The slow process for accrediting training programs for school media specialists and the speed of technological change have created serious problems. Accreditation agencies, their difficulties, and attempts by the American Association of School Librarians and other groups to establish professional standards for school media specialists are…

Each school media specialist creates his or her own role. Media specialists are instructional leaders, curriculum developers, consultants, and administrators. The ability to cope with technological change while creating a future which will be personally satisfying and professionally rewarding is the key to defining the role. (PP)

The uneven skills profiles of diversely prepared students suggest the need for a broadened definition of basic skills. An enlarged, pivotal role is proposed for skills specialists, with a goal of helping to create skills-competent institutions. (Author/MLW)

Reviews the major factors media specialists must consider in evaluating instructional software for microcomputers, stresses the importance of staff use of instructional software as a selection criterion, outlines the role of community support in implementing instructional computing, and recommends several periodicals as sources of information on…

Reports the results of a statewide survey in Texas which asked learning resources specialists to (1) rate the importance of 60 competency statements describing functional job-related skills, (2) rate their own ability to perform these functions, and (3) indicate where they felt continuing education was needed. (MER)

The curriculum and instruction specialist should not fall prey to the "expert syndrome," in which the specialist decides on the "best" curriculum or instructional method without considering the teacher's discipline or personality. (CJ)

Examples of school library media activities that illustrate instructional involvement currently taking place in various parts of the nation are classified according to David Loertscher's taxonomy. (CHC)

Educational media professionals were asked to rank-order individuals, positions, institutions, and journals in the general field of instructional technology for this survey of 350 members of the Association of Educational Communications and Technology (AECT). Responses to the six questions designed to determine centers of influence and prestige…

Describes an innovative dual degree program at the master's level to meet a nationally recognized need for trained specialists in learning resources given at the University of Oklahoma. Effective programs to train people to be both information handlers and instructional technologists are seen as rare. (MLW)

Classrooms in two schools were observed to assess opportunities for language learning in the total classroom environment. Observers found that most classroom language is neither spontaneous nor purposeful. (Author/MLF)

Three support staff members--specialists in library/media, curriculum, and reading--of Rochester (NY) School for the Deaf describe their individual functions and interrelationships. Among topics touched on are the organization of instructional resources by the Learning Resource Center, staff training, and the need for a well-defined reading…

Describes the Talent Bank office at Edison Community College (Florida) which provides students with more contact with persons who have enjoyed successful careers, and affords retired and active professionals an innovative forum for sharing their experience. (AYC)

The American media has done an inadequate job of reporting on higher education in part because educators are ineffective communicators. Problems outlined include poor listening and lack of clarity in the content of news releases. The role of the effective public relations specialist is outlined, emphasizing content and credibility. (JMF)