Provides a state-by-state listing of instructional television specialists, most of whom work for educational television stations. (IRT)

Argues that the media specialist should be an integral part of the school's administrative team. (JG)

According to "Information Power" (1988), the school library media specialist plays three roles: information specialist, teacher, and instructional consultant. As instructional consultant, the media specialist works with teachers to help them maximize their use of available professional resources to aid student learning. Tips for…

Discusses a survey of 387 Nebraska school library media specialists regarding their perceived roles (as teacher, information specialist, instructional consultant) and school district evaluation practices. Fully 72% are not evaluated at all, are evaluated on a teacher-evaluation form, or are evaluated without apparent criteria. They are not…

A survey of 77 Missouri high school principals revealed a traditional view of the school librarian as one who purchases, processes, and circulates books and provides occasional reference services. Skills indicating involvement with the instructional process rated average in importance. Principals did not view library media specialists as teachers.…

Administrators are missing access to endless information and support if they disregard library media specialists (LMSs)' expertise. LMSs offer access to research, periodicals, and statistics benefiting the entire school community. They can contribute to public relations, facility planning, curricular tie-ins, technology training, grant-writing…

Information is a commodity; those who are most successful can efficiently access it, critically evaluate and interpret it, and effectively and ethically apply it. Through collaboration, teachers and media specialists show students the connections between learning processes and how to apply them to problem solving or decision making. (MLH)

To carry out their roles as information providers, instructional consultants, and teachers, school library media professionals must demonstrate competence in at least five specific functions, including communication, collection management, organization, administration, and instructional leadership. Principals need to understand school libraries'…

Describes an award-winning instructional media center (IMC) at a New Jersey high school. The IMC (library) is the school's hub from 7:15 a.m. to 6 p.m., and has dial-in access. This information-literacy program emphasizes total-quality-management principles, ongoing professional development, teacher support, and information skills instruction.…

Assessing students' achievement of the new national "Information Literacy Standards for Student Learning" is complex and involves the whole school. Assessment should be tied to content learning; measure students' ability to do and know; test real experiences; consider inquiry's overlapping, recursive nature; involve qualitative measures;…

This article suggests, from the viewpoint of a specialist, how the principal can help develop the best possible school media center. The author discusses every essential component, from the selection of personnel and materials to the increased financial base required. (Editor)

To help students become effective information users from a variety of resources, librarians at one Illinois high school designed a before-school inservice training program, produced a 10-minute video illustrating the research process, and developed tie-ins to each department supporting the curriculum taught by content-area teachers. (14…