Presents a research finding that elementary school principals generally have a broader conception of the role of the teacher-librarian than teacher-librarians themselves, together with seven comments on various facets of the finding. Bibliographic information is provided for the eight doctoral dissertations on which the overall finding and…

Includes reviews of "Information Power," the guidelines for school library media programs published by the American Library Association and the Association for Educational Communications and Technology, by a library media specialist, a school library consultant, a professor of school librarianship, a high school librarian, and a…

Outlines nine research findings that led to the conclusion that teacher-librarians can markedly improve the school's teaching environment. This study of the educational impact of the appointment of full-time trained teacher-librarians was conducted for the New Zealand Council for Educational Research/Ministry of Education by Geoff Lealand. (EA)

Provides an overview of expert systems for teacher librarians. Highlights include artificial intelligence and expert systems; the development of the MYCIN medical expert system; rule-based expert systems; the use of expert system shells to develop a specific system; and how to select an appropriate application for an expert system. (11 references)…

Examines conditions in the school district and national concerns affecting the implementation of school library media programs. The importance of these programs to education is discussed in terms of classroom teaching practices, and changes necessary to meet expectations of teacher-librarians are described. (16 references) (MES)

Discusses the leadership of teacher librarians and development of a personal vision for creating excellent school library resource centers. Offers suggestions for the vision creating process. (17 references) (EA)

Briefly summarizes the conclusions of and provides citations to eight dissertations in which the research supported the finding that more and more varied continuing education opportunities need to be provided for teacher librarians in order for them to pursue their own professional growth. (CLB)

Comments on the research finding that trained support staff can relieve the teacher librarian of routine tasks, making the resource center more efficient and effective. Five doctoral dissertations are cited. (EA)

Presents seven points related to the following research finding: teacher-librarians are motivated to pursue continuing professional education by a desire to gain new knowledge and skills, particularly through meeting and consultation with colleagues. (AEF)

Examines current educational thinking about the development of children's writing, story structure and its functional components, and economy in writing. Strategies that teachers and teacher librarians can use to improve students' work are suggested, and an annotated bibliography of seven childrens' stories is provided. (eight references) (EA)

Presents the AASL (American Association of School Librarians) position statement on appropriate staffing for school library media centers. Highlights include the need for full-time, certified library media specialists; support staff; ratio of professional staff to teacher and student populations; and district library media directors. (LRW)

Reports that the cooperative program planning and teaching (CPPT) role of teacher-librarians is for the most part not taking place to any degree in the majority of primary schools in Australia. Reasons for the failure of CPPT to gain wide acceptance in Australian primary schools are analyzed and the benefits of CPPT are discussed. (six references)…

Describes the partnerships between teacher-librarians and principals, teachers, community members, public librarians, and businesses that school children need to gain information literacy skills. Descriptions, which are adapted from the forthcoming book "Information Literacy: Resources for Elementary School Leaders," include the…

Presents a program planning process for cooperative planning by teachers and media specialists. Planning elements described include objectives; content; organization; methodology; activities; and evaluation. A planning checklist is included. (MES)

Reports on a survey of principals' knowledge of the teacher-librarian role and proposes a plan to help administrators become more aware of the role and to strengthen partnerships among teachers, administrators, and librarians. What principals need to know about resource centers and how they can learn are addressed. (Contains four references.) (KRN)