Learning Resources — Instructional Media The Instructional Media program is organized for the following purposes: (1) To qualify students for the Basic Media Endorsement Certification issued by the Utah State Board of Education, (2) To prepare Instructional Media and/or Library Science students for graduate work, (3) To prepare Instructional Media and/or Library Science students for para- professional positions in public, college and university libraries, (4) To familiarize college students with the use of the library. INSTRUCTIONAL MEDIA MINOR A minimum of 22 quarter hours are required for a teaching minor with the Basic Media Endorsement Certification. Students interested in pursuing a program in instructional media should contact Dr. William A. Daehling. Courses required in the Basic Media Endorsement Certification program are in the process of revision. Courses of Instruction 100. Use of Books and Libraries—How to locate and use major reference tools of the college library. A W S (2) 321. Classification and Cataloging of Media—Basic techniques involved in organizing an Instructional Media Center collection of print and nonprint media. The students must have the ability to use a typewriter. Four lectures and one laboratory period. A (5) 301. Reference Service in Instructional Media Centers—Introduction to the evaluation and selection of reference media for use in public school Instructional Media and Resource Centers. W S (3) 311. Selection of Media—Selection, evaluation and meshing of book and non-book media for the public school. Emphasis on criteria, problems and policies in the selection for Instructional Media Centers. Attention given to selection aids, publishers, agents, and reading interest. Prerequisites: English 130 or 132 and Education 164. W (3) 412. Reading Guidance for Media Center Coordinators— Especially designed for public school media, coordinators who work with teachers of young people. A critical study of the reading interest and needs of young people. Problems of the reluctant, retarded and emotionally disturbed readers will be discussed. Extensive examination, discussion and reading of books. S (3) 356 Learning Resources —■ Instructional Media 341. The Oral Activities in the Instructional Media Center—Principles and techniques of story telling, book talks and techniques of story telling, book talks and book discussions, and reading aloud to children and young people, practice in reading and telling stories, book talks and book discussions and in planning the I.M.C. story hour. A (3) 431. The Organization and Administration of Instructional Media Centers—A team approach to the organization and administration of the Instructional Media Center. Emphasis will be on standards, working with individual teachers and students, the organization and housing of media and equipment, and the role of the I.M.C. in the educational program. Other types of libraries will also be discussed. S (5) 436. History of Books and Libraries—A history of book making, printing, and libraries, from earliest times to present: emphasis on their major role in communication and their responsibility to modern society. Also types of libraries. W (3) 444. Bibliographic Research in the Humanities—A study of bibliographies, indexes, abstracts, and other library resources for research in literature, art, music, philosophy, and religion. A (2) 446. Bibliographic Research in the Social Sciences—A study of bibliographies, indexes, abstracts, and other library resources for research in sociology, history and political sciences, economics and business, education and psychology. W (2) 448. Bibliographic Research in the Natural Sciences and Technology—A study of bibliographies, indexes, abstracts and other resources for research in the life sciences, physical sciences, and technology. S (2) 357