Educational Media and Technology Yearbook

1. Trends and Issues in Library and Information Science

   1. The School Library Benefits Everyone: Technology, Approaches, and Resources for Serving Students with Special Needs

      • Alana M. Zambone, Lora Lee Smith Canter, Karen S. Voytecki, Tara Jeffs, Jami Biles Jones

      Pages 263-278

   2. Prove It! Using Data to Advocate for School Library Media Programs

      • Cindy Schmidt, Frances Reeve

      Pages 279-290

   3. Principal Support of Media Specialist and Teacher Collaboration: A Research Study

      • Betty J. Morris

      Pages 291-306

2. Leadership Profiles

   1. Front Matter

      Pages 307-307

      PDF

   2. Introduction

      • Robert Maribe Branch

      Pages 309-310

   3. Addie Kinsinger: Leader Among Leaders

      • Patricia Miller

      Pages 311-314

3. Organizations and Associations in North America

   1. Front Matter

      Pages 315-315

      PDF

   2. Introduction

      • Michael Orey

      Pages 317-317

   3. United States and Canada

      • Michael Orey, V. J. McClendon, Robert Maribe Branch

      Pages 319-405

4. Graduate Programs in North America

   1. Front Matter

      Pages 407-407

      PDF

   2. Introduction

      • Pamela Fortner

      Pages 409-409

   3. Graduate Programs

      • Michael Orey, V. J. McClendon, Robert Maribe Branch

      Pages 411-541

5. Mediagraphy: Print and Non-Print Resources

   1. Front Matter

      Pages 543-543

      PDF

   2. Introduction

      • Jinn-Wei Tsao, Chad Galloway

      Pages 545-547

   3. Mediagraphy

      • Michael Orey, V. J. McClendon, Robert Maribe Branch

      Pages 549-569

6. Back Matter

   Pages 571-572

   PDF

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, “Trends and Issues,” presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, “Library and Information Science,” concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers—school, public, and academic among others. In Part III, “Leadership Pro?les,” authors provide biographical sketches of the careers of instructional technology leaders. Part IV, “Organizations and Associations in North America,” and Part V, “Graduate Programs in North America,” are, resp- tively, directories of instructional technology-related organizations and institutions ofhigher learning offering degrees in related ?elds. Finally, Part VI, the “Medi- raphy,” presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.

• Educational
• Instructional Design
• Instructional Technology Organization
• Instructional Technology Programs
• Integration
• Media
• Second Life
• Technology
• Web
• Web 2.0
• Wiki
• education
• educational technology
• information
• learning
• learning and instruction

• Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, UK

  Michael Orey, V. J. McClendon, Robert Maribe Branch

Policies and ethics