What, then, would be an appropriate model for the beginning of USEIN? A visualization of USEIN's organizational structure has been developed using the factors of successful collaboration (Mattessich and Monsey, 1992) along with the findings from the Moen and McClure report on GILS (1997).
Goals are implicit in the legislation delineating the formation of the National Education Library, of which USEIN would be a visible link. Parts of this vision are already in place as a legacy, as a commitment, and as a legislative mandate. In 1994, the National Library of Education was launched from the following legislation: The Educational Research, Development, Dissemination, And Improvement Act of 1994 (20 USC 6051) states that the mission of the Library shall: ...
Access for All: A New National Library for Tomorrow's Learners (National Library of Education Advisory Task Force, 1997) contains a description of a future education information network as a "hub of a national network of libraries, archives and other information providers in the field of education" (p. vii). A visualized circular structure, using a hub as the center, depicts USEIN conceptually: The National Library of Education and stakeholders by type with NLE as the coordinating factor across all the sectors.
Figure 2 depicts an organizational schema which utilizes Mattessich's and Monsey's collaboration factors, which can serve as a generic listing of "Best Practices".
Purpose: Concrete, attainable goals and objectives, shared vision, unique purpose. It is important to note that the sectors of the organization, no matter how located in relation to the center hub USEIN, are considered as participants. As part of the operations of USEIN, connections with each sector need to be planned for maximum responsiveness.
Communications: Open and frequent communication, established informal and formal communication links. The circle connects all stakeholders with dotted lines indicating both permeability of boundaries and flow of communication in all directions.
Membership: Mutual respect, appropriate cross-section of members, members see collaboration as being in their self-interest, ability to compromise. The visualization encompasses broad sectors which represent the diversity of participants.
Environment: History of collaboration or cooperation in the community, collaborative group seen as leader in the community, political/social climate seen as favorable. The components of the circle are shown loosely divided, since influence between and among them is likely through the increasing practice of partnership seen throughout education.
Process/Structure: Members share a stake in both process and outcome, multiple levels of decision making, flexibility, development of clear roles and policy guidelines, adaptability. Since the technology to be used for an information network features interactivity, it is just as possible that the stakeholders in USEIN could be both producers and users of education information. Therefore, there is a two-way connection between the hub and stakeholders.
Resources: Sufficient funds, skilled convener. The visualization depicts as spokes several of the kinds of operations necessary to mobilize USEIN as an effective structure for information assistance, access, awareness and accountability. The center of the hub represents NLE as the "convener" and coordinator of activity.
USEIN planners now need to address such structural elements with an eye on what has happened. The GEM project (Sutton, 1997) the GILS evaluation (Moen and McClure, 1997) and the "structuralization-of digital-information" perspectives (Rosenbaum, 1997) provide real-life accounts of similar initiatives, as do the accounts of collaborative efforts with industry (Clarke and Lacey, 1997). There is no doubt that with a beginning that includes all stakeholders to share their visions, USEIN planners have sufficient input for launching the network.
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