This paper examines "Information Power: Guidelines for School Library Media" ("Guidelines"), a key document published by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) that proposes changes in school library media development in the United States and Canada. The "Guidelines" is analyzed with emphasis on how the basic principles can and should be applied to Canadian situations. Topics discussed are: (1) the "Guidelines'" mission statement and specific challenges brought about by this mission; (2) the issue of program development--i.e., the school library media program being fully integrated into the schools' overall curricula--and the concept of "partners"--i.e., a cooperative and collaborative planning model; and (3) the three-fold role of the library media specialist as information specialist, as teacher, and as instructional consultant. It is recommended that Canadian institutions consider the capacity-performance model (i.e., the capacity to meet institutional/educational needs and the ability to perform at a level appropriate to the institution and its members), which requires an exploration of vision and values, and which strives to renew an institution's vitality. A chronology of guidelines documents and other landmarks across the decades in the United Stated and Canada is included, as well as provincial documentation for reference purposes. (SD)