This volume aims to help readers respond proactively and help to lead the way to collaborative learning in schools.

A guide for effecting change in a library media program by integrating it into the school's instructional program. Donham (library and information science, U. of Iowa) addresses how all the components of the school environment--the principal, the students, the curriculum, the community--can interact with the library media program. He also discusses collaboration between the library media specialist and teachers, collection development and maintenance, instructional assessment, and technology's place as a component of the library media program. Appends a section on suggested further reading. Annotation copyrighted by Book News, Inc., Portland, OR

Prospectus for an experimental training program, one of six (at different universities) under the School Library Manpower Project, funded by the Knapp Foundation of North Carolina, Inc., and administered by the American Association of School Librarians.

The most recent set of national guidelines for the development of school library media programs, which was published in 1988, identifies underlying changes in the roles of the school library media specialist as well as in the program itself. Viewing the library media specialist as an initiator of curricular activities rather than a purveyor of support services, these guidelines emphasize leadership, partnership, planning, curricular needs, collection development, and equity of access to information. This discussion guide has been developed to help educators at all levels to plan meetings and conduct effective discussion sessions with persons who have become familiar with "Information Power" in its entirety, in order to evaluate local school library media programs in light of the recent revisions. The first of three sections identifies the principal concepts presented in "Information Power" and provides an overview of each of its eight chapters. Procedures by which discussion sections may be effectively organized to promote the successful exchange of knowledge and views are recommended in the second section. The final section identifies specific constituencies for discussion groups and suggests discussion questions for each of the groups--i.e., library media specialists, administrators and boards of education, classroom teachers, college and university faculty, state department of education personnel, and members of the community at large--as well as questions for mixed constituency groups and questions basic to all discussion sessions. (GL)

Presents theory, research, and interviews with more than forty library media specialists to show how the role of the library media specialist has changed and needs to be approached; covers such topics as instructional programs and partnerships with the principal, teachers, and the community.

Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level.

Design a media center that's just right for your library, determine your needs, and more easily fulfill specific requirements from budgeting to staffing with Administering the School Library Media Center. Reflecting advances in management techniques and equipment, this acclaimed resource helps professionals: master audio, video, and computer technologies find out what's available ... what's easy to set up and operate ... and what's most affordable customize equipment to meet your library's requirements. A separate chapter cover all aspects of AASL's Information Power: Guidelines for School Library Media Programs.

Focuses on the changing role of the School Library Media Specialist.