While the general principles and techniques of collection development can be applied to most libraries, the unique characteristics of each media program produce new and changing demands requiring flexibility and creativity. Concepts from curriculum theory, children's and adolescent literature, educational technology, and library science are brought together, reflecting the idea that collection program activities interact in a cyclical pattern. It is proposed that the principles of collection development, selection, resource sharing, and acquisition be addressed as parts of a whole in a school's policy. Part 1 examines the media collection in relation to its educational setting; discusses general principles, policies, and procedures of collection development; and covers issues that affect all collections and the responsibility of resolving these issues according to the goals and needs of a particular collection. Part 2 focuses on the practical considerations of materials selection including procedures; selection criteria; and meeting curricular and instructional, subject and program, and individual needs. Part 3 describes the operations involved in developing and managing a collection, and discusses the administrative concerns of acquiring materials; accessing information; maintaining the collection; evaluating the collection; and creating, shifting, and closing collections. Appendix A identifies agencies and associations of use to media specialists. Appendix B is a list of bibliographic and selection sources, and Appendix C includes three statements on intellectual freedom. Information is presented in 34 figures and tables. (Contains 162 references.) (Author/AEF)