The implication of an ever-increasing knowledge base is that students will need to know how to select, evaluate, and utilize information. In response, a resource-based approach to learning which emphasizes learning how to learn has been recommended in curriculum guides in Newfoundland from kindergarten through the final year of secondary school, requiring teachers to use resources beyond textbooks in order to provide a variety of individualized learning experiences to students with very different needs. It is unrealistic to expect classroom teachers to meet all of the demands of the new curriculum without support. An expanded role for teacher-librarians is envisioned that will necessitate significant revision of teacher-librarian training programs. Educational technology must be an essential part of the academic training if teacher-librarians are to successfully assume their new roles as collaborative consultants and provide the support required by classroom teachers. Among the new competencies for the position are: (1) curriculum planning, implementation, and evaluation; (2) analysis of materials in terms of their ability to achieve instructional objectives; (3) conceptualization and design of media to achieve objectives; (4) human relations and group dynamics skills; and (5) the ability to assume the teacher's frame of reference. (28 references) (GL)