The article describes Texas's four vocational instructional materials centers, all located in universities, and the development and dissemination of curriculum materials in distributive education, industrial arts, agriculture, home economics, teaching the disadvantaged, and others. Purchase information for the materials is included. (MF)

Fifth in a series on planning and designing media facilities discusses how to select furniture and furnishings. (Author/MLF)

This paper reports a study which compares several methods of materials processing, including different methods of utilizing OCLC, in order to present findings on the feasibility, praticality, and cost benefit value of such services. (Author)

As many schools move toward more "open" environments, it is possible that the roles of the media specialist and the classroom teacher are beginning to merge. (Author)

A non-computerized system which is intended to facilitate teacher access to audiovisual instructional materials, uses edge-notched cards. (STS)

Study centers attempt to assist in the preparation of students for their professional life by channeling their energy, talents, and leisure time in a creative and productive way. Available from: The Australian College of Education, 916 Swanston Street, Carlton 3053, Victoria, Australia. (Author/MLF)

The origins, objectives, and causes of the back to basics movement and its potential impact on school media programs are discussed. Four areas of opposition to school media programs by advocates of the movement are described with the future strategies they may employ to further their cause. (JPF)

Describes the development, operation, and evaluation of a nutrition information/resource center that operates within a university setting and provides training for nutrition education students while assisting educators and consumers. (JN)

Describes the evaluation process used by one school district library media program which included a survey, a speaker, and a team of visiting experts. The development of goals and objectives is described and the value of the evaluation process explained. (EM)

This discussion of the new AASL/AECT (American Association of School Librarians/Association for Educational Communications and Technology) guidelines for school library media programs, covers the first three chapters. These chapters deal with objectives for school library media programs, activities characteristic of good library media programs,…

Reports on experiences and insights gained from organizations in the Philippines and Thailand that are involved in various aspects of nonformal education and that are also involved in discussions with people about what is being done and why. (JOW)

Highlights the programs and educational offerings of the Center for History of Physics in New York City that was established by the American Institute of Physics. Reviews the variety of resources associated with the facility and outlines the specific services provided for educators and the public. (ML)

A self instructional learning center developed at the University of Connecticut School of Pharmacy provides alternative educational opportunities for pharmacy students at all levels of education and practice. (Author)

The new media learning center has a flexible system that permits students to advance at their own paces, while at the same time lending itself to more formal, teacher-directed instruction. (Author/MLF)

Describes the "Service Culturel" of the French Embassy in Bonn, and the Instituts Francais, which, in 20 West German cities, offer various courses. They are also centers of information, offering various materials for loan, counseling, entertainment, etc. A list of addresses is added. (Text is in French.) (IFS/WGA)