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ivaluati Media Pro rams. Dittrict L WDC: Association for E cation( k% eiliAkerat

Technology,,1980.

Evaluative Checklist ItIst,rume

Educational Mt P Jgr:arn in WeilWashington, DC, / ,ociation for gdotilteial

jcations and Technology ,.1W9,

Kentucky State Department of EilittaLMerit, Media Pro tarns. Frankfort i

Department of Education,Ovislon of Owlvim 1919, ERIC Document ED It9 2,19,

Liesener, 3ames W, Instruments, far PI :IWiry :yiLledta.,;,PziaLin, College Park .011

of Librtry and Information Service-S, ViikwittilltMaryland, 1981

I;oertscher, David, and others,

ation Document_ for. Iowa_ Aria to

Des Moines; Iowa State I epartment of li

ticn,1979 ERIC Document ED f';13 ;I

Loertsc6!, David V., and 3anet G., Strood.

*Mary and .30t, 410.4'Ofilona,' a

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It* NSW *Woo ittotimo bin tit*Au watt OA idatistisd

The three rnajOr res' Odell 10000 A',7,-: etio100

the LMS's responsibility for selottio and t 01 IWO* *IS $his/her responsibility for seittlilin sit a4 4.1401 Si $4410ksid WA* Itequipment. Apparently, MOW 401 Ant '0'recognized as poorly b1gRg te the 4,14i Po k 110 tit *materials. itiorMatioh oblathethe *AM 04library traditioN media histOry, acid OW,deprive M equipMent and Materiala e% On a

area, the Low importance astigne4 ty LM$s tiiinstructional design functionS tog retiot (0to become involved in acitivitio when OW roie SW

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LMSs are not partiOipatial as My ittalkkaV*04 01000they were more assettive, Supetio000010 a 0100010 0* WCLMSs to assume tespoisOiiity Alt Mao 011 itsLMSs in this Study., haNt. hetieWete 10,ite)tt

Adminiottaters gave signikaittil *if,* lifiketimore responsibty or hither pot***

, *øi As *44 10meet functions Such as ptepatiti aiutatii@g0facilities, planning for and thranarn 4111440 Lø 'n21 It 100100 Wpreparing propOsals for outside fdm. LESs of modil hotanswered such managotiOnt 01400 staiontits) ra "Thenew facilities..." !tent htootito4 rar tio otspott*These responses waf Olvia a 00100, k0 t.tra OW otkkiktiootwould involve then in ManageMe0 dccsLies it,0Since LMSsLMSee they le 00 to Ole 1114they do not genettly se thtereteS as wog oktworking environment.

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421.

IntrOduction

The history of toeperation boWeett 4 teat and tolibrary began with the ea 'ely develognent O s a 03100.1however, cOmmOleation and cooporatlen, between sWI Ibar' *04 0404public libratits is Much more reeekto Mot o I s rBc5today had not been establitheit ie flOrietOrkesthe placing o professional teaetteArations tkise se*between the 30001 library Ond Ihe tic '11ai

Traditionally, sChOol fltiOent hot reC*011 SSagenclessfthe pu1lc tbrary and the scot se *es tie OteriSservices are established by the two aoldos who wok lit 400404 4000000In other situttiOns4 cloperation iexittt between 00 100 ingevis 4,01 1ftadministration to the kilding level s library itiOti sdàst aclibrary branch staffs thrbtohetit Ole oblike llsy500*4

Ouring this brief history 01 cooperati we$.1*a4I rl 1,4

4 often been suggested that Wary service ilk tliO agencies io a y W04The next step ii he discasioll is to propose tilt tioeNt. ot**0 kit 01students be provided in one gamy Or he Oheti botho ii01010%the community is sparsely 0000404 ,another fw;t$0014 ts tlicit libraty se,should be provided ist4 one agency tf/Oh 414 4,010 10040,in 4 '.,;411014`

The three restar iO 1hw SO* t9 10006 Otouse of the public ii'brary bylchool4tiatot itents e use oif to o 'tryhoused In the sthoot thiOdiftti 00 the Oven* 40 00010,04.1014between the two ageW,

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10

Clop las vital part of American educatioi, Through the incorporation of

new ideu Arsfi methods into the educational curricti40, educators hope to improve

the quality of education and this help students to deal with their ever.changing

erwirorment. No aspect of education or any individual is Immune to change. This is

Ootically true for the Rory media specialist and the emergent concept of the

*soy medis center. Retail *faces in technoloy, instructional development,

erld the icroesod arailabUittr of new instructional media and materials, have

motivated the library media specialist to consider the nature of changes In the

orearlation of the school wisids would be necessary to make pore creative use of

the library media center. In order to be an effective change agent, the LMS should

be swore of Omit strategies and research regarding the nature of change. The

purpose of this report wilt be to provide s synthesis of some of that research, as well

es a dwalptico of specific aspects of dial* end the change process which should

be Wet in mind as he LMS attempts to initiate an educational change in the school,

rAgitional drew is a dynamic proem which has many facets. On the one

hent, en eicatonal change Involves people aryl requires them somehow to behave

in a watt different thin their previous behavior, This aspect of change might be

e,11144 the dimension. In addition, the school organization can partitipate

to pia* rm anot en educational change, This dimension might be called the

dimimion. The .01444, al dimension of change is concerned with

way in di the very nature se itself will either facilitate or hinder

its *Oise In order for us to develop a more informed understanding of change In

the Os* jarGixas, It us consider the personal, organizational, and technological

amensioni of thaw in pater detall.

hittetkistAstgIndividual change is a very personal process. Research

%WS t mast people desire change, they find it difficult to change,

and to Ittly foist a 10.CifiC change, Lewini has conceptualized this personal

ant.enuao of Oa, by 3001 an individual to a block of Ice. Ice In Its frozen

liAlkiso Kurt, 400114lelionary Social Equititelurn and the Problem of Permanent

ri'kop," In I. Rennia, K, flervie, and R. (e411), The PlannlnALLIan e, New

faros halt, ItirOktt 1d WNW% 10411pp. 235.1311.

105

NOM

X1.100400.04

Change 14. as 00040 4094:in 100041 education.

MP CO WOO newer robes .

if the natio ee change 4$ 0.4.

deratOod.

This report analyzes strate-

gies for change from re-

search.

Change has three main a

pects:

1. The fretsonal canieneloft,

2. The organizational Minn=

810Th

3, The technological dim.

slon.

80thodologY of :Charm

Personal Etmensios

Lef4dn'e

T. individuals can be lik-

ened to ice blocks.

Change requires n als.

treating and then a re-

treating.

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loll stmlurOg an appropriate change Process which rocognlies the difficulties,,it the chop, and Islas Into account strategies for overcoming those1 poi,

Witt!

It has been the pop* of this report to help the LMS understand the nature of

000, The repots has oetcribed the personal, orgartiutlonal, and technological.41ovhsloits of chow, and Iii the Implications of research about each

*I these dimensions tor. tho nature of the change process itself, It is hoped thatitookspla betwonderstindlOg of chi" and the change process, the LMS can help

scholai ooho loller tot of the library media: Center, 'as well as the ,tkills andof I MS.

119

Findings.

An understandiog of the

change process is a key torthe library media specialistseeking change,

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