This work skeptically explores the notion that the internet will soon obviate any need for traditional print-based academic libraries. It makes a case for the library's staying power in the face of technological advancements (television, microfilm, and CD-ROM's were all once predicted as the contemporary library's heir-apparent), and devotes individual chapters to the pitfalls and prevarications of popular search engines, e-books, and the mass digitization of traditional print material.

Provides an overview of the information network with advice on introducing the computer resource to students, faculty, and staff, and discusses how it can be used in school libraries and in specific content areas. Includes Internet access points, E-mail addresses, and transparency masters.

Over two-thirds of all challenges to books and other resources reported to the ALA Office for Intellectual Freedom occur in schools. This book explores intellectual freedom issues in school library media programs including selection of resources and materials selection policies, challenges and censorship, students' freedom to read, patron privacy and confidentiality of library records, the blocking of Internet resources, access to the school library media center, its resources, and services for students with special needs, and advocacy for minors' First Amendment rights in school library media programs. Throughout the text, practicing public school and private school library media specialists at different grade levels candidly share their stories and observations on how intellectual freedom principles and ALA policy statements apply to real life situations. Attorney Mary Minow provides vital information about the impact of the First Amendment, federal and state law, and court decisions on minors using libraries in schools. Whether a library media specialist in the field or a student in a graduate or undergraduate library and information studies program, readers will find both practical information and advice to complement the concepts found in the American Library Association's Intellectual Freedom Manual. Print and Web resources are included.

Today's students need to be fully prepared for successful learning and living in the information age. This book provides a practical, flexible framework for designing Guided Inquiry that helps achieve that goal. Guided Inquiry prepares today's learners for an uncertain future by providing the education that enables them to make meaning of myriad sources of information in a rapidly evolving world. The companion book, Guided Inquiry: Learning in the 21st Century, explains what Guided Inquiry is and why it is now essential now. This book, Guided Inquiry Design: A Framework for Inquiry in Your School, explains how to do it. The first three chapters provide an overview of the Guided Inquiry design framework, identify the eight phases of the Guided Inquiry process, summarize the research that grounds Guided Inquiry, and describe the five tools of inquiry that are essential to implementation. The following chapters detail the eight phases in the Guided Inquiry design process, providing examples at all levels from pre-K through 12th grade and concluding with recommendations for building Guided Inquiry in your school. The book is for pre-K–12 teachers, school librarians, and principals who are interested in and actively designing an inquiry approach to curricular learning that incorporates a wide range of resources from the library, the Internet, and the community. Staff of community resources, museum educators, and public librarians will also find the book useful for achieving student learning goals.

A comprehensive guide to library management, starting with career advice for students and leading to aspects of library management including budgeting, networking and leadership, all reinforced by numerous case studies and examples. It includes appendices on library forms and documents.

Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level.

How can teachers and librarians successfully incorporate the Internet into their school's curricula? Valauskas, 'Library Journal's' monthly computer book review columnist and also a columnist for the magazines 'Online' and 'Database, ' and Ertel, Director of Knowledge Systems for Apple Computer and founder of the Apple Library Users Group, compiled this guide to show how actual, successful Internet programs have been used in elementary, middle, and high schools to teach math, science, history, literature, music, and more. Included are such examples as classes in which students download French periodicals on the Net to practice language skills; look at weather data from a Gopher server, use the data to make a map and a weather forecast, and return to the Net to check their accuracy; and access promising Gopher files on genetics for classroom debates on the merits of genetic engineering. Program descriptions are written by the faculty members and/or school library media specialists involved. Each example contains goals and results; budget, technical, and curricular information; plus photos and illustrations. A discussion of te internet's future educational prospects, a bibliography of books and articles about the Net's educational applications, a listing of the best sites for curricular integration, and an index round out this innovative resource.