Curricular & Instructional Studies


The mission of the Department of Curricular and Instructional Studies is to prepare professional educators to work effectively in diverse settings such as urban, suburban, and rural learning environments.


Scope and Purpose:

A library collection in support of the Department of Curricular and Instructional Studies needs to cover theories, methods and techniques of teaching in various subject areas at the early childhood, elementary, middle school, and secondary education level. It should also include materials in the areas of computer/educational technology, reading/literacy education, technical education, and teaching English to speakers of other languages (TESOL). The collection should also include materials on the characteristics of learners, as well as the varieties of instructional resources and their uses. Works in the areas of elementary, secondary and technical education, as well as literacy education, should be collected at the research level, while other subjects may be collected at the advanced study level. Material related to the instructional use of educational technologies is collected at the advanced study level and includes works focusing on traditional audiovisual media/DVDs, instructional software and the Internet.


The Department of Curricular and Instructional Studies offers a Bachelor of Science degree in the areas of early childhood, middle childhood, secondary education, and technical education. It also offers endorsements in the area of computer science/technology, reading, and teaching English to speakers of other languages. At the graduate level, the department offers a Ph.D. in education; a master of science degree in elementary education, secondary education, and technical education; and a Master of Arts degree in secondary education (with teaching licensure) and literacy education.

Geographical Coverage:

Coverage of early childhood education, primary and elementary education, secondary education, ESL, and literacy education should focus on the United States, with additional coverage of English-speaking societies (notably Great Britain, Australia and Canada) and western Europe as being most culturally relevant to our educational system and traditions. In addition, there should be some inclusion of descriptions of major education systems around the world. Coverage in the area of technical education should focus on the U.S., but may also include works discussing technical education in Great Britain, Australia and Canada.


With rare exceptions, this collection is in English.

Period Coverage:

Historical treatment of elementary and secondary education from ancient times to the present will be included. However, emphasis in coverage is on the current educational practices in the United States, with additional samples of current theory and practices from throughout the world.

Publication Types:

The collection includes historical research, empirical research reports, case studies, policy reviews, research methodologies, theoretical studies, educational technology handbooks, research journals, and theoretical and applied discussions of techniques and materials used for instruction. Curriculum guides or sample school teaching materials (e.g., textbooks, nonfiction books, teaching kits) are covered in a separate policy.


Monographs, journals and significant reference works may be collected in print, microfiche, and electronic formats. Increasingly, print journals may be replaced by their electronic equivalents, which are available through either electronic journal collections or education-related article databases. Videos/DVDs are acquired each year to support the instruction of the department.

Remote Sources:

Some historical study may be supported by the Center for Research Libraries collections. Empirical studies or courses in techniques of research may draw upon the resources of the Interuniversity Consortium for Political and Social Research (ICPSR). OhioLINK provides ready access to other Ohio libraries' print and video collections.


Textbooks are not collected unless they are of unique importance historically or conceptually.

Policy Revised: 14 Nov 2002