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Provides tips to elementary school students on how to develop their notetaking strategies. Steps to effective notetaking; The trash-`n-treasure notetaking technique; Examples of implementing these steps.

Discusses the use of self-evaluation in analyzing a student's research efforts. Importance of self-evaluation; Self-evaluation sequence in the information problem-solving process; Questions for final self-evaluation; Guidelines for designing students' self-evaluation instruments.

Discusses how to organize a collaborative curriculum project with communities throughout the world using the electronic mail, while integrating information process skills and content objectives. Proper planning; Collaboration with classroom teachers; Call for participation; Management of the project.

Looks at how teachers can teach students to identify appropriate resources for specific topics or activities in class. Examination of six skills children need for problem solving; Suggestion from (Stripling and Pitts, 1988) on resources that will provide information for research; Strategies implemented for identifying resource material.

Examines curriculum-imposed tasks that require library research as opposed to student-selected topics. Designing engaging and well-written tasks; Developmental appropriateness; Additional considerations in task development.