These three forms of timing of dissemination should be considered as dissemination in local areas is planned. It is conceivable all three forms may be used with different publics, 1.e., for teachers in project, steady program; for general public, pulsation; for local school board, the seasonal form.

There are also many one spot occasions for dissemination, i.e., at a Kiwanis Club Meeting, which do not fit into these three program timing areas but which should be considered.

The particular programs identified here are only guides to planning, but timing as such should be part of an effective dissemination strategy.

1.

Considerations for Planning Local Dissemination Strategies

Dissemination is a Process of Sharing in Innovation

Planning for Local Dissemination

8.

b.

c.

d.

e.

f.

Internal communication of project staff is included;
Funds budgeted;

Involvement of users of dissemination in planning;

Recognition of differences in local communities - meaning
differences in kinds of dissemination;

Coordination and cooperation with other information
services;

Awareness that conflicts may exist - some possible

resolves to the conflict because of project objectives; Some means of feedback for information from sources; h. Total plan is written out.

2. Objectives for Dissemination

a.

Objectives written which include audience reactions, means
of communication, timing, and are related to project
objectives.

c.

d.

e.

Consideration of all publics and clientele of project
and community is apparent;

Consideration is given to steps in changing behavior;
The techniques and means of communication are appropriate
to the project and to availability of media.

2.

a. Some provision is made to determine if communications
are effective, and

b.

c.

if local strategy is effective;

Provisions are made for keeping State agency aware of
evaluation and dissemination efforts and information.

The relationship of ESEA Title II to the Right to Read effort was interrupted in Wisconsin through the State Right to Read Committee. The Title II Program Administrator participated in all of the committee meetings. One of the priorities of the Title II program was that of Special Projects relating to the Right to Read and emphasis was generated from the Title II office by mailings to all educational agencies throughout the state.

The State Superintendent of Public Instruction set the Right to Read as one of his priorities for the fiscal year.

3. The reaction from the educational community and the general public regarding ESEA Title II has been positive and enthusiastic. This is evidenced from the amount of applications for Special Project monies. There were 200 applications for 80 projects. With Title II acting as the incentive there were 20 new elementary libraries established where none existed previously. Non-public schools used Title II materials to upgrade their programs and used the maintenance of local effort clause to encourage local support for their programs.

1.

Evidence of need for instructional materials in Wisconsin continues to
be on the elementary level. Wisconsin has 700+ elementary buildings
without central library service. The greatest need for type of materials
continues to be that of AV materials. The thrust of NDEA for the
purchase of AV equipment has generated this need for AV materials.
The greatest need by way of subject area is that of reading and social
problems.

2. The manpower needs for school media programs on the state level result from the inauguration of Wisconsin Educational TV-Radio Network. The development of this network provides a challenging opportunity to use it for the improvement of education within the state. The Department of Public Instruction is requesting two technical consultants to aid local schools in properly utilizing the potential of the network. Further state level needs for personnel is the need of additional ESEA Title II monitoring ability of special projects.

The need for qualified AV personnel continues to be crucial in Wisconsin on the building level as well as the need for elementary school library personnel.

1. As a direct result of ESEA Title II Special Projects during the 1971-72 school year, nineteen full-time professionally qualified school librarians were hired by the public and private schools of the State of Wisconsin. The major emphasis of these projects has been to demonstrate excellent elementary school IMC programs to individual school districts and serve as demonstration centers for the region. In addition to this there were approximately 24 new library positions added in the State for the last school year. An estimate would indicate that at least this number of aides were hired to help in the development of instructional materials center programs in the public and private schools across the State. The main thrust of this development has been in the elementary schools, establishing new elementary school IMC's, in most cases, where none existed before.

2.

One of the major thrusts for the inservice education of practicing school librarians and audiovisual specialists has been the use of the State Educational Telephone Network (ETN). This party line reaches out to almost 200 outlets in the State of Wisconsin. Last year's programs reached over 220 participants in 51 cities for a total of 12 hours of ETN inservice work. The titles of the 6 two hour programs were:

(6) DEVELOPING UNDERSTANDING OF THE SCHOOL LIBRARY/MEDIA PROGRAM
Since the beginning of the ETN programs almost five years ago, over 9,000
man hours of inservice have been conducted with the major emphasis on de-
veloping the modern concept of an instructional materials center and ac-
quiring, organizing, and administering the collection and program of such
a center to contribute to the instructional program of the school. Six
programs for this year all revolve around the topic of acquiring and or-
ganizing, cataloging and processing, and administering the materials col-
lection of the IMC. The eighth annual school librarians' institute at the
University of Wisconsin, Madison, June 14-16, had as its focus school li-
brary problems and an attempt to develop improved techniques for identi-
fying problems and arriving at solutions in order to develop more effec-
tive programs.

In addition, 36 inservice workshops have been held at school district,
CESA, and State level to help library/media specialists become more skilled
in the evaluation, selection, organization, and administration of print and
audiovisual materials collections. For the past two years the Wisconsin
Association of School Librarians has been working on a manual for cataloging,
processing, and administering audiovisual materials. That catalog was com-
pleted this summer and mailed to schools in September, 1972. It provides a

ESEA Title II Annual Report, page ?

Section 2

B.

model for organizing audiovisual materials and endorses integrated
shelving and open accessibility to all materials in school IMC's in
Wisconsin.

3. ESEA Title II has made a substantial contribution to the selection of materials of high quality for the public and private schools of the State. Through inservice workshops held around the State of Wisconsin, funded by Title II during the past school year, over 1200 people including librarians, audiovisual personnel, principals and superintendents were brought together to work on developing effective IMC programs. Schools which had ESEA Title II Special Projects were brought in to explain how they went about assembling a building collection and developing their program.

4. A substantial part of the time of the State School Library/Media Supervisor is spent in consultation with local school districts, developing and improving the instructional materials programs, K-12. Part of this time has been involved in on-site consultation with principals, curriculum people, administrators and media staff in developing proposals for special project applications for ESEA Title II. During the previous year there were over 260 applications for special projects from the public and private schools in the State. In at least ten cases administrators came to the State Department of Public Instruction for consultation on developing special projects for ESEA Title II. The Title II criteria urged school districts applying for special projects to identify very clearly the objectives of the IMC program, and to relate these to the overall State objective of providing excellent instructional materials services for all young people.

5. Inservice training sessions at the State, regional, CESA, district and building level have continually emphasized the importance of the IMC providing free access to print and audiovisual materials in the schools. The STANDARDS FOR SCHOOL LIBRARY/MEDIA PROGRAMS, 1972-75, developed by this Department has a section which emphasizes the need for accessibility and discourages the practice of scheduling classes into the IMC, in favor of a more open access to all students. (Copy of the STANDARDS attached.)

Evaluation

1. Information gathered in the 1966-68 and 1970 ESEA Title II surveys indicates clearly a massive trend toward bringing together print and audiovisual materials and making this full range of materials available to students and teachers through the instructional materials center. In the 1966 survey approximately 56% of the schools housed print and audiovisual materials together. By 1970 this figure had jumped to about 77%. At the present time a form which will bring these statistics up to Fall, 1972, is being sent out to the schools and present projections indicate clearly that the great bulk of the schools in the State will be administering school libraries as instructional materials centers with both print and audiovisual materials included in the program.

2.

The size of the collection of the most commonly available print and audiovisual materials continues to grow in Wisconsin schools. The Fall, 1970, ESEA Title II survey indicated that there was an average of 10-13 books