With equally rigorous, but different preparations, librarians and teachers must be part of a task in which both cognition and process are resultants. (Author/MM)

An interview with the District Principal, Briarcliff Public Schools, New York. (PF)

Suggestions for enticing the public into libraries are presented. (1 reference) (SM)

Real learning does not often take place in the lecture hall, or even in the routine library assignment, but in impromptu rap sessions, planned meetings, extracurricular activities and, most of all, in frequent personal contact with sympathetic instructors. (3 references) (Author/MM)

A media specialist describes her experience of working with educable mentally retarded children in a media center. She discusses projects done with the children. (SM)

Contrasts the interaction of the student and the library in the typical educational system with the relationship of the student and the library-college. (PF)

A hypothetical conversation which suggests that librarians are perhaps better equipped than teachers to advise students about what they should read because today's teacher is unable to keep up with what's coming out. Librarians can also provide the students with lectures. (CH)

In this interview Gordon McAndrew, one of the nation's most controversial administrators, offers plain talk about experimental teaching in educational systems. (Author/NH)

An interview was conducted with Mary Ann Swanson, Librarian for the Evanston Township High School (Ill.), on how a librarian should try to increase teacher and student use of, and need for, the library. Included are her recommendations on teacher use of audiovisual materials. (SM)

Learning resources center development and use are described. (3 references) (SM)