Concludes that the morning lifestyle habits and media use habits of audiences are useful predictors of receptivity to morning newspapers in a market area. (FL)

Examines criteria for selecting reading materials in the schools, including a comprehensive list of questions to be considered in evaluating reading materials. (HTH)

Media can be used to expand the methodological options open to counselors and psychotherapists in assessment, record-keeping, testing, evaluation, creative therapy, and preparation for treatment. The job of the media specialist is becoming one of developing treatment options for clients to consider. (CMV)

Discusses literature readability in foreign language classrooms. Gives results of study stressing use of predictive statistical device to determine difficulty students will encounter when reading specific literary texts. Suggests linguistic complexity of a text affects accessibility, comprehensibility, and enjoyability, and this should be looked…

Discusses the problem of defining topics in education and training for which television is suitable, discounts selection rationalizations sometimes used by educational television practitioners, surveys evidence on the selection of appropriate media, and emphasizes the value of developing multimedia material. (Author/CMV)

Offers guidelines for choosing teaching materials to be used in English classrooms between sixth and twelfth grades. (JT)

While videotapes and videodiscs have the potential for revolutionizing our ways of creatively exploring information, they are not yet financially or practically realizable for libraries. Librarians should ensure that high standards for the quality of media collections are not compromised by commercial media promotions. (RAA)

Discusses the influence television has on children's language development and lists television resources that illustrate children's literature, vocabulary and reading skills, mathematics, and study skills. (HTH)

Describes a course on teaching and learning resources which relied solely upon students borrowing instructional materials from outside organizations, and was designed to provide students with an exposure to a wide variety of instructional media and with skills in the selection and evaluation of instructional materials. (CMV)

Suggests that (1) research has not produced an algorithm for the selection of media formats, (2) more research is required on the effects of present technology, and (3) production decisions are influenced by many considerations. (Author/CMV)

Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

Three types of stimulus materials (text, film, and live demonstration) were used to teach graduate students cardiopulmonary resuscitation; and verbal learning and a motor skill task were measured to determine the effectiveness of the different media. No significant differences were found among the three modes of instruction. (Author/JEG)

College students read, listened to, or viewed a presentation about the library. Some presentations included cartoons. Results suggest that the printed text without cartoons is just as effective as cartoons or audiovisual presentations. If enjoyment is a factor, cartoons or audiovisual presentations should be considered. (Author/JEG)

Suggestions for making the best use of the electronic media (local radio and television) are offered to college and university public relations and information specialists. (JMF)

When selecting a multimedia producer, it is important to know how they do their work and the quality of their products. Factors include who is in control of the process, personal comfort with the production team, and their instructional capability. (JOW)