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Explains how a library media specialist can organize a collaborative curriculum project with communities throughout the world via the Internet, while integrating information process skills and content objectives. Highlights include planning ahead; collaborating with classroom teachers; conducting and managing the project, including writing and disseminating a call for participation; and program evaluation and publicity. (LRW)

Being committed to continuous improvement means having the will to engage in a journey. The journey's path may be long and unpredictable, but most believe the path is well worth navigating if improvement is the end result. Sometimes the most poignant and successful improvement endeavors begin when people examine themselves from within. When they assess themselves from the inside out, they can grapple with the reality of their strengths while honestly owning up to their needs or weaknesses. This article describes the case of a school district that courageously engaged in a year-long improvement effort focusing on its library media programs and practices.

What administrators know and understand matters when it comes to organizing a school for teaching and learning. When principals and assistant principals discourage the use of practices unfamiliar to them or do not support best practices, they can actually hamper student achievement and professional growth. This is especially true when it comes to the library media center, where front office decisions directly affect program budgets, the master schedule, and the overall role as library media specialist. This article presents a discussion about the importance of partnership between principals and school administrators. Together they can actually bring forth change when they are on the same track. A quality library media center program has the potential to impact student learning the way no other support program can. In fact, the importance should move the library media center program from "support" to "critical" status by its ability to bring those real-world critical information, communication, and technology skills into the more traditional content area curriculum standards. Furthermore, along with the efforts, the principal is the other critical force to ensure the library media center program takes its appropriate place in the school's course of study. Bringing the administrator on board may be the most important challenge, but it will be well worth the effort!

A library media specialist believes students should go beyond the facts and other information they find in sources. They can stretch their intellect and engage them in the learning process. The students can produce more meaningful and significant results by combining information found in sources, their original idea and transferable skills in the synthesis step of Big6.

Students need much assistance if they are to successfully use the Location and Access procedure of problem-solving. Guidelines are presented on how classroom teachers and library media specialists can help elementary students manage this Big6 stage.

The process of retrieving information from reference sources can be a problem for young students due to differences in terminology. Pointers on how library media specialists can assist young children to acquire information from sources are provided.

Describes how to use storytelling in elementary education to teach the Big6 research process. Strategies for implementation are presented, including modifying a story, writing a story based on the curriculum connection, and using puppets. (LRW)

Presents a story and song that can be used to teach Big6 research skills to elementary students that is based on the book "Lizard's Song", by George Shannon. (LRW)