This research examines the level of information literacy skills in high school teachers and the extent of information literacy instruction in the western province of Thessaloniki. A census survey was conducted, which resulted in 500 structured questionnaires that were processed and analysed statistically using multivariate methods. The findings indicated that most of the teachers did not use any electronic sources, especially e-sources, and they were probably poor at helping children attain a level of information literacy. It was also found that men, teachers with a Masters or a PhD and teachers with less working experience were more likely to be frequent users of sources and especially e-sources. Therefore, it is suggested that teachers should attend information literacy training seminars.

The readiness of preschool children (3 1/2 to 5 years old) for writing and reading was investigated using educational material specially designed for this purpose. 17 children participated in a three-month pilot program divided into monthly periods during which the language material was presented to them and subsequently, their behavior towards it was observed and recorded, 42.7% of the observations made it all three months (n = 408), showed occupation of the children with language material from 5 to 15 min. and another 49.0% occupation from 15 to 30 min. Children were involved with the language material mostly individually (92.2%). The materials that mostly attracted their interest were the tombolas and the four letter cards. Writing was the most popular activity (93.9%), followed by identifying (69.9%), reading (14.5%) and combining (6.3%).

Acknowledging the Canadian Mosaic M ulticulturalism in Canada is growing stronger. It offers a paradigm shift for re-imagining how substantive issues related to minority-society relations can be conceived, constructed, expressed, challenged or transformed. Do we promote the myth of sameness while attempting to train pastors and counsellors in respecting diversity? Many professional associations encourage training programs to recruit students from racial and cultural diversity. This means that we need to structure the educational experience differently. As the dominant culture, we cannot be so sure that the way we view relationships and human development is the right and only way! Our definition of human development is culturally based. Our interventions are political.