| The world of the twenty-first century is a world of | | | | framework of culture and society, the collection in |
| technology, innovation, and uncertainty. While not new | | | | schools has served the curricular and instructional |
| to the human experience or to the school library media | | | | needs of students, faculty, and staff; and within |
| center, technology has become increasingly intense | | | | American and Canadian culture and society, the |
| and pervasive. Demands are being placed on the | | | | centerâs collection has always played a role in |
| managers of technology to improve society and | | | | serving recreational and personal information needs as |
| education in ways that the educational environment | | | | well. In meeting these various expectations, school |
| has rarely experienced. The school library media | | | | library media specialists have great impact on society |
| center is one of the major players in this technological | | | | and on the educational environment through their |
| transformation. The school library movement has | | | | decisions and behaviors. Collection development can |
| always been aligned with progressive education, and | | | | never be separated from the larger society and is |
| this historical background has laid a solid foundation for | | | | subject to all of the political, social, and cultural |
| change and new development. | | | | pressures that surround it. In a democratic and open |
| Society and culture have always been central to | | | | society these pressures are intense, as they represent |
| defining the role of the collection development process | | | | a wide variety of values, interests, and expectations. |
| of the school library media center. Within this | | | | |