Make-Up of the MTAC

Appointed by the principal, who serves on the committee, the MTAC is composed of a representative from each grade level in an elementary and middle school or the department head (or a representative) in a high school, as well as resource teachers. The MTAC should also have student and parent representation. The School Library Media Coordinator chairs the MTAC, other media and technology staff are members, and the district instructional technology facilitator serves as a resource person.

Advisory Committee Membership:

• Principal 

• School Library Media Coordinator 

• Technology Facilitator (if there is one at the school)

• Representative from each grade level or department 

• Representative from resource areas 

• Parent Representation

• Student Representation 

• Curriculum Facilitator

Each member contributes to the MTAC. The Media Coordinator provides leadership and expertise in evaluation, selection and management of resources, equipment, and technology related issues. Teachers and Curriculum Coordinators add their knowledge of the curriculum content, instructional needs, learning styles, and teaching methods. The Principal provides information on budget, curriculum, textbook adoption, and special projects. The system-level Media and Technology Directors serve in an advisory capacity. Students provide information related to personal needs and preferences of the student population. Parents represent the community concerns, morals, and standards.

Function of the MTAC

The functions and responsibilities of the MTAC can be divided into three areas and will meet a minimum of 3 times per year:

1. serving in an advisory capacity to the media and technology staff and program, and

2. maintaining a collection of resources that reflects curricular and individual needs in all formats. 

3. acts to review materials in the event of a book or resource challenge.

The MTAC can serve in many ways to promote the overall media and technology program. The MTAC can assist the School Library Media Coordinator in planning for the media and technology program, setting goals and priorities, evaluating the effectiveness of the program, and considering problems that arise. The MTAC should meet a minimum of three times per school year.

Examples of What the MTAC Does

• Encourage the integration of information and technology skills into the study of other subjects by planning with teachers to provide appropriate activities to enhance student learning.

• Promote access to the media center and computer labs through flexible scheduling.

• Promote access to the services of the school library, Media Coordinator, and Technology Facilitator to support classroom instruction. 

• Determine if circulation procedures and policies are as simple as possible and allow students access to resources when needed.

• Initiate book fairs, technology nights, family reading programs, technology literacy classes, and other activities that strengthen and promote the media and technology program.

• Communicate expectations — what teachers expect from the media and technology program and what the Media Coordinator and Technology Facilitator expect from teachers.

• Solve problems (i.e., insufficient materials on a given topic for several classes/grades to study it at the same time; computer labs for remedial packages vs. flexibly accessed computer labs for curriculum-related activities; levels that certain material should be used; and equipment management, procedures, discipline, etc.

The function of maintaining a well-balanced media and technology collection is a primary responsibility of the MTAC. The Media Coordinator and Technology Facilitator are responsible for coordinating the acquisition of all hardware, software, and resources in the school, but cannot assume the total responsibility for selecting every item. All members of the MTAC need to provide input.

A well-balanced collection is balanced in terms of the needs of the school—balanced in curriculum areas, learning styles, formats, and interests. Building a balanced collection involves:

• careful planning, which should be provided by the Media Coordinator and Technology Facilitator;

• an understanding of the school’s instructional program;

• an understanding of the abilities, interests, and problems of students;

• a broad current knowledge of resources available and related equipment provided or determined by school and system level media/technology personnel;

• and an understanding of the system’s selection policy and budget procedures.

Decisions about resources and equipment purchased for the school are a serious responsibility. With the cost of resources constantly increasing, thoughtful consideration should be given to every item recommended for purchase. A systematic procedure for the MTAC should be developed to ensure the acquisition of media and technology resources to provide a well-balanced collection. The process should include:

1. Examine the present collection—review inventory records, recent Annual Media and Technology Reports, circulation records.

2. Review the budget—the MTAC should be informed of all available funds to set priorities for expenditures.

3. Examine the objectives and curriculum of the school—changes in curriculum, new textbook adoptions, etc.

4. Consider special needs—replacement of materials and equipment, requests that cannot be met, school-wide emphasis on certain areas.

5. Consider needs and interests of students.

6. Consider new technologies—The MTAC should initiate and plan for acquisition and maintenance of current technologies throughout the school.

7. Review the selection policy.

8. Determine and prioritize school-wide needs.

9. Review, evaluate, and preview materials and equipment —media and technology personnel should use approved lists and selection tools.

10. Make recommendations for purchase of materials and equipment.

11. Assist in evaluating resources when they are received—read books, preview software.

12. Assist in evaluating gift materials—use same procedures and criteria as selecting new materials.

13. Assist in the continuous evaluation of the collection—which materials and equipment should be removed from the collection. Worn and obsolete materials discourage students and teachers in their search for reliable information, they encourage users to handle materials carelessly, and they distract from the appearance of the collection. It is much worse to provide misinformation than to provide no information.

14. Serve on reconsideration committees to re-evaluate challenged materials.

15. Find creative solutions for problems that arise with technology use including equipment, procedures, and student behavior.

Results of an Active MTAC

While the selection of materials, allocation of the media and technology budget, and weeding of the collection are the traditional roles of the MTAC, this committee is a public relations tool for the school’s media and technology programs. Because the members work so closely with the materials housed within the media center and computer labs, they also realize the potential for increased instructional enrichment and enhancement when these resources are used. Because, by the nature of their positions, the committee members are usually the instructional leaders within their schools, MTAC members can model the effective use of a variety of resources available to supplement the textbooks. 

The MTAC can also make media and technology needs known to the principal and other teachers. It can, in turn, be a wealth of information, conveying new curriculum offerings, program ideas, and educational trends to media and technology personnel. In short, the MTAC can be the eyes, ears, and mouthpiece for the media and technology program. It is the key to quality.

Revised and updated from the original article by Bradburn, F. B. (Spring, 1988). "The School Media Advisory Committee: Key to Quality." North Carolina Libraries, p. 16.

Information above modified from the WSFCS website.