Educational Media and Technology Yearbook
The Educational Media and Technology Yearbook is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues i
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Educational Media and Technology Yearbook Volume 34, 2009
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Educational Media and Technology Yearbook
Michael Orey · V. J. McClendon · Robert Maribe Branch Editors
Educational Media and Technology Yearbook Volume 34, 2009
In cooperation with the AECT
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Editors Michael Orey Department of Educational Psychology and Instructional Technology University of Georgia 604 Aderhold Hall Athens GA 30602 USA [email protected]
V. J. McClendon Department of Educational Psychology and Instructional Technology University of Georgia 604 Aderhold Hall Athens GA 30602 USA [email protected]
Robert Maribe Branch Department of Educational Psychology and Instructional Technology University of Georgia 604 Aderhold Hall Athens GA 30602 USA [email protected]
ISBN 978-0-387-09674-2 e-ISBN 978-0-387-09675-9 DOI 10.1007/978-0-387-09675-9 Library of Congress Control Number: Applied For c Springer Science+Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper springer.com
Preface
The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of current ideas and developments in the field. Part I, “Trends and Issues,” presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, “Library and Information Science,” concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers—school, public, and academic among others. In Part III, “Leadership Profiles,” authors provide biographical sketches of the careers of instructional technology leaders. Part IV, “Organizations and Associations in North America,” and Part V, “Graduate Programs in North America,” are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally, Part VI, the “Mediagraphy,” presents an annotated listing of selected current publications related to the field. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a
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