The professional literature and research conclude that new technologies produce either similar or superior results to conventional classroom instruction, arguably because technology has positive effects on students' attitudes toward learning and gives students more control over their learning. Teacher- librarians, as information specialists, facilitate the student's gathering and understanding of information from all available sources, including electronic. The use of multimedia authoring as a forum for reporting follows logically. Teacher-librarians, as technology coordinators, can facilitate the many aspects of a multimedia project--working with various-sized groups, deciding on the best use of resources, planning with classroom teachers, timelines, and handling challenges. Multimedia authoring extends the reading, writing, and problem-solving skills of the students beyond the basic abilities required in the curriculum, while having fun. It provides a hands-on means of interacting with technology at a higher skills level and learning about this valuable resource through a purposeful activity. Multimedia authoring completes the learning circle: students use computers to seek information, then learn how to create multimedia in order to author a research report that will become a source of information for other students. Teacher-librarians need to seize the opportunity to play a vital role in the introduction of the new technologies in schools by making themselves indispensable in sharing their unique skills. (Contains 12 references.) (SWC)