This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials. The second article reviews (4) adoption of new standards for mathematics education, (5) integration of pertinent changes in educational policy, and (6) ensuring pedagogic and political accountability. Each article concludes with specific recommendations for digital libraries meant to support K-12 mathematics education appropriate to the topics the article discusses. This framework, which may be of some use to researchers and educators in many settings and countries, emphasizes the importance of communication, community building, and learning activities that use different media for the design of digital functionalities and online collections of mathematics learning materials. The major goal of the framework described here is to consider how to bring the larger computationally intensive collections called digital libraries closer to the existing structures and practices of learners and teachers while recognizing the new functionalities and learning opportunities that digital libraries offer.

The investigators attempt to obtain a thorough understanding of the communication channels used in a graduate program, which is an independent academic unit. After collecting data with qualitative and quantitative research methods, the investigators analyze and present the findings regarding four major aspects: (1) the current communication channels used in the program; (2) how the students, faculty and staff perceived the communication methods utilized; (3) the relationship between students' viewpoints and the program's perspectives, and (4) suggestions for further improvement in the distribution of information. IntroductionThe researchers conducted a study on the communication channels between students and an independent academic graduate program in the United States. The purposes of this study were to (1) identify available communication channels between students and the program; (2) investigate the students' attitudes toward current communication channels; (3) examine the relationship between students' and the program's expectations of effective communication channels; (4) discover any gaps in expectations between students and the program; ( 5 ) determine the potential student need for alternative communication channels; and (6) provide suggestions for potential improvement or new communicative means. Using questionnaires and interviews, the researchers collected data from students and faculty in the program. The findings may inform members of the graduate program in designing and implementing communication channels utilized in the program. Also, suggestions for the improvement of current communication channels and characteristics of effective communication channels are provided. Background and Literature ReviewBroad use of information and communication technologies (ICT) in education has changed teaching and learning substantially. Researchers and educators have investigated how to integrate technologies with instruction to help students learn more effectively. For example, technologies can provide means by which learners solve problems and can serve as cognitive tools to scaffold learners' deeper understanding (Blumefeld et al., 1991;Fosnot, 1996;Jonassen, 1999; Land & Hannafin, 2000). Also, the emergence of the Internet allows students to search and access relevant information to help them study subject matter and reflect critically on their learning (Yumuk, 2002). Furthermore, technologies provide opportunities for dialogues and discussions within a learning community (Fosnot, 1996). In addition, ICT can facilitate the sharing of learning resources, space and can promote collaborative and autonomous learning. Teachers' roles have changed as well. They have to meet different students' varying needs in these new learning environments (Wheeler, 2001).ICT can also influence the effectiveness of distributing information in an institution. Welsh & Metcalf (2003) reviewed the literature and derived four variables affecting institutional effectiveness: perceived motivation, perceived depth of implementation, per...