The curricula for preparing music specialists has remained largely unchanged for decades. In this time, most professions have moved toward preparing specialists while the music education profession has moved toward preparing generalists. The author examines how this is unrealistic and out of touch with the times and the future. Furthermore, the…

The most critical challenges that school librarians face are not about finding and organizing resources. The real dillemas lie in working with faculty to plan lessons that take advantage of the resources and tools school libraries have at their disposal, in identifying the skills students need to negotiate new information formats; in anticipating…

This article assaults the definition of the characteristics of a theory of education; the discussion covers the place of morals within such a theory, the Hirst-O'Connor controversy, and other views of theories of education. (KC)

The conditions and the rhetoric have changed; but in the age of the "instant librarian," the future still depends on the school media specialist's ability to focus on the user as an individual and provide an environment that promotes learning. (Author)

The two authors from their respective leadership/administration and library/media specialist's backgrounds share their thoughts about a "Team Approach" to improved instruction. Basic elements of a shared approach are discussed with attention to the changing role of the library/media specialists in schooling.

This examination of the emerging theoretical base of library instruction in schools combines learning theory with research on information-seeking behavior and a broader view of library and information skills. Thirty-five references are listed. (MES)

Stressing the theme of resourcefulness on the part of Australian school librarians and media specialists, this volume contains papers and addresses on learning through technology, the Australian school catalogue information service, the curriculum development centre in Canberra, women and the curriculum, Australian resource utilization, directions…

Stresses the need for involvement of media specialists in curriculum planning and teaching, lists school districts that have developed library skills curriculum guides, and describes model resource units. Five steps to resolve obstacles to successful implementation of the program are suggested. (CLB)

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

The authors describe a model graduate reading program designed for potential reading specialists. The model suggests that teaching educational philosophy, psychology, sociology, and physiology precede the teaching of reading methodology, thereby first developing a theoretical foundation. (KC)

An elementary school librarian initiated a survey of school librarians in Arizona to discover how they dealt with problems in scheduling classes in their media centers and developing curriculum to teach library skills. Results were used to support proposed changes to provide more flexible scheduling and increase teacher/librarian cooperation. (EM)

Political obstacles to curriculum changes can be avoided by inviting participation by curriculum specialists, teachers, parents, and other citizens in the decision-making process. (Author/MLF)

Examines the evolution of the Whole Language curriculum, its current theory and practices, and its effect on the school library media center. The similarity between Whole Language and the Montessori approach to literacy is discussed, and the role of the media specialist in a Whole Language library media center is described. (31 references) (LRW)

Discusses the collaborative role of school library media specialists as instructional consultants to help teachers plan curriculum and develop instructional activities. Topics addressed include the nature of instructional planning; how teachers plan; and strategies for planning in partnership with teachers, including planning styles, planning…

Relating curriculum education to the practice of teaching, the author proposes and describes the education and role of chairman of school curriculum groups. Such chairmen would shift the school curriculum initiatives from theoretical research to local practice and would reflect the policies of curriculum educators at the graduate level. (JW)