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THE PURPOSE OF THIS EVALUATION WAS TO GATHER DATA FROM 35 EDUCATIONAL MEDIA SPECIALIST INSTITUTES ON (1) PERSONAL AND PROFESSIONAL CHARACTERISTICS OF INSTITUTE PARTICIPANTS, (2) CHARACTERISTICS OF THE INSTITUTES THEMSELVES, (3) THE EFFECTIVENESS OF INSTITUTE PROGRAMS, (4) THE EFFECTIVENESS OF INSTITUTE EXPERIENCES ON PARTICIPANT INTERESTS AND SKILLS, AND (5) ON-THE-JOB INFLUENCES OF INSTITUTE EXPERIENCES. DATA WERE GATHERED BY PERSONAL INFORMATION REPORT FORMS, ON-SITE VISITORS' REPORTS, AND ORIGINAL PROPOSALS AND FINAL REPORTS OF INSTITUTE DIRECTORS. THE INSTITUTES ARE DESCRIBED AS BASIC, ADVANCED, TELEVISION, SPECIAL, OR LIBRARIANSHIP. REPORTS ARE GIVEN OF DATA FINDINGS AT EACH TYPE OF INSTITUTE. (MS)

This article comments on Gilbert A. Jarvis'"Teacher Education Goals: They're Tearing Up the Street Where I Was Born" in the December 1972 issue of "Foreign Language Annals." Remarks concerning teacher education, methods courses, teaching strategies, the audiolingual method of language instruction, and the Modern Language Association "Guidelines" for teacher preparation prepared in 1966 concentrate on areas of solid accomplishment in language program development while recognizing the changing attitudes towards language instruction in the 1970's. (RL)

Studies and reports on functions and training of educational media personnel are summarized, and recommendations based on them are presented. Most of the studies catalog specific tasks performed by different types and levels of educational media personnel, analyze the nature of the tasks, classify them as being most appropriately performed by "professional" or "non-professional" personnel, group them into job clusters, and recommend levels of training or education for each. Recommendations include: 1) differences in position titling and functions should be reconciled; 2) recommendations from existing studies should be used rather than augmented by further studies; 3) standards for training media personnel should be agreed on; 4) the quality of new media personnel should be improved; 5) an official statement of professional aims and conditions should be prepared; 6) national certification guidelines should be prepared, and 7) provision for on-the-job and continuing professional education should be made. (JK)

A review of recent professional literature on graduate education for library and information science reveals that many improvements are being actively sought, but most of these desired changes would take the form of minor curriculum adjustments to existing programs. What is needed, however, is a redefinition of the whole field of library and information science, in terms of future information needs and the probable shape of future information service institutions. On making a tentative forecast of these needs, there can be delineated several fundamental improvements needed in library education, including the strengthening of continuing education, the adoption of newer instructional strategies, and the recognition that a single unified program of study is no longer adequate for a profession with such varied concerns. But the single most vital task involves the positing of goals responsive to changing societal needs and the formulation of clearly stated learning objectives which will identify specific competencies to be acquired. (SL)

The 1967 Monte Corona School Library Workshop for Leadership Personnel, seventh in a series of summer workshops, focuses on school library programs and services; particularly as these relate to a cross-media approach to curriculum implementation. This workshop is designed primarily for school library and audio-visual education leadership personnel and includes a selected number of administrative, curriculum and supervisory personnel, and teacher educators. Workshop organization follows the usual pattern of general sessions and small group meetings. General sessions include presentation by national and state leaders who consider the implications of economic, social and psychological changes for education in general and for instructional materials personnel in particular. Human relationships, communication competency, and skill in planning and directing change are important subjects in the conference program. National leaders in school library education bring significant ideas, trends, information on legislation, and research findings to the workshop group, thus providing important content for small group discussions and for the development of a rationale and guidelines for future action. (Author/MF)

Five hundred current innovative media projects in 300 colleges and universities are reported here by faculty members responsible for them; these reports are the basis for state-of-the-art evaluations; and both evaluations and reports are arranged in this Higher Education Media Study by fields; instructional television, mediated self-instruction, special multimedia facilities; transparencies, telephone applications, simulation, systems, and media services management. Introductory comments relate media to their instructional use and this study to one in 1963, "New Media in Higher Education." Some of the concluding remarks are that: applications seem to be more adaptive than creative, credible materials of instruction need to be developed nationally and regionally, and housing of media is still inadequate. Indices by topic, contributore, and institution are provided. A "Media Activity Inventory-Directory," the product of two nationwide mail surveys (1966-67) is appended; it is arranged by state, institution, and media project leader. (MF)

TO MEASURE THE IMPACT OF THE INSTITUTES UPON THE PARTICIPANTS, 32 INSTITUTES WERE VISITED BY EXPERTS IN MEDIA USE. THE SPECIAL MEDIA INSTITUTES STRESSED APPLICATIONS OF EDUCATIONAL MEDIA TO VARIOUS FIELDS. THE EFFECT OF THE INSTITUTE EXPERIENCE UPON PARTICIPANT ATTITUDES AND BEHAVIOR WITH RESPECT TO NEW TEACHING MATERIALS WAS FOUND TO BE POSITIVE. (MS)

A SUMMARY IS GIVEN OF THE ACTIVITIES OF THE NEW MEDIA WORKSHOP HELD AT THE UNIVERSITY OF CALIFORNIA ALUMNI CENTER, TAHOE CITY, ON AUGUST 1-7, 1965. THE PURPOSE OF THE WORKSHOP WAS TO CLARIFY ISSUES AND DEVELOP GUIDELINES RELATING TO AUDIOVISUAL AND SCHOOL LIBRARY EDUCATION, IN ORDER TO ASSIST SCHOOL PERSONNEL IN THE USE OF NEW MEDIA. THE MAIN CATEGORIES OF DISCUSSION WERE (1) NEW MEDIA PROBLEMS IN CALIFORNIA, (2) THE NATIONAL SCENE, (3) CURRICULUM TRENDS AND THE NEW MEDIA, (4) NEW MEDIA IN TODAY'S EDUCATIONAL PROGRAMS, AND (5) GUIDELINES AND RECOMMENDATIONS. (MS)

THIS PROJECT WAS AN ASSESSMENT OF 74 INSTITUTES OFFERED IN 1965-66, UNDER THE PROVISIONS OF THE NDEA, FOR 3,149 EDUCATIONAL MEDIA SPECIALISTS. THE PROJECT'S MAJOR CONCERNS WERE (1) HOW DOES ATTENDANCE AT AN EDUCATIONAL MEDIA SPECIALIST INSTITUTE CHANGE PARTICIPANTS, (2) IN WHAT WAYS DO THESE INSTITUTES INFLUENCE PROFESSIONAL PROGRAMS FOR THE PREPARATION OF EDUCATIONAL MEDIA PERSONNEL, AND (3) WHAT MAKES A "GOOD" EDUCATIONAL MEDIA SPECIALIST INSTITUTE. DATA WAS GATHERED VIA REPORT FORMS, INTERVIEWS, QUESTIONNAIRES, AND OBJECTIVE TESTS. FINDINGS SHOWED THAT THE INSTITUTES IMPROVED PARTICIPANTS' KNOWLEDGE AND ATTITUDES RELATING TO EDUCATIONAL MEDIA. AS A RESULT OF THE INSTITUTES, PROFESSIONAL PROGRAMS IN EDUCATIONAL MEDIA RECEIVED GREATER ATTENTION AND ENROLLMENT, IMPROVED COURSE CONTENT AND CONTACTS WITHIN THE FIELD, AND USED NEW METHODS. THE "GOOD" INSTITUTE SHOULD BE WELL PLANNED, ADMINISTERED, AND STAFFED, AS WELL AS SELECTIVE, VARIED (IN TYPES OF INSTRUCTION), INNOVATIVE, PROFESSIONAL, AND PRACTICAL. RECOMMENDATIONS ARE MADE FOR FUTURE INSTITUTES OF THIS KIND. (MS)