Search

Developed for users of the Longitudinal Surveys of Australian Youth (LSAY), this user guide consolidates information about the LSAY 2009 cohort into one document. The guide aims to address all aspects of the LSAY data including: how to access the data; data restrictions; variable naming conventions; the structure of the data; documentation; classifications and code frames used; weights; and derived variables. Updates to the Y09 data file are appended. (Contains 14 tables, 9 figures and 6 footnotes.) [For supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

The "New Mexico K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures New Mexico voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response "levels" and "differences" (they use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? They provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of New Mexico's registered voters recently responded to 17 substantive questions and 11 demographic questions. A total of 808 telephone interviews were conducted in English or Spanish from September 12-18, 2011, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the total sample of interviews is plus or minus 3.5 percentage points. In this project the author and his colleagues included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Key findings include: (1) The vast majority of New Mexico's voters (78%) are paying attention to issues in K-12 education. Only 21% of voters say they pay no attention; (2) New Mexico voters are more likely to think that K-12 education is on the "wrong track" (52%) compared to heading in the "right direction" (34%); (3) Nearly two out of three New Mexico voters give the state's public school system sub-par ratings (32% say "good" or "excellent"; 65% say "fair" or "poor"); (4) Generally speaking, New Mexico voters have little idea how much is spent in the public schools. There is a substantial information gap; (5) When given the latest per-student spending information, voters are more likely to say public school funding is at a level that is "about right" or "too high" compared to answering without having such information; (6) When asked for a preferred school type, New Mexico voters show a major disconnect between their preferred school types and actual enrollment patterns; (7) Nearly one out of five voters in the survey prioritize a "better/quality education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 15% of all voters, is "individual/one-on-one attention"; (8) New Mexico voters are much more likely to favor charter schools (72%) rather than oppose such schools (11%); (9) The jury is still out on virtual schools. As defined in the survey, New Mexico voters generally oppose the idea of virtual schools. Half of all respondents (50%) oppose virtual schools compared to those who say they favor them (38%) as a school option; (10) In a split-sample experiment, the author and his colleagues asked two slightly different questions about tax-credit scholarships. At least 62% (and as much as 71%) of voters say they favor such a system, compared with 25% (and as little as 17%) who say they oppose; (11) Voters overwhelmingly support a tax-credit scholarship system for special-needs students (78% favor vs. 15% oppose); (12) New Mexico voters support an "education savings account" system (also called "ESA"). The percentage of those who favor the policy (56%) is much larger than the proportion who say they oppose (34%); and (13) New Mexico voters say they are supportive of school vouchers. (Contains 1 footnote.) [This survey was co-sponsored by the Hispanic Council for Reform and Educational Options.]

With today's growth in the use of electronic information systems for e-mail, data development and research, and the relative ease of access to such resources, protecting one's data and correspondence has become a great concern. "Pretty Good Privacy" (PGP), an encryption program developed by Phil Zimmermann, may be the software tool that will provide a person with a secure method to keep mail, manuscripts, and data private. PGP uses a two-key method of encryption. With PGP, a person gives out their public key to all who might send them encrypted messages. The person's private key, which they do not divulge, is then the only key that can access the encrypted messages, so information is secure. This paper contains detailed installation instructions, basic features and strengths of using PGP for e-mail purposes, and information on where and how to obtain current versions of the public domain PGP software. (Author/SWC)

This paper examines five key trends impacting higher education administration: (1) traditional funding sources are flat or decreasing; (2) public expectations and state mandates are calling for more reporting requirements and accountability; (3) consumer expectations demand more sophisticated services requiring greater access to date; (4) evolving organizational structures will significantly change traditional hierarchies; and (5) sophisticated knowledge workers require expanded technical and consulting support. Each trend is introduced with a question or issue that might occur to a campus chief executive, followed by an assessment of organizational and technological implications, with economic implications discussed where appropriate. The paper seeks to demonstrate that, rather than being part of the problem, information technology is part of the solution. New strategies are proposed to deal with change, using information technology tools to meet the challenges of administering higher education in the information age. (Contains 50 references.) (JDD)

This publication was developed by the Reference and Adult Services Division/Machine-Assisted Reference Section/User Access to Services committee of the 1993 ALA (American Library Association) Midwinter meeting, and was designed for archivists, publishers, librarians, and associates in research centers and societies. Information is presented on how to turn valuable, but invisible print resources into more valuable and highly visible electronic resources, identifies electronic publishing alternatives, as well as information on free commercial services. Several electronic formats are identified that could be used for making information or resources available to users. Brief definitions of those formats, pointers for where to go for more information, comparisons, case studies of successful projects, and an extensive list of material currently available are included. Costly as well as largely cost-free alternatives are outlined. This guide does not give technical instruction for making materials available electronically; it is meant to assist the decision-making process, but not to teach the production process. Sections include: "Case Studies"; "Working With Vendors: Issues to Consider"; "Electronic Formats"; "Electronic Format Comparisons"; and "Electronic Access to America's Diversity: A Resource List," which covers the following diversity groups and subjects: African-Americans; Asian-Americans; bilingualism; gays/lesbians/bisexuals; Hispanics; minorities in general; Native Americans; and women's studies. (MAS)

In the "Higher Education Opportunity Act" of 2008, Congress charged the Advisory Committee on Student Financial Assistance with conducting a review and analysis of regulations affecting higher education to determine the extent to which regulations are overly burdensome and need to be streamlined, improved, or eliminated. Specifically, Congress suggested the Advisory Committee determine which regulations are "duplicative, no longer necessary, inconsistent with other federal regulations, or overly burdensome." Pursuant to this legislative mandate, the Advisory Committee took the following steps: (1) convened two review panels of individuals with relevant experience and knowledge to review the regulations under the "Higher Education Act" (HEA) and make recommendations for streamlining, improvement, or elimination; (2) developed and maintained a website to provide information on HEA regulations, including an area for the community to offer recommendations of regulations in need of streamlining; (3) held two public hearings designed to identify the most burdensome aspects of individual regulations and the overall regulatory system, as well as proposed improvements; (4) designed and conducted an anonymous and confidential web-based survey, which generated over 2,000 responses, to assess the higher education community's perceptions of regulatory burden; (5) specified a set of community-driven perceived problems and proposed solutions for both the individual regulations cited in the study and the overall system of regulation; and (6) validated the perceived problems and proposed solutions with over 100 volunteers from the higher education community. In addition, the Committee conducted numerous meetings, conference calls, and presentations throughout the study to solicit feedback and suggestions on regulatory burden. While extensive, these approaches have limitations, which are outlined in the Conclusions and Recommendations section (pages 47-49). The overarching finding is that the higher education community perceives the regulations under the HEA to be unnecessarily burdensome. More important, the majority view is that the specific regulations cited in the study can be improved without adverse effects on program integrity or student success. This view includes, as well, a strong sense that certain components of the overall, one-size-fits-all system of regulation under the HEA require improvement. Perhaps most important, the majority opinion is that improvements to individual regulations and the system will not only lower regulatory burden without adverse effects, but generate savings that can be used to expand student access and persistence. Based on these findings, the following recommendations are made--one legislative and one regulatory: (1) Congress should direct the Secretary of Education to convene at least two review panels of higher education representatives to provide advice and recommendations on the 15 regulations cited in this report and on the feasibility of alternative approaches to the current system of regulation, including the provision of regulatory relief based on performance indicators. Such panels should be incorporated as routine collaboration during retrospective reviews of regulations; and (2) The Secretary of Education should conduct an immediate review of the 15 regulations cited in this report, including an analysis of the feasibility of implementing the proposed solutions and identifying any adverse effects on program integrity, student success, and cost of compliance. The Advisory Committee strongly supports Executive Order 13563 of January 18, 2011, which states that regulatory systems must be based on the best available science, allow for public participation, and use the most innovative and least burdensome tools for achieving regulatory ends. Applying this philosophy and approach to the regulations under the HEA promises rewards for both institutions and students. Appended are: (1) Profile of Survey Respondents; (2) Profile of Regulations Used In Study; (3) Additional Suggestions of Burdensome Regulations by Survey Respondents; (4) Review Panel #1; (5) Review Panel #2; (6) June 25, 2010 Hearing Panelists; (7) September 30, 2011 Hearing Panelists; (8) Letter from ACSFA Chair and Vice Chair; (9) ACSFA Members; (10) ACSFA Staff; and (11) ACSFA Authorizing Legislation. (Contains 22 tables.) [For related report, "Higher Education Regulations Study: Preliminary Findings," see ED524519.

This paper examines licensing from the provider's point of view. It is based on the premise that a healthy relationship between the licenser and licensee is based on knowledge and the free exchange of information. More specifically, four areas are examined: (1) licensing, as one of the many forms of regulation in our society; (2) legislation, as the authority granting the right to license (the roles of licensing statutes and regulations are discussed, as well as the overall points a licensee should know); (3) literature, which highlights the importance for licensees to have as much background knowledge as possible in relation to licensing requirements and the relevant literature in their field; and (4) locality, which underlines the importance of providers' knowing their particular licensing situations, especially when licensed settings are shared with work sites, churches, schools, or other organizations. The paper suggests that licensing is a powerful tool for regulating service delivery and protecting the health, safety, and welfare of vulnerable populations. It asserts that if all parties know and accept their roles in the licensing process, they are more likely to ensure better outcomes for children, families, and society at large. (AA)

Noting that technological developments will influence both library automation decisions and user expectations, this paper focuses on six issues involved in planning for the use of information technology in libraries: (1) perceiving the information technology needs of library users; (2) addressing their information technology needs; (3) planning to meet their information technology needs; (4) predicting the future of information technology; (5) considering the impact of library technology on library programs and services; and (6) noting concerns associated with the electronic access to and retrieval of information, including networking and licensing, leasing, and copyright concerns. A brief review of technological trends introduces discussions of each of the six issues. Each of these discussions identifies trends in that area and provides questions for consideration in planning, assessing, and evaluating the technological environment. The concluding summary advocates the use of information technology to integrate the research and educational communities, and predicts an advocacy role for future librarians as information, service, and technology providers. (21 references) (MAB)

This paper addresses two audiences--those who design education trend studies that simultaneously have longitudinal and intercohort implications, and the secondary analysts who use such trend data. Four study series conducted for the U.S. Department of Education's National Center for Education Statistics (NCES) provide material for the paper: the National Longitudinal Study of the High School Class of 1972 (NLS-72), High School and Beyond (HS&B), the National Education Longitudinal Study of 1988 (NELS:88), and the Education Longitudinal Study of 2002 (ELS:2002). The paper considers the balance between the need for continuity--to ensure comparability of findings and estimates over time; and change--to adapt to new educational circumstances and evolving policy and research agendas, and exploit new technological opportunities for improving data collection, data quality, and data accessibility. For the benefit of analysts of the four data sets, intercohort comparison points are identified, and caveats about aspects of non-comparability (ranging from changing eligibility and exclusion criteria to mode of administration effects) entered. For the benefit of survey developers, the following recommendations are made: definitions and procedures must be standardized to the extent possible; departures from past practice must be thoroughly documented; more methodological work (including "bridge" studies) is needed to test the implications of changes in content, format, and procedure over time. (Contains 1 figure, 19 tables, and 35 footnotes.)

The potential of automatically generated indexes for information access has been recognized for several decades, but the quantity of text and the ambiguity of natural language processing have made progress at this task more difficult than was originally foreseen. Recently, a body of work on development of interactive systems to support phrase browsing has begun to emerge. This paper considers two issues related to the use of automatically identified phrases as index terms in a dynamic text browser (DTB), a user-centered system for navigating and browsing index terms: (1) What criteria are useful for assessing the usefulness of automatically identified index terms? (2) Is the quality of the terms identified by automatic indexing such that they provide useful access to document content? The terms this paper focuses on have been identified by LinkIT, a software tool for identifying significant topics in text. Over 90% of the terms identified by LinkIT are coherent and therefore merit inclusion in the dynamic text browser. Terms identified by LinkIT are input to Intell-Index, a prototype DTB that supports interactive navigation of index terms. The distinction between phrasal heads (the most important words in a coherent term) and modifiers serves as the basis for a hierarchical organization of terms. This linguistically motivated structure helps user to efficiently browse and disambiguate terms. The paper conclude that the approach to information access discussed is very promising, and that there is much room for further research. In the meantime, this research is a contribution to the establishment of a solid foundation for assessing the usability of terms in phrase browsing. (Contains 25 references.) (Author/AEF)

There is great interest in the effect of school resources on academic achievement, but it is seldom that an opportunity arises in which this relationship may be examined in an international milieu. This paper presents the types of resources available in the 27 countries participating in the International Association for the Evaluation of Educational Achievements (IEA) Reading Literacy Study, and explores the relationship of the most pertinent variables to achievement. The paper focuses on school and classroom libraries, their description and use, and on classroom teacher's practices as they relate to library use. Variables examined include: assessing students' reading interests; the number of books, magazines and newspapers in the school and classroom library; frequency of borrowing books; visiting the library; and the amount of time spent teaching narrative, expository, and document text types. In many countries, there are clearly great literacy needs and very limited library resources; yet in some countries, very reasonable literacy achievement results are obtained even without large expenditures. The data does suggest that countries with higher per student expenditures do have more school and classroom libraries, that students in classrooms that have access to school libraries achieve higher than those who don't, and that students who have many books in their homes achieve at higher levels than those who don't. The majority of the document is comprised of data tables (15) and graphs. (Author/SWC)

World Wide Web authors are often tempted to use the latest and sexiest means to present their information. "Hot" and "cool" sites use dancing graphics, frames, tables, specific fonts, and background and foreground colors to entice the reader and delight the eye. Sound clips often convey emotional content that cannot be expressed in text, and digital video clips present movement. However, the use of these means tends to disenfranchise some users. It is important to consider potential users' limitations, and make information accessible to all. Deaf readers need text support for sound clips, as well as visual clues to any audio stimuli, including beeps and bells. Blind readers need to be able to access the information content through text presented in a linear manner, so that it can be rendered as sound through their specialized equipment. Readers at the end of a telephone line need access to the information content even when they turn off the display of online images, and readers with older computers need pages that work with a text browser, such as Lynx. This paper describes hypertext markup language (HTML) coding techniques to enhance accessibility without totally forsaking attractiveness. The paper is intended for Web authors who can understand HTML tagging without lengthy explanations. (Contains 15 references.) (Author/SWC)

The specific characteristics of the World Wide Web mean that publishing documents using this medium has a number of unique requirements and presents a different challenge to anyone wishing to put documents on the Web. Key issues which have to be resolved include determining the nature of the documents to be published, identifying whether documents should be published directly or from an intermediate form, and deciding what sort of document creation tool should be used. Three types of documents can be published on the Web: formatted documents--documents which cannot be edited or have their contents searched, such as images; processable documents--the contents of which can be searched and/or edited, such as text documents; and formatted processable documents--documents that are content searchable and allow hypertext linking, but do not allow editing and require that documents exist as a collection of pages, such as documents produced in Adobe Acrobat. The paper defines HTML (hypertext mark-up language) and Adobe Acrobat, explains how HTML and Acrobat documents are created, and describes key characteristics of the two and to what Web applications each are suited. It also addresses converting documents that exist only in paper form to Web readable pages. Two case studies illustrate the conversion of paper based documents directly to Acrobat, and the use of SGML (standard generalized mark-up language) as a basis for output. (Author/SWC)

Created at the Library of the University of California, Berkeley, by a task force on machine readable data files (MRDFs), this policy provides guidance to materials selectors in acquiring MRDFs through purchase, gift, lease, network, or other cooperative arrangements. The guidelines offer a collection development framework and identify problems to be addressed in related areas. The policy governs use of funds for applications software, bibliographic databases, courseware, and numeric (nonbibliographic) databases. The policy specifies that MRDFs being considered for selection should: (1) not duplicate existing materials; (2) follow collecting parameters already in place; (3) represent materials useful to users; (4) be available in formats currently accessible by appropriate hardware in the library or on the campus; (5) be substituted for printed information with extreme caution; (6) not be acquired when the sole purpose is to provide a depository or custodial function; (7) be weighed against other uses of book monies; (8) reflect the quality expected of materials in other formats; (9) have adequate documentation; (10) consider the amount of staff time required to make adequate use of the database; and (11) be accessible under the strictures of copyright and licensing laws. Strategies for improving access to bibliographic and nonbibliographic MRDFs are outlined, and policies addressing instructional and general applications software are listed. (SD)

This paper describes the techniques for implementing a full-screen, custom SPIRES interface for a public-use library database. The database-independent protocol that controls the system is described in detail. Source code for an entire working application using this interface is included. The protocol, with less than 170 lines of procedural code, can be used virtually without modification with any SPIRES subfile for which appropriate full-screen formats have been designed. The interface enables end users with no knowledge of SPIRES, and with no training on the system, to conduct complex Boolean searching across data fields. The user does not need to issue any commands. Rather, all necessary actions are initiated by pressing a function key after entering keywords on a full-screen search form. A help system presents necessary explanations and enables easy browsing of indexed keywords and authority terms. The system is illustrated with examples from Newspaper-Index, a public use database now in use in the libraries at Virginia Polytechnic Institute and State University. The appendices to this paper contain the complete source code for the Newspaper Index application as it was working in the Virginia Tech Libraries on 9/24/92 using SPIRES version 89.03 under IBM's CMS operating system. (Author/KRN)

Despite increasing and widespread access to more information, finding published research, studies, and literature in the field of education and psychology has become more complex. This paper demonstrates how to access published literature in various formats, including books, journal articles, conference proceedings, lesson plans, media, Web sites, reports, studies, statistics, and laws. Key online databases (found on the "hidden Web"), where to find them, and how to use them are identifies. Key Internet resources, including government, organizational, and commercial Web sites, are recommended. The paper includes tips for target searching, guidelines for evaluation of search results, and how to best utilize electronic and contemporary libraries in a public, school, or academic setting. (Author/MES)

With electronic desktop delivery of information, increased ease of access allows for greater information use than previously possible. The OhioLINK experience thus far is that improved ease of access has demonstrated the high elasticity in information usage. The first 36 months of operation of the OhioLINK Electronic Journal Center (EJC) is an exemplary illustration of the dramatic benefits of expanded access. Small and two-year colleges are also beneficiaries through first-time access to scholarly journals. The evolving and maturing usage analysis that is made possible with an electronic journal system will provide the basis for making rational, value-based decisions about electronic journal needs. This paper focuses on the measurement and evaluation of the use of electronic journals. Several charts and tables present statistics, including: percent of titles held in print at each university, total article downloads from EJC, weekly total article downloads, annual downloads by publisher, article download ranges of percentile title groups, distribution of title/article percents across six publishers, articles downloaded not held in print, two-year college print and EJC use, small university and college EJC use, and private and community colleges downloads. (MES)

The information rich environment of the World Wide Web provides a wealth of opportunities for international and comparative scholars of education to access a variety of electronic resources. These resources come in the form of reports, papers, policy positions, and others, many of which are available full-text if one knows where and how to locate them. This paper answers several questions related to accessing information on the Web, and provides addresses for the sites discussed. Topics include: finding and accessing information on the Web; conducting an effective search using a search engine; finding Web pages in other languages; "Alta Vista Babelfish," a free online translation service; online periodicals (full-text options, magazines, finding journals online); finding online journals related to educational issues; additional data sources (policy institutions, developmental agencies, multilateral organizations, non-governmental agencies) and how to locate organizations online; other electronic services (databases, table of contents alert service); how to subscribe to the multicultural education cluster; listservs; how to retrieve and search the Web via e-mail for those that don't have access to the Web; and the wind-up computer of the future. (AEF)

This paper presents the most important concepts and techniques to use in successfully searching the major World Wide Web search engines and directories, explains the basics of how search engines work, and describes what is included in their indexes. Following an introduction that gives an overview of Web directories and search engines, the first section explains features of search engines, including treatment of single words, truncation or wildcards, case sensitivity, and treatment of multi-word queries and phrases. Major search engines and directories are discussed in the second section, including AltaVista, HotBot, WebCrawler, Excite, Magellan, Ultraseek and Ultrasmart by Infoseek, Lycos, Yahoo!, and Cyberhound. The next section covers mega search or parallel search sites, including: ALL-IN-ONE Search Page, CUSI, search.com, MetaCrawler, SavvySearch, and Infomarket Search. The fourth section describes specialized search engines such as a directory of sources for finding e-mail discussion groups, A Business Compass (ABC), 555-1212.com, and Argos. A table contains specific search capabilities, display features, and other special features of the most commonly used search tools. Relevant Web sites are noted throughout. (Contains 30 references.) (DLS)

One impact of the World Wide Web has been to level the playing field to a certain extent for publishing information by putting authoring and displaying tools in the hands of anyone who wants to use them. The University of California at San Diego (UCSD) Science & Engineering Library has taken advantage of the web's instructional possibilities by creating web-based tutorials to provide users with help materials at their own workstations, on-campus or from a remote location. Hypertext Markup Language (HTML) provides an almost ideal vehicle for tutorials on electronic information systems which require the visual impact of system screen examples, can take advantage of the hypertext nature of the web, and can be used remotely. This paper describes techniques for authoring web-based tutorials, including design concerns, adding graphics and tables, and helpful tips, such as testing HTML files on different platforms, screens, and browsers to look for obvious problems with size, color, arrangement, and overall appearance. Instructions for designing slide shows and adding frames are also provided. (Author/SWC)

Searching on the world wide web can be confusing. A myriad of search engines exist, often with little or no documentation, and many of these search engines work differently from the standard search engines people are accustomed to using. Intended for librarians, this paper defines search engines, directories, spiders, and robots, and covers basics for searching, providing criteria for choosing search engines as well as comparing some available search engines. Because the Internet is always growing and because search engines search in different ways and different parts of the Internet, doing the same search using different search engines will often produce widely differing results. Even yesterday's search will yield completely different results today. The concept of an expert as someone who knows almost everything about a subject is no longer valid. A better definition may be that an expert is someone who adapts to new information, digests it more quickly, and soon is hungry for more. A selected bibliography of articles on world wide web search engines is provided. (Author/SWC)

Electronic databases have grown tremendously in both number and popularity since their development during the 1960s. Access to electronic databases in academic libraries was originally offered primarily through mediated search services by trained librarians; however, the advent of CD-ROM and end-user interfaces for online databases has shifted the emphasis from mediated to end-user searching. Unfortunately, research studies have indicated that many end-users do not understand basic search concepts and, consequently, do not employ effective search strategies when using these databases. Learning basic database design and effective search strategies allows end-users to take the often neglected first steps to successful electronic searching. The paper is a guide to effectively searching electronic databases, and includes: a history, definition, and discussion of types of electronic databases; selecting an appropriate database in which to conduct a search; planning the search strategy, including selecting search terms and combining terms; refining the search; expanding the results; problem solving techniques; and evaluating search results to determine the effectiveness of the search. (Contains 12 references.) (Author/SWC)

Because many schools face the difficult task of training teachers to use the Internet, this paper provides guidelines for planning and implementing an Internet training program for teachers. The first issue that must be addressed is defining goals and objectives by assessing the needs of the network users. Next, the various methods of Internet access must be defined and advantages and disadvantages of all the access options should be considered. Identifying who should be trained and defining the spectrum of proficiency to which they should be trained is the next step. Personnel, ideally teachers, must be designated to do the training and should make use of the wide array of resources available to them; these include print and online resources, workshops, conferences, and local users' groups. The three basic methods of organizing the training session content are: (1) show the entire spectrum of network tools; (2) focus on a single network tool; and (3) focus on a set of subject related resources valuable to the participants. The training program should take the form of a half day to 3 day workshops. Trainers should be prepared for the various learning styles of participants and they should also have some knowledge of adult learning theory. During the session itself, there should be a minimal amount of lecture, allowing for maximum hands-on opportunities. Trainers should provide participants with support materials at the conclusion of the training as well as the name of someone to contact for further help. Evaluation of the program by participants and instructors should take place at the end of the session on an individual basis. All those involved in the program should be recognized by the school's administration. (AEF)

With the development of the Internet technology and proliferation of the network application, visual materials have been digitized and archived on many publicly accessible computer servers. However, these visual resources can be beneficial to educators only when they know what they are, what they look like, in what format they are created, and how they can be used for instructional purposes. The purpose of this paper is to demonstrate: (1) the richness and diversity of the visual resources on the Internet; (2) the major categories of resources; (3) their characteristics; (4) the popular format in which they have been created and archived; (5) common access points to the resources on the Internet; and (6) pilot projects of how visual resources are used in the classroom for instructional purposes. The history of and some data on the Internet is provided. Visual resources on the Internet are characterized as digital, interactive, and manipulative, and they can be classified into three major categories: still images, motion pictures, and Internet news and discussion groups. Netiquette (network etiquette), problems, and rules for using Internet visual resources are outlined. Two appendices define 22 network terms and abbreviations, and offer a list of visual resources available on the Internet. (MAS)

The purpose of this paper is to introduce to school teachers and students resources on the Internet, and to provide updated information on selected resources. Following background information on the development of the Internet, its educational potentials are discussed, including resources for preparation of teaching materials, access for children to real-world learning resources, and uses in educational research. Internet usages in educational settings, including electronic mail, Telnet, and File Transfer Protocol (FTP) are then described. Descriptions and access information for several special interest discussion groups, electronic journals/newsletters, Telnet sites, and FTP sites are provided. (MES)

The libraries of the University of California recognize the need to transform present collections and services into the library of the 21st century. Doing so will require bridging issues of cultural diversity and enhancing support for existing diversity collections. The Ad Hoc Committee on Regional Workshops of the Library Association of the University of California conducted a preliminary survey of existing ethnic focused collections and services, drafted five issues papers covering the major critical areas in library and information science, and conducted workshops for librarians of the university focusing on the issues papers. Workshops for 85 members from all 9 campuses reviewed the issues papers. The recommendations of the issues papers and others that emerged in the workshop are the core of this report. Twenty-seven recommendations are grouped into the following areas: (1) general; (2) collections; (3) access; (4) reference and bibliographic instruction; and (5) recruitment, advancement, and retention. Appendixes contain a chronology, the workshop proposal, and the workshop invitation and flyer. (Contains 86 references.) (SLD)

This paper outlines the use of computer resources to conduct a literature search. While the phrase "computer archives" can refer to all computerized materials, for this discussion it is limited to textual information available online. Both commercial online services and organizations on the Internet offer files to search and download. In addition, thousands of discussion groups allow members to post notices that may contain information. Locator tools for electronic documents at present consist of print-like tools such as indexes and bibliographies, multifile keyword indexes, and unifile keyword search tools. The use of each to retrieve information is outlined. Once retrieved, information must be evaluated. The uneven nature of documentation in computer archives makes evaluation even more essential than for print resources. Computer access opens new prospects for students, and its potential is particularly apparent in the field of education. Some suggestions are given for teaching students of education to search computer archives, with descriptions of the ERIC system, the Archie and Veronica search tools, and 15 sample screens. An appendix lists search steps. (Contains 11 references.) (SLD)

To ensure that students have access to the full range of financial aid they may need to succeed, colleges must be able to confidently and responsibly offer federal student loans. The Institute for College Access & Success (TICAS) and the California Community Colleges Student Financial Aid Administrators' Association (CCCSFAAA) support colleges in this goal. However, to date, there has been very little independent research or analysis of loan program practices, particularly at community colleges. To help fill that void, TICAS and CCCSFAAA have come together to highlight practices that colleges are pursuing to encourage responsible borrowing. The size and diversity of the California community college system make it a particularly interesting and useful focus for this study. California's 112 community colleges enrolled about 2.5 million students in 2010-119--more than one in five community college students nationally, and about one out of every ten undergraduate students at all colleges combined. The community college system also enrolls the vast majority of low-income and underrepresented students within California. Interviews with a dozen community college financial aid officials in California, supplemented by research at the national level, revealed a range of ways that colleges are promoting responsible borrowing. Interviews for this report were conducted in late 2011, and practices described in this report reflect college practices for the 2011-12 academic year. In summary, TICAS & CCCSFAAA encourage colleges to: (1) Ensure students know that loans are available; (2) Provide guidance to help students understand the implications of their borrowing decisions; (3) Coordinate with other student services professionals and faculty to make students' academic success the top priority; (4) Require additional counseling for students who may be at risk; (5) Deny individual loans when appropriate; (6) Automate processes to maximize staff time with students and identify students needing outreach; and (7) Help students avoid default, but keep concerns about default rates in perspective. Appended are: (1) Santa Rosa Junior College's "Worksheet for Student Borrowers," 2011-12; (2) Northern Virginia Community College's "Student Loan Policies and Procedures at NOVA," 2011-12; and (3) Federal Financial Aid and Enrollment Data by Race/Ethnicity at California Community Colleges, 2010-11. (Contains 19 footnotes.) [This paper was commissioned by the California Community Colleges Student Financial Aid Administrators Association (CCCSFAAA).]

Over seventy percent of students who are deaf or hard of hearing will attend a public school and enroll in a classroom with their hearing peers or in a self-contained classroom with other deaf and hard of hearing students. Teacher-librarians who work in these schools can improve their instruction by understanding not only what it means to be deaf or hard of hearing but also how deaf and hard of hearing students learn to read and what challenges they may encounter in the school library classroom. This paper offers practical suggestions and recommendations to help teacher librarians teach within the concept of Universal Design for Learning to make learning accessible for all students, but specifically for students who are deaf and hard of hearing. A list of Web sites, publishing houses, and journals is appended. (Contains 10 figures.)

This paper presents the appendix to "Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012" report. Included in this appendix are: (1) Ratings of the primary practices measured in this study, displayed by institution type; (2) The practice of purchasing prospective student names and addresses; (3) Ratings of practices for specific academic disciplines: Business, Health, and Education; and (4) More findings for adult learners and international students. [For the full report, "Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management," see ED536688.]

This guide is designed for use by information technology administrators, data specialists, and program staff responsible for the "content" in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and data staff), and other stakeholders who have an interest in seeing that schools, school districts, and state education agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an operational level in schools, school districts, and state education agencies. This document reflects the judgment of experienced education data managers and information technology specialists. While there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work. This paper contains three chapters. Chapter 1 raises awareness about how people with disabilities access electronic information, introduces the federal Section 508 accessibility law, and challenges education leaders to make their electronic resources accessible to all constituents regardless of disability status (i.e., to comply with the law). Chapter 2 describes the technical capabilities required by Section 508 and international guidelines for achieving accessibility. Chapter 3 recommends practical strategies for planning to improve accessibility and comply with Section 508 standards in an education organization. Appended are: (1) Forum/NCES Resources & Selected State Laws and Policies Governing Accessible Technologies; (2) Section 508 Leadership Indicators from the U.S. General Services Administration; (3) Commonly Asked Questions About Section 508; and (4) Web Content Accessibility Guidelines 1.0. (Contains 1 table, 7 figures and 13 footnotes.)

Digital inclusion is the ability of individuals and groups to access and use information and communication technologies. Not all members of a community benefit equally, and some communities have been left out altogether. This paper is a guide for fostering digital inclusion throughout the United States so that everyone can take advantage of digital technologies. The Framework is structured around a vision for the future, principles that define digital inclusion, goals to make digital inclusion a reality, and sample strategies for achieving the goals. Specific strategies and implementing activities may vary from one community to another. A bibliography is included. Appended are: (1) Partner information; (2) Partner team members; and (3) Summary of research on digital inclusion. (Contains 2 figures and 4 footnotes.)

Web 2.0 applications and mobile Internet devices have added new issues to the safety/access situation for schools. The purpose of this guide is to assist school districts in developing, rethinking, or revising Internet policies as a consequence of the emergence of Web 2.0, and the growing pervasiveness of smart phone use. The Consortium for School Networking (CoSN) Policy Guide addresses these questions: (1) How does policy differ from procedure and does the difference matter?; (2) What are the two major approaches used to develop district AUP (Acceptable Use Policy) policies?;(3) Is the district's AUP a part of or the totality of the district's technology policy?; (4) What are the key federal laws affecting Internet access, safety, and social networking in schools?; (5) How do state laws or district policies affect school districts' Internet policies pertaining to filtering, AUPs, cyberbullying, and cell phone use?; (6) Does the increasing prevalence of Web 2.0 and student-owned mobile devices necessitate updating district ICT (information and communication technologies) policies?; (7) Where can individuals find samples of various exemplary AUPs?; and (8) What are some timely, relevant, and useful resources pertaining to the use of Web 2.0 technologies in schools? A bibliography is included. [This guide was produced by CoSN's Participatory Learning in Schools: Leadership & Policy Initiative. Additional support for this paper was provided by Adobe, eChalk, Gartner, GlobalScholar, Learning.com, Pearson, SAS, and Smart Technologies.]

A decade ago, before the tech boom collapsed and the digital economy bubble burst, it seemed to some that issues surrounding information technology (IT) might be central to the politics of the early 21st century. But after September 11, 2001, with so much else on everyone's minds, "digital politics" seemed a boring sideshow. Technocrats, techno-wonks, and computer engineers argued over such issues as the finer points of open source versus proprietary software, while the rest used the Internet in peace. Recently, however, digital politics have made a comeback, with associated issues in the media constantly and before Congress seemingly every week. The debate over IT policy issues does not take place in a vacuum or only in the corridors of Congress. From think tanks to trade associations to single-issue advocacy groups, a proliferation of organizations fights to shape digital policy debates. The paper presents a field guide to help the reader understand the politics of IT. It describes the major groups of players in the IT policy debate and discusses how they differ along two key dimensions shaping policy: individual empowerment vs. societal benefit; and laissez-faire vs. government regulation. It then uses four timely and important policy cases (privacy, taxation, copyright protection, and net neutrality) to illuminate how these politics play out today in the United States. While primarily focused on American digital politics, this framework is not entirely unique to the United States. (Contains 9 endnotes.)

Autism presents parents and families with many challenges under normal circumstances. Autism in a military family magnifies many of those challenges and adds a few more that are unique to the demands of military life and service, further complicating an already complex neurobiological disorder. Military sources indicate that more than 13,000 military dependents, the majority of them children, have some form of autism. Their families face all the emotions and challenges that accompany having a child diagnosed with autism, compounded by the realities of military service: war, extended family separation, frequent moves, varying access to specialized healthcare, and other stressors that complicate and often work against effective treatment for children with autism. These families need help navigating these uncharted and difficult waters. This Guide and its companion Web site are designed for these families. The purpose of these resources is to give each family the tools and access to information that it needs on its unique life journey through autism. More specifically, the goals of this Guide are to provide: (1) An understanding of autism and related intervention and treatment; (2) Strategies for addressing the challenges of autism from the time of diagnosis through adulthood; (3) An overview of the Department of Defense (DoD) and service policies related to having a child with autism; (4) Information on autism treatment options and coverage within the military healthcare system; (5) Practical information and tools to guide your child's education; (6) Tips and advice relative to transitions such as permanent change of station (PCS) moves, new schools and more; and (7) Links to additional resources relative to autism and military families. Appended are: (1) If You Suspect Your Child Has Autism; (2) New to Autism?; (3) Become an Informed Consumer of Information; (4) Keeping It All Organized; (5) Finding Other (Non-Military) Providers; (6) Caring for Siblings of Children with Autism; (7) Establishing Support for Yourself; (8) Finding a Sitter for Your Child with Autism; (9) Where to Start on Base; (10) Communicating with Commanders; (11) Developing Objective and Measurable IEP Goals for Learners with ASD and Preparing for IEP Meetings; (12) Communicating with Teachers; (13) Daily/Weekly Journal for Teach Communication; and (14) Tips for Permanent Change of Station (PCS) Moves. A glossary is included. (Contains 1 footnote and 23 resources.) [Contributors include Scott Campbell, Karen Driscoll, Christine Erdie-Lalena, Matthew Fitzgerald, Joshua Feder, Isabel Hodge, Becky Hunter, and James Phelan. This paper was co-created with the Southwest Autism Research & Resource Center.

The Universal Service Administrative Company (USAC) is an independent, not-for-profit corporation designated as the administrator of the federal Universal Service Fund (USF) by the Federal Communications Commission (FCC). USAC administers the Universal Service Fund and the four Universal Service programs: High Cost, Low Income, Rural Health Care, and Schools and Libraries, which are dedicated to ensuring that all Americans receive the benefits of affordable and efficient access to telecommunications and information services. Working closely with the Federal Communications Commission (FCC) and the stakeholders, USAC has helped make universal service possible. This paper presents the activities of USAC in 2008.

This paper presents the activities of the Universal Service Administrative Company (USAC) for 2009. The past year was one of accomplishment for USAC. USAC implemented a host of advances in operations, infrastructure, and outreach in an effort to continue to improve collection and disbursement of the Universal Service Fund (USF) support and to enhance USAC's ability to effectively and efficiently serve its many stakeholders. In a year of historic economic challenges, when USF support was more important than ever in ensuring access to the tools Americans use to keep connected, USAC disbursed more money more quickly and focused on preparing for what it anticipates will be many initiatives to come in 2010 and beyond. USAC took measures in 2009 to improve efficiency and reduce its already low administrative costs. In 2009, USAC completed fieldwork and preliminary reporting for the third and final round of the FCC Office of Inspector General (OIG) USF audit program. In 2009, USAC continued expanding its new media services, offering a series of webinars and producing numerous online learning videos, all targeting key areas of program requirements. It enhanced both its group training sessions and one-on-one outreach, reaching over 3,000 people face-to-face with more interactive support focused on the problems program beneficiaries experience getting USF support. [For "USAC Annual Report, 2008," see ED525103.]

The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. Created as part of the reauthorization of the Higher Education Act of 1965, GEAR UP began in 1998 as a system of federally funded grants targeted to schools in which at least 50% of students are designated as low income by their eligibility for free- or reduced-price lunches. In 2006, the Texas Education Agency (TEA) applied for and received a state grant to administer a GEAR UP project in six Gulf Coast area school districts in which "a college education seems almost impossible" for many students (TEA, GEAR UP grant application, 2006). The state project, Students Training for Academic Readiness, or STAR, will receive approximately $18 million in federal funding across six school years (about $3 million each project year) to implement GEAR UP in the six STAR districts. Each district is eligible to receive funding ranging from $125,000 to $250,000 annually for each year of the grant and must provide matching funds equivalent to at least 101.55% of the federal contribution. This report presents information on the second year (2007-08) of the STAR project, making comparisons, where appropriate, to first year (2006-07) findings and baseline data collected for the 2005-06 school year. Report chapters rely on data collected through paper and pencil surveys of middle and high school students; an online survey of STAR teachers, counselors, and librarians; and a telephone survey of parents of students enrolled in STAR campuses; as well as data collected through interviews with administrators and counselors in STAR districts, focus group discussions with teachers on STAR campuses, and observations in STAR core content area classrooms. In addition, the report incorporates archival data drawn from TEA's Public Education Information Management System (PEIMS) and Academic Excellence Indicator System (AEIS), the Texas Higher Education Coordinating Board (THECB) and College Board reports. Chapter 1 provides a brief summary of the college readiness literature and an overview of the components of the STAR project and partners. Chapter 2 presents the theoretical framework and methodology of the evaluation and describes the characteristics of the STAR districts and campuses as well as the characteristics of respondents to STAR's 2008 surveys of middle and high school students; teachers, counselors, and librarians; and parents of students attending STAR campuses. Chapter 3 presents baseline information about instruction in STAR classrooms. Classroom observation data were collected during spring 2008 site visits and will provide an initial measure against which evaluators will assess changes in classroom practice across future evaluation years. Chapter 4 examines the STAR districts' approaches to providing college information to students and their families, and generating family and community support for college readiness. Findings are derived from analysis of site visit interviews with teachers and administrators and from surveys of students and parents. Chapter 5 describes STAR districts' efforts to increase students' access to advanced academic programs and to provide teacher professional development to improve the rigor of instruction. Findings are derived from analyses of student surveys; a survey of teachers, counselors, and librarians; and site visit interviews with teachers, administrators, and counselors. Chapter 6 discusses STAR students' first year (2006-07) academic performance, advanced course completion, and graduation and college enrollment rates for STAR districts relative to baseline data collected in 2005-06. The chapter relies on archival data sources, including Texas Public Education Information Management System (PEIMS) and the Academic Excellence Indicator System (AEIS) as well as Texas Higher Education Coordinating Board (THECB) and College Board reports. Chapter 7 presents a summary of the findings of the 2007-08 STAR evaluation. Appended are: (1) Results from the Survey of Teachers, Counselors, and Librarians; (2) Results from the Parent Survey; (3) Results from the Middle School Student Survey; (4) Results from the High School Student Survey; (5) Instruments and Protocols; and (6) STAR Goals and Objectives. Individual chapters contain footnotes. GEAR UP STAR Glossary of Programs is included. Individual chapters contain footnotes. (Contains 165 tables and 30 figures.) [For "Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary," see ED538136. For "Students Training for Academic Readiness (STAR): Year One Evaluation Report," see ED538133.]

Clackamas Community College (CCC) is a two-year college offering academic and career education to more than 30,000 students a year. CCC has multiple campuses and extension sites, with a large main campus in Oregon City and smaller campuses and sites in Harmony, Wilsonville, Estacada, and Molalla. CCC has identified a pressing need to know more about the patterns and trends in the college's enrollment data and the college's capacity to effectively meet community needs in the future. Clackamas has two primary objectives for this exploratory data analysis project: (1) gain access to reliable information the college can use immediately to make budget and planning decisions for the next two years, and (2) build a foundation for an ongoing research plan that CCC can use to analyze its data internally. CCC identified several high-priority questions related to enrollment, capacity, and student outcomes that served as the foundation for the project and the following report. The questions were initially divided into four separate "tasks" and this document represents the findings of all four tasks. This report reviews the overall project methodology and presents the findings for each of CCC's priority questions. (Contains 41 figures, 18 tables, and 5 footnotes.) [This paper was prepared for Clackamas Community College, Oregon City, Oregon.]

In 2005, the New York City Department of Education (NYCDOE) and its teachers union, the United Federation of Teachers (UFT), agreed to a groundbreaking contract that reformed outdated school staffing provisions. Specifically, the new contract changed the staffing process for teachers and schools in three major ways. First, it protected the right of schools to choose which teachers they hired, regardless of seniority. Second, it ended the "bumping" of novice teachers out of their positions by senior teachers who claimed these positions based on seniority and without input from principals or school staffs. Finally, it established a more open hiring process for "excessed" teachers (those displaced from their positions because of falling school enrollments, budget declines, programmatic changes, or school closures). In short, the 2005 contract saw New York City transition from a system in which teachers and principals often had no input over teacher assignments to a system of "mutual consent," in which both teachers and principals had to agree on all teacher placements. This policy shift brought to a halt the pervasive forcing of teachers on schools and of schools on teachers, trends that had tarnished the city's staffing system. Viewed through the lens of effective school staffing practices, it was a significant step forward. As this paper will illustrate, the mutual consent system has resulted in mutual benefits for teachers and schools by offering better choices, increased flexibility and greater transparency throughout the staffing process. The positive impact of this policy shift on New York City teachers is especially noteworthy. This study finds that the mutual consent system has: (1) earned strong support from New York City teachers; (2) successfully facilitated thousands of transfers; (3) resulted in positions that teachers find satisfying; (4) resulted in positions that teachers plan to keep; (5) provided fair and equal access to vacancies; and (6) not disadvantaged high-poverty schools. 2005 teachers union contract staffing rules are appended. (Contains 17 figures, 2 tables and 38 notes.)

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as the population for this study. The study aimed to answer the following questions: (1) What are the main academic research activities the faculty performs? (2) To what degree does each faculty member depend on Networked Information Sources and Services? (3) What are the main reasons for using Networked Information Sources and Services? and (4) What characteristics of electronic sources limit using of Networked Information Sources and Services? The Web based Questionnaire was the main tool for collecting data. The following two hypothesis were addressed: (1) There will be a difference in using Networked Information Sources and Services to perform the basic research task or activity according to faculty rank, and gender; and (2) The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources electronic sources will differ across the research tasks/activities, as follows: (A) They will depend more on electronic mails for research tasks than News groups; (B) They will depend more on electronic journals for research tasks than electronic archives; and (C) They will depend more on electronic databases for research tasks than Internet Directories and Search Engines. Appended are: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. (Contains 3 footnotes, 13 figures, and 10 tables.)

Designed to promote greater exposure to media, especially video, this curriculum plan incorporates the "Standards of Learning Objectives for Virginia Public Schools" and outlines a variety of learning activities that are specifically geared to the standards for library and information use, keying them to subject matter already included in the curriculum. For each grade level, media activities and book titles for enrichment are provided. In addition, guidelines for off-air recording of broadcast programming for educational purposes are provided. The bibliography contains both sources for video reviews and a listing of wholesale and retail outlets of video acquisition. (EW)

In 1996 the Internet evolved into a key information source for voters interested in experiencing an unfiltered view of the political process through the lenses of political parties, news organizations, educational foundations, media outlets, and a host of specialized interest groups (e.g., Common Cause, Sierra Club). This access came in the form of World Wide Web sites, Bulletin Boards, Gopher sites, Usenet groups, and access to political agents and agencies through a rapidly expanding system of electronic-mail access points. Travels on the information superhighway uncovered several prominent political websites, including those offered by the Democratic Party (DNC), Dole for President, the White House, and C-SPAN. Each site had its own structure and quality was variable. The"virtual library" is probably the most worthwhile subfile offered within the White House website because of its emphasis on political issues and Presidential policies. Overall, the C-SPAN website offers a good starting-point for anyone interested in researching issues and personalities associated with the American political system. The expansion of the Internet and the World Wide Web provides students and researchers of all stripes with information and news pertaining to a plethora of issues--it is clearly possible for students and other researchers to conduct political research on the Internet. (Contains 10 references.) (NKA)

This paper seeks to provide an intellectual rationale for maintaining the centrality of preservation concepts and ethics in an increasingly digital information environment; in other words, while some long-held principles of preservation management may no longer apply, many others are still viable in high-tech situations. Libraries are rearranging budgets and raising funds for digital image conversion. They must take steps to ensure long-term access to digital image files. The proposed context for preservation action, or conditions that need to exist as steps are taken, puts a premium on the library's sense of itself as custodian of materials with social value, an organizational structure that allocates resources to preservation, and cooperative effort among institutions. Preservation action should ultimately place priority on the longevity, choice or selectivity, quality, integrity, and accessibility of the images. The paper also offers suggestions for a framework of effective preservation leadership. (Contains 10 figures and 75 references.) (BEW)

This report presents the methodology and results of a patron use and satisfaction survey conducted during four one-week periods in 1997-98 at the Ferndale Public Library (Michigan). Survey questions focused on patron self-description, library use, and resource evaluation. In all, 1,424 surveys were distributed and 1,222 returned for a response rate of 85.8%. Data include description of users; reason for visit; sources and services used; evaluation of sources; evaluation of services and accessibility; reference user profile, based on patron interviews; and written comments by users. Findings show that the Ferndale Public Library is responsible for filling a variety of user needs, including: school assignments; self-improvement; problem-solving; children's programs; personal recreation; general meeting place; and research center for college, professional, and business purposes. The assistance provided by library staff was rated as excellent despite limited operation hours, limited computer access, and a need to expand book and reference collections. Copies of the library use and satisfaction questionnaire and the reference desk use interview form are included. Five tables present data on the survey period description, library user profile, library use, user satisfaction, and reference desk use. Lastly, the paper includes a summary of written user comments in table form. (DLS)

Provides 26 strategies for libraries that have chosen the independent learner role and are committed to meeting the needs of young adults. A self-evaluation form on access and a list of the developmental needs of young adolescents are included. (Contains 12 references.) (EAM)

This study reports on faculty response to the Journal STORage project (JSTOR), an online system for accessing digital back archives of core journals in history and economics. Data were collected about general journal use, Internet use, and JSTOR use via a survey administered to 160 historians and economists at the University of Michigan and at five liberal arts colleges: Bryn Mawr College, Denison University, Haverford College, Swarthmore College, and Williams College. Results show that most faculty do not yet use JSTOR. When JSTOR use occurs, frequency of use is positively related to being male, having a preference for photocopying journal articles, relying on article abstracts when reading journals, and the frequency of searching online card catalogs. Increased numbers of journal subscriptions and affiliation with an economics department are negatively related to the frequency of JSTOR use. The findings suggest that faculty may be willing to substitute access to digital journal back archives for access to bound journals, but this willingness may vary by discipline. Ten tables present statistics. Contains 16 references. (Author)

The Commission on Preservation and Access has published a number of reports on the preservation and access implications of scanning text and microfilm. This report focuses on what sets the digitization of visual collections apart from other scanning projects. Projects to digitize visual collections present their own unique set of questions and concerns, as well as issues that overlap with digital capture of text. The report provides basic suggestions about planning digitization projects, practical guidelines for working with images, and some final thoughts about the future systems and infrastructure needed to provide collections of images over the long-term. To use digitization as a tool to provide worthwhile, enduring access to treasured cultural and historical resources, one must become informed, establish guidelines, and proceed in rational, measured steps to assure that such reformatting of visual matter is accomplished as well and as cost-effectively as possible. The paper includes the following sections: (1) Introduction (Digital Images as a Reproduction Medium and Of Letters, Lines and Images: Reproductions in Print Publications); (2) The Original Object and Its Reproduction; (3) A Framework for Assessing Image Quality; (4) Color Matching for Image Collections (Color Management, Transformation and Image Output and Controlling Images in Distribution Environments); (5) Documentation and the Integration of Image and Text (Production and Management Documentation); (6) Building Image Collections; and (7) Image Access and User Environments (Rights To Image Collections, Electronic Publications and Use of Visual Materials, and How Will Collections of Digital Images Be Created?). (Contains 45 references.) (SWC)

Scholarly journal publishing is undergoing a transformation from paper to electronic distribution. Members of the Association of Research Libraries (ARL) have become pioneers in providing access to electronic journals. Because the policies and procedures that these libraries have developed can be guides for other libraries, a survey was sent to ARL members. Seventy-seven of 119 questionnaires (65% response rate) were returned. Task-force reports from six institutions are presented in a companion kit (Kit 202) from the ARL Systems and Procedures Exchange Center (SPEC). Thirty-five libraries currently receive electronic journals, but only five have collection policies that are specifically developed for electronic journals. Fifteen libraries report that selection criteria are different for electronic journals, with technical compatibility the most important aspect of selection. Nearly one-fourth of the libraries have established special procedures for acquiring electronic journals, and approximately one-third have established a BITNET/Internet account for receiving them. Electronic journals are made available in a number of ways, the most common being gopher access, which is access to remote sites through computer and electronic networks. At this time, most are inexpensive or free. A list of 77 selected readings is attached. (SLD)

This introduction to the Internet explains what it is, how to use it, and how it can be useful to those with an interest in competency-based education. The Internet is a network of over 14,000 networks as of August 1993, with 1,000 being added per month, and at least 1 million machines and 20 million people connected to it. There are several levels of connection. Anyone with Internet-capable electronic mail is on the Internet, but a "full" or direct connection that uses relatively complex software like Gopher and FTP (file transfer protocol) is generally available only to users on a local area network. Ways to access the Internet, including the use of gophers, USENET, and file transfer protocols, are discussed. There are currently no gopher servers or subsystems dedicated to competency-based education. The best sources for information on education are the Department of Education gopher, the ERIC system, and the VocNet listserv sponsored by the National Center for Research in Vocational Education. Ten resources are listed for further information. (SLD)