A r c h i v e d  I n f o r m a t i o n

In 1994, by federal law, the National Library of Education (NLE) was established within the U.S. Department of Education. Among the mandates given to this new Library were directives to become a principal center for information and services related to education. Specifically, the Library was directed to establish a central information and referral service to respond to telephone, electronic, mail, and other inquiries from the public as well as members of the federal government. As part of this directive, a national network of education information, the U.S. Education Information Network (USEIN), has been proposed. Following are recommendations for developing and implementing a model for bringing this network into operation.

Drawing from the other four papers (Carr, D'Amicantonio, Ely and Libutti, 1997) that address issues of organizational models and best practices; roles, responsibilities and incentives for potential partners; technological challenges and opportunities; and, access and equity issues in provision of information services, this paper recommends the beginning steps needed to develop an effective information network. Rather than repeating information from the other papers, an attempt has been made to proceed directly from those discussions to propose the structure needed to develop the network.

Five key recommendations are presented from which other areas of activity and development can flow. These include:

• the appointment of a provisional working group to develop bylaws and operating procedures for USEIN,
• the creation of a listserv to connect USEIN members,
• the development of a Web page devoted to USEIN with links to relevant resources and sites,
• the development of a master directory of education information and service providers, and
• the identification and solicitation of partners to participate in USEIN.

The rationale for each of these five recommendations is included in the body of this paper, as are additional recommendations to these five key steps.

Of paramount importance in developing this network is the continual focus on the ultimate user of its resources. This user may be a federal employee, parent, educator, researcher, student, or member of the general public. Policies that will enable any one of these to use the network and its resources, regardless of technological skills or access to sophisticated computers, must be implemented and followed. The diversity of American society includes those who are unable to afford expensive computer equipment, or who are unable to understand the layers of information presented in a Web page. Alternative mechanisms must be provided so that equal access is available to all. Each of the papers addresses this issue as an unequivocal foundation to the development of the network.

While organizational and structural issues related to the development of USEIN are the primary focus of this particular paper, the philosophical commitment to provision of education information to all users, in all formats, through a variety of mechanisms, must be a transcending part of the process.

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