Students are using Web 2.0 tools in school to meet technology and curriculum standards and many parents want to know more about those tools. How can the library media specialist be the "go-to" person for those parents who have Web 2.0 questions? It is important to keep up with Web tools but also important to know the limits. New Web tools are…

As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

This column lists and defines several sets of selected terms that may better help any educator communicate with the digital-savvy student clientele. Terms were gathered from the sources listed in "Further Reading" and confirmed among three online professors at Indiana University/Purdue University at Indianapolis. The sample terms are clustered by…

Discusses information literacy, independent learning, and social responsibility standards developed by the American Association of School Librarians (AASL) and Association for Educational Communications and Technology (AECT), focusing on independent learning: general techniques and methods for encouraging independent learning, independent reading,…

Suggests library media specialists have a responsibility to make educational funding laws work for their children and communities. Discusses the No Child Left Behind (NCLB) Act; NCLB and libraries, and online resources; Reading First Grants; "VISIONS 2020: Transforming Education and Training through Advanced Technologies" and "Technology in…

Reviews 19 recent publications from professional associations and the federal government that address areas impacting directly on school library media programs and media specialists. Suggestions for obtaining and using the publications are offered. (CLB)

Discussion of several of the objectives in Information Power, the new American Association of School Librarians/Association for Educational Communications and Technology guidelines for library media specialists, considers such topics as access to information and the role of the media specialist. (eight references) (MES)

The author argues that school library media specialists are professional educators first interested in the child and his or her success in school and in life and not in educational fads. Includes an annotated bibliography of print and nonprint resources to put into perspective the debate over technology in the classrooms. (PEN)

Explains the historical background of the Luddite movement in England and discusses the contemporary version of resistance to computers and other educational technology. Books and journals that address this issue are highlighted and the role of library media specialists in encouraging appropriate use of technology is discussed. (LRW)

Discusses the growing dependence on information technology and considers cost factors for school library media specialists. Highlights include emphasizing learning over technology; administrative, assistive, and academic applications; how schools are using information technology; and Web sites that address issues related to information technology…

Considers the effects of an electronic environment on students and the role of the school library media specialist in student achievement. Topics include how students learn differently as a result of computer access; interactivity in mass media; political aspects of educational technology; and whether technological changes are good or bad. (LRW)

Reviews 39 resources investigating issues such as the family/school connection; one and two parent families; loneliness in adolescent females; disabilities; parents as "schoolmates"; getting parents involved; the role of Spanish-speaking parents; art therapy; enhancing prosocial behavior; school-community networks; language, cultural,…