Provides a brief history and overview of current projects in distance education and describes potential roles for the library media specialist in this area as school coordinator or information consultant. Addresses of several distance education projects are listed. (12 references) (MES)

Comments that library media specialists have not been adequately utilized in schools, especially at the elementary level. Reasons why the library should be an integral part of the instructional program are discussed, and several ways in which the librarian, as a generalist, can aid students in academic achievement are listed. (MES)

Students in a library media center were shown how to use graphic organizers to guide them in gathering raw data. Graphic organizers provided consistency by forcing a pattern, structure, and order on seemingly disordered events and overwhelming amounts of data. It is argued that the graphic organizer provides the first step toward full…

Describes a program designed to integrate new technology into the junior high school curriculum with emphasis on the role of the media specialist. Five steps are detailed: (1) needs assessment; (2) planning with teacher input how to fill student needs; (3) teacher training; (4) implementation; and (5) evaluation. (9 references) (MES)

In response to recent state and national reports on the status of public education in the United States, the Council on Library and Network Development (COLAND) of the Wisconsin Department of Public Instruction issues this paper primarily to communicate the vital importance of school library media programs and the professionals who direct them in…

This discussion of the responsibility of school media specialists is based on the concepts that the mission of the library media center is one of leadership and support and that, to be effective leaders, media specialists must recognize and support basic beliefs about the goals and objectives of the profession. (CLB)

Briefly discusses the evolution of duties of school media specialists and describes use of an attitudinal questionnaire to survey the school community to see how well media services are being received and whether improvements or adjustments are necessary. Items to be included in such a questionnaire are listed. (MBR)

Suggests seven basic steps of instructional design to be used by library media specialists in planning with teachers for instructional development efforts. (Author/CMV)

The second of a two-part series discusses the new American Association of School Librarians/Association for Educational Communication Technology guidelines for school library media programs, focusing on the final five chapters which cover (1) personnel; (2) resources and equipment; (3) facilities; (4) planning and administration; and (5) district,…

An elementary school librarian initiated a survey of school librarians in Arizona to discover how they dealt with problems in scheduling classes in their media centers and developing curriculum to teach library skills. Results were used to support proposed changes to provide more flexible scheduling and increase teacher/librarian cooperation. (EM)

The editors of School Library Media Activities Monthly discuss the debate between advocates of a strong instructional development or design role for library media specialists and advocates of strong library media skills programs. They suggest that well-planned and interesting lessons can incorporate both library media and classroom objectives. (EM)

"Information Power," the national guidelines for school library media programs, specify three roles for today's school library media specialist, i.e., information specialist, teacher, and instructional consultant. As school library media specialists plan with teachers, they are performing the instructional consultant role. The Media and…

Aimed at consultants and those responsible for the development of school library media programs, this paper outlines the functions of school library media personnel, with emphasis on their instructional role and their role as agents of societal change. A discussion of entry-level competencies which should be required for school library media…

Suggests activities for use by school library media specialists who wish to foster the development of thinking skills by elementary students. Areas covered include analysis and evaluation in choosing books, differentiation between fact and fiction, understanding story structure, contests, categories, analogies, self-generated questions,…

This discussion of the political implications of implementing programs that develop students' critical thinking skills uses the proposals developed by Mancall, Aaron, and Walker as a model. Highlights include marketing the model, extending it to include library instruction in literature, implementing it in teaching reference and research skills,…