Article focused on the desirability of an organization's developing a rationale for applying technology to instruction and the recognition of the need for the learner to develop a rationale for the use of technology in self-determined learning projects. (Author/RK)

Seven editions of school library/media standards, issued by national library, media, or educational organizations, are discussed, along with the educational trends prevailing in their day. Future standards must accommodate merged library/media programs, and their developers must consider questions of joint sponsorship and terminology, use…

Surveys the rapid acceleration of innovation in recent years. (MB)

The slow process for accrediting training programs for school media specialists and the speed of technological change have created serious problems. Accreditation agencies, their difficulties, and attempts by the American Association of School Librarians and other groups to establish professional standards for school media specialists are…

This article looks at the general roles of six national professional associations which might interest school media specialists, examines overlapping responsibilities, and reviews the relationship the media specialist is likely to have with these organizations. The establishment of a new organization that is directly relevant to the media…

Computer-managed instruction (CMI) refers to the management of information relating to the instruction of individuals and the delivery of information to instructors, administrators, and students. A meta-model for the possible use in the design of a CMI system and a framework for analysis and planning are described. (JN)

Library and media specialists representing national organizations, college training programs, and district-, regional-, and building-level programs were asked to assess the merits of program mergers. All groups generally felt that mergers resulted in more political influence, a better image, improved and more efficient programs, and clearer role…

The impact of federal legislation concerning school libraries and learning resources is described, and the activities of the United States Office of Education in those areas are recounted. Consultative services, publications, research and evaluation studies, and assistance to state agencies are discussed. (PP)

The need to evaluate the cost-effectiveness of school media programs is addressed. Media programs must prove that they contribute to a school's instructional program and to student learning. Cost estimates for establishing and operating a program are given, and research needs are discussed. (PP)

The most common functions of computer-assisted testing are item-banking, in which test items are collected and stored; test-construction, specifying item attributes and determining information required for identification of the test; and test scoring. (JN)

An authoring system obviates the need for programing in the development of computer-assisted instructional materials. Options for a variety of educational strategies are preprogramed, allowing the developer to concentrate on curricular concerns rather than software considerations. (RJG)

Computers can effectively present many forms of instructional material. Computers can also facilitate response-judging; provide feedback; store, index, and retrieve collections of information pertaining to instruction; and assist teachers with many administrative functions. (JN)