Can Instructional Technology Survive the Joint Media Standards

Abstract

I HE recent publication, S tandarch for School Media Programs, 1 prescribes a long-awaited, often contemplated, forced marriage between the school library and the school audio-visual center. Implementation of the S tandards begins when the traditional library and audio-visual departments are combined into a single instructional mate rials center presided over by a generalist knowledgeable in both print and audio-visual media. A plethora of publications heralding the forced joint programs has followed issuance of the S tandards. The joint audio-visual library philosophy is almost universal in cur rent library literature. The S tandards have the support of the Department of Audio visual Instruction (DAVI) (now the Asso ciation for Educational Communications and Technology) and the American Eibrary As sociation (ALA). Many schools have established audio visual centers and other schools have been planning instructional technology programs. These schools now have to decide whether they wish to adhere to the S tandards and abandon the instructional programs they per ceive as best for their particular needs, or whether they are going to continue to operate instructional technology units apart from the school library knowing that such a program is, according to the S tandards, substandard. Veteran school administrators have pre-

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