Study guide for teacher certification test for media specialists [Aug. 1983]

stUDY aUIDE FOR TEACHER CERTIFICATION TIl! FOR MEDIA SPECIALISTS
PUbl1shttd by
Oeors1a Deportllent or t;ducoUon Georgia Teacher Cert1t1catlo,. Te.tine ProSrIllD
Atlanta, Oeor,1a )0"4

National Evaluation Syst~ms, Inc., has prepar~d for di~tribution by the Georgia Department of Eciucation the set of content obJPcti\'c's found in this Study Guide. These objectives have been verified as important content requirem~nts for initial certification. Not all of the listed obJ~ctives have had test items written for them. Thr se1<.cted objectives have not been identified. All objectivC!s II'hl("1I appear here are certification requirements and a samplinJ:: of thc'm wi 11 be t~s ted.
When the project to develop the Georgia Teacher Certification TcRts (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was a])poi nted to work wi th N~S on each TCT, The function of these Ad Hoc Committees was to review all NES-gclll:ratc,(j materials with a goal of making the materials more reflective of Georgi a cduca tion needs, The fj rst step in the test development process was that of content domain specification. Educators idl'lltllic'd all content know] edge that an applicant woul d need to know to flllll't ion ~ffectively ina \'c.orgia school. This con1 ent was further d('fi lWei into con1f?nt objectives, which were sent to currently practicing GC'()l'gia ('c)ucators for verification. These educators provided a<:ll1al ratings of the "job-relatedness" of the cont.ent objectives, At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills fur successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field,
The pUI'pose of providing objt~ctives is to explicitly define the ('ont!'nt )'('quir('d of an applicant for certification in this field. Furtlwr, the stat.ement of these objectives should assist in }Jrepa)'i ng for the cri terion-referenced content knowledge test, We c.'Il<:ollrage app 1 i cants to study these materials, which wi 11 enha nee their understanding of the content field and alleviate any unncc'l'ssary c:oncprns about 1 hE' nature of the Georgi a Teacher Cert i fica t ion Tcst.s,
Along with these materials go hopes for a rewarding career in education.
If you have questions or desire further information, contact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Gporgia Department of Education
Charl('s McDaniel, State Superintendent of Schools

TASK FORCE MEMBERS
Cordon N. Bakar Library/Media Specialist G. M. Kilpatrick Elementary School
Jonesboro, Geor,ia Judy Rosers Bennatt
Media Specialist Swainsboro Hi,h School
Swainaboro, Geor,ta Kathy Brock
Arbor Station EIentary Dou.la.~ille, aeOrlia Connie Brubaker-Adler ' secondary Education
Georgia Southern College Larry W. Flatt
Depart.ent ot Media Education W.st Georgia Collage Lance J. Folda.
Public Service. Librarian Ma.orial Library Berry Colla.e Dorothea Goodloe
Director ot Instructional Media Clarke County School. W1111a. E. Hug
Department ot Educational Media/Librarianahip University ot Georgia George Jowers, Jr.
Department ot Library Science Ft. Valley State Col lase Rosalind Miller
Department of Curriculum and Instruction Georgia State University
WORD PROCESSING Olivia B. Carlial. University of Geor,ia

TASK FORCE FOR DEVELOPING A TCT STUDY GUIDE CONSULTANT TO THE TASK FORCE Rona F. Flt ppo
Georala Depart.ent ot ~ducatlon
DIRECTOR, INSTRUCTIONAL MEDIA SERVICES Nancy V. Pay.inaer
Georaia &~partaant of Education CHAIRPERSON
Jane Bandy S.lth Depart-ent of Educational Media/Librarian.hip
University of Georgia
SUBAREA CHAIRPEOPLE Jeri Ann Hall Media Specialist
Crastwood HiSh School Fulton County Schools
Venable Lawson Director
Division of Library and Infor.ation Manage.ent Emory University Jane R. Horgan
Paul D. Weat Professional Library Fulton County Schools Evangeline H. Shisley
Director of Instructional Media Douslas County Schools Pat Stoner
Director of Instruction Appling County Schools
August 1983 Georgia Department of Education
Atlanta, Georaia

TABLE OF CONTENTS
Introduction -----------------------------------------------------------Narrative Section
Subarea One: Management and Organization Content Synopsis for Management and OrganiZition "------------------------ 3 Content Objectives for Management and Organization ---------------------- 4 The Role of the School Media Specialist in Media Program Development ---- 7 The Role of the System Media Committee in Media Program Development ----- 8 The Role of the Building Media Committee in Media Program Development --- 9 State Board of Education Policies on Instructional Resources ------------ 11 Division of Instructional Media Services -------------------------------- 12 Standards for School Media Centers -------------------------------------- 13
State of Georgia Georgi. Accrediting Commission Southern Association of Colleges and Schools Adequate Program for Education in Georgia (APEG) ------------------------ 19 Media Center Facility Requirements -------------------------------------- 20 References for Management and Organization ------------------------------ 25 Subarea Two: Personnel Administration Content Synopsis for Personnel Administration --------------------------- 26 Content Objectives for Personnel Administration ------------------------- 27 Selected Professional Reference Sources --------------------------------- 28 Selected Professional Media Journals ------------------------------------ 28 National Professional Media Organizations ------------------------------- 29 State Professional Media Organizations ---------------------------------- 30 References for Personnel Administration --------------------------------- 32 Subarea Three: Instruction/Curriculum Content Synopsis for Instruction/Curricl'lum ----------------------------- 33 Content Objectives for Instruction/Curriculum --------------------------- 34 Learner Characteristics ------------------------------------------------- ]5 References for Instruction/Curriculum ----------------------------------- 36 Subarea Four: Teaching Strategies
Content Synopsis for Teaching Strategies -------------------------------- 37 Content Objectives for Teaching Strategies ------------------------------ 38 Film (16mm) Libraries --------------------------------------------------- 39 Broadcast/Duplication Film Collection ----------------------------------- 39 Videotape Duplication Center -------------------------------------------- 39 Audio Recording Service ------------------------------------------------- 39

Georgia ETV/ITV System -------------------------------------------------- 40 Georgia learning Resources System (GlRS) -------------------------------- 40 Cooperative Education Service Agencies (CESA) --------------------------- 41 Georgia library Information Network (GlIN) ------------------------------ 41 References for Teaching Strategies -------------------------------------- 43 Subarea Five: Study, Reference. and Research Content Synopsis for Study, Reference. and Research --------------------- 44 Content Objectives for Study, Reference and Research -------------------- 45 Georgia State Board of Education Policies Related to School Media ------- 46
School library Bill of Rights ------------------------------------------- 47 Media Committees -------------------------------------------------------- 48 Professional Terminology Sources ---------------------------------------- 48 References for Study, Reference and Research ---------------------------- 49 Subarea Six: Selection of Materials Content Synopsis for Selection of Materials ----------------------------- 51 Content Objectives for Selection of Materials --------------------------- 52 Reviewing Sources for School Media Specialists -------------------------- 54 Selection Sources for School Media Specialists -------------------------- 54 General Selection Criteria ---------------------------------------------- 55 Educational Resources Information Center (ERIC) ------------------------- 5~ References for Selection of Materials ----------------------------------- 56
Bibliographic Reference section

Study Guide tor TCT for Medi. Specialists Georgi. Te.cher Certific.tion Testing Program
Field 13: Media Speci.list
IlrlaODUCTIOI The Ta.k Force to Develop. Study Guide tor the Georgia Teacher Certitication Te.t (TCT) tor Madia Speciali.t. h.s co.piled thia ..terial to aid exe.inee. preparing tor the Test. Ite.s included on th18 test are dianed to measure the content obj.ctiv which were developed by an Ad Hoc Com.ittee co.posed ot Georgia educator8. Six 8ub.rea re included on the te.t and al.o in thi. StUdy Guide:
I. Manasement and Organiz.tion II. Per80nnel Admini8tr.tion III. In8truction/Curriculum
IV. TchinS Strate,i V. Study, Reterence, R rch VI. Selection ot Material . A8terisk. indicate the nu.ber ot ite included on the te8t:
10 or le88 questions; 11-20 que8tions; 21 or .ore question
Th1a document prOVides two kinds ot intoraation--narrat1ves and bibliosraphic reterences. Narratives comprise the tir8t part of the Study Guide and are arranged according to the six subareas of the test. Each narrative section includes a synopsi8 of the content of the subarea. brief description8 of state services or professional activities. and a listing ot authors whose works can provide further information on the topic. Complete bibliographic cl tation8 can be found for the suggested authors in the Study Guide's second section. the bibliographic references. Prospective examinees can prepare for the TCT by reading the information contained in this publication and securing other suggested materials from public. college. or university libraries.
In addition to the content objectives. narratives, and bibliographic references that w~ll tollow., you should be aware that:
1 The TCT items are multiple choice with tour p08slble answers. There are no penalities for guessing vhen unsure of an answer. While examinees are given 3 1/2 hours of actual test time. they may request up to an additional hour if needed.
4. In order to pass the TeT one does not have to pass each subarea. Your total score Is determined by the number of correct answer8.
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Examinees wanting specific help with test-toking skills should ask for assistance from their college/university counseling center and/or refer to one or more of the references listed below:

Flippo, Pub

R. F. lishing,

T1e9st8w'.iseness.

Rehoboth, Moss.:

Tvin Oaks

Mill.an, J. and pauk, V. Hov to tak! Tea\l. Nev York:
McGrav-Hill, 1969.

Pauk, V. How to Study 6n Colle.e. 2nd ed. Boaton: Houghton Allllln, 1 ,~.

Preston, R. C. and Botel, M. How to Study. Chic_sol SRA, 1974.

Raygor, A. L. end Vark, D. M. SYat,.a tor StydY. Nev York: McGraw-Hill, 1970.

For those seeking certification in .edia, aeven certificates are issued: M 5-4. M 5-5. M 5-6. M S-1, D L-5, D L-6. amd D L-7. Information about requirements for each certificate ..y be obtained from a Georgia college or university with an approved media training program or through the Teacher Certification Office of the Georgia Department of Education.

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IUIAUA 11 "A"AOEMEn AID OROAIIIZA..IlQl1

COtrrINT IYIIOPSII FOR IWtAOIIIIft AND ORGANIZATION



co.ponent. I characteristic. of .chool .edi. prolra



philo.ophy and purpo.es of .chool .edia prolra.s



role of the school counity in planninl .edi. prolra



tool. and tecbnique. for plannlnl and evaluation



federal prolra.. that influence .chool .edia prolra

Georlia .tate lav pertaininl to school media prolra



State Board of Education pollcie. tor .edia prolra.s



certification requlrent. for .chool .edia specialista



professional standard. for .chool and district aedla

prolram.



tactors involved In planninl and .aintaininl a media 'center



procedures tor the acquisition, storage, criculation, and

.aintenance of material. and equip.ent



facilities for the storage, circulation, and maintenance ot

aaterials and equipaent

thods of classitying, cataloging and processing
.aterials

CONTrrn OBJECTIVES FOR MANAGEMENT ArID ORGANIZJ\TIUI
Understand the important components and organizational characteristics found in school media programs designed for different age groups (e.g., primary, middle, upper). Understand the differences in components and organizational characteristics of media programs which include special collections (e.g., career, reading, special education, guidance). Know the philosophy and purposes of school media programs. Understand the role of the media specialist in planning the media program. Understand the role of the school administration ;n planning the school media program. Know the role of the school instructional staff in planning the school media program. Know the role of students in planning the school media program and how their roles vary with different age levels (e.g., primary, middle, upper). Understand the use of planning tools and techniques (e.g., systems snalysis. needs assessment, PPBS, program evaluation and review techniques. establishment of priorities) in school media programs. Be familiar with federal programs that influence local school media programs. Know aspects of Georgia state law (APEG Btll) pertaining to school media programs. Understand Georgia State Board of Education policies regarding instructional resources. Understand Georqia State Board of Education standards regarding instructional
re~ources.
Know the certification requirements for media specialists in Georgia. Be familiar with professional (AlA/AECT) standards and guidelines for school and system level media programs. Be familiar with professional standards and guidelines set by the Southern Association of Colleges and Schools as they pertain to school media programs. Be able to analyze the physical environment for the optimal utilization of media in terms of lighting, accoustics. temperature. and psychological aspects such as color and aesthetics. Know appropriate procedures and facilities for the storage of print materials (e.g., books, magazines, pamphlets). Know appropriate procedures and facilities for the organization or storage of nonprint materials (e.g . films, filmstrips, records. tapes, cassettes).
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Know the important aspects of a retrieval and circulation system for print materials (e.g., books, pamphlets). Know the important aspects of a retrieval and circulation system for nonprint materials (e.g., films. filmstrips. records. tapes). Know the important aspects of a retrieval and circulation system for instructional equipment (e.g . record players. film projectors. tape recorders). Understand the structure of the Dewey Decimal system. its advantages and disadvantages. practical applications. Know prominent aspects of Anglo-American cataloging methods. Be able to compare the cost. advantages and disadvantages of the commercial cataloging services to other cataloging methods. Know the cataloging and processing procedures for books. Know the cataloging and processing procedures for print materials other than books. Know the cataloging and processing procedures for nonprint materials (e.g . films, records, tapes, kits, filmstrips. mlps. globes). Know procedures for the maintenance of media facilities. Know procedures for the maintenance of printed media materials. Know procedures for the maintenance of nonprint media materials. Know procedures for the maintenance of media instructional equipment. Know organizational procedures necessary for the production of media materials. Know facility requirements for the production of media. Know procedures which are recommended for ordering media. Understand the process of acquiring print materials in terms of sources, bookkeeping system, scheduling. etc. Understand the process of acquiring non-print materials in terms of sources, bookkeeping systems, scheduling. etc. Understand the process of acquiring equipment in terms of sources, scheduling, bookkeeping systems, etc. Understand the managerial process for building a print collection. Understand the managerial process for building a nonprint collection. Understand the managerial process for building an equipment collection.
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Sources for the Management and Organi zation Naratives Guide for Planning and Construction of Public School Facilities in
Georgia. Atlanta: Georgia Department of Education. Revised 1982. Guidelines for the Development of Instructional Media Policies and
Implementation Procedures. Atlanta: Georgia Department of Education, 1981. Roles in Media Program DevelOpment: School and Community. Atlanta:
Georgia Department of Education, 1982.
Senate Bill 672: Adequate Program for Education in Georgia Act. o ---Jfffan-ta-:----Georcfra Legislature, 1975. Standards for School Media Centers. Atlanta: Georgia Department of
Education, 1981.
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The Role of the School Media Specialist In Media Program Development
The media specialist works in the instructional develo~lent process as well IS in mAterials evaluation. acquisition. and utilization. As a member of the educational team. this person works with teachers in curriculum planning and in identification. selection and use of resources to meet learner needs. The media specialist is a source for insuring that planned curriculum and media services reflect the optimum relationship between all parts of the instructional program which includes design. objectives. learning activities. resources. and evaluation strategies. In this role. the media specialist:
1. assists in developing building media policies and implementation procedures within system policies and procedures;
2. coordinates the building media committee; 3. plans the school media program with t~ building media committee; 4. implements media policies and standards; 5. develops media budget proposal based on recommendations of the
building media committee; 6. plans with and reports to the principal; 7. assists the media coordinator in planning for systemwide and
building program development; 8. creates and fosters a climate that motivates effective utilization
of media facilities. resources. and services; 9. interprets the media program to students. faculty, administration
and the community; 10. insures accessibility to media; 11. participates in curriculum development and implementation. i.e.,
serves on curriculum and textbook committees; 12. assists teachers in designing instructional and learning experiences;
13. selects media based on the needs of the instructional program and the individual users;
14. informs users of media center services and resources; 15. works with instructional staff to provide learning experiences for
media skills development; 16. evaluates media services with administrative and instructional
staff and modifies as appropriate;
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17. manages the acquisition. processing. organization. circulation, maintenance and inventory of resources;
18. produces locally designed materials for and with students and instructional staff;
19. plans and implements media-related staff development activities;
20. cooperates with the local public library;
21. coordinates identification of and access to resources available through other local agencies or community resources, i.e., community resources file;
22. assists in selection of media center support personnel;
23. I'M t ic i po tes in profess iona 1 media and educa tiona1 orga ni za t ions;
24. seeks opportunities to increase professional skills.
For informdtion concerning the role of superintendents, system media contact people, media coordinators. curriculum coordinators, principals, the instructional staff, and the community in developing school media programs, see Roles in Media Prog:~m Development: School and Communitl'
The Role of the System Media Committee
The Georgia Board of Education requires " .a process for identifying media committees, at the system and school levels. composed of administrators, media specialists, teachers. students and community representatives ... " This committee. appointed by the local superintendent. bases its actions on the system's established curriculum and educational goals and objectives. It functions in an advisory capacity to the superintendent and through that position to the local board of education, as well as to the building-level committees. In its role. this committee:
1. recommends media policies and implementation procedures based on state policies and standards;
2. reevaluates media policies and procedures periodically and recommends revisions as necessary;
3. analyzes instructional goals and establishes media objectives and priorities;
4. interprets state/regional standards and policies;
'i. o.<,e..l'.. ,Y5tl'lllwidc instructional needs. availability of r!<;ourcc>, 1Il1'd ifl prO(lram develolJllCnt and services;
6. reviews priorities for media budget proposal and recommends budget allocations;
7. pl~ns for immediate/long range media program develo~nent;
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B. es tabl i shes procedures to sel ect and eva1ua tc lIlt'd ia ; 9. recommends procedures to insure copyright adher~~e; 10. responds through established procedures to forJlkll complainb
regarding challenged materials; 11. identifies media-related staff development needs and seeks
opportunities to address those needs; 12. encourages cooperative planning between administrative instructional
and media personnel; 13. establishes procedures to insure accessibility to all types of media; 14. establishes/maintains cooperation with local agencies; IS. communicates media-related information to schools and the community; 16. evaluates systemwide media services and recommends modification
as appropriate;
The Role of the Building Media Committee In Media Program Development
The building media committee should be composed of an administrator. media specialist. teachers. students. and community representatives. Since the role of the committee is based on learner needs and the instructional program. the structure of the building-level media committee may differ from school to school. even within the same system. The building media committee. in addition to addressing media concerns at the school level. provides input to the system media committee. This committee:
1. develops procedures for implementing the system's instructional media and equipment policy;
2. analyzes instructional goals at the system and building levels; 3. establishes media program 0bjectives and priorities; 4. develops immediate/long range plans for media program; 5. recommends priorities for budget proposal; 6. participates in evaluating and modifying media services; 7. recommends media policy revisions; 8. assesses instructional needs and available media resource:;; 9. establishes processes for insuring input to media selection;
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10. recommends procedures for i nsuri ng access i bi 1ity to a11 types ()f rfkJteria1s;
11. encourages cooperative planning among administrative. instructional and media personnel;
12. responds through estab1 ished procedures to formal complaints regarding materials used in the school;
13. recommends procedures to insure copyright adherence; 14. assists with identifying, planning and implementing media-related
staff development activities; 15. provides information to the school and community about available
media-related resources and services; 16. reco~nends procedures for establishing/maintaining cooperation
with other agencies, i.e . public library.
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State Board of Education Policies on Instructional Resources

ALlotment of Funds

Funds are allotted for maintenance. repair. and purchase of in~truLllOrldl resources based on the number of certificated units. Instructional resources are soft covered texts. hard covered texts. library books. consumable and non-consumable supplies and materials.

Funds are allotted for instructional equipment based on average daily attendance (ADA). Instructional equipment:

* * *

retains its original shape and appearance with use; is nonexpendable and is usually more feasible to repair than replace; does not lose its identify through incorporation into a different or more complex unit;

* * *
*

is transportable from one place to another; does not function as an integral part of the buildings or grounds; is not standard-type furnishings or furniture; must perform a mechanical or technical function directly related

to instruction;

* has life expectancy in excess of two years.

Funds are allotted for purchase. maintenance. repair. and replacement of equipment for instructional laboratories and for special education.
(Funding in 1983 is $0.75 per ADA).

Policy Requirements

1. Property Accounting for Local and State School Systems. Handbook III and the Instructional Equipment Criteria (IFA) shall be adhered to when expending such funds.

2. Equipment and materials purchased with these funds must adhere to Federal Copyright Law (P.L. 94-553).

3. Each school system is required to develop written policies to insure that expenditures for instructional equipment and media contribute to student goals.

4. Each school system is required to develop policies regarding the selection. procurement and utilization of materials.

5. Appeal s concerning instructional media can be brought to the ~ld ll~ Board through normal appeals procedures.

6. The Office of Instructional Services provides assistance to local systems in developing and implementing plans for purchasing instructional materials and equipment.

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Divi~ion of Instructional Media Services
This Divi~ion of the Office of Instructional Services. Georgia Department of Education, is responsible for providing both services and resources to education agencies as local media programs are developed to attain student goals identified by the school system. The Division is compo,:>"fl of two units. Media Services and Media Resources.
Media Services Unit provides consultative and technical assistance lnplanni ng. organfzi ng. admi ni steri ng and eval uating media programs upon the request of the local system. Position papers concerning aspects of media programs are developed periodically and distributed to meet identified needs. An annual statewide media workshop/conference is designed to meet needs identified by local systems. Audio, and videotill'e duplication services are managed by this unit. as are demonstration/ pilot projects such as training programs and statewide resources review processes. Other services include consultative assistance in:
1. Implementing State Board pol icy on instructional materials and equipment in local systems;
2. Imp1ement i ng state media standards;
3. Improving system and building-level media programs;
4. Organizing and conducting media-related workshops for school system personnel;
5. Working with teacher training institutions. CESAs and others to improve media program development;
6. Reviewing and making recommendations concerning plans for media facility renovation and construction;
7. Determining instructional television reception and distribution problems and action needed to improve reception/distribution capabilities as well as recommending equipment specifications.
Media Resources Unit develops and produces. acquires. and distributes instructional materials to local educational agencies. These resources may be in one or more of the following formats: instructional television. {ITV)/video. audiotape/slide. 16mm. filmstrip. print and graphics. Specific resources provided are:
1. lTV/video programs. series. and teleconferences produced or acquired for broadcast over the nine television stations of the Georgia Public Telecommunications Commission.
2. l6nm film~ acquired for and distributed by the three state film libraries to subscribing schools.
3. Print materials produced and distributed to support utilization of nonprint resources and to provide media-related infonmation to local educational agencies: lTV teacher manuals. broadcast schedulesl
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programming information. a monthly newsletter (MEDIA MEMO) for media specialists. 16mm film library catalogs. and a variety of other information/administrative documents related to state and local media programs. 4. Audio tapes/slides. filmstrips. and graphics to support in-service and staff development activities at the state and local levels are also produced and distributed. Annual Fall procedures of the Division of Instructional Media Services are the appointment of System Media Contact Persons and the completion of an Instructional Resources Survey. Address questions concerning resources and services offered by the Division to: Mr. O. Max Wilson. Director. Division of Instructional Media Services. Georgia Department of Education. Twin Towers East. Suite 2054. Atlanta. Georgia 30334 or phone (404-656-5945).
Standards for School Media Centers In Georgia. three groups are responsible for the development and application of media standards: (I) the State of Georgia. (II) the Georgia Accrediting Commission and (III) the Southern Association of Colleges and Schools. Following are media center requirements which are necessary for accreditation by each of these three groups. I. State of Georgia 1. The system board of education. under the leadership of the
superintendent. has developed a handbook of codified *ritten policies (including rules and regulations) for the school system. The policies include statements related to the selection. procurement and use of instructional materials and equipment. 2. The system maintains an annual inventory of all equipment having an estimated useful life of more than one year and haying a unit cost of $300 or more. 3. Each principal maintains adequate records of all funds collected and makes a complete financial report to the superintendent at least quarterly. accountin~ for all receipts and expenditures and giving a complete annual inventory of school and system-owned property.
4. All instructional. service and support areas must meet or meets applicable standards at the time of construction.
5. A planned program of maintenance insures that instructional equipment operates properly.
6. The essential special equipment. instructional resources and fixtures for each subject matter area are available in adequate quantity and quality for each instructional program.
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7. The school has a media center which is accessibl~ to individual studE:nts and groups throughout each day of the school year. (Nott:: Elementary schools with fewer than 400 students may answer yes to this standard if the media center is open throughout the school day. ev~n though a media specialist is employed for only one-half time.)

8. The school has a full-time. certified media specialist. (Note: Elementary schools with fewer than 400 students may answer yes if they have a certified specialist on at least a one-half time basis.)

9. All school-owned print and nonprint media and equipment. except basic textbooks, are organized and made available for use throuqh the media center to individuals to classrooms.

10. All teachers using instructional television use the appropriate schedules and manuals accompanying the televised course of study. Such manuals are available to each individual teacher or in the media center.

11. A current written plan for organized use of community resources is implemented. The school involves community members in planned and coordinated volunteer activities that contribute to instructional objectives.

II. Georgia Accrediting Commission

1. A high school media center must have a consistently growing collection with a minimum of seven books per pupil and other materials suitable for use in a sound instructional program. The organization of the media center collection and the school schedule must facilitate maximum use by pupils during all school hours. A junior high/middle school media center must have a constantly growing collection with a minimum of ten books per pupil and other materials suitable for use in a sound instructional program. An elementary school media center must have a constantly growing collection with a minimum of seven books per pupil and other materials suitable for use in-a-iOund instructional program.

2. The qualification and assignments of the media specialist will conform to the following provisions:

Enrollment

!lual1fications

Time in Media Center

Up to 250
250-375 376-750
751-1,000
1.000 and above

A mi nimum of: 20 quarter hours 20 quarter hours 25 quarter hours Media Specialist (C.l.M.S. or M.S. Certi ficate) Media Specialist (C.l.M.S. or M.S. Certificate}

A mi nimum of: One-half day Full time Full time with halftime clerk Full time with fulltime clerk
Full time with fulltime clerk and one associate media ~C~)i5t

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3. Book storage and storage rooms are clear of litter. 4. Shelving is adequate for materials and equipment. 5. At least $4.00 per pupil enrolled must be spent for library
books and other library media, exclusive of equipment, with the school year. III. Southern Association of Colleges and Schools (High School) Source: Southern Association of Colleges and Schools. Standards of the Commission on Secondary Schools, 1980 Edition. Atlanta: Southern
Association of Colleges and SchOols, 1980.
1. The school's program shall provide essential instructional support services and student personnel services, including library/media, health and guidance.
2. Each school shall have the services of a professionally trained librarian or media specialist who has an appropriate degree or is certified by the state agency as a librarian or media specialist.
3. Additional professional staff in the library or instructional media center shall have at least a bachelor's degree and training in the areas in which they work.
4. All professional staff in the library or instructional media center shall have completed at least 12 semester hours of credit in professional education either as part of the bachelor's degree or in addition thereto.
5. A library or media center professional staff member, without previous experience, shall have two years to complete the 12 semester hours of professional education.
6. Library or media staff members shall earn at least six semester hours of credit, or the equivalency as approved by the State Committee, during each five-year period of employment until thirty semester hours of graduate credit are earned above the baccalaureate degree or until sixty years of age is reached, whichever comes first. The six semester hours of credit, or the equivalency, shall be designed to increase the com~etency of the staff in the areas in which they teach or work.
7. A school that employs at least two professionally qualified librarians and/or media specialists may, in lieu of any required additional librarians or media specialists, employ two trained paraprofessionals for each additionally-required librarian or media specialist.
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8. ~i.nJ!J1..u_"! .Personne1 Re-9.,l!i remen t~

__~'l!'~JJ!"c.nt . .. . ~e.dj~_~pec iE..!.i s t..

1 - 299

1/2

300 - 499

1

500 - 649

1

650 - 749

1

750 - 9'j<)

I

1,000 - 1.749

2

1,250 - and above

--_._-.----

9. Each school shall provide a program of instructional materials 'i('rvices opcraterl from a library and/or an instructional materiah c('n!.pr.

10. The lihrary or materials center shall serve as a resource area for the entire educational program.

11. The services and materials provided shall be adequate in quantity. quality and type to assure the breadth and depth in learning necessary for the development of academic skills, vocational competencies. and personal growth.

12. The materials collection shall include usable and acceptable print books as indicated below.

Enrollment

Collection

Up to 100 101 - 800 801 - 1,000
1,001 - 1,500
1, 501 - 2,000
2,001 and above

1,000 volumes
10 volumes per student 8,000 volumes plus 6 volumes per student
in excess of 801 students 9,200 volumes plus 5 volumes per student in
excess of 1,000 students 11,700 volumes plus 4 volumes per student in
excess of 1,500 students 13,700 volumes plus 3 volumes per student in
excess of 2,000 students

13. Teacher recommendations shall be solicited and considered in purchasing library books and other materials.
14. A newly constructed school shall have at least two books per student upon opening and shall add at least two books per student per year until the basic collection is reached.
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15. The materials collection shall also include periodicals appropriate for and related to the interests of the students. The subscription list shall include no fewer than 10 titles or one for each 25 students in membership, whichever is greater. If justified by use, additional copies if the subscription list exceeds 30 titles.

16. The distribution of periodicals shall represent all areas included in the instructional program. One or more daily metropolitan newspapers and one or more local newspapers shall be included.

17. Nonprint materials shall be provided in the library/materials collection as indicated by the needs of the instructional program.

18. Materials cataloged using a standard system.

19. Circulation records shall be kept on both a daily and monthly basis for the purpose of evaluation student use of the library.

20. Any school having a mean monthly circulation of less than 25 percent of its membership, as of the date of the annual accreditation report, shall provide reasons for circulation in writing with the annual report to the State Committee.

21. Each student shall have regular and frequent access to the library on either an individual or a class group basis. In no case shall such access occur on fewer than two days per week.

22. Appropriate space shall be provided for the library/instructional materials service center. Space shall be provided for the shelving of books using standard library equipment.

23. Space and proper installation shall be provided for the use of all instructional equipment intended for use in the library and/or center.

24. Storage space with appropriate surfaces shall be provided for all portable instructional equipment.

25. Seating and work space for students and teachers using the library or center shall be provided using standard library furnishings as appropriate for the size of the school.

26. In addition to maintaining the minimum basic book collection, each library/media center shall be provided with funds as indicated in the following chart for the purchase of periodicals, library supplies, and nonprint materials.

Enrollment

Expenditure Requirements

Fewer than 100 101 - 800 801 - 1,000

$500 $500 plus $4.00 per student in excess of 100 $3,300 plus $4.00 per student in excess of 800

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(Elementary School Requirements)
Source: Southern Association of Colleges and Schools. Commission on El ementary School s. Pol i ci ~r1nCitl es, and Standards for the Accreditat iyn of Elementary and Middle SchoOls. 198 -82. Atlanta: Southern Association of Colleges and Schools, 1981.
1. The school library shall oe an instructional media center, with the librarian \erving a~ media specialist, and shall offer a comprehensive proqrdrn of 1ibrary services to children and teachers--such as story hour ac.tivities; teaching of library skills; checking ou,t books, orJl!ortunities for independent study; group research. browsing; u!>e of IJrintcd and audiovisual material~,; and providing curricular materials.
2. Physical facilities shall include a library space or spaces, readily accessible to pupils. attractive in appearance. properly lighted, fitted with standard library equipment, and with floor space to provide for a minimum of 40 pupils at one time. adequate space for storage and workroom and for other areas appropriate to a media center.
3. A school with fewer than 264 pupils enrolled shall employ a professionally qualified librarian (media specialist) who shall spend half-time or more in the library (media center). A school with 264 or more students enrolled shall employ a full-time. professionally qualified librarian. A school with 440-659 students enrolled shall employ a full-time. professionally qualified librarian. A school with 440-659 students enrolled shall employ at least one halftime clerical assistant for the library. A school with 660 or more pupils enrolled shall employ a full-time clerical assistant for the library. A school may use professional personnel in lieu of the clerical assistant to meet this standard.
4. Provision shall be made for adequate and appropriate learning materials and equipment for all levels and areas of instruction in the school.
5. There shall be a minimum of $15 per pupil budgeted and expended annually through the regular business office of the school or school system for instructional materials, supplemental reading materials, library books. and other printed materials such as periodicals, pamphlets. and governmental documents. and nonprinted or audiovisual media such as filmstrips. 8mm and l6mm teaching films, transparencies. recordings. tapes. slides. mounted pictures, maps, globes. and models. Basic textbooks and equipment necessary for use of instructional materials shall not be purchased from this allocation.
6. The 1ihrary shall serve as a multimedia learning center for the school. Its collection of media. both printed and nonprinted. should be varied. up-to-date. and carefully selected in tenns of the school curriculum and instructional program.
- 18 -

7. The library book collection shall contain a minimum of 10 boolr..s per child or 1,500 books, whichever is greater. No school shall be required to have more than 10,000 books in its library collection. Library books on order, but not delivered. may be counted as a part of the requirement.
8. The ~chool shall also have various type:, 01 L1udiovisu,1l cquipm(~nt. The audiovisual equipment shall include an adequate and properly balanced quantity of items such as the following: 16mm motion picture projectors, filmstrip projectors. 8mm projectors, tape recorders, record players, television sets. and overhead projectors.
9. There shall be evidence that children have continual access to use of books and other learning materials.
Adequate Program for Education in Georgia (APEG) Georgia Code Annotated, Chapter 32-A
This act, established by the General Assembly of Georgia March 24, 1974, provides a means whereby recognized needs might more readily be met to provide an adequate education for citizens of the state. The recoqnized needs are:
1. Providing an equitably financed public educational structure assuring opportunity to develop competencies needed for life roles.
2. Providing students with necessary competencies to develop good physical and mental health, to deal effectively and responsibly with others and to be effective workers and responsible citizens.
3. Establishing and maintaining common minimum standards on a statewi de bas is.
4. Providing each child with access to a quality program.
5. Providing for program assessment and improvement through staff development, planning, research and experimental programs.
6. Providing for the most efficient use of school facilities so that broader curriculum and more flexible programming will be available to students throughout the calendar year.
7. Providing a method whereby all Georgians shall pay their fair share of the cost of such programs.
The following sections of the act are of particular interest to media personnel (as operative 1983);
The State shall assure that funds will be available for instructional personnel, media and equipment, and other necessary operating expenses for general and occupational education for children, youth and adults, including those with special needs.
- 19 -

The State provides for distribution of a sum of money which shall be not 1ess tha n $500 /IIU lti pl i p.d by the number of ccrt ifi I'd ins truc t if) n<ll units for the 1Il.1intenan<.:c. repair and purchrl:iC of in',tructional IIledid. (1983/84 funding at $450).
The State provides funds for thC' purchase. maintenance. repair and replacement of equipment
The State [loard of Education c;hall allot administrative and supervisory pprsonni'] to local unit,> of administration accol'ding to a formula bil',is aiiiI ,h.1I1 inr:llld('. IMI' not. be J imited to .,.1 ihrarian'.,
Ihi: ,t.. U.' I:fldrd rd ltlut<ltion provides funds to lOlal units of administrdtic,n for the non-certified administrative and clerical personnel to relieve the principal. classroom teacher and other professional personnel of routine administrative and clerical activities so that they may more properly. effectively and efficiently enhance the instructional proqram.
The State Board of Education shall provide funds to local units of administration for the purposc of employing classroom aidf's and pdrc1professiolK!ls to assist teachers and other cf't'tifif'tI pl'of(",c;ionc1l personnel in the performance of their duties.
The State Board of Education assures that every student in Georgia's public scrn)ols shall be housed in a facility which is well designed and adilptahle to the programs offered. which is structurally SOUliti and well /lldintained. with adequate space and equipment to meet eac.h students instructional needs. Capital facilities include building. fixtures. and equipment necessary or desirable for effective and efficient operation of the public schools and shall be deemed to include ... libraries.
The State Board of Education establishes common minimum requirements which each public school facility must meet in order to be certified for use in any component of the educational program of a school.
The State Board of Education shall adopt policies and procedures to ensure that each school facility meets minimum standards as determined by State Board policy.
The State Board of Education shall adopt and prescribe all rules. regulations and policies required by the Act.
The State Board of Education shall provide. by regulation. for certifying and classifying all teachers and other certificated professional personnel employed in the public schools. Professional personnel shall include ... school librarians.
Media Center Facility Requirements
The media center is divided and subdivided into areas according to functions. While all areas may not be separated from each other by walls, the functional areas should be distinct and those which interact most frpquently placed in proximity to one another. Planners should carefull y . all<llYlc the work dntl traffic flow of all media program activities to insurp
- 20 -

/

,/

/

specification of the best possible functional relationships. In some situations. it may be logical to combine similar functions for more effective use of space and equipment. While minimum square footage requirements are detennined by ADA. note that an adequate media program may necessitate.
more than minimum_ requirements.

The media center shall include the space to accommodate the functions and subfunctions described below, regardless of ADA. The functions must be included within the minimum required total area, but relationships between
and space allocated to each function are to be determined by the system planning groups.

Functional Area Requirements:

f 1. Circulation displa~ in which media is checked in and out and
special med a are dlsplayed. This area should be near the entrance to and exist from the media center.

2.

students

3. Conference in which groups use media without disturbing or being disturbed.
4. Collection which contains shelving to house the media center's instructional resources and the space needed by users to use the collection. There are specific requirements for shelving of the instructional resources:
Shelving scaled to the size/age of the users shall:
* Accommodate 15 print/non-print items per ADA * Be estimated on the basis of eight items per linear foot * Be placed on the perimeter or in stack areas if over
42 inches in height * Not exceed 42 inches in height in K-4 media centers * Not exceed 66 inches in height in upper elementary and
middl e schools
* Not exceed 84 inches in height in high schools
* Be no more than 3 feet long between supports * Have a minimum of 4 feet between rows of shelves * Have a minimum of 5 feet between rows of shelves and
furniture involving seating or traffic.
Access aisles should allow unobstructed flow of traffic.
5. Production provides students and teachers with space, materials and equipment resources for creation of instructional materials (may incl ude a darkroom).
6. lectronicdistribution includes equilJncnt which jJrovides d variety of capabilities. The system can receive television dnd radio signals and transmit these signals to the appropriate instructional area(s)j programs can be recorded for later playback to the appropriate instructional area(s). The head-end of the system must be in the media center in an area set aside for recording and playback of television programs; the walls of this area should
- 21 -

not be load-bearing. A drawing showing engineering detail s of till' electronic distrubution system must be permanently displayed in th i '. t1fCil. 7. ~dministration and planning needs to be accessible to staff memben at all times. Media specialists need a space for planning with teachers and students. 8. ~~~~~~1~ is used by staff for ordering, processing, organizing and inventorying the media center collection. 9. !:,.er_ipdicaJ_and in~tructional equi~ment storage includes specially designed shelving, movable carts or instructional equipment and standard adjustable shelving to acconmodate back files of periodL.<.. ::.. For maximum utilization, the room should be long and narrow and have two doors (one at the media center and the other to an outside hallway) so that equipment can be taken and returned to the storage area after use elsewhere in the school. For security, thi'. door should have a locking system which operates on both sides of the door so that the media specialist must be involved at any time the door woul d be opened. The door shaul d be cons i del"ed an emergency exit only because of the need for this security.
- 22 -

Function influence. the kind, .ize and po.iUon ot these
space.. The following diasra. atte.pta to nome the needed spaces
and pointa out the interrelation ot the various oreas. The size
of the varioua circles only approxlmates possible slze relationahlpa. So.e achools co.bin. cOllpatible functlonal are8S in their plana.
acU"" Ltatl',,1...,
BrGWllift9, View!"" and Itudyin, Colll'cUon
- 23 -

Minimum Square Footace Requirements The minimum required square footoae per ADA- in increments of 25, representing the minimum space within which the slven ADA can function, is listed in the followin chart. This square footage includes the total area ot the medl_ center includins all required functional areas.

ADA

Min.

ADA

Sq

Footase

Min.

ADA

Sq

Footage

Min. Sq Footase

0-250 251-275 276-300 301-326 326-350 351-375 376-400 401-425 426-450 451-475 475-500

1900 min.
1995 2090 2185 2280 2375 2470 2565 2660 2755 2850

1001-1025 1026-1050 1051-1075 1076-1100 1101-1125 1126-1150 1151-1175 1176-1200 1201-1225 1226-1250

4425 4500 4575 4650 4725 4800 4875 4950 5025 5100

1751-1775 1776-1800 1801-182' 1826-1850 1851-187' 1876-1900 1901-1925 1926-1950 1951-1975 1976-2000

6675 6750 6825 6900 6975 7050 7125 7200 7275 7350

501-525 526-550 551-575 576-600 601-625 626-650 651-675 676-700 701-725 726-750

2925
3000 3075
3150 3225. 3300 3375 3450 3525 3600

1251-1275 1276-1300 1301-1325 1326-1350 1351-1375 1376-1400 1401-1425 1426-1450 1451-1475 1476-1500

5175 5250 5325 5400 5475 5550 5625 . 5700
5775 5850

2001-2025 2026-2050 2051-2075 2076-2100 2101-2125 2126-2150 2151-2175 2176-2200 2201-2225 2226-2250

7425 7500 7575 7650 7725 7800 7875 7950 8025 8100

751-775 776-800 801-825 826-850 851-875 876-900 901-925 926-950 951-975 976-1000

3675 3750 3825 3900 3975 4050 4125 4200 4275 4350

1501-1525 1526-1550 1551-1575 1576-1600 1601-1625 1626-1650 1651-1675 1676-1700 1701-1725 1726-1750

5925 6000 6075 6150 6225 6300 6375 6450 6525 6600

2251-2275 2276-2300 2301-2325 2326-2350 2351-2375 2376-2400 2401-2425 2426-2450 2451-2475 2475-2500

8175 8250 8325 8400 8475 8550 8625 8700 8775 8850

Schools over 2500 ADA should add 75 square teet per 25 students beyond the 8850 square footas_ fiCure

ADA--overage daily attendance

- 24 -

REFERENCES FOR MANAGEMENT AND ORGANIZATION AASL and AECT Baker Beeler BreveI'
Brown, Horberl and SrYlley Carroll Chibnall
Chiahol. and Ely 1976 Curley and Varlejs Delaney Devey
Educational Facllltle. Laboratorles Illaworth and Valener Free.an
Qalvin, Klel and Whlte Qaver
Glllesple Hannigan
Hart Hick. and Tililn
Hug Leopold Lisener Lovrie Marshall Nickel Prostano Prostano and Prostano Sears Splrt Sullivan Taggart Tl111n Tillin and QUinley Trinker Turner Weihs Co.plete citations available 1n the Bibliographic Reference Section of this Study Gulde.
- 25 -

SUBAREA II: PERSONNEL ADHINI~TRATION
CONTENT ~YNOP~lS FOR PERSONNEL ADMINISTRATION * professional reference sources and
periodicals
* professional organizations
roles and responsibilities of media personnel procedures for supervisinG, motivating, and evaluating
* techniques for group dynamics, leadership, and public relations
methods 'of scheduling, record-keeping. budgeting, and
reporting
- 26 -

CONTENT OBJECTIVES FOR PERSONNEL ADMINISTRATION Know basic references that aid in the professional growth and development of media specialists. Know journals in the media field (e.g., School Library Media Quarterly, library Journal, School library Journal, thit aid in professional growth and developnent. Be familiar with national organizations that aid in professional growth and development (e.g., ALA, AASL, AECT). Be familiar with Georgia organizations that aid in the professional growth and development (e.g., Georgia Library Association, Library Media Department of Georgia Association of Educators, Georgia Association for Instructional Technology). Know important aspects of the Georgia State Department of Education's Staff Developnent program which aid in the professional growth and development of media personnel. Know the role of institutions of higher learning in the professional growth and development of media personnel. Know the roles and responsibilities of the professional school media personnel. Know the roles and responsibilities of media para-professionals. Know the roles and responsibilities of the adult and student media volunteers. Know the procedures used in the supervision of media personnel. Know the procedures used in the evaluation of media personnel. Know the procedures for motivating media staff members. Know procedures that apply a knowledge of group dynamics to the specialist's dealings with staff, students, and faculty. Know important characteristics of leadership system as used by a school media specialist. Be familiar with inventory techniques. Understand withdrawal and replacement techniques for instructional materials. Understand withdrawal and replacement techniques for instructional equipment. Understand record-keeping (circulation, acquisition, etc.) techniques. Be familiar with methods used for preparing utilization reports (e.g., evaluation, circulation). Be familiar with public relation techniques. Be familiar with methods used for preparing media program reports.
- 27 -

Be familiar \Iith techniques of budgeting for the allocation of funds. Be familiar with techniques used in writing specifications to be used in purchasing media and equipment. Be familiar with techniques used in preparing program cost activities. Be familiar with techniques fQr justification of budget requests. Be famil iar with med ia fac 11 ity sc hedul i ng techniques. Be familiar with techniques for scheduling personnel and staff. Be familiar with techniques for scheduling equipment usage. Be familiar with techniques used in program evaluation.
Selected Professional Reference Sources Advances in Librarianship
~j~~_~~__Med~a Selection for Students and Teachers ~.L.A. Glossary_~!_!Jprary Terms
A.L.A. World Encyclopedia of Library and Information Services Audiovisual Equipment Directory Audiovisual Market Place
Behavioral Requirements Analysis Checklist (BRAe) Bowker's Annual of Library and Book Trade Information
Children's Media Marketplace Current Index to Journals in Education
Education Index Educational Media Yearbook Elementary School Library Catalog Elementary School Library Collection Encyclopedia of Librarianship
E_nSl.c.!op_cdia oJ Library and Information Science
Guide to Reference Books for School Media Centers Library and Information Science Abstracts
- 28 -

Library General Information Survey (NCE~
L.iJ>.r.A!:.Y- .Lj t~!~ !.!!!~
~.id J.(luj~_n_t.:._ A~~u_i~~_~_'!1_P!c_~i~_,~r..Y
-Me-dia-In-dex-es-an-d -Rev-iew-S_ourc.es
Media Programs: Oi strict and School Periodicals for School Media Programs Reference Books for Elementary and Junior High School Libraries
Resources in Education Senior High School Library CataloB
Selected Library Media Professional Journals Hornbook
School Learning Resources School Library Journal School Library Media Quarterly
Top of the News Wilson Library Bulletin
National Professional Media Organizations
American Library Association Oldest and largest national library organization in the world was founded
in 1876. This association spans all types of libraries; state. public. school, academic and special. Emphasis is placed on excellence of library and infonmation services in the areas of education. research. cultural development, recreation and public service. This organization promotes access to information. leg15lation and fundi ng. intellectual freedom. and publ ic awareness of 11 brary services and serves as the umbrella organization for more than eighty special interest groups (e.g AASL and GLA). Publishes American Libraries. American Association of School Librarians
Promotes improvement and extension of library media services in elementary and secondary schools as a means of strengthening the educational program. This group also strives to stimulate professional growth and improvement of the status of school librarians and is concerned with the evaluation. selection, and utilization of media as it is used in the context of the school program.
- 29 -

In COIIJUII( t :UII with ALel. publ ished ~~_i~_i'I:~~.I"~IIII."_: ...ll'_~.\:!J.s..t_an.d '\..h., I. the evaluation tool for school media programs dnd servicLs. ~~~!.lJ_J_i_II.I-'I"y ~e~U.~_..Quil.r_t_e_Y:..J.1 is the official pUbl ication of AASL to its members.
~s.s_o~_i.a_t..i_o_n_..f.r)! 1J.b..r:!!L. Serv iC.E!_to_Chil dre_r:!
The I\',',oeidlion for I ibrary Service to Children is interested in the improvement dnd p.xtension of lihrary services to children in all types of I it>Ydrif~~. II. i', Y'!5JlOnsiblc for the evaluation dncl ~.ell:ction of lJoo~ <HII; nonl.o(H)~ 1ibrdry mcJtpriill'; fnr and the improvement of techniques of lil,rary <,ervic.e to childr"n frOIll preschool through the eighth grade or junior hi~h school age. when ',uch materials and techniques are intended for use in roorp than one type of library.
Assoia t ion_fQ!~_ Ed.!!.ca tiona l_C~f!!!l~i.fat.i on!0'!!QJ~~~
A natioflal association of members and subscriber's dedicated to the improvement of instruction through technology. AECT members will be found ill a variety of job settings, such as libraries. school systems, colleges. universities, hospitals, the Armed Forces, businesses. museums and government; but they all share a concerll for improving instruction t.hYOUQh the use of tp.chnoloqy. Offers its members professional contacts through the Human
1I,',ouru:'. !Jill" lilly. I11'. I.rlJcI innal Innovator. clivi'.ion ,Jlfil idtion...- :lnd 1.Ilf'
,'\11.1 N'II.Hllldl l.oIIIIII'flU! il/ld :iiMMllX IlI'fer'"niJliona I I xhibition.
Ulv.i. io}l"~.r" I 'Jdll)l) Ml:di.d"_::'Jl~~J~ .U~.t_s (AlCT)
A division of the Association for Educational Communications and Technology, this organization's purpose is to promote and improve communication among school media personnel sharing a common concern for the development. implementation. and evaluation of school programs. It also provides access to information on how school media programs can be developed around the functions expressed in national standards. School Learning Resources and pSMS Newslette~ are the official publications of this division.
Division of Telecommunications (AECT)
DOT is another of many AECT divisions. This group is concerned with television. radio, and other electronically-mediated instruction formats. Emphasis is placed on systems design, production and utilization of these media. Division activities center around the work of eight committees; Distribution. New Technology, Educational Broadcasting, Production. Membership, Professional Development, Communications, and Nominating. The DOT Newsletter is published quarterly and features telecommunication activities and information for DOT members.
State Professional Media Organizations
~eorgia Associatio~ for Instructional Technologists
The Georgia Association for Instructional Technology (GAIT) is the state affiliate of the Association for Educational Communications and Technology (AECT). The purpose of GAIT is to improve instruction through the systematic development, utilization and management of learning resources which includes people. processes, and technology. GAIT members represent media practitioner~ from a diversified group of vocations. The one common thread among the
- 10 -

members is involvement in using media in educational endeavors. As a group.

GAIT members unite in activities designed to expand and diversify media

software and hardware in the pursuit of educational excellence and effectiveness.

A representative sample of the vocations of GAIT members reveals

teachers and library-media specialists from public and private schools. media

center directors and professors of media education from institutions of

higher education, training specialists from medical. government, and corporate

organizations, and those who are involved in the commercial aspects of both

the equipment and software mirketplace. Membership in GAIT can be initiated

during any quarter of the calendar year. Membership categories are classified

as rfeTllr,
e1ig~e to

~horT taippno~nt(ecdOiomreercleilcltefdinmofsf)i.ceInsdosrtucodmenmt.itteeAlml emmebmebresrhsipasr. e

To

be eligible to hold the GAIT offices of president, president-elect. secretary

or treasurer. the individual must also be an active member of AECT.

Various activities of GAIT catch the interest and involvement of its

members It community, state, regional and national levels. Included among

GAIT activities are skill development workshops. professional development

seminars, unified efforts to guide legislation, sharing of resources among

members, awarding of recognition for media related accomplishments, and

developing rapport through various types of meetings. GAIT members meet as

a whole in two annual meetings. generally held in the Fall around October and

the Winter around February.

Georgia Library Association

The Georgia Library Association is a professional organization for librarians who work in school, public, academic. and special libraries. The Association publishes a quarterly journal, The Georgia Librarian, and sponsors a biennial conference as well as numerous workshops and seminars presented in various sections of the state. These meetings feature topics of interest to librarians in general and also focus on concerns of those working in specific types of libraries. The School and Children's Library Division is a unit of GLA composed of school media specialists and public librarians who work with children. This division sponsors programs and workshops of special interest to its members and is an affiliate of the American Association of School Librarians.

Georgia Library Media Department

The Georgia Library Media Department (GLMD) is affiliated with the Georgia Association of Educators (GAE). which in turn is affiliated with the National Association of Educators (NEAl. This organization serves to strengthen the ties between media specialists and their fellow teachers at a professional level. Since 1977. GLMO has also been affiliated with the American Association of School Librarians.
GLMD provides opportunities for exchange of ideas. information and skills. Membership dues: provide a newsletter. a handbook and a membership directory; promote "Media Day in Georgia." and sponsor the Georgia Student Media Festival, the mid-Winter Staff Development Conference and the Spring meeting.

- 31 -

RErERENCES FOR PERSONNEL ADMINISTRATION AASL and AECT Ashiem Beeler Carroll Dyer
Ellsworth and Stevens Freeman
Galvin. Kimmel and White Garvey Gaver Henzel
Hicks and Tillin 1977 Ko hn and Tepper Liesener Loertscher
Mangieri and McWilliams Mohajerin and Smith Peterson Pol1ette 1973 Prentice Prostano Robotham and LeFleur Rosenberg Sull ivan 1971 Turner Vandergrift Wil kinson
Complete citations for these references are available in the Bibliographic Reference Section of this Study Guide.
- 32 -

SUBAREA III: INSTRUCTION/CURRICULUM
CONTENT SYNOPSIS rOH INSTRUCTION/CURRICULUM knowledge of the characteristics of students' physical, mental,
e.otional, and 80cial development 88 related to planninc media facilities and activities
knowledge of te8t1n techniques \lnd methods used to determine student characteristics
knowledge of influences on school curriculum
knowledge of curriculum development and planning processe8 knowledge of tt!chniques for R1alntlllnlnc professional awareness
- 33 -

CONTENT OBJECTIVES FOR INSTRUCHON/CURRICULlJl-l

Be able to apply knowledge of characteristics of student physical development to planning the operation of the media center (e.g . furniture size, activit. l~vel, schedulinq).

Be able to apply knowledge of characteristics of gen~ral student mental development to media selection and program planning.

Be able to apply knowledge of characteristics of general student social development in selecting media and planning media activities.

Be able to apply knowledge of characteristics of general student social development in selecting media and planning media activities. Have knowledge of the technique of criterion-referenced testing in identifyinfj student learning needs.

Ilave knowledge of the techniques of interviewing as a means of identifying student characteristics.

Have the ability to analyze existing curriculum patterns in relation to staff and students' needs.

Be able to synthesize the appropriate uses of curriculum guides. text materials and other basic curriculum materials to anticipate media needs.

Know how to analyze media needs through classroom involvement.
Be familiar with techniques for mainta,ining an awareness of curriculum and media trends through the use of professional sources le.g . journals. films, tapes, interviews) and through on-site examination of exemplary programs.
Be familiar with the various ways in which the community influences the development of curriculum.
Be able to apply knowledge of observation techniques for identifying student characteristics which have implications for planning a media program.
Be able to apply knowledge of the different types of tests (eg . standardized, teacher-made) used to identify student characteristics whi.ch have impl ications for planning a media program.

Know how to interpret data used to identify student characteristics.

Understand important group process techniques used in developing the curriculum.

Be able to apply the knowledge of an on-going and planned curriculum

...

development and revision to media and program planning processes (e.g.,

selection, instruction. management).

lJnder',tancl th,' illlPdcl of the knowledge explosion on curriculum development.

Be able to apply knowledge of inventory methods for identifying student interests and aptitudes which have implications for planninq a media program.

- 34 -

Learner Characteristics

In order to develop any instructional materials, the instructor must be able to describe very precisely the students for whom the instruction is desiened. A descript10n should include all inforaat1on that .ight be relevant to their learning the content or akilla to be tausht. Some points to consider are:

sex ethnic orisin attention apan phyaical or .ental handicaps level ot motivation intelUsence visual or audio orientation verbal ability learnin. style

ale/arade level socioeconomic backsround e.otional maturity dexterity for motor tasks special interests reading ability technical vocabulary .ethematical ability personality characteristics

- 35 -

REFERENCl::S FOR INSTRUCTION!CURIUClILUM Aaron Cavert
Chisholm and Ely
Davies Flemins and Levie
Heinich, Molendo and RUBBell
Hoover HuC
Levitan Nickel
Prostano Pr~~t~n0 and Prostano
P"ht"(lm ::nd LaFleur Rosenberg Rossof!
Smith, Stanley and Shores 8ul11 van
Swnrthout Teba
TaGgart Thomason Walker and Montgomery
W(~hmeyer
Complete citations for these referances are available in the Bibliographic Reference Sectioll of this Study Guide
- 36 -

SUBAREA IVa TIACHIIO STRATECIES
CONTINT SYNOPSIS FOR TEACHING STRATEGIES
knowledge ot needs sent techniqu.s knowledae ot t chin, technique. knowledge of auldAnce t.chniques knowledae of the characteristics ot cataloa systems and
indexes
knowledse of techniques tor te.china use of intormation
source.
knowledfe ot the characteristics and care ot prlnt
.sterle s, nonprlnt materials, and audiovisual eqUipment
knowledge of GeorGla Department ot Education services
- 37 -

CONTENT OBJECTIVES FOR TEACHING STRATEGIES
Have knowledge of techniques used to identify the needs of individuals, small groups, rlnd total groups (e.g., instructional, recreutional, emotional). Have knowledge of the teaching techniques used in guiding students. Understand characteristics and uses of techniques such as demonstrating, auto-tutorial, lecturing, and presenting.
fie familiar with teaching methods which employ gaming, simulation, and the u~e of learning centers. Understand the techniques for teaching the use of the card catalog in locatinQ information, materials, and equipment (i.e., knowledge of the Dewey Dccimdl and Library of Congress card catalog systems). Know the charac teri s tics and uses of indexes (e.g., standard, school and system developed, community resources). Be familiar with the Georgia state film and tape catalog services and their uses.
Have a knowledge of the Georgia Public Telecommunications Commission (PTV/ITV). Have a knowledge of the resources available in the local school districts and in the state (including regional library. cooperative educational services agency. Georgia learning Resources System, and Georgia Library Information Network). Know the characteristics of bound print materials and techniques for their care. Know the characteristics of unbound print materials (e.g . magazines, newspapers, pamphlets. and clippings) and techniques for their care. Know the characteristics of and correct techniques of caring for film (slides, filmstrip. and moving film), globes, charts. and maps. Know the characteristics of and correct techniques of caring for flat pictures, models, and realia. Know the characteristics of and correct techniques of caring for audio discs and tapes. video materials, and kits. Know the characteristics of and correct techniques of caring for computer terminals and videotape recorders. Know the characteristics of and correct techniques of caring for microforms, film projectors. and overhead projectors. Know the characteristics of and correct techniques of caring for filmstrip projectors. film/llnIn loop machine, opaque proJectors and record playerr. Know the Chd"dcte"istics of and correct techniques of caring for sl ide projectors. Cdmeras, televisions, and videotape equipment.
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Film (l6nlll) libraries are located in Atlanta, Statesboro, and Tifton. To use this resource, a school must register and pay a fee each year (currently $200) which entitles the school to order four films per week. Multiple registrations are accepted; the fee is required for each. Catalogs and annual supplements are furnished upon request. This service will be phased out in 1985.
Addresses: Atlanta Film Library, 1066 Sylvan Road, SW, Atlanta, Georgia 30310; Statesboro Film Library, Box 2025, GSC Branch, Statesboro, Georgia 30458; Tifton Film library, Box 18, ABAC Station, Tifton, Georgia 31793.
Broadcast Do lication Film Collection is available to Georgia public schools t roug t e eorg a u 1C e eV1S10n Network broadcast. Yearly registration for this method is available to school systems and costs $.25 per projected school year ADA. Systems can make videotaped copies of the films and distribute them as needed t~ the schools within the system. Each copy may be held for the entire school year. At the beginning of each school year, additional titles will be added to the service. Participating systems may also obtain copies from the State Video Duplication Center for a charge of $3.50 per title. This service was available for the first time for the 1983-84 school year.
Address: Instructional Medi. Services, Suite 2054 Twin Towers East, Atlanta, Georgia 30334.
Videotape Duplication Center duplicates videocassettes in 3/4" U-Matic, 1/2" Beat I and 1/2" VHS standard play formats for publ ic schools. Although there is no registration fee, completion of a registration form is required; $3.50 is charged per duplication. Schools requesting videotape duplicates must send blank cassettes (one per program to be duplicated) and a check to cover the cost of duplication at the same time the order is placed. Order forms for videotape dupl ication must accompany each request and are available from the address below. Requests are completed in the sequence in which they are received. Instructional television programs/series and 16nlll film titles for which the Department of Education has acquired rights to duplicate are available through this service. Specific instructional television titles are listed in the current lTV Schedule Book and information about the 16nlll films with duplication rights can be found in the most current supplement to the film library Catalog.
Address: Video Duplication Center, 1066 Sylvan Road, SW, Atlanta, Georgia 30310.
Audio Recording Service duplicates tapes for schools throughout the stdte. A school must register for the service but there is no charge nor quota. Requests are processed in the order in which they are received. Tape reproduction is offered in either reel-to-reel or cassette format from a collection of available tapes listed in the catalog and supplements. The school furnishes the tape on which the recording is to be made and pays the postage to Atlanta.
Address: Audio Recording Service, 1066 Sylvan Road,SW, Atlanta, Georgia 30310.
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Georgia [TV/lTV System
From 1961 to 1982, the Georgia Department of Education operated and he,r! the licenses of the Georgia Educational Television Network. The Department was responsible for programming both the instructional television (lTV) daytime broadcast material as well as public television (PTV) nightime broadcast material. In 1982, the Georgia Public Telccom"lunications Conlllissi(ln was formed and hecame the holder of the licenses for the state network, The Department of Education continues to be responsible for the lTV schedule. PTV is operated by the Commission.
Georgia's lTV system provides programming for grades K-12 from 8 a.m. tl 4 p.m., Monday through Friday during the school year, pre- and post-planninn periods. Most lTV programming ;s designed to be used in the classroom undl' the supervision of a teacher. Teacher manuals are provided for most scrie~ to as'Jist the teacher in the use of the broadcast materials. To gain greater flexibility in utilizing lTV materials schools can videotape program:, off the air for later playback. A schedule book of series' descriptions and broadcast times is available to teachers and media specialists.
G~r9ia Learning Resources System (GLRS) GLRS maintains an instructional materials center where special educatol~. teachers. media specialists. parents and others can preview and borrow materials for use with exceptional children. The collection includes diagnostic I11aterials, teacher training and professional materials, and childuse instructional materials. Materials are loaned on a short-term basis to provide educational intervention for particular children, to be used by tea~hers for trial or preview, or to help facilitate selection and purchase decisions. GLRS provides in-service training through workshops and conferences on (1) effective use of media and educational equipment, (2) new techniques and n~thods. and (3) innovative instructional materials. Every effort is made to provide workshops which directly relate to the identified needs of interests of each school system. GLRS maintains a video-tape coll~tion of outstanding special education workshops which have been conducted throughout Georgia. In addition, exemplary special education classrooms can be videotaped and these tapes may be borrowed for workshops. in-service meetings or individual previewing. GLRS sponsors various special projects to introduce innovative ideas and materials being used successfully with exceptional children across the nation. The Se1~t-Ed Prescriptive Materials Retrieval System. Computer-Based Resource Units (CBRU), Educational Research Information Center (ERIC), Materials Analysis and Retrieval System (MARS) and the Master-Teacher Model are some of the educational innovations which GLRS has introduced to Georgia educators. GLRS acts as an information interchange network. Information is disseminated to special educators about the various areas of exceptionality, about programs and services offered to exceptional children in Georgia and about meetings and conferences of interest to special educators. GlRS al so ~wovidcs information and referral for diagnostic services and educational pLuminlJ for' the severely handicapped child.
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Cooperative Education Service Agencies (CESA)
In 1972. Senate Bill 538 made it possible for each school system in the State to become a participating member of one of the Cooperative Educational Service Agencies (CESA). In keeping with Georgia law. the State Board of Education provided for agencies structured along the same boundaries as the Area Planning Development Commission Regions or a combination of these regions.
Cooperative Educational Service Agencies are controlled by Boards of Control. composed of local school board members and superintendents. designated by each member-system board of education. The Board of Control for the agencies has the same responsibility for the operation of the agency as a local board of education has for the operation of a local school system. It should be noted that the areas of service. as well as the volume of service. are determined by the local CESA Board of Control.
Programs may include such activities as purchasing or repair of equipment, consultative assistance to both generalists and content specialists. aid to personnel in participating systems in designing. implementing or expanding educational programs and activities related to the improvement of instruction.
Funding for CESA operations is derived from the following sources: (1) the State Board of Education grants an amount each year for basic operating expenses; (2) additional funds are allocated on the basis of need which reflects enrollment of each member system and the number of member systems; (3) funds are also available for three-year grants for single demonstration projects. All of the financing is based on contracts to supply service programs to member systems; these may be derived from local. state. federal or private sources.
Georgia library Information Network (GlIN)
GlIN was founded in 1966 under Title III of the library Services and Construction Act (lSCA). It is funded by both state and federal monies and is administered by the Division of Public library Service of the Georgia Department of Education. There is no cost to members either for joining the network or for using its services. Participation in the Network has grown from the original 70 libraries to now include 186 public. academic and special 1ibraries.
The goals of GLIN are:
1. To provide quick access to information over the state in various 1i brari es;
2. To promote interlibrary loan cooperation through a central locator source;
3. To coordinate efforts to provide information from various areas of the st~te and types of libraries to better serve the users of all libraries;
4. To designate Resource Center libraries throughout the state in order to better utilize these sources, and to give them additional collection-development funds for the services rendered to borrowing libraries and institutions;
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5. To establ ish I'lrkable methods and guidel ines to facil itate communications among libraries throughout the state; and
6. To provide a nucleus of statewide interlibrary cooperation statevlidl-'. which cross all types of libraries and on which may be built additional cooperative plans.
The Division of Public Library Services contains more than 135.000 volumes. 850 periodicals, 10.000 rolls of microfilm (periodicals and census records), and 275,000 microfiche of government documents, in addition to numerous bibliographic sources.
Requests from school media specialists should be channeled through ttc local public library. Requests that are not urgent should be handled by mail. For additional information about GLIN, contact the regional library serving your area.
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REFERENCES FOR TEACHING STRATEGIES
Bennet Bellon. Bellon and Hindler Berenson. Carkhuff and Berenson
Biehler Blazek Bowers Bowley Davies Delaney Oyer Fil beck Frazier Gerlach and Ely Gi 1strap Green and Denogerink Hardesty and Gatz Hart Hawaii State Department of Education Heinich. Molenda. and Russell Herring Hodges Hoover
Hug Hyman Kohl Leopold Lewis Lubans Margrabe Martin and Sargent Merrill and Tennyson Metropolitan CESA Nordl i ng McDonald Morrow and Suid Renford and Hendrickson Samples, Charles and Barnhart Schramn Schul tze Shapi ro Thomas Vandergrift Wehmeyer Weil, Joyce and Kluwin
Complete citations for these references are available in the Bibliographic Reference Section of this Study Guide.
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SUBAREA V: STUDY, REFERENCE, RESEARCH
CONTENT SYNOPSIS FOR STUDY, REFERENCE, AND RESEARCH * knowledge of techniques used to teach media skills and use
reference ~ourcp.s * knowlcdql' of t('chniques used to teach study ski 11 s and map
'>kill~
* knowledge of media production techniques * knowledge of procedures used in selecting, evaluating, ann
acquiring media and equipment * knowledge of professional terms * knowledge of procedures for handling challenged materials
and gifts * knowledge of function and composition of school media committees
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CONTENT OBJECTIVES FOR STUDY. REFERENCE, AND RESEARCH

Be famil iar with the techniques of teaching the uses of various parts of d book (e.g . title page. table of contents. index. 91aphs. rharts.app~ndh).

Have a knowledge of the techniques of teaching the uses of an encyclopedia.

Have a knowledge of the techniques of teaching the uses of dictionaries.

Have a knowledge of the techniques of teaching the uses of indexes (e.g . Readers I Guide).

Know ways in which film can be used as a medium for study. reference. and research.

Have a knowledge of the techniques of teaching the uses of maps. globes. and

atlases.

.

Be familiar with techniques of designing locally produced media to meet instructional needs.

Be familiar with methods or procedures used to assemble packages of materials.

Know the' techniques for teaching purposeful selection of information from sources (e.g . books. periodicals. films. interviews).

Have a knowledge of methods used to instruct students in organizing information.

Have a knowledge of methods used to instruct student~ in notetaking.

Itave a knowledge of methods used to instruct students in finding and recording information.

Be familiar with the techniques for helping users develop skills in interpreting infonnation.

Have a knowledge of techniques to help users make inferences and develop new hypotheses.

Have a knowledge of production processes used for photographic. laminated. VTS. audio. transparent. and graphic materials.

Understand media-user vocabulary (e.g., "Card catalog." "title card," "indexes." "vertical file." "conrnunity resources." "lTV." "VTR").

Understand professional terms (e.g., "Books in Print," "ERIC," "Sears," "Inventory." "PPBS." and "OLIN").

Know the important components of a media selection policy.

Know the important aspects of the School Library Bill of Rights.

Know the procedures used for handling challenged materials.

Know the important components of a gift and exchange policy.

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Have a knowledge of th~ functions and composition of the school level med i a COIlll1 it tee.
Know procedur~s for ordering and receiving instructional equipment. Be familiar with the following production methods: mounting, lamination, lettering, color, reproduction (mimeo, photocopying, ditto), and sound recording.
Know the general criteria for the evaluation and selection of print material~ (e.g., books, magazines, pamphlets). Know the general criteria for the selection and evaluation of non-print materials (e.g., films, filmstrips, slides, records).
Know th~ general criteria for the s~lection and evaluation of equipmpnt (e.g., proj.,ctnrc;, record players, overheads).
Know the general procedures recollll1ended for ordering and receiving media. Have a knowledge of procedures used to withdraw and replace media and equipment.
Georgia State Board of Education Policies Related to School Media
Source: Guidelines for the Develoement of Instructional Media Policies. Georgia - Department of Educatlon, 19~
Instructional Media and E~nt Policy (IFA) 1. Funds spent for instructional media and equipment must relate to the attainment of a system's identified student goals. 2. There must be a process for identifying media committee members and delineating functions of the committee. 3. There must be adherence to federal copyright law P.l. 94-553. 4. There must be adherence to Instructional Equipment Criteria (as stated in IFA) when expending state funds for media equipment. 5.
6. The Office of Instructional Services provides assistance to local systems in developing and implementing plans for purchasing instructional materials and equipment.
7. Each school system is required to develop written policies to insure that expenditures for instructional equipment and media contribute to student goals.
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8. Each school system is required to develop policies regarding the selection, procurement, and utilization of materials.
9. Appeals concerning instructional media can be brought to the State Board through normal appeals procedures.
Policies Required for School Media Centers:
1. Selection Policy Which Supports School Goals 2. Challenged Materials Policy and Procedure 3. Gifts and Exchange Policy
See the following source for sample school policies:
Taylor, Mary M., ed. School librr~~nd Media Center Acquisitions, Policies
and Procedures. Phoenix: Onyx Press, 1981.
School library Bill of Rights for
School library Media Center Programs
(Approved by American Association of School librarians Board of Directors, Atlantic City, 1969)
The American Association of School librarians reaffirms its belief in the library Bill of Rights of the American library Association. Media personnel are concerned with generating understanding of American freedoms through the development of informed and responsible citizens. To this end, the American Association of School librarians asserts that the responsibility of the school library media center is:
To provide a comprehensive collection of instructional materials selected in compliance with basic written selection principles, and to provide maximum accessibility to these materials.
To provide materials that will support the curriculum, taking into consideration the individual's needs, and the varied interests, abilities, socioeconomic backgrounds, and maturity levels of the students served.
To provide materials for teachers and students that will encourage growth in knowledge, and that will develop literary, cultural and ae~thetic appreciation. and ethical standards.
To provide materials which reflect the ideas and beliefs of religious, social, political, historical, and ethnic groups and their contribution to the American and world heritage and culture, thereby enabling students to develop an intellectual integrity in forming judgments.
To provide a written statement, approved by the local Boards of Education, of the procedures for meeting the challenge of censorship of materials in school library media centers.
To provide qualified professional personnel to serve teachers and students.
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Nedia Colttees Or,anlzed on the local. syste and area levels. COD'"1 ttees should consist ot repre.entatives tro. all constituencies affeoted by the .edia pro,ra.. There are aix Area Media Coi ttees. each co.posed ot school .edia .pecialists. media coordinators. curriculu. aupervisors. principals. auperintendents. aedia eduoatora. and ata te depart.ent repreaenta thes. Theae are advlaory ,roups who provide support. i.prove coamunication to constituents. and react to pollcy deve10p.ent. For additional intor.ation about Media Colttees on the local or ayste. level. see sub-are. I (Nanace.ant and Objectivea).
SU8gested Sources for Professional Terminology A.L.A. Glossary of Library Terms
Media Equipment, A Guide and Dictionnry The Definition of Educationol Technology (AEeT)
- 48 -

REFERENCES FOR STUDY, HEFEH~NCE AND RESEARCH
Alaska State Department ot Education
Baker Benslnger
Diddle Brown and Lewis Brown, Lewis, and Karcleroad
BullouCh Cavert
Center for Understanding Media Chisholm and Ely Davles Dequln and Smlth
Eagtman Kodak Company FlemIng ond Levle Cates Caver
Creen and Denocerink Hardesty Hart
Haos and Packer Hawal1 State Department of Education
HodCes Kemp
Kueter and Miller LanGford Leopold Levi tan Lewls Lowrie Lubans M3rgrabe Minor
~l1nor and Frye Morrow Gnd Su1d
Morae New York Department ot Education
Nickel Nordling Palovlc
rolett~
Rl'ntord Rosenberg and Doskey
Ring
H08sof!
- 49 -

Saunders Shapiro Satterthvai te
Spark. Spirt Sullivan ThOllla. Vanderlrift V'en.r and Stunard Wahyer Wittich and Schuller Wr1ght Complete c.1tat1ona available in the Bibliographic Reference Sect10n of this Study Guide.
- 50 -

SUBAREA VIz SELECTION OF MATERIALS
Content Synopsis for Selection or Materials knowledge of factors which influence the selection of
materials (school goals, needs, bUdgets) knowledge of selection criteria for materials and audio-
visual equipment knowledge of procedures for selectine, previewing, and
evaluating materials and audiovisual equipment
* knowledge of reviewing sources
knowledge of available out-of-sohool resources
- 5 J --

Content Objectives for Selection of Materials
Understand the use of the school's objectives/goals in selecting lIJt>dia. Have a knowledge of techniques used to detenmine individual student/ administrative/faculty support staff needs as each affects the selection process. Know criteria for selection of media (e.g . content. audience. need). Have the ability to analyze the selection of media in tenms of need. budget consideration and usage. Understand critical reviews in ter~s of their use as criteria for selection of media. Understand the use of books and other aids (e.g., elementary school media collections. NICEM indexes. Wilson Catalog Series) in the selection of print and nonprint materials. Understand the use of periodicals (e.g . School Library Media Quarterly. School Library Journal. Hornbook, Booklist. Bulletin for the Center o~Books for Children. Learning. Media and Methods. Previews. School learning Resources) in the selection of print and nonprint materials. Have a knowledge of the specific criteria and procedures used for previewing. examining. and evaluating programmed texts. Have a knowledge of specific criteria and procedures for reviewing, examining. and evaluating books and textbooks. Have a knowledge of the specific criteria and procedures for previewing, examining, and evaluating magazines and newspapers. Have a knowledge of the specific criteria and procedures for previewing. examining, and evaluating paperbacks. government documents. and vertical file material s. Have a knowledge of specific criteria and procedures used for previewing, examining. and evaluating biographical sources. Have a knowledge of specific criteria and procedures used to preview. examine. and evaluate encyclopedias. Have a knowledge of the specific criteria and procedures used to evaluate. examine. and preview dictionaries. Have a knowledge of specific criteria and procedures used to preview. examine. and evaluate yearbooks. almanacs. manuals, atlases. and gazetteers. Have a knowledge of the specific criteria and procedures used to preview, examine, and evaluate indexes and abstracts.
Have a knowledge of the specific criteria and procedures used to preview, examine. and evaluate such nonprint visual materials as transparencies. films (non-audio), study prints. slides, photographs, charts, and posters.
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Have a knowl~dqe of the specific criteria and procr.dure~ used to previpw, examine, and evaluate the various types of recordings (e.g., disc, reel-to reel, tape. cassette. and video).
Have a knowledge of the specific criteria and procedures used to preview, examine, and evaluate the various types of microforms (e.g., microfiche, microfilm, microcard).
Have a knowledge of the specific criteria and procedures used to preview, examine and evaluate the various types of film (audio), (e.g., super 8, 16mm, 35mm filmstrip).
Have a knowledge of the specific criteria and procedures used to previe,. examine, and evaluate toys and games.
Have a knowledge of the specific criteria and procedures used to preview, examine, and evaluate rea1ia and multi-media kits (e.g., mock-ups, models, and dioramas).
Have a knowl edge of specific cri teria and procedures used to preview, exami nf', and evaluate works of art and art reproduction.
Have a knowledge of the specific criteria and procedures used to preview, examine, and evaluate materials obtained from rental/lease sources.
Understand the use of the school's instructional goals in selecting instructlonal equipment.
Know important general criteria to be considered when selecting equipment (e.g., durability, repairability, ease of operation, budgetary concerns, compatibility with software collection).
Know state guidelines pertaining to the selection and acquisition of equipment.
Have a knowledge of procedures for selecting equipment, (e.g . use of selection tools, preparation of equipment specifications, physical examination of equipment).
Be familiar with the relative merits of various projectors and viewers.
Be familiar with the relative merits of various types of recorders.
Have a knowledge of the criteria and procedures used to evaluate and select video and photographic production equipment.
Have a knowledge of the criteria and procedures used to evaluate and select lamination and mounting equipment.
Have a knowledge of the criteria and procedures used to evaluate and select audio equipment.
Have a knowledge of the criteria and procedures used to evaluate and select equipment used to make transparencies.
Have a knowledge of the criteria and procedures used to evaluate and select graphics equipment.
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Understand procedures used to replace Illilterials and equipnent (e.g . inspection and inventory of Illilterials and equipment. determination of need for repair. replace or discard).

Know the resources and support offered by private collections. rentals. and loans.

Know the resources and support services offered by public collections.

Know the resources and services offered by Cooperative Education Service Agencies.

Know the resources and support services offered by the Georgia library Infonnation Network.

Know the resources and services offered by ERIC (Education Research InforllB tion Cl eari nghouse).

Know the resources and support services offered by the Georgia State Department of Education (e.g., lTV. consultant services).

Know the resources and support services offered by the Georgia State Department of Education Film and Tape libraries.

Reviewing Sources for School Media Specialists

Source: Dyer, Esther R., ed. Public. School, and Academic Media Centers. Detroit: Gale, 1981.

Audiovisual Instruction

Book Review Index

Bookl1st

Book Review Di~est

Media and Methods

Children's BOo Review Index

School l ibrar~ Journal.

Current Book Review Citations

Schoo' Media uarte~

Media Review Digest

-

Sightlines

-

Wflson library Bulletin

TOt of the News

The ALAN Review

Bu letin of the Center for Chil dren i s Books

ySacvhAool{VloeiacrenionfgYRouetshouArcdevsocat~ EFLA Evaluations

Selection Sources for School Media Specialists Source: Cawthon, June. Tools of the Trade. Athens, Ga.: Department of
Educational Media and Librarianshfp. 1981.
~hi1dren_'s Catalog. A Dictionary Catalog Junior High S~~ool Catalog Senior High School Catalog
A Basic Book Collection for Elementary Grades NICEM Indexes
The Elementary School _Library Collection
- 54 -

Books-.f..or S~S~lrl.9_aIL~~hoo I_L i br_a_ri c5 C~!e !i~.c1~ CoJ.) ~c ti-2.'1_!..Q..l:-Rementa ry Sc hooJ_s Co r_~_Med]_?__C.9l.l_~~t i q_~f0r_Seco nd~~~c_hoo~
~~rio_~i_~~Ji..!~.!:- _~~_h_09_1-.l~dia_Yrogril'llS
General Selection Criteria
Authority Scope
Arrangement Special Features
Possible Uses Price
Quality of Construction
Educa tional Resources Information Center (. LR. I.C.)
Source: Davies, Ruth Ann. "Appendix K." In The School Library Media Program; Instructional Force for Excellence. 3rd ed. New York: Bowker, 1979.
ERIC is a national information system designed and developed by the U.S. Office of Education. and now supported and operated by the National Institute of Education (NIE). for providing ready access to descriptions of exemplary programs. research and development efforts. and related information that can be used in developing more effective educational programs.
WHAT IS ERIC? A national information system A source for obtaining documents on education A network of decentralized information centers
WHAT DOES ERIC DO? Collects. screens. organizes. and disseminates reports Furnishes copies of educational documents at nominal costs Acts as an archive of educational literature Prepares interpretative summaries. research reviews. and bibliographies on critical topics in education Services information centers throughout the country Answers education information questions
WHAT ARE THE ERIC INDEXES? Current Index to Journals in Education (CIJE) Resources in Educa~ton (RIE)
There are 16 Clearinghouses in the nationwide ERIC network and each specializes in a different, multidiscipline. educational area. The ERIC Clearinghouses have responsibility within the network for acquiring the significant educational literature within their particular areas, selecting the highest quality and most relevant material, processing (i.e., cataloginC). indexing, abstracting) the selected items for input to the data base, and
- 55 -

also for providing information analysis products and various user services based on the data base. The Clearinghouse most related to school media centers is the I.R. Clearinghouse (ERIC Clearinghouse on Information Resources, Syracuse University, School of Education, Syracuse. N.Y. 13210, (315) 423-3640. This center is concerned with management, operation. and use of libraries; the technology to improve their operation and the education. training. and professional activities of librarians and information specialists. Educational techniques involved in microteaching, systems analysis, and programmed instruction employing audiovisual teaching aids and technology, such as television, radio, computers, and cable television. communication satellites. microforms, and public television.
REFERENCES FOR S[t[CTION OF MATERIALS
Anderson Brown, lewis and Harcleraad
Cabeceoras Chisholm and Ely (1976)
Davies Evans Freeman Gardner
Katz
Nickel Prostano and Prostano Rosenberg and Doskey
Wittig Woodbury
Complete citations for these references are available in the Bibliographic Reference Section of this Study Guide.
- 56 -

Aaron. Shirley L. "The Role of the School Media Program in the Curriculum" .. Southeastern Librarian, 27. (Winter 1977). 221-226.
Educators are exploring the possibilities of combining the content expertise of the classroom teacher with the unique skills of the library media specialist as an essential ingredient in an instructional program focused on meeting the individual learning needs of the student,
Alaska State Department of Education. Division of State Libraries. Library Media Skills for Students: Curriculum Guide. Jeneau: Alaska State Department of Education. bivision of State Ubraries, 1977. (ERIC Document Reproduction Service No. ED 180 428).
Designed as an aid for librarians and teachers instructing elementary and secondary school students in library media skills. This handbook includes sequential list of such skills, a list of books and media on teaching media skills o~ the materials used in developing skills programs.
American Association of School Ubrarians and Association for Educational Communications and Technology. Media Programs: District and School. Washington, D.C.: AECT. 1975.
Designed for use by media personnel. it delineates guidelines. recommendations (media programs) and resources essential for quality media programs designed to meet both school and district objectives.
Anderson. Ronald H. selectin~ and Developing Media for Instruction. New York: Van Nostrand einhold. 1976.
Guide to determining appropriate non-book miterials for instructional purposes and methods for creation of instr~ctional media.
ASheim, Lester. "Librarians as Professionals." Library Trends. 27 (Winter,
1978), 225-227.
A lengthy article examining both historical views about librarians' professionalism and the changes that have evolved since the dissenting sixties.
Baker. D. Philip. School and Public Library Media Programs for Children and Young Adults. Syracuse, N.Y.: Gaylord. 1977.
This book highlights fifty programs. found in public libraries or school media centers. which use media in creative or exemplary ways with children and young adults.
Barrette. P.P. "Microcomputers in the School Media Program." Catholic Library World. 1981, 53 (3). 125-132.
Addresses the current and emerging impact of micro-computers on the instructiona'J role of the school media program from a national to buildinglevel perspective. and lists 21 references.
- 57 -

Beeler, M. G. fancher; Grim. J.; Herling, J. P.; James. S.; Martin. M.W.; Maylor. Al ice. ~easuring the Quality of Liprary Service: A H~~~b~o~ Metuchen. New Jersey: Scarecrow Press, 1974.
Briefly defines total library service and provides survey of mett~d~ currently used to measure the qual ity of 1ibrary service. Recol11llend.. ~. jlf1< for actions to improve service are given and an annotated bibliography is included. Intended primarily for practicing librarians and studpnts of the fi eld.
Bellon, Jerry; Bellon. EI ner C.; and Handler, Janet R. Improvement_: P!_i_n_c_ip_l_e_s_~..n!!..?ISlE_esse~. Dubuque, IA: Kendall/Hunt, 1978.
Highlighted are six instructional areas. such as instructional planni lj and motivation. which are crucial for improvement of student learning outcomes and which have great impact on classroom interactions and behavior patterns. References cited.
Bennett. Nevelle et al. Teaching Stiles and P~ Progress. Cambridge, MA: Harvard University Press, 1976.
An examination of the effect of teaching styles on pupil progress. with special sections on the effect of pupil personality on achievement and classroom behavior. Foreword by Jerome Bruner. References cited.
Bensinger. Charles. The Video Guide. 3rd ed. New York: Scribner, 1982.
A practical paperback guide to the what and how questions of video. Detailed instructions On the use of video equipment and the critical variables involved are included.
Berenson, David H.; Carkhuff. Robert R.; and Berenson. Sally R. The Skills of Teachi~__f2n~ent De~elo~-!'_t Skills. Amherst, MA: Human Resource Development Press, lnf78.
A guide for pre-service and experienced teachers in analyzing content into skills objectives on an hourly and daily basis. Annotated bibliography included.
____=- ~.. The Skills of Teaching; Teaching Delivery Skills. Amherst.
Mass.: Human Resource Development Press, 1979.
Skills of lesson preparation. goal-setting and reinforcement.
Biddie, M. L. "Planning and Design of the High School Library Use Instruction Program. " C~tholic Library World, 1981, 53 (4), 160-163.
The opportunity that high school librarians have to educate the futurp adult population in the continued use of libraries requires a wel1defined plan of library use instruction, .interaction with teachers, description of user groups and their informational needs, settin~1 of behavior'al objectives, and constant revision of the plan.
Biehler, Robert F. ~sycho_~_~pJied_~1~aching. Boston: Houghton Mifflin Company, 1971.
- 58 -

Written to be used in three ways: (1) as the means for acquiring an organized Ix>dy of scientific information about teaching, (2) as a source of practical ideas you can refer to during your student teaching and during your first years of professional teaching, (3) as a reference work you can consult whenever you wish to find detailed infonmation on
some aspect of teaching.

Blazek, Ron. Influencing Students Toward Media Center Use. ALA Studies in Librarianship, no. 5. Chicago: American Clbrary Association. 1975.

A report on the author's experiment in measuring the amount of teacher influence on student use of the library. Concerns professional responsibilities of media specialists 'in promoting media center use.

Bowers, Melvyn K. library Instrunion in the Elementary School. Metuchen, NJ: Scarecrow Press, 1971. --_.

A grade-by-grade pres~ntation of materials and methods which have successfully been used to teach skills in the use of the library at
the elementary level, including appendixes containing programmed teaching materials and study-discussion outlines for student and teacher.

Bowley, R. L. Teaching Without Tears: A Guide to Teaching Technique; A Compendium of Practical Advice for the Inexperienced SchOol Teacher.
New and rev. ed. New York: Philosophical Library, 1967.

A guide to the practical problems the teacher faces daily in the classroom, from discipline and punishment to creating and marking exams.

Brewer, Margaret L., and Willis, Sharon O. The Elementary School Library. Hamden, Conn. Shoe String Press. 1970.

Intended for use by the elementary school librarian, the school administrator, or the parent volunteer, this book provides a theoretical and practical introduction to administration and organization of the elementary school library. Somewhat dated.

Brown, James W.; Lewis, R. B.; and Harcleroad, F. F. AV Instruction: Technology, Media, and Methods. ~th ed. New Yor~ McGraw-Hill, 1977.

Supports the belief that instructional materials should not be used in i so la t ion but i nterre1atedl y and tha t there a re IOUIt i -purpose uses for educational media. This book provides production information for audiovisual materials, sources of evaluation and selection criteria for the various forms of media.

Brown, James W., and Lewis, R. B. AV Instructional Technol~ Manual for
Independent Study. 5th ed. New York: McGraw-Hi 11, 1 .

A workbook/text designed for individualized instruction in basic audiovisual production techniques, the use of audiovisual equipment, and the selection of commercial teaching aids.

Brown, James W.; Norberg, Kenneth D.; and Sryg1ey, Sara K. Administering

Educational Media: Instructional Technology and Libra.!L..Services.

2nd ed. New York: McGraw':Hill , 1972.

---- ----- ..

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Intended primarily as a college text for persons studying educational media, this book provides orientation to administrative aspects reLJt.fol to all the cOnJllOn educational media, print and nonprint. Analyzes till' place of media in total instructional system. Bibliography included.
Bullough, R. V. Creating_Instructional Materials. 2nd ed. Columbus.OIi: Charles E. Merrill, 1978.
This is a practical source book providing production techniques in proce5se~ such as mounting. lettering, duplicating, and making trans-
parencie~.
CillJeccira~. ,Jdrnf'5.!-h~__Mu~timedia_ Library, Material~ Selection and Use. New York: Academlc Press. T978.
A guide to the process of identifying and selecting all forms of media. Gives detailed criteria for selection and evaluation.
Carroll, Frances. Recent Advances in School librarianship. Recent Advances in library and Infonnation Services, Vol. 1. Oxford. Eng.: Pergamor, Press, 1981.
International developments in school libraries. Includes sections on cooperation and planning, the school librarian as an instructor, and the education of school librarians.
Cavert, C. E. ~n Approach to the Desi~n of Mediated Instruction. Washington, D.C.: The Association for Educatlonal Communications and Technology, 1974.
This book provides infonnation linking together the three learning domains for logical design relationships. There is an indepth analy~is of the systematic approach to the instructional design elements. This text supports planning which may be validated.
Center for Understanding Media. Doing the Media. 2nd ed . New York: McGraw-Hill, 1978.
This book is a collection of articles on media philosophy, activitie~, and goals designed for use in the elementary and secondary school levels. It was written for use as a text in media education courses or as it portfolio of ideas for infield teachers and media specialists.
Chibnal1. Bernard. The Organization of Media. Hamden. Conn.: linnet Books, 1976.
Provides the underlying principles behind the process of organization. No detailed instructions for organizing media. but philosophically supports the value of organizing print and non-print materials together.
Chisholm, Margaret E. and Ely. Donald P. Instructional Design and the l.i.~~':i'-_M~.d_i_i1__Sp_~~i~ 1i st. Chicago: American Li brary Association. 1979.
1\ t:lari fied t ion of the role of the 1ibrary media professional in regard to instructional design. There is particular emphasis on the systen~tic selection of instructional strategies and media.
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____~~~~.. Media Personnel in Education: A Competency Approach. Englewood Cliffs, NJ: Prentice-Hall, 1976.
Discusses present and future curriculum requirements with criteria and guidelines for selection, use and evaluation of materials. Provides suggestions for training and identifies responsibilities for media personnel.
Curley, Arthur and Varlejs, Jana. Akers' Simple Library Cataloging. 6th ed. Metuchen, New Jersey: Scarecrow Press, 1977.
Provides a simplified adaptation of established cataloging rules for use by small libraries. Includes commonly found abbreviations. a glossary of technical tenms, and bibliography of related sources.
Daniel, Evelyn H. "Professional ism of School Librarians and Media Center Management." In Excen~nce in School Media Programs. pp. 101-110. Edited by Galvin, Kimme~ and White. Chicago: American Library Association, 1980.
Examines the professional status of school library media specialists and encourages them to act with authority in defining their role.
Davies, Ruth Ann. The School Library Media Program: Instructional Force for Excellence. 3rd ed. New Yo.rk: Bowker, 1979.
Offering help for media specialists in understanding their role and responsibility in the education process in the wake of a rapidly changing society. Identifies and explores the social, economic, and political changes having impact on education. Includes specific recommendations by NEA for future curriculum building. Bibliography and glossary included. Appendix includes media evaluation guidelines and model school library policy statement.
Delaney, Jack J. The Media Program in the Elementary and Middle Schools. Hamden, Connecticut: Linnet Books, 1976.
Intended primarily for media specialists and students of educational media, this book discusses the organization and administration of the elementary and middle school library. Provides practical suggestions for efficiently operating a media center. Bibliography included. Suggestions for establishing discipline may be found in Chapter 6, "Keeping Order."
. The New School Librarian. Hamden, Conn.: Shoe String ----.P....r.-e-ss-.--1968 .
Somewhat outdated but still useful. this book highlights professional considerations such as examining the profession and selecting an appropriate school in which to work. Emphasis is on relations to others, but this text also addresses administrative matters and has a section on federal programs which affect library media centers.
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Dequin, H. C. and Smith. J. "learning Disabled Students Can Be Tutors in library Media Skills." Top of the News. 1980. 36 (4). 352-356.
Suggests highly-motivated learning disabled elementary students can be trained to perform and teach media skills to younger students. Presents the training program used.
Dewey. Melvil. Abridged Dewey Decimal Classification and Relative Index. 11th ed. Albany, New York: Forest Press, 1 9 7 9 . - - .
Designed to assist media specialists in technical processing particuldrly as it relates to classifying materials accordi~g to Dewey Decimal System.
Dyer, Christopher. Role of School libraries in Education. Hamden. CT: Shoe String Press, 1970.
This book discusses the theory and practice of the school library. Now, somewhat dated.
Eastman Kodak Company. Classroom Projects Using Photography. Rochf~ter. NY: Eastman Kodak. 1979.
Practical and exciting suggestions for photography projects with students in the elementary and secondary schools in all subject areas. Each project idea includes objectives. materials needed. procedures. and evaluation. Has a "tools and tips" section.
Educational Facilities lab. The School library. New York: E.F.l . 1963.
Somewhat dated, but still useful in planning media center facilities.
Ellsworth, Dianne J. and Norman D. Stevens, eds. landmarks of library literature, 1876-1976. Metuchen. NJ: Scarecrow Press, 1976.
Part One discusses the problems of putting professionalism into practice.
Ellsworth, Ralph E. and Wagener, Hobart D. The School library. New York: Interbook, 1963.
Primarily intended for school librarians and administrators, this study offers specific suggestions for designing secondary school libraries. About half the book consists of illustrations. Bibliography included.
Evans, G. Edward. Developing library Collections. littleton. CO: libraries Unlimited, 1979.
Practical information on producers and distributors of resources. selection policies and procedures, acquisition, weeding, and evaluation. Attention is also given to copyright and censorship.
Filbeck. Robert. Systems in Teaching and learning. Professional Education Series. Lincoln. Neb.: Professional Educators Publications. 1974.
A systems approach to preparing. implementing and evaluating individual iZt'r1 instruction. Bibliography included.
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Fleming, Malcolm, W. and Levie, Howard. Instructional Message Design~ Princieles from the Behavioral Sciences. Eng1ewood Cliffs, NJ: Educatlonal Technology Publications. 1978. Presents the concepts and principles of learning as applied to instructional materials.

Frazier, Alexander. Teaching Children Today: An Informal Approach.
New York: Harper &ROw, 1970.

A guide to establishing informal classroom centers for active learning. with suggestions for purposeful activities, how to groups and organize problems which may be encountered. Bibilography included.

Freeman, New

PYaortkr:iciaH.arpPerat&hfRinOdwe, r1: 97A5n.

Operational

Guide

for

the

School

Librarian.

This book provides school librarians with a philosophy of work as well is information about staff management. expenditures, facilities, selection, ordering, processing, circulation. and public relations.

Galvin, Thomas J.; Kimmel, Margaret M.; and White, Brenda H. eds. Excellence in School Media Programs. Chicago: American Library Association. 1980.

A collection of articles by recognized representatives of the school media field who contribute interesting ideas about four topics: The Child, The School Media Center. The Community. and The Future.

Gardner, Richard K. Library Collections: Their Ori~in. Selection. and Development. New York: MCGraw-Hill Book Co . 981.
The original editor of Choice traces library resources from their origin through the various phases of marketing and distribution to their acquisition into library collections. Appendix includes collection development policies and standards.

Garvey, Mona. Teaching Displays. Hamden, CT: Linnet Books, 1972.

Explains the purpose and use of displays or bulletin boards in the educational setting. Provides a thorough explanation of design techniques for displays and includes sections on lettering, layout. and cartooning.

Gates, Jean Key. Guide to the Use of Libraries and Information Sources. 5th ed. New York: MCGraw-Hill, 1983. Guide to a library's information sources. Includes the organization and arrangement of library resources.

Gaver, Mary Virginia. Services of Secondary School Media Centers: Evaluation and Development. ALA Studies in librarianship. no. 2. Chicago: American Library Association. 1971.
This study provides a means of evaluating media center programs of secondary schools, with an emphasis on the services provided by those programs. Pages 123-129 provide a checklist of services to use in evaluating school media services.

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Gerlach, Vernon S. and Ely, Donald P. Teaching and Media: A Slstema~~ Approach. 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 980.
Emphasizes designing teaching strategies on the basis of what the student is to do, produce or become. Special sections on the selection and use of media in the instructional setting. Bibliographical references included.
Gillespie, John T. and Spirt, Diana L. Creating a School Media Pro9r~m. New York: Bowker, 1973.
A basic text on the principles and practices of creating, organizing and administering a school media center. Includes background material on the history of school libraries.
Gilstrap, Robert and Martin, William R. Current Strategies for Teachers: A Resource for Personalized Instruction. Goodyear Education Series.
Pacific Palisades, CA: Goodyear Publications, 1975.
Descriptions of repertoire of teaching strategies which provide the basis for more individualized instructional programs. Annotated bibliography included.
Green, Lee and Denogerink, Don. 501 Wa~s to Use the Overhead Projec~~!. Littleton, Colo.: Libraries Unlimlted, 1982.
Concentrated information in the use and production of overhead projected materials. Includes chapters on handmade, color-lift, thermographic and diazo transparencies as well as special techniques of mounting, masking, and overlays.
Hannigan, Jane Anne and Estes, Glen E., eds. Media Center Facilities Design. Chicago: American Library Association, 1978.
Intended for media specialists and school administrators, this collection of articles focuses on planning or renovation of media facilities. Includes specific planning instruments and charts. Bibliography included.
Hardesty, L., and Gatz, F. "Appl ication of Instructional Development to Mediated Library Instroction." Drexel Library Quarterly, 1980, 16 (1), 3-26.
Outlines principles of instructional development as they are related to particular situations faced by media specialists in teaching library skills. Includes fifty-six references.
Hart, Thomas L., ed. Instruction in School Media Center Use. Chicago: American Library Association. 1978.
This book assists the library media specialist by presenting in lesson plan form, creative instructional activities for teaching study and research skills as well as some production activities. Tests of library media skills are described and teaching activities are correlated with a scope and sequence chart which is provided in the beginning of the book.
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'~waii State Department of Education. Integrating library Skills into Content Areas: Sample Units and Lesson-Plannin~ Forms. Honolulu: Hawaii State Department of Education. 1979. (E IC Document Reproduction Service No. ED 198 833. Specific examples of units which integrate library skills into the teaching content ireas. Describes lesson-planning forms that may help teachers or librarians.
Heinich. Robert; ftblenda. Michael; and Russell. James D. Instructional Media and the New Technologies of Instruction. New York: Wiley and
SOns. 1982.
Intend~ for those in the teaching profession at all levels who are interested in providing effert.ive educational media. This book examines the design theories of different media formats. Henzel. Evelyn and VeilletLe. Peter D. Purchasi~ Library Mat~rials in Public and School Libraries. Chicago: Amencan Ubrary Assodation. 1969.
A study of school library book-purchasing procedures. Gives recommendations and guiding principles.
Herring. James E. Teaching Library Skills in Schools. Atlantic Highlands. NJ: NFER publishing. 1978. Provides ideas and methods to use in teaching library skills and stresses the importance of such instruction.
Hicks. Warren B. and Tillin, Alma M. Developing Multi-Media Libraries. New York: Bowker. 1970.
This book presents the concept of the library as a comprehensive resource center. Philosophy and objectives are discussed and practical information is provided on selecting, acquiring. processing and utilizin9 equipment and materials. particularly nonbook materials. Hicks. Warren B. and Tillin, Alma M. Managing Multimedia libraries. New York: Bowker, 1977. A three-part book about systematic management of libraries. Case studies illustrate management-by-objectives: philosophy and goal setting, principles of organization. program considerations such as budgeting, processing, and circulating.
Hodges. G.C. "The Instructional Role of the School library Media Special ist: What Research Says to Us Now." School Media Quarterly. 1981, 9 (4)
281-285.
Reviews selected studies of the curricular and instructional role of the school media specialist. Identifies predominant patterns for libraries, edLJcators, and administrators.
Hoover, Kenneth. The Professional Teacher's Handbook. Boston: Allyn and Bacon. 1976.
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A handbook designed for preservice and inservice education in response to the demand for practical performance-based textbook materials.
Hug, William E. Instructional Desin and the Media Program. Chicago: American Library Association, 975.
Adiscussion of the vital, integral role which can be played by the media program in the curriculum of the school, with emphasis on helping learners use information from many sources, on many different levels, and in many formats.
"Thoughts on r~edia Programs: District and School." SchooT-Media Quarterly, 3 (Winter 1975), 109-114.
Outlines the standards given in the publication mentioned in the title and urges the use of these standards to create media programs with a purpose.
Hyman, Ronald T. Ways of Teaching. 2nd ed. Philadelphia: J.B. Lippincott, 1974.
An introduction to many different teaching strategies, including discovery, role-playing, simulation games and socia-drama. Bibliography cited.
Katz, William A. ~ollection Deve10ement; the Selection of Materials for ~Jbraries. New York: Holt, Rlnehart and Winston, 1980.
Concerned with both the philosophy and the practical aspects of selection, collection development. and collection analysis. School. public, academic, and. to a lesser extent. special libraries are considered. A basic text in the selection of resources.
Kemp. Jarrold E. Planning and Producting Audiovisual Materials. 4th ed. New York: Thomas Y. Crowell, 1980.
Concerns material important to production: the role of audiovisual materials instruction. how to use information about perception, communication, and learning theory in planning materials. and the effect of research evidence on designing and preparaing materials. Production techniques and tips are described as well as ideas for utilization.
Kohl, Herbert R. On Teaching. New York: Schocken Books. 1976.
A special look into the complex role of being a teacher afld the craft of teaching, including how to observe and listen to students, setting limits on student behavior, and what to do when losing your control in the classroom. Bibliography included.
Kohn. Rita and Tepper. Krysta A. Have You Got What They Want? Metuchen, NJ: Scarecrow Press. 1982.
A workbook suggesting materials. services and programs to excite students and educators about the library media center.
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Kueter. Roger A. and Miller. Janeen. "Slides." In The Instructional Media Library. vol. 13. Englewood Cl iffs. NJ: Educatlona'1 Technology Publ ications. 1981.
Includes information and guidance concerning the util ization of ,>1 idl'5 in an educational setting. Offers extensive introductory planning and production information as well as information on slide projection equipment.
langford. Michael. Visual Aids and Photography in Education. New York:
Focal Press. 1973.
Serves as a practical guide to the equipment associated with photography, duplicators. and projectors. A fairly detailed description of "how-to" in producing photographic aiu~.
leopold. Carolyn Clugston. School libraries Worth Their Keep: A Philosop~ Plus Tricks. Metuchen. NJ: Scarecrow Press, 1972.
Supports the thesis that the appropriate role of the school librarian is to help students develop the ability to think critically. Suggests learning activities for teaching media skills applicable to many grade levels.
levitan. Karen. liThe School Library as an Instructional Information System." School Media Quarterly, 3 (Spring, 1975), 94-103.
An ana 1ys i s of the schoo 1 1i bra ry as an i nforma t ion center. Thi s article also promotes the library's role as retriever and supplier of information.
lewis. Zel1a, compo

Examples of learning activties used to teach library skills in 36 states. Compiled from a 1980 survey requesting library guides used in
elementary and secondary ~chools.

Loertscher, David V., ed. "Research and School Librarianship. II School

Library Med.ia Quarterly. 10 (Winter. 1982), 107-70.

----

The first of two SLMQ issues devoted to research in the field of school librarianship, this one: (1) examines the basic components of research,
(2) assesses the level and type of school library research, (3) analyzes techniques of reading research and applying it at the local level.

lowrie. Jean. E1ementar~ School libraries. 2nd ed. Metuchen, NJ:
Scarecrow Press, 19 O.

A handbook covering the role and responsibilities of elementary-level media specialists. Includes curriculum support cOlllllunity relations and administrative functions.

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Lubans, John. Jr. "Mediated Instt'uction: I\n Overvif'w witil Emphasis on Evaluation. Drexel Libra~ Quart~. 1980. 16 (1), 27-40.
Reviews the extent to which educational media are employed in 1ihrary instruction, the types of rnrthods used to evaluate mediated instructil,n. and pos',lblf' future rjevelopmpnt'> in the field.
PrO.9!_e~J!!_Edu!=~_~(n.9~_h~_i~brary USf'!. New York: Dowker, 19r.
A state-of-the-art review of library instruction with articles written by a variety of contributors. Of particular interest to school media specialists are the articles: "Recent Directions in Educating the Library User: Elementary Schools" and "The High School Library and the Classroom: Closing the Gap." Includes an extensive bibl iography and a list of library instruction clearinghouses, directors, and newsletters.
McDon1a9l7d8, . Blanche. Methods that Te-<-1_c.h. 4th cd. Dubuque, Iowa: w.e. Brown.
A storehouse of practical ideas and instructional methods to use in developinq lesson plans for many subject areas.
Mangieri, John N. and McWill iams, David R. "The What, How, and When of Professional Improvement." Educ:?!Jpi'_aJ_ Lea_dersh..i.p, 38 (April, 1981),
535-37.
Suggests a five step process for a media specialist or teacher and a supervisor to use in identifying performance problems, delineating strategies for improvement and establishing a method of evaluation.
Margra be , Mary. Ihe "Now" Library Media Center: A Stations Approach with Teaching Kit. Washington, D.C.: Acropolis BOoks, 1973.
An excellent source which shows you how to set up a variety of teaching stations which include activity sheets relating to specific media skills.
Marshall, Faye Dix. Mana~in9 the Modern School Library. New York: Parker Publishing Company, 976.
Intended as a practical guide for the experienced school librarian, but may benefit preservice media professionals as well. Offers practical ways to use the library. and this bOok coordinates curricular learning activities. Suggestions in managing personnel and public relations are offered. Glossary of technical terms included.
Martin. Betty and Sargent. Linda. The Teacher's Handbook on the School J..ibral'J:. !'1e~J!l__Center. Hamden, Conn: ShOestring Press, 1980.
Information on the instructional use of materials and technology which relates the media center to classroom teaching and learning. Valuable bibliography included.
Merrill, M, David and Tennyson, Robert D. Teaching Concepts: An Instructional Design Gu~~~, Englewood Cliffs, NJ: Educational Technology Publications. 1977.
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A detailed guide to the design, development, selectron. and arrangemt'IL of instructional matedal which helps students mar'e effectively and efficiently. References cited.
Metropolitan Cooperative Educational Service Agency. Learnin--Alive and Swell in the Media Center: An Activities Approach to Li rary Skills. Atlanta: Metropolitan Cooperative Educational Service Agency, 1974.
A teaching manual for instruction in library-use skills through activities requiring active student involvement--games, simulations. writing and media activities. A bibliography of audiovisual materials is included.
Miller. Rosalind and Terwillegar. Jane. Commonsense Cataloging. Chicago: H. W. Wilson. 1983.
Includes the new AACR II applications.
Minor. Edward O. Handbook for Preparing Visual Media. 2nd ed. New York: McGraw-Hill. 1978.
Prepared for teachers, librarians, and other educators who would like to create effective visual aids for use in the classroom. but believe they need production guidelines to follow because they lack necessary artistic skills. Good step-by-step illustrations in production techniques.
Minor. Edward O. and Frye. Harvey R. Techniques for Producing Visual lnstru~ioE.aJ __M_e~ia:. 2nd ed. New York: McGraw-ftn" 1977.
A simple manudl for anyone preparing visual aids to use in instructional settings. Offers clear-cut. non-technical explanations accompanied by helpful illustrations and examples of finished products.
Mohajerin. Kathryn S. and Smith. Erle P. "Perceptions of the Role of the School Media SpecialisL" School Media Quarterly, 9 (Spring 1981), 200-204 .
Study report concerning the degree of acceptance of the media specialist in the instructional development role as perceived by others in the school setting.
Morse. Grant W. The Concise Guide to L.ibrarLReseaD~_~' New York: Washington Square Press. 1966.
A useful guide in how to use the library for research--from choice of topic to obtaining general, and then specific informatioll.
New York State Education Department, Bureau of School Li brdrl es. The Elementary Library Media Skills Curriculum: Grades K-6. Albany. N.Y.: New York State Education Department, Bureau of School Libraries. 1980. (ERIC Document Reproduction Service No. ED 205 199)
Developed to encourage the integration of K-6 library skills into the courses of study recommended and customarily followed by elementary schools in New York State. This curriculum guide provides suggested stratagies, and a taxonomy of library media skills.
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Nickel, Mil dred L. .St~ . .:<;Y_C~ic.l!":-~'!9book_.~__~~ced.u~es fOT. !.he School Library Media Center'. Chicago: American Library Association,
,975.-
Gives pr'lcti!.dl ',u9rlC',tio",; dnd guidance to school librarians. Crmtaiw, '.Iction" on tJlJtlr)I'I.. odministration, facilities, and librilr'l iH.tivitir!'.. lxccllr!nl. 1 j"t of current selection aids for various typl'" of print rpsources, and directory of publishers. producers, and
sUIJIJ 1i ('r', .
Nordling. J. A. Dea~Jj~~lty: A Discovery Method Guidebook to the Hig~ .school Ji.b.r~. Westwood. Mass.: Faxon, 1976.
Details it variety of high school research projects to help the teacher work with il library which has limited resources or with students who are unable to use the library effectively. Each project can be used with a large group and each will acquaint the students with basic reference tools. The worksheets are very helpful and can be easily dupli Cil ted .
Olson, Nancy B. ~ata10~.i.Audio,!,jsual..~ __~e!,iaJ~. Mankato. MN: Mi nnesota Sc ho1ar1 y press ,1981 .
A manual for cataloging based on AACR II.
Prostano, Emmanuel T. and Prostano, Joyce S. The School Librarf Media ~enter. 2nd ed. Littleton, Colo.: Libraries Unlimited, 982. -
The focus of this book is on the purpose, structure and function of the school media center. Emphasis is on applying basic management functions to the library media program in the individual school as well as to district level programs. References are provided for continued study.
Prostano, Emanuel T. School Media Programs: Case Studies in Manageme~t. Metuchen. N.J.: Scarecrow, 1974.
The case study method, used to convey a problem or issue which requires analysis, investigation, or consideration of alternatives. is the basis for this collection of school media problems. The cases cover a range of areas including: personnel management. facilities, evaluation, organization, and curriculum.
Pa10vic, Lora and Goodman, Elizabeth B. The Elementary SChool Library in
Action. West Nyack, N.Y.: Parker. 1968.
The purpose of this book is to provide guidelines and suggestions to meet the needs of teachers. parents, and librarians in teaching the use of an organized, centralized collection. Each chapter treats a phase of library skills in a manner appropriate for elementary students.
Peterson. Ralph t. A Place for Caring and Celebration: School Media
Centers. Focus on Trends and Issues. No. 4. ChlCago: American
il1lrary A~sociation. 1979.
70

Wt,,, An..

'ht' 'II,.. .. ' lilli, "WI", I .\111 I, " ',1111'\11 IIII'd 1,1 "1"" 1.11 I', ( 11 I ,d"H"

with em~hd .. is on the importdllce of the tedching <lilt! ldl'lng dspecb

of the position.

Polette, Nancy. In-Service: School Li ~3arY/Med~.!'i9!kShOPS_dnd ~onf~,t:.e!,c_~~, Metuchen, NJ: Scarecrow Press ,19 .

Discusses training of paraprofessionals, aides and volunteers. Also provides suggestions for library/media training for teachers.

Polette. Nancy and Hamlin. M. Reading Guidance in a Media Age. Metuchen, N.J.: Scarecrow. 197.

Ways to introduce literature to children which include book games. drama. puppetry. and variou~ mediated experiences. Also gives suggestions for reaching parents and luring them to the library.

Pond. Patricia P. "The SChOol Library Media Special; st anJ Pl-ofessional Associations." In Excellence in School Media protams. pp. 164-176. (Edited by Galvin. Kimmel and White). Chicago: erican library Association, 1980.

Discusses the advantages of belonging to a professional media organization and provides statistics about present membership of such organizations.

Prentice. A.E. "Directions for School library Media Specialists in the 1980's." Tennessee librari!i_r:!. 33 (Winter, 1981), 27-31.

This article discusses the changes which are taking place in school
libraries. particularly the development of networks, use of technology, and problems of inadequate funding.

Renford. Beverly and Hendrickson. linnea. Bibliographic Instruction: A Handbook. New York: Neal-Schuman. 1980.

A guide for those involved in developing or improving library-user education programs. Includes program planning. orientation. printed guides. course-related/integrated courses. credit courses. workbooks. and computer-assisted instruction. Emphasis is on academic libraries.

Ring. A. Planning and Producing Handmade Slides and Filmstrips for the Classroom. elmont. Cal if.: Fearon Pitman. 1974.

Practical guide to simple production techniques for handmade slides and filmstrips. Includes masters for both formats along with step-by-step instructions. ideas for use. and sample works for both types.

Robotham. John S. and laFleur. lydia. library Programs: How to Select,
Plan and Produce Them. 2nd ed, Metuchen. NJ: Scarecrow Press. 1981.

This book gives the mechanics of integrating programming into the library by administering them as an integral facet of the library.

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Rosenberg, f~t'rJyon r. . and Dur,~l'Y, ';'Jlm S. M(,d-'-~I,,J.9~,ir.!!1(~,t~_j\,.0.!J_irl~,and Q!.ctiu~.rJ' Littleton, Colo.: Libraries IlmitC'd.1976.
Selection ilne! evaluation of Il1l'dia equipment. Sugge~tions for equipment maintenance programs. Excellent illustrations support the informative text.
Rossoff. Martin. The Library__i-'!_ti}9~School Tea~_hin.g. 2nd ed. New York: H. W. Wil,;on, 1961.
This tXJok strives to farniliarize teachers with the merits of the school library media center as a resource in teaching and provides examples to show how different teachers util ize the 1ibrary resources to enhilnCf' their own performance.
Rowntree, Derek. Educational Technology in Curriculum Development. New
York: Harper &Row, 1974.
Educational technology is concerned with the design and evaluation of curricula and learning experiences.
Samples, Bob; Challes, Cheryl; and Barnhart, Dick. The Whole School Book: Teaching and Le~~~_iE....the 20th Centu..':i'. Reading, Mass.: Addison-Wesley, 1977.
A humanistic approach to teaching and learninq which focuses on nurturinq teachers who want to teach, care both about themselves and their students. and have a good sense of humor.
Satterthwaite, L. Graphics: Skills. Media, and Materials. 3rd ed. Dubuque. Iowa: Kendall/Hunt. 1977.
Intended as a guide for students in introductory media courses. This text is divided into the general categories of selection/evaluation, production, operation, and utilization. Provides easy-to-follow steps in production in the areas of lettering, mounting, duplication, display systems, photography, audio production and television.
Saunders, Heln E. The Modern School Library. 2nd rev. ed. by Nancy Polette. Metuchen, N.J.: Scarecrow Press, 1975.
This text offers many specific suggestions for incorporating various media formats in center activities. Emphasis includes instruction, utilization, and evaluation as components of the media program. Includes a list of selection tools for secondary school libraries.
Schramn, Wilbur. Big Media, Little Media. Beverly Hills: Sage Publications, 1977.
Assembles and reviews the existing information on the choice of media for inr,truction, especially on the choice between big and little media.
Schultze, Oondld l. All About Teachin.!!: An Introduction to a Profession. Washinl)ton. D.C. ;---UnT,'er'slTy'Pr:ess of Aiiieric'a','1978:----_,
An overview of the historical development of American public school
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systems. focuses on individual differences among lparners, a~ ~cll as what makes a good teacher.
Sears, Minnie Earl. Sears List of Subject Headings. 11th ed. Edited by Barbara M. Westby. New York: H. W. Wilson, 1977.
Primarily designed to assist librarians and school media speciali<;t<; in technical processing of materials in respect to subject heading selection. Rules are explained and then the remainder of the book is a list of approved subject headings.
Shapiro, lillian L. "Library Instruction: A Difficult Dilenma." Catho1J library World, 1981, 53 (4),185-188.
Discusses the need for 1ibr~ry instruction, what should be taught.
____~~-.. Servi~outh: Communication and Commitment in the Hig~ Schoo1 Li br~.!:i'.. New {ork: Bowker. 1975.
Concerns psychological and sociological findings which affect the high school library media program and suggests the type of personnel needed.
Smith, B. Othanel; Stanley, William 0.; and Shores, J. Harland. Fundamentals of Curriculum Development. Rev. ed. New York: Harcourt. Brace and World, 1957.
A look at the practical application of basic principles of curriculum
planning in determining educational direction. selecting educational experiencps and making changes in existing curriculum. Bibliography i ncl uded.
Sparks, J. D. Overhead Projection. The Instructional Media Library (Vol. 10). Edited by J. E. Duane. Englewood Cliffs, N.J.: Educational Technology Publications, 1981.
Presents infonlldtion regardinq thl' use and the subject app1 icat ions of the overhead projector; the design and productIon of transparencies; and sources of prepared tran~pdrencies. transparency masters. and transparency materials. Offers practical suggestions and ideas for transparencies as well as design tips.
Spirt, Diana L. Libr~ry/Media Manual. New York: H. W. Wilson, 1979.
Designed as an aid for secondary students or media specialists who need a self-study approach to library use instruction. Some focus on policies, resources and organization of media center.
Sullivan, Peggy (Project Director). I~:_ The School Library and the Instructional Program. Chicago: American Library Association. 1967.
Report on Phase I. of the Knapp School Libraries Project.
Sull ivan. Peggy. Probl ems in S(hSJ~JJ .M~<!i~~~~m_e~t Npw York: Bowker. 1971.
Thirty case studies are presented as prOblem-solving exercises in
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school media management. Situations include: Library instruction, supervision, challenged materials, theft of materials, conmunication, and discipline.
Swarthout, Charlene R. The School Libra-!:L-as Part of the Instructional System. Metuchen, N.T-:-'SCarecrow Pre~96r.---------'
focu'.e, on the school media center as a vital instructional force in the ',chool curriculum, in terms of curriculum planning, child development, selection of materials and professional competencies, Bibliography includpd.
Taba, Hilda. Curriculum DevelqJl!!lcn~:_The0!:t.._aJl_d-.!_a<0ie. New Yorl<: Harcourt, Brace and World, 1962.
A classlc e>amination of the theory of curriculum development with emphasis on design and organization of curricular content; societal and cultural influences on curriculum; and the effects of development, intelligence, society and culture on learning.
Taggart, Dorothy T. Management and Administration of the School Ljbr~!1 P..!ogr~. Hamden, Conn.: Shoe String Press, 1980.
A source book for media specialists on management and administration of the library media center. Includes glossary, directory of publishers, list of professional organizations, periodical indeses, and sources of material and equipment.
Thomas, James L. Turning Kids on the Print Using Nonprint. Littleton, Colo.: Libraries Unlimited, 1978.
Objectives and procedures are presented for many varieties of media productions.
Thomason, Nevada Wallis. The Library Media Specialist in Curriculum Development. Metuchen, NJ: Scarecrow Press, 1981.
A compilation of readings which give current information about the new role of the media specialist in the educational process.
Tillin, Alma M. School Library Media Center Procedures. Madison, Wis.:
Demeo Educational Corporation, 1977.
A manual explaining the necessary procedures for the school library media center to function: selection, acquisition, cataloging, physical processing, circulation and storage.
Tillin, Alma M. and Quinly, William J. Standards for cataloging Nonprint Materials. 4th ed. Washington, D.C.: Association for Educational Conmunica'tions and Technology, 1976.
This work presents the rules of nonprint cataloging in an understandable manner and provides numerous examples.
Trinknt'r', CIMl'1t'" I. ed. Better Libraries Make Better Schools. Contributions tll llhr.lly I ill"'.Jturl', no.'4, lIainden~'YT:-ShOp':;TiTngPres." l'lb2.
'" .

Articles by various writers on topics relited to school 1ibruy administration and services. Somewhat d.ted now.
Turner, Philip M. Handbook for School Media Personnel. 2nd ed. Littleton.
Colo.: Libraries Unlimited, 19AO.
A handbook of practical infonmation for the person charged with administering the nonprint portion of an instructional media program. Included are sections on communication, equipment distribution, selection, maintenance, inservice, student production, and student assistants.
Vandergrift, Kiy E. The Teaching Role of the School Media s~ecialist. School Media Centers: Focus on Trends and Issues, no. . Chicago: American Library Association, 1979.
Discusses the media special ist's role and provides a sample workshop format for teachers.
Wagner, Betty J., and Stunard, E. Arthur. Making and Using Inexpensive
Classroom Media. Pa1to Alto, CA: Learning Handbooks, 1976.
A practical guide for teachers and students to use in the production of simple visual aids. It introduces various display techniques, mounting methods, photography, lettering, transparency production, and movie-making.
Walker H. Thomas, and Montgomery, Paula Kay. Teaching Media Skills: An Instructional Program for Elementary and Middle School Students.
Littleton, Colo.: libraries Unlimited, 1982.
Provides a model for integrating media skills instruction into the modern empirical teaching process and practical recommendation for the implementation of a media skills program in any school or school system.
Wetvlleyer, Lillian Biermann. The School Librarian as Educator. Littleton, Colo.: Libraries Unlimited, 1976.
This handbook draws from educational theory and research to obtain strandS useful to school librarians in recognizing their teaching role. This role goes beyond simply teaching library skills. even beyond teaching students, to recognize the library media specialist as a teacher of teachers. The central theme of the book is adaptive education.
Weihs, Jean. Nonbook Materials: The orianization of Integrated C2)~e~.!Jpps. 2nd ed. Ottawa: Canadian Library ssoeiation.1979.
An aid for cataloging and organizing collections in which all materials, both book and nonbook, are interfi1ed.
Wei1, Marsha; Joyce, Bruce and K1uwin. Bridget. Personal Models of Teaching.
Expanding your Teaching Repertoire Series. Englewood Cliffs, NJ:
Prentice-Hall. 1978.
Presents a teaching model which stresses the creative abilities of learners. Includes a section on the use of peer tutoring in instruction.
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Wilkinson. Gene L. Media in Instruction: 60 Years of Research. Washington. D.C.: Association for Educational COl11l1unications and Technology, lqn,J.

A survey of the research literature related to educational media and school media centers with particular concern for the effective use of the tools of instruction.

Wittich, Walter A. and Schuller, Charles F. Instructional Technology, Its

Nature and Use. 6th ed. New York: Harper and Row. 1979.

~

A text for those studying in the field of education. it offers methods for selecting and producing materials.

Wittiq. Al iu' ,J. U. S. Government Publications for the School Media Center. Littllton, Coro.-:--f.Tb-rarr(~s-lJn1imited. 1979.

ProvidE!', il checkl i<;t of government publications which can be useful in schcJol media centers.

Woodbury. Marda. Selecting Materials for Instruction: Issues and Policies. [ittl~ton, Colo.: Libraries Unlimited, 1979.

A handbook explaining how to establish an effective selection process.

. Selecting Materials for Instruction: Media and the ~Cu-r-r~ic-u'l-um. Littleton. Colo.: Libraries Unlimited. 1980.

Acquisition and evaluation of materials in various print and nonprint media. including free materials. government documents. pictorials. print materials. games and simulations. film. toys. and television.

----T!m-p~l-em-e.nt~JSieolne.ctinL~lttM1eattoerni.alsCofloor.:

Instruction libraries

:

SUbJect Unlimlted.

Areas Inc.

,

and
1980.

Guidance for selecting materials for particular areas of the curriculum. Includes an annotated list of organizations and publications relative to each field.

Wright. A. Designing for Visual Aids. New York: Van Nostrand-Reinhold, 1970.

Reviews the effects of audiovisual education on the role of the teacher. Outlines and elaborates the key elements of design necessary in planning and producing materials.

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