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Features of the information society are discussed, and implications for education are reviewed. The information society is dominated and even overwhelmed by information. Its future is uncertain, but regardless of the eventual potential for good or harm, information literacy is a precondition of the information society. Young people in Australia are becoming more computer literate, and education authorities are developing new educational agendas for the information society. Resource-based learning is an approach that is particularly appropriate in fostering the development of individual students. The shift in emphasis from the content of what students learn to the processes of learning depends on the use of information and the development of information skills that define the purpose of an information task, locate data, select and interpret data, and use the information to complete the task. A look at information skills as they are taught in other countries highlights developments, with implications for teachers, teacher-librarians, and principals. Effective information skills programs depend on a wide range of resources. Information technology in all its forms must be an integral part of the school curriculum. (Contains 44 references.) (SLD)

This booklet describes seven special education programs considered exemplary within the state of California. Details of program development, staff involvement, and exemplary program components are provided, as are aspects of the selection process. Projects are drawn from efforts by elementary and secondary schools, demonstration schools, county agencies, and university departments. Programs include: (1) a community-based early childhood program with high degrees of interaction with general education students; (2) a teacher/student integration program chosen for whole language curriculum, peer education partners, and variety of instructional strategies used; (3) a collaboration model for which testing services, taped books, and supplementary materials are available; (4) a learning laboratory system which also employed diverse methods and had a motivational program for all students; (5) a cost-efficient parent education method providing equal access for parents of diverse ethnic and cultural groups; (6) a vocational education program with a community base and business partnership; and (7) a preservice training model emphasizing a sense of group identity and support networks. Appendices outline the application process and criteria for selection. (PB)

Reports on the application of concept mapping in information science and identifies the benefits for teachers and students. Demonstrates that concept mapping is a promising technique for extending theoretical, concept-based knowledge; caters to individual learning differences; facilitates communication of knowledge by learners in verbal and written form; and broadens the scope of evaluation tools for educators. (AEF)

Reports on the use of computer-assisted learning and teaching in 16 Australian schools of library and information studies. Topics addressed include courses and subjects using computer-assisted learning and teaching, the reasons for and advantages of this use, types of software use, facilities and equipment, and limitations and future plans. (15 references) (KRN)

This monograph presents an overview of the current status of programs for students with serious emotional disturbances in California and makes recommendations for program improvements. An introductory chapter summarizes important themes including screening, prevention, and early intervention; definitions; eligibility issues; assessment; interagency collaboration; existing resources; professional competence; and family needs. The first section then examines the roles of parents stressing the need for educators to see parents as partners. The second section considers aspects of early intervention and assessment including prevention services in the regular program, early awareness and intervention, and the problem of definitions. A major section examines aspects of educational instruction and services. These include: determining appropriate goals and objectives; determining appropriate placement and related services options; organization and delivery of services, educational interventions; and program evaluation. Section 4 considers community services which augment public school service options including mental health program services and other out-of-home services. The fifth section considers personnel development especially the importance of collaborative consultation training. Recommendations stress the shared responsibility of special education, resolving the definition dilemma, allocating sufficient resources, providing a full continuum of service options, and empowering a single case manager. (Contains 53 references.) (DB)