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This case study provides an illustration of the heuristic practices of a high-performing research department, which in turn, will help build much needed models applicable in the context of large urban districts. This case study examines the accountability, planning, evaluation, testing, and research functions of a research department in a large urban school system. The mission, structural organization, and processes of research and evaluation are discussed in light of current demands in the educational arena. The case study shows how the research department receives requests for data, research, and evaluation from inside and outside of the educational system, fulfilling its mission to serve the informational needs of different stakeholders (local, state, federal). Four themes related to a school district research department are discussed: (1) basic contextualization, (2) deliverables of work, (3) structures and processes, and (4) concluding reflections about implications for policy, theory, and practice. Topics include the need for having an evaluation model and the importance of having professional standards that guarantees the trustworthiness of data, research, and evaluation information. The multiple roles and functions associated with supplying data for educational decision making is highlighted.

The Chief Information Officer (CIO) at the U.S. Department of Education (the Department) has primary responsibility to ensure that Information Technology (IT) is acquired and information resources are managed in a manner consistent with statutory, regulatory, and Departmental requirements and priorities. This Department Information Resources Management (IRM) Strategic Plan for FY 2010-2014 describes: (1) The relationship between the IT vision and the enterprise business goals and objectives; (2) The set of value-added IT services delivered or planned to be delivered; and (3) The set of IT management processes and plans for ensuring the effective use of IT resources across the Department. (Contains 4 figures and 6 tables.)

Introduction: Sharing of information across cultural boundaries does not always live up to expectations. Information behaviour is an underlying factor, which can contribute to poor use or non-use of the information or information services at the disposal of indigenous people in a development context. Method: A literature study of information behaviour, cultural contexts and information technologies in the development context follows a previous case study on the transfer of information to rural communities, to investigate whether information behaviour plays a significant role in the sharing of information across cultural boundaries. Analysis: Correlations were built between the findings of the original study of indigenous people's information practices and new evidence in the literature on the shaping effect of information behaviour, cultural contexts and the use of information technologies. Results: Information behaviour seems to evolve as a result of the interplay between elements in cultural contexts. Information behaviour of indigenous people proved to be the underlying factor that determines the outcome of information sharing across cultural boundaries between literate and oral cultures. Conclusions: Marked differences in information behaviour of literate and indigenous people can influence the extent to which information sharing across cultural boundaries can be successfully accomplished. Information-technology-driven information services can constrain access to information for users familiar with oral communication practices only.

The purpose of this report is to provide an annual overview of activities funded under the "Individuals with Disabilities Education Act" ("IDEA"), Part D (National Activities to Improve Education of Children with Disabilities), subparts 2 and 3 (P.L. 108-446). "IDEA", Part D, includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under subpart 2 of "IDEA", Part D (20 "United States Code" Section 1461). It also supports parent training and technology and media services activities to improve results for children with disabilities, as authorized under subpart 3 of "IDEA", Part D (20 "U.S.C." Section 1470). A total of 644 grant awards, including both new awards and continuations, were funded in FY 2007 under subparts 2 and 3 of "IDEA", Part D. This report includes an overview of the programs supported under subparts 2 and 3 and awards for FY 2007, along with abstracts of the 178 project applications that received new awards. This report also includes brief descriptions of the studies and evaluations supported under 20 "U.S.C." 9567b Section 177 of Part E, the National Center for Special Education Research. This report does not include information on other contracts awarded under subparts 2 or 3 of "IDEA". (Contains 2 figures and 1 footnote.) [For related reports, see "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 1" (ED516264); "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 2" (ED516249); and "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 3" (ED516253).]

The purpose of this report is to provide an annual overview of activities funded under the "Individuals with Disabilities Education Act" ("IDEA"), Part D (National Activities to Improve Education of Children with Disabilities), subparts 2 and 3 (P.L. 108-446). "IDEA", Part D, includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under subpart 2 of "IDEA", Part D (20 United States Code Section 1461). It also supports parent training and technology to improve results for children with disabilities, as authorized under subpart 3 of "IDEA", Part D (20 U.S.C. Section 1470). A total of 633 awards, including both new awards and continuations, were funded in FY 2006 under subparts 2 and 3 of "IDEA", Part D. This report includes an overview of these programs and awards for FY 2006, along with abstracts of the 157 projects that were funded as new awards. Descriptions of Studies and Evaluations Conducted in FY 2006 are appended. (Contains 2 figures and 1 footnote.) [For related reports, see "28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 1" (ED516262); and "28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 2" (ED516267).]

The purpose of this study was to explore and investigate the ways faculty at The School of Information Studies at Syracuse University use Networked Information Sources and Services to support their service tasks. Library and Information Sciences faculty were chosen as the population for this study. The study aimed to answer the following questions: 1-What are the main academic service 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? 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 hypotheses were addressed: 1-There will be a difference in the using Networked Information Sources and Services used to perform the basic service tasks or activity according to faculty rank, and gender. 2- The second hypothesis indicates that the degree to which faculty depend on Networked Information Sources and Services will differ across the service tasks/activities, as follows: A) They will depend more on electronic mails for service tasks than news groups. B) They will depend more on electronic journals for service tasks than electronic archives. C) They will depend more on electronic databases for service tasks than Internet directories and search engines. (Three appendixes are included: (1) Formal Email; (2) Paper-Based Questionnaire; and (3) Web-Based Questionnaire. Contains 8 footnotes, 13 figures and 10 tables.)

Imagine if, at the start of the school year, a teacher could have detailed information about the academic history of every student in her or his classroom. This is possible if the teacher can log on to a Web site that provides access to an educational data warehouse. The teacher would see not only several years of state assessment results, but also enrollment history, demographics, program participation, discipline records, and schedule and transcript data. With this reliable and easy-to-access background information, the teacher could design an appropriate academic approach to meet the needs of each individual student and the class as a whole. In addition, when districts have agreements about accessing a shared data warehouse, school administrators and teachers can use the information stored in the warehouse to properly place a student who moves to a new district in the appropriate classes and/or programs efficiently and quickly. These are just a few examples of how a well-designed student data warehouse can be a key factor in improving student achievement and teacher quality. This brief provides information about: (1) What an educational data warehouse is; (2) The benefits of developing and using a data warehouse; and (3) Design and implementation recommendations from leading states. (Contains 2 footnotes.) [This work was produced as part of the Council of Chief State School Officers (CCSSO) National Education Data Partnership,]

The purpose of this report is to provide an overview of national activities to improve the education of children with disabilities funded in fiscal year (FY) 2005 under the "Individuals with Disabilities Education Act" ("IDEA"), Part D, Subparts 2 and 3 (P.L. 108-446). "IDEA", Part D (National Activities) includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under Subpart 2 of "IDEA", Part D (20 U.S.C. Section 1461). It also provides for supports, including parent training and technology supports, to improve results for children with disabilities as authorized under Subpart 3 of "IDEA", Part D (20 U.S.C. Section 1470). A total of 647 national centers and projects were funded in FY 2005, under Subparts 2 and 3 of "IDEA", Part D. Included in this report are an overview of the programs and corresponding awards for FY 2005, along with abstracts of the 154 projects that were funded by new awards. Descriptions of Studies and Evaluations Conducted in FY 2005 are appended. (Contains 2 figures and 1 footnote.) [For related reports, see "27th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2005. Volume 1" (ED499021); and "27th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2005. Volume 2" (ED499020).]

To measure the extent to which schools are properly informing parents about NCLB school choice we sent emails to choice-eligible schools requesting information. The emails were made ambiguous in their origin and purpose so that schools could believe that they came from parents. What we found was widespread lack of cooperation. The vast majority of schools failed to reply at all. Those that did reply were mostly concerned with who we were and why we were asking. Only a tiny minority of schools provided us with the information requested. It is clear that schools are failing to properly inform parents about NCLB school choice. It is also obvious that little is being done to monitor or enforce compliance with these provisions of NCLB. (Contains 2 tables and 24 endnotes.)

This paper explores the need to adopt legislative and regulatory safeguards to guarantee equal access by people with disabilities to evolving high speed broadband, wireless and Internet-based technologies. Recommendations include: (1) Communications Access--FCC or Congress: Extend the telecommunications accessibility requirements of Section 255 of the Communications Act to Internet-based services and equipment. Disability safeguards under the new legal protections should include, among other things, accessible and compatible user interfaces on end-user equipment; a common standard for reliable and interoperable text and video IP and wireless communications; redundant ways of controlling devices and services; and access to user guides and technical support; (2) Video Programming Access--FCC or Congress: Clarify that existing captioning obligations apply to IPTV and other types of multi-channel video programming services that are Internet-based; (3) Universal Service--FCC or Congress: Allow Universal Service Fund (USF) support for broadband services to low-income individuals with disabilities, so that these individuals can choose between public switched telephone network or broadband services when they are entitled to Lifeline and Link Up-type funding. Require all IP-based providers (not only interconnected Voice over Internet protocol providers, as is currently required) to contribute to the USF treasury; (4) Americans with Disabilities Act--FCC or Congress: Require IP-based providers to contribute to interstate relay funds. U.S. Department of Justice or Congress: Clarify that Web sites are covered under Title III of the Americans with Disabilities Act; and (5) Section 508 of the Rehabilitation Act: Legislative Change--Expand Section 508's coverage to entities that are otherwise covered under Sections 503 and 504 of the Rehabilitation Act. (Contains 130 endnotes.)

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin.The Florida Department of Education (FDOE) oversees 67 county-wide public school districts, encompassing almost 4,000 schools, in which over 2.6 million students were enrolled in the fall of the 2005-06 school year. Florida has a long history of collecting a multitude of data on its public education system and was one of the country's pioneers in collecting student-level data.

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. This report discusses the following elements relating to Utah's longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.

The Data Quality Campaign is a national, collaborative effort to encourage and support state policymakers to improve the collection, availability and use of high-quality education data and to implement state longitudinal data systems to improve student achievement. The campaign aims to provide tools and resources that will assist state development of quality longitudinal data systems, while also providing a national forum for reducing duplication of effort and promoting greater coordination and consensus among the organizations focusing on improving data quality, access and use. To these ends, four site visits were conducted in the spring of 2006 to state education agencies (SEAs) to gather information on their experiences in developing statewide longitudinal data systems: Florida, Utah, Virginia, and Wisconsin. In this document the following topics are discussed in relation to Wisconsin's student-level longitudinal data system: (1) History of Development; (2) Implementation Issues; (3) Benefits and Uses of System; (4) Lessons Learned; and (5) Recommendations for Future Development.

On March 8, 2005, the Ministry of Advanced Education sent British Columbia Council on Admissions and Transfer, (BCCAT) a management letter setting out the expectations of the Ministry of Advanced Education for the BC Council on Admissions and Transfer in 2005-06. This Annual Report is presented to specify how BCCAT has addressed those expectations and to provide information regarding other projects and initiatives have undertaken to achieve that mandate. This past year has seen the implementation of structural changes to the BC post-secondary system that were initiated in 2004-05. Nineteen of twenty-six public post-secondary institutions now have authority to offer undergraduate degrees. In addition, three new private post-secondary institutions offer undergraduate degrees formally authorized through the Degree Quality Assessment Board process and are included in the BC Transfer System. All of these changes have raised profound questions about the increasing complexity of the BC Transfer System and the management of the BC Transfer Guide database. Consequently, the first phase of a comprehensive consultation process to examine how best to manage the future of the BC Transfer System, was launched and this process will continue through 2006-07. Throughout 2005-06, the Council continued to gain the support of all public institutions to share registrant and applicant data for research purposes. Such research enhances understanding of student mobility and applicant flows into and among the institutions and can assist individual institutions with enrollment planning. Preliminary feedback from the system on this collaborative approach to data collection and integration has been very positive. The Council has also been providing a leadership role in addressing some problems experienced by students who have undergraduate degrees from Colleges and Institutes and are not being considered for admission to graduate or professional schools in a few universities in Ontario. This matter will no doubt continue to occupy considerable time over the next year as BCCAT attempts to facilitate a resolution to this issue. Substantial changes were made to the BC Transfer Guide and Education Planner websites this year, and a communications strategy was developed to ensure that these valuable resources are known and well utilized by students. There appears to be strong backing for the structure of the Council and its approach to executing its mandate and, in particular, that it does so without any legislative or regulatory authority. Emphasis on inter-institutional collaboration continues to prove to be a viable model as evidenced by the ongoing success in promoting and advancing admissions and transfer for BC's post-secondary students. BCCAT remains encouraged by the level of support from all sectors throughout the BC post-secondary system, and by the constructive and facilitative relationship the Council shares with the Ministry. The following are appended: (1) BCCAT Publications & Resources- April 1, 2005-March 31, 2006; (2) BCCAT Information Sharing Agreement; (3) Degree Quality Assessment Board (DQAB) Criteria Review: BCCAT Response; and (4) Council of Ministers of Education, Canada (CMEC) Report-Fall 2005. (Contains 9 footnotes.) [To view the 2004-2005 report, please see ED504939.]

The Chief Information Officer (CIO) at the U.S. Department of Education (ED) has primary responsibility to ensure that Information Technology (IT) is acquired and information resources are managed in a manner consistent with statutory, regulatory, and Departmental requirements and priorities. This Department Information Resource Management (IRM) Strategic Plan for FY 2007-2011 describes: (1) The relationship between the IT vision and the enterprise business goals and objectives; (2) The set of value-added IT services delivered or planned to be delivered; and (3) The set of IT management processes and plans for assuring the effective use of IT resources across the Department. The IRM Strategic Plan FY2007- 2011 is being included in the FY2008 IT budget submission. It extends the Department's IT strategy from previous versions of the IRM Strategic Plan in implementing "No Child Left Behind" and, at the same time, captures the recent Organization Coordinating Structure changes, incorporates the Enterprise Architecture future state vision, and continues to ensure that all current and planned IT investments are clearly aligned to the business mission served. (Contains 12 figures, 11 tables and 10 footnotes.)

This issue of the Emergency Response and Crisis Management (ERCM) Technical Assistance Center's "ERCMExpress" introduces the National Clearinghouse for Educational Facilities (NCEF), a free public service that provides information on planning, designing, funding, building, improving and maintaining safe, healthy, high-performance schools. NCEF is managed by the National Institute of Building Sciences (NIBS). NCEF provides resources on anything related to a school campus and its buildings. It also offers a wealth of information related to safe schools and disaster preparedness. [This publication was funded by the Office of Safe and Drug-Free Schools at the U.S. Department of Education under contract with Caliber Associates, Inc.]

In 2005, the National Center for Learning Disabilities (NCLD) helped more children, more parents and more educators than ever before. Through their programs, information services, and policy initiatives, they raised awareness, mobilized advocates, and took action to help ensure that learning disabilities are identified and addressed early and effectively. NCLD's growing array of programs, partnerships and online services is making a demonstrable difference in the lives of individuals affected by learning disabilities. Their "Get Ready to Read!" program made a difference by training nearly 3,000 new adults and screening nearly 76,000 children last year. NCLD built on the achievements of "Get Ready to Read!" by committing new resources to support children's successful transition to kindergarten. They convened a national Forum on Early Literacy Screening to Promote School Success. They joined forces with partners in Georgia and North Carolina to develop transition products and programs to help make a difference for early educators and parents. In addition, they invested in research to better understand how they can help kindergartners and first graders who struggle with math. On the policy-making front, NCLD continued to lead the Learning Disabilities Roundtable--comprising 14 national education organizations. This group was instrumental in driving innovations into the reauthorization of the Individuals with Disabilities Education Act '04. Their recommendations supported the use of research-based instruction to help identify students suspected as having learning disabilities. The U.S. Department of Education responded favorably, including the great majority of the Roundtable's recommendations in the draft regulations released in June of 2005. NCLD also reached millions of people last year through the media--raising awareness about LD through television appearances, newspaper articles, special campaigns, and online chats. This annual report describes these accomplishments and more in detail.

This GAO report examines response of 47 states to the No Child Left Behind Act (NCLBA) of 2001 that established qualification requirements for teachers of core academic subjects that must meet by the end of the 2005-2006 school year. With the deadline approaching for all teachers to meet the requirements, GAO was asked to examine the following: (1) the status of state efforts to meet NCLBA's teacher qualification requirements; (2) the use of Title II funds in selected districts; and (3) how the U.S. Department of Education (Education) monitors states and assists them with implementation of the requirements. To help states address the issues of teacher quality and ensure that all teachers meet NCLBA's qualification requirements, the GAO recommends that the Secretary of Education explore ways to make the Web-based information on teacher qualification requirements more accessible to users of its Web site through such activities as more prominently displaying the link to state teacher initiatives or enhancing the capability of the search function. Appended are: (1) Activities on Which States and Districts Can spend Title II, Part A Funds; (2) State- Reported Percentage of Core Academic Classes Taught by Teachers Meeting NCLBA's Teacher Qualification Requirements in the 2003-2004 School Year; (3) Sample HOUSSE Procedures from Two States Visited; (4) Comments from the U.S. Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 4 figures, 4 tables, and a short list of abbreviations.)

On April 14, 2004, a management letter was forwarded setting out the expectations of the Ministry of Advanced Education for the British Columbia Council on Admissions and Transfer (BCCAT) in 2004-2005. This Annual Report was presented to specify how BCCAT has addressed those expectations and to provide information regarding other projects and initiatives undertaken to achieve that mandate. Re-structuring of several institutions within the BC post-secondary system has presented yet new opportunities for transfer, and fresh challenges regarding management of the BC Transfer Guide database. In addition, as expected, emerging responsibilities, such as the increased focus on admissions, management and continuing development of the Education Planner website, and coordination of public-private articulation have required considerable attention and resources. BCCAT has sought to respond to these changes with efficiency and flexibility, while continuing with all activities related to the Councils' mandate. Significant progress in re-developments to the BC Transfer Guide and the Transfer Credit Evaluation System, and the promising headway in recent research stand as key examples of the Council's role in recommending and supporting effective policies and practices that benefit BC post-secondary institutions and their students. The appendix contains: BCCAT Publications: April 1, 2004 - March 31, 2005. (Contains 7 footnotes.) [To view the 2003-2004 Annual Report, please see ED504938.]

Instructional technology consists of many elements, including information technology, knowledge of pedagogy and faculty needs, technical support, and training. DePauw University has recently reorganized its Information Services staff to include several staff areas, including technicians, library staff and help desk, as well as faculty support staff. As part of this reorganization, a new group, entitled Instructional and Learning Services, was formed. We will discuss the elements of this group and the decision to meld these individual areas together, our vision for this group and its identity on our campus. We will also talk about how collaboration within the group has been a catalyst for our successful integration. This discussion will appeal to those trying to integrate disparate staff groups, as well as those interested in collaboration within departments. [For complete proceedings, see ED490133.]

On March 25, 2003, the British Columbia Council on Admissions and Transfer (BCCAT) received a Management Letter that outlined the expectations of the Ministry of Advanced Education for the B.C. Council on Admissions and Transfer in 2003-2004. In this Annual Report, BCCAT details how the Council has addressed and met those expectations and provides information on other projects and initiatives that have been undertaken to achieve that mandate. An expansion of activities has been initiated, normally focused on improving transfer credit arrangements between public post-secondary institutions, to include facilitating and coordinating articulation between public and private institutions. The council has also started, as requested in the Management Letter, "to explore issues pertaining to admission policies, practices, and capacity, for direct entry students and transfer students entering into and moving between institutions." This report outlines the substantial progress achieved in both of these arenas. Although not part of the initial work plan, BCCAT assumed managerial responsibility for Opening Doors in mid-year and has prepared a detailed plan to substantively improve and expand this information service in 2004-05, within the same budget allocation as was provided in 2003-04. Finally, due to unanticipated staffing difficulties, emergency arrangements had to be implemented to coordinate and maintain the Online Transfer Guide through 2003-04 and to implement a plan to ensure a greater level of security and continuity in how this essential information service will be maintained in the future. [To view the 2002-2003 Annual Report to the Ministry of Advanced Education, please see ED477683.]

In a relatively brief period of time, many clinicians and agencies have sought to use the World Wide Web as a means to access clients, impart information, advertise, or educate. Increasingly, counselors and other mental health professionals are seeking to provide or to supplement client services over the Internet. Unfortunately, amidst all the hype and publicity, the reality of counseling services that are currently provided over the Internet may be misunderstood. This article helps to clarify the realities and dispel some myths surrounding online counseling services. First, definitions of counseling will be considered to help the reader determine if online services are counseling, or if they may be better termed as educational, consultative, or supportive services. Second, research addressing elements necessary for effective counseling will be reviewed to help the reader consider the potential effectiveness of services and where additional improvements may be of help. Third, the article reviews the range of services that are readily available on the Internet. Finally, attempts are made to consolidate this information in preparation for additional information that focuses on specific online counseling activities. (Contains 37 references.) (Author)

Expanded Internet access to the Ohio Career Information System (OCIS) would provide adults in Ohio who need to or wish to make career changes with the best available information about occupations, education and training programs, and financial aid. In order to determine the feasibility of improving access without cost to users, an advisory group, 4 focus groups, interviews, and a conference call were conducted with stakeholders, directors of career information systems in other states, and technical personnel. Review and integration of the information and suggestions received from these sources led to the following recommendations: (1) OCIS should be made generally available over the Internet to residents of the state; (2) a method to validate residence in Ohio such as entering a valid zip code should be adopted; (3) additional protection such as firewalls against entry into the OCIS operating software should be added to the server; (4) general Internet access to OCIS should be widely publicized; (5) OCIS should be added to the resources available through INFOhio and the Ohio Public Libraries Information Network (OPLIN); and (6) the feasibility of recruiting librarians to provide first-level customer service to OCIS users should be explored. (Contains six references, three tables, and three appendices.) (MO)

This study is an outgrowth of recommendations made in a report issued by the Council on Library and Information Resources (CLIR) in 2001 (Nichols and Smith 2001). The report made three broad recommendations for addressing print preservation: (1) Establish regional repositories to house and provide proper treatment of low-use print matter drawn from various collections; (2) Investigate the establishment of archival repositories that would retain a "last, best copy" of American imprints; (3) Build interinstitutional networks for information sharing about the status of artifacts and delegation of responsibilities for caring for them. This report examined how, and to what degree, various consortia and university systems are using repositories to move beyond the immediate goal of providing cost-effective collection storage and delivery and to be-gin to cooperatively manage and preserve their research collections. The report also suggests which practices, policies, and programs best foster the equitable sharing of the costs of collections care and to identify which practices and organizational and financial structures best support the integration of cooperative collection development and preservation efforts. Finally, it explores the extent to which the repositories studied represent an emerging architecture of broader cooperation, whereby the participating libraries might move beyond serving their regional communities and participate in a national network for cooperative preservation. A further purpose of this study was to appraise prospects for further rationalization of libraries' efforts to manage the growing print corpus in institutions across the nation. Appendixes include four tables and brief overviews of the Australian National Collections Storage Program, national collections planning in the United Kingdom, and a Collaborative Academic Library Store for Scotland; and information on methodology and sources for the study. (Contains 13 references.) (AEF)

This booklet contains accounts of 41 successes realized by organizations receiving grants from the National Institute of Disability and Rehabilitation Research (NIDDR) as examples of how NIDRR has experienced success in the following areas: (1) overcoming an identified dissemination "barrier"; (2) reaching new target audiences with needed information; (3) addressing linguistic, cultural, and cognitive diversity among audiences; (4) applying new social marketing techniques that work; (5) achieving a unique impact through a specific dissemination activity; and (6) obtaining individual benefits through utilization of disseminated information. The booklet also includes staff and grantee recognitions and a "Who's in the News" section focusing on media attention reported by grantees in 2002. Each success "story" is told in a brief summary including the name and location of the organization and contact information. (DB)

A student Web portal is a personalized, student-centric view of College Web resources. The "Artemis" system at Florida Community College at Jacksonville (FCCJ), represents movement toward realization of the efficiencies and student service possibilities of a Web portal. This proposal recommends a radical expansion of Artemis functions, one that has the potential to: integrate disparate information resources at the College; increase student retention, particularly during the critical first term; increase student satisfaction on measures of institutional effectiveness;increase student access to services and provide enhanced support for distance learners; increase operational efficiency through students use of self-help resources; and revitalize student success services. Realization of these outcomes will require a major institutional commitment--comparable to that devoted to other significant College achievements--and ongoing development and support. It will require a reallocation of resources and consideration of reorganization to support emerging functions. This proposal suggests what can be done and how to get started. Discussion includes theoretical foundations; design considerations including student, marketing, integration and project management factors; design overview; portal elements; and issues and concerns including infrastructure and project feasibility and issues and staff commitment and organizational support. Implementation suggestions and a bibliography are appended. (AEF)

This paper reports on the Macromedia Accessibility Project (MAP), a collaborative effort developed by Macromedia, Inc., The League for Innovation in the Community College, and Pima Community College, Arizona, in order to explore the questions and challenges of implementing accessibility standards in online developmental math courses in community colleges. The purpose of the project, as a two-part process, was to evaluate the capacity to create online mathematical content in an accessible format, and to identify the differences between updating content and design differences for Web-based courses versus creating new content and design features for Web-based delivery. Project team members were charged to audit and upgrade one existing online math course and create one new online math course. As a summer project commencing June 15, 2002 and ending September 15, 2002, the 3-month timeline called for inclusion of training sessions, groups meetings, and follow-up communications. Comments from MAP team developers were summarized for review. This paper describes the two different processes teams went through in the course revisions and the new course development. The MAP team members completed all project goals and objectives as designated, yet noted that their work barely scratched the surface. Includes 5 figures and recommendations for further research. (NB)

In Sweden, most "pensioners" over 65 are healthy and living by themselves, and they can come to the library and take part in programs, borrow books, use the computers, read newspapers and magazines. For those elderly persons who are ill or handicapped and homebound, the library can send books and arrange other services. In Sweden there are different kinds of care centers for the elderly that are too ill to be able to stay in their own homes. In the beginning of the 1990s the municipalities took over the responsibility for the elderly. Libraries cooperate with the social authorities in the municipalities in creating services for the elderly in institutions. This paper discusses library services to the elderly in Sweden, including different ways to organize library service at institutions for the elderly; the example of Handen hospital; reading circles; memory training groups; cultural "ombudsmen"; and help from relatives or friends. (Contains 3 references.) (AEF)

Globalization provides the contextual framework for cultural changes in the library user group. In order to be more effective, and realistically, more client-focused, the reference librarian is challenged to ask again "Who is my client?" in this changing context. This paper presents a positive and practical response to cultural change and suggests ways of moving towards understanding this context. The underlying aim of the paper is to be both positive and constructive. The specific purpose is to: create an awareness of the implications globalization might have for the information workplace; identify cultural issues, influences and circumstances relating to the library user group; add a further dimension to the understanding of cultural diversity issues and their effect on professional practice in the library, especially in relation to reference work; indicate some ways in which libraries can and have responded positively and creatively to the cultural complexity of the library user group. (Contains 19 references.) (Author/AEF)

The proliferation of online resources has resulted in creating and accentuating challenges for national bibliographic agencies throughout the world. Through strategic planning and innovative approaches, providers of national bibliographies are seeking to realize bibliographic control of remote electronic material. For success, they will need to achieve a variety of goals, including: pursuing cooperative database building, re-purposing bibliographic information, and adapting selection criteria and levels of cataloguing to the special features of the digital world to achieve effective coverage of these resources; developing more automated tools for creating and maintaining bibliographic information and metadata; fostering increased research and development to improve cataloguing tools; expanding educational and training opportunities to prepare cataloguers and other library staff to better understand and service electronic resources; and, establishing a wide array of collaborative ventures with partners from throughout the information industry to gain needed resources to make it possible to meet the challenges of electronic resources. (Contains 14 references.) (Author)

The PictureAustralia service is a collaboration between cultural agencies to bring their digital pictorial collections together at the one web site, hosted by the National Library of Australia. It was developed through the identification of a need for a national image discovery service. The key to the service is its cross-sectoral nature, including the collections of libraries, museums, archives, galleries, universities, historical societies and other cultural agencies. The service operates through the use of a central metadata repository to support national discovery and to ensure consistency in searching and locating images. The participating agencies place descriptive metadata for their digital images, in the simple unqualified Dublin Core format, in a directory that can be accessed by the National Library of Australia's gathering software. This descriptive information includes the URLs for location of the associated digital images. Every two months this data is gathered into a central Oracle database and is indexed for searching. Thumbnail images are hosted on the participant sites and are pulled into the results sets in real time. Users click on a thumbnail image and are directed to the relevant member web site to view the original. From here they may remain on the member web site to search just that collection or to order a high quality copy of that image, or they may return to the PictureAustralia site to continue with their broader searching. This paper discusses the development of a prototype; the original participants; demonstration at the"Information Online and On Disc 99"; the launch of PictureAustralia; collaborative developments; the State Library of New South Wales as a participant in PictureAustralia; and evaluation and success of PictureAustralia. (AEF)