The last public White Paper acknowledged that teacher numbers can no longer be tied strictly to pupil-teacher ratios as school rolls decline, if the different needs of pupils are to be met, and a sufficient range of specialist teachers employed to maintain a full curriculum. (Author)

Some situations in which the school media specialist is caught in the middle are examined. A variety of viewpoints is presented on statewide planning, status, training, professional associations, relationships with administrators and teachers, budget allocations, and support for services. (MBR)

Described are projects, activities, and services for the aurally handicapped initiated by the Office of Educational Technology at Gallaudet College in media areas of computer, television, print, film, slides, transparencies, computer/television, and computer/radio. (BD)

Four areas of application of audiovisual media in university teaching are considered, and some of the contributions that an educational technologist can make to teaching and learning in these areas are outlined. The role of an educational technologist in a traditional university is briefly discussed. (Author/LBH)

It is argued that a student's poor written English is often bound up with his confusions about the content and rhetoric of his various disciplines. The use of language specialists to assist subject specialists in clarifying the nature and source of difficulty is seen as a possible solution to the problem. (JMD)

Presents a conceptual scheme by which educators can evaluate the need for their roles to change as the educational sphere changes. Specifically examines consensus of learning resource specialists about changes in their role. (AV)

This paper reports on a multimedia approach to alcohol education in the content of developing positive patterns of social interaction leading to personal and social health. ( MM)

Practical guidance is provided for media specialists and instructional developers who are inexperienced in seeking funding. (STS)

Reviews research findings and briefly outlines several strategies for encouraging teachers to utilize available educational media and the expertise of the school media specialist. (6 references) (CLB)

Describes specific activities for promoting the services of the school library during School Library Media Month in April. Illustrations of and instructions for making promotional buttons, bookmarks, book jackets, banners, flags and puzzles are provided. (EM)

Discusses the importance of involving experts and learners in the formative evaluation of instructional materials. A case study describing the evaluation of a filmstrip/audiotape program is presented, and the importance of gathering feedback from multiple sources before making revision decisions is emphasized. (Author/LRW)

Stresses the need for involvement of media specialists in curriculum planning and teaching, lists school districts that have developed library skills curriculum guides, and describes model resource units. Five steps to resolve obstacles to successful implementation of the program are suggested. (CLB)

Describes and evaluates the library processing center of the Ithaca City School District, which centralizes the ordering, cataloging, and physical preparation of materials for the 11 elementary schools, 2 middle schools, 1 high school, and 1 alternative community school in the district. (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)

This article identifies problems with current practice in evaluating employee performance and presents currently accepted performance appraisal methods (behaviorally anchored rating scales, management by objectives). A research project designed to improve appraisals for school media specialists which was field-tested in four Florida school…