Provides general guidelines and a checklist for a media center artist in conducting interviews with teachers regarding their requests for artwork for new projects. (CMV)

Library schools should work toward establishing interdisciplinary degree programs using the resources of the entire university, and plan and manage imaginative programs based on specific needs of students. These schools should carefully examine the particular needs of future media center personnel and school librarians. (Author/CMV)

Presents an analysis of problems of resource allocation in the school library and a practical operations research approach toward accountability. Four planning instruments are included in the solution procedure: inventory of services; preference form; data collection guide; and program costing matrix. (Author/MBR)

Western Piedmont Community College adopted the concept of a people-oriented Learning Resources Center with services offered to the entire college community through a learning laboratory, audiovisual center and library. (JG)

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 sequential art, also known as comic books or graphic novels, as reading motivators, as content, as literature, and as the subject itself. Includes comic resources for school library media specialists and describes the White House Conference that Laura Bush has promoted that has given library media centers national visibility. (LRW)

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)

Discusses ways to evaluate school library media programs and how to demonstrate quality. Topics include how principals evaluate programs; sources of evaluative data; national, state, and local instruments; surveys and interviews; Colorado benchmarks; evaluating the use of electronic resources; and computer reporting options. (LRW)

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)

Suggest five ways for promoting school library media centers. Discusses the use of e-mail for communicating with teachers and staff; school newsletters for communicating with parents and students; involving community members; showing new library materials at staff development meetings; and booktalks using older books as well as new titles. (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…