Curation in a Middle School Library

    The AASL Shared Foundation of Curate emphasizes the thoughtful selection, organization, and sharing of resources to support student learning, and my interview with a middle school librarian brought this domain to life in ways that felt to be very practical for both the teachers and students. What stood out most was that curation is not simply about building a collection–it is about intentionally guiding students and teachers toward the most relevant, credible, and accessible resources in a way that supports authentic learning experiences.

    An example of this was her work with eighth-grade students during a career exploration unit. Rather than overwhelming students with endless search results, she introduces them to Discus and carefully narrows their focus to a select group of high-quality databases specifically for careers. This intentional preselection reflects a key aspect of Curate–making information accessible. I was particularly struck by how she frames this not as limiting choice, but as scaffolding students’ research skills so they can navigate more independently over time. It reinforced for me that curation is as much about how resources are presented as it is about which resources are chosen.

    Her work with sixth-grade ELA classes provided another compelling example. Students participate in mock debates in the library as part of their argumentative writing unit, where they must locate and evaluate credible sources to support their claims. In this context, the librarian is not just providing resources, she is actively teaching students how to curate information for themselves. This aligns closely with the Curate competencies, as students are not only gathering information but also assessing its credibility and relevance. It also highlights how curation can be embedded within inquiry-based learning rather than taught as an isolated skill.

    Collaboration plays a clear role in these efforts. One example she shared involved partnering with a dance teacher to design a research project focused on the history and cultural significance of dance in South Carolina. Students again used Discus to explore curated resources, but what made this meaningful was the cross-curricular connection. This collaboration demonstrates how curation can extend beyond traditional academic subjects and support diverse areas of learning. It also reflects the librarian’s role as an instructional partner, helping teachers integrate research skills into their content areas in authentic ways.

    However, the interview also revealed several challenges that complicate the implementation of these competencies. Time was a recurring issue, particularly when it comes to planning with teachers. Even when there is a clear opportunity for collaboration, finding shared planning time can be difficult, making it harder to design lessons that truly align with classroom instruction. Additionally, she described experiencing some resistance when stepping into her role after a long-standing librarian retired. Teachers were accustomed to previous routines, and adjusting to a new approach required patience and flexibility. Another challenge she noted was the perception among some teachers that working with the librarian adds extra work, rather than streamlining instruction. This misconception can create barriers to collaboration, even when the librarian’s goal is to support and enhance classroom learning.

    Reflecting on this conversation, I found myself reconsidering how I view curation within my own practice. As a current middle school teacher, I often provide students with resources, but I do not always think intentionally about how those resources are curated or scaffolded. This interview helped me see that effective curation is not about giving students more. It is about giving them better, in a way that builds their confidence and independence. I was also challenged to think about the importance of teacher perception. If collaboration is seen as an added burden, then even the most thoughtfully curated resources may go unused. This insight will influence how I approach partnerships in the future, emphasizing clarity, efficiency, and alignment with teachers’ existing goals.

    Ultimately, this interview deepened my understanding of the Curate domain as an active, instructional process rather than a behind-the-scenes task. It requires intentionality, collaboration, and a strong awareness of both student needs and teacher realities. Moving forward, I will carry with me the understanding that curation is not just about resources, it is about empowering learners to navigate information thoughtfully and purposefully.