The need to re-conceptualize school libraries has never been greater. The rush of technology has caused some to ask, “Is a school library media center needed?” “Is any library needed?” “Isn’t it all on the Internet?” “Can’t I just surf the Internet for what I need?” Regular library and Internet users understand the benefits of integrating all forms of information technologies into a full-service organization with human interfaces as guides to the best and most practical information sources. In schools recently networked and upgraded for extensive technology use, the entire staff understands that the immense investment is only worthwhile if it translates into improved learning opportunities—and that key people make it happen!

In Indiana, Public Law 221 sets out a clearly definable set of expectations of what a quality education is for the children in the state. Both expectations and accountability provisions have been put in place to provide benchmarks along the path toward improvement. The library media and technology programs of the state have an enormous opportunity and responsibility to do their share to stimulate learning.

The book on which this web site is based, Indiana Learns, by David Loertscher with Connie Champlin, is designed to help library media specialists and technology specialists take a leadership position in the statewide initiative. It examines the type of program that will maximize learning for every child. In addition, it provides not just the vision for what should be happening, but it also includes a plethora of ideas, plans, and resources to help make good things happen.

A companion volume to Indiana Learns was created in 2000 entitled: Reinventing Indiana’s School Library Media Programs in the Age of Technology: A Handbook for Principals and Superintendents. Designed for the busy administrator, this slim volume provides one-page ideas for rethinking the library media center program. That same one-page, one-idea format has been preserved in this volume designed for the busy library media specialist and technology specialist.

This web site has been established to provide access to a number of worthwhile publications and web-based resources.

Like the book, this web site is divided into six main sections that discuss:

Introduction – Vision of library media and technology programs.
Data-driven Practice – Collecting and analyzing data to improve learning.
Collaboration – Co-planning in library media center and technology programs.
Reading – Building avid and capable readers.
Technology – Enhancing learning through technology.
Information Literacy – Creating an information literate learner.

To further help the reader identify the content of the various pages, the page heading will indicate whether the page emphasizes
1. Vision,
2. Ideas and Resources, or
3. Assessment

Within each section, pages have been designed in such a way that each can be used as a handout for a workshop, an interview, or a planning session. Many pages contain checklists to stimulate thinking and planning. Feedback to the authors is appreciated at [davidl@wahoo.sjsu.edu] or to the publisher.

Resources:

Some important additional companion publications of value in amplifying this vision are:

	Reinventing Indiana’s School Library Media Programs in the Age of Technology: A Handbook for Principals and Superintendents. Hi Willow Research and Publishing, 2001. Designed as a quick guide to essential ideas about what constitutes a 21st century library media program and how to insure that schools have the elements, the staff, and the support needed to accomplish the goal of a high quality educational program. Available from LMC Source at www.lmcsource.com. .
	Loertscher, David V. Taxonomies of the School Library Media Program. 2nd ed.  San Jose, CA: Hi Willow Research and Publishing, 2000.  This book contains a comprehensive treatment of all the program elements of the school library media program and can be considered an extension of the Reinvent book. Available from LMC Source at www.lmcsource.com.
	NCREL’s enGauge: 21st Century Skills: Digital Literacies for a Digital Age.  Naperville, IL: North Central Regional Educational Laboratory, 2002. A web-based framework that describes six essential conditions, or system wide factors critical to the effective use of technology for student learning. Survey instruments allowing districts and schools to conduct online assessments of system wide educational technology effectiveness are available on the enGauge website at: http://www.ncrel.org/engauge/.
	Eight Steps to Highly Effective ‘Next Generation’ Professional Development for Learning and Technology – Public Law 221 and Beyond. Published in 2001 by the Indiana Department of Education, it can be used to created high-level professional development programs that will build a high-quality learning and teaching environment in every school. LMS/TS cannot only benefit themselves from such developmental programs, but can also create quality professional development opportunities for their schools and districts. To obtain a copy see http://www.doe.state.in.us/olr/eightsteps/welcome.html.