Discussion of the role of school libraries focuses on a study in England that monitored secondary school students completing a resource-based learning project. Compared students' use of the school library at four different schools with their use of other information resources, including public libraries and the Internet. (Author/LRW)

Offers suggestions for school library programs that can attract students and encourage reading without being specifically tied into the curriculum. Topics include book fairs; visits by authors, storytellers and entertainers; book-related celebrations; and contests. (LRW)

Discusses instructional collaboration between school library media specialists and classroom teachers based on school interviews in California. Highlights include curricular standards; persistence and perseverance; recruiting student teachers to become involved; and districtwide or schoolwide expectations. (LRW)

Discusses the main goal of this workshop, which is to show how the use of information literacy and instructional design theory and skills have been easily integrated into the normal classroom routine in one Ohio school district. (LRW)

Discusses how to overcome roadblocks to implementing the "Information Power" model for school libraries. Focuses on administrative problems; time and planning issues; school culture that lacks a collaborative environment; and developing planning units to achieve success. (LRW)

Describes the Six Traits of Writing and how school librarians can use storytime to teach the Six Traits, use picture books that demonstrate them, develop active participation strategies for listening comprehension, and teach group and individual composition highlighting each trait. (LRW)

The failure of school library research to reach a wider audience is not simply a matter of dissemination. Research should be conducted on all grade levels and not predominantly secondary schools; relevant to the sponsor; cumulative and built on issues of theory, methodology, and substance developed in earlier work; and interdisciplinary. (PEN)

Discusses learning theories, standards for school library media programs, and two related documents: a revision of "Information Power," and new "Information Literacy Standards." Implementation is discussed, and resources for standards in other content areas are also included. (LRW)

Answers frequently asked questions (FAQs) related to planning for renovating or building school library media centers (SLMCs). Topics include the role of the school library media specialist, advance planning, importance of a written long-range plan, library consultants, courses on planning, design compromises, planning resources, professional…

Discusses the importance of libraries, books, and reading. Highlights include: the role of libraries in our culture; literacy, reading, and writing as the essence of thinking; the relationship between the book and the reader; and the impact of information technologies. (MES)

Looks at the issue of professional relationships between teachers and librarians and how those relationships affect curricular decisions. Suggests teachers and librarians see each other as team-teachers who support each other's programs. (MG)

Reviews a study which shows that guidance for selecting books in the classroom has increased. Considers children's self-selection strategies as a function of the instructional program. (MG)

Argues that school libraries should maintain a commitment to encourage reading and have concern for the enrichment of the individual's imaginative and creative life. Describes a variety of ways the school libraries in the United Kingdom promote reading. (RS)

Seven articles provide ideas for the promotion of school libraries through the use of bulletin boards and displays. Topics covered include display ideas; design basics and hints; and a directory of sources for ideas and materials. Two materials describe activities and displays used in schools to celebrate National Library Week. (CLB)

Presents a compilation of school library media certification requirements taken from responses to a national survey. For each state, existing certificates or endorsements are listed, along with credit hours and/or experience required, whether it is an accredited or approved program, and required subject areas or competencies. A directory of…