DOCUMENT RESUME

ED 058 758 EM 009 559

TITLE Criteria for Modern School Media Programs.INSTITUTION Maryland State Dept. of Education, Baltimore.PUB DATE 71

NOTE 30p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Audiovisual Centers; *Guidelines; *Instructional

Materials Centers; Resource Centers; SchoolLibraries; Standards

IDENTIFIERS Instructional Media Centers; Maryland

ABSTRACTIn order to provide guidance to schools and school

systems which are developing and improving their media programs, theMaryland State Department of Education has compiled a set of criteriabased on the standards of the Auerican Library Association and theNational Education Association. The School Media Program in theMaryland State Department of Education, which supports mediaactivities throughout the state is detailed. The services, staff,collections of material and equipment, and facilities recommended formedia programs at the school system level and at the level of theindividual school are fully described. A chart lists the space neededby a school media center for each of its functions. (JY)

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Maryland state Department of:EducationState OffCce litding, Baltimore, Maryland 112011

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U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG.INATING IT, POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU.CATION POSITION OR POLICY.

FOREWORD

Educational research recognizes the uniquenessof the individual learner, the complexity of thelearning process, and an advanced technologywhich has extended traditional methods andmaterials to meet the needs and concerns ofchildren growing up in the world of today. Schoolmedia programs employ a multi-sensory approachto learning to reach a broad range of studentswith varying backgrounds, abilities, needs, andinterests. Complementing individualizad learn-ing, media programs become a fundamental partof the total educational process as they support,extend, and enrich continually evolving curricula.

The school media program is that body ofactivities which involves the use of all types ofcommunication media by students and instruc-tional staff to accomplish the objectives of theschools. To reach mutually established learningobjectives, print and audiovisual resources andservices are combined in a unified program whichpromotes their use.

Leadership of a school media program isassumed by one member of the professional staffwho is competent in all aspects of educationalmedia. To achieve maximum effectiveness, allother staff persons specifically assigned to themedia center must provide to the program thenecessary professional and paraprofessional serv-ices. WhHe the operation of the program willdiffer at State, system, and school levels, thebasic philosophy of the educational use of mediaremains the same.

The purpose of this Bulletin is to provideguidance to schools and school systems whichare developing and improving their media pro-grams and to affirm our confidence In the effi-cacy of a unified program at State, system, andschool levels.

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JAMES A. SENSENBAUGHState Superintendent of Schools

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TABLEOF

CONTENTS

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Letter from State Superintendent of Schools 1

Committee Members 3

What are these Criteria? 4

Definitions 6

Introduction: The Evolution of Media Programs 7

The Media Program Dr. Vernon E. Anderson .... 9

The School Media Program in theMaryland State Department of Education 10

The Media Program at the School System Level 12

Services 12

Staff .13

Collections of Materials and Equipment 15

Facilities 16

Costs .16

The Media Program in the Individual School 17

Services 17

Staff 19

Collections of Vaterials and Equipment 22

Facilities 25

Recommended Space Needs for School Media Center...27

of ;7;oriu-c;ioc:sState iperiWen(1(2ni o; Schoois to Re..-.;oi-n-3nend Critr)riz..: for School Modio ProgrIrcis

Advisory Committee

Representing the State Board of EducationMrs. J. Wilmer Cronin Ross V. Smith

Representing Affiliated Departments of the Mary-land State Teachers Association

Alan D. Brown, Industrial ArtsGrayson Burrier, Supervision and Curriculum

DevelopmentWilliam C. Gardner, MusicJohn G. Gist, Elementary School PrincipalsEdward Hoehn, GeographyHarry W. Hunter, Health, Physical Education,

and RecreationJoseph Keating, Jr., Student MSTAMrs. Dorothy Ordivein, Home EconomicsP. Michael Pezzella, HistoryMrs. Mamie Ross, Pupil PersonnelJohn Francis Russell, EnglishWilliam W. Russell, MathematicsG. Howard Schofstal, Secondary School

PrincipalsEdward G. Sellmayer, ScienceFrederick Silberman, School Business OfficialsMrs. Susan Helen Smith, Foreign LanguageMrs. Elizabeth Walton, Art

Representing the Association of School Super-intendents

Royd A. Mahaffey

Representing theUniversity of

Maryland

Towson StateCollege

Representing the Association of Student LibraryAssistants

Sister M. Assumption, C.S.B.

Representing the Maryland Library AssociationJohn Burns

Representing the Maryland Congress of Parentsand Teachers

Mrs. John Loizeaux

Representing the Maryland State Department ofEducation

James H. Addy Harold H. LottJohn H. Bamberger Andrew W. MasonAnna A. Beusch Mrs. Frances S. MeginnisAllan R. Gaddis, Ill Evelyn F. MillerVictor B. Kotulak Allen B. MyersStella M. Loeffler Richard M. Petre

Institutions of Higher EducationMrs, Margaret ChisholmJames LiesenerDesmond WedbergEdwin M. Logan

Thomas E. Rowan Sidney TishlerCarl N. Schroeder R. Kenneth TwenteyMrs. Mildred L. Sowers Louis C. WilsonHerbert R. Steiner Mrs. Louella H. WoodwardDoris E. Terry

Production CommitteeRepresenting the Local Boards of Education

Anne Arundel Mrs. Nancy Walker'County

Baltimore City Mrs. Alice C. RuskClay W. Stall'Marion R. CapozziFrances 0. FlemingMrs. Sarah Z. McBrideDonald MerrymanWillard A. StrackMrs. Sabra C. KittnerAlice L. RobinsonAnn DilgardMary Ellen KennedyMrs. Dorothy J. QuinlanThomas E. CollinsRichard L. Darling'Teresa DohertyMrs. Louise Bennett'Mrs. Elsie EbersoleCharles Van Horne'Ronald M. UhlMrs. Alberta C. Browne

Baltimore County

Carroll CountyFrederick CountyGarrett CountyHarford CountyHoward CountyMontgomery County

Prince George'sCounty

Queen Anne'sCo unty

Washington CountyWicomico County

John MilesWilford L. Gapetzs

Representing the State Department of EducationFrederick J. Brown, Jr. John C. MetzgerWilliam E. Cale' Franklin PumphreyMae I. Graham Melvin L. SelfJames H. Joy Nettie B. TaylorIsobel P. Lynch Mrs, Estelle B. Williamson

Representing the Archdiocese of BaltimoreSister Mary Oliver, S.S.N.D.

Representing the Association of IndependentMaryland Schools

Mrs. Thomas Donaldson Mrs. Walter Hardee

1 Now In Montgomery County2 Deceased3 Now at Columbia University, New York, New York4 Now In Anne Arundel County5 Now with Association for Educational Communication and

Technology, Washington, D.C.6 Now at Eastern Shore Area Library, Salisbury7 Now with U.S. Dependents Schools, Karlsruhe, West

Germany

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What are these4 El HIM?Since the Maryland State Department of Educa-tion sets few quantitative standards which mustbe met arbitrarily, it is logical that Criteria torModern School Media Programs should be con-sidered as "projective standards"; i.e., "stand-ards which provide incentives and guidelines forschools which are incorporating new educationalapproaches in their curricular programs. Theyare set:vice oriented they reach oht into theideal with the certainty that in time they will bethe reality of the present"! But even projectivestandards for school media programs have novalidity when considered in isolation. The qualityof any media program must ultimately be judgedin relation to each school's educational philos-ophy and the objectives of its instructional pro-gram.

'urthermore, there is no hard core re-search available to prove that any given numberof items of materials or equipment, of staff mem-bers, or any amount of space will insure a spe-cific result. It is highly unlikely that the value ofa media program will ever become this predic-table. Experience has shown, however, that cer-tain quantities of tangible materials, machines,money, space, and people have a greater likeli-hood of producing desirable results in relationto specific educational goals and .objectives. Ex-perience has also shown that, without certainminimums of these tangibles, very limited educa-tional opportunities are provided.

tkith these considerations in mind, the com-mittee has made an attempt to define the respon-sibilities of the State Department of Educationand the local education agencies for schoolmedia programs both at the system and local

school levels, but without drawing blueprintswhich guarantee results. These Criteria, whichrepresent the best of current thinking, are pre-sented as professional guidelines and not as awhip. And every effort has been made to avoidthe trap of equating mere size with quality. Eachschool system must determine for itself how serv-ices, materials, and staff can best be adapted tomeet its own educational objectives and priorities.

1 JAMES 0. WALLACE, The Practical Meaning of LibraryStandards (Mimeographed paper presented at the OhioState University's Libraries Institute in Training in Li-

brarianship, 1969.)

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INITIAL COLLECTION:

The minimum quantity of relevant materials andequipment considered essential in any school.The term "initial" is used because this collectionserves as the basis for needed expansion.

ITEM:An item is a book, either hard cover or paper-back, a film, filmstrip, tape, record, globe, slide,kit, completed transparency (not a master), anda periodical subscription.

MEDIA':Printed and audiovisual forms of communicationand their accompanying technology.

MEDIA AIDE':A media staff member with clerical or secretarialcompetencies.

MEDIA ASSOCIATE:A professional person with introductory knowl-edge, understanding of and competency in mediaservices, with particular emphasis on the opera-tion of a unified media program.

MEDIA CENTER':A learning center in a school where a full rangeof print and audiovisual media, necessaly equip-ment, and services from media specialists areaccessible to students and teachers.

MEDIA GENERALIST:A professional person with knowledge, under-standing of and conpetency in the broad rangeof media services, with particular emphasis onthose competencies related to the developmentand administration of a unified media program.

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MEDIA SPECIALIST:

A professional person with a high degree ofunderstanding of and competency in a specificarea of the media program.

MEDIA STAFF':The personnel who carry on the activities of amedia center and its program.

MEDIA TECHNICIAN':A media staff member who has training belowthe media specialist level, but who has specialcompetencies in one or more of the followingfields: graphics production and display, informa-tion and materials processing, photographic pro-duction, and equipment operation and simplemaintenance.

SYSTEM MEDIA CENTER':A center at the sc:hool system level to providesupporting and supplemental services to schoolmedia centers in individual schools of the system.

TEACHING STATION':Any part of the school (usually but not always aclassroom) where formal instruction takes place.Media centers are not included within this de-finition although it is recognized that instructionis part of the media program.

UNIFIED MEDIA PROGRAM':A program in which instructional and other serv-ices related to both print and audiovisual mediaare administered in a single unified programunder one director.

1 American Library Associatior and National Education As-sociation. Standards tor School Media Programs. ALA andNEA, 1969. p, xv and xvl.

INIIECIDIJ4I1101The Evolution ofMedia CentersWhen Vulcan, the god of fireworks and metal,hit his father, Jupiter, a resounding blow on thehead, Minerva sprang forth full-grown to becomethe goddess of wisdom and another myth. It isequally mythical that goals and objectives ineducation and programs designed to achievethem have sprung full-fledged from any one head,committee; or task force. The changes in educa-tional goals and objectives have been evolu-tionary rather than revolutionary and, usually,have resulted from gradual societal changes. ithas taken nearly four hundred years for today'sgoals to evolve. The early goal of American edu-cation was to teach children to read in orderthat they might understand the Scriptures. Out ofthe Industrial Revolution grew another goal toprepare people for jobs. The current Techno-logical Revolution, coupled with recent researchfindings in learning theories and motivation, areresponsible for today's emphasis upon self-discovery, inquiry, and self-direction,

an's efforts to devise means of com-munication other than the spoken word havecovered a long time span. The transition fromcuneiform:3 to cassettes took thousands of years;the evolution from Gutenberg and books in chainsto paperbacks was accomplished in less thanfive centuries; films created by elementary schoolpupils have developed from the "flicks" of theearly 1900's; the evolution of television from itsprimitive state in 1940 to live pictures of manwalking on the moon has been uncannily rapid.A program for providing tools of communicationand concomitant services for learning, teaching,and as means of expressing creativity is not new.Early American school children were providedThe New England Primer, Webster's Blue-BackSpeller, a slate, and a teacher. Currently, theyare being provided with what might be considereda bewildering variety of human resources, ofequipment, and of materials for information, In-spiration, entertainment, and self-expression.

Wise use of these various resources, how-ever, calls for the development In each school ofa unified media program, i.e. "a program In whichInstructional and other services related to bothprint and audiovisual media are administered In

a single unified program under one director."1However, the purpose of unification is to providediversity both in personnel and materials and togive the user the freedom to choose those partic-ular services and materials which meet his learn-ing needs.

This freedom to choose must usually be ac-companied by a reorientation of values. Amongthe tools of communication, man traditionally hasassigned the highest status to the printed wordand has even established a hierarchy in print,with the hard-bound book at the top of the list.The right to succeed in school and the highstatus that goes with success have long beenaccorded to the student who can read well theprinted word, even though he can read nothingelse. Altering this stereotyped idea of the learn-ing process depends, to a great extent, on themedia staff, on how successfully the audiovisualspecialist and the librarian can change the publicimages they have created of themselves, and theconnotations of their respective roles.

he audiovisual specialist, for example,is too often thought of as a machine repairmanand operator who can, but does not, read; ha isviewed as having no interest in content and asafraid to et students operate his machines, lestthey be damaged. The audiovisual room or officeis seen as a hole-in-the-wall space, clutteredwith machines waiting to be repaired.

The public image of the librarian and thelibrary is no more engaging. The librarian is aquiet mouse who "loves to read," but is seldomseen doing so. She is a meticulous cataloger ofbooks, timid about operating the simplest pro-jector even though she drives her car to andfrom school each day. She hopes nobody willspeak at all; but if he must, he should whisper.The library is a sacred hall, with the Silencesigns strictly enforced. Its rules are made for thepreservation of materials rather than convenienceof the users.

Fulfillrnent of the new potential emerging Inour educational process depends on the elimina-tion of these physical barriers, hierarchies, stereo-types, and connotations surrounding Instructionalmedia. In an effort to eliminate the physical bar-rier, a unified program which brings together alltypes of materials In a democratic mingling isrecommended. The media center which providesan environment conducive to self-discovery, In-quiry, and self-direction Is recommended. Itsrules should be made to facilitate rather than

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restrict use and it should assign no status valueto material in any format. It is more readily seen asa bee-hive of activity than as a place of worship.

Coordinating this center should be a mediageneralist who is able to work with people, isaction-oriented, is eager to learn and to teach,and is more interested in service than in organ-

ization. He is knowledgeable about materials inany available format and should respect and ap-preciate individual differences; he is an aggres-sive participant in the design and implementa-tion in educational programs which enhancelearning and teaching opportunities.

1 Standards for School Media Programs. Chicago, AmericanLibrary Association. Washington, National Education As-sociation, 1969. Page xvi.

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by Vernon E. Anderson'

The media program described in this Bulletin isa vital part of the instructional program of anymodern school. Its objective is to place thelearner in communication with other people,

places, cultures, and times. R provides resourceswhich communicate information, ideas, and feel-ings, and which recognize no limits to learning.Its linking of human, scientific, and technicalresources enables the teacher to interact with thelearner in a manner not possible in mass educe-non.

The Media Program is a Cooperative VentureA media program does not operate in a vacuumapart from the total education program, but as acooperative venture in learning and teaching. It isthe intermingling of curriculum with materials inany format in which ideas are presented. The

methods of presentation of ideas involve theactive participation of students, teachers, andmedia staff and invite independent study by thestudent so that in the final analysis emphasis ison learning rather than on teaching. As the pro-gram itself is a coordinated effort, the manage-ment of the program must also be a cooperativeventure. Teachers and media staff are partnersin the design, development, and implementationof the program. They jointly select the mediawhich are utilized in the program: books, tapes,slides, computer software, and any other toolswhich may enhance learning and teaching. Theprogram provides for a total team approachwhereby teachers and media staff coordinate theutilization of resources. Whether activities takeplace in the media center, lab, or classroom, theresources of the center are available and theexpertise of teachers and media staff may becalled upon by the learner.

The Media Program is UnifiedCooperative programs must have unity of purposeand management. The purpose of the program isto bring together the diversity of materials,technology, and human resources which con-tribute effectively to learning and teaching. Ulti-mate responsibility for knowledge of the rapid

development of new methods, materials, andequipment in the field of educational tecnnology,for developing the program, for organizing the

materials, and for administering the programshould be assigned to one person who has thebroad, comprehensive education described in

this Bulletin.

The Media Program Fosters Self-DirectedLearningTeachers and students are learners. The mediaprogram stresses individualization, on-going andindependent study. It provides opportunities forcreative self-expression. The learner is encour-aged to research, view, listen, construct, andcreate in order to accomplish his goal. The basisfor this unfettered approach is based on the factthat people do not respond equally to the sameform of communication.

The Media Program Links CommunityResources to NeedsMedia programs look toward the community asa valuable partner in teaching/learning activities.Students within a closed school environment de-pend on simulated situations when learning, butthe media program allows them to benefit frombeing subjected to the "real thing." Thoughexperimental in nature, "schools without walls"which go out into the community to locate thebest possible learning sites point the way for afurther widening of the scope of media programs.

The Media Program Operates from aMedia CenterAlthough the media program functions in class-rooms, labs, homes, and the community, thebase from which it operates is the media center.Students use the media center on an individualbasis: they listen to tapes and records, maketheir transparencies and other visuals, and viewslides or films related to their classroom work.The media center is also used by groups: stu-dents meet to discuss joint projects, to buildmodels and displays, and to use recording equip-ment. Teachers also work and plan there, in-dividually and as teams. All of the resources forlearning are readily available to the learner. Theconcept behind the media center invites use ofmaterials according to individual taste and need.

The media center, like the media programitself, is ever changing to meet new demands andneeds in the communication of facts, ideas, andconcepts. For the learner, it is where the actionbegins.

1 Dr. Anderson is Professor of Education at the Universityof Maryland.

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41-4DC1141114MCCIA,A4in the MarylandState Departmentof EducationThe Maryland State Department of Education be-lieves in and supports the concept of unifiedmedia services at the local, system, and Statelevels and recognizes its obligation to provideleadership in the development of such services.

Within the State Department of Education,the responsibility for the development of allmedia programs, for both the public and theschools, except Instructional Television, restswith its Division of Library Development andServices. The school media staff of this Divisionincludes people educated and experienced inEducational Technology and Library Science.The Division of Library Development and Serv-ices and Instructional Television are componentsof the Bureau of Instructional Services, whichalso includes the Divisions of Instruction; Voca-tional Education; and Compensatory, Urban, andSupplementary Programs.

Ihe Division of Library Development andServices and its school media unit, working inclose cooperation with the Bureau of Instruc-tional Services, the other divisions of the Depart-ment, and local school systems, have the follow-ing responsibilities:1. To formulate long range plans for the de-

velopment of school media programs, in-cluding cooperative planning for regionaland State services

2. To provide advisory and consultative serv-ices to local school systems, particularly inthe areas of new media services and tech-nology and school media facilities

3. To develop standards and guidelines for theimprovement of media programs

4. To provide programs of inservice educationon the concepts and utilization of media toadministrators, supervisors, media personnel,and teachers

5. To develop proposals for needed researchin media services

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6. To collect, analyze, and disseminate infor-mation on the scope and quality of mediaprograms in the State

7. To assist in the determination of qualifica-tions for certification of media personnel

8. To administer federal funds available formedia programs

9. To provide for the effective coordination ofmedia services with the critical educationalconcerns of the State and local school sys-tems.

10. To develop coordinated plans and policieswith other personnel and agencies that willstrengthen library media services for all citi-zens

11. To act as a clearinghouse for information onlibrary services in the State and to fosterinterlibrary loan and cooperative arrange-ments with school, public, academic, orother librariesThe State Department of Education is con-

sidering strengthening its leadership role andbroadening its services even further by initiatingresearch projects to determine actual staff andstudent needs and by formulating objective cri-teria for evaluating programs.

It is also exploring the possibilities oflinking media centers in the headquarters ofschool systems with the Enoch Pratt Free LibraryInterlibrary Loan Teletype System and publiclibrary regional resource centers. It may be feas-ible to establish a State network linking strong,existing collections of professional media mate-rials in order to provide educators with accessto any needed curriculum or other professionalmaterials.

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111441[14ITCC12444at the SchoolSystem LevelSERVICESThe local school system has the dual responsi-bility of providing for media services both at thesystem level and in its several schools. Theorganization of Maryland's public schools, withonly 24 school districts, offers unique oppor-tunities for developing a base of operations at thesystem level which can provide services commonto all schools and promote profitable cooperativeventures among school systems. System-wideservices which are cooperatively planned andstaffed can insure a wise expenditure of fundsand effective use of manpower while still honor-ing the inherent right of each school to developits own individuality.

tanning for and evaluation of media pro-grams and services are key responsibilities ofthe school system. Realistic planning calls forcareful analysis of the goals and objectives of theinstructional programs, of staffing patterns, andof the availability and utilization of technology aswell as acute awareneos of the possibility ofchanges in educational philosophy or of tech-nical developments which may affect instructionalprograms. Continuous evaluation is essential inorder to measure progress and recycle programs.Evaluation of media programs should be interms of their effectiveness in meeting the iden-tified needs of the users of the services; i.e. ofthe administrative and instructional staffs and ofthe students. The school system also has the re-sponsibility to 1) prepare annual budgets; 2)

administer the federal funds available for theprogram; 3) make reports to the local boardof education, State Department of Education, andthe United States Office of Education; and 4)to interpret the program to the local Board ofEducation, the staff, and the pubiic.

It is unrealistic for every school system toattempt to provide for itself the full range ofmedia services. The possibilities for mutuallyadvantageous contractual arrangements betweenschool systems have been largely unexplored.

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It may be practical, for example, for one or twoschool systems to handle the purchasing, cata-loging, and processing of all media for allschools in the State; for several systems to de-velop extensive film collections available to all;and for regional curriculum laboratories and pro-fessional libraries to be developed. No systemwith fewer than 40,000 to 50,000 students caneconomically provide all media services to itsschools, but it can cooperate or contract withother systems or agencies for certain essentialservices.

elow is a list of those media serviceswhich each school system should make availableto its schools, either directly or by contractualanangement with another district or agency:

1. Provision of inservice education programsin utilization of media

2. Central purchasing, cataloging, and proc-essing of materials for school media centers

3. Provision of professional library collectionsand services for teachers

4. Provision of additional materials to schoolswhich are too small to provide adequatelyfor the educational needs of students andteachers

5. Loans of expensive or infrequently usedmaterials

6. Distribution of sample materials whichschools may examine for possible localpurchase

7. Production of materials such as transpar-encies, slides, videotapes, audiotapes, prints,etc.

8. Maintenance of media equipment9. Provision of a central source for consumable

media supplies10. Computer services for acquisition and proc-

essing of material for information retrieval11. Computer assisted instruction12. Television services which in addition to open

ckcuit instructional television may includeclosed circuit television (CCTV) within thesystem and community antennae television(CATV) services where available in the com-munity. It is suggested that 20% of cablechannels of any CATV system be reservedfor educational purposes. It is essential thatthe Superintendent of Schools and the Boardof Education be involved with other officialsand CATV operators before any franchise isawarded.t ,

STAFFIt is essential that every school system, regard-less of size, employ at least one full-time profes-sional media generalist who provides leadershipfor the development of media services for itsindividual schools and the development of serv-ices from the system media center.

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he size of the system and the scope of itsservices will determine the need for additionalstaff and necessary professional qualifications.Staff employed for the media program in theCentral Office and for the individual schoolsshould be qualified media personnel assignedresponsibilities for developing, administering, or-ganizing, and maintaining unified media programswhich fully support instructional objectives andidentified educational needs. Staff should rep-resent the diversity desirable to provide the rangeof professional, technical, and clerical services

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to develop, administer, organize, and maintain aunified media program. Media staff should beon the same pay scale, with the same fringebenefits, as other staff with comparable respon-sibilities, education, and experience. Authorityand responsibility should be delegated to thelowest level where decisions can be made effec-tively and with proper accountability.

Below is a working outline of Central Officestaff needs. In systems with fewer than 40,000 to50,000 students some of the staff and servicesmentioned below may be available only on a con-tractual basis from other systems or agencies:

1. AdministrationDirector of media servicesAssistant director of media services (as

necessary)Secretary for each

2. SupervisionOne professional per 25 schoolsOne secretary per two professionals

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3. Film libraryHead of film library servicesSecretary

The extent to which this service is pro-vided through closed circuit television willdetermine the number of additional staffneeded. It is suggested that systems whichdo not provide film service through closedcircuit television will need the following ad-ditional staff:

One booking clerk per 25,000 annualcirculationOne film inspector per 30,000 annual cir-culationOne film distribution clerk per 20,000 an-nual circulation

4. Professional libraryOne media generalist per each 2,000 pro-fessional staff members, with one designatedas head of the serviceTwo aides or clerks per 2,000 professionalstaff members served

If additional services such as extensiveresearching and abstracting are provided,and if the library is open for extended hours,additional staff will be needed.

5. Media examination centerHead of examination centerSecretaryAide

As service expands, additional staff inspecialized subject areas will be needed.

6. Processing centerManagerOne cataloger per 100,000 items processedannuallySupervising clerkOne clerk per 15,000 items processed an-nually

7. Media production center (excluding televi-sion)Head of centerSecretaryOne graphic artist per 1,000 teachers servedOne photographer per 2,000 teachers servedOne technician per 1,000 teachers servedOne aide per 1,000 teachers served

8. Equipment servicesHead of servicesOne equipment evaluation specialistOne equipment evaluation technician per 50schoolsOne electronic equipment repairman per 25schools

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(The evaluation function could be placed inthe examination center; repair services mightbe obtained through contract with a com-mercial agency.)

9. Media inservice education servicesOne professional per 50 schoolsOne workshop aideClerk

10. Printing servicesManagerSecretaryEditors as neededOne operator per item of camera, printing,and binding equipmentOne typesetter per typesetting unit

11. Television servicesOne professional position is essential fortelevision utilization even though the systemdoes no production.

Beyond this, the size and type of staffrequired for the program will be determinedby:

a) the method the system has chosen toutilize television

b) the extent to which it produces its ownprograms

c) the extent to which programs are pro-duced in the local schools

d) the extent to which television programsare filmed for later use.

Photographers and technicians are neededto assist local schools producing their ownprograms as well as for system-wide produc-tions. ,

Extensive system-wide production calls for:Head of services (Professional)Script writersTV teachersClerical, technical, and engineering per-sonnel.

The utilization of apprentice technicaland production personnel is recommendedwhen it is available. Students enrolled incommunity college or vocational technicalhigh school courses in television and radioare usually qualified for such positions.

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COLLECTIONS OF MATERIALS ANDEQUIPMENTIt is the responsibility of the Central Office 1) todevelop acceptable standards for the selection ofmaterials and equipment 2) to provide in eachschool, regardless of size, an initial collection ofmaterials and equipment and 3) to provide a cen-tral collection of materials and equipment whichaugments collections in the individual schools.

Initial collections in individual schoolsshould be available for use when new schoolsopen and, with,n legal limits, should be fundedfrom capital. Additional funds must be providedannually for the necessary expansion and main-tenance of these collections.

Materials and equipment housed in theschool system or regional media center shouldmeet one or more of the following criteria:1. They are too expensive for individual school

pu rchase.

2. They are infrequently used.3. They require constant care and upkeep im-

practical for individual schools to provide.4. They include materials to siipport instruction

in schools too small to justify complete build-ing level media services.

If

n the basis of these criteria, the system orregional media center supplies the followingmaterials and equipment for schools and, formaximum service, in quantities indicated:

1. 16 mm motion picture filmsOne print per ten students. (This numberwould be drastically reduced if films wereshown on closed circuit telvision.)

2. Professional books and periodicalsooks: 5 per teacher.Periodicals: Current subscriptions to 300

titles, plus back volumes andappropriate indices; ERIC ma-terials.

3. Special materials for handicapped studentsFor example, braille and talking books inquantities sufficient to meet curriculumneeds of blind and visually handicappedpupils.

4. General materials to serve very small schoolsCollections based on standards to serve anindividual school with enrollment equal tothat of the combined small schools.

5. Other special materials adequate for spe-cial school system programs; e.g., museumobjects, videotape, etc.

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FACILITIESIn addition to providing a well designed system-level media center, the Central Office has theresponsibility for guiding the development ofmedia centers in its individual schools.

13efore any plans are drawn, architects

should be provided with specifications whichdescribe the philosophy of the school, the educa-tional program, and the role of the media center.Once the planning stage is initiated, the architectshould design a functional, inviting center whosespatial relationships enhance the unified mediaapproach to learning. The design should allowfor expansion and adaptation to changing educa-tional needs. It is also of primary importancethat the center be conveniently located for allareas of the school and provided with an out-side entrance.

Planning of facilities for the school system orregional media center will depend on the servicesprovided. To provide a full range of services,however, the following areas should be included:1. Administrative offices2. Areas for reading, viewing, and listening3. Areas to house collections, including a film

library, professional library, and examinationcenter

4. Areas for processing materials and equipment5. Areas for production, including video and

audio tape studies; areas for graphic arts,photography, and overhead transparency "as-sembly line"; and areas for maintenance andrepair of equipment

6. Areas for inservice workshop sessions.

COSTSThe program described in this Bulletin envisionsthe provision and effective use of all type ofinstructional materials ranging from textbooksand print and nonprint materials for the mediaprogram to supplies provided for production ofmaterials. The extent to which funds are madeavailable for instructional materials and themethod of allocation depends upon policiesestablished by local boards of education, the typeof educational programs provided in the individualschools, and the quality and quantity of servicesprovided from the Central Office.

Annual allocations which will provide formaintenance and expansion of collections ofmaterials and equipment should be made to theindividual school. Changes in structure of school

16

population and new instructional programs createa need for additional funds beyond those norm-ally provided. When allocations are made on aper pupil basis, it should be remembered thatsmall schools require a larger per pupil amountif equal instructional materials are to be madeavailable.

1 t is recommended that 7 percent of thetotal current instructional budget be allocated forinstructional supplies and materials, includingtextbooks, library books, AV equipment, and con-sumable supplies. It is further recommended thatthis percent be allocated as follows:

25% textbooks25% media items; i.e., books, films, re-

cordings, etc.50% other, including consumable sup-

plies and AV equipmentOn the basis of the 1969-70 disbursement forinstruction in Maryland public schools, the perpupil cost of this percentage would have been:

$10.00 per pupil for textbooks10.00 per pupil for media items20.00 per pupil for other

The cost of cataloging and processing mediaitems can be taken from the per pupil allotment,but consumable supplies for production of mate-rials and maintenance of the collection shouldcome from the "other" category. Allocations toschools for audiovisual equipment is dependentupon the use made of the equipment, the currentinventory, and the quality of the available equip-ment.

1 Maryland State Department of Education. Division of Re-search, Evaluation, and Information Systems. SelectedFinancial Data Maryland Public Schools, 1969-70, Part II.

19 6/71, Table 1.

THE4411[14IIYUCCIF444in the IndividualSchoolMedia programs at State Department of Education and local school system levels furnish foun-dation support for the program in the individualschool. The primary purpose of the program inthe school is to assist staff and students in get-ting the information they need, and the ultimatetest of its effectiveness is the degree of satisfac-tion staff and students find in meeting their in-formational needs. There is, however, anotherdimension which is the extent they are madeaware of their unmet needs of the potential ofthe media program.

SERVICESIt has been traditional to describe services interms of staff performance; the approach takenhere is an effort to describe services in terms ofclient needs and objectives. It is the responsibil-ity of the building principal and his media staffto be aware of what their clients need and toprovide services which meet those needs. Theinformation needs of students and teachers arerelatively easy to determine: they want to beable to get any material when they want it, to beable to use it in a manner that is satisfactory tothem, to have a degree of independence in itsselection and use, and to have their questionsanswered.

Io assist them in getting any material theyneed when they want it, the school provideswithin its four walls a-collection of material whosevariety and scope are limited only by the pro-gram of the school and the abilities, interests,curiosity, and imagination of the clients. Thesematerials can range from aquariums to micro-films, from jigsaw puzzles to dial access pro-grams. They can include recordings, books, filmstrips, periodicals, models, documents, pam-phlets, photographs, reproductions, pictorial andgraphic works, musical scores, maps, charts,globes, games, slides, transparencies, films, videotapes material in any available format.

19

The school assists the user further in hissearch for materials by borrowing from otheragencies: the school system, other schools withinthe system, and the public library. Traditionally,media staff members have been lethargic in ex-ploring sources outside their own school. Thepractice of interlibrary borrowing and lending,with materials made available to the user throughhis school media center, wouid facilitate his questfor what he needs. Other extensions of the col-lection include the provision of the public li-brary's book catalog in the school center andcooperative selection, acquisition, and use ofperiodicals on microfilm. Provision of informationretrieval systems and the utilization of televisionare still other means of providing students andstaff with materials and information they want.

Assistance to the clients in being able to usematerials in a manner that is satisfactory to thementails establishment of policies which are clientrather than institution oriented. Three factorswhich affect the ability of staff and students touse materials as they need them are 1) circula-tion rules, 2) scheduling, and 3) hours of service.

Loth teachers and students want materialsto use with groups and individually in the center,in the classroom, and at home. Circulation poli-cies which are established should reflect theseneeds. Teachers and students should be able toborrow multi-media collections of materials andconcomitant equipment to be used as needed inthe classroom, for committee assignments, andfor individual reports. It is recommended thatschools lend collections of materials and equip-ment to classroom teachers and to students forthe duration of their projects; that the personalloan period, except for material which neces-sarily must be placed on reserve, be lengthenedto one month; that audiovisual equipment belent for home use; and that fines on overdue ma-terials be abolished.

A prime factor in user frustration is inflexiblescheduling. The propensity of some teachers tothink that no learning takes place unless they aretalking, rigid period by period scheduling of bothelementary and secondary school students, anda media staff unwilling to cope with the exigert-cies of each day's events have resulted in regi-mented schedules which give the user, be he ateacher or student,-no leeway in when or howhe may avail himself of the media services heneeds to meet his objectives. It is recommendedthat students be encouraged to visit the media

17

center freely, coming either from study hall orthe classroom to pursue an assignment or anindividual interest, to do committee work, or towork on small group assignments. Class visits tothe center should be planned by the teacher andmedia staff and arranged as often as necessary.

ours of service can be as inhibiting afactor to client satisfaction as scheduling. It isrecommended that the center be open during thewhole school day and before and after school.Expanded instructional programs may necessitateextending the media program to include a sum-mer schedule, Saturdays, and evening hours.When hours are extended, additional professionaland supportive staff must be provided, preferablyworking with a staggered rather than separatestaff; however, their work time should not exceedthat of other school staff with comparable re-sponsibilities.

Factors which affect the design and locationof facilities include the clients' needs for space inwhich to use their materials. They want to usematerials in large and small groups and alone, tostudy quietly, to confer with others, and to pre-pare materials.

Cne of the identified user needs is for adegree of independence in the selection and useof materials needed to meet his objectives. De-signing programs to meet these needs involvesinstruction, guidance, and organization of mate-rials. Students who are to use material indepen-dently need to know how to use the catalog, in-dexes and various reference tools, and tech-niques for searching. Staff and students alikeneed instruction and guidance in order to under-stand how effectively non-book material can meettheir information needs. They need to developtechniques for selecting the specific materialsbest suited for the purpose. They need skills inlistening and viewing as well as in speaking,reading, and writing. They must be able to op-erate projectors and recorders efficiently andcomfortably. It is the responsibility of the mediastaff to provide the instruction and guidancewhich offer opportunities for students and staffto become as independent users of materials asthey wish to be or as is consistent with their ageand ability. The users should be able to partici-pate in the selection of materials which are addedto the collection. Methods for insuring this-in-

18

clude frequent conferences with faculty, a degreeof responsibility for sel-3ction in specific areasassigned to department heads or grade ievelchairmen, a selection advisory committee com-posed of staff and students, and "suggestionboxes" in which anyone in the school might placea recommendation for material he would like tohave added.

t,J he degree of independent use of mate-rials is governed largely by their organizationand accessibility. It is recommended that theDewey Decimal Classification should be used forboth print and nonprint materials and that cata-log cards for these materials should be interfiled.Some centers have found it helpful to divide thethe catalog with author and title cards filed in

one alphabet and subject cards filed in another.When print and non print materials can be onopen shelves with all material on one subject inthe same area, accessibility is simplified.

Since the greatest need of the media staffis for time to spend in the selection of materialsand equipment, in instruction and guidance, andin participation in curriculum development, it is

recommended that all materials except thoselocally produced come to the center completelycataloged and processed. This service may beperformed at the central office, by contract withanother system, or through a commercial firm.

Independent users of the center also needto have shelves and subject areas clearly labeled,to be able to find self-explanatory floor plans,and to have established rules and regulations fortho use of materials and equipment available atall times.

The extent to which students have theirquestions answered varies from school to school.In some schools the media staff feel their onlyresponsibility is to teach the student how to findmaterial for himself, in others only simple ques-tions are answered directly while few if any pro-vide any extensive searching. The philosophy ofthe school and the size of the media staff arefactors which govern the degree to which thisservice is provided. Emphasis on independentlearning rather than group teaching points to thelearner's need for information provided directly.A media staff with differentiated competencies,inter-library borrowing policies which bring theneeded material to the student at his homeschool, and availability of copying machines in-crease the ability of the school to provide an-swers to questions.

20

Ihe identified needs of staff and studentsfor materials, equipment, and services from themedia center are limited by their knowledge ofwhat they can get. Profitable services could beoffered which would contribute to meeting userneeds and increase their awareness of the poten-tial of the center, including the preparation ofmulti-media bibliographies for faculty and stu-dents, regular conferences with staff, teachingthe use of specific tools in relation to need,notification to staff and students of new mate-rials in the center, and accepting reserve re-quests from students.

The ingredients which make possible theprovision of any or all of these services are thecollection of materials, the staff, and the facilities.

STAFFSince the term "educational media" includes abroad range of instructional materials and com-munications technology, a media staff must in-clude personnel with an equally broad range ofpreparations and skills. Both professional andsupportive personnel are essential. A unified pro-gram of media services requires that a profes-sional media generalist be placed in charge andhave responsibility for developing a comprehen-sive program. When two or more persons areemployed at the same level of operations, the onein charge has responsibility for the administra-tion and management of the program. He needscompetencies in both the library and audiovisualareas as well as in the fields of learning theory,curriculum, instruction, communication, adminis-tration, and research. This person may be eithera librarian with additional preparation in audio-visual areas or an audiovisual specialist with ad-ditional preparation in library areas. To managesuccessfully the media program of a school, hemust exhibit leadership qualities, good humanrelations skills, and administrative ability. Ma-terials must be so organized that they are easilyaccessible, records must be kept which providenecessary information, bud7..ts have to be pre-pared, and reports made. It is also the responsi-bility of the media generalist in charge of theprogram to develop in staff members the neces-sary knowledge, skill, and competence to carryout their specific job responsibilities to effect aunified program of media services for studentsand faculty. In schools which formerly had sepa-rate library and audiovisual programs but arenow implementing a unified program, the head ofthe center should be the most qualified person interms of competencies in the combined fields.

21

_aagill&aa

19

Aa

V.

It is desirable that media staff members bein the vanguard in thinking of educational pro-grams and practices in order that they may en-courage as well as participate in innovative in-structional experiences. They are in a uniqueposition to encourage teachers to use a multi-media approach to learning and teaching andto provide opportunities for students to work, tolearn, and to be creative in fashions that aresatisfactory to them. It is the responsibility ofthe media staff to assume leadership in plannina,developing, and evaluating a program whichmeets the needs of the staff and students. Allmedia staff should be multi-media minded. Exten-sive knowledge of materials in different formatsis a requisite for intelligent, timely selection ofmaterials, for providing information needed byclients, and for serving as resource personnelfor faculty and students. Ability to operate equip-ment easily is also essential in providing guid-ance for individuals and groups in the selection,use, and production of materials. Media staffmembers need to have knowledge and under-standing of learning patterns, of the psychologyof the age group served by the school, and to befamiliar with the program of the school. In addi-tion, they need to have instructional skills andthe ability to communicate with school staff andstudents in order to be able to participate in cur-riculum planning and team teaching, to teachindividuals as well as groups of students, to pro-vide Inservice experiences for both faculty andstudents, and to be skilled in the production ofmaterials. As the enrollment grows, services ex-pand, and additional staff is employed, everyeffort should be made to identify people withmedia competencies that will complement oneanother in fields of preparation or subject spe-cialization.

Supportive Staff: Technical and Clerical AidesThe supportive staff of a media center consists oftechnical and clerical aides who work under thedirection of a media generalist or specialist.These aides perform many of the tasks related tothe ordering, receipt, maintenance, inventorying,production, distribution, and utilization of mate-rials and equipment. In schools where the sup-portive staff consists of only one person, thesupportive services will need to be combined.

Supportive personnel should have a gen-eral knowledge of media program functions as

20

well as those skills necessary for the perform-ance of their specific duties. Preparation for theposition of technical or clerical aide can beacquired either by specialized training coursesor through on-the-job experience.

Those responsibilities assumed by clericalaides may include:

1. Preparing, processing, and receiving ordersand materials

2. Maintaining records, inventories, and book-keeping accounts

3. Typing correspondence, reports, and bibliog-raphies

4. Scheduling materials and equipment for usein the media center and throughout theschool

5. Locating and retrieving materials and equip-ment for students and teachers

6. Assisting in the production of materials(transparencies, tapes, slides, etc.)

7. Assisting in the operation and minor repairof equipment and the maintenance and repairof materials.

Typical duties of technical aides include:

1. Operating, maintaining, inspecting, and dis-tributing instructional equipment

2. Instructing students and teachers in the useof instructional equipment

3. Routine maintenance of special equipmentsuch as dial access audio program retrievalsystems

4. Maintenance of inventories, schedules, andutilization records for instructional equipmentin the media center and throughout the school

5. Making minor repairs and adjustments in in-structional equipment, such as replacingfuses, lenses, or sprockets

6. Helping with the production of materials suchas tapes, slides, transparencies, or 8 mmfilms.

As a media program expands, there may bea need for supportive personnel with specializedpreparation in such areas as information and ma-terials processing, graphic design and produc-tion, reprographic techniques and displays,photography and other media productionmethods, television (videotaping) broadcasting,electronics, and computerized services.

Staff Size

The size and diversity of media staff are governedby a number of variables: size of school, grade

22

range, scope of the instructional program, schoolorganization, number of students with specialneeds, the range and quality of services providedfrom the system level, and public support.

But it is important to remember that regard-less of the variables which affect his school, everystudent is entitled to maximum educational op-portunities. To assure this, the basic principlesbelow governing staff size must be kept in mind:1. Each school, regardless of size, should as-

sign one person the responsibility for themedia program. In small schools this may bea part-time responsibility, which consistsmainly of coordinating activities with the sys-tem's office and outside agencies.In schools with an enrollment of 250 studentsor more, there should be at least one full-timemedia person assigned this responsibility.Smaller schools in this category may assignthe responsibility to a qualified non-profes-sional who works under the direction of a full-time professional employed at the systemlevel.

2. When more than one person is employed ina media center, one should always be de-signated as the coordinator.

3. As media services expand, additional profes-sional staff with specialized competencieswill be needed: e.g., subject specialists, re-trieval specialists, graphic artists.

4. Supportive staff are essential to the efficientfunctioning of the professional staff. In build-ing a school's media staff, a clerical aide isrecommended for the first supporting staff

tir

position and a technical aide for the secondsupporting staff position. The nature of themedia program will then determine whethersubsequent positions should be clerical ortechnical aides.

5. If hours of service in the media center areextended beyond the regular school day, ad-ditional staff or staggered work scheduleswill be necessary.

\ uggested here are staffing patterns forschools offering a full range of educational op-portunities for all pupils.

Twelve month employment is recommendedfor both professional and supportive staff in suf-ficient numbers to develop, implement, and op-erate media center programs throughout theyear.

Enrollment

Under 250

Professional StaffGeneralists and

Specialists

1*

Supportive StaffClerical TechnicalAides Aides

1

250-499 1 1 1

500-749 1 2 1

750-999 2 2 1

1000-1399 2 2 2

1400-1849 3 3 2

1850-2499 4 4 3

2500- 5 4 3

' Professional assistance may be provided from systemlevel.

23 21

COLLECTIONS

Initial Collections

The term "initial collection" refers to the basiccollection of materials which every school shouldhave in order to operate effectively. It should beunderstood that this "initial collection" representsa minimum upon which to build a more adequatecollection later on. Below are guidelines to assistin establishing this basic collection:

1. Each school with an enrollment of 250 ormore pupils should have an initial collectionof print and nonprint materials fully catalogedand processed to serve as a base for an ade-quate collection.

2. Schools with enrollments of fewer than 250pupils should have easy access to resourcesadequate to their needs. These resourcesshould be at least as large as the recom-mended initial collections for schools withenrollments over 250. As many of these re-sources as possible should be available per-manently in the school building. The addi-tional resources needed must be made avail-able from other sources.

3. The size of the initial collection should bedependent upon the enrollment, the range ofgrades, and the grade levels of the school.The larger the span of grades, the more variedthe subjects and levels of materials musi be.With higher grade levels, more depth of cov-erage is required.

4. The initial collection should include a varietyof both print and nonprint materials.

5. An analysis of the special needs of the schoolpopulation (as in special education and vo-cational technical schools) should determinethe size and quality of the initial collection.

6. The acquisition of an initial collection in anew school should begin at the time the build-ing contract is let. This plan will provide timefor sound selection procedures, catalogingand processing of materials, and any otherprocedures necessary to have the materialsready for use on the opening day of school.

7. Funds for initial collections should be in-cluded in capital budgets if possible. Other-wise funds especially designated for equippingnew buildings should be provided. Regularper pupil allotments for materials are not suf-ficient for initial collections for new schools.

8. Because of the amount of duplication needed,schools with decentralized resource centersrequire larger initial collections than schoolswith only one centralized media center.

22

Recommended Size of Collections

Since the initial collection should include bothprint and nonprint materials, recommended sizeis based on "items." An item may be a book,either hard cover or paper back, a film, a film-strip, tape, record, globe, slide, kit, completedtransparency (not a master), or a periodical sub-scription. These recommendations are intendedto give a school as much leeway as needed in

building the type of collection most suitable forits individual needs.1. Elementary Schools (Grades K-6)

A multimedia collection of 12,000 items isrecommended. In order to provide for dupli-cation of titles and/or broadening of subjectcoverage, schools with enrollments of morethan 600 pupils need to provide a total initialcollection of at least 20 items per pupil.

2. Junior High Schools (Grades 7-9)A multimedia collection of 15,000 items isrecommended. In order to provide for dupli-cation of titles and/or a broadening of sub-ject coverage, schools with enrollments ofmore than 600 pupils need to provide a totalinitial collection of at least 25 items per pupil.

3. Senior High Schools (Grade 10-12)A multimedia collection of 18,000 items isrecommended. In order to provide for dupli-cation of titles and/or a broadening of sub-ject coverage, schools with enrollments ofmore than 600 pupils need to provide a totalinitial collection of at least 30 items per pupil.

Developing CollectionsEach school should continue to build its col-lection in a systematic manner based on a studyof user needs and program needs. Growth inthe size of a collection should parallel the growthof the school's program and also act as a stimu-lus to the broadening and deepening of that pro-gram. It is recommended that:1. Collections of pr.it and nonprint materials

should be developed according to the needsof the school for the various types of materialsrather than according to any arbitrary balancebased on a percentage of the collection.

2. Each school system and each school shouldevaluate its educational program, its presentcollection, and its future needs. On the basisof this evaluation, a planned program of de-velopment should be undertaken with specificgoals to be reached during each of severalphases.

3. All schools should have supplementary fundsfor adjusting collections to curriculumchanges, changes in teaching techniques, and

24

-

25 23

changes in enrollment. These funds should bemade available well in advance of the imple-mentation of any change so that necessarymaterials will be on hand when they are re-quired.

4. Allotments for media programs should beadequate for the acquisition of all types ofmaterials and supplies. Each school shouldhave the financial flexibility to acquire themost desirable proportion of print and non-print materials or supplies.

5. Funds for materials from all sources should becombined, and all requests for materialsshould be channeled through the media cen-ter in order to eliminate undesired duplicationof purchases and promote greater economy.The same policy should be followed for equip-ment.

Professional CollectionsProfessional materials are often available throughsystem level collections; college, university, andpublic libraries; and curriculum centers. The in-dividual school, however, needs some profes-sional materials of its own which are easily avail-able. Below are guidelines for developing such acollection:

1. A collection of current, carefully chosen pro-fessional materials should be available in eachschool, supplemented by access to a full col-lection at the system or multi-system level.

2. The collection should include professionalperiodicals of a general nature and selectedtitles in specific subject areas.

3. In acquiring professional periodicals, thethe school's media center should act as theclearing house, regardless of the source offunds (library, department, principal's, etc.).This practice will eliminate unnecessary du-plication of titles, insure that a sound collec-tion is developed, and facilitate circulation.

4. One copy of all system curriculum guides andother publications appropriate to the pro-gram of the school should be available in themedia center of each school.

5. Indexes to professional literature should beavailable in every school except the smallest.

6. Individual schools should not attempt to pro-vide materials for research, textbooks foreducation courses, or materials of an his-torical nature.

Record players and tape recorders:Earphones should be available for individual listening

Record player5 in media center

24

1 for each teaching station, grades K-61 per 5 teaching stations, grades 7-12

Audiotape recorder, reel to reel1 in media center1 per 20 teaching stations

Cassette tape recorder, classroom size1 in media center1 per 3 teaching stations, grades K-61 per 10 teaching stations, grades 7-12

Cassette tape recorder, portable6 in media center3 per teaching station, grades K-61 for each teaching station, grades 7-12

Cassette tape player, portable20 in media center3 per teaching station, grades K-61 per each teaching station, grades 7-12

Listening stations equipped with 6-10 sets of ear-phones

2 in media center1 for each teaching station, grades K-61 per 20 teaching stations, grades 7-12

Projection cart1 for each 16mm projector and overhead pro-

jector

Projection screen, wall mounted1 in media center, 1 for each teaching stadon,

and 1 in multi-purpose room

Projection screen, portable1 in media center

Copying machine1 in media center1 per 20 teaching stations

NIMEX1111,

26

Duplicating machine1 in media center1 per 20 teaching stations

Microreader printer2 in media center

Recommended Quantities of EquipmentThese recommended quantities by no meansrepresent a limit to the amount of equipment thatmay be required for an individual media programbut simply a basis from which to work. In cer-'tain types of innovative programs equipmentneeds may exceed the listed quantities.

One word of warning: it is imperative thatcurrent trends in technology be taken into con-sideration in order to avoid the purchase ofequipment which is rapidly becoming obsoletein use or design.

Projectors16mm sound

2 in media center1 per 5 teaching stations

8mm5 in media center1 per 4 teaching stations

2 x 2 slide2 in media center1 per 10 teaching stations

Filmstrip or combination filmstrip-slide1 in media center1 per 3 teaching stations

10 x 10 overhead1 in media center1 per each teaching station

ViewersSound filmstrip cassette

1 in media center1 per 6 teaching stations

Filmstrip20 in media center1 pe. each teaching station

2 x 2 slide2 in media center1 per 5 teaching stations

Microreader1 per 20 teaching stations

Opaque projector1 for each school building

Typewriters for student use3 in media center

Closed circuit television for eachplete distribution system capable

building: com-of feeding off-

\

air telecasts, live signals and video tape record-ings in color or black and white.

For media center, each teaching station andmulti-purpose roomVideo tape recorder system, including cameraand monitor, portable

1 per 24 teaching stationsVideo tape recorder, play back unit only, portable

1 per 24 teaching stationsMaster antenna for each building capable of re-ceiving UHF and VHF signalsTV receiver

1 in media center, 1 for each teaching station,and 1 in multi-purpose room

Radio receiverAM-FM set for media center, plus central dis-tribution system

Lecternette1 per school building

Local Production Equipment Per BuildingDry mount press and tacking ironPaper cuttersThermo and Diazo transparency production equip-mentSuper 8mm cameraRapid process cameraEquipment for darkroomSpirit duplicatorPrimary typewriterCopy camera and standLight box35mm still cameraFilm rewindFilm splicer (8mm and 16mm)Tape splicerSlide reproducerMechanical lettering devices

FACILITIESThe space requirements for school media centersdepend upon the organizational pattern of theinstructional program, the school's commitmentto the media services program, and the fundsavailable for either new school construction orremodeling. The media center should be designedas an action center where students and teachersgo not only for the materials of learning but alsofor the experiences of learning. It is also impor-tant that information and services be able toflow easily between the media center and othermedia use areas such as classrooms, other re-source areas, laboratories, and shops.

27 25

z

complete media service area shouldinclude 1) space for reading, listening, and view-ing; 2) areas for donferences; 3) areas for in-dividual study and larger group activities; 4)

space for a professional library; 5) offices forwork related to the management of the centerand production of audiovisual material; 6) areasfor typing and tape recording; and 7) space forstorage of books, periodicals, and audiovisualmaterials. It is essential, however, that theseareas in a media facility be flexibly designed inorder to accommodate changes which might oc-cur in other teaching-learning areas and in orderto be adaptabie to new technological develop-ments. The extent to which media services arecentralized will be determined by the instructionalprogram and the school's size. For any mediaservices facility, however, it is recommendedthat:

1. The total media services area be computedat no less than 7-10 square feet per student,based on capacity enrollment.

2. The total media services area accommodateapproximately 25% of the enrollment capacityof the school.

3. Not more than 100 seats be provided in anyone area.

Design SpecificationsAll media centers, new or remodeled, should beeasy to supervise and include the following:1. Aesthetic design, decoration, and furnishings2. Acoustical floor covering3. Acoustical ceilings4. Adequate electrical and communications out-

lets

5. Adequate light control6. Adequate ventilation and temperature con-

trols7. Safety precautions in design and furnishings

FurnishingsBelow are some of the furnishings essential tothe adequate functioning of a media facility:1. A charging desk of proper size2. Tables, chairs, study desks, and wet carrels3. Adjustable reference shelving (figured at 18

books per shelf); standard shelving (figuredat 30 books per shelf); and picture bookshelving with dividers (for elementaryschools and figured at 60 books per shelf);the total amount of shelving to hold 10 booksper student, based on capacity enrollment-

26

4. Differentiated shelving and space for filesto house various types of audiovisual mate-rials: filmstrips of several types; reel-to-reel,Cassette, and videotapes; slides; and discrecordings. This shelving and space shouldbe sufficient for at least 10 audiovisual itemsper student, based on capacity enrollment

5. Magazine display and storage space forback issues

6. Legal size filing cabinets, jumbo file cabinets,and blueprint type file cabinet for trans-parencies, printed pamphlets, flat pictures,etc.

7. An expandable card catalog with drawers tohold cards for entire collection (figured at1,000 cards per drawer)

8. Dictionary and atlas stands9. Large wheel swivel book trucks

10. A sink with running water

28

Recommended SpaceNeeds forStIRCIA 44HDI4

CINITILSBASED ON 1000 ENROLLMENT

Functions Needs Area in Square Feet

1. To provide for display andcirculation of materialsand equipment

2. To provide for individualreading, listening, viewing,browsing, and study

3. To provide for small groupactivities such as com-mittee work, listening,viewing, and individualtyping

4. To provide for largegroup activities andinstruction

5. To provide for administra-tive activities

6. To provide for productionand processing ofmaterials

7. To provide for storage ofequipment materials andsupplies

8. To provide for video andaudio tape recording

Space for circulation desk, catalogs, in-dexes, displays, exhibits, and copyingequipment.

Space for tables and chairs suitable formedia services. Thirty percent to fortypercent of seating capacity of area shouldbe individual carrels equipped with powerand capability for electronic responsesystems and television outlets; area shouldbe ducted for power and coaxial distribu-tions. It is suggested that carrels be36" wide and 24" deep and equippedwith shelving.

Conference rooms 1 0' x 10' each withmovable walls; area should be acousticallytreated with electrical and television outlets,and with a wall screen.

The equivalent of a classroom area,equipped for instructional purposes.

Office space for professional staffmembers and media planning area.

Space for media production, mending,etc. with sink, electrical outlets, counterwork space, and storage.Space should include faculty mediapreparation area.

Light-proof dark room should be equippedwith light locks and located adjacent tothe work space.

Storage space equipped with temperatureand humidity controls.Stacks for incoming print and non-printmaterials.

Space for back issues of periodicals andmicrofilm, maps, globes, realia, etc.

Space for housing and distribution ofaudiovisual equipment.

TOTAL

500

4,500

600

750

300

600

100

120

200

300

300

600

8,870

29 27

chools which produce their own television and radio programs and have acomputerized learning laboratory will also need:A television studio and control room 40' x 40' which is soundproof with ceiling15' high and doors 14' x 12'

Storage space for television properties, visuals, etc. : 800 square feetOffice with work space placed back-to-back with television studio 1200

square feetAudic studio and control space, 12' x 12', which may be near the television studioComputerized learning laboratory 900 square feet.

NA...,

28

90

30