Although the research in teacher-librarianship provides evidence for decision-making in the design of appropriate education programs for teacher-librarians and effective school resource centers, the research base is not necessarily reflected in programs of education for teacher-librarians. This paper provides a definition of the terms "Teacher-Librarian" (TL) and "resource center," and surveys the literature on teacher- librarianship, focusing on (1) teaching qualifications and successful classroom experience; (2) personal characteristics and qualities; (3) educational program; and (4) practicum. Many studies indicate that TLs require prior teaching experience to be effective. Important factors affecting TL involvement in curricular issues include the principal's attitude towards the TL's role; teacher preference for TLs with previous teaching experience; the number of support staff; and degree of teacher understanding of the role of the TL and the potential of the resource center. Cooperative program planning and teaching skills are important. Teacher-librarians need to take an active part in defining and communicating their role more effectively to principals and teachers. While the TL profession has developed national and international guidelines for the education of teacher-librarians, systematic and cooperative effort for implementation and change has been lacking. Provides nine recommendations for effective teacher-librarian education. (Contains 53 references.) (SWC)