The National Center on Accessible Educational Materials for Learning (National AEM Center) at CAST is a technical assistance (TA) center funded by the U.S. Department of Education, Office of Special Education Programs (OSEP). The purpose of the Center is to improve educational and employment opportunities for individuals with disabilities through…

Web 2.0 has revolutionized one's ability to teach students in new and exciting ways. Students with disabilities can now overcome many barriers that once kept them from being successful in the regular education classroom. Media specialists can effectively advocate for students with disabilities. School library media specialists have the ability to…

School library media specialists (SLMSs) and teachers have the professional responsibility to select instructional materials. What happens when someone objects to a material? Although parents are responsible for deciding whether a specific instructional material is appropriate for their student, they do not have the responsibility for deciding…

As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

When a challenge gets difficult, it's hard to believe that people challenge instructional materials because they care. It's even harder to remember that educators want the general public, legislators, taxpayers, and parents to care about education. Library media specialists and administrators have the same lens of stress that all adults have,…

A profile of what instructional developers do, their education, reading habits, age, and philosophical stance is drawn from responses to a questionnaire sent to members of the Division of Instructional Development of AECT. (Author)

RECOMMENDATIONS ARE MADE THAT EDUCATIONAL MEDIA DESIGNERS BE PREPARED FOR A CAREER IN FORMAL EDUCATION TO THE EXCLUSION OF OTHER FIELDS CURRENTLY CLAMORING FOR SUCH SPECIALISTS. THE PROPOSED CURRICULUM ALREADY SUFFERS FROM THE ATTEMPT TO INCLUDE TOO MUCH CONTENT. THE CURRICULUM COULD BE ADAPTED TO PREPARE MEDIA DESIGNERS FOR CAREERS IN INDUSTRY BY…

Presents a criterion-referenced instructional materials evaluation guide for media specialists and teachers. (CMV)

The work of librarians can be a lifeline to youths dealing with difficult personal issues, such as family strife, growing up, and sexuality. This paper presents an issue where school library books at Fayetteville High School are questioned because their books are too sexually explicit or mature for teenagers. In the midst of intense media coverage…

In the form of a "letter to his son," the author takes a long, hard look at the instructional developer. (Author)

THIS REPORT BROUGHT TOGETHER FIVE PAPERS BY VARIOUS NATIONALLY KNOWN LEADERS IN THE FIELD OF EDUCATIONAL MEDIA. THE PURPOSE OF THIS PUBLICATION WAS TO REVIEW MAJOR CAREER PATHS IN THE EDUCATIONAL MEDIA FIELD. THE REPORT COVERED DEGREES OF DIFFERENCES WHICH EXIST CURRENTLY AS WELL AS THE COMMONALITY OF LEARNING REQUIREMENTS REPRESENTED AMONG THE…

Project IMPACT (Individualized Media Program and Classroom Teaching) was designed to provide the classroom teacher with the services of a media specialist for consultation on methods of improving instruction through the coordinated use of various instructional media. The Project assumed all responsibilities, excluding purchasing, for media-related…

Outlines development, institution and results of a multimedia production course for middle school students. (KP)

Many teachers think too little about the role of the library media specialist in their professional lives, and because of this oversight they underutilize this great resource. This article explains the top ten reasons why teachers should work with their library media specialists: (1) Improving test scores and enhancing student academic…