School library media specialists in Kentucky, Tennessee, Virginia, and West Virginia were surveyed in April 1990 to determine their perceptions of their training needs as they are being called upon to use the latest information technologies to access, transfer, and store information. The 2,202 responses received represented a response rate of 37.9%. Over 90% of the respondents were building-level school library media specialists and were certified either as librarians or as media specialists. About 44% had a master's degree, and 57% had more than 10 years of experience. The questionnaire contained 42 statements generated by a select group of 12 practitioners on the role of library media specialists; factors enabling them to fulfill their professional role; and the skills, knowledge, and experience necessary to further their professional development. Analyses of the responses revealed that, while the respondents consistently agreed with the survey statements and showed a high degree of interest in professional trends and in keeping on top of new developments in their field, they were less interested in specific items of change and specific information technologies. It was also found that elementary and high school library media specialists had differing perceptions in two areas as the former tended not to agree that their role in the school included non-teaching tasks and/or that technology could help them fulfill their professional role, while the latter tended to agree with both statements. Differing perceptions were also found between media specialists with different levels of preparation as bachelor's degree holders valued certain professional competencies (e.g., skills facilitating teaching) less highly than did master's degree holders. This report highlights the major findings and includes multiple tables that profile the respondents and display the rank order of their responses in various categories. A copy of the questionnaire and a breakdown of survey results by state are appended. (SV)