Describes a junior high school telephone conferencing program which enables students to enjoy programs from authors and experts in various fields. Getting started, necessary equipment, types of conferences (Informational, author interviews, professional enrichment), choosing subjects, and rationale for holding conferences are noted. (EJS)

Provides a description of the facilities, equipment, and educational resources in the Multimedia Laboratory of the College of Business Administration at the University of Texas at Austin. The types of educational activities for which the laboratory are used by business graduate students are discussed. (JL)

Through social studies, children can learn to identify with people who have experienced every human emotion. To help elementary teachers provide a challenging program, resources, including Banks' schema for analyzing ethnic awareness, units of study, and resource centers, are described. (RM)

Compares standards for school libraries and librarians in practice in the United States, United Kingdom, and France. Cooperation between librarians and teachers is discussed. A bibliography including sources in French and English is provided. (EJS)

Argues that students should have the same guarantees to freedom as adults in having access to media. A checklist for survival against censorship is included, as well as guidelines for writing a materials selection policy. (LLS)

Discusses the nature of locally based research, demonstrates its relevance to the concerns of school library media specialists, and outlines the phases and steps involved in conducting locally based research. Resources for, and benefits of, locally based research are also discussed. A 15-item reference list is included. (JL)

Outlines similarities and differences in student responses to surveys (1975 and 1979) on a science resource center, focusing on number and duration of student visits, and activities in and satisfaction with the center. Includes comments about the intentions and the effects of operating such a center. (Author/SK)

Argues that a new edition of the national standards for school library media programs should be based not only on findings of professional researchers, but also on field studies performed by school media specialists currently employed. Areas which need exploration are discussed, and specific topics are suggested as examples. (BK)

Paraprofessionals in special education play an increasingly important role in schools in such diverse areas as coach for a group of trainable mentally retarded adolescents and parent worker at a center for seriously emotionally disturbed students. (PHR)

Additions transformed a junior high school in Fulton (Missouri) into a high school over twice as large, yet it uses no more gas for heating than it did before. (Author)

Describes a center where teachers can meet as a staff to discuss their experiences and conduct in-service meetings. (MKM)

Continuing education for school media specialists will continue to be necessary as these professionals develop specific learning needs. In identifying these needs, media specialists must evaluate their current performances, based on accepted definitions of competency, and then take personal responsibility for acquiring what education they need.…

Discusses the evaluation process for school media programs: (1) what is evaluation, (2) why evaluate, and (3) how to evaluate. (Author)

Emphasizes the potential use of a district-level evaluation of school media programs as an aid in planning and decision making. Quantitative and qualitative measurement of media program components are considered. (JD)

Describes the services and resources of the San Mateo Educational Resources Center (SMERC) and presents the results of a survey of linking agents operating within SMERC contracts, including findings about their organizational settings, educational backgrounds, marketing activities, and perceptions about the usefulness of the service. (FM)