Discussion of the development of educational standards and the impact on school library media programs focuses on what constitutes information skills, or information literacy. Documents for 27 states are listed that outline the information skills actually taught in the various states. (LRW)

This booklet is intended to help spread the word about the library and the librarian's role. It discusses the three interwoven roles of the school library media specialist--the role of information specialists (the "traditional" role); the role of library-media teachers in which they advance the goals of the school's literacy and general…

This examination of the emerging theoretical base of library instruction in schools combines learning theory with research on information-seeking behavior and a broader view of library and information skills. Thirty-five references are listed. (MES)

Discusses art teachers' information needs and outlines optimal library research strategies for retrieving various sorts of information. Included is an annotated bibliography of reference sources for art teachers. (AM)

Focuses on methods for the development of a comprehensive library skills program, the identification of appropriate instructional strategies, and the continuing education of librarians. (Author/LLS)

Presents a library and information skills curriculum based on an information problem solving approach and Bloom's taxonomy of educational objectives in the cognitive domain. The taxonomy is described, and six information skills that match Bloom's six levels of cognition are identified. (12 references) (CLB)

Describes a library media center activity for elementary and secondary grades where students use reference materials to find the answers to a travel game based on a "Where's Waldo" format. Clues for a worldwide version and a U.S. version are included. (LRW)

Provides an annotated bibliography of eight articles that offer suggestions about ways teachers and librarians can use the library to help students learn. (MG)

This booklet provides a framework within which information skills may be taught. Four broad categories of information skills--identifying and locating information sources, information intake, organizing information, and communicating information--are described. The development of an information skills policy which includes a sequential list of…

An instrument which can be used to measure the school library/media ability of students in grades 4-12 was developed in Ohio, using 2,670 students from rural, suburban, and urban settings. The test covers five broad areas: (1) how things are organized, (2) the skills needed to select appropriate resources, (3) the skills needed to use each…

Critical to the youthful user of the library is his comprehension of subject headings. This study undertook an investigation of two aspects of the subject headings for juvenile literature: first, an analysis of the vocabulary levels employed in the four systems of subject headings currently in use; second, a specific analysis of the Machine…

Stresses the need for involvement of media specialists in curriculum planning and teaching, lists school districts that have developed library skills curriculum guides, and describes model resource units. Five steps to resolve obstacles to successful implementation of the program are suggested. (CLB)

Warns that library user education in the school system is inadequate, as evidenced by the inability of incoming college students to use the library. Such instruction must expand at lower educational levels if academic libraries are to focus on instruction in specialized areas of research. Nine references are listed. (RAA)

A direct instruction model is applied to the teaching of library skills to students with mild/moderate handicaps. The model involves determining students' skill levels, setting objectives, providing instruction, and monitoring student progress. A team approach is recommended, involving the library media specialist and the special education…

Discusses the library skills preparation of students entering college and reports on a study of students' attitudes about doing research in an academic library which revealed feelings of anxiety. Implications of this anxiety for the design of bibliographic instruction programs, as well as specific instructional techniques, are described. (5…