Listening to VECCIA and FREEMAN, GREENFIELD thought of an additional application of electronic texts. He realized that AM could be used as a guide to lead someone to original sources. Students cannot be expected to have mastered these sources, things they have never known about before. Thus, AM is leading them, in theory, to a vast body of information and giving them a superficial overview of it, enabling them to select parts of it. GREENFIELD asked if any evidence exists that this resource will indeed teach the new user, the K-12 students, how to do research. Scholars already know how to do research and are applying these new tools. But he wondered why students would go beyond picking out things that were most exciting to them. FREEMAN conceded the correctness of GREENFIELD's observation as applied to a school environment. The risk is that a student would sit down at a system, play with it, find some things of interest, and then walk away. But in the relatively controlled situation of a school library, much will depend on the instructions a teacher or a librarian gives a student. She viewed the situation not as one of fine-tuning research skills but of involving students at a personal level in understanding and researching things. Given the guidance one can receive at school, it then becomes possible to teach elementary research skills to students, which in fact one particular librarian said she was teaching her fifth graders. FREEMAN concluded that introducing the idea of following one's own path of inquiry, which is essentially what research entails, involves more than teaching specific skills. To these comments VECCIA added the observation that the individual teacher and the use of a creative resource, rather than AM itself, seemed to make the key difference. Some schools and some teachers are making excellent use of the nature of critical thinking and teaching skills, she said. Concurring with these remarks, DALY closed the session with the thought that the more that producers produced for teachers and for scholars to use with their students, the more successful their electronic products would prove. ****** SESSION II. SHOW AND TELL Jacqueline HESS, director, National Demonstration Laboratory, served as moderator of the "show-and-tell" session. She noted that a question-and-answer period would follow each presentation. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ MYLONAS * Overview and content of Perseus * Perseus' primary materials exist in a system-independent, archival form * A concession * Textual aspects of Perseus * Tools to use with the Greek text * Prepared indices and full-text searches in Perseus * English-Greek word search leads to close study of words and concepts * Navigating Perseus by tracing down indices * Using the iconography to perform research * +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++