Chen, Hsin‐liangDoty, Philip2013-10-252013-10-252005-07Chen, Hsin-liang and Philip Doty. 2005. "A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 2, New Educational Standards, Policy Making, and Accountability." Library Quarterly 75 (3): e1-e27.0024-2519https://hdl.handle.net/1805/3646This paper is the second of two (see pt. 1) that describe a six-part conceptual framework for designing and evaluating digital libraries for mathematics education in K–12 settings: information literacy, information organization, integrated learn- ing, adoption of new educational standards, integration of pertinent changes in educational policy making, and ensuring accountability. This second paper explores the final three elements of the six-part framework. Accountability has become the core of the educational reform initiated by federal policies and measured by state-mandated educational standards. These political circumstances, as well as communication and collaboration, must be constitutively involved in the iterative design, implementation, and evaluation of digital libraries. The paper concludes with a series of recommendations for the design and implementation of digital libraries for K–12 mathematics education based on the authors’ discussion of these final three elements.en-USonline databaseslearning materialsteaching aidsmathematicsinformation literacyArticle