 The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators What Works in the Elementary School: Results-Based Staff Development What Works in the Middle: Results-Based Staff Development What Works in the High School: Results-Based Staff Development 00 IMPACT: Guidelines for North Carolina Media and Technology Programs COLLABORATION THROUGH FLEXIBLE ACCESS "WHAT SETS COLLABORATION APART . . . IS THAT THE OUTCOME IS GREATER THAN THE SUM OF THE PARTS." (Bush, 0000) DEFINITION OF TERMS Flexible access enables students and teachers to use and circulate the resources of the media center and computer lab throughout the day and to have the services of the school library media coordinator and technology facilitator at point, time, and location of need. Collaboration is a process facilitated by flexible access. Collaboration within the IMPACT Model means that the school library media coordinator and technology facilitator work closely with teachers to plan, implement, and evaluate classroom lessons, units, and the overall instructional program. Preparing students to succeed in the 00st century is an enormous challenge that requires the combined efforts of all educators. Teachers need ongoing support for their instructional programs to meet the challenges of addressing individual student needs and learning styles. A key component of the research-based IMPACT Model is that the media and technology program plays a vital role in today's schools by providing flexible access to relevant resources and flexible instruction based on collaborative planning. Flexible access and collaboration impact student achievement by using student data to design focused instructional strategies, allowing for differentiation of student learning, addressing multiple learning styles, allowing for timely individual intervention, and reducing class size. No Child Left Behind emphasizes the importance of implementing educational programs and practices proven effective in improving student learning and achievement through rigorous scientific research. A substantive body of scientifically-based research has documented the positive impact of flexible access and collaboration on student achievement (). "A SUBSTANTIAL BODY OF RESEARCH SINCE 0000 SHOWS A POSITIVE RELATIONSHIP BETWEEN SCHOOL LIBRARIES AND STUDENT ACHIEVEMENT. THE RESEARCH STUDIES SHOW THAT SCHOOL LIBRARIES CAN HAVE A POSITIVE IMPACT ON STUDENT ACHIEVEMENT -  WHETHER SUCH ACHIEVEMENT IS MEASURED IN TERMS OF READING SCORES, LITERACY, OR LEARNING MORE GENERALLY. A SCHOOL LIBRARY PROGRAM THAT IS ADEQUATELY STAFFED, RESOURCED, AND FUNDED CAN LEAD TO HIGHER STUDENT ACHIEVEMENT REGARDLESS OF THE SOCIO-ECONOMIC OR EDUCATIONAL LEVELS OF THE COMMUNITY" (School Libraries Work!, 0000). Collaboration is sharing new ideas, strategies and resources to create dynamic and well-planned lessons that foster active learning. The involvement of media and technology professionals in all aspects of curriculum implementation is fundamental to the collaborative process. This is facilitated by flexible access to both the media center and the computer lab and to all their resources, as well as to the services of these professionals during common planning periods. TEACHING AND LEARNING 00 "HIGH-ACHIEVING SCHOOLS TEND TO HAVE MORE TECHNOLOGICAL RESOURCES. BAULE (0000) FOUND THAT SCHOOLS WITH EXEMPLARY TECHNOLOGY WERE ALSO MORE LIKELY TO HAVE HIGH-QUALITY SCHOOL LIBRARY MEDIA PROGRAMS. YETTER (0000) OBSERVED THAT THE LIBRARY MEDIA CENTERS IN SUCCESSFUL RESOURCE-BASED LEARNING SCHOOLS HAD MODERN, SPACIOUS FACILITIES DESIGNED FOR FLEXIBLE USE AND ACCESS TO TECHNOLOGY. GEHLKEN (0000) NOTED THAT ALL THREE BLUE RIBBON SCHOOLS STUDIED HAD LIBRARY MEDIA CENTERS WHICH WERE COMMITTED TO INCREASING STUDENT ACCESS TO TECHNOLOGY, AND WHICH HAD THE FLEXIBILITY AND ELECTRONIC CAPABILITIES TO ACCOMMODATE THE CHANGING NEEDS CREATED BY NEW TECHNOLOGIES" (Michigan State Government, 0000). The collaborative process begins with an integration phase, develops into cooperatively planned activities, and culminates with full collaborative units. Integration is the alignment of media and technology resources to support classroom topics and the instructional needs of students. Cooperative activities result when media and technology personnel design lessons independently in support of classroom objectives and instruction. Collaboration requires co-planning between teachers and media and technology personnel to create cross-curricular lessons and units that are jointly delivered and evaluated. Initially, media and technology professionals meet occasionally with classroom teachers to plan cooperatively. There may be a combination of fixed classes, as well as times for open access. At the next stage, media and technology professionals meet with teachers on a regular basis to plan learning experiences, and there are no fixed times for instruction in the media center or computer lab. At the highest level of implementation, formal units of instruction are collaboratively planned, implemented, and evaluated. Teachers and media and technology professionals meet routinely to analyze and use data and to determine instructional strategies and resources to improve teaching and learning. At this stage, media and technology professionals may also co-teach with classroom teachers. Once a collaborative environment is established, the school library media coordinator and technology facilitator will continue to work at the various levels to support classroom instruction as needs arise. With in-depth collaborative planning, teachers and media and technology professionals meet routinely to analyze and use data and to determine instructional strategies and resources to improve teaching and learning. "THE NATIONAL LIBRARY POWER PROJECT, INVOLVING 000 SCHOOLS IN 00 SCHOOL DISTRICTS, REQUIRED IMPLEMENTATION OF COOPERATIVE PLANNING AND TEACHING AND FLEXIBLE SCHEDULING OF THE LIBRARY. RESULTS OF THE STUDY INDICATED: MORE COLLABORATIVE WORK ENVIRONMENTS AND INSTRUCTIONAL PROGRAMS FOCUSING ON INTERDISCIPLINARIY, INQUIRY- AND PROBLEM-BASED LEARNING; MORE FREQUENT VISITS TO THE LIBRARY AS A RESULT OF IMPLEMENTATION OF FLEXIBLE SCHEDULING; MORE ENGAGING AND EDUCATIONALLY RICH LEARNING ACTIVITIES FOR STUDENTS" (Research on Flexible Access to School Libraries, 0000). 00 IMPACT: Guidelines for North Carolina Media and Technology Programs FLEXIBLE ACCESS LOOKS LIKE THIS: Students and teachers move freely in and out of the school library media center and the computer lab for activities such as researching print and electronic resources for an assignment and creating a multimedia presentation. Students come to the media center all day long to check out books and other resources regardless of other activities taking place in the media center. Students move in and out of the computer lab throughout the day to use electronic resources. One grade level group of teachers is planning with the school library media coordinator and/or the technology facilitator for a new collaborative unit of instruction. Meanwhile, children, under the supervision of media or technology assistants, come from various classes to the media center to check out a book or read a magazine, or to use resources in the computer lab. Teachers check with the technology facilitator and school library media coordinator for available blocks of time to bring in their classes to begin work on a collaborative unit--or send a small group of students to work with the school library media coordinator and/or the technology facilitator A fourth grade class and their teacher enter the computer lab to work with the technology facilitator on the development of their North Carolina portfolios. Those same fourth graders may leave the computer lab periodically to find print resources in the media center to aid in the development of their portfolio. All students are working with the teacher, the school library media coordinator, and the technology facilitator to find resources and learn skills that will help them finish their assignment. While a class may stay in the computer lab or media center only twenty minutes during a curriculum-related activity, such as using a software application or participating in story time, other students may be in the computer lab and/or the media center for two or three hours, depending on the time allotted for an activity. COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS LOOKS LIKE THIS: SCHOOL LIBRARY MEDIA COORDINATORS AND TECHNOLOGY FACILITATORS: Develop strong instructional partnerships with classroom and special area teachers by working together to plan and implement instruction and to evaluate instructional outcomes; Use the best available models of instruction, collaboration, and cooperative learning; Ensure that instruction takes place in a student-centered, project-based environment; Plan projects and activities with teachers that are relevant to real-life problems and support the development of critical thinking and problem-solving skills in students; Create small group activities with heterogeneous groupings to accomplish curriculum goals and objectives; Help teachers to address different learning styles by using high-quality resources in a variety of formats; Involve students with setting goals for learning; Work with teachers and students to create rubrics for project evaluation; TEACHING AND LEARNING 00 Create and share a file or database within the school of collaboratively developed lesson plans and related materials keyed to the North Carolina Standard Course of Study; Search for lesson plans and successful teaching models in other schools, at conferences, and in the professional literature; Participate actively in the planning and evaluation of local, regional, and state activities such as Battle of the Books, Multimedia Mania, technology fairs, Quiz Bowl, and the North Carolina Children's Book Award. (See ) "COLLABORATION AFFORDS GENERAL EDUCATORS, SPECIAL EDUCATORS, AND SUPPORT PERSONNEL OPPORTUNITY TO ESTABLISH REWARDING AND LONG LASTING SOCIAL AND PROFESSIONAL RELATIONSHIPS. ACCORDINGLY, MORE SCHOOL PERSONNEL RECOGNIZE THAT COLLABORATION FOSTERS A SENSE OF SHARED RESPONSIBILITY FOR EDUCATING HETEROGENEOUS GROUPS OF STUDENTS (FRIEND & COOK, 0000). FINALLY, THE GROWING EMPHASIS ON COLLABORATION STEMS FROM THE VERY NATURE OF SCHOOLS THEMSELVES-SETTINGS IN WHICH A RANGE OF RESPONSIBILITIES AND DEMANDS CAN BE ADDRESSED MORE APPROPRIATELY BY COLLABORATIVE OR TEAM APPROACHES THAN BY INDIVIDUAL, ISOLATED EFFORTS" (Gable, 0000). LEADERSHIP AND THE CHANGE PROCESS In order to implement flexible access and collaboration, school library media and tech-nology professionals need to understand their leadership roles as change agents and the change process, itself. Implementing flexible access and collaboration changes school climate, so ultimately, media and technology professionals are catalysts for school reform. When media and technology professionals assume leadership roles, they have the opportunity to facilitate discussions about how flexible access and collaboration can support teaching and learning and positively impact student achievement. At the same time, they build the capacity to implement change. Together, they should co-chair the Media and Technology Advisory Committee (MTAC) and should have a voice within the School Leadership Team (SIT). Membership on the SIT can open the door for media and technology professionals to be involved in the master scheduling of the school, including decisions regarding planning time. WHAT MAKES FLEXIBLE ACCESS AND COLLABORATION WORK? Vision, informed leadership, flexible attitudes, and professional development, along with staffing, budget, resources, and common planning time are the pre-existing conditions essential to making flexible access and collaboration work in schools. "FLEXIBLE ACCESS TO MEDIA AND TECHNOLOGY RESOURCES AND PERSONNEL CAN MAKE AN IMMEDIATE SIGNIFICANT CHANGE IN THE USE AND INTEGRATION OF MEDIA/TECHNOLOGY RESOURCES WITH ADEQUATE STAFFING, RESOURCES, PROFESSIONAL DEVELOPMENT AND ADMINISTRATIVE SUPPORT. THIS CHANGE CAN HAPPEN QUICKLY IF THESE CRITICAL ELEMENTS ARE IN PLACE. THE SINGLE MOST CRITICAL FACTOR AFFECTING THE EASE OF TRANSITION TO FLEXIBLE SCHEDULING APPEARS TO BE THE PREPARATION, EXPERIENCE AND ATTITUDE OF THE MEDIA COORDINATOR AND TECHNOLOGY FACILITATOR" (Stallings, 0000). 00 IMPACT: Guidelines for North Carolina Media and Technology Programs MEDIA AND TECHNOLOGY STAFFING FOR FLEXIBLE ACCESS/COLLABORATION POSITION CERTIFIED CLASSIFIED ROLE IN FLEXIBLE ACCESS SCHOOL LIBRARY 000 MEDIA COORDINATOR TECHNOLOGY 000 OR FACILITATOR 000 FULL-TIME Yes MEDIA ASSISTANT* FULL-TIME Yes TECHNOLOGY ASSISTANT* TECHNICIAN Yes * Appropriate media and technology assistant staffing supports collaboration by maintaining access to the media and technology resources and facilities while collaborative partners plan and conduct instructional activities. TEACHING AND LEARNING 00 Maximize access to all resources through effective management Provide resources to support the curriculum in a timely manner Provide instructional support at the point of need (small or large group) Co-Lead the Media and Technology Advisory Committee (MTAC) Participate in the School Improvement Team (SIT) Maximize access to all technology resources through effective management Provide technology resources to support the curriculum in a timely manner Provide instructional technology support at the point of need (small or large group) Co-Lead the Media and Technology Advisory Committee (MTAC) Participate in the School Improvement Team (SIT) Serve as liaison between the school and the system-level technology director Manage circulation of resources to provide access throughout the day. Provide clerical assistance for resources management Provide support for reference and research activities Manage technology resources to provide access throughout the day Troubleshoot minor technology problems to ensure access to resources throughout the day Maintain technology infrastructure, hardware, software Serve as liaison between the school and system-level technical support staff 00 IMPACT: Guidelines for North Carolina Media and Technology Programs ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS The integration of school library media and technology programs with instruction is the joint responsibility of teachers, administrators, and media and technology professionals working together to accomplish objectives that support desired outcomes for students. COLLABORATING PARTNER RESPONSIBILITY CLASSROOM TEACHER Curriculum content Learning Styles Student interest Initiate collaboration Facilitate the learning process Share student data (IEP, AIG, and Testing data) Chair collaborative meetings SCHOOL LIBRARY Integrate information skills into the core curriculum MEDIA COORDINATOR Understand the total curriculum Share resources in a variety of formats Share instructional strategies Support small group instruction Support differentiated learning Advocate for a collaborative environment TECHNOLOGY Integrate technology skills into the core curriculum FACILITATOR Understand the total curriculum Share resources in a variety of formats Share instructional strategies Support small group instruction Support differentiated learning Advocate for a collaborative environment RESOURCE TEACHERS Integrate skills from their area of specialization with core curriculum content Support the necessary use of assistive technology resources Share student assessment data (IEP, AIG) ADMINISTRATORS Allocate time for the collaborative process to occur Provide financial support for acquisition of information resources Support flexible access of media and technology programs and resources Establish expectations for a collaborative environment Evaluate effectiveness of media and technology programs Support the leadership role of the school library media coordinator and the technology facilitator MTAC Advocate for a collaborative environment (Media and Technology Participate in the selection of resources Advisory Committee) Prioritize budget needs Facilitate long term plans for the media and technology programs Evaluate effectiveness of media and technology programs SIT Advocate for a collaborative environment (School Improvement Team) Distribute media and technology resources appropriately Facilitate long term plans for media and technology programs Determine alignment of MTAC recommendations with the school improvement plan Successful implementation of flexible access and collaboration requires long-term planning. Development of the IMPACT Model, including flexible access to media and technology resources and instructional support, will take 0-0 years. It is important that the MTAC and the SIT have a shared vision for the learning process that incorporates the key components of the IMPACT Model: Technology-rich teaching and learning environment through flexible access Resource-rich teaching and learning environment through flexible access Collaboration among teachers and media and technology personnel facilitated through flexible access Strong administrative leadership and support Adequate budget TEACHING AND LEARNING 00 IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS Extended time is required for teachers to meet with the technology facilitator and school library media coordinator to analyze student test data, identify instructional objectives and appropriate strategies for individual needs, and determine outcomes and evaluation methods. Each grade-level or department team should have a 0-0 hour planning block every four to six weeks when all instructional partners can meet and plan together. TWO IDEAS FOR PROVIDING EXTENDED PLANNING TIME: Each team meets on a different morning or afternoon, and classes are covered by assistants from other classes (lending/borrowing approach); Several or all grade-level teams meet on the same day in rotation with classes covered by a team of substitutes who move around the building as the teams do their planning. Substitutes are paid from staff development funds. HOW DO YOU IMPLEMENT EFFECTIVE COLLABORATIVE PLANNING SESSIONS? AS YOU PLAN TOGETHER: THE CONVERSATION Discuss curriculum goals and objectives Brainstorm possible activities and scientifically-based teaching strategies based on the analysis of student test scores and the identification of individual weaknesses and strengths Assign responsibilities for instruction Determine and review necessary resources Determine outcomes and how to evaluate Schedule time for instructional activities RULES OF THE ROAD Lead teacher or department head chairs the meeting Teachers talk about curriculum goals and ideas for instructional activities School library media coordinator and technology facilitator bring related resources and activity ideas TOOLS TO GUIDE THE PROCESS Curriculum maps/pacing guides IMPACT for Teachers Web site School-wide research process (Big0, FLIP it!, I-Search, etc.) Planning forms Collaboration Toolkit (see Appendix) 00 IMPACT: Guidelines for North Carolina Media and Technology Programs Strategies for long-term implementation of flexible access and collaboration should include: alignment of the goals of flexible access and collaboration with the school improvement plan facilitated collaborative planning sessions appropriate professional development prioritized budget needs development of a communication plan for internal and external stakesholders What interim strategies can be used in the first year of implementing flexible access? Implement flexible access for instruction in stages by grade-level (over no more than one year) Fixed circulation for primary during 0st semester; transition to flexible circulation 0nd semester Fixed instructional schedule for specified days/times; flexible access for other days/times Individual schools are encouraged to assess the needs of their students and staff and examine their school culture to determine what is needed to promote the IMPACT Model and flexible access such as: Self-checkout/in Access to the online catalog from any workstation User login procedures Process and procedures for communication Record keeping for collaboration with each teacher or grade-level/department team Space/workstation utilization for small group and individual use TEACHING AND LEARNING 00 ADVOCACY: COMMUNICATING WHAT FLEXIBLE ACCESS AND COLLABORATION MEAN The benefits of flexible access and collaborative planning to support instruction must be communicated to the education community. While many view flexible access as the loss of planning time for teachers, the benefits of flexible access to resources and media and technology personnel in schools far outweigh any perceived loss of planning time. When addressing administrators, teachers, parents and other members of the learning community, emphasize these benefits: FLEXIBLE ACCESS ENABLES access to media center and computer lab resources when they are needed to support, supplement, and enhance teaching and learning, thus impacting student achievement; the school library media coordinator and the technology facilitator to plan with for instruction with teachers and staff; students to conduct in-depth research for information and resources, thus fostering independence and life-long learning; differentiated instruction in support of the goals and objectives of No Child Left Behind and the ABCs Plus of Public Education development of collaborative units of study culminating in student projects that require higher-order thinking skills based on real-world challenges; implementation of The Balanced Curriculum as recommended by the Instructional Services Division, NC DPI; teachable moment and just-in-time access to information and resources for students; integration of information and technology skills into all curriculum areas as defined by the NC Standard Course of Study; reduction of the student-teacher ratio; instruction to be delivered one-on-one, in small groups, or in whole-class settings in order to address a variety of learning styles. When advocating for flexible access, help administrators and teachers understand the high price of a fixed schedule both academically and financially. Base all arguments on the research that supports appropriate use of the school library media center and the computer lab to impact student achievement (). Volunteer to help the principal brainstorm alternatives for coverage of teacher release time so that the media center and computer lab are outside the planning block. "IN A STUDENT-CENTERED LIBRARY MEDIA PROGRAM, LEARNING NEEDS TO TAKE PRECEDENCE OVER CLASS SCHEDULES, SCHOOL HOURS, STUDENT CATEGORIZATIONS, AND OTHER LOGISTICAL CONCERNS." (AASL and AECT, 0000). 00 IMPACT: Guidelines for North Carolina Media and Technology Programs READING AND LITERACY WHAT ARE WE REALLY ALL ABOUT? Current emphases on student reading and writing, accompanied by testing mandates and both state and national legislation, have certainly placed literacy achievement at the forefront of what educators do. The vast array of definitions and terminology used by education professionals today to define their missions or areas of expertise is giving way to the recognition that all educators share both common ground and a common goal for students: to ensure that all develop the skills necessary to be effective lifelong users of ideas and information. Effective language and communication for the 00st century involves all of the various "literacies" noted above, including enabling skills such as reading, writing, and computing, as well as creative thinking and problem solving, interpersonal skills, negotiation, and teamwork. Literacy is literacy is literacy. Literacy is the business of the entire school and requires significant collaboration in order to create a climate and culture that clearly values literacy skills and stresses their importance. Schools must recognize that comprehension skills are not just the business of the reading teacher, that reading promotion is not just the job of the school library media program, and that Internet research strategies are not just the domain of the instructional technology facilitator. School library media coordinators and technology facilitators can provide leadership in reinforcing the "big picture" focus, simultaneously demonstrating how the various parts (such as independent reading, project-based authentic research, online strategies, reading motivation, etc.) fit together with classroom instruction into a greater whole through successful collaboration. Effective collaboration, however, requires effective communication, and too often, semantics interferes in our efforts to work together. "OUR CONCEPT OF LITERACY HAS BEEN BASED ON THE ASSUMPTION THAT PRINT IS THE PRIMARY CARRIER OF INFORMATION IN OUR CULTURE AND THAT THE MOST IMPORTANT SKILLS ARE THOSE THAT ENABLE STUDENTS TO UNDERSTAND AND EXPRESS THEMSELVES IN TEXT. THE NEW DEFINITION OF LITERACY IS BASED ON A DIFFERENT ASSUMPTION: THAT DIGITAL TECHNOLOGY IS RAPIDLY BECOMING A PRIMARY CARRIER OF INFORMATION AND THAT THE BROADER MEANS OF EXPRESSION THAT THIS TECHNOLOGY MAKES POSSIBLE ARE NOW CRITICAL FOR EDUCATION. TEXT LITERACY IS NECESSARY AND VALUABLE, BUT NO LONGER SUFFICIENT" (Meyer and Rose, 0000). Effective instructional technology and school library media programs recognize that "digital-age literacy" involves much more than basic skills in reading and writing. Both the school library media and instructional technology communities frequently express frustration that "their message" is not getting across with classroom teachers, administrators, or policy makers at the school board, state or federal levels. The news media fails to pay adequate attention to school libraries or instructional technology programs by focusing instead upon test scores and "why Johnny can't read." Media and technology professionals must recognize that public attention, and that of classroom teachers, administrators, and policy makers at the local, state, and national levels, is focused more upon such traditional concepts of reading and writing than upon "information literacy" or "instructional technology skills." Likewise, others seem to ignore or focus less on research about the impact and effectiveness of strong instructional technology and school library media programs. School library media coordinators and technology facilitators must effectively learn the terminology, best practices, and research of the reading and literacy community, and then translate media and technology terminology, best practices, and research into "their" language and experience. TEACHING AND LEARNING 00 " ""READING" - "LITERACY" - "INFORMATION LITERACY" - "INSTRUCTIONAL TECHNOLOGY SKILLS" - "MEDIA LITERACY" - "VISUAL LITERACY" - "CONTEMPORARY LITERACY" - "NEW LITERACIES" - "THINKING SKILLS" - "00ST CENTURY SKILLS" The following examples highlight this "translated" collaboration, in which school library media coordinators and/or technology facilitators use current research, models, and best practices in literacy instruction to develop strong media and technology programs. COLLABORATION: MEDIA AND TECHNOLOGY, READING, AND LITERACY MODELED READING AND SHARED READING (as described in models for balanced literacy instruction - Routman, 0000; Fountas and Pinnell, 0000; Cooper, 0000) Reading aloud to students has long been a staple of school library media programs. Occasionally utilizing specific strategies and questioning techniques as a part of school library media read-aloud sessions reinforces the same kinds of explicit instruction that are used in scaffolded classroom instruction. Such strategies are thoroughly discussed in Read It Again!: Revisiting Shared Reading by Brenda Parkes (Stenhouse, 0000); Creating buddy or partner reading programs that regularly pair readers to read aloud to each other alternately; Developing collections of books on tape to help develop fluency in independent reading (Allen, 0000); Readers' theater strategies, including adapting picture books with large amounts of dialogue into scripts or using web-based resources such as Aaron Shepard's RT Page. READING-WRITING WORKSHOP MODEL "Internet Workshop: Making Time for Literacy" (Leu, 0000) provides a parallel management structure to be utilized in flexibly accessed technology/computer labs and/or school library media centers, and which could serve as a model for classroom teachers seeking to integrate technology seamlessly into their daily literacy activities. PRINT-RICH INSTRUCTIONAL ENVIRONMENTS AND BROAD CLASSROOM LIBRARY COLLECTIONS Existing classroom library collections can be broadened significantly by the addition of monthly-rotating "classroom collections" drawn from the school library media collection (Routman, 0000). Although school library media collections are organized by Dewey numbers, classroom libraries are frequently structured to be "browser-friendly" by organizing materials in a way that makes immediate sense to the student. Browsing bins or tubs of high-interest materials organized by genre or topic, author, etc. (such groupings need not be permanent) could rotate out as student interests change (Fountas & Pinnell, 0000). RENEWED EMPHASIS ON COMPREHENSION OF NONFICTION AND EXPOSITORY TEXT In Strategies That Work: Teaching Comprehension to Enhance Understanding (Stenhouse, 0000) and Nonfiction Matters: Reading, Writing, and Research in Grades 0-0 (Stenhouse, 0000), Stephanie Harvey and Anne Goudvis provide multiple strategies that parallel those modeled and taught by school library media coordinators and technology facilitators when helping students with research projects. Literacy strategies common to classroom instruction such as KWL or other kinds of graphic organizers are useful for a variety of research activities. Reading strategies for traditional print and linear text and those used for hypertext on Web pages and Internet resources are remarkably similar, though some (e.g., skimming or scanning, using guided questions, text features, etc.) may deserve greater emphasis when reading text online (Schmar-Dobler, 0000). 00 IMPACT: Guidelines for North Carolina Media and Technology Programs Literature-based instruction and literature studies, which have traditionally focused on novels and fiction, must include multiple forms of literacy. School library media coordinators should be booktalking, creating recommended booklists, and providing reading guidance for nonfiction. Scho