. Cogdell and Karin Gavigan, University of North Carolina at Greensboro  \nAbstract  \nPre-service teachers use Curriculum Materials Centers (CMCs) to find resources to use in assignments for college-level pre-service coursework and to use in practice teaching with PK-12 students. CMCs that visually and environmentally resemble school library media centers can transition pre-service CMC users into classroom teachers who use school library media centers for personal professional growth and to enrich their teaching. This article presents a case study of one CMC to illustrate this transition.  \nIntroduction  \nCurriculum Materials Centers (CMCs) exist inmost schools and colleges of education. Their purpose, as stated by the Curriculum Materials Center Collection Development Policy of the Association of College and Research Libraries (ACRL) is to make “readily available for inspection, evaluation, and use, educational materials of the highest quality produced for use with children from preschool age through grade 12, and adult basic education materials when appropriate to the curriculum”(ACRL, 1993) .  \nOne traditional role of CMCs is to act as awarehouse for materials that can be used by pre-service teachers to encourage the development of resource-based teaching. This role is seen as especially important with the current emphasis on accountability in education. As curriculum standards and testing continually change, both pre-service and experienced teachers must select resources to supplement new ways of teaching as well as new content. As early as 1992, Henderson and Barron noted that teachers may lack “the necessary information, resources, and/or skills to respond to the measures under implementation”(Henderson & Barron, 1992, 254) . The CMC can serve as a link for resources and practical applications from pre-service education to use of the school library media center for new and experienced classroom teachers.  \nCMCs have existed since the 1920s, but the 1960s saw a significant increase in the number of centers, as well as a shift in the types of  \nmaterials available. The first advent of audiovisual materials in education caused major changes in teacher preparation, along with widespread interest in how teachers were using these materials (Smith & Ingersoll, 1984) . New interest in hands-on learning sparked the development of materials for science and math.  \nAt the same time that school libraries were changing their name and focus into school library media centers, college and university teacher education programs were wrestling with how to organize and access large volumes of oddly shaped materials. These kits, consisting of manipulatives, filmstrips, film loops, and other materials used for experiments, were contained in huge boxes. Storage cabinets for filmstrips, film loops, and tape cassettes began to appear in closets, classrooms, and in faculty offices.  \nFew academic libraries were prepared to add these materials to their collections. In some cases, the use of the materials required extra space to assemble the materials, or used nonlibrary-adapted messy materials such as water, sand, dirt, or other items. The kits often included filmstrips, film loops, 16mm films, and other materials requiring audiovisual equipment that needed to be used in darkened spaces. Manipulative materials and supplies such as construction paper, scissors, and bulletin board materials required special housing as well. Schools and colleges of education slowly began to organize centralized spaces to house the materials, both to institutionalize their use in teacher preparation, and  \nEducation Libraries Volume 27, No. 1 Summer 2004 11  \nto provide more consistent access for all teacher education students.  \nThese rooms were little more than storage space at first, kept under lock ","cbCaiuBSjTHzS3xU","https://ap.wps.com/l/cbCaiuBSjTHzS3xU","pdf",40986,"English","# Abstract\n# Introduction\n## Purpose and role of CMCs in teacher preparation\n## Historical development of curriculum materials centers\n## Shift in organization and access to materials\n## Renewed relevance through resource-based inquiry learning\n## Requirements driving renewed focus (NCATE)","[{\"question\":\"Why do pre-service teachers use Curriculum Materials Centers (CMCs)?\",\"answer\":\"Pre-service teachers use CMCs to find resources for college-level assignments and for practice teaching with PK-12 students.\"},{\"question\":\"How can CMCs help future teachers transition into using school library media centers?\",\"answer\":\"When CMCs resemble school library media centers in appearance and environment, they can help pre-service users adapt their resource use into the classroom routines of library media center use for professional growth.\"},{\"question\":\"What case study does the article present?\",\"answer\":\"The article presents a case study of one CMC to illustrate the transition from curriculum materials center use to school library media center use.\"}]","Transitioning from Curriculum Materials Center to School Library Media Center in Pre-service Teacher Education - Case Study and Rationale | PDF",1792094649,13]