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On August 14, Claudia Stephen wrote: >>>>With 1st & 2nd grades--the first 2 or 3 library visits include very brief story times and the main focus is library "proceedures"-- . . . . The next lesson focus is "parts of a book." This is a good foundation for the next lesson, alphabetical order.<<<< This seems like a good beginning Claudia but I have some questions for the group that I have been pondering for awhile now -- 1) Information formats are changing. These first graders will find the adult world they inherit will include many electronic information resources. For as long as we can all remember we have been teaching children about the parts of a book, and in subtle ways, the strategies we use to access information using the organizational structure of a book, i.e. table of contents, pagination, headings, etc. The electronic formats are nonlinear and therefore very different. When is it appropriate to begin teaching children about this organizational structure? 2) The growing number of electronic resources are nonlinear which means alphabetical order has a related decreasing amount of influence. How much emphasis should we be placing on alphabetical order? Marjorie Pappas University of Northern Iowa Cedar Falls, IA 319-273-2578 email: marjoriep@aol.com or marjorie.pappas@uni.edu