Provides selection criteria and an annotated list of resources intended for use by teachers in reinforcing existing or newly taught skills or concepts, improving social interactions among children, providing circumstances for student directed learning, and bringing an enjoyable alternative to learning in the classroom. (FL)

This "final" list of 16 core competencies for instructional/training development professionals was developed over a three-year period by a special task force appointed by the Board of Directors of the Division of Instructional Development within the Association for Educational Communications and Technology. (Author)

Argues for reversing emphasis on uses and gratifications research in favor of an expectancy model which holds that selection of a particular medium depends on (1) the expectation that the choice will be followed by a message of interest and (2) the importance of that message in satisfying user's values. (PD)

The author evaluates several intermediate/secondary-level films about China--past and present--and suggests criteria to use in evaluating others. Avoidance of stereotypes is emphasized. Sources and prices are provided for the cited films. One of several articles on China studies in this journal issue. (SJL)

School personnel should listen to the legitimate concerns and criticisms of citizens and parents, whether they're conservative, moderate, or liberal. First Amendment rights as applied to the public school classrooms, school libraries, and public libraries should be examined. (CJ)

Discusses the following principles for developing literature and film courses: (1) instructors should have goals for the course and understand and know how to achieve them; (2) works should be chosen for their quality, not popularity; and (3) instructors should be expert in film, literature, or both. (AYC)

Discusses graphic techniques for producing printed and visual materials for training. Presents six printing and/or lettering techniques, and suggests six visual techniques. Reviews some other systems for in-house graphic arts production. (CSS)

Discusses the notion of "authentic materials" (i.e., not designed for pedagogical use) and the problems of using them in a French-as-a-second-language classroom. Methods for using these materials are suggested. (AM)

Although competency-based teacher education (CBTE) materials are often instrumental in teacher training and improvement, the low availability of the materials, their complexity, and lack of evaluation data can prove serious impediments to widespread use of CBTE. (LH)

Here are some tips on how to make your school's media center an integral part of the school program. (Editor)

Lists 10 questions that should be asked when evaluating a new scientific information provider, and discusses how to make a decision after the questions are answered. (Author/PEN)

Observed drawing by toddlers and preschoolers using primary and standard markers, pencils, and crayons to determine the influence of implement diameter on children's drawing products, performances, and preferences. The relationship between drawing and early home manipulative experience was also investigated. Confirmed findings of previous studies…

While the usual uses of dictionaries in second-language learning (decoding and direct translation) are often nonproductive, there are good reasons for teaching dictionary use to language students. The dictionary is an interesting and essential resource, and a tool for lifelong learning. (MSE)

Describes steps in developing camp brochures: examining brochures of competing camps; deciding on a message; hiring professional designers and photographers; writing the copy; determining marketing strategies and quantity of brochures needed; reviewing final photo choices; evaluating the brochure; and planning for brochure mailings. (LP)