This digest examines changes that are involved in an elementary school library media program when the school's instructional methods move from a basic skills to a whole language approach. These changes are discussed in terms of three curricular foci--theme studies, process writing, and literature-based reading--and new demands that are placed on the collection and the school librarian. Because the whole language approach relies heavily on children's literature instead of textbooks, large numbers of trade books are required, and librarians must work cooperatively with teachers to ensure that the necessary resources are available in the media center when needed. Flexible scheduling in the school media center is important to the success of theme studies as it allows children to seek answers to questions as they arise. Since whole language creates an enormous demand for books, videos, cassettes, and computer programs, library media specialists can expect dramatic changes in collection use as well as changes in their role. Not only must library media specialists become very familiar with the library collection, but they must also serve as a resource to students and teachers during the planning and execution of theme studies, a teacher of information skills, and an instruction leader. (10 references) (MAB)