Describes the role of the school library media program in networking in terms of nine network considerations requiring group agreement, joint programs and services, media specialist's roles, and challenges to be met. (CMV)

Describes three career education data bases and systems as examples of what is available to the school media specialist involved in the structure of time, space, and resources to create a program of instruction geared to the personalized needs of students and teachers. (Author/CMV)

Provides an overview of rehabilitation in Hawaii and the Pacific Basin. This future perspective includes a description of projected service needs and programs, with an emphasis upon education and training, and required resources. (Author/RK)

Local curriculum coordinators and local vocational directors were surveyed to investigate the relative importance of selected competencies needed by the former. (Editor/TA)

School library media specialists recommend quality Web sites to children based on evaluations and Web awards. This article examines three types of Web awards and who grants them, suggests ways to determine their reliability, and discusses specific award sites. Includes a bibliography of Web sites. (PEN)

Educators wishing to help low-achieving children must discard the concept of learning disabilities entirely and adopt a new way of thinking about children's learning problems. Learning-disabilities specialists should become learning specialists who understand the cognitive processes typically involved in acquiring academic skills, ways the…

To gauge their feelings about the first five years under the Kentucky Education Reform Act (KERA), school library media specialists were asked how professional roles and programs had changed, how library media programs supported specific KERA strands, and how continuing education or professional development activities had been helpful. Includes…

A study of 296 American Library Association members found that although library media specialists (LMS) support the instructional consultant role as stated in the guidelines of Information Power, they lagged in its practice; and LMSs who used flexible scheduling practiced the instructional consultant role more than LMSs who used fixed scheduling.…

Twelve full-time production specialists employed at universities were studied to determine the role they play in the development of live, interactive, video-based distance education programs. Data collection consisted of qualitative methods: interviews, observation, and concept maps. Findings show that television production specialists fill…

One solution to limited school library resources is for media specialists to create networks within the school, the district, and beyond to the Internet. Besides access to resources, networks create links for professional development and cooperation. (SK)

This article describes how Webfolios are used in California Lutheran University's (CLU) education specialist credential preparation program. Sections address the benefits of using Web-based electronic portfolios, the CLU School of Education Webfolio system, specific uses by the education specialist program, and implementation issues, including…

This article presents the knowledge and skills determined by the Council for Exceptional Children to be necessary for assistive technology specialists. These competencies are designed to provide guidelines for districts as they seek to employ a specialist and guide individuals interested in serving as specialists in their professional development.…

Describes the importance and benefits of collaboration between media specialists and science teachers for both teachers and students. Discusses ways in which media specialists can effectively cooperate with science teachers such as science fairs, open-door policies, or getting science teachers into the library. Includes a list of professional…

Describes a survey of West Texas elementary schools that examined the amount of time media specialists spend teaching. The findings indicate that the scheduling issue is secondary to the fact that many schools share or do not have a certified library media specialist. The reasons for this situation and recommendations for improvement are…

Describes recent advances in technology that have had a significant impact on library media programs and predicts possible future developments. It is argued that library media programs should profit from this technology without being overwhelmed by technological concerns, and strategies for obtaining this objective are suggested. (CLB)