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The Library Power program is a school improvement initiative of the DeWitt-Wallace Reader's Digest Fund that began in 1988, designed to promote the full integration of the school library media program into the school curriculum in public elementary and junior high/middle schools. With a total investment exceeding $45 million, Library Power is the largest nongovernmental funding for school library media programs in over 30 years. It operated in approximately 700 schools and served more than one million students. Library Power sought to create a national vision of public elementary and middle school library media programs through the instructional leadership of the library media specialist and through partnerships within the district and with the community. This study summarizes selected findings of a national evaluation of Library Power and discusses implications for preservice and continuing education of teachers, principals, and library media specialists, as well as the likelihood of institutionalization of Library Power practices. The evaluation found that the Library Power initiative advanced the notion of a student-centered library media program in a learning community. It showed that, given the right conditions, school library media programs can promote positive opportunities for excellence in teaching and learning. (Author/MES)

This document presents the executive summary of an evaluation of Library Power, a program of the DeWitt Wallace-Reader's Digest Fund to enhance and elevate the role of libraries in public schools. The report begins with an examination of Library Power's core components (collection development, facilities refurbishing, flexible scheduling, collaborative planning, and professional development) and the way each one reinforces the other, contributing to new professional relationships and practices in participating schools. It continues with a delineation of the ways in which Library Power teams of librarians, teachers, and principals in each school adopted these core elements and practices of the program and devised ways to weave them together into a fabric that was stronger than any of the initiative's single threads. Library Power's contributions to curriculum, instruction, and professional collegiality are examined. Lessons learned are discussed related to new and sustained funding, outside support, leadership, professional development, and compatible policies. Key findings are summarized for dilemmas of reform in the areas of competing demands, varying capacity for improving teaching, learning, and equity. (MES)

This comprehensive report details the activities of a study which investigated public, public secondary school, community college, academic, state institutional, and state library agencies, in order to: (1) assess the current status of libraries in literacy education; (2) determine an expanded role for libraries in literacy education; and (3) identify library literacy programs that could serve as models. The report contains an overview of the current status of literacy services in libraries based on a literature review (chapter 1); descriptions of the methodology and results of the library surveys, which sought information on the involvement of each type of library in literacy education (chapters 2-6); and eight case studies of model programs (chapter 7). Eight observations based on the findings of the surveys and the case studies conclude the report: (1) library involvement in literacy varies greatly; (2) illiteracy will not be acted on if it is not seen; (3) literacy activities fit into a constellation of library services; (4) library literacy activities fit into a context of community service; (5) literacy services may not be institutionalized in the library; (6) volunteers are key personnel; (7) evaluation is a critical area for development; and (8) libraries are finding their place in the literacy effort. Four appendixes contain a 151-item bibliography of the literature on libraries and literacy education; a list of project references; survey cover letters and questionnaires; and a site visit interview schedule. (CGD)

The role of the public library in providing supplementary materials and services to those still in school, and offering opportunities for continuing education to the public at large is explored. Challenges facing public libraries as they attempt to respond to "A Nation at Risk" are discussed, including the decline of literacy in the information society, the constriction of economic support for public libraries, and the increased similarity of available information. A review is presented of public library developments that offer optimism for the public library's ability to meet these challenges: a shift from an institutional to a client orientation; rethinking of the public library mission; and reorganization and cooperation for increased effectiveness. Continuing constraints under which public libraries struggle are addressed, including continuing economic pressure, perceived irrelevance, and lack of training and skills in library staff. Recommendations are made regarding content, standards and expectations, time, teaching, leadership, and fiscal support in public libraries. (JD)

A faceted classification scheme was developed for use as the conceptual foundation of two surveys which were conducted in order to gain a current and comprehensive picture of continuing library education (CLE) in North Carolina. The scheme structured a database that, when computerized, will allow flexible search capabilities and easy updating. In the first survey, 47 current CLE providers were interviewed to gain information about them and their offerings. For a consumer survey, 1,032 employed staff and 47 trustees completed questionnaires about their CLE experiences and interests. The detailed results of these surveys appear in this report, as well as conclusions and recommendations of the study. Included are a comparison of the consumers' view of CLE with information about CLE gathered from providers, recommendations for the development of CLE, and considerations for the CLE planning process in North Carolina. A total of 49 tables and 35 figures are provided. Appendices comprise the interview form for the providers' survey; the consumer questionnaire and cover letter; the trustee survey; and sample forms for provider listings, continuing library education opportunity (CLEO) descriptions, and CLEO listings in a "Directory of Providers" and an "Inventory of CLE Opportunities" (created under separate cover). (ESR)

Discusses the Public Library Data Service survey results in regard to children's services. Data are presented on annual circulation, circulation per capita, program attendance, collection turnover rates, and the materials budget. (EA)