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Electronic technologies and collection development are two of the top concerns in library and information science today. The challenges of integrating electronic resources and technologies into the process of collection development are many, and many-faceted. Beyond task-oriented considerations, such as the selection process itself, there are large-scale management issues, such as budget, policy, personnel, and technology. Three areas of collection development that seem to be the most problematic are selection, acquisitions, and inter-institutional cooperation. Several authors suggest comprehensive approaches to library collection development in an electronic age. One informative success story is the selection model developed at an academic library as a means to mainstream electronic resources. The model involves breaking the task into manageable units, developing expertise in selecting resources regardless of format, and anticipating impacts throughout the institution. An important component is a standing committee that reviews electronic publications. One model for cooperative collection development is OHIOLink, which is a consortium of 17 academic libraries; specifications for OHIOLink include ease of use by collection managers, regular provision of data for routine reports, and the capability to collect and analyze usage data across the system. In view of serious fiscal concerns in collection development, one author has outlined a seven-part agenda for rethinking priorities: planning, allocating, faculty liaison, cooperative collection development, evaluating, acquisitions, alternatives, and selection efficiency. (Contains 13 references.) (Author/AEF)

Noting that one of the three major themes for the 1991 White House Conference on Library and Information Services is the role of the library in literacy education, this digest begins by describing how national awareness of the problem has led to legislation, both at the state and federal level, to fund new literacy programs and expand existing ones. Two examples of federal legislation are briefly described: the National Literacy Act (U.S. Senate) and Literacy for All Americans (U.S. House of Representatives). A compromise bill was developed by a joint committee in 1990, but was not voted into law. Also in 1990, the Library Services and Construction Act (LSCA) was reauthorized, with suggestions for increased appropriations. Two new literacy organizations that focus on the needs of special groups are also noted: the Barbara Bush Foundation for Family Literacy, and the National Center for Family Literacy. The results of a national forum on literacy for state libraries held in May 1990 are briefly summarized, and four priorities recommended by this forum for consideration at the White House Conference are given. It is also noted that research is needed to provide current data on the extent of illiteracy and comparable data on the effectiveness of different literacy programs, as well as to reach agreement on the fundamental meaning of the term literacy. The digest concludes with an overview of the types of support for literacy education efforts provided by libraries, including the provision of teaching resources, literacy classes, and targeting groups at risk for literacy-related problems. (5 references/4 additional readings) (MAB)

This digest discusses advantages and disadvantages of CD-ROM use in libraries and information centers and lists features of three CD-ROM versions of the ERIC database--Dialog OnDisc ERIC, OCLC Search CD450, and SilverPlatter ERIC. Brief descriptions of these products focus on the differences among them, including equipment requirements, search modes, sorting, onscreen help, and print documentation. Recent developments and future directions for these CD-ROM systems are also presented. Addresses and telephone numbers for the vendors are provided. (MAB)

For the purposes of this digest, productivity is defined as ways in which library and information services can assist agencies, industries, and individuals in producing goods and services effectively and profitably. Two fundamental issues that affect productivity are access and control; two major strategies for improving productivity are cooperation and education. Expanding information services can foster innovation and development among their users--government agencies, industries, libraries, and information centers that disseminate information to a broader spectrum--which can play a vital role in aiding productivity. Yet, these same entities that provide access to information must, at times, limit access to information. The issue of control extends to U.S. policy makers, who must decide whether the release of certain technical and scientific information developed by the United States would undercut U.S. competition globally or threaten national security. The protection of intellectual property rights is yet another issue of control. It seems that information providers must distinguish between what information falls into the realm of the private (classified information) and public (unclassified) domains. The concept of the "virtual library"--whereby the world's knowledge is accessible to anyone sitting at a desktop workstation--is becoming closer to a reality through recently proposed federal legislation, which would, if passed, establish a network to link government, industry, business, and university resources. However, the establishment of such networks will be inappropriate if educators fail to foster the development of information skills in students. (12 references) (MAB)

Basic options for the automation of management functions in the school library media center are the circulation system, the online catalog, the acquisitions system, and the serials check-in. In order to select the most appropriate system, library media specialists must: (1) research both the library's needs and the technologies available, and (2) develop plans to guide decisions about purchases, training for staff, and maintenance. The findings of this research will be used to develop detailed plans and budgets that include training for the media specialist and the costs of hardware, software, and databases. Since few integrated systems exist which incorporate all of the library's automated functions, a decision will have to be made whether to install two or more limited integrated systems (such as catalog/circulation and acquisitions/serial check-in) or four separate systems. In either case, compatibility--i.e., the ability to transfer data between systems--is an important feature to be considered. Another major concern is the entry of data in the new system, particularly catalog and circulation data. In addition, retrospective conversion of existing catalog records to machine-readable form can be expensive and time-consuming, whether performed on-site or externally by a vendor. The impacts of automation are both immediate and long-term. School library media centers which have automated their management operations have found that students and faculty have been able to access information more easily and that routine tasks can now be performed more quickly. However, these same library media centers must be prepared to handle a lack of standardization at various access levels, and to learn to work on upgraded software and hardware as they become available. (10 references) (MAB)

Demographic and economic trends indicate that in the future there will be fewer teachers available to teach growing K-12 school enrollments. In addition to this, public education is also experiencing funding shortages. Distance education seems to provide a solution for both of these problems as it offers an equitable way to distribute educational resources, while at the same time making instruction cost-effective. School library media specialists can contribute to developing distance education programs through their roles as instructional consultant, information specialist, teacher, and technological coordinator. They can help to match information resources to course objectives, teaching and learning styles, and subject content to facilitate more creative thinking and critical analysis among students. It is the lack of involvement of individuals, not the course structure, that is the main obstacle to effective distance education programs. The success of a distance education program depends upon the ability of library media specialists to network with teachers, students, administrators, technical experts, and database vendors. An example of a successful program can be seen in the Bay Area (Wisconsin) Public School District. (References and additional readings are provided.) (MAB)

This ERIC digest provides a brief overview of the video, audio, and computer technologies that are currently used to deliver instruction for distance education programs. The video systems described include videoconferencing, low-power television (LPTV), closed-circuit television (CCTV), instructional fixed television service (ITFS), and cable television (CATV). Several types of audiographic teleconferencing are then described, including telefacsimile (FAX), freeze-frame or slow scan video, and compressed video. Audioconferencing is cited as the principal use of audio telephone delivery, but it is noted that other options are also available, including the use of an audio bridge to enable two-way interaction among groups at three or more locations. Computer conferencing options are also described, including electronic mail networks, electronic bulletin board services (BBSs), and teletext and videotex. A brief discussion of distance education concludes the digest. (14 references) (EW)

This ERIC Digest examines some of the trends and issues in academic information systems design and describes the policies of several universities that are taking creative advantage of these systems as educational tools. The current emphasis on microcomputers in campus information networks instead of terminals connected to a mainframe computer is discussed and the characteristics of such networks are described, including widespread coverage, wide variety of uses, distributed control, security, multimedia capability, integrated software, adaptability and expandability, and reliability. Issues involved in the planning and implementation of the integrated information network are then discussed, and the features of such systems are listed for five colleges and universities that have made major commitments to the concept of the information network. (13 references) (EW)

This digest begins with a brief description and review of the development of optical disks. Optical disk formats are then described by capability: Read Only Memory (ROM), Write Once, Read Many (WORM), Interactive (I), and Erasable (E); forms of information (audio, text or data, video or graphics, or a combination); and disk size (most often 12 or 4.72 inches in diameter). Some 12-inch formats are then briefly described: optical digital data disk, videodisc, digital video disk, and interactive video disk. Brief descriptions of compact disk formats cover compact audio disk, compact disk-read only memory (CD-ROM), and compact disk-write once, read many (CD-WORM). Future formats currently under development are also briefly described, including HDTV video disk (readable by high-definition television), compact disk-interactive (CD-I), digital video interactive (DVI), and compact disk-erasable magneto optic (CD-EMO). It is concluded that, although the new technology presents some problems, these problems will disappear within the next few years because of the new formats and systems being developed. It is suggested that interested users may keep up-to-date on new developments in this rapidly developing field by contacting manufacturers directly and by reading recent periodicals. (10 references) (CGD)

This digest answers the following questions that beginning or novice users may have about CD-ROM (a compact disk with read-only memory) database services: (1) What is CD-ROM? (2) What databases are available? (3) Is CD-ROM difficult to use? (4) How much does CD-ROM cost? and (5) What is the future of CD-ROM? (15 references) (MES)

This digest discusses advantages and disadvantages of CD-ROM use in libraries and information centers and lists features of three CD-ROM versions of the ERIC database--Dialog OnDisc ERIC, OCLC Search CD450, and SilverPlatter ERIC. Brief descriptions of these products focus on the differences among them, including equipment requirements, search modes, sorting, onscreen help, and print documentation. Addresses and telephone numbers for the vendors are provided. (MES)

This article takes a cognitive approach toward understanding the behaviors of end-users by focusing on the values or criteria they employ in making relevance judgments, or decisions about whether to obtain and use information. It compares and contrasts the results of two empirical studies in which criteria were elicited directly from individuals who were seeking information to resolve their own information problems. In one study, respondents were faculty and students in an academic environment examining print documents from traditional text-based information retrieval systems. In the other study, respondents were occupational users of weather-related information in a multimedia environment in which sources included interpersonal communication, mass media, weather instruments, and computerized weather systems. The results of the studies, taken together, provide evidence that a finite range of criteria exists and that these criteria are applied consistently across types of information users, problem situations, and source environments.

Opinion. Presents the author's view on the role of libraries in literacy education in United States. National awareness and support on illiteracy problem; Results of the forum on literacy for state libraries held in May, 1990; Library services for literacy.