Outlines the perspective within which the multimedia librarian must prepare for the future including future developments in networks, individualized information, increased computer use and cable television. (KP)

Discusses emotional intelligence and its importance for school library media specialists, based on a book by Daniel Goleman called "Emotional Intelligence." Highlights include managing emotions and relationships; self-motivation; and how emotional intelligence fits in with Standards for Information Literacy. (LRW)

Discusses the importance of family literacy. Highlights include daily reading at home before children go to school; the home/school connection; examples of successful programs implemented by school library media specialists; and ideas from the National Center for Family Literacy for starting family literacy programs, including community needs,…

Discusses the importance of collaboration between the school library media specialists and classroom teachers from a principal's perspective. Topics include the problems with traditional scheduled library visits; media specialist as teacher; principals' expectations of teachers and media specialists; and barriers to successful collaboration. (LRW)

Discussion of information literacy and school library media specialists focuses on work outside the United States and the need for a more global approach. Describes guidelines, standards and policies and reviews programs in Australia, South Africa, Singapore, Malaysia, and New Zealand. (LRW)

Considers the role of school library media specialists in helping teens cope with developmental and emotional challenges. Discusses resiliency research, and opportunities to develop programs and services especially for middle school and high school at-risk teens. (LRW)

Highlights some recent national and state educational reform activities and their probable implications for students with disabilities. Explains in brief the impetus behind the thrust toward an outcomes-based approach to education. Summarizes the response of the National Center on Educational Outcomes for Students With Disabilities to these…

Describes how one elementary school created small, cross-grade-level groups to made their school a smaller place for students and to encourage interaction and support. Explains the role of the library media specialists in choosing read-aloud picture books that teach virtues mandated by the school district to be used by all groups. (LRW)

Reviews the Big6 information problem-solving model. Highlights include benefits and dangers of the simplicity of the model; theories of instruction; testing of the model; the model as a process for completing research projects; and advice for school library media specialists considering use of the model. (LRW)

Discusses how library media specialists deal with budgeting and the need to discover and prioritize the needs of patrons, to explain them to those who supply funding, and to make the funds go as far as possible. Considers faculty needs; student needs; and library media specialist and center needs. (LRW)

Discusses school library media specialists and library programs and the need to promote them to make them more visible. Focuses on the need for advocacy and suggests steps to take, including collaboration with teachers, principals, and other media specialists; and includes resources for advocacy, starting with the AASL (American Association of…

Describes five models for instructional design, including the ASSURE Model (analyze learners, state objectives, select methods, media and materials, utilize media and materials, require learner participation, and evaluate); the Learning Cycle; Instructional Analysis Model; Integrated Model for Teaching Library Skills; and Instructional…

Describes the growing demand for video materials in public libraries and argues that libraries should develop policies for videos that are comparable to policies for print materials. Policy areas discussed include loan periods, interlibrary loans, reserves, freedom to view, and user fees. (CLB)

Describes the learning specialist's role in implementing corrective or remedial programs. Notes that resistance to programs often develops when cooperating classroom teachers are asked to change their teaching styles or strategies. Presents eight guidelines for establishing trust and reducing or eliminating resistance. (MM)

Three programs which focus on at-risk kindergarten students are described. These programs feature kindergarten retention, transition classes, and child development specialists, respectively. (IAH)