NON-PRINT MEDIA and materials as teaching devices have made a very significant impact on educational programs, whether private, public, or commercial. Through usage and experimentation, educational institutions have attempted to increase the utility and effectiveness of these materials. By contrast, the library profession in general has ignored these materials or even resisted the emergence of these tools as viable aids in the communication of information. Not only have professional library organizations been lax in formulating standards and guidelines for these new tools, but also individual librarians have opposed the new media in their libraries. Lastly, and perhaps most importantly, library science educational programs offer few courses in non-print media, and very few curricula, if any, require students to obtain even an elementary background in this area. Library educators involved with non-print media have suggested many reasons for this inertia in the profession. These reasons, for purposes of discussion, may be grouped into three major problem areas: (1) lack of commitment of library science schools and their faculties, resulting in shortsighted content of library science media courses; (2) negative attitudes of practicing librarians; and (3) lack of concern of the professional organizations. It is apparent that the major reason for the failure of a non-print media impact on the library profession lies with the indifferent treatment these programs receive in library schools. And this indifference