DOCUMENT RESUME

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AUTHOR Prown, James W., Comp; And OthersTITL? Multi-Media and the Chanqina School Library; A

Summary of the Preparations for, Presentations, andGroup Reports of the School Library Workshop forLeadership Personnel, tteld at the Monte CoronaConference Center, Twin Peaks, Calif., PAtanst 6-12,1167.

TNsTITUTION Californit State Dept. of Education, Sacramento.Bureau of Audio-Visual and School Library Education.

PUB DATE 69NOT? 15 5p.

?DRS PETCET)ESCRIPTORs

EDRS Price Mr-f0.75 HC-S7.1*Audiovisual Programs, *Library Progrnns, *LibraryServices, *Multimedia Instruction, *SchoolLibraries, Workshops

APSTPACTThe 1167 Monte Corona School Library Workshop for

Leadership Personnel, seventh in a series of summer workshops,focuses on school library programs and services; particularly asthese relate to a cross -media approach to curriculum implementation.This workshop is designed primarily for school library andaudio-visual eiucation leadership personnel and includes a selectednumber of administrative, curriculum and supervisory Personnel, andteacher educators. Workshop organi2htion follows the usual pattern ofgeneral sessions and small group meetings. General sessions includepresentation by national and state leaders who consider theimplications of economic, social and psychological changes foreiucatior in general and for instructional materials personnel inparticular. Iluman relationships, communication competency, and skillin planning and directing change are important subjects in theconf.erence program. National leaders in school library educationhrina significant ideas, trends, information on leaislatton, andresearch findings to the workshop group, thus providing importantcontent for small group discussions and for the development of arationale and luidelines for future action. (Author/M M

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MULTI-MEDIA

AND THE CHANGING

SCHOOL LIBRARY

A Summary of the Preparations for,

Presentations, and Group Reports of

the School Library Workshop for

Leadership Personnel

Held at the Monte Corona Conference Center,

Twin Peaks, California, August 612, 1967

Compiled by

JAMES W. BROWN,

RUTH H. AUBREY

00and04

04 ELIZABETH S. NOELCDCD

Under the direction of

HARRY J. SKELLY, Chief, Bureau ofAudio-Visual and 8chool Library EducationState Department of EducationSacramento, California

This publication was producedwith Elementary and Secondary

Education Pct, Title II, funds

FOREWORD

The recent focus of national and statewide concErn has been on public edyca-tion. The attention of school leaders and of the public alike has converged onthe quality of education, upon the need for a high degree or excellence in ourschools. A basic thesis of the modern .1ducator is that not only should thechild know something, he should know it well.

In efforts to achieve this goal, major educational shifts have occurred andcontinue to occur. These have involved such things as content reorganization,teacher preparation, teaching strategies, and learning principles. One conse-

quence of these and other changes has been the phenomenal growth in the numbersand kinds of school library and audiovisual materials needed to implement theinstructional program. A second equally important consequence has been thatthose working with learning resources, both librarians and audiovisual personnel,have been challenged to re-examine their own prograLs and services and to seeknew organizational formats and procedures as means of coping with growing re-sponsibiliti.ls. From such examinations of functions, educational media person-nel have found need to develop 'their skills in planning for change, introducinginnovations, and building effective interpersonal relationships: they see need,

too, for improved competence in planning with curriculum specialists and inmanaging and directing a combination of library and audiovisual services toassure optimum and integral use of multi-media in achieving learning goals.

The State Department of Education is responsible for providing opportunitiesfor professional personnel within our State to develop such competencies as areneeded for undertaking new responsibilities, as well as giving guidance in de-veloping new programs and services. Such an opportunity was prrvided in theSchool Library Workshop for Leadership Personnel held in August 1967 at theMonte Corona Conference Center located in southern California. A selected num-ber of school librarians, audiovisual directo:, supervisors, administrators,curriculum specialists, and teacher educators met in a week-long workshop to dis-cuss their mutual concerns with national and state leaders, to exchange experiences,and to seek solutions to their problems. The week-long deliberations of thisgroup are reported here, together with summaries of presentations by national andstate leaders on the several relevant topics.

This publication cannot be expected to report what happened to each individ-ual In terms of personal growth, self-renewal, or professional competence; yetit does bring together in summary form the most important contributions from thespeakers and results Of the group's thinking. These should provide some of therationale and guidelines needed to improve school library and audiovisual pro-grams throughout the State to the end that they may better serve the schools intheir efforts to achfeve the degree of excellence we seek for education In theworld today.

iii

Superintendent of Public Instruction

PREFACE

The 1967 Monte Corona School Library Workshop for Leade.-ship Personnel,seventh in a series of summer workshops sponsored by the California State DJ-partment of Education, focused on school library programs and services, partic-ularly as these related to a cross media approach to curriculum implementation.This workshop was designed primarily for school library and audiovisual edu-cation leadership personnel and included a selected number of administrative,curriculum and supervisory personnel, and teacher educators. As in previousworkshops, the primary purpose was to bring together educationists capable ofinfluencing immediate and long-range developments in school library programsand develop-Ing guidelines for themselves and for other school personnel to usein solving their own most pressing problems.

A second purpose of this conference ,fas to provide opportunities for groupdiscussion and interaction, for contacts with national and state leaders, andfor study and reflection, so that each individual might renew himself, gainnew insights and understandings into his own problems and their possible solu-tions.

Planning by the staff of the Bureau of Audio-Visual and School LibraryEducation in cooperation With a special Advisory Committee began early in 1966when Title II, ES EA funds made the undertaking possible. Procurement of theMonte Corona Conference Center in southern California further assured the plan-ners that about 200 participants and staff could be accommodated for the sevenday workshop to be held August 6-12, 1967.

The large number of participants, the complexity of the topics to be dis-cussed, and the seven day time limit required a highly structured program. Con-

sequently, committee members, group leaders, staff, and consultants were selectedearly and briefed before the opening session.

Workshop organization followed the usual pattern of general sessions andsmall group meetings. General sessions included presentations by national andstate leaders who considered the implications Of economic, social, and psycho-logical changes for education in general and for instructional materials per-sonnel in particular. Human relationships, ccm.nunication competency, and skillin planning and directing change were important strands in the conference pro-gram and the subject of several presentations to the entire group. Importantly,national leaders in school library education brought significant ideas, trends,infer nation on legislation, and research findings to the workshop group, thusproviding important content for small group discussions and for the developmentof a rationale and guidelines for future action.

Participants were assigned to one of eight study groups, each of which con-sidered one of the problems listed in Chapter 1 of this publication. Reportsfrom the eight study groups were prevented to the entire group in the finalworkshop session.

This publication brings together, in summary form, the major presentationsand selected findings and recommendations from the eight group reports. Eachchapter has been organized around one of the problems discussed by a studygroup. That the content from one discnssion topic relates to or overlaps thatof another topic is expected and probably useful. It is hoped that the reportwill contribute effectively to current and imminent changes in school libraryand audiovisual programs.

any persons contributed directly and indirectly to the success of theMonte Corona School Library Workbhop for Leadership Personnel. These includedspeakers, consultants, workshop advisory group members, committee members,group leaders and recorders, the director and codirector, and, of course, theparticipants. The good will, hard work, dedication, and contributions of allthese persons are deeply appreciated and gratefully recognized. In addition,special recognition and appreciation should be given to the following membersof the Bureau of Audio-Visual and School Library Education who helped to planand guide the day by day workshop activities: James W. Allen, Mildred M.Brackett, Helen M. Christensen, Pat DaSilva, Claude W. Hasa, Guy M. Helmke,Lanita Lane, Sarah B. McAdoo, H. Lester Nichols, Helen R. Sebby, and WilliamT. Stabler. Their efforts contributed much to a rewarding and worthwhileweek for many professional educators.

&gent GonzalesAssociate Superintendent of PublicInstruction; PO. Chili*, Division of

Instruction

vi

Harry J. Skelly, ChiefBureau of Audio-Visual andSchool Library Education

SCHOOL LIBRARY WORKSHOP

COMMITTEES

EXECUTIVE STAFF

Harry J. Skelly, ChairmanMildred M. Brackett, Co-ChairmanClaude W. Hass, Administrative

Assistant

James W. AllenElsie D. HollandLeslie H. Janke

Elizabeth S. Noel, Workshop DirectorJean E. Wichers, Co-DirectorLeslie H. Janke, Consultant-at-LargeHelen R. Sebby, Consultant

ADVISORY COMMITTEE

Anna Mary 'LowreyRobert E. MullerJean E. Wichers

PLANNING COMMITTEE

Elizabeth S. Noel, ChairmanJean E. Wichers, Co-ChairmanJames W. AllenMildred M. BrackettHelen M. ChristensenClaude W. Mate

Roy C. HillLeslie H. JankeH. Les NicholsHelen R. tebbyHarry J. Skelly

EDITORIAL COMMITEist.

James W. Brown, Chairman andEditor

Ruth H. Aubrey, Assistant EditorMildred X. Brackett

Elizabeth S. NoelHelen R. SebbyJean E. WichersDiscussion Group Recorders

STEERING COMMIT''t

Jean E. Wichers, ChairmanGeorge W. Ormsby, Co-ChairmanMembers of the Executive Staff

Representatives from Group. (1 each)

HOUSING AND ARRANOMENTS COMMITrus

Helen R. Sebby, ChairmanClaude W. Hass, Co-Chairman

vii

Sarah McAdoo, Secretary

Pat DaSilva, Secretary

PRESS, GRAPHICS, AND PHOTOGRAPHIC COMMITTEE

H. Les Nichols, ChairmanJames W. AllenHelen M. ChristensenLanita Lane

Elwood H. LehmanWilliam T. StablerOthers selected from participants

SOCIAL COMMITTEE

John E. Yet:L. ChairmanEugene H. White, Co-ChairmanHelen M. Christensen

John C. ChurchRoy C. HillLeslie H. JankeMilbrey L. JonesCarl A. Larson

Ernestine RunnerOthers selected from. participants

CONSULTANTS-AT-LARGE

Elwood H. LehmanFrancis W. NoelGeorge W. OrmsbyEdward A. Wight

EQUIPMENT AND FACILITIES COMMITTEE

James W. Allen, Chairman Others selected from participantsGuy M. Helnke

LEADERSHIP TEAMS

DISCUSSION GROUPS

Group 1. Provisions for multi-media use in light of changing curricularpatterns and instructional practices, curricular relationships.and responsibilities. Reported in:

CHAPTFA P. MULTI -MEDIA AND THE CHANGING CURRICULUM

Patricia Koepernik: Chairman and Discussion LeaderE. Hardy Pelham: Discussion LeaderEnna Ruth Christine: Discussion LeaderMarion W. Fete: RecorderSusanne Eurrove: Recorder

viii

Group 2. Organization and management of school library programs as integralparts of the instructional program Reported in:

CHAPTER 7. ORGANIZATION AND MANAGEMENT OF SCHOOL MEDIA PROGRAMS

Mildred P. Frary: Chairman and Discussion LeaderBruce M. Crawford: Discussion LeaderErnestine Runner: Discussion Ir.aderMaxine W.ston: RecorderAdaleen J. Falltrick: Recorder

Group 3. Development of programs when the essential components areprovided Reported in:

CHAPTER 6. DEVELOPMENT OF MEDIA PROGRAMS

Robert E. Muller: Chairman and Discussion LeaderMargaret S. Sarafian: Discussion Leader.ohn S. Keene: Discussion LeaderSue Fenton: RecorderMary J. Hoffe: Recorder

{Croup Z. Human relationships; group dynamics and communication competencefor the leadership role.. Reported in:

CHAPTER 3. HUMAN RELATIONSHIPS, LEADERSHIP, AND COMWNICATIONCOMPETENCIES

Helen W. Cyr: Chairman and Discussion LeaderElaine J. Hendricks: Discussion LeaderChristina M. Mashtaire: Discussion LeaderIda May Edwards: RecorderVirginia McConnaha: Recorder

Group 5. Strategies for innovation and change F?ported in:

CHAPTER 4. INNOVATION AND CHANGE IN THE MEDIA PROGRAM

Eugene H. White: Chairman and Discussion LeaderRoderick D. McDaniel: Discussion LeaderJoanne McHenry: Discussion LeaderClarabel Tanner: RecorderGenevieve k. Craig: Recorder

Group 6. Competencies needed by school librarians; in-service and pi*-service library education Reported in:

CHAPTER 5. COMPETENCIES NEEDED BY MEDIA PERSONNEL

Earl F. Strohbehn: Chairman and Discussion LeaderLois Fettervan: Discussion LeaderElsie D. Holland: Discussion LeaderLouise &met: RecorderLenore C. Eberle: Recorder

ix

Group 7. Evaluation of school library programs in terms of objectives

Reported in:

CHAPTER 8. EVALUATION OF PROGRAMS

Anna Mary Lowrey: Chairman and Discussion LeaderPierce E. Patterson: Discussion LeaderDonald V. Pedersen: Discussion LeaderEsther F. Stamm: RecorderEvelyn B. Detchon: Recorder

Group 8. Design and use of space and facilities Reported in:

CHAPTER 9. SPACE AND FACILITIES

Grace S. Dun&ley: Chairman and 'Discussion LeaderClarence Fogelstrom: Discussion LeaderLouis J. Chirco: Discussion LeaderMartha Allison: RecorderBarbara Ann Canady: Recorde,.

SCHOOL LIBRARY WORKSHOPSTAFF AND CONSULTANk

James W. Allen, Consultant in SchoolLibrary Education, State Departmentof Education

Ruth H. Aubrey, Graduate Secretary,San Jose State College

Lorne H. Bargmann, Principal, FrisbieJunior High School, Rialto UnifiedSchool District

Mrs. Talcott C. Bates, Member, Cali-fotuia State Board of Education

Isabel Beck, Research Psychologist,Southwest Regional Laboratory,Inglewood, California

Lester Deck, Oregon State System ofHigher Education, Monmouth, Oregon

Mildred M. Brackett, Consultant inSchool Library Education, StateDepartment of Education

James W. Brown, Dean, (raduate Studiesand Research, twin Jose State College

Helen M. Christensen, Consultant inSchool Library Education, StateDepartment of Education

John G. Church, Consultant in Curri-culum Development, State Depart-ment of Education

Phyllis J. Dalton, Assistant StateLibrarian, California State Library

Mary E. DeNure, Consultant, Bureauof Junior College Vocational-Technical Education, State Depart-ment of Education

Adam E. Diehl, Professor of Education,Instructional Technology. Cali-fornia State College at Los Angeles

Clair L. Eatough, Supervising Archi-tectural Adviser, Bureau of SchoolPlanning, State Department ofEducation

Robert Gerletti, Director, Divisionof Educational Media, Los AngelesCounty Schools

Charles Dana Gibson, Chief, Bureauof School Planning, Skate Depart-ment of Education

Eugene Gonzales, Assistant Superin-tendent of Public Instruction,State Department of Education

Claude W. Hass, Assistant Chief,Bureau of Audio-Visual and SchoolLibrary Education, State Departmentof Education

Guy M. Helmke, Consultant in Audio-Visual Education, State Departmentof Education

Roy C. Hill, Coun"-, Superintendentof Schools, San Bernardino County

Ronald L. Hunt, Vice President, BrooksFoundation, Santa Barbara

Leslie H. Janke, Chairman, Librarian-ship Department, San Jose StateCollege

Milbrey L. Jones, Program Specialist,School Library Section, UnitedStates Office of Education

Carl A Larson, Chief, Bureau of Teach-er Education and Certification,State Department of Education

Elwood H. Lehman, Consultant, JuniorCollege Planning, State Departmentof Education

Joseph D. Lohman, Dean and Professor,School of Criminology, Universityof California, Berkeley

James S. Loughridge, Deputy Super-intendent, Folsom-Cordova JointUnified School District

Virginia S. Mills, Consultant, Inter-personal Relationships WithinGroups

Maurice Mitchell (formerly President,Encyclopedia Britannica, Inc.),Chancellor, University of Denver

xi

H. Les Nichols, Consultant in Audio-Visual Education, State Departmentof Education

Elizabeth S. Noel, Workshop Directorand Consultant in InstructionalTelevision, State Department ofEducation

Francis W. Noel, Chief, Bureau ofAudio-Visual Education (retired),State Department of Education

George W. Ormsby, Consultant in Audio-Visual Education (retired), StateDepartment of Education

M. John Rand, District Superintendent,Temple City Unified School District

Armen Sarafian, President, PasadenaCity College

Helen R. Sebby, Special Consultant inSchool Library Education, StateDepartment of Education

Robert S. Shute, Administrative Con-sultant, Bureau of National DefenseEducation Administration, StateDepartment of Education

Harry J. Skelly, Chief, Bureau of.Audio-Visual and School LibraryEducation, State Department of Ed-ucat:on

Sara Krentzman Srygley, Professor,Library School, Florida State Uni-versity, Tallahassee, Florida

C. Walter Stone, Director of Librar-ies, University of Pittsburgh

Carolyn I. Whitenack, President,American Association of SchoolLibrarians and Associate Professorand Chairman, Educational Media,Purdue University

Jean E. Wichers, Co-director ofWorkshop and Assistant Professorof Librarianship, San Jose StateCollege

Ed. A. Wight, Professor of Librar-ianship, University of California,Berkeley

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CONTENTSPage

FOREWORD iii

PREFACE

Chapter1 MULTI-MEDIA AND THE CHANGING SCHOOL LIBRARY: BACKGROUND . .

Purposes of the Workshop 1

Organization of the Workshop 5

Definitions of Terms 5

The Guidelines Statements 6

Evaluation of the Vork9hop 7

2 MULTI-MEDIA AND THE CHANGING CURRICULUM 9

Introduction 9Who Shapes Education?

Maurice Mitchell 11

Social Realities of Our TimesJoseph D. Lohman 16

Learning, the Learner, the LibrarianIsabel Beck 22

Guidelines 26

3 HUMAN RELATIONSHIPS, LEADERSHIP, AND COMMUNICATIONCOMPETENCIES

Introduction 31

Th Logistics of IdeasAdam E. Diehl 32

Communications and Interpersonal RelationshipsVirginia S. Mills 35

Guidelines 31

4 INNOVATION AND CHANGE IN THE MEDIA PROGRAM 41

atroduction 41Management of the Merger

Ronald Hunt 43

Guidelines 45

5 COMPETENCIES NEEDED BY MEDIA PERSONNEL 49

Introduction 49The New Image of the Librarian

Carolyn I. Whitenack 51Training the Recalcitrant

Lester Beck 54

Guidelines 57

Page

Chapter6 DEVELOPMENT OF MEDIA PROGRAMS 63

Introduction 63The Librarian's Dilemma

Sara Krentzman Srygley 64Research in the School Library Field

Ed. A. Wight 67Guidelines 71

7 ORGANIZATION AND MANAGEMENT OF SCHOOL MEDIA PROGRAMS . . 75

Introduction 75The Library Function Redefined

C. Walter Stone 76Administrators View the School Library

Lorne Bargmann, James S. Loughridge,M. Jack Rand, Armen Sarafian 84

Copyrignt ConcernsRobert Gerletti 90

Guidelines 93

8 EVALUATION OF PROGRAMS 97

Introduction 97The State Board of Education Looks at the School Library

Mrs. Talcott C. Bates 98The Report From Washington

Milbrey L. Jones 101

Guidelines 104

9 SPACE AND FACILITIES 109

Introduction 109Fantasies and Facts About School Libraries

Charles Dana Gibson, Clair L. Eatough 110Planning the Library and Its Spaces

Elwood H. Lehman 114Guidelines 117

10 SUMMARY 119

APPENDIX A: School Library Workshop Program 122

APPENDIX B: School Library Workshop Speakers, Staff, andParticipants 128

APPENDIX C: Bibliography 138

APPENDIX D: Workshop Evaluation 143

xiv

Chapter 1

MULTIMEDIA AND

THE CHANGING SCHOOL LIBRARY:

BACKGROUND

Implementation of Title II of theElementary and Secondury Education Actcontinues to focus attention in Cali-fornia, as elsewhere in the nation, onthe need to expand and improve instruc-tional materials (library and audio-visual) services. The unprecedentedavailability of these resources pointsunmistakably to the need for continuingeffort to promote their use in improv-ing education in our schools.

It was as a direct outgrowth ofthis need that the California StateDepartment of Education, through itsBureau of Audio-Visual and SchoolLibrary Education, called the MonteCorona "School Library Workshop forLeadership Personnel," described andreported here.

FJRPOSES OF THE WORKSHOP

The purposes of the Workshop wereidentified, in pre-conference announce-ments, as many-fold. Chief among themwere these:

1

To provide opportunities for schoollibrarians, audiovisual personnelwith library service responsibil-ities, administrators, and curric-ulum directors to review thepresent status of and to developguidelines for both the immediateand long-range improvement ofschool library programs. Any suchguidelines developed were expectedto be in keeping with significantcurriculum trends and instruc-tional innovations now affectingschool libraries and the emergentrole of school librarians.

To explore possible effects ofrecent legislation upon schoollibrary programs in California.

To provide participants with theopportunity to discuss their prob-lems with recogntsed leader! inthe fields of sociology, psychol-ogy, economics, and administration,as well as librarianship and audio-visual education.

2

To provide for those involved withsuch programs an opportunity forself-renewal and self-improvemen.by working, thinking, and talkingtogether about these problems.

In carrying out these plans, morethan 200 persons gathered at the Cali-fornia Teachers Association's MonteCorona (California) Conference Centerduring the period August 6-12, 1967.Among them were 27 county office rep-resentatives (including directors ofinstructional media services), 12 ad-ministrators and curriculum directors,and various school district personnel,including 28 elementary school librar-ians, 35 persons in charge of highschool libraries, and 30 librariansresponsible for services in both elermentary and secondary schools; 21college and university professorsand 32 persons who were either audio-visual directors or librarians withAV responsibilities. Present also,were a number of representatives fromthe California State Department' ofEducation, the California Congressof Parents and Teachers, and the UnitedStates Office of Education.

In his opening remarks at thefirst conference session, Dr. Harry J.Skelly provided essential backgroundand outlined the intended structureof the program of the week ahead:

It is our hope that participantshere will review the relationshipsof their particular interests tothe whole structure of education.This Workshop will not perform itsleadership function if it becomesbogged down with the, Minutiae oftechnical details. Therefore,such details will be conspicuousby their absence here.

Harry J. Skelly

If I were to ask each of you tostructure education as you see it,we would no doubt turn up with 200or more different structures.Still, there would be common itemsamong them. Probably all of uswould agree that education is abasic instrument of our culture.As such, it is charged with three

basic functions: (1) to transmitthe culture, 2 to maintain theculture, and 3 to improve theculture. And, of course, thebasic purpose of the educationalprogram is to develop to theirfullest capacity the unique poten-tials of all individuals.

To meet its obligations to theculture that supports it, educa-tion must keep pace with manydifferent developments. To dothis, it must look to the founda-'tions of education for clues as tothe needs of society, the needs ofthe individual, the uses of rea-son, and values r2garded as impor-tant to the democratic way of

life. Educators therefore studysociology, psychology, anthropol-ogy, the history of education, andother important areas of knowledgein determining the objectives,content, and methods of their pro-grams. And they give equal atten-tion to matters of developing,organizing, and administering thecurriculum to achieve desired ob-jectives.

We here at Monte Corona are con-cerned with all these aspects ofeducation. We are particularlyconcerned with content, methods,organization, and administrationas they affect the work of ourschools. Basically, then, thisWorkshop seeks a fresh look atselected areas of the foundationsof education and gives neededattention to current technolog-ical and scientific developmentshaving implicatfons for presentand future improvements ofinstruction.

We are particularly interestedin (1) knowledges and understand-ings, (2) attitudes, insights,and values, and (3) certainskills necessary to work togetherto effect needed program changes.

The organization of this Workshopemphasizes our belief in the valueand dignity of each individual, inthe use of reason and reasonable-ness in getting things done, inthe value of working together tosolve common problems, and in theurgent need for faith and hope forthe future.

A further elaboration of purposeswas made by Conference DirectorElizabeth S. Noel early in the pro-gram. She identified the principalconcerns of participants, as expressedin returns of preconference question-naires, as being chiefly related to:

1p.

Elizabeth S. Noel

Human relations, innovation, andchange. Statements on earlierconference applicad.ons gave cluesto these concerns: 'lack of under-standing oY the importance ofmulti-media'; 'communicating withthe community'; 'administratorswho are not library-minded';'teachers who resist change';and 'speeding up communications.'

Organizing and using materials.Pre-conference returns identified,in this area, such problems as:'providing for optimum usage';'truly integrated use'; 'correla-tion of materials with the cur-riculum'; 'precise use of materialsin relation to instructionalgoals'; 'adequate selection,evaluation and use'; 'guidingpupil use'; 'job responsibilities';and problems of obsolescence.'

Organizing and managing materialscollections and services. Prob-lems identified in these areasinvolved such matters as: 'merginghook and non-book materials in thesame collection'; 'providing in-service development opportunities

3

4

for our staff and teachers';'using our limited staff effec-tively'; 'providing for largegroups, small groups, and inde-pendent study'; 'the systemsapproach'; and 'optimum use ofspace.'

0 Improving leadership skills.Problems identified in thisarea related to suck mattersas: 'identifying and copingwith new, expanded responsibil-ities'; 'learning to relateeffectively to personnel atall levels of the administra-tive hierarchy'; and 'discrimi-nating among the various rolessuitably performed by profes-sional and non-professional(i.e., non-certificated) per-sonnel.'

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In calling attention to theseseveral concerns, Mrs. Noel pro-vided a further clarification.She said:

The major purpose of this Work-shop, as stated by Dr. Rafferty'scall letter, is to bring togetherkey personnel in positions toinfluence immediate and long-range developments of schoollibrary programs and to helpthem to plan more effectiveutilization of our schoollibrary resources. It seemedto those planning this confer-ence that such a goal could beaccomplished through two means:(1) by developing guidelinesthat would be of assistance inthe optimum growth of schoollibrary programs on a statewide

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basis, and (2) by providing our-selves with an opportunity forself-improvement and self-renewalby working, thinking, and talkingtogether on some of the manyproblems with which we are allconcerned.

In developing guidelines, as anoutgrowth of this conference,we should be concerned with mat-ters that will be helpful to usand to others in meeting andsolving our short- and long-rangeproblems. They should help usto improve and promote more effec-tive utilization of instructionalmaterials at all levels of thecurriculum. The guidelines wedevelop may appear as suggestions,cautions, or operational princi-ples. They should represent ourbest thinking, together.

Three thousand years ago, setforth in the Hindu scriptures,was a statement that expresseseven today the basic assumptionbehind this last purpose: 'Lifeis a perpetual training ground,a seeing within.' From this see-ing within we may expect personalgrowth in a number of ways. Wehope that what happens to each ofus here will influence others inturn, and that this will begin achain reaction of change that willmake a difference to the schoollibrary program and education ofour state.

I'm reminded of something ElbertHubbard once said: 'It mattersto all eternity what you dotoday.' I believe it will mattervery much what we do here at thisWorkshop.

ORGANIZATION OF THE WORKSHOP

The attack on the problems andconcerns of participants in theMonte Corona School Library Workshopfocused on eight areas. These, inturn, became the organizationalbasis for the week's deliberations,as follows:

MULTI-MEDIA AND THE CHANGINGCURRICULUM

HUMAN RELATIONSHIPS, LEADERSHIP,AND COMMUNICATION COMPETENCIES

INNOVATION AND CHANGE IN THEMEDIA PROGRAM

COMPETENCIES NEEDED BY MEDIAPERSONNEL

DEVELOPMENT OF MEDIA PROGRAMS

ORGANIZATION AND MANAGEMENT OFSCHOOL MEDIA PROGRAMS

EVALUATION OF PROGRAM:

SPACE AND FACILITIES

These same topics will betreated in this report and inthe above order, Each comprisesthe theme for a separate chapterwhich follows; each represents atheme to which introductory speeches,committee discussions and delibera-tions, and guidelines preparationare related.

DEFINITIONS OF TERMS

Three terms central to allconference deliberations were iden-tified and defined at the outset:

media, (2) media center, and3) media specialist. It was agreedthat, for the purposes intended,their definitions would be asfollows:

..... _.

5

6

O Media (instructional materials)refer to both book and non-bookmaterials. Non-book materialsare those other than books, pam-phlets, and periodicals which arein such form that communicationoccurs through audio and visualtechniques or both. Non-bookmaterials commonly refer to thefollowing media (and the equipmentnecessary to support them):

Art printsChartsDioramasFilms: silent, sound, 16mmand 8mm

Filmstrips, silentFilmstrips, soundFlash cardsGames, for instruction and

testingGlobesKits - combinations of mate-

rials used as a unitMapsMock-upsModels

Pictures: postcards, cartoons,and others

RealiaRecording discsRecordings, tapeSlidesSpecimenStudy printsTapes, videoTelevision, live programsTransparencies

Media center (resource center,instructional materials center,or similar titles) is definedacceptably in an official state-ment of the American Associationof School Librarians, as follows:

The American Association ofSchool Librarians believes thatthe school library, in additionto doing its vital work of indi-vidual reading guidance and

development of the school cur-riculum, should serve the schoolas a center for instructional

materials. Instructional mate-rials include books (the litera-ture of children, young peopleand adults), other printed mate-rials, films, recordings, andnewer media developed to aidlearning.

--Statement adopted by AASL,June 21, 1956

Media specialist, as refer- toin this publication, is intendedto identify a professional staffmember working in one or more ofseveral roles in a media program.The term is sometimes used inter-changeably with "instructionalresources consultant," "librar-ian," "materials specialist," or"audiovisual consultant."

THE GUIDELINES STATEMENTS]

The guidelines statements wereconsidered from the first as desir-able and important outgrowths ofthe week's work of the Workshop.A preliminary statement, distributedto conferees, made this quite clear:

It is not the intent of this Work-shop to provide final or completeanswers (even if we could) toall the "sixty-four dollar" ques-tions facing those of us who areconcerned with coordinating andadministering school libraryprograms. Rather, the aim isto attempt to clarify questionsand issues and to develop guide-lines to aid school libraryleaders, as well as other educa-tional leaders, with some oftheir most pressing problems.Certainly, there is no magicformula for the solution of these

'EVALUATION OF THE WORKSHOP'

problems. But a better under-standing of their nature andscope should provide many usefulclues and guidelines for action.

Such guidelines may appear acimportant considerations, gener-alizations, suggestions, opera-tional principles, cautions, orquestions. Whatever their form,they ought to help to guide schoollibrary leaders in coordinatingtheir present activities andservices, planning new and long-range programs, and in making de-cisions about the future directionof programs and services and rolesof educational leaders. Forsome, guidelines may appear asevaluative criteria to help inappraising present activities andservices and to aid in improvingthem.

Evaluation procedures were builtinto the Workshop program to (1) helpeach individual appraise his personalgrowth in relation to the total ex-perience, and (2) assist staff mem-bers in modifying the daily programand in planning for future conferences.Daily meetings of a Steering Committeeprovided communication with indivi-duals and groups concerning progressand problems.

Early in the conference partici-pants were asked to consider suchquestions as: Why are we here? What

Carl A. Larson

is the purpose of the Workshop?When it is completed what will havebeen achieved? Will the six daysspent working together have beenworthwhile?

At the end of the Workshop, Dr.Carl A. Larson, Chief, Bureau ofTeacher Education and Certification,State Department of Education, askedeach individual to evaluate hisWorkshop experience by replying toan open-ended questionnaire. Acorporate assessment from "the eyesof the beholders," thus obtained,was reported to the group at thefinal session. Representative re-sponses are reported in AppendixD of this report.

7

MULTI-MEDIA AND THE CHANGING CURRICULUM: DISCUSSION GROUP I

111

Chairman and Discussion Leader: PATRICIA KOEPERNIK

Discussion Leader: E. HARDY PELHAM

Discussion Leader: EMMA RUTH CHRISTINE

Recorder: MARION W. FETZ

Recorder: SUZANNE BURROWS

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STUDY GROUP MEMBERS: Isabel Beck, Martha C. Blalock, MarjorieS. Callow, John G. Church, Lauro de Rojas, Margaret M. Dove,Robert W. Geith, Vivian Goggin, Clifford D. Guthrie, Nell B.Morton, Alma B. Polk, Helen G. Shipley, Elaine Trost, PhyllisR. Van de Braak, Jean Wenzel, Irene Winden

8

Chapter 2

MULTIMEDIA

AND THE CHANGING CURRICULUM

Participants at the School Library:.r,-,rkshop were asked to read, in ad-vance, materials contained in NewMedia and Changinglducational Pat-terns, produced 's a record of out-comes of the 1965 New Media Workshopon this subject. Tie chief findingsof this earlier conference, as theybear upon the concerns of the Work-shop group dealing with "Multi-mediaand the Changing Curriculuza," may besummarized as follows:

Most disciplines represented inthe school curriculum are nowundergoing rigorous re-examinationin an effort to determine thestructure, proper content, andchief contritutions of each toindividual development of students.

Increasthg understanding about theways children learn should be re-flected in improved organizationof teaching and learning in ourschools. These influences arereflected in the facts that(1) Students are now regarded lessas "recorders" who are expectedto "play back" on examinations and

9

more as "investigators" or "dis-coverer:" of knowledge, (2) teach-ers are changing their role fromthat of "storage and retrievalunits" to "environmental design-ers" or "managers of effectivelearning experiences," (3) theinstructional climate is changingfrom competition to cooperation,and (4) instructional philosophyis moving from "the greatest goodfor the greatest number" to "thebest for each."

Mindful of the iinplications ofthese and other influences leadingto changed patterns of curriculum andschool organization, several questionsray be raised, each concerned withmulti-media use in instruction andeach requiring re-definition of thetraditional role of the schoollibrarian:

l. In planning curricular sequences,educators are increasingly con-cerned with learning of values,sensitivities, and thinking proc-esses. How do such emphasesaffect ways in which media oughtto be selected and used in theschools?

10

2. What prior decisions must be made,and by whom, to include certainmedia in the school program? Toexclude them? To emphasize them?

3. Is independent study to be con-sidered as synonymous with self-directed finding of instructionalmaterials?

4. What is the media specialist'sresponsibility (role) with respectto curricular decisions concerningthe selection and arrangement ofcontent for a teaching unit,course, or curriculum sequence?For the choice of learning expe-riences to reach instructionalgoals?

5. Four important kinds of objectiveshave been identified as (a) knowl-edge, (b) thinking, (c) values,attitudes, sensitivities, and(d) skills. Each appears torequire different kinds of teach-ing strategies, different mate-rials, and different ways ofusing media. What are the impli-cations of such a classificationof goals for uses of multi-media?

6. In view of educational tasks nowfacing society, are there othermore suitable alternatives toincreased, improved, and moreintensive uses of multi-mediato achieve educational objec-tives?

7. What do new discoveries aboutlearning imply for the use ofmedia? What do they imply f^revalua,.ing the strengths and weak-nesses of media?

8. Do we merely want teachers to usemore media and technical devices?Ur7Thould we ask :hat really isto be accomplished by inducingteachers to use them?

9. Do statements like, "By usingmulti-media we can teach morestudents more in less time," or"We can bring via TV (and othermedia) great teachers and enrichedofferings," really define validpurposes for using media?

10. What knowledge about the pupildoes the librarian need to haveto guide him properly in selectingand using multi-media? How doesthe librarian help teachers andpupils to use diverse sourcematerials? Haw do librarians workwith teachers to achieve a care-ful, precise Integration of mediainto specific units?

11. What do pupils need to know andwhat skills should they have tomake optimum use of media?

Three speakers at the Monte CoronaSchool Library Conference emphasizedin their remarks the special impor-tance attached to educational media,new and old, in meeting and solvingsome school 'problems, or "multi-mediaand the changing curriculum."

1

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....

Who ShapesEducation?

By MAURICE MITCHELLChandellor, University of Denver,and formerly President, EncyclopediaBritannica, Inc.

In the speech that follows, Maurice Mitchell, now Chan-cellor of the University of Denver (then President of Ency-e.opedia Britannico. Inc.), reminded his listeners of themany kinds of influences in both public and private sectorsnow being exerted upon publishers and producers of instruc-tional media. He emphasized especially the need for planningto effect needed interrelationships in elements of rapidlychanging instructional systems, of which media are importantparts, and the critical responsibility of professionals(ilcluding those involved with media) in fashioning thegoals and the structure of education.

If anyone shapes education in thereal sense, it is the educators. The

educational institution is frequentlya reflection of what the society wants,but it is the educator who interpretsfor society what it really wants ineducational terms, instead of what itwants in general and sometimes verysuperficial terms.

We say education moves freedomforward, but it is interesting towonder just how much freedom has beenmoved forward in the last dozen years.It is disheartening to think of theriots in our cities, war in placesacross the face of the globe, andother recent events. We ask in abewildered way where and why and whatwent wrong, and maybe admit we knewall along that we were going wrongand didn't try hard enough to dealwith these problems.

,11.1

So one views the present and thefuture with hi.nility. As both we andour professions mature, the problemswe can deal with and the horizons wecan look at are broader. But both theshort-term problems existing in thecommunity and the long-term ones everyprofessional faces stay with us. This

is the background against which thefollowing questions are answered.

WHAT KINDS OF DECISIONS ABOUTEDUCATION ARE PUBLISHERS ANDPRODUCERS MAKING FOR THE

Decisions about education for thenext decade now being made by pub-lisher,: and producers are based onthe following facts and assumptions:

There will be continued grtvth inthe number of people who seek edu-cation, even though the population

11

12

curve 13 flattening out, causedby (1) education for more personsfrom culturally deprived areas andcertain minority groups, (2) en-largement of the area in whicheducation is taking place, and(3) the need to continue self-education in a world of change,which is bringing a larger compo-nent of adults into the educa-tional system.

The site of the market for educa-tion will continue to grow, butin a changing fashion, alreadyevidenced by the fact that lastyear the college market was biggerthan the elementary school marketfor publishers and producers ofinstructional materials.

Outside of this country there isincreased interest in and demandfor instructicnal materials inEnglish produced in the UnitedStates. The use of English ana second language, and as a crit-ical language for instruction,is growing rapidly in most of theunderdeveloped areas of the world.

Publishers and producers must keepa flexible approach to the instruc-tional materials components thatwill comprise the curriculum atany point in time in the fUture.Recent high intensity explosionsin key curriculum fields havegenerated enormous changes in thebody of instructional materialsto be used. As curriculum is nowin a state of constant revision,these changes will continue.

Development of new types of insti-tutions in the educational field,the marked trend toward independentstudy, and other new developmentswill determine to an extent thekinds of devices, apparatus, in-structional materials, and otherresources vhich will have to bemade available.

Changing technology in the wholefield of instructional materials,including such things as high speedtypesetting devices, self-correct-ing spray print for use in computerprinting, and cathode ray tubesfor use in adjustable type-faceprinting, needs to be considered.

Emergence of the computer as oneof the technologies with increas-ing significance is important.The shared time computer is oneof the most vivid symbols of thisdevelopment. Today's computerspecialists argue that the com-puter can be made to create totalenvironmental circumstances, con-taining within it self-instruc-tional activities.

Miniaturization, or compression,of information and materialsthrough use of such processesas di-transfer will be important.

There are other, although rela-tively minor, factors that publishersand producers are considering as theylook ahead at the educational market.One of these is the question of whatwill happen to various kinds of media.It is entirely possible that therewill be more electronic media thanwe now imagine. Sometime in the dec-ade or two ahead someone is going tostart moving toward a single system,all-purpose, communications instru-ment. It ma) be a television setwhich can project filmstrips or films,show videotapes, provide sound, re-trieve from microfilm, or offer tele-vision viewing.

ON WHAT KINDS OF INFOINAZ7-1ARE THESE ESTIMATES BASED?

Publishers and producers ofinstructional materials generallyget the information on which they basetheir decisions for the future fromtwo sources:

The resource and developmentsource, the laboratory stage wherethese things are developing. Itis the serious opinion of thoseobserving present federal involve-ment in educational renesrch atthe funds level that if war spend-ing were to cease, an increase of400 per cent in government educa-tional funds is not impossible.

The classroom itself, the library,the instructional materials cen-ter, end specialists in individualkinds of materials. Involvementin education at an earlier age,and unemployment created by auto-mation and intensified by mobility,both point to more and differentstratums of persons in education.

Maurice Mitchell

WHAT PROCEDURES OR AREFOLLOWED IN MAKING SUCHDECISIONS?

Decision making by publishers andproducers of instructional materialsin terms of the next decade is basedprimarily on their goals. If the goalis to capitalize on the market, oneset of decisions is made. If, how-ever, the company decides to investin education as a long-term project)other decisions are made.

Questions that must be answered inthe course of such decision making arethose of cost, time for production,cost of penetrating the market withmaterials, and the end result. Pub-lishing success, with its high ele-ments of creativity and tompetition,is hard to predict. In the end, theprofessional publisher and producermust rely on their professional intu-ition, instinct, and taste.

13

WHAT ARE PUBLISHERS AND PRODUCERSOF MATERIALS DOING ABOUT PRODUC-ING MATERIALS THAT CONTRIBUTETO THE LIBERAL AND HUMANISTICOUTLOOKS THAT SEEM TO BEGROWING IN THE EDUCA-TIONAL FIELD?

IMO

The answer to this question liesin the publisher's goals. Many pub-lishing houses specialize in certainfields, such as information sciences,and do not vary much from it. Gener-ally speaking, publishers are sensi-tive to overbalance in areas of empha-sis in education, and try to compensate.

1!

More art publishing, for instance,is being done today than ever before,and there is a determined effort onthe part of materials' producers togive the humane and liberal arts abalanced position in offerings inwhich they are supposed to be balanced.Even though federal funds are aimedprimarily at mathematics, science, andmodern foreign languages, publisherswho can do so produce liberal arta andhumanities materials in spite of pres-sures for immediate financial returns.

14

HOW IS ELUCATIOH BEING SHAPEDBY THE NATIONAL GOVERNMENT,BY FOUNDATIONS, AND BYINDUSTRY?

The federal government. The fed-eral government is, of course, exer-cising interest in education by havingmade a radical change in its attitudein the last ten years toward relativelydirect support to public education, asevidenced by the National Defense Edu-cation Act and the Elementary and Sec-ondary Education Act of 1965. TheNational Science Foundation has alsoinvested considerable sums in educa-tional research. If federal money foreducational support is limited to cer-tain areas, then government does, 311effect, change the curriculum. Ifthis is broadened to include otherareas, change or impetus to curriculumchange is effected An those areas.This does not imply control by thegovernment, but influence is exerted,and only history will tell whetherthat influence was good or bad. Anyfunds coming into the educationalsystem from outside its own communitydo exert influence.

The protection of the Americaneducational system against undueinfluence tests with the professionalsin the system. The Elementary andSecondary Education Act, in the sensethat it deals with poverty and educa-tion against the background of economiclimitation, exerts some kind of influ-ence. People who want to twist andwarp these programs can teach hate withno economic support if someone sowished.

Foundations. The Foundationspresent greater cause for concern thanthe federal government because whilethe government is responsible to thevoters, Foundations are responsible tono one. Foundation money in supportof education must be examined care-fully in terms of the Foundation'scommitments, and, therefore, by impli-cation, your commitments vhen youaccept it. There is a tendency on

the part of a new crop of educatorsto think in terms of grants and meansby which grant money can be obtained,even though the Foundations tend in-creasingly to put more money intodemonstrations than into research.

Industry. Will industry controlor influence education? It always has.The American curriculum is generallymade possible by the availability ofinstructional materials. To the extentto which new materials become avail-able, the publisher or producer playsa major part in making change possible,and, therefore, in influencing whatgoes on.

The real essence of industry'sinfluence on education has to do withthe knowledge industry. The educa-tional explosion came when fatigue vassetting in for the rest of the commu-nications industry. Business and themilitary had been generally computer-ized, and the one great area left forthe massive invasion of technologywas the educational system.

It is significant that the educa-tional market expanded when it becamea hardware market. Big companieswanting software bought textbook com-panies and software resources andrepresent essentially the hope thattelevision, electronics, and othersystems will be a major area of inter-est in the educational field.

However, public companies,primarily interested in exploitingthe field of education and performinga public service at the same time,will not stay in education as a publicservice only. Thoughtful people arerecognizing this and beginning toreview their investment rates seri-ously. A major concern for them isthe federal government's tendency toretreat from its prior levels ofspending.

WHAT ARE THE DANGERS OF PUBLISHERSAND PRODUCERS REPRODUCING ANDREPUBLISHING OLD MATERIALSWHICH MAY NOT MEET NEWEDUCATIONAL NEEDS?

If publishers and producers canreproduce and sell old material whichmay not meet new educational needs, itis the fault of the educators. A pub-lisher cooperates with the inevitable.More dangerous is the tendency on thepart of all of us, educators as wellas producers and publishers, to over-react to the news that new things aregoing to happen, stild to fling our-selves into quant%ties of new mate-rials before the research data arereally in.

CAN WE EXPECT LARGE COMBINES NOWIN ,THE MULTI-MEDIA BUSINESS TOOPERATE WITHOUT PROFITS FORMANY YEARS, OR ARE PRESSURESFOR PROFIT LIKELY TO LEAD TOCRAPH PROGRAMS, REGARDLESSOF OTHER FACTORS?

The multi-media business is a slowreturn field. Most people interestedin acquiring stock want either bigdividends or real growth. It seemsinescapable that the most deraadingpressures will be for profits.

SUK:ARY

The present fusing of forces inthe multi-media field is long overdue.This is true not only of librariansand audiovisual specialists, but ofinstruments for education es well.Isolation of instruments is a thingof the past. In planning for thedecade ahead, educators, as well asproducers and publishers. should keepin mind:

15

There will be interrelationshipsof systems units.

The computer on the desk top willhave visual components.

Trade resoces will be sought forvisual retrieval devices,

Film materials will be consideredin terms of ultimate use as partof the total spectrum of librarymaterials.

The movement toward the instruc-tional materials center, pioneeredin California, is here to stay andwill develop new levels of sophis-tication, such as the instructionalmaterials central resource of somekind.

Horizons for both librarians andaudiovisual specialists will bebroadened.

Programed learning implicationsinvolving visual and publishablematerials need to be reviewedcarefully in terms of the nextdecade and a vision which differsphysically Lnd systematicallyboth in terms of the market itserves and the professionals whoadminister it.

Today ye are caught in the vortexof the most vital kind of change inthe whole of society, changes in thesources of knowledge, in the pathwaysalong which man travels to seek thetruth, and in the ground rules forfinding the truth. The solutionsreached will determine the capacityof our society to live in a free,proud, and dignified world in whichmen can walk with the kind of self-respect and brotherhood we allcherish so much.

16

Social Realitiesof Our Times

By JOSEPH D. LOHMANThan and ProfessorSchool of CriminologyUniversity of California.Berkeley

"The grave danger of failing to find in language alonean effective means for transmitting our culture and heri-tage" was emphasized by Joseph D. Lohman (Dean and Professorof the School of Criminology, University of California,Berkeley) in a speech on "The Social Realities of Our Times."His recommendations included radical re-examination of thetraditional structures of modern education, including, byimplication, the development of instructional media aimedespecially at interesting and communicating effectively withdisadvantaged youngsters whose values and insights have beenbuilt upon and limited by the material and psychologicaldeprivations of their cultures.

The recent manifestations ofdisturbance over the land and thelessons of the slums are of greatersignifican(e for our more poisedand presumibly conventional waysof life tan we realize. It is

against the background of myacquaintance with and concernfor problems of deviance in gen-eral and crime in particular thatI shall offer these comments onthe realities of the social sceneas they may have implications foreducation in the large, and forteachers and librarians in partic-ular.

Thoughtful students of theproblems of young pfople are nearlyalways quick to assess their diffi-culties in the light of what isreferred to as the changing socialand economic condition of thesociety. The sotio-econemie scene

complicates 8nd aggravates the cen-tral concern of every self-sustainingindividual of realizing personalwork satisfaction and knowledge ofone's role in the social order. Forsecurity is always first, and a largepart of our security comes fromknowing our contribution is usefid,uniquely ours, and, therefore,needed.

Earlier generations of childrenin this country have been needed.Even the slum child's scavenging forcoal along the railroad tracks wasa meaningful and important function,and in that sense, his work was sig-nificant. Chores were somethingmore than irksome invasions of achild's freedom; they were meaning-ful additions to the family way.Today, chores are more in thenature Or penalties visited uponyoungsters.

Among the newly emerging nationsof the world youth is eagerly im-plored and nurtured, because, to usetheir phrase, "The elder carriers ortheir revolution seq that youth isneeded." These people know thatonly youth can carry on their hopefor a better society because onlyyouth, in the special position ofbeing free of tradition and theancient past, can move these soci-eties from their conditions of hor-rible confusion and anarchy torational economic interdependenceand a unifying democracy. Undersuch conditions, where adults andyoung people see the need for eachother, there is less tension andestrangement of the generations.Without such mutual recognitionthere can be no sense of beingneeded, nor can there be the corre-sponding commitment of the youngergeneration, which, by ensuring theself-respect of youth, makes boththe young and the old secure andthe future of the society morecertain.

In the United States today,however, we no longer have the old,traditional, needs of our children.The adult world finds less need foryouth, and it is not by accidentthat they are the most significantlyunemployed group, not as children,but as emergent adults. TO a largeextent youth has been transformedfrom an economic asset to his par-ents into their greatest economic:liability. ThA economic roles, theobligations and responsibilities,the rewards, and even the powerrelations between the young and theOld are not Only shadows of therecent past.

Very soon over 50 per cent ofthe American population will be 25years of age or younger, and numbersare the final decisive fact ofpower. The powers and responsibil-ities of the young and the old are

17

Joseph D. Lohman

unclear and tenuous; in some re-spects the relationships have beencompletely reversed, which threatensto take from youth its sense ofimportance and usefulness.

Automation is threatening vastnumbers of the adult society. Themachine has made all too rany able-bodied men face an uncertain futureof chronic indigence and insecurity;members of the generational poor,the blue collar workers whom thetechnology of the day has cast offand has no place for. These men areheads of families in which there areyoung people.

The problem is one which reachesto all of us. No adult who is inse-cure as a worker can be secure as aparent, and this insecurity will bevisited as a secondary and confirm-ing deprivation on his children, ifhis children, as is so frequentlythe case, are correspondingly de-prived of a meaningful and purpose-ful relationship to the social

IS

order. It is at this point thatthe awesome, negative impact of ageneration of deprived and alienatedyouth is becoming apparent. Itunderlies Watts, Detroit, Newark,Harlem, and Hunter's Point. Normust we fail to see that the shocktroops of violence and disturbancein American society today are youngpeople between the ages of sixteenand twenty-five, with, to a greaterdegree than is admitted, the supportand sympathy of the whole communityin which the deprivation is expe-rienced.

As one writer has said, "Modernyouth has become the dreaded aveng-ing angel of his parents, since heholds the power to prove his parents'success or failure as parents."Youth itself, insecure because ofits marginal position in a societywhich no longer depends upon it foreconomic survival, is tempted to useits power in protest. 'We whole ofsociety stands accused as we witness

The sub-cultures are the products ofthe problem solving dispositions ofhuman groups when confronted by spe-cific and recurring life problems.They are external reflections of thebroad, encompassing, as well as thenarrow and specific, changes in thesocial and economic worlds confront-ing young people, and particularlyyoung people who are members of adifferentiated cultural, economic,or racial group.

More often than we realize, tneproblems of the school reflect thepressure of these unidentified, col-lectively forceful sub-cultures uponindividuals who bring that force andinfluence within the circle of theschool. The school is confrontednot with just drop-outs, but withindividuals as much rejected by theschool as the school is rejected bythem.

While it is true that only asmall percentage of young people

the ubiquitous patterns of rebel-liousness in our present-day youth.Rebellious youth are not just abreed apart, but tell us about all

youth. We must become increasinglyaware of the existence of a vari,:yof sub-cultures, of which the youth-ful subcultures are an instance.

participate overtly in rebellion,there are many more who are vulner-able. The generally prevailingspirit of rebellion can well extendto even greater numbers of thcsociety with a resulting profoundmodification of the traditionalpetters* of power and authority.

Automation has cut away the wholebottom segment of the job marketfor an enormous section of theyouthful community; a problem fur-ther aggravated by the increasedbirth rate of 17 years ago, and wehave not yet learned how to trans-form a majority of youth into adultswho can perform mental rather thanphysical labor for hire, and there-fore cannot give them the sense ofdirection they require.

There are several quite distinctand transforming features in ourcontemporary society that have animpact on us. The population explo-sion, which anticipates "standingroom only" by the year 2000, issignificant already, not so muchin terms of numberr as in its unevenmanifestation. America is gettingat the same tfme older and younger.The disproportionate increase in thebirth rate, refinements in medicaltechnology, movement from the ruralcountryside to the city, and the

Along with the population andtechnological revolutions in oursociety is the emergence of themetropolitan community, which, fromthe standpoint of human history inAmerica, is a new pattern of life.These new conditions of contact andinteraction give new patterns ofsocial relationships. It is in thissense that we are living in one ofthe greatest population changes inthe world's history.

The first 150 years of Americanhistory can be roughly characterizedas the melting pot in which personsof different cultures, perspectives,and points of view were brought to-gether into a single American cul-ture. This melting pot acted as acentripetal force which initiatedinto our culture the millions whocame out of &trope; a driving inwardtoward oneness, notwithstanding theplurality of the cultures and back-grounds which distinguish2d the peo-ple who came. In recent years the

inability of institutions to dealwith these problems are linked tothe rapid acceleration of increasein population in the upper age groupsand years of childhood. Added tothis is the technological revolutionwhich empowers the few to producefor the wants of the many.

process h taken another directionand has become a centrifugal one.The effect of the population andtechnology revolutions is to createlocal pools of activity and interestwhich differentiate the persons,objectives, and reans of realisingveil-being for these separate groups.

19

20

A process has emerged which is pro-ducing differentiated sub-cultures,rather than molding sub-culturesinto a common culture. Sub-culturesof youth, race, low income, andsuburbia, all move away from thegeneral theme of the community and,as they confront the whole, pose newand challengiro problems to welfareand education. If they do notchange, welfare and education becomethe condition of rejection ratherthan the means of engaging thesedifferentiated segments of society.

A recent conference, on "TheDifficult 30 Per Cent in AmericanEducation," concluded that a thirdof the student population in Amer-ican education were major problemsof discipline, drop-out, delinquency,or educational failure. In effectit is being suggested to these stu-dents that they really do not belongin school in the same sense as thevast majority of students have inthe past. Society is increasinglycharacterized by impersonality anddetachment from the whole, by iden-tification of individuals with localsub-cultures of their experience.Correspondingly, there is a generaleclipse of the formal controls ofsociety. The formal controls arechallenged by the informal and priorclaims which these sub-cultures haveupon the individuals who have beennurtured within their circles. Whatfollows is a natural antagonism be-tween the children of the slums,racial groups, suburbia, and thepolice, the school, and the generalcammulity.

We sometimes are bemused by thespectacle of students that no longerhave a sense of shame and guilt, aswe felt we did when we were chil-dren. They do, but the large vari-eties of sub-cultures in the currentsub-cultural communities have madeshame and guilt problematic ratherthan an agency of general socialCOntrol. Shame in these youngsters

is in response to tle claims uponthem of the local sub-cultures fromwhich they stem. Rather than sup-porting conformity, it may emphasizenon-conformity with the values ofthe society as a whole. The powerof the sub-culture to produce thiskind of reversal is not yet fullyappreciated, and it is a seriousdefect in our understanding whenwe fail to see that thege individ-uals are, in fact, under controlof influences that have been createdby the processes of the very societywith which they are in conflict.The plurality of sub-cultures, andthe tendencies which produce them,are central to our failures ofcontrol.

Influences of peer groups andsocial relationships outside of theformal structures of the school andsociety are a controlling consider-ation among the drop-outs, undisci-plined youngsters, and other marginalyoung people. The degree to whichyoungsters realistically respond tothe world about them as it offers ordenies them promise, creates thedilemma of the classroom. The livesof adolescents are influenced by agreat variety of adult institutions.The great majority of delinquentacts are not committed by youthactive in adult sponsored programs,but by those attached to such agen-cies in name only. Delinquentyoungsters are substantially outsideof adult control, and conduct rncstof their leisure activities on thestreets, and are related to eachother in unique social systems.These systems include the typicalcorner gang and cliques of othernon-conforming youngsters. Thesesocial groupings of youth are thesource and scene of youthfUl behav-ior patterns of delinquency, drink-ing, and many of the other radicalventures which the adult communityfinds difficult to understand. Weknow very little about the youthful

social scene. Many of its side-lights such as the drug scene, thehippiea, beatniks, bohemian lifestyles, in different stages ofdevelopment, need explanation bymore intensive and extensiveresearch.

The delinquent is telling ussomething about all young people;not just about himself. Deviantbehavior may take many forms, butthey are in relationship to commonconditions of circumstances of allyoung people.

Youth are less and less involvedin social and economic institutionswhich influence the lives of theirparents. Hence, they often are notaware of the consequences of thelives they lead; instead, they per-ceive and interpret life solely fromthe standpoint of their own youthfulconsciousness.

From seven to fourteen years ofr.ge, status groups begin to emergeamong young people based on interestsand/or materialistic values. Amongthese groups religious activitiesand school, civic, and family re-sponsibilities diminish in value ascompared to popularity based uponteen-age interests. By junior highage these groups begin to prolifer-ate and become most differentiatedin communities of families withconsiderable variation in occupa-tional and educational background.Then two major youthful groupingsemerge--that group of the moire con-forming youth that is influenced byagencies under adult control, andthose who are not. The size ofthese groupings varies considerablyfrom community to community andprobably represents a continuum ofthe disadvantaged community throughthe advantaged community.

In areas where both youthfulgroupings are present, members ofeach group have serious reservations

concerning the fashions and valuesof the other. Group names are ofteninvented to give superior status tothe poin'a of view of in-group mem-bers over out-group members.

These observations should standin relationship to the fact that oneout of every ten children in the 12largest cities in the country wasidentified as culturally disadvan-taged in 1951, and that by 1960 thatratio had increased to one in three.If we do not change our engagementof these youthful populations, itis almost certain that the majorcities of the United States willhave school systems in which theywill have to regard half of the stu-dent body as coming from such cul-turally differentiated backgroundsas to make it nearly impossible forthe school to engage them.

Youth may be culturally disad-vantaged in the perspective of theschool and from the point of viewof middle class society, irAt theydo have a culture, as indicated bythe sub-cultural environments of theNegro, the Mexican-American, the lowincome groups, lower class families,and suburbia. What is referred toas culturally disadvantaged or cul-turally deprived are really manifes-tations of general groups which donot exhibit the culture of the pre-dominant society of our times, bestsymbolized by the power and signifi-cance of the middle classes in oursociety. The sub-cultures representways Ln which people have found itpossible to solve their problems.These groups have made a life underconditions of exclusion, denial, anddeprivation (as much psychologicaland social as material), Ihich haseven given common cause to theyoungsters of the slums and thoseof suburbia.

I suggest that we are in gravedanger of failing to find in lan-guage alone an effective means fo

21

22

transmitting our culture and heri-tage. We are not meaningfullyengaging our young people in theschools to the degree we think weare. We fail to recognize that wordmeanings are rooted for them intheir cultures, which have developedand shaped their values. Hence,communication is dubious and oftenabsent.

A radical examination of thetraditional structures of educationin the United States is called for.There is a major crisis not only inour cities but in education. Notthe least important aspect of thiscrisis is found. at the level of therelationship between the school asan organized structure and the in-formal organizations and socialsystems out of which young peoplehave emerged. We cannot engagethese masses of young people or the

Learning,The Learner,

The Librarian

sub-cultures embracing them save welearn about them and recognize thatthere are worthy answers to theirdesire to establish some measureof self-esteem.

It is no that young people inAmerica present a problem to us somuch because they are culturallydeprived and therefore difficult,but because they are possessed ofthe cultures of deprivation, fash-ioned and formed as positive answersto the desperate material and psy-chological conditions of theirlives. The degree to which we rec-ognize this, and that their livesto and for them must be meaningful,purposeful, and of worth, will bethe measure of our success in con-trolling and indeed preventing thesocial disturbances which are en-gulfing America today.

By ISABEL BECKResearch PsychologistSouthwest Regional LaboratoryInglewood, California

Dr. Iaabel Beck's address on "Learning, the Learner, andthe Librarian" reflected her emphasis upon the values and in-sights of students who are often identified as members ofthe "Now Generation." "For them," she said, "the contentof the past is largely irrelevant; the content of the pres-ent will be, too soon." Process is more important. Theincreasing school emphasis upon processes of communicationand problem solving for today's crop of students requiresmore laboratory simulation, more attention to experimenta-tion and discovery, more opportunities to practice pro-cesses. The contributions of technology and the developmentof kinds of educational media that facilitate such instruc-tion, capitalizthg upon all the senses and all the avenuesof experiencing (not just those involved with books alone),are quickly recognized.

Isabel Beck

This period of time is excitingto those of us who lived when learn-ing occurred in long established,sequenced patterns. History thenwas a story told by experts on datesand events; English was a set of pre-cise rules of grammar; mathematicswas memorization and repetitive exer-cises in numbers and symbols; commu-nications was talking to people; andproblem solving was either mathemat-ical exercises or syllogisms. Achild's school world was a restrictedcause and effect system, with onepaced program for all, designed toresult in adult success.

American education is a remark-ably stable institution despite themessages of visionary leaders, pro-motion of new materials and hardwareby commercial enterprise, and devel-opments in the "real" world. JohnDewey, it now seems, was more aprophet than an effective leader.Marshall McLuhan believes he would

23

have been more influential after TV.Educators have had difficulty copingwith the vast reservoir of educa-tional applications of salable prod-ucts of commercial enterprises.Reactions vary from over-resistanceto uncritical :ncertance, and areoften based on personality factorsmore than student needs or productquality.

Educators must be as aware ofdevelopments in the "real world" oftoday as are the youth of this gen-eration. Four vectors, whichstarted on a collision course sometime back, seem to have met in con-temporary young people. These vec-tors are components of what MarshallMcLuhan has called the electronicworld.

Democratic idealism. The teachingof democratic processes probablyhas helped bring about our presentcondition in which children expectto participate in school and fam-ily decisions, and teenagers andcollege students become active inpublic issues. Certainly effec-tive teaching on the worth of eachindividual encourages the conceptof equality, and in America wehave never designated children asinferior beings. This deliberateteaching has been reinforced byother contemporary conditions.The relatively recent historicaldesignations of "the child," "thefamily," and "the school," repre-sent a fragmentation and special-ism of social functions broughtabout in the 17th century by newkinds of buildings and spatialorganization. Under electronicconditions of today this sort ofintense specialism and its sepa-rated emphasis on child, family,and school become quite unrealis-tic. The trend toward undiffer-entiated roles is reinforced by20th century mobility and inter-communication.

24

Ethics from the world's religions.Each generation revolts againstparts of the value systems of itsparents. Current revolutionariesare anti-materialistic, with someof them consciously regressira tothe romanticism, mysticism, andnaturalism of former periods.Today's flower children, a smallcult in a larger movement whichseems to b groping for commitmentto universal love, peace, freedomfrom anxiety and competition, andjoy in doing what you do, live onimpulse in the present and haveearned the title of the "Now Gener-ation." A colleague of McLuhan's,

the Reverend John Culkin ofFordham University, says thattelevision is the natural envi-ronment for the "Now Generation."When there is no past or future,a big, noisy, colorful present isneeded, to engage the human spirit.Television, a projection of ourown senses, brings the worldwithin perceptual range as theradio has done to a lesser ex-tent, in ths. auditory realm.

Ambiguous boundaries. Words andphrases of our time indicate thatwe can no longer Jive neat, encap-sulated lives. The disparitybetween what was and what is, whatis and what will be, or what issaid and what exists is demon-strated by sr,:h phrases as spaceexploration, supersonic transport,Telstar, "way out," informationexplosion, population explosion,integration, and credibility gap.Faced with unknown alternativesand an infinite universe full of"explosions," "Now" is the onereality.

Perceptual expnision. Young adultsin the "Now Generation" are reliv-ing in a larger universe the youngchild's multi-sensory explorationof his world. They have hit uponthe concept of mindexpanding in

order to test the limits of expe-rience, as children do. LSD iscontributing to the heightenedperception sought after by today'syoung people, who all their liveshave had intensified and extendedsensory experience in television.

For this generation of youngpeople, the content oriented schoolexperience is not appropriate, as itwas for the semantic generationwhich preceded it. Content of thepast is largely irrelevant; contentof the present will be, too soon.Process is more important. Thesafest prediction which can be madeabout education for the future is

that people will need to be able tocommunicate and to solve problems.Opportunities to practice theseprocesses in real or simulatedsituations must be provided forstudents.

With the help of classroomteachers, the Soutnwest RegionalLaboratory (SWBL) for EducationalResearch and Development is develop-ing a technology for curriculumplanning, emphasizing communicationand problem solving, which willimplement individualized instruction,keep track of student progress, andrecommend next steps for each stu-dent through use of a shared timecomputer. Instructional objectivesin terms of observable, measurablebehavior will be establishef, stu-dents pre-tested, materials andexperiences prescribed, independentstudy with guidance provided asnecessary, and exercises based onthe original objectives and devel-oped in advance of the instruc-tional materials administered atintervals throughout the curric-ulum. A prototype of this systemwill be field tested by SWRL intwo Los Angeles elementary schoolsin the 1967-68 school year.

Two significant aspects of theabove system are (1) instructionalobjectives must be based on whatstudents will be able to do, and(2) instructional materials aredesigned to teach to the performancecriteria. It can include an in-structional program, such as devel-oped by S. N. Postlethwait ofPurdue University, which providesa laboratory setting for learningand immerses the student in a totalexperience. The role of the teacherchanges from a mechanistic to ahumanistic, or even a Socratic,role. He becomes an environmentaldesigner and program planner, alearning adviser, and an availableconsultant to his students. Thereis opportunity for till student tobe himself, by himself, and to learnhow to learn, solve problems, andconverse with others on the subjecthe is learning.

A Learning Laboratory estab-lished in 1964 at Los Angeles HarborCollege (California) demonstratedstudent needs which can be met ina laboratory setting. Basic assump-tions underlying the laboratorywere:

Students need to develop strate-gies for learning under theguidance of successfUl learners.

A non-evaluative environment forstudents with learning problemsmerits exploration.

Students do not now learn nearlyenough from each other.

New educational media offer oppor-tunities for independent studyaccording to individual needs.

Learning skills development willbe motivated and reinforced in alearning oriented social environ-ment.

As facilities were acquired, theLaboratory became a workshop for

25

class preparation and the instructorbecame a learning consultant, asubstitute parent, a model, a con-fidant, and an ally in the task ofoutwitting the system through honestachievement. Students began to putin their time more effectively andto enjoy the supportive social cli-mate. In some ways the Laboratorybecame a simulated family with acentral interest in exploration,discovery, experimentation, andinquiry into strategies for solvingproblems and communicating effec-tively, and the instructor becamea resource person. The Laboratoryprovided an environment in which topractice process; subject matter

studies were actually incidental.

For the "Now Generation" we mustprovide sensory experiences, programsfor independent study, and opportu-nities to test ideas and masterskills in a social setting. Diver-sity through direct experience withall media and many teachers can beprovided at all levels. The newinstructional technology presentsa considerable number of changesfor teachers to ponder.

Father Culkin of Fordham Univer-sity says that we are moving awayfrom a book world, and if we con-tinue to cling to the tradition ofthe book as the repository of trueknowledge we are going to fail aseducators. This raises the questionof whether a librarian is the custo-dian of books and a guide to theircontents, or a person skilled ininformation retrieval, genericallyand across all forms of communica-tions storage. Retrieval of infor-mation through all the senses seemsto be an additional necessary proc-ess for the "Now Generation." Isthe school library to be a depositoryfor stored sensory experience, thelaboratory for learning?

What will be the skills oflibrarians in a bookless world?Librarians must decide.

26

Guidelines

The discussion group membersconcerned with the topic, "Multi-media and the Changing Curriculum,"focused chiefly upon the use ofinstructional materials. In doingthis, they identified the principalcurriculum changes which have oc-curred recently, attempted to clar-ify the meanings of key terms, andlisted and proposed solutions fora number of problems usually asso-ciated with such matters.

IFIUDINGSI

The discussion group agreed thatthe following elements are neededto create a proper climate for im-proved instruction that involvesadequate use of educational media:

Full support (including funds)of the school board and of theschool administration.

Creative instructional leadership.

Functional physical facilitiesproperly designed and equipped.

Competent professional and sup-portive personnel, i sufficientnumbers.

A climate that encourages andsupports change, including goodcommunication among instructionalpersonnel at all levels.

Significant changes relating tothe curriculum, as identified bythis group, included the following:

Increased emphasis upon process incommunicating content.

Increased attention to pre-schooleducation and to continuous, asopposed to segmented, progress.

Broader community and studentinvolvement in processes of cur-riculum development and of thework of the schools.

Improved recognition of sub-cultures (including the so-calleddisadvantaged).

Attention to the educational needsof exceptional children.

Acknowledgment of the influence ofchanged school administrative pat-terns (including educational parks,flexible scheduling, non-gradedschools, and team teaching) uponcurA.cular outcomes.

Inclusion of new content in thecurriculum (vocational education,stress upon original source mate-rials, balance between sciencesand humanities, various cross-disciplinary studies).

Employment of new methods (inde-pendent study, individualizedinstruction--teacher-directed).

Employment of new media structures,such as satellite libraries, cen-tralized and decentralized resourcecollections, new technologiesinvolving computers and programedlearning, and multi-media packagesand kits.

The principal problems andneeded solutions identified by thisgroup included the following (S --

short -term problems and possibleways to solve them, L- -long -term

problems and possible solutions):

Insufficient acquaintance byteachers of the cross-mediaapproach to instruction requiringinservice training (L,S), demon-strations (S), preservice training(L), and issuance of bibliogra-phies (S).

Lack of research, which could beremedied, partially, by abstractsand journals (S), selective dis-semination (L), and more researchand evaluative studies concerningcontributions of media center's tothe improvement of learning (L).

Lack of clearly identified objec-tives, requiring more and betterpre-planning (L).

Insufficient funds for mediaprograms, suggesting the need forenlisting more public support (L)and obtaining more federal fundsand grants (L).

The increasing and somewhat con-fusing flood of instructionalmaterials now becoming availableon the market, calling attentionto the need for selective evalua-tion (L) and the establishment offunctioning preview committees

(s).

Resistance to change on the partof staff and administration ofthe schools, which could be obvi-ated, at least in part, throughcooperative planning (L), broadenedparticipation (L), and educationL.

a

27

28

-...oMIN.

pt

821F11111

An insufficiently well trainedmedia center staff, supporting theneed to support the already iden-tified quantity and quality instandards statements of the Amer-ican Association of School Librar-ians, the California Associationof School Librarians, and theDepartment of Audiovisual Instruc-tion (NEA) (L).

The influence of certain outsideforces, suggesting the need forimplementing board policies (L)by professional writing and pub-licity and the full and wise useof various mass media (L) to pro-vide information leading topublic support.

A somewhat confusing administra-tive and organizational patternand, in some instances, conflictamrng m!clia personnel in the mediafield suggesting the urgent needfor (1) unification of library-audiovisual budgeting, (2) thecooperative development of plansand goals for media resource pro-grams, (3) the development of

.. 7.4r

4,1gter"';'

111:' A- - ,

specifications for one credentialto prepare media professionalsand (4) the strengthening of acooperative professional organi-zation in the field (L,S).

Lack of time for professionalconsultation by media personnel,suggesting need for changes inschedules and perhaps in theassignment of routine responsi-bilities (S).

Information gaps on the part ofadministrative and instructionalstaff members concerning signifi-cant curriculum changes, suggest-ing the need for more creativedisplays and demonstrations (0,full participation in curriculumplanning (L), inservice workshops(L), issuance of curriculum news-letters (8), more awareness ofresearch findings, such as those

available through the EducationalResearch Information Center (L),efficient service (L), and "posi-tive thinking" (L).

RECOMMENDATIONS 1

Several recommendations grew outof the topic, "Multi-media and theChanging Curriculum," as follows:

Curriculum changes require us todepart from tradition and toimplement a new philosophy ofmedia use in education.

Such changes presuppose a physicalreorganization of the library tomake all types of media accessibleand functional for use by individ-ual students, groups of students,and faculty. Facilities shouldalso be provided for various formsof student participation withmedia.

Additional professional mediaspecialists supported by adequate

29

members of non-certificated staffmembers must be provided.

Materials and equipment to be madeavailable through media centersmust be evaluated and selected interms of changed curriculum empha-ses and new insights concerninglearning processes.

All individuals involred in theachievement of educational goalsmust play significant roles inevaluating, selecting, and utiliz-ing media.

Continued research and evaluationshould be carried on to discovernew uses for materials currentlyavailable and a full awareness ofthe possible usefulness of varioustechnological developments. Flex-ibility of thinking is important.

c

HUMAN RELATIONSHIPS, LEADERSHIP, AND COMMUNICATIONCOMPETENCIES: DISCUSSION GROUP

Clltrman and Discussion Leader: HELEN W. CYR

Discussion Leader: ELAINE J. HENDRICKS

Discussion Leader: CHRISTINA M. MASHTAIRE

Recorder: IDA MAY EDWARDS

Recorder: VIRGINIA MC CONNAHA

STUDY GROUP MEMBERS: Dorothy E. Adams, Carmen S. Ainsworth,Dean Baird, Dorothy Chambers, Helen M. Christensen, MildredCrepeau, Joan Franco, Gloria E. Kast, Joseph L. Leger,Eugene S. Lyall, Lila Macway, Wayne McAllister, Lyman C.Miles, George W. Ormsby, Virginia Quesenberry, Charles J.Vento, Jean Wenberg

30

Chapter 3

HUMAN RELATIONSHIPS,

LEADERSHIP,

AND COMMUNICATION

COMPETENCIES

Human relationships, leadershipqualities and skills, and communi-cation competencies loom high inimportance in the work of educa-tional media personnel. DavidBerlo (Department of Communications,Michigan State University) hasreminded us that educational mediaspecialists are "in the people busi-ness." They seek to affect behavior,to change attitudes, and to helpothers learn what is being taught.In doing these things, they them-selves need help and direction inlearning to become good "executives,"in learning haw to work with andthrough those with whom they areassociated as superiors, peers, orsubordinates.

While effective human relation-ships are significantly importam.for anyone, they are especiallyimportant for the educational mediaspecialist who, at his best, affectsthe behavior of many different peo-ple at many different levels: the

31

students, the teachers, the adminis-trators, and the staff mealbers ofthe complex organization in whichhe works.

Several key questions arise thatmust be answered:

1. What special knowledge and skillswith respect to the strategiesof communication are needed bymedia specialists to accomplishtheir goals?

2. Whet are the steps or stages ofthe communication process (themessage and media system) whichare used to affect the behaviorof others?

3. What are the various causes ofbreakdown in communication be-tween individuals?

4. What special skills are neededto communicate well in situa-tions involving:

32

a. Problem-solving--getting andusing feedback?

b. Decision making -- providingfor participation?

c. Evaluation of tasks, pro-grams, human relationships?

d. Resolving differences?

e. Obtaining cooperativebehavior?

f. Building and sustainingworker morale?

g. Using formal lines ofcommunication?

h. Using informal lines ofcommunication?

5. What are the characteristics ofvarious kinds of groups withwhom the librarian as a media

The Logisticsof Ideas

specialist will work? Howshould these characteristics berecognized in the process ofcommunicating with them?

6. How do such factors as the valuesystems of different individ-uals, the cultural milieu, moti-vations, conflicts, and othermatters affect the functioningof and communication within agroup?

7. What forces operating within agroup tend to integrate or toseparate individuals in it?

8. What characterizes a good cli-mate for group activity? Whatfactors affect this climate?

9. What conditions facilitate orimpede the functioning of agroup? Its productivity? Its

morale?

By ADAM E. DIEHLProfessor of EducationInstructional TechnologyCalifornia State Collegeat Los Angeles

Although much has been written and said about the proc-

esses of communication, there is still much to be learned,

many facets as yet unexplored. Dr. Diehl's elaboration of

the nature of these processes and barriers commonly standing

in the way of good communication provide cues for the edu-

cational media specialist.

LUNDAMENTALS OF COMMUNICATION I

Communication is not an inanimateprocess, but something done with,for, to, or through another personor persons. It cannot be put on aplatform and disassembled; it cannotbe discussed without involving peo-ple. Difficulties in communicationarise not only between those whosevocabularies differ, but also be-tween those who use the same words,but assign different meanings tothem.

Adam E. Diehl

We believe that man adapts andsurvives in accordance with hisability to receive, interpret, andtransmit information. The few timesin one's life when communication iscomplete, understanding prevails,ideas are freely exchanged, feelingsand viewpoints are sht.red, and prog-ress and improvement result. Theemoments are ramembered as goldendays primarily because somethingclean and wholesome existed in therapport between two human beings.At other times, even though the samewords may be used, antagonism, con -.usion, and disagreement are aroused;instead of harmony there is suspi-cion and withdrawal.

:here are some fundamentalsabouv communication which can bepointed out:

There is no known way to move anidea as it exists in one person'smind to another's, C* *.:cationof an idea goes from one person,through a personality filter, themedium of coeumication, the per-sonality filter of the receiver.

33

to the receiver. Thus, the ideais modified, or changed, in someway.

Non-verbal symbolic communication,such as a street sign, can be ex-tremely effective, yet we have notmade extensive use of such symbols.

* Written language, becoming moreabstract with each stage of devel-opment, is composed of syMbols.These symbols have no meaning inthemselves, but only the power toarouse in a person something thatis already there. Symbols meandifferent things to different peo-ple, depending on experience andbackground. They are, therefore,interpreted through the personrather than objectively. Meaningresides in human beings, not insymbols or in means of camMunica-tion. Listening is the most neg-lected communication skill. Welearn how to read, write, andspeak, but do not learn how to

34

listen, although nothing will paybigger dividends, ro matter whata person's occupation.

(BARRIERS TO COMMUNICATION

Two co.unonly experienced bar-riers to communication betweenpeople who may be using the samewords are differences in use oflanguage and use of different typesof language.

Language types. Using any par-ticular type of language may createa barrier to communication. Forinstance, technical language, sup-posedly exact in its meanings, maybe interpreted differently by twopeople, depending on the backgroundand training of the persons speakingor listening. Non-technical lan-guage is even more open to personal-ized interpretation. Regionallanguage and occupational usagemay be completely meaningless topeople from other areas or to thosewith no knowledge of the occupation.Words may also develop differentmeanings as they go through histor-ical changes. In this context manyof the words used by today's youngpeople differ drastically in theirmeanings from those of a generationago. New words developiLg in thelanguage may add to the difficultiesof communication.

Language use. Methods of lan-guage use may also act as barriersto communication. One person, inhis attempt to communicate, mayover-estimate the Other person'sunderstanding. Another may under-estimate tAs companion's percep-tiOns, knowledge, or background, andbar communication through too de-tailed explanations. Keeping clearthe difference between facts andinferences is important, also. Otherbarriers that may arise from uses oflanguage are "bypass," or assumingcommon understanding when there is

none, and vagueness, or careless-ness in ascertaining that understooddefinitions of words are the samefor both parties.

[AIDS TO COMMUNICATION 1

There are a number of aids tocommunication of meaning between twoor more people. A few suggestionsare:

Use illustrations and examplesfrom the other person's back-ground, thus presenting ideasand terminology meaningful tohim.

Ask questions; expand your knov?,-edge of the other person.

Learn to listen not only to whatthe other person is saying, butto what he is trying to commu-nicate.

Check your assumptions; try notto draw conclusions too quickly.

Use a variety of communicationmethods.

Ask for verbalized feedback to seeif the other person understandsnot only what you say but what youmean.

Develop your helpers, the peoplewho give you your image. Delegateresponsibilities to them withbrief directions and invitationsto come back with questions.

Create an atmosphere or climateof empathy, or rapport. Get intotheir skins; not under their Artie.

Human beings have an inherentcapacity to detect pretense or sin-cerity in one another. Real under-standing between people depends notonly on physical and intellectualcontact, but also on spiritual

contact.

Communicationsand Interpersonal

RelationshipsBy VIRGINIA S. MILLS

Consultant, InterpersonalRelationships Within Groups

"The feelings that each one of us has, unrecog-nized and undealt with, are barriers to good commu-nication." This is the theme of Virginia S. Mills'presentation made to the School Library Workshopgroup. This theme was woven into some communica-tion experiences in which participants were askedto become involved during the presentation. Again,the many cues for improved functioning of educa-tional media personnel in developing improvedcommunication patterns are clearly seen.

The things one learns in lifehave a lot to do, not with whatsomeone t3118 us. but with what wediscover in an experiential settingin relation to other people. Ea&person has a relationship with him-self, which contributes to knowingsomething about who he is; not asa person with a label or playinga role, but as a human being. Ininterpersonal relationships, inaddition to having a relationshipwith one's self, each person hasrelationships with other people.At the heart of these relationshipsis communication. Development ofthese relationships and communica-tion is a life-long process, aboutwhich more and more is beingdiscovered.

FELINGS AI IMPORTANT

1111,

The feelings that each of ushas, unrecognized and undealt with,are tremendous barriers to our beingable to send messages to another orto listen to someone else's. Thequestion of what relationship feel-ings have to the ability to relateand communicate is posed. Oursociety suggests that feelings arenot quite acceptable. However, theydo exist, and the more attentionpaid to them the more they are inone's purview.

If one accepts the concept thatat the core of communication ininterpersonal relationshIps is thesharing of "the self" with another

35

36

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finnyI IrMW

1

if*. *1 I lOor , , i, t1.1101 III i

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1)119 gilie4Filili Prijfeimasj...

Virginia S. Mills

person, feelings are very important.In speaking about feelings, Dr. CarlRogers suggests that each individualfunctions at a point on a continuumsomevhere between the following twoextremes:

At one end of this tentative scaleor continuum we find the individ-ual living his life in tems ofrigid personal constructs, basedupon the ways he has construedexperience in the past. He haslittle or no recognition of theebb and flow of the feeling lifewithin him, as it exists F. thepresent. He is remote from hisown immediate experiencing. Hiscommunication, even in a receptiveand acceptant climate, tends tobe almost entirely about externals,and almost never about self. Theform of communication tends to be:

'The situation is ..."They are'They say ...' If pressed

he might say 'My chararoeristicsare ...' but he would almost neversay 'I feel ..."I believe ...I"I am uncertain about ...' Hedoes not recognize himself ashaving problems.

He does not perceive himself asa responsible agent in his world.He exhibits no desire to change,and on the contrary shows manysigns of wishing to keep himselfand his relationships to othersand to his environment as unchang-ing and stereotyped as possible.He is characterized by stasis andfixity.

At the other extreme of this con-tinuum we find the individualliving in his feelings, know-ingly, and with a basic trustin and acceptance of his feelingsas a guide for his living. Hisexperiencing is immediate, richand changing. His experiencingis used as a referent to which hecan turn again and again for moremeaning. The ways in which heconstrues his experience are con-tinually changing in the lightof further experiencing. He nom-municates himself freely, as afeeling, changing person. Helives responsibly and comfortablyin a fluid relationship to othersand to his environment. He isaware of himself) but not as anobject. Rather, it is a reflexiveawareness, a subjective living inhimself in motion. He has incor-porated into his psychologicallife the quality of change. Helives fully in himself as an inte-grated, constantly changing process.

[OTHER ASPECTS OF COMMUNICATION

In addition to the barriers tocommunication which are raised orlowered, depending on our recogrition

and acceptance of our feelings andcur use of them in communication,there are other factors which canaid or hinder the relationship be-tween people. A few of thesefollow:

Perception. We can look at thesame thing and each of us see some-thing quite different. Our percep-tions are very different, and thisis true whether we are looking atan object or at each other.

Self-image. How others see usand the feedback we aan elicit onboth our verbal and non-verbal meth-ods of communication can often tellus whether we are really communica-ting what we wish. Each of usappears to others differently thanwe appear to ourselves. Use ofeyes, gestures, stance, hands,facial expressions--all can aidhimier communication, even if wc,are unaware of these non- verbalmethods.

Sensitivity. There must be asensitivity to what the other personhas to say in our approach to eachother. A prejudice against the

other person's appearance, the wayin which he approaches us, wordshe uses to express his thought, oreven the formality with which heis surrounded can break the lineof communication. We bring to ourcommunication with others our ownexperience, which is often differentfrom that of the person with whomwe are trying to relate.

Projection. In sharing ourideas with others we are trying toshare ourselves. If we project arole onto the other person, thatof teacher, principal, president,or other, it prevents the other per-son from being a human being; andthis we may do, unwittingly andunknowingly.

This matter of relationshipshas much to do with how much we arewilling to share of ourselves. We

all bring our own experiences tocommunication, but communicationis not involved primarily withagreement :7: changing another per-son. The sharing process is almostthe opposite, an encounter in whichwe let the other person be vhat heis in the "process of becoming."

Guidelines

Discussion group members for thetopic, "Human Relationships, Leader-ship, and Communication Competen-cies," focused on the importance ofcommunication compt.ltence in allhuman interaction situations. Themedia specialist in his leadershiprole will probably spend more timein social interaction than in thedirect, personal use of the "tools"of his profession. Attertion of

this group concentrated upon twoaspects of the problem: (1) stepsin the communication process, and(2) various causes of breakdowns incommunication.

=FIDDIKhS

The individual who is aware ofthe nature and requirements of "goodcommunication" is generally found to

37

38

observe a number of steps in achiev-ing it. In doing this, he:

Describes the specific behavioraloutcomes (objectives) he seeks tohave his students (or others withwhom he seeks to communicate)attain.

Identifies quite specifically thenature of the audience or audi-ences with whom he seeks com-munication.

Reviews information, beliefs,attitudes, or other evidence per-taining to those with whom heseeks communication, any one ofwhich might conceivably affectthe nature of the intendedcommunication.

Treats the content of the commu-nication in ways that will facili-tate response, giving specialattention to the choice of mediain which to communicate it. Indoing this, he gives attention tothe selection of information andideas, approaches and appeals,presentation styles, and the like.

Bases the treatment of the communication (the process) upon pre.dictions he is capable of makingabout the intended receivers;their personal characteristics,their group characteristics, andtheir cultural characteristics.

Transmits the messages andObserves the responses elicited.Carefully studies and analyzesthose responses ("feedback"),assessing the impact and effec-tiveness of the message, thedistortions it has produced,and ways in which future trans-missions should be handled.

Evaluates the entire process ofcommunication in .n effort toobtain greater future accuracyand effectiveness.

Causes of breakdown in theprocess of communication were iden-tified, during discussions of thisgroup, as occurring chiefly as aresult of:

Unclear statements of behavioralobjectives or intended responsesof those to whom a particularcommunication is addressed.

Selection of the wrong receiverfor the message, or a failure toanalyze receiver requirements inadvance of message transmissionor delivery.

Unsuitable or inappropriatecontent of the message for theparticular audience involved.

Misinterpretation of the response.

Pailure to receive or to assessproperly the feedback dataobtained.

Neglect of the process of eval-uating (essential to futuresuccess).

[RECOMMENDATIONS

Recommendations relating to theprocesses of effective communicationwere developed for media specialists.The dynamic media specialist wasdescribed as one who "understandsthe various strata and cultures inthe school and community and recog-nizes the influence of his roles invaried and ever-changing programs."He also understands how feelings,attitudes, beliefs, and opinionsaffect behavior and learning, andhow needs, emotions, ant'. aspirationsshape the ways an individual reactsand directs his energiet. 'lb com-

municate effectively (and affec-tively), the educational. mediaspecialist must:

Involve himself and share in thebroad spectrum of educationalactivities found in the environ-ment in which he is employed.

Recognize that his goals or thoseof the educational system whichhe serves may not be congruentwith the interests or goals ofthose persons with whom he worksand that a major task is inte-grating the goals of individualswith those of the system (humanrelations competence).

Develop sensitivity to people andsituations; listening with an openmina, asking questions to clarifyinterpretations, checking assump-tions to influence decisions,

reading the "silent language"(the emotional overtones of thecommunication situation), andtempering his approachandreactions accordingly.

Understand his role and the rolesof others in the situation, real-izing that perceptions of selfvary with the situation and changethrough communication.

Utilize feedback and evaluation,being aware of the uses and manyavenues of feedback with respectto the effectiveness or ineffec-tiveness of communication t9implement change of direction,as needed.

4

39

1INNOVATION AND CHANGE IN THE MEDIA PROGRAM: DISCUSSION GROUP

t

Chairman and Discussion Leader: EUGENE H. WHITE

Discussion Leader: RODE}ICK D. MC DANIEL

Discussion Leader: JOANNE MC HENRY

Recorder: CLARABEL TANNER

Recorder: GENEVIEVE K. CRAIG

4, '41

A all, 11

4 1

e4.

I

STUDY GROUFMildred B.Kimbrough,ElizabethWeatherbe,

MEMBERS:Eshnaur,Helen M.

Reining,Eva Mae

Myrtle Bagley, Lester Beck, Dorothy Dale,John E. Fetz, Harold C. Gluth, NinaLoge, Margaret H. Miller, Warren Pendleton,

Robert S. Shute, Phyllis Stronach, Ann R.Weigand

40

*Chapter 4

INNOVATION

AND CHANGE

IN THE MEDIA PROGRAM

Innovation and change in mediaprograms are frequently considered"good" or "desirable." Yet we knowthat such simple evaluations cannotbe made. Some innovations have beenintroduced mainly for the purpose ofdoing "something different"; someonly support previous (and perhapsbiased) positions of groups or indi-viduals; some have come throughsimple fiat; still others are madeon a "bandwagon approach." Thought-ful educators are concerned abouthaving more rational approaches toinnovation and improvement in theirefforts to effect needed educationalchange.

It has been pointed out thateducational innovations are almostnever installed on their merits andthat the characteristics of thelocal system, innovating group, per -con, or other relevant institutionoften counterbalance the impact ofthe proposed innovation. Similarly,it has been pointed out that the

41

characteristics and skill with whiathe innovation is sought affectmaterially its ultimate acceptanceand adoption.

It is well known that, as aninstitution, the school has beenslow to innovate or accept change.Ibis often changes which haveoccurred in them are superficial,consisting chiefly of kinds ofpseudo-manipulation of organiza-tion, facilities, procedures,materials, and similar items with-out any real effect upon the edu-cational product.

How to develop procedures forplanned educational change that arebuilt into a changing system itselfis a prime problem for educators.Educational media personnel inparticular share with other profes-sionals a major responsibilityfor achieving planned educationalchange. As leaders, they need to

42

learn skills in innovating, and man-aging the change process. Theymust look systeatically into therelationship between themselves,vs change-agents, and the "targets"of change, such as the other indi-viduals, groups, institutions, orsystems with whom they work.

In doing this, educationalleaders must learn to recognizefactors which hinder the rate ofchang and to plan strategies forovercoming these. Hindering factorsinclude "threats of existing prac-tices," "threats to personal auton-omy and initiative," "economic,political or social pressures,"and "a low level of communityunderstanding." Conversely, thosewho would effect change need tobe aware of the many factors thatare favorable to the change processsuch as: intelligence and creativ-ity of the innovator; group supportof a single innovator; readinessof a group or system for change;and communication skills which usemedia creatively.

A number of questions concerningthe processes of educational innova-tion are of special concern to theeducational media specialist:

1. What special knowledge should hehave concerning the sociologicaland psychological forces operat-ing for and againt change inthe schools?

2. What strategies or tactics areneeded to achieve desirablechange? What provision can bemade for continual innovation,for built-in change?

3. What personality characteris-tics (and skills) should bepossessed by persons who seekto implement change and particu-larly those involving media?

4. What are the proper roles ofeducational personnel in effect-ing change?

5. Change appears to be mostacceptable when it is viewedas growth from the iiisiderather outs.lie the group,organization, or individual.What are the implications ofthis fact for the strategiesof change?

6. Change often threatens thesecurity of many individualsresulting in a deep seatedresistance to it. Is thisbecause individuals do nothave a scientific or objectiveorientation to a job or prob-lem? If so, how can suchorientation be developed?

7. How does interpersonal behavioraffect the adoption and con-tinued use of a particularinnovation (initiating a mediacenter, for example):

-8. How can rate of change b.,accelerated in school systemsso new practices will be moreeasily and more quicklyaccepted?

9. The ordinary classroom teacheris seldom much of an innovat or;he may be quite resistant tochanges, especially to thosethat appear to threaten his"normal" role. How can suchteachers be helped to acceptchanges?

10. According to some authorities,school administrators are thereal change-agents. If thisis so, what is the role of thelibrarian in effecting changeswhich may or may not be accept-able to the administration?

11. How should the media specialistparticipate in changes nayaffecting thinking about curric-ulum and school organization?

Managementof the Merger

43

Haw can or should he influencethe direction of these changes?What is his responsibility forinitiating desirable changes?

By RONALD HUNTVice PresidentBrook; FoundationSanta Barbara, California

The already considerable cooperation in Californiaschools between library and audiovisual specialists haspaved the way for numerous innovations in managing educa-tional media resources through "instructional materialscenters." In the following speech, Dr. Hunt pleads forstill other forms of merger in the search for maximumefficiency--and inclusion of the talents of industry andof those involved in various communications disciplinesthat seek to understand the media, the message, and themarket.

Mergers take place because allparties concerned believe that unitywill be more productive and profit-able than remaining separate. Ele-ments of a merger are (1) a commonneed for one another's skills,facilities, or other resources,(2) improvement of fiscal positionthrough economies or greater pro-ductivity, (3) competition fromOther merging organizations,(4) consumers with new or changingdemands, and (5) a workable organi-rational concept. Mergers areusually prompted by forces outsideof either organization; the mostcommon of these being th- hangingtechnology and a redefinition ofthe market.

All of these elements are'working today in education, with

the brunt of the pressures of tech-nological change and redefinitionresting with the managers of in-structional materials systems. Themerger of library and audiovisualeducation began a number of yearsago with a common interest in chil-dren and a respect for the profes-sion and instruments of education.Both library and audiovisual educa-tion are based On scholarly research,and, at the same time, dependent onsound management ideas and actions.

Organizationally, audiovisualeducation and library science mergedin California at the state levelabout 1959, long after individualsin the two professions became per-sonal and professional friends. Butas the two come together in a mergerbound by friendship and profession,

44

the group seems threatened by addi-tional mergers with other multi-media arising from electroniccommunications and systems analysts.Old-line publishers of school textstalk uneasily about the multi-mediamarket. The prediction of needsfor school books is tough enoughwithout interjecting the problemsof evaluating filmic and audiomaterials.

Difficulties in projecting needsand goals of schools and communitiesin the future mean that our state-ments of goals are confused. We arenot capable of predicting with cer-tainty the future needs of our chil-dren, but most begin by saying thatsingly we do not know the solution;collectively we can t.-y to find theway.

Your merger must take place notonly with the already well achievedunion of library and audiovisualresources, but W.so with the talentsof industry and the disciplineswhich aid in understanding themedia, the message, and the market.We have no strange bedfellows- -onlyunused and untapped talents,

PROBLEMS AND OF-MTUNITIES I

As we converge on the problems(and opportunities) facing us, weneed to (1) focus on resources tosolve them, (2) organiu the re-sources to apply to the problem,and (3) procure the finances t.)accomplish the tasks. Among theproblems and opportunities arethese:

Population. More than 70 percent of the people in the UnitedStates today live on less than one-tenth of the land in the nation.Population experts predict that more

cities will be built in the countrybetween now and the year 2000 thanpresently exist, and that by 1980it is possible that the populationof the United States will live pri-marily in urban centers, with allof the attendant problems. If webelieve in the power of communica-tion, we must invest all our re-sources in this central problem ofpopulation growth as controlled byreason.

*°_040

Ronald Hunt

//

Information recessing. Controlby reason suggests two major dimen-sions: the availability of reliabledata, and the soundness of thedecision raking process and thedecision makers. Our democracyhas been dependent upon ready accessto all information on the assurptionthat such information would be usedby all people with wisdom. Jefferson

contended that the function of edu-cation was to provide for an in-formed electorate. The wisdom andjudgment of the electorate havealways been grounded on the sound-ness of the educational system.

Getting valid and r,Jiableinformation is no longer an easymatter. Information processing,formerly taking place by word ofmouth, then from book to eye, nowhas great promise through electroniccommunication. Information, how-ever, must mean something to theconsumer, who must, therefore, askthe rigAt questions and be receptiveto the answers.

The great problem facingeducation is that of providingthe questions to receive selectiveanswers from a probable futuresystem composed of a reasonablenumber of direct access computersstoring and processing all thesignificant information now inthe world's libraries.

Freedom. It may be possible inthe future to center school, busi-ness, health, and fiscal matters inthe confines of the home, whether inulJan or suburban centers. However,with the capability to control allinformation, including literary andbanking, there may also be a loss offreedom. For instance, the crime ofwriting bad checks could well beeliminated by means of an electronic

45

computer-based connection betweenretail stores and banks. Profilinginstructional materials according tolearner typologies for home recep-tion will revolutionize the conceptof education, and the idea of theschool as a place to go to may bedone away with.

The problems of populationgrowth and information, and theaspects of freedom inherent in both,are ponderous. Our resources toconfront these problems are unco-ordinated. The abilities to compre-hend space, explore the moon andplanets, and harness nuclear energyare evidence that resources areavailable to confront the problemsof our cities, improve education,and process information withoutJoss of freedom.

Cooperation. Tho entrance ofdefense industries, the federal gov-ernment, and business into the con-cerns of education is encouraging.Our greatest resource is cooperativeplanning. The California StateCommittee on Public Education, forinstance, is compiling uncoordinatedand unrequested information fromforty agencies which will helpschool districts and local governingboards in planning for the future.If a twenty year lag is expected toexist between the discovery of newknowledge and It widespread use inthe educational system, all of usconcerned with education mutt planahead.

Guidelines

The discussion group for thistopic, "Innovation and Change in theMedia Program," studied some of thestrategies involved in the processof innovation and sought to identify

techniques and conditions underwhich desirable ones may be intro-duced, with at least reasonableassurance of success.

46

'FINDINGS I

Two principal findings werementioned in the report of the groupdiscussion:

Innovation may be characterized0771779.Tianned change thatdeparts from current practice;(2) a plan of action based oncareful evaluation of a need;(3) an action based on currentand future needs; (4) a fresh,often a combination, of approachesto needs, both old and new.

Change involves people. It ispeople who determine valid objec-tives for change. It is peoplewho design innovative systems andprocedures. It is people whoimplement the change. In thelight of this, any strategiesfor innovaticn and change mustbe based upon sound principlesof good interpersonal relations.They must be based upon an under-standing of the psychological,cultural, social, and other fac-tors that may aid or block inno-vations. The leader is one whoinfluences the thoughts andactions of one or more personsand sc is directly involved inthe change process. It in impor-tant that he possess (1) the abil-ity to recognize relevant sourcesof change be they an individual,group, institution, organizationor system; (2) the capacity toassess the variables stemmingfrom different change sources(people and situations) whichmay speed or'retard change; and(3) the skill to deal effectivelywith these variables so as toproduce change.

RIECOMMENDATIONS

With the premise that under-standing and adjustment to the humanfactor is basic to all innovative

practices, the following recommen-dations were made;

Be sure that innovation is notmerely for innovation's sake, butis based on valid needs. Avoidthe "bandwagon approach." Changeis not an end in itself; it is ameans to an end.

Consider the feelings of thepeople involved. The actionsand feelings of others are partof the realities of "our jobs."A top level edict can easilycreate insecurity, resentment,and resistance. Insistir : uponan inrovative approach simplybecause it was recommended bya "recognized authority" may notfit .the local situation. Deter-mine how any change will affectthe existing status of thoseinvolved.

Consider the effect that anyinnovation will hive on theexisting total program. Quickchanges in response to pressuregroup tactics may lack validity.Sudden innovations may resultin curriculum imbalance. Successin one specific district does notguarantee success in another.

Remember that the greatest singlestrategy for successful educa-tional innovation is to promotea high degree of personal under-standing and involvement of allwho will be ultimately concerned.

Remember that school systems needa strategy for involving teachersand others in planning and imple-menting innovation. However, toachieve change, it is not neces-sary to involve 100 per cent ofthe teachers, but they should beinvolved selectivtLy. For ex-ample, it is a good idea to havea representative group of teachers

who know curriculum and childrento help in the area of book selec-tion. These persons might be theheads of the various departments.1

1The following ways in whichmedia personnel have involved teach-ers in the instructional materialsprogram were mentioned:

1. Holding a meeting, with eachgrade level represented by oneteacher, for one hour immedi-ately after school. Care wastaken to limit the meetingstrictly to one hour, and altoto have the principal's backingfor the meeting.

2. Taking new materials to teach-ers' meetings.

3. Holding one teachers' meetingeach year in the library, givingthe librarian an opportunity toexplain new materials.

4. Taking department chairmen toa preview session of films (orother materials) during oneschool day. (This worked fine,except that principalci com-plained abcut the cost ofsubstitutes.)

47

Provide media personnel withopportunities to develop theskills required in the processof innovation.

5. Sending out exhibits that areeasy to set up. One membermentioned that his office ha3prepared some "instant kits"which can be displayed simplyby unfolding them. Tapes aresometimes supplied to go with

exhibits.

6. Showing films. "Make a MightyReach," Kettering Foundation,Melbourne, Florida; and "LetThem Learn," by EncyclopediaBritannica, are two excellentones.

7. Using pictures. One districtlibrarian told of having diffi-culty In being able 'LX) get some

teachers to accept the idea ofhaving a library in each ele-mentary school rather than onlythe classroom collections whichthey had been accustomed toreceiving from the centraloffice. Using pictures of thehappy expressions on the chil-dren's fhces as they came intothe library for the first timehelped her convince the teachersthat such libraries were reallya good idea.

COMPETENCIES NEEDED BY MEDIA PERSONNEL: DISCUSSION G17;1]

Chairman and Discussion Leader: EARL F. STROHBEHN

Discussion Leader: LOIS FETTERMAN

Discussion Leader: ELSIE D. HOLLAND

Recorder: LOUISE JAMES

Recorder: LENORE C. EBERLE

(

\ .11 .t

104

-401018040-

1:

STUDY GROUP MEMBERS: Jayne Bernasconi, Mildred M. Brackett,Doris M. Brenneman, June Carroll, Florence W. Damm, Mary E.De sure, Betty Gardner, Delitha Glenn, Maxine Hegiand, ClydeHostetter, Carl A. Larson, Jackie Luckey, Richard C. Nissen,Priscilla K. Phillips, Jeanene V. Rickles, Louise Stull,Primm Wright

48

Chapter 5

COMPETENCIES NEEDED

BY MEDIA PERSONNEL

"Competencies Needed by MediaPersonnel" represented a topic ofhigh interest to participants inthe Monte Corona conference. Pre-

liminary materials distributedahead of the meeting pointed tothe ALA Standards for School LibraryPrograms in which its proper func-tions were described, as follows:

The American Association of SchoolLibrarians believes that tYeschool library, in addition todoing its vital work of individualreading guidance and developmentof the school curriculum, shouldserve the school as a center forinstructional materials. Instruc-tional materials include books(the literature of children, youngpeople, and adults), other printedmaterials, films, recordings, andnewer media developed to aidlearning.

Teaching methods advocated byleaders in the field of curriculumdevelopment and now used in ele-mentary and secondary educationcall for extensive and frequentlycombined use of traditional alongwith new ani different kinds of

49

materials. Since these methodsdepend for their success upon across-media approach to learning,a convenient way of approachinginstructional materials on a sub-ject or problem basis must beimmediately at hand in eachschool. Historically, librariesof all types have been establishedto provide convenient centers forbooks and reading and for locatingideas and information importantto the communities they serve.The interest a modern school nowhas in finding and using goodmotion pictures, sound recordings,filmstrips, and other newer mate-rials simply challenges and givesincreased dimension to establishedlibrary roles.

The school librarian has alwaysencouraged development of appreci-ation for and ability to make goodand continuing use of printedmaterials and library services.Taking into account individualdifferences of children and youngpeople, the school library stimu-lates and guides each child inthe selection and use of materials

50

for the building of taste onappropriate levels of maturity.Now in good library practice, theschool library also helps bothpupils and teachers to discovernew materials of interest and todetermine their values. It mayprovide these materials and theequipment needed for their usefor both Indidual and classroomstudy and teaching.1

The several implications of suchduties for the proper previrationand training of today's educationalmedia specialists were foreseen inthese recommendations of 1960:

School librarians are normallyeducated as teachers and meetstate requirements for regularteaching certificates. They mustalso receive special training inanalysis, education, evaluation,selection, organization, system-atic distribution, and use ofinstructional materials. Theprofessional education of schoollibrarians should contribute thisbasic knowledge as well as provideunderstanding of fundamentallearning processes, teaching meth-ods, and the psychology of chil-dren and adolescents. Also,school librarians must be familiarwith the history and currenttrends in development of schoolcurricula.

In summary, the well-train3d pro-fessional school librarian shouldanticipate service as both ateacher and as an instructional.materials specialist. Where ade-quate funds and staff are avail-able, the school library can serve

1Standards for School Library

Programs, American MOTiltion ofSchool Librarians, Chicago, AmericanLibrary Association, 1960, p. 11.

as an efficient and economicalmeans of coordinating the instruc-

tional materials and equipmentneeded for a given school program.It should always stand ready toprovide informed guidance concern-ing selection and use of bothprinted and newer media.2

The further implications of newresponsibilities and of the neworganizational formats for the workof the media personnel ("book" and"non-book" alike) were reflectedin questions to guide the discussionof the group considering thesematters:

1. In the changing school, thelibrarian's role is steadilybeing changed. How should thisfact affect the preservice andinservice education of librar-ians with respect to the useof new media?

2. Because new media and instruc-tional materials play increas-ingly important roles in today'sschools, what provisions shouldbe made in library educationinstitutions to inform preserv-ice librarians of these changesand to provide them with skillsand competencies needed for thenew tasks they must discharge?

3. According to a number of observ-ers, individual librarians (eventhose who have taken librarian-ship courses) often have verylittle influence in theirschools and find it difficultto get major shifts in schoollibrary operations and manage-ment. What are the implicationsof this statement for preserviceeducation and/or for inserviceprograms in new media?

.4.1111,

2lbid., p. 12.

4. It has been said: "new mediaarouse feelings of :Inadequacy

. but this ',oust no-.; be mis-

taken for outright resistanceto change." "Inability to usedestroys more innovations than

The New Imageof the Librarian

reluctance." How can libraryschools and administrators pro-vide the assistance schoollibrarians need in order tofeel secure in using new media?

By CAROLYN I. WHITENACKPresident, American Associationof School Librarians, andAssociate Professor andChairman, Educational MediaPurdue University

The "new image" of school librarians and audiovisualspecialists of the future is highlighted here in CarolynWhitenack's speech. Currently president of the AmericanAssociation of School Librarians, Miss Whitenack broughtto her listeners insights developed through many years ofwork and study in the field. Her "Six C's" emphasizingthe essential qualities of leadership for media personnelform a useful review of criteria that should be uppermostin the minds of media professionals everywhere.

In its simplest form, the newimage of the school librarian andthe audiovisual specialist will bethat of the media generalist, trainedand able to preserve the heritageof the pact and to prepare forchanges of the future. In consider-ing this new image, we must considerthe new image of education. As thephilosopher, Alfred Whitehead, said:"In the condition of modern life therole is absolute. The :race that

does not value trained intelligenceis doomed." Education is a primemover in this nation today, andhas, at last, come into the areaof recognition.

51

It is time to look at profes-sional education for school libraryand audiovisual personnel--the mediageneralist. The joint standards ofthe American Association of SchoolLibrarians and the Department ofAudiovisual Education, to be pub-lished in the near future, emphasizethese professions in relation tothe functions of media in mediacenters.

The rationale of the schoollibrarian as a media specialistis in terms of the services, orfunctions, of a media program; itscenters and sub-centers. Tp para-

sz

phrase C. Walter Stone's statementof purpose, the role of media inthe library is

...to put at the disposal of theteaching faculty all the mediatechnology, services, and systemswhich will enhance the effectivecommunication of ideas in thepresentation phase of learning,and to put at the disposal ofstudents all the media technol-ogy, services, and systems whichwill enhance the effective commu-nication of ideas in the selfprogrEm phase of learning.

To develop these functions wemust re-evaluate professional educa-tion. Training for professionalpersonnel to develop our schoollibraries as media centers willneed to encompass a variety ofskills and experiences. Some ofthe more important of these are:

A thorough knowledge of thepsychology of learning, under-standing of the needs, purposes,and behavior of the users ofmedia centers, and the abilityto act as co-directors of learn-ing with teachers.

Certification as teachers as wellas special certification in theirfields, with the ability to de-velop instructional objectivesin behavioral terms, analyze,try out, and modify units ofstudy, and the ability to assistteachers and learners in thismodification.

* Knowledge of the historic roleof the library and the presentand future of its functions andmaterials, as well as knowledgeof the growth of communicationstheory, including storage andretrieval of information.

Awareness of the new technologyof education and the ability topromote unified treatment ofideas, whether they come throughcomputers, filmstrips, books,or other media.

Carolyn I. Whitenack

Experience with the full rangeof instructional resources,including the perception, display,and presentation of all types ofmedia.

Acquaintance with the broad scopeof instructional research as itrelates to the use of media, andcontinued awareness of the impli-cations for education of suchresearch.

Deftness in the management ofmedia and people, including man-agement control and professionaldirection of Para-professionals.

The discipline of libraryscieace has provided foundationand background for the coming mediaspecialist, but training for thefuture needs expansion. Educationfor librarianship will need to drawon psychology, sociology, administration, curriculum, business man-agement, communications theory,computer sciences, educationalresearch, and other fields. Insti-tutes, workshops, and conferenceshave done much to upgrade the pro-fession; much remains to be done.Cooperative programs betweenlibrarianship and audiovisualdepartments will need to bedeveloped.

Staff will be an importantaspect of the coming media centers.Not only will highly trained librar-ians and audiovisual specialists1-,e necessary, but so will be tech-nicians, clerks, and other para-professionals. Media centerdirectors will need special compe-tencies in personnel management,communications. and interpersonalrelationships.

John W. Gardner's article, %heTen Commitments," in a recent issueof the Saturday Review, posed impor-tant questions: Why are we doingwhat we are doing? What is our rolein changing the future of educationin America? What are our values?Dc we recognize the need for wide-spread education around the world?What is the role of the schoollibrarian in making the Americandream of equal opportunity areality? Can we help create aneducational system that will pro-vide maximum individual developmentfor every American?

53

Six "Cs" which emphasize thaessential qualities of leadershipnot only for librarians and audio-visual specialists but for alleducators are:

Committed to the best possiblelearning program for studentsand to the function of media;

Competent in their fields,engagfng in lifelong learningand gaining maturity of judgment;

Cooperative enough to work innetworks of media which use thenew technology, and to use thepotential o2." each type of media;

Creative in the arts of leader-chip and personal relations;

Conscientious in using educationaltools skillfully, lovingly, andcreatively to help those who wantto aim high and improve them-selves; and

Courageous enough to exercisethese characteristics, to letgo of some long-held ceeainties,to start out on new roads, todream, identify the dreams andbring them to fruition, and tohe concerned about truth as weknow today, recognzing thattruth is ever changing and thatwhat we perceive today may bedifferent tomorrow.

Committed

Competent

Cooperative

Creative

Conscientious

Courageous

4

54

Trainingthe Recalcitrant

By LESTER BECKOregon State System ofHigher EducationMonmouth, Oregon

Dr. Beck brings to his assignment a similarly extensivebackground of experience, publication, and research. The

need to find ways of reaching and teaching youngsters fromthe disaffected, underprivileged, or disadvantaged segmentsof our society forms the basis for numerous educationalefforts in the United States. Some of these are discussedin the speech that follows.

The two most underprivilegedgroups in our spectrum of educationtoday are pre-school children andcollege professors. As little in-service training is provided forthe professor of higher educationas are planned programs for thechild prior to his entrance intoformal education. Advances, how-ever, are being made on both fronts.

[ME PRE-SCHOOL CHILD I

As was noted two years ago atthe New Media Workshop held at theUniversity of California AlumniCenter in Tahoe City, the importanceof the pre-school years for educa-tion, is now generally recognized.By the time the child is four yearsold he is past the halfway mark onthe road to adult intelligence; bythe time he is six, he is past thetwo-thirds point. In educationtoday, however, we are still invest-ing great sums of money in the upper

third of the growth curve and verylittle in the lower part, wheremental growth is most rapid anddeprivation can be the most serious.

The:re are 24 million pre-schoolchildren in the United States, withonly about one in ten enrolled in anursery school, kindergarten, orgroup activity. This means till+,

eight or nine of every ten childrendepend upon their parents and homeenvironment for such intellectualstimulation as they may receive.Yet in this country 97 per cent ofhomes are equipped with television,regardless of income level, Inmany homes the set runs continu-ously, creating a major problemas small children do not have muchselectivity about what they watch.

We commented, too, at thatConference (1965), that availabletelevision programs for pre-schoolchildren were (1) edited for chil-dren, (2) animated cartoons, or

(3) composed of material morecontent- than process-oriented.We also mentioned that the majorityof the content- oriented programs

were presented by women; men,dressed as clowns or boobs, hostedthe animated cartoons. The questionof the image these men presentedwas discuss-,d.

Lester Beck

There have been some advancesin the last two years in designingprograms for small children. Onemodel series, "Roundabout," producedwith funds prov!ded by the Officeof Economic Opp "irtunity, is process-oriented, interested in vocabulary,and in imaginative experiences whichare equated with community events.Each program is self-contained. Thelead figure for the films is a Negroman, neither a teacher nor an actor,but selected for the part becausehe presents a good image on tele-vision and is able to talk to chil-dren as if they were in his neighbor-hood rather than in a classroomgroup.

Another aspect of the progressbeing made is the ftinding of =ATitle XI summer institutes on tele-vision for the pre-school child.TWo Institutes offered in Oregonduring the summer of 1967 were in-tensive four-week institutes with25 participants each, representingeducational television, the systemsapproach, and administration. Thisgroup reviewed and evaluated approx-imately ho programs prepared forpre-school children, and with theexception of the program notedabove, drew the conclusion thatnone was very good.

Institute personnel thendesigned segments of programswhich were process-oriented anddealt with concepts and concept-formation rather than with subjectmatter; i.e., the concept of handsand the dimensions across whichthe concept of hands extends. Thegroup worked out a crLde and elemen-tary television curriculum with moreemphasis on process than content,and with attention to vocabulary,appropriate music, and art forms.

Outcomes of the instituteprograms centered around planningfor use of funds to be made avail-able by the National Foundation,in cooperation with the Office ofEducation, for the production oftelevision programs for pre - schoolchildren to be released nationally.Recommendations were:

Compose these programs in short,unified segments, similar tosingle-concept films.

55

56

Design these 1, ocess-orientedsegments to stimulate mentaldevelopment, growth of values,and the aesthetic senses ofchildren.

Employ media specialists to selectand build local programs based onthese segments, employing otherapplicable media as well, in muchthe same way books are chosen andselected, displayed, explained,and broad distribution and useof them stimulated.

Give local school districts theoption of sponsoring the programs,but make them available for re-lease over educational networksand as public service programsby local commercial stations.

[THE COLLEGE PROFESSOR.]

Title XI of the National DefenseEducation Act made provision forinstitutes in a nwnber of academicsubject fields to be conductedthrough institutions of higherlearning to improve the competencyof elementary and secondary teachersin the given fields. The Act alsoprovided that a measure of attentionto instructional medif. be incorpo-rated in this instruction. On-sitevisits to some of the institutes afew years ago disciosed that thisprovision of the Act was beingneglected.

As a result, the Office ofEiucation, with the assistance ofpersons professionally interestedin instructional media, conceivedthe idea of establishing one-weekinstitutes for institute directors.These institutes were to provideopportunities for directors toexplore and become acquainted withthe full potential Of educationalmedia in the fields they were tocover with the teachers who wouldbe attending their Summer institutes.

The institutes for institutedirectors are conducted for one weekduring the academic year at fourcenters: history directors at Syra-cuse; geographers and economists atMichigan State; English and readingat the University of Southern Cali-fornia; and modern foreign languageand English as a second language atthe Oregon State System of HigherEducation.

Attendance at the institutes hasbeen on a voluntary basis. However,they have now been offered for twoyears, and each succeeding year andwith each succeeding institute, ahigher proportion of institute direc-tors have volunteered to attend.

These one-week institutes stressinnovation in teaching and the useof new inst. .ttional media, as wellas the importance of having mediaspecialists connected with the summerinstitutes. In brief, the objectiveswere (1) to make institute directorsaware of the innovations in educa-tional media; (2) to develop reason-able facl/ity in the utilization ofmedia in teaching; and (3) to famil-iarize directors with the newest andmost useful teaching strategies, thelatest texts in their subject-matterfield, and other instructional mediathat could advance the teaching intheir own disciplines. In all fourof these mid-winter institutes, pro-grams include (1) formal presenta-tions by specialists, (2) demonstra-tions by staff and consultants,(3) provision for independent studyand preview of materials in thewhole field of media, includingacquaintance with equipment, and(4) provision for small groupevaluation.

In a variety of .tayst part'ci-pante were oriented to the purposesof the one-week "inservice" insti-tutes, were made to feel a part Ofit, were immersed in an atmosphere

dominated by media. The workshopatmosphere prevailed, there wasopportt-Aty for exploration, timefor group discussion, time for inde-pendent study, time for practice.But throughout the week of concen-trated learning, it was regularlyemphasized that the teacher's ulti-mate task is to communicate, andthat modern instructional media areexcellent means if properly selectedand used in berms of carefullyconceived goals.

Professors of higher educationwho receive NDEA Title XI grantsto conduct subject-matter orientedinstitutes for elementary and second-ary teachers are taking advantage inincreasing numbers of the opportunityto attend one-week academic yearinstitutes for intensive study ofthe broad range of new instructionaltechnology and its applications tolearning.

Guidelines

In approaching its assignment,the committee for this topic exam-inee functions of school librariesin terms of the responsibilities ofa school librarian, or. perhaps moreproperly, of a media specialist oran instructional materials centerdirector who administers it. Next,

it identified competencies neededby this person to carry out hisresponsibilities. Finally, itreviewed characteristics of thepreservice and inservice trainingnecessary to batisfy school librarypersonnel needs. Guidelines in thefinal committee report stressed thatactual functions of school librariesshould be prime bases for determin-ing competencies needed by school

librarians.

F:Ipinos

Several findings were developed

as discussion outcomes:

The librarian's role must changeto meet v,rying educationaldemands of today's schools. New

services are revived; staff com-petencies at the professionaland non-professions l levels mustbe redefined (from credentialedlevels through the para-profes-&Jonil and clerica1 levels) toassure effective staff utilization.

The professionally competenteducational media specialist(professional librarian) of anindividual school should possess:(1) appropriate teaching andadministrative skills; (2) aknowledge of the curriculum;(?) skill in human relations,communication, group dynamics,and community relations; (4)leadership capabilities in in-serviee training for staff andstudents; (5) a general knowledgeof all media, including the useof human resources; (6) special-ist backgrounds in certain fields(disagreement was expressed asto whether assistant librariansmight be credentiuled specialistsin subject-matter fields ratherthan in librarianship); (7) skill

57

58

in techniques of evaluation;(8) a knowledge of library bud-geting in relation to the over-all school budget; and (9) interestin professional improvement andparticipation in activities ofprofessional associations.

Personnel in district or countylevel positions should possess,in addition, certain other admin-istrative and supervision compe-tencies: (1) ability to superviseand coordinate professional andnon-professional staff, and adept-ness in organizing effective per-sonnel practices; (2) extensiveknowledge of business proceduresand administration of the totallibrary budget; (3) awareness ofa wide variety of procedures andthe capability of initiating andcoordinating operational practicesto assure optimum utilizationof media and media services;(4) skill 10 developing insevicetraining and leadership programsfor professional and clericalstaff; (5) ability to implementindividual school media programs;(6) ability to evaluate the totalschool media program through crit-ical self-evaluation and by out-side assessment; and (7) aknowledge of current educationalresearch and new trends in thelearning program.

Supporting personnel for educa-tional media centers should in-clude: (1) clerical employees:graphic artists, processing clerks(junior and senior), clerk-typists, acquisitions clerk;(2) pars- professionals: audio-visual technicians, library tech-nicians; (3) associate librarians(if decentralization creates theneed for different professionalskills), research specialists,subject-matter specialists, andmedia specialists.

Varying levels of clerical andpara-professional assistants canbe trained by the community col-leges within the framework out-lined by the State Board of Edu-cation's vocational educationprogram.

Thcr-e was agreement that themodern school library or educa-tional media center for studentsand teachers should include allmedia (honks, films, recordings,and the like) and serve as aresource hub for all disciplines.Keeping this broad, and broadeningfunction in mind, the committeecompiled a Hot of competenciesfor the pr2fessional schoollibrarian. 3 It was emphasizedthat he is:

A teacher, with broad subject-matter knowledge, whose teachingboundaries are not the conven-tional four walls of the classroomteacher; who is as thoroughlyacquainted wish educational theoryand practice as other teacherswith whom he serves.

An administrator, with profes-sional line responsibilities foroperating the library as a learn-ing resource within his building,district or county. Included inthese responsibilities are person-nel management, finance, and pro-gram planning.

A friend to students, with anunderstanding growth anddevelopment of the various agelevels of the students whom heserves; and with strong empathyfor their lf,arning needs.

3It will be noted that this listdoes not include technical competen-cies, which the committee felt wereveil enough understood to permitexclusion.

A curriculum expert, aware ofcontinuing changes in teachingprograms and their effect on thetotal educational program.

A colleague of teachers, super-visors, and administrators,working tactfully with all toinsure eftIctiveness of thelibrary as a learning resourcecenter.

A "generalist," who understandsuses of the wide range of instruc-tional media, including humanr "sources, and who employs thesemedia effectively in supportingthe educational mission of theschool.

In some cases, a specialist insubject-matter fields. (Therewas not complete agreement withinthe committee on this point,since there was a question as towhether subject-matter specialistsworking with the head librarianshould be required to have formaltraining in library science inorder to serve as assistantlibrarians.)

Finally, a public relationspractitioner in the most ethicalsense of the term; that is, onewith an urlerstanding of how bestto acquaint administrators, teach-ers, and the public generally withthe role of the school library inthe educational process.

Preservice training for educa-tional media personnel also occupiedthe attention of the committee.

39

Three basic positions soondeveloped:

Most graduate schools of libraryscience must improve their pro-grams to meet the need for prop-erly trained school librarians.

The committee strongly recommendsthat such training include spe-cialized preparation that de-emphasizes traditional coursesin library science in order tomake room for courses relatingmore closely to actual current!Ind future school library needs.Sue library c. arses shouldassist the media specialist inbuilding such competencies asthe selection and preparationof all instructional media,including non-book materials;supervision of professional andnon-professional staff; develop-ment of a library budget relatingproperly to the total school bud-get; communications theory; humanrelations, group dynamics andcommunity relations; objectiveevaluation of the school libraryprogram; and organization ofinservice library education,particularly at the buildinglevel for work with student andparent helpers.

The presently developing programof the State Department of Educa-tion to establish a uniformlibrary technician training pro-gram in California junior collegesis strongly endorsed as a meansof providing needed library tech-nical assistants for semi- orpara-professional and clericalstaffing in school libraries.This program includes terminalcourses to enable students toserve at various job levels inthe school library, to providetechnical services for effective

60

and efficient library operation,and to free professional school

librarians for other more impor-tant work.

Inservice training at both pro-fessional arid clerical levels isa high priority need, but thereshould be a clear differentiationbetween professional and para-professional and clerical (voca-tional) courses for such purposes.

1.11

4In making more detailed delin-

eations of functions to be filledby a support staff, the committeeidentified such positions as graphicartist, processing clerk, clerk-typist, acquisitions clerk, andaudiovisual technician. In addi-tion, the committee acknowledgedthe need in some decentralizedsituations for proPeARional special-ists in research, subject-matterfields, and the production and useof various types of instructionalmedia.

Recommendations for inservicetraining are as follows:(1) Organization end content.A two-way flow of informationmust be maintained among insti-tutions of higher educcCdon anddistricts via the intermediateunit with continuous evaluationof course content to reflectchanging needs in library per-sonnel competencies. All programsshould include training in commu-nications and human relations;(2) Locations and modes. Inservicecourses should be offered in closegeographic proximity to areas inwhich there is need for suchtraining. Possibilities fortelevision courses to make suchtraining more accessible shouldbe explored. Training might bethrough district, county, or stateworkshops, or through collegesand universities; and (3) Trainilevels and financial recogn tion.Increased competencies of librarypersIlnel at all levels, as theresult of inservice courses,should be recognized by salaryseledules appropriate to eachgroup.

411

4111 1.4

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1it

IDEVELOPMENT OF MEDIA PROGRAMS: DISCUSSION GROUP

Chairman and Discussion Leader: ROBERT E. MULLER

Discussion Leader: MARGARET S. SARAFIAN

Discussion Leader: JOHN S. KEENE

Recorder: SUE FANTON

Recorder: MARY J. HOFFE

A

I I. .

a

I I

STUDY GROUP WASERSI Marion Archo.. Allayn Bell, MelvinBernasconi, Madge Ebright, Alice 1Ted 1..ick, Marcus Gold,Wanda L. Jacobs, Leslie H. Janke, H. Lester Nichols,Roberta Omuta, Deloris Prior, Vivian 8. Stallkamp, JaneB. Sterling, Ralph C. Taylor, Culla Ullensvang, LillianM. Watkins

62

Recent expansion of knowledgeand of needs for the use of thatknowledge demands much of education.This fact is reflected in the Pur-rent, increased emphasis upon edu-cational programs that stress theindividualization of instruction,including self-instruction (someof it automated), all of which leanheavily upon the school media pro-gram. A superior school libraryor educational media center is thusmore essential than ever.

Educators should continuouslyevaluate media programs in termsof both immediate and long-rangegoals to insure that growth andimprovement proceed along antici-pated lines of planning. All suchplanning must be based on the co-operative efforts of the adminis-tration, the teaching and supportstaffs, and the board of education.Balance and flexibility should besought in the plans that resultand they should reflect the uniquerequirements of the particularsituation which they weredeveloped.

Chapter 6

DEVELOPMENT

OF MEDIA PROGRAMS

63

Long-range plans, cupecia14,should show recognition of the factthat excellent media programs mustreflect a continuity of growth inall areas: materials, personnel,facilities, and equipment. Teach-ing and learning relourees shouldnot be static; t! 2.01 be

capable of meeting k demandsgrowing out of edicA.thnal change.1

Several specific suggestionsconcerning the employment, assign-ment, and functions of media per-sonnel have been generally agreedupon:

The media center staff itselfhould consist of an adequategiber of quali"'.ed media special -

is is and non-cer' 'ricated staffhave suffici--. time to select

IAdapted from Standards for the

Development of School Pro-grams in California, Presented byWrand AVEAC (CASL Publications:1967), p. 1.

64

and organize materials and to planand implement on-going programsof service, resources, and instruc-tional assistance. Media special-ists should not be regularlyassigned other services or dutiee;neither should they perform anyother functions while on duty.If they are expected to work alonger school year than the regu-lar teacMng staff, additionalcomllensation should be providedat the regular contract salaryrate.

The size of the media center staffshould be directly related to thescope and depth of the educationalprogram of the school. Competent,professional media personnel withfaculty status are important inproviding good educational mate-rials services.

Several questions, posed inadvance, were used to focus consid-eration on this topic:

The Librarian'sDilemma

1. Where should a school districtstart in determining the essen-tial components for a schoollibrary program which providestotal service?

2. What initial steps should aschool district take to insureachieving a superior schoollibrary program?

3. How can representatives of com-munities be involved in promot-ing and planning necessarysupport for a school library(media) program which providestotal service?

4. What are the sources of fundsa district may seek as supportfor essential components ofsuch a school library program?

5. How does a media specialistsupport teaching and learning?

6. Whet does school libraryresearch imply for developingmedia programs?

By SARA KRENTZMAN SRYGLEYProfessor, Library SchoolFlorida State Univr kty

Tallahassee, Florida

Two 1..esentations, each quite different, yet related inpurpose, examined the role of the school library or instruc-tional materials center and of the personnel attached to it.In this first presentation, Mrs. Sara Srygley, of FloridaState University, emphasizes the essential responsibilityof the educational media specialist to the support of teach-ing and learning. She calls for a reassessment of educationand of the uses of new technology in aiding the achievementof its aims. As always, the matter of providing enough well-trained professionals to care for these assignments is ofcentral importance.

In past years we have made somewonderful claims for school materrials prcgrams. As long ago as 1959we said that the school library hasbeen and will continue to be flex-ible in its program of services andin the scope of materials of commu-nication contained in its collec-tion, and that it meets the changingneeds of the school which it serves.We also said that the new technologycan and should affect the materialsand services of today's schoollibraries.

We have said much more. We haveclaimed that services, not words,portray the image of the schoollibrary, and that the library,through provision of materials thatgo beyond the requirements of aninstructional program, can resultin more effective teaching with con-comitant achievement and developmentof students, both personally andacademically.

For the first time in thiscountry, in the 1960's we have hadthrust upon us the opportunity toprove these claims. Reassessmentof education by professionals andthe general public, technologicaldevelopment, cultural demands onand in society which have made usava'e of the individual differencesin children and young people, anda massive program of federa'A aid toeducation have created the possibil-ity of developing more realisticallythe programs we have envisioned.

These very opportunities, how-ever, while giving us the chanceto develop the things we have beenstriving for, have created problemsfor us.

Reassessment of education. In-creasingly, the general public aswell as professional educators aretaking part in conferences andinstitutes. They are reading theincreasing numbers of books and

65

listening to television programsdealing with serious considerationsthat we once thought of as onlyprofessional problems. All of thesethings challenge some e our mostcherished convictions.

Legislation. It seems to someof us that too much of our time istaken up with writing and evaluatingproposals, and planning how to spendthe money that is suddenly available.

Sara Krantzman Srygley

New technology. The new tech-nology is not affecting just thenewer media, but also, through newnrinting and production methods, thevery books we use, Electronic de-vices are encouraging revolutionaryprograms and practicea wnen we'venot yet provided adequately for thetechnology of the old ones.

Progress brings problems, andin attempting to solve these prob-lems, it is important to be sure

66

that the solution:, to them bring

progress. Problems and progresshave any number of relationshipswith each other, but the nature ofgrowth and development demands thatas problems are solved, their solu-tions create more problems.

We have this year at the nationallevel the great opportunity of hav-ing the specialized interests ineducational media work cooperativelyto plan and support a program ofmutual concern and interest. Theefforts of AASL and DAVI to producemedia standards as educational goalsin this countr:, deserve our fullattention and support. This is noeasy task. We are challenged toplan as professional people, notpromoting vested interests, butsquarely facing the tremendousresponsibility of providing mediacenters to support teaching andlearning, here and now, as wellas for tomorrow.

The dilemma suggests the impor-tance of professional leadership inmedia programs today. We are chal-lenged to think of ways to work withadministrators, teachers, and gen-eral Lnd special supervisors in thecurriculum so that media.centerstruly support instruction. Howevereffective or important each of usmay have been professionally in thepast. this year challenges us to be

drmore so.

1 r--t

.41141k

Much of the current professionalliterature concerned with necessarychanges in American education andwith the application of technologyto our educational problems isremarkably silent regarding thespecialized educational personnelrequired. The whole concept of whowill do what and how it will be doneis rarely touched upon. But solvingthe problems is dependent upon peo-ple; specialized, qualified person-nel in sufficient numbers to assumethe responsibilities.

lv,edia personnel must get intothe mainstream of education whereteaching and learning take place.To see that all published and prc,duced materials of quality areavailable to children and youngpeople there must to specialistswho know 'low to make this possible.We must have trained personnel togive leadership in building finecollections of media and the equip-ment to make the media useful. Anational assessment is inescapable,because there will have to be a morescientific accounting of the valuereceived for the greatly increasedfunds available. For all of thesereasons media personnel must knowenough about teaching and learningto be respected by educators. Amaterials tTecialist needs to beconsidered a specialist in teachingand learning, an effective guidancespecialist, and must develop thecompetencies which can be usedeffectively by those involved inthe educational process.

We mubt interpret these needsand demonstrate in what we ray,do, and are, that media specialistsplay a significant role in the edu-cational process. The tire is now,and the chances are good that wecan achieve the goals we set pro-fessionally.

Research

in theSchool Library Held

67

By ED A. WIGHTProfessor of LibrarianshipUniversity of California,Berkeley

The relatively limited amount of research in the schoollibrary field is mentioned next, in Dr. Wight's presentation.He calls special attentica in a carefully prepared reportto the contributions of emerging bibliographic control pro-grams (and especially of ERIC--ihe Educational ResearchInformation Center) and their promise in bringing orderand assistance to the field.

The flood of publications in thefield of education has now reachedthe point where it lacks biblio-graphic control. Librarianship,like the broader field of education,is increasingly interdisciplinal.y:its literature requires a depth ofsubject analysis that often is notrepresented in traditional productsof library cataloging and classifi-cation. Furthermore, for ratherobvious reasons, most of the pub-lished writing in the school libraryfield, as in other areas of librar-ianship, cannot be characterized asresearch. The school library isusually inadequately equipped withthe bibliographic apparatus neces-'ary to identify research studiesin areas pertinent to the variedneeds oT students, faculty, admin-istrators, and others with researchinterests; and, if and when identi-fied, the collection of specializedresearch reports is likely to beinadequate.

EDUCATIONAL RESEARCH INFORMATIONUna (ERIC)

The nearest approach to a break-through in availability of theresults of educational research inour generation is a "happening"called ERIC (Educational ResearchInformation Center). When thefederal Cooperative Research Programwas funded, in 1956, one of theproblems encountered was how tobring the results of its researchto the attention of persons whocould use it effectively. Conven-tional measures were used untilERIC became operative in the fallof. 1966. At that time, twelveexternal (i.e., external to theOffice of Education) clearinghouseswere announced, each of which was tospecialize in educational researchmaterials in a particular area. UCLA,for example, is now a center forresearch materials on the juniorcollege under the ERIC program; the

RECENT RESEARCH I

68

University of Minnesota has recentlybeen designated a center for librar-ianship research.

Briefly, each center operates inthe following fashion. Beginningwith reports of research sponsoredor funded by the Office of Education,each clearinghouse acquires twocopies of research reports in itsdesignated field. Each reportjudged to contribute something ofvalue to its field will be proc-essed, the text being recorded onpunched tapes for computer input.This input data includes the usualtype of cataloging material, exceptthat no traditional class notation(Dewey or Library of Congress, forexample) is used. Instead, a rela-tively large number of descriptors(subject headings) are assigned andhr. abstract of about 200 words isadded. Tapes and documents then goto the ERIC center where the tapedmaterial is fed into computers.Each month, a volume of this bibli-ography of educational researchmaterial is issue?. There are fourseparate indexes, of which theauthor and subject ones are likelyto be most useful. The firstmonthly number was dated November,1966. The domestic subscriptionprice is $11 per year; it may beordered from the Superintendentof Documents, Government PrintingOffice, Washington 20402.

Finally, copies of each researchreport may be ordered, either inmicrofiche form (4" x 6" transparen-cies), with each such sheet havinga capacity of about 60 pages andselling for about 50$, or in hardcover, which is considerably moreexpensive. Publication and sale ofthe copies of research reports arehandled by EDRS, National CashRegister Company, 4936 FairmontAvenue, Bethesda, Aaryland 20014.

Some recent research will bebriefly noted.

Mary V. Gaver's1 study, "Effec-tiveness of Centralized LibraryService in Elementary Schools," hadfor its purpose the development andapplication of instruments for theevaluation of the three types oflibrary serviceo available in ele-mentary sch.pols: (1) classroomcollections, (2) central collectionsfrom which materials 4re providedto.teachers, and (3) school librar-ies. Measures were developed forand applied to five specific areas:(1) the collections, (2) accessibil-ity of resources and services,

p4) library-related activities,

) library skills, and (5) amountsand quality of reading based onpupil purposes and interests inreading. Data were collected fromeach of two school systems. In allexcept the last measure, the datafavored the school library. (Ofspecial interest are the 14 appen-dices, covering 123 pages of thepublished report.)

Mehit2 , in a doctoral disserta-tion, studied the effect of the typeof library service upon book utilizi-tion by sixth graders. The study was

1Mary Virginia Gayer, Effective-

ness of Centralized Library Servicesin Elementary Schools, 2nd ed.,New Brunswick, Rutgers UniversityPress, 1963. 268 p.

2George Mehit, "Effect of Type ofLibrary Service Upon Utilization ofBooks by Sixth Grade Pupils in Selec-ted County Elementary Cchools inNortheastern Ohio," Ed.D disserta-tion, Western Reserve University,1965. 206 pp.

carried out in six elementary schoolsin northeastern Ohio, each providinglibrary services in the form of(1) classroom collections, (2) cen-tral libraries, and (3) a combina-tion of the two methods. Over ashort period, when special recordswere kept of the pupil use of books,no significant differences in thenumber of books used per studentwere found.

A comparative study of two meth-ods of teaching "the use of booksand libraries" was made by Moffett.3Method one consisted of a twentyminute introduction to a large groupof students, followed by a thirtyminute televised illustrated lec-ture prepared for the purpose; thesecond method used regular large-group lecture methods. Each usedthe same assignments, problems, andtests. No significant differencesin student achievement were found;however, the TV method was moreeconomical.

Snider4 studied the relationshipof the ability to use library skillsto performance in college as meas-ured by the college grade point av-erage. He found, in general, thatthe relationships were positive,consistent, and relatively strong(for overall grade point averageand ability to use books and librar-ies, +0.57; for high school stand-ing, +0.47):

3Thomas K. J. Moffett, "A Compar-ison of Two Methods of FamiliarizingStudents with Library Methods andMaterials," Ed.D. dissertation,University of Florida, 1965. 103 pp.

4Felix E. Snider, "The Relation-

ship of Library Ability to Perform-ance in College," Ph.D. dissertation,University of Illinois, 1965. 215 pp.

69

A study by Galloway5 of the re-viewing of juvenile books in eightjournals and newspapers, with specialregard to their usefulness as selec-tion aids for school libraries, fcc.,(1that in the year studied only 73 parcent of the juvenile trade bookslisted in Publishers Weekly werereviewed in any of the eight lead-ing review sources. Only 14 titleswere reviewed in all, and onlytwo of the revtewing media includedmore than half of the titles pub-lished.

The teacher, principal, andschool librarian differ signifi-cantly in their perceptions of theschool librarian's status, prepara-tion, and function, and each groupwould place a different stress onschool library functions in an ex-panded lib;ary program, accordingto Olson's° study.

Totten's7 study attempted to an-alyze and evaluate the use of var-ious educational media in accredi-ted library schools. He concludedthat the basic media are availablein the library schools but that theprovisions for inservice educationin their use are weak.

SMabel L. Galloway, "An Analytical Study of the Extent and Natureof the Reviewing of Juvenile Booksin Eight Journals and Newspapers withSpecial Regard to Their Usefulnessas Selection Aids for School Librar-ies," Ed.D. dissertation, ColumbiaUniversity, 1965. 148 pp.

6Lowell E. Olson, "Teachers',Principals', and Librarians' Percep-tions of the School Librarian'sRole," Ph.D. dissertation, Univer-sity of Minnesota, 1966.

?Herman L. Totten, "An Analysisand Evaluation of the Use of Educa-tional Media in the Teaching ofLibrary Science in Accredited Amer-ican Graduate Library Schools,"Ph.D. dissertation, University ofOklahoma, 1966. 190 pp.

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40

Guidelines

The croup discussing the topic,"Development of Media Programs,"sought to identify appropriate pro-gram guideLnes when essentialcomponents were present. Therewas general agreement that schoolmedia programs ought to be integral,not supplementovy, to the schoo)instructional program. It ,las

believed that most goals which arepart of an instructional media pro-gram can to stated as sharply de-fined, specific, behavioral outcomes.This exercise in formulating specificbehavioral outcomes accomplishes twothings: (1) it compels identifica-tion of tne specific elements whichmust be manipulated to achieve theintened behavioral outcome, and(2) it facilitates measureTent, withsome objectivity, of its degrec ofacnievement. A course of action,or a series of steps, must beplanned to reacn the behavioraloutcome. This series of steps mustbe inventoried to identify thosewhich are not presently occurring,but must be made to occur, if thedesired behavioral outcome is tobe achieveck. Presently exitingsteps must be sequenced as well assteps yet to be completed. Finally,all incompleted steps must becarried out.

FIDING7]

This committee chose to fulfillits assignment through the processof stating several important behav-ioral goals related to the contri-butions of instructional media tothe achievement of various educa-tional purposes. Each such state-ment was accompanied by examplesof activities that might be relatedto its achievement, as follows:

e Behavioral Objective: To stimu-late intellectual cuosity andindependent study ha'Ats.

Examples of techniques for achiev-ing this goal:

1. Provide activities which willassist in developing the abil-ities to listen, view, and readcritically.

2. Provide practical experiencesin locating, comparing, clas-sifyinr:, and e.:aluatinginforrdation.

3. Introduce information in avariety of forms and ways(films, filmstrips, recordings,computers, 3nd oners) in orderto appeal to students througha variety of sense channels andto overcome certain handicap3to learning (such as poor read-ing abiltty).

4. Guide critical discussions ofmaterials selected by studentsto assist them in solvingproblems.

Behavioral Objective: To develophigh interest by teachers andadministrators in improving schoolmedia resources and services.

Examples of techniques for achiev-ing this goal:

1. Establish and utilize facultyadvisory committees at theschool level.

2. Provide inservice training inareas of multi-media prepara-tion and use.

71

72

3. Devise practical ways ofachieving better communicationin all aspects of the schoolprogram.

4. Develop a statement of educa-tional tasks to be planned andperformed by the administra-tors, teachers, and librarystaff.

Behavioral 01-jective: To deviseways to help students becomeincreasingly discriminating andeffective in their use of instruc-tional ulatorials for perscnal,social, and vocational guidance.

Exawples of techniques for achiev-ing this objective:

1, Guide group discussions ofpersonal and social problems,using a variety of appropriatemedia .

2. Prepare annotated bibliogra-phies of materials about voca-tional problems which are ofinterest to many students.

3. Devise ways to challenge giftedstudents to pursue independentstudies in depth.

L. Offer programs to guide stu-dents in the appreciation ofthe fine arts and to directtheir attention to creativeuses of leisure time.

5. Read selections aloud to helpbridge the gap between booksthe students can read for them-selves and those that mayinterest but are too difficultfor them.

Behavioral Objectives: To intro-duce students to community librar-ies and to cooperate with thoselibraries in continuous efforts

to encourage the regular pursuitof knowledge and cultural growth.

Examples of techniques for achiev-ing this objective!:

1. Encourage students to partici-pate in summer reading clubs.

2. Encourage teachers to plan withpublic librarians in the prepa-ration of bibliographies.

3. Prepare a set of directionsfor teachers to use in makingassignments, including formsfor requesting materials.(These can be used with bothschool and public librarians.)

4. Plan with public librariansfor exchange visits to improveutilization of materials whichwill foster the search forknowledge.

5. Call pupils' attention to pro-grams offered by the publiclibrary which feature displaysand speakers from other coun-tries and outstanding communityleaders.

6. Plan with public librarians toshare the visits of authors andillustrators.

7. Inaugurate joint-use studies toassess actual student needs anduses at the community level,thus providing data concerningpresent and future needs ofschool and public libraries.

[RECOMMENDATIONS

In planning to develop effectivemedia programs to achieve behavioraloutcomes such as those just enumer-ated, provisions must be made forthe following:

Involvement. Goals are mostlikely to be reached if theyare supported by the people whomthey affect. This support willbe forthcoming if the goals areoriented to the real and recog-nized needs of a person or a group,sitch as students, staff, :ommunity.Involvement also means givingresponsibility to, and gettingparticipation from, all humancomponents in the instructionalmedia program. Involvement is amultiplier of available time,energy, and knowledge.

Communication. Formal and informalchannels of communication must beprovided. The media specialistmust then make certain that commu-nication does flow along thesechannels. This flow is, to some

73

degree, a function of the mediaspecialist's rapport with staffand students and his sensitivityto their wishes and needs.

Feedback Reabsessmqnt andReadjustment. A continuing proc-ess of feedback and readjustmentmust be built into the elan ofachieving behavioral outcomes.This is simply a provision forchecking to see that progressmatches plan, and that subsequentadjustments in the steps to achiev-ing outcomes are made as required.

Publicity. Progress, final out-comes, and problems must be publi-cized. Active publicity providescoordination and liaison to staff,students, and community directlyconcerned with any given goal.

[--

ORGANIZATION AND MANAGEMENT OF SCHOOL MEDIAPROGRAMS: DISCUSSION GROUP

Chairman and Discussion Leader: MILDRED P. FRARY

Discussion Leader: BRUCE M. CRAWFORD

Discussion Leader: ERNESTINE RUNNER

Recorder: MAXINE WESTON

Recorder: ADALEEN J. FALLTRICK

\e;e ,

,

Irj

STUDY GROUP MEMBERS: Sister Mary Alma, Colette Brinkman,Rose Mary Colligan, Mary Jo Freeman, Robert 0. Funk, RobertGerletti, Walter H. Harris, Roy C. Hill, Sachiko S. Ishida,Hilda McCartney, Carolyn Meier, Francis W. Noel, John H.Nutley, Lenora B. Pratt, Helen R. Sebby, Barbara Skaggs,Eileen M. Vincent

74

Chapter 7

ORGANIZATION

AND MANAGEMENT

OF SCHOOL MEDIA PROGRAMS

Materials to guide discussionand examination of the topic, "Org-anization and Management of SchoolMedia Programs," emphasized muchthat reflected the theme of the MonteCorona Conference:

Services, not words, portray theimage of the school library. Theschool library is a materials cen-ter, an instructional materialscenter, an instructional resourcecenter, or any of the equivalentterms now springing into existence.In like manner, the school librar-ian is a materials specialist or aninstructional resource consultant.School library and school librarianhave been used in these connotationsthroughout this book,1 but in a rich-er sense as well. For the school

1Standards for School Library Pro-;rams, Chicago, American Library Assoc-iation, 1960, p. 13.

75

library, through books, films, re-cordings, and other materials, goesbeyond the requirements of the in-structional program and unfolds forthe many private quests of childrenand young people the imaginationof mankind.2

The further key importance of theschool library, or educational mediacenter, was exrlressed in a Californiapublication:

Never before has the school librarybeen so needed as it is today, withsocietal and educational changes con-stantly making new demands upon it,requiring an ever wider variety ofteaching and learning resources.These resources can and should heprovided by the school library as aconstituent part of the total educa-ional program, at all grade levels.

IMMIMMO. Jo. gtmMmea./....

2Ibid., p. 13.

76

Specific needs and expectations nec-essarily vary with the type of educa-tional institution of which the li-brary is a part, but in all casesthe school library should functionas an essential component of theeducational system.

To be successful, the school librarymust have the cooperative recogni-tion, understanding, promotion, andsupport of all segments of the totalinstructional program. It is depen-dent upon the community and the gov-erning board for active endorsementand financial support, upon librar-ians and other administrators forplanning, developing, and implement-ing the library program, and uponteachers and students for understand-ing and using the library as an in-tegral part of the curriculum. Inreturn, the school library shouldsupply enterprising, realistic, anddynamic support for the total edu-cational program.3

3Standards for the Development ofSchool Library Programs in California,Los Angeles, California School LibraryAssociation, 1967, p. 2.

The LibraryFunction By C. WALTER STONE

Discussion sessions for the topic,"Organization and Management of SchoolMedia Programs," were organized aroundthe following questions:

1. What administrative decisions mustbe made to implement a good schoollibrary program? On what basesshould these decisions be made?

2. By what means can administrators in-sure that their school librariesserve optimum roles in the instruc-tional program?

3. How can an excellent, on-going pro-gram of school library utilizationbe maintained in the face of today'spersonnel shortages and changes?

4. What elements, factors, or criteriashould be considered !n evaluatingcomprehensive school library program?

5. What factors not yet generally recognized will affect the future organi-zation and management of educationalmedia programs?

RedefinedDirector of LibrariesUniversity of Pittsburgh

In this speech condensation, Dr. C. Walter Stone examinesways in which library functions are being changed to accommo-date recent expansions of communications technology, bothelectronic and print. "Substantial reorientation of the workof most librarians will be called for," he maintains. Severalnew classes of personnel will be needed, as will improved facil-ities and ways of assimilating and managing the growing outputof the world of knowledge.

For years we librarians havefretted about our responsibilitiesfor providing audiovisual materialsand the so-called newer media. Butnow, when the newest of the mediacan become obsolescent overnight,such concerns are antiquated andare being replaced by more meaningfulquestions about how learning takesplace; how people, regardless of age,interact with ideas in various sur-roundings and circumstances; andabout the cost and very practicalproblems of handling knowledge, re-gardless of the forms in which itis presented.

may purpose is to report on somechanges taking place, both in librar-ies and communication methods, whichare redefining the library function,and which will substantially alterthe nature of our professional taskin the future. As for that task, Ithink there is no more important workto be performed for the general bene-fit than that of managing the availa-bility and flow of recorded ideas and

information. This is what librar-ians do, and this is what progress inevery sector of human and work re-lationships requires if there is tobe progress. It depends, then, uponour integrity and efficiency in thelibrary effort to move our societyforward.

In recent years I've come to be-lieve that the library function is tooimportant in society to be entrustedsolely to librarians, even when lim-ited to service with print. It istoo important to trust to any singleprofessional communications group.By "library function," I take intoaccount the revolution in communica-tions services which indicates thatwithin a few years we will have elec-tronic and mechanical communicationsmarvels with capabilities far exceed-ing any presently known.

77

) *Ire I°atik

C. Walter Stone

Because of the new technology itseems unlikely that future communica-tions and information services willneed to be much concerned with eitherthe input or output of most messages.Transmission of messages can be vir-tually instantaneous, and printed mediamay well be by-passed except when atemporary record is needed. As in-creasing reliance is placed on largerand larger data banks stored in re-mote computer cores, the more tradi-tional library and publishing functionwill come together for customizedelectronic delivery of encyclopedicinformation, medical diagnosis, fi=nancial analysis, remote instruction,and manageMent guidance. Access tothe remote data reservoirs will beachieved with individual computerterminals.

78

All of this means that the futurewill call for some new library insti-tutions, no longer concerned withsupplying specific media as such, butwith providing access to all recordedforms of knowledge and communicationsservices, to be drawn from data banksstored in electronic memories or newmicroforms, searched out, retrieved,transmitted, and/or reproduced asrequired.

Acceptance of this or any similarview of the future probably requires asubstantial reorientation on the partof most librarians and calls for anunusual willingness to acknowledge theneed for professional evolution acrossthe board in libraries, library schools,and the library profession, as wellas in all professions serving schoolsand colleges with communications re-sources. In the future, the compe-tence of those performing the libraryfunction will not be determined interms of specific media backgrounds,

but in terms of broad subject mas-tery and communications expertise.Several new classes of personnel willbe needed to manage library services,including specialists in communica-tions content analysis, productionpackaging and evaluation, systemsdesign analysts, and dynamic dis-tributive program administrators;all thoroughly familiar with theways in which recorded knowledgecan be acquired, stored, retrieved,distributed, and used for maximumeffectiveness.

With the shift to a materialsoriented operation concerned withknowledge as such, the old librarycliche' of "books are basic" no long-er applies. There should and will,of course, be places in libraries toenjoy the world of books, but some-where between the nostalgic librar-ian bibliophile and the rather moreantiseptic personality who prefersthe blinking lights of the computeris a realist, who, in future librar-ies, will develop and establish new

service programs to make availableboth traditional access to books andthe modern mechanized informationstorage, retrieval, and transmissionfacilities.

Improved facilities are neededurgently. The knowledge explosionand related information handling prob-lems acknowledged so widely in recentyears did not come upon us suddenly.More than two decades ago it was notedthat libraries do not grow in sizearithmetically but tend to follow aparabolic curve. Libraries locatedin better American universities havedoubled in size approximately every16 years since 1830. Library doub-ling results from the rates of pub-lication, and the experts have es-timated that as much new technicalknowledge may be generated and re-corded in the next 30 years as hasbeen accumulated in the entire pasthistory of mankind. aims, we real-ize that with mare knowledge thanall that has been produced to date,it may well have to be distributedin non-traditional forms and formats.Production of books, journals, motionpictures, and such, will continue inthe future, and at an acceleratedpace, but such products will of nec-essity be outstripped by newer meansof generating and storing knowledge.No library in the world could everhope to attain, store, and make avail-able in any organized manner evena significant fraction of civiliza-tion's printed records, not to men-tion the growing and truly stagger-ing volume of newer communicationsrecords which will be published innon-print form.

But the information problem isnot caused only by the massive weightof recorded knowledge. There isanother important problem, createdby the terms in which most librar-ians describe jobs, plan rooms orbuildings, and train and use per-sonnel. In other words, how 4e de-fine the library function. The

challenge which must be put to allof us concerned is that of assuringcontinuing and easy access to re-corded knowledge, regardless of itsrate of growth, moudtainous propor-tions, or variety of form. Becausethe responsibility for doing thisjob lies with those who perform thelibrary function, librarians shouldtake into account such a proposi-tion as Ray Carpenter's, at Penn-sylvania State University. Toparaphrase:

If the most important inter-relationships which exist when thelibrary function is performed arethose which help attain a produc-tive proximity between knowledgeand those to whom the availabilityof such knowledge is essential;then, in the long run, it will provemore efficient and effective to moveinfonnatioil to people than to movepeople to information.

A proposition of this sort hasvlajor Implications for library ser-vices and for recruitment and train-ing of library staffs. Proposalsfor expansion of so-called "mail order"library service to homes and offices,grteter use of book catalogs, tele-phones, and the postal service areall early Eteps in this direction.

A definition of the library func-tion which appears to reconcile a goodmany of the planning and jurisdiction-al problems we have suffered in ourprofession in the past is:

Performance of the library func-tion means the conscious inter-ruption. as a unique, distinct,profe6sionol contribution, of thetotal stream or flow of recordedideas and information; then, tteselective drawing off of manage-able amounts for storage. laterretrieval, and distribution toindividnals or groups in whatever

79

media, forms, or formats may berequired and are appropriate tosatisfy now or anticipated needs;and then, advising concerningthe availability and use of suchmaterials; and the exercise, onbehalf of producers as well asconsumers, of both feedback andcritical functions about thecommunications resources pro-vided.

Defined this way, the library func-tion cannot be recognized very wellif it is pictured simply in traditionalterms of rooms, or libraries, build-ings, staffs, and materials. Rather,it represents a dynamic, decentralizedprocess, better conceived of as a setof communications networks, or systemsand sub-systems, which will harness alltypes of modern technology, and raycross language as well as geographicbarriers.

By 1975, assisted by modern tech-nology and administered as new insti-tutions, there will be several newtypes of communications service agen-cies, with broad responsibility as-signed for acquiring, producing, andmaking available not only the world'sliterature in print, but also thefull record of society as recordedin other media. Another factor to beconsidered is the growing emphasis onthe library as the student's chief in-structional home.

These possibilities have alreadybeen explored in a few institutions,and they suggest development of severalnew types of academic and communityinstitutions. They may, as single newunits, and using coordinated arrange-ments, pool their talents and facilitiesto devise new communications servicescapable of being operated within localand regional economic restrictions,and render the full variety of ser-vices needed. including production,distribution, training for youth, eval-uation, and research in a communication:.

80

information service area. They mayalso work with schools on either acontractual or sub-contractual basis,be established by state agencies,or by other sources.

But simply because we, as librar-ians, are now coming to see our prob-lems in terms formerly used only bysystems analysts, the bibliophileand his room full of books are notoutmoded. On the contrary. The lastquarter of the twentieth century must,in library terms, be anticipated asthe age of both manuscript and fac-simile, paintings and electronic dis-play, of cone individuals browsingleisurely among books and others do-ing detailed and virtually instant-aneous searching and analysis by com-puter.

Haw, then, may the library functionbe carried forward in the libraries ofthe fature? It will probably be lessand less necessary to have all thenieces of a library program situatedin one place; so long as the programparts can be linked together in net-works and the resources of each partdeployed to support overall libraryservices systems. The library of thefuture is not wisely conceived of asa place at all, but rather as a net-work composed of units of varioussizes and types, each of which mayperform similar as well as differentfunctions, but all linked togetherelectro-mechanically. Within the sys-tem at any one time will be vestigesof the past service programs we allknow, as well as avant garde approachesdue to use of new communicationstechnology, including telefacsimile,high speed voice transmission, elec-tronic carrels, connections to time-line, time-sharing computers, andothers.

Less dramatic technically, butno less important to library plan-ning, will be adoption of new bookstorage techniques employing morecompact shelving arrangements. 'or

instance, if neither the physicalbook nor its contents must be placedin special arrangements on shelvesto assist their location, a library'scapacity can be multiplied more thanthree times. More libraries willshare common storage facilities, andmore cooperative units to house

materials used heavily by a numberof institutions or groups will beestablished.

Cooperative planning for special-ization in purchasing and provisionof information services will increase,as will mteblishment of special cen-ters for joint processing of books andother materials and for provision ofbibliographic information.

The Library of Congress presentlycatalogs only about 50 per cent ofmaterials of interest to universities,and as yet does not have an adequatesubject index to its catalog. The his}

cost of processing library materials,which often doubles the purchase price,will force increasing cooperation amoniall kinds of libraries. Assuming realbibliographic enterprise and initiativethere is hope that some day many largerlibraries will do without cardcatalogs, but first there must beavailable adequate author-title-subjec.indices to appropriate accumulationscovering the 40,000 book titles issuedeach year, excluding periodicals andreports.

The library function in the late1970s, and after, will make extensiveuse of micro-text forms. Those pres-ently available, and those still onthe horizon, make theoretically feas-ible a fantastic reduction of physicalspace required for storing the world'sknowledge. Howevfr, it may still becheaper to build cold storage facil-ities for books than to pay evenpresent costs of converting to micro-film all of the materials on handin major libraries.

Libraries do not yet have avail-able pocket readers into which trulyhigh density micro-materials may beinserted to render them readable.Nor has the stage yet been reachedwhen all library functions can beperformed by new generations of com-puters operating hundreds of remoteterminals in an on-line, time-sharingfashion. Furthermore, when such sys-tems do become available they willnot stand up well alone; hence, thelibrary of the future will be com-posed of printed materials and com-puter storage units with a broadrange of new media in between.

Library programs of the futurewill be affected in major ways notonly by the instructional revolution,but by other factors not yet gener-ally recognized. Long before 1975more than 60 million persons willbe enrolled in Formal educationcourses. School and college 11b:Jr-ies must become very different places.One-at-a-time rublisning from sci-entific and technical materials

81

stored in non-book form will createa revolution of sorts, and has al-ready led to some of the major leg-islative problems relating to thecopyright law. It is important tokeep in mind that the communicationsrevolution promises ut the meansto deliver information without time-lag from central storage areas to

decentralized locations, with acommunications technology standingby capable of transmitting infor-mation on a world-wide basis at aprice which can be afforded.

IBOAD BLOCKS TO THE FUTURE I

A few problems which seem nationalin scope and may well act as blockson the road to the type of library pro-gram we heve been picturing, are:

Lack of money. Even the new fed-eral bills proposed for support ofeducation libraries are deficient,and no other means have been inven-toried.

V f

itasz

82

The continuing failure of the U.S.Office of Education to exerciseleadership and to establish andmaintain a stable program for sup-porting new media research and dem-onstrations sponsored by librariesand others.

The presence of some ps'-aons in edu-cation and research organizationswho engage in media research asgrantsmanship from which materialadvantage and/or prestige may be de-rived.

Too many professional programswhich are gadget rather than prob-lem oriented.

Funds to support both library edu-cation and media institutes whichare too often used to pay consul-tants.

Questionable benefits toward realimprovement in teaching and learn-ing have resulted in too many casesfrom commercial pressures for leg-islation, government operation, andlocal purchase of instructionalmedia. These pressures have beenstronger than ever in recent yearsand have yielded immense profitsto publishers and audiovisualequipment manufacturers.

The potential ft..' high project vis-ibility for the Foundation, whichstill tends in some cases to be animportant factor in Foundation fund-ing, even though researcher's prog-ress reports may indicate otherresults.

The potentials of computer-assistedinstruction, while rich and promis-ing, have been overrated at thispoint in time. Computer-assistedtesting is probably more realisticat this time.

'RECOMMENDATIONS FOR ACTION I

What, then, can and should be doneto help develop library programs toserve the complex world of the future?A few recommendations are presented:

New kinds of training should be of-fered. Professional education mustbe revised radically to recruit andtrain the new personnel needed.Stronger preparation in the synthesiof social sciences concerned withcommunication, including psychology,sociology, social psychology, anthropology, and linguistics is needed.

Full undergraduate and graduate cur-ricula aimed at producing the sev-eral levels of required personnel,as well as new advanced study pro-grams in broad areas of communicationarts and sciences, systems analysisand control, principles of adminis-tration, and providing opportunitiesfor training specialists and para-professionals in media productionand arts and crafts must also bedeveloped.

The library profession needs moreadequate representation of newmedia interests in the AmericanLibrary Association. Specialistswithin ALA and AASL could studydevelopments in the field, keepthe profession advised, and counselwith individuals and groups devel-oping improved local and mediaservice arrangements so that theyare consistent with future plans.

A national communications serviceagency should be established out-side of the framework of the presentFederal Communications Commissionand independent of the Office ofEducation. Such an agency is neededurgently to foster both educationalcommunications services and researchprograms, And to assist the work ofother organizations, both publicand private, who are now or likely

'SUMMARY I

in the future to become significantsources of production, distribu-tion, and/or storage of publiccommunications resources. Such anagency could:

1. Assist coordination of suchorganizations as the NationalCenter for School and CollegeTelevision and the new PublicTelevision Corporation.

2. Assist evaluation of educationaltechnology.

3. Have an effective voice relat-ing to education communicationsservices, including the copy-right laws.

4. Be asked to encourage internat-ional co-production and exchangeof ideas and materials.

5. Cooperate in professional studiesand education aimed at develop-ing national curriculum approacheswith implications for media use.

C. Be alert to mergers of publishingand electronics firms and theirmarket operations.

7. Provide an effective channel forimplementation of recommendationsto be proposed by the President'sCommission on Library Resources.

In summary I would like to reviewthe following major points relevant tothe development of the library functionto serve the future:

The library function will be more im-portant tomorrow than any given typeof library or even the library as eninstitution.

83

The concepts of media will give wayto greater concerns for knowledge assuch, its assessment, storage, re-trieval, and rapid transmission.

The traditional rejection by librar-ians of some new media developmentswill no longer have meaning and willdisappear as a basis for intra-professional controversy.

New training programs must be devel-oped to equi,. personnel to managenew agencies and perform re-definedlibrary functions.

Changes taking place in the fieldmust be reflected organizationallywithin such professional bodies asthe American Library A,.sociation.

At the federal, and perhaps eveninternational, levels, a new ap-proach to developing and coordin-ating educational communicationand information services isneeded.

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Administrators Viewthe School Library

A panel of four individuals, all experienced as schooladministrators, examined the problems of organizing and ad-ministering educational media centers in modern schools.Briefs of their presentations following suggest the range oftheir concerns and their suggestions for improvement.

By min H. BARGMANNPrincipalFrisbie Junior High SchoolRialto Unified School District

The underlying philosophy for thedevelopment, of the Instructional Mate-rials Cfalter in the new Yrisbie JuniorHigh School is based OD these factors:

It should place emphasis on the stu-dent and his achievement.

It should accept responsibility foravailability of materials of use toteachers and students.

It should provide many kinds ofmaterials, related, insofar es pos-sible, to specific instructionalobjectives.

It should provide a central loca-tion for all materials and equip-ment to promote maximum use byAll concerned.

Because teachers tend to teach ac-cor:ling to their view of the adminis-trator's philosophy, school administra-tors must share the responsibility of

communicating a mutual philosophy oflibrary or materials center use. Li-brarians and instructional materialspersonnel should not be expected toaccept sole responsibility for thiscommunication.

Velma Briggs, librarian at FriableJunior High School, stated in a recentpaper concerned with guidelines forexpansion of instructional materialscenter services, that a center should:

Be open sufficient hours and beadequately staffed to achieve statedpurposes.

Provide instructional space for in-dividualized learning.

Provide opportu,,ities for teachersto increase skills and knowledge inuse of materials and equipment forteaching.

Take advantage of existing opportun-ities, and create new ones, forutilization of instructional mate-rials by teachers, by means of demon-strations, informal faculty semi-nars, displays, and announcements ofnew acquisitions.

In developing primary functions ofa school library er materials center,it is important for the administratorto keep in mind that it is not a re-pository for discipline and emotionalproblems, group testing, or committee,athletic, and professional associationmeetings. lizre again, the administra-tor must know the center's program ifit is to serve students and teacherswith a minimum of conflict.

At Friable during the past year anumber of activities have been engagedin as part of the ongoing program tofurther the image of the library.These include travel, meetings out-side of school Lours, conducted toursfor visitors, and encouraging teach-ers to use the library as often andas much as possible. Additionally,the librarian in cooperation withseveral teachers has created a num-ber of publications, including(1) the Library Handbook, used as asupplement to the library orienta-tion program, (2) a writing anthology,and (3) a booklet containing a listof recommended readings from thestudents' viewpoint.

Staffing is Dn important aspectof library function. The adminis-

85

trator must understand the respon-sibilities of the instructionalmaterials center's personnel inorder to use his influence to obtainadequate staff.

Problems still facing us atFrisbie include:

Helping teachers use availablematerials effectively.

Relating use of materials to spec-ific objectives in the instruction-al program.

Continuous communication of li-brary purposes.

Realization that students andteachers have first priorityrthen there must be provision forsufficient materials to helpstudents and teachers attainmaximum success.

Need to keep abreast of changesin educatioa.

An instructional materials programis only as good as the administratorand his librarian can present it coop-eratively. The administrator at thebuilding level must know the programwell enough to help the librarian com-municate it to the staff, as well as tothe district and the Board for con-tinual evaluation of budget, policy,and personnel.

* * * * * * * * * * * * * * * * *

By JAMES S. LOUGHRIDGE

Deputy SuperintendentFolsom- Cordova Joint UnifiedSchool District

Aaministrators have been slow toaccept the importance of the schoollibrary (media center). Verbal and

86

rr .

James S. Loughridge

written acknowledgments of its impor-tance have been given, but the major.ity of high school administrators havenot been sufficiently convinced of thelibrary's importance to budget andspend money for it. Under the influ-ence of legislation and federal grants,however, we are beginning to expandour library facilities.

There ara several reasons for ad-ministrators' lack of initiative inproviding dollars for library needs,including (1) insufficient funds toaccomplish all desired school pro-jects and programs, (2) placement ofthe library in a low priority posi-tion for expenditures, and (3) lackof acceptance of the library as animportant part of the educationalprogram by students, teachers, andadministrators.

The library can and should be themost important single resource in theschool for improving student learning,and much of what the library is ableto do depends upon the librarian.There are, .of course, many aspects to

the librarian's function, but amongthese is her relationship and respon-sibility to the administrator. Fol-

lowing are a few of the things a li-brarian can do to gain the cooperationof the school administrator and assisthim to see the importance of the li-brary, and to budget funds for itssupport:

Keep lines of communication openwith teachers and students.

Have library objectives clearlystated and keep the administratorinformed of them.

Answer student questions.

Keep abreast of what teachers aredoing in the classroom in both aca-demic and non-academic fields.

Produce results with what is avail-able; administrators will allocatemore funds to a program showing re-sults than to one which is not.

Encourage students in non-academicfields to use the library by pro-viding interesting materials atacceptable reading levels.

Be continually aware that the li-brary provides the best locationin the school for improving learn-ing, independent study, enrichment,inquiry, and enjoyment.

Work effectively with administra-tors, teachers, and students,through visits, discussions, no-tices, tours, stories, and otherindications of how they may par-ticipate.

As librarians and administratorslearn to work more cooperatively witheach other and gain common understand-ings of the goals of the school, li-braries will be serving both students

and teachers better. They will pro-vide more time for individual instruc-tion, and allow librarians to assistand support teachers to a greater ex-tent than ever before.

* ** ** ** ** ** ** ** **

By N. JACK RANDDistrict SuperintendentTemple City Unified School District

Education .s in a period of revo-lution and libraries are going througha revolutionary change. In additionto the increasing emphasis on indivi-dual instruction, the vast social andtechnological changes of the presentday relate to and help dictate pro-grams and responsibilities of schoollibraries. Federal monies which havepumped millions into school library

programs, the Knapp Library Project,and other new developments he in-creased the public's interest andsupport of the use of non-book mate-rials. What is necessary now is aschool library strategy Incorporat-ng the latest in learning theory

and the most recent methodologiesin communication.

Some of the revolutionary changeswhich require that we now take anotherlook at school libraries are:

Survival in a hydrogen age, requir-ing knowledt;e of the world today,the ability to communicate withunderstanding, nnd the need to pre-pare today's students for effectivecitizenship in th year 2.000.

ComposItion of tomorrow's world andits clibb:ing balance of race re-quires x,i]ral revisions in the in-structiow_l tnlance between Easternand Western civilizations.

87

M. Jack Rand

Knowledge explosion occurring ingeometric progression requires newspeed in materiel coverage and dataretrieval by students.

Scientific and technological rev-olutions compoqnd the challenge toour thinking. Our young people mustbe reasonably comfortable and in-telligent concerning the societalenvironment in which they will beexpected to survive.

Continuous progress for individ-ual students, based on achievementand the management of learning ratherthan teaching, are inevitable char-acteristics of tomorrow's schools.To accommodate these changes re-source centers, laboratories, arilsatellite centers where groups ofteachers work end plan togetherwill be developed as InstructionalMedia Centers to serve the follow-ing needs:

Students at all grade levels willdo their homework at school withfull use of all resources.

88

Audiovisual and book resources willbe complemented by computers, dialaccess retrieval systems, and newhardware and software devoted tothe educational implementation oftechnological advances.

Media Centers will be cpen longerhours, including weekends and vaca-tion periods.

Intergovernmental relations willpromote use of school librariesafter school hours as neighborhoodmedia centers for cultural andrecreational periods.

Adult education will be servedlargely through laboratory centerswhere adults may proceed at theirindividual rates in self-directedlearning.

In light of such needs, the Amer-ican Library Association personneland material standards will be inad-equate. Directors of school mediarenters will need additional assist-ants, both professional and para-professional. Higher ratios ofbooks per child, as well as non-print materials, will be necessary.

Proper organization and atmospherein a media center are vital. Impor-tant aspects are:

Leading consumption can be in-creased in a setting with carpet-ing, air conditioning, varietyof learning media, end an artisticlibrarian.

Children at all grade levels canbe taught to use modern technology.

Consumption of books increases withthe use of other media resoLrces.

The learning laboratory appears tobe particularly valuable to thehandicapped child.

The school librarian must be freedfrom non-professional tasks.

The scientific method needs to bemore fully incorporated by schoolsin effecting change, although lati-tude must be given for revision ofprocedural strategies once a devel-opmental project is in process.

Staff morale must be watched; therei3 no one approach to innovation.

Leadership of the school principaland district superintendent arekey factors in determining whetheror not changes will take place.

Most change is gradual and devel-opmental; systematic planning andevaluation are essential to effi-cient progress.

The quality and growth of leader-%1,tp teens are major factors in.sieving innovation.

The proximity of instructionalmedia to the classroom teacherenhances its use.

A "systems" approach to schooldistrict manaGement can aidsystematic movement toward de-fined goals.

The teacher's role in planningand decision making must be re-defined to include shared respon-sibility and authority.

* * * * * * * * *-* * * * * * * *

By ARMEN SARAFIANPresidentPasadena City College

Administrators look at the li-brary in many ways, including theessentially superficial ores of see-ing it often as the most imposing

nd impressive structure on campus,s the lifeblood of accreditation,s a place into which hundreds ofhousands of dollars can be pouredor building needs, personnel, mate-481s, and resources, or in terms ofLA standards, and whether the col-ege is achieving those standards.her the administrator looks at theibra:y, it is often in terms ofelf-interest as well as educational'truism.

But the library is the heart ofhe college, and must operate asuch. At the junior college levellibrarj must serve not only day

nd evening students, but oftendults as well, and m110, satisfy arest diversity of interests andeeds related to the instructional

Totem It is imperative that theibrarian, or instructional materials

89

leader, become the instructionaland curriculum leader of the insti-tution and play a viable, dynamicrole in the curriculum and instruc-tion pattern of the institution.

Armen Sarafian

!THE ROLE or THE LIBRARIAN]

Major aspects of the librarian'srole in relation to the institutionand the college administration arethat he:

Must be involved in all aspec_s cfthe institution, including partici-pating in departmental meetings,stimulating instructors and admin-istrators in the curriculum pro-cess, and finding ways to encouragefaculty to use the library.

Should be a member of the top levelpolicy forming groups of the insti-tution.

Must carry the responsibility to showa true picture of the library tothe administrator, as measuredagainst 'the standards set for it.

Must be prepared to fight for whatis right in library functions.

Must be at the forefront of Inno-vation.

Must make certain that the totalfaculty is involved in the libraryfunction through communicationand skills of human relationships.

90

Must assist professional colleaguesby (1) acquisition and distributionof materials, (2) placing materialsin decentralized locations on cam-pus, (3) participating in depth incurriculum meetings, (4) notifyingfaculty of available materialsand of possible purchases of mate-rials, and (5) orienting facultyand students to library use.

(STUDENTS AND THE LIBRARY

Professor Carlsen of the Univer-sity of Texas has described collegefreshmen as "distressed and over-whelmed by the sight of the univer-sity library." This happens all toofrequently even at the junior collegelevel, although high school seniorsgoing on in higher education todayare better propared than they haveever been before. Even so, the as-sumption that students are fullyconversant with the resources ofthe library cannot be made, and thelibrary staff, in cooperation withthe faculty, !Lust :rind ways to helpstudents learn how to use these re-sources. Toward this end librarianscan cooperate with faculty members

CopytightConcerns

in preparation of materials andassignments, and by making surethat students thoroughly understandthem.

'EDUCATION AND FREEDOM]

I believe we are entering anera of pressure for limitations onfreedom to learn, to know, to dis-cover, to speak the truth. Ourtimes are a struggle between theJeffersonian concept of faith inpeople and the Hamiltonian conceptof faith in the aristocracy andmonarchy. But by the standardsset up by librarians and instruc-tional r.aterials people, I knowthat librarians will fight forfreedom to learn and to know.During these times my librarianwill be a key resource in helpingto withstand the barrage of thosewho seek to control men's mindsand those who abandon or do nothave confidence in the democraticprocess. It is the librarianswho must help in this recurringstruggle for freedom.

By ROBERT GERLETTIDirector, Division ofEducational MediaLos Angeles County Schools

11111The continuing concern of educators, authors, publishers,

and producers alike with modernization of existing copyrigtlaws was reflected. also in the Monte Corona Conference pro-gram. Dr. Robert Gerletti's recounting tf the recent historyof pending legislation pertaining to this problem providedessential background information for participants with respon-sibility in this area.

The first copyright statute inAmerica was enacted in 1790. Thislaw concerned only maps, charts, andbooks, and remained relatively un-changed until 1909, when it becameessentially the current law, althoughminor revisions were made in 1946.Both the House and the Senate havebeen working on revisions of thecopyright law during the last twoyears, with the assistance of anad hoc committee composed of 35educational organizations, includ-ing the American Association ofSchool Librarians and the Depart-ment of Audiovisual Instruction ofthe National Education Association.Harold Wigren, television consultantfor the National Education Associa-tion and chal.rman of the ad hoc com-mittee, is largely responsible forthe great strides being made in thecurrent copyright revisions.

Robert Gerletti

Some of the major problems the adhoc committee, the Senate, and theHouse must face in drafting the re-vised law are that:

It must serve the public interest.

It must provide freedom and pro-tection for authors who createcopyrightable material.

It must identify the rights andresponsibilities of teachers tomake knowledge available in thepublic interest.

It must serve copyright concernsfor both the present and the fu-ture.

91

THE CHANGING CHARACTER OFTEACHING AND ITS RELATIONTO THE PROPOSED COPYRIGHTBILL

During the past several yearsthere have been changes in the natureand character of teaching and learn-ing and in the way materials of in-struction are util zed, with increas-ing emphasis on small group and in-dividual instruction. Education isbecoming an endeavor in which stu-dents are provided opportunities,through use of materials, to discover,

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ill .A.M4:77___

to make generalizations on theirown, and to think critically. Thegrowing emphasis is on self-directed,informal, unsystematic learning ac-tivities, and teachers want and needto have materials available for in-dividual children.

COMPUTER USES AND THECOPYRIGHT LAW

92

Consequently, educators should begreatly concerned chat Section 110(2)of the new copyright bill rules outindividual and independent uses ofmaterials by students, equally im-portant as teacher uses of such mate-rials. One of the most rapidly grow-ing developments today is the dial-access system. The proposed billmakes use by such systems of copy-right materials illegal when trans-mission is controlled by studentsrather than by teachers.

Education requires that:

The new copyright law support,rather than thwart, the use ofthe new technology in the schools.

The new technology not be frozenbefore we know what patterns ofuse will eventually evolve.

Students be able to use the newtechnology as freely as teachers.

Materials be readily accessiblewithout delays or cumbersomeclearance procedures.

Teachers have reasonable certaintythat a given use of copyrightedwork is permissible.

Teachers who innocently infringethe law be protected.

Teachers be allowed to teach ascreatively as they know how.

The doctrine of fair use be ex-tended to use of computers andautomated systems.

The "not-for-profit" principlenow embodied in the present lawbe endorsed.

The position of the Ad Hoc Com-mittee of Educational Organizationsand Institutions on Section 110(2)of the new copyright law is as fol-lows:

Computer input is not "use," andshould be exempt from copyright.It does not differ from arrangingbooks on library shelves for sub-sequent use.

A computer program (i.o., instruc-tions to the computer as distin-guished from the substantive datastored in it) should not be sub-ject to copyright.

e Computer output may or may notfall under fair or other exempteduse. An organized means of access,Lad/or payment will be needed forsuch use as may not fall undersuch use.

The ad hoc committee proposes thata statutory Federal Study Commissionbe created under the copyright act,charged to make recommendations,within a specific period of time,for periodic reassessment of copy-right questions generated by thecomputer.

The restriction of computer usageto classroom use runs contrary tothe trend of rldern education toeliminate limitations imposed byclassroom use. The practical effectof Section 110(2) is to destroy anyexemption for computer-assisted in-struction.

,1CLEARINGHOUSE OR STATUTORYLICENSING SYSTEMS AND THECOPYRIGHT LAW

Educators fear a clearinghousewill:

Tend to erode fair use.

Not be mandatory on all copyrightowners.

Not cover all types of materials.

Be subject to escalating fees.

Be difficult to administer.

Exlude representation of user in-terests in the control of thesystems.

93

To be acceptable, a clearing-house must, therefore, meet severalcriteria:

It must be over and above, not inlieu of, fair use.

It must be mandatory on all copy-right proprietors.

It must cover all types of materials.

It must be free from adminis';rivia.

It does not matter what the presentlaw permits or does not permit. Whatdoes matter is what the new law shouldpermit.

Guidelines

The discussion group concernedwith the topic, "Organization andManagement of School Media Programs,"approached the problem with a pointof view that any such programs shouldbe integral, not peripheral, to theprincipal concerns of instruction.

FINDINGS

The findings of the discussiongroups centered upon four areas ofchief concern to participants, asfollows:

Administrative decisions which mustbe made to implement a good schoolmedia moan require study of:77The extent.to which the mediacenter will become the core of theschool instructional program, (2)the objectives and philosophy ofthe media center program to berecommended for board adoption,

(3) the projected pattern of oper-ations, including the essentialcomponents of staffing, facilities,services, and budgets, (4) thesources of support and the needto restructure budgets for mediaservices, (5) the extent to whichthe administration is committedto implementing and supportingthe media program, (6) the needto delegate responsibility forleadership action, and opportun-ities, and (7) needs for contin-uous communication and progressreports.

Ways the school administrator caninsure that his school media centerplays an olliTEE role in the in-structional program. It was statedhe could do this by: (1) acting asa catalytic agent and facilitator,(2) encouraging and nurturing prob-ing in all directions, (3) encour-aging total involvement of pupils,

94

staff and community, (4) dissemin-ating information about the mediacenter's activities, (5) interpretingobjectives of media center to staffand community, (6) encouraging con-tinuous evaluation of the media com-ponents, (7) establishing fieldtesting techniques to promote inno-vation in the program, (8) provid-ing inservice training to demon-strate, explore, and create, (9)alerting himself to federal, state,and private funds for media programdevelopment, and (10) includingthe librarian/media specialist inall phases of the planning of theprogram.

The on-going program of media cen-ter operations that must be main-tained in the face of personnelshortages and changes. The follow-ing alternatives were identified:(1) matrix-type staff organization(an assessment of skills, talents,--td abilities of total staff forthe purpose of utilizing totalstaff for media programs), (2) useof key teachers for inservicetraining, (3) use of pupil andparent aides and library techni-cians, (4) use of students inwork-study programs, (5) use ofinter-disciplinary teams, (6) in-corporation of technological ad-vances in the work of the center,and (7) inauguration of systemsof regional processing and inter-district cooperative efforts ofseveral kinds.

Elements to be considered in eval-uatina a media center plaram:These were identified as being re-lated to the following: (1) effec-tive utilization by students andteachers, (2) degree of use ofmedia and services, (3) opportuni-ties provided through scheduling,research assignments, and extendedhours, (4) policies permitting t..n-

restricted use of resources, (5)quantitative and qualitative

analyses of media use patterns andresources, (6) accessibility ofmaterials, (7) the changing curri-cular pattern of the school program,(8) the relationships of the mediaprogram to the curriculum, (9)changes in huMan behavior assoc-iated with the program, (10) eval-uative criteria as stated in var-ious stavt and national standards,and (11) comparisons of local re-sults with other successful, le-searched media programs.

FREcOIVENDAT IONS

Results of discussions and talksreferred to in this Chapter clearlyindicate that the following consider-ations relative to school media pro-grams merit careful attention andearly implementation:

That, in this period of profoundchanges in education, changes deal-ing with such things as contentreorganization, teaching strategies,learning theory, innovations inschool plant design and school or-ganization, the media center (IMC)be embraced by school administra-tors as one of the essential meansof bridging the gap between curri-cular design and its actual imple-mentation.

That the school administratorassume optimum responsibility forsupporting the functioning of themedia center as an effective meansof implementing and-facilitatingthe newer approaches to learningand curriculum development.

That both the school administratorand the director of a media centercommitted to the concept of "totalservice" assume responsibility forgiving direction to innovations andchanges that are judged to be edu-cationally sound and operationallyfeasible. (The Irocess of changeis expensive.)

That, if system-wide changes or mod-ifications are to occur, the scnooladministrator and media center di-rector must work together to involvepersonnel at all levels of theschool organization it seeking solu-tions to common problems. They mustalso involve parents and others inthe community at appropriate timesan in appropriate ways in the per-formance of certain cooperativetasks.

That school administrators, mediaspecialists, and professional organ-

;r1

-4111111:jr,A0

95

izations support radical changes inthe education of professional per-sonnel who will assume media centerresponsibilities.

That school administrators, includ-ing those responsible for instruc-tional media centers (IMC's) pro-vide for continuous evaluation oftheir media programs and the func-tions these programs should servein the light of the expanding de-velolment of electronic communica-tion devices and facilities.

ExeuL3ion boat - Lake Arrowhead

EVALUATION OF 'PROGRAMS: DISCUSSION GROUP

Chairman and Disc.Ission Leader: ANNA MARY LOWREY

Discussion Leader: PIERCE E. PATTERSON

Discussion Leader: DONALD V. PEDERSEN

Recorder: ESTHER F. STAMM

Recorder: EVELYN B. DETCHON

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STUDY GROUP MEMBERS: Frank G. Bennett,H. Carroll, Catherine Elyea, George H.Hagstrom, Milbrey L. Jones, Norton L.Joan C. Lauderbach, Lucille E. Moore,Thorpe, Ed A. Wight, Mary Lou Willett

Iris Bramblett, ClazeHaden, Edith M.

King, Opal L. Kissinger,Larissa Rulofson, Bee

96

Introductory materials settingthe stage for group discussions andconcerned with evaluation emphasizedthat objectives of a truly dynamicmedia program were equally appli-cable in all types of schools;elementary, secondary, public, pri-vate, or parochial, rural or urban.These purposes were identified asfollows:1

To provide boys and girls with thelibrary materials and servicesmost appropriate and most meaning-ful in their growth and develop-ment as individuals.

To stimulate and guide pupils inall phases of their reading sothat they may find increasingenjoyment and satisfaction andmay grow in critical judgmentand appreciation.

IAdapted from Standards forSchool Library Programs, Chicago,American Library Association, 1960,pp. 8-9.

97

Chapter 8

EVALUATION

OF PROGRAMS

To provide an opportunity throughlibrary experiences for boys andgirls to develop helpful inter-,3ts, to make satisfactory per-sonal adjustments, and to acquiredesirable social attitudes.

To help children and young peopleto become skillful and discrimi-nating users of libraries and ofprinted and audiovisual materials.

To introduce pupils to communitylibraries as early as possible andcooperate with those libraries intheir efforts to encourage contin-uing education and culturalgrowth.

The focus of consideration ofthe topic of evaluation was orga-nized around the following generalquestions:

1. Since the status, growth, oreffectiveness of any schoolmedia program is not likelyto be discernible withoutperiodic evaluation, howshould this best be done?By whom?

98

2. What implications are inherentin conducting an evaluation ofa school media program?

3. What might be done to improveinstruments currently in use toevaluate school libraries seek-ing accreditation?

4. What policies and procedureshave been established to provide

The State Boardof Education

Looks atthe School Library

for a continuous evaluation ofon-going media programs?

5. What means have been used orplanned for to evaluate theworth and value of materialsin actually meeting desiredinstructional (behavioral)goals? Who should be inNolvedin making such evaluations?What should be done with dataobtained through such evalua-tions?

By MRS. TALCOTT C. BATESMember, California StateBoard of Education

California's concern with the need to provide adequateschool library and audiovisual resources and service tochildren and teachers in its schools is well known. Yet

there are obvious shortages in both these categories infar too many schools in the state. The federal-statepartnership efforts have assumed great importance in thelong range planning aimed at improving this situation.Here Mrs. Talcott Bates, long-time member of the CaliforniaState Board of Education, describes the current situationand outlines the "look ahead" with respect to this matter.

The California State Board ofEducation has been sure for sometime that there is a general librarylag in the state that has reachedcrisis proportions in materials,facilities, personnel, and programs,clue primarily to the tremendous popu-lation growth in California. It isobvious that changes must be made.The question is asked: What is beingdone about the situation at national,state, and local levels?

F1; NATIONAL LEVEL

The starting point was in 1964with state and federal programswhich provided measures for strength-ening local inventories of schoollibrary materials. Then Title IIIof NDEA was expanded to allow proj-ects for materials and equipment ina variety of subject areas. Althoughlibrary projects were not eligibleunder this Title, the materials andequipment purchased could be housed

in school libraries.

99

The next major step was thepassage of Title II of the Elemen-tary and Secondary Education Actof 1965, providing over nine milliondollars to California for the acqui-sition of school library resources.

Mrs. Talcott C. Bates

THE STATE LEVEL

Even before such programs becameviable on a national level, Califor-nia began compensatory educationprograms when the state legislaturein 1963 expressed a policy that itis essential to the provision ofquality education that an adequate,effective library service be fur-nished by the schools. The legis-

lature also suggested that a coor-dinator be appointed at the statelevel to study the status of schoollibraries and their relationshipswith public college, university,and special libraries, consideringfinancing, personnel, facilities,new technology, and districtorganization for services.

The first signs of the break-through in facilities and materialscame in 1964 with a change of policyby the California State and Alloca-tion Board to allow libraries forschool buildings built under theState Building Lid program to permittheir collections to be counted andset up under the allowance of expen-ditures. Statistics for 1964 and1966, however, indicate that short-ages cf books and mal;erials arestill so great, and the increaseof schools and students still so

100

fast, that it will be years beforethe standards for materials are metby a majority of the schools, inspite of massive doses of federalaid and the maintenance of localeffort.

TITLE II OF ESEA1

We would like to see the schoollibrary recognized for what it is:one of the principal keys to a goodteaching program. The federal gov-ernment, under the two phases ofTitle II of ESEA, has set the pacefor us with the new school libraryresources measure.

Phase I. Phase I funds for thefirst two years of the program wereallotted to public school districtsaccording to formulas based on ad-justed and modified assessed valua-tions per unit of average dailyattendance. The State Board ofEducation thought it important thatthe applications for funds supple-ment, not supplant, local funds forlibrary resources.

Chief among the evidences ofimpact of Phase I programs were thenumber of new libraries establishedby public school districts; 503 atthe elementary and 39 at the second-ary level. The addition of one anda half million library books wentfar toward erasing the huge deficitof over 12 million books in elemen-tary and secondary public schoollibraries, but it is also easy tosee that it will take maximum useof all funds to bring the ratio upto the desired 10 books per studentlevel, the number one priority ofthe Board of Education, as well asto provide non-book materialnecessary to make these librariestrue instructional materialscenters.

In comparison, California hasone of the most favorable plans ofall the states in its policies forestablishing and strengtheningschool libraries. While the PhaseI program brought great impetus tolibrary development throughout thestate, however, it was perhaps thePhase II program which was develop-ing into the most dramatic part ofthe program.

Phase II. Under Phase II ofTitle II of ESEA, 86 pilot projectlibraries will be opened to thepublic during the 1967-68 schoolyear to help demonstrate the valueand relationship of a full provisionof library and audiovisual materialsto the school program, as well asdemonstrating innovative uses andtechniques of a complete library.Forty-eight of these projects wereapproved for 1965-66; 38 more for1966-67. The result is that modellibraries in 39 counties have beendesignated for development duringthe initial two years of the program.

In approving the Phase IIprogram, members of the FederalAid Sub-Committee of the State Boardof Education called for a dramaticprogram to develop libraries aroundthe state to demonstrate the impactof adequate instructional resourceson California education. Twentyeducators, representing schooladministration, curriculum, libraryscience, and audiovisual education,and also representing the variousgeographical areas of the state,were chosen to assist in evaluatingrequests for Phase II grants.

`EVALUATION OF PROGRAMS]

The State Board of Educationwill be watching projects under

Title II of ESEA closely. Two ofthe factors considered importantare:

Better evaluation of the wholeprogram. Qualitative rather thanquantitative approaches to thedevelopment of school librarieswill be emphasized.

More creative use of availablefunds. Perhaps personnel hiredunder Title I funds will be pro-vided to work in community ori-ented libraries furnished withTitle II funds. This approachmight also be tied in with aTitle III project to meet thespecial needs of an area in anexemplary fashion.

The Reportfrom Washington

101

The library is the only room inan elementary school shared by allthe children . 1 the school, and isin a unique position to bring aboutmotivation at the secondary level.The librarian who carefully assessesthese needs is better able to pro-vide a program for her library'spatrons. A large collection ofbooks can provide for individualdiversity among children far betterthan a single teacher.

We of California's State Boardof Education no longer accept thepremise that we should sit back andwait for changes to occur. The

need is here and now, and the stakesare high. If we can ask the rightquestions, we depend on librariansto give the right answers.

By MILBREY L. JONESProgram SpecialistSchool Library SectionUnited States Office of Education

The Elementary and Secondary Education Act of 1965 hasprovided much-needed support for the improvement and enrich-ment of school library and audiovisual resources_in theUnited States. The following report, made by Dr. Jones,who is fully informed about the situation in Washington,outlines some of the principal achievements of the pastunder the Act, and calls attention to still another need,that of evaluation over a period of time of the influenceof such enrichment of instructional resources upon thequality of teaching and learning in our schools.

102

All fifty states participatedduring the first year of operationin Title II of the Elementary andSecondary Act of 1965, as well asGuam, Puerto Rico, the VirginIslands, and the Trust Territoryof the Pacific. Eighty-nine percent of all elementary and second-ary school children in the countrywere eligible to participate inthis program; 94 per cent of thisnumber, or nearly 432 million chil-dren did participate.

I

414Vtix.

Of the 100 million dollarsappropriated for the first year ofthe program, all but a little morethan 22 million was used. The

largest amounts, totaling a littleover 95 million dollars, were re-ported by state departments of edu-cation to have been spent foracquisition of materials and books.Processing, cataloging, and deliverycosts for these items averagedapproximately 18 cents each, indi-cating that much of the cost wasabsorbed at the local level. Theaverage expenditure for elementaryschool pupils for school librarymaterials in 1965 was $2.70; withthe infusion of Title II money, the

national average was increased to$5.00 at the elementary level, andfrom $3.72 to $6.42 at the secondarylevel.

Most of the state plans gavehighest priority to school libraryresources because of the criticalneed for these materials, espe-cially at the elementary schoollevel. During 1966, 90 per centof all money spent on acquisitionsof school library materials wasTitle II money. Most states allowed15 per cent or less of Title II fortextbooks, while some did not allowtextbook purchase at all. Most ofthe Title II money the first yearprovided library books.

Milbrey L. Jones

Audiovisual materials comprised19 per cent of the acquisitions inall categories. These were eligibleunder both school library resourcesand/or other instructional materials.More filmstrips were purchased thanany other one type of item, withslides and transparencies second,recordings third, and motion pic-tures most infrequently.

PROGRAMS

New positions. Two hundred andeighty five positions in full-timeequivalents were funded in statedepartments of education from TitleII monies, including 47 administra-tive and 81 supervisory positions.The remainder were clerical posi-tions necessary for support. About15 states appointed state schoollibrary supervisors for the firsttime in 1966, using both Title IIand Title V of ESEA and Title IIIof NDEA.

New U.Jraries. More than 3,000new public school libraries to serveover a million public school pupilsat the elementary level, and 259libraries to serve 150 thousand sec-ondary school pupils were establishedduring the first year of operationunder Title II funds.

New standards. Under Title IImany states began studies to developstandards for school library mate-rials, t')xtbooks; and other instruc-tional materials. At the beginning,three states had no standards; manyhad elementary or secondary levelstandards only, or very low stand-ards, orones th,lt did not includenon-print materials.

New inservice programs. Manystates established inservice educa-tion programs to help in the selec-tion and use of materials and indeveloping instructional materialsprograms. There has been coordina-ticn between programs funded underTitle II aqd other federal programs,particularly with Title I of ESEAand Title III of NDEA. At least 85Title III ESEA projects have beenidentified as having to do withschool library materials or in-structional materials programs.

New types of programs. UnderPhase II of Title II of ESEA,California has developed interest-inr, and unique programs. Duringthe first year, 17 states wereidentified which were working onsimEar programs, and about 150projects in these states werefunded during 1966 by an amountclose to 10 million dollars.

[EVALUATION OF TITLETIThe purpose of Title II MLA

is to strengthen instruction andimprove educational Opportunities.

103

The need for assessmen.(; of theimpact of the Title II program oncurriculum, teaching methods, learn-ing, and achievement has been ex-pressed by state department ofeducation personnel concerned withthe program. An exploratory confer-ence held in the summer of 1967 toconsider plans for such an evalua-tion program made three recommenda-tions to the United States Officeof Education:

Make a quantitative analysis ofdemonstration school librariesestablished under Title II andof libraries established for thefirst time under this program inrelation to standards.

Make, in cooperation with outsideconcerns, a study of pupil andteacher attitudes, changes inattitudes because of these pro-grams, the use and changes inuse of materials, changes inmethods of tewiling, competenciesof staff, and also evaluatefacilitiea, programs, and col-lections in these schools.

Fit the proposed evaluation ofTitle II into a national, state,and local assessment of outcomes,since monies from rll of thesesources have been used in school

programs.

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; .41k

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Guidelines

The group developing guidelinesfor the topic "Evaluation of Pro-grams" expressed the need foradequate bases for measuring prog-ress, making judgments about mediaprograms and services, and delin-eating problems faced in achievingimmediate and long-range goals.

The group began by developinga statement of philosophy. Thisstatement incorporated belief inthe need for continual evaluationof the total media program and itsresources, with emphasis on the uceof material and its effect on theuser; it also accepted as a workingbase the ALA and CASL-AVEAC objec-tives as expressed in publishedstandards of these associations.It was observed that these objec-tives, as written, pose certaindifficulties of assessment. It

was believed that they should,therefore, be expressed more spe-cifically and in more measurabletermr, so as to provide a betterbasis ':or meaningful evaluationof the media program. Such clearlystated goals should be endorsed bythe pro:essional staff of a schoolor school system.

The group also recognized thatstandards now in use across thecountry place substantial emphasisupon the measurement and evaluationof such factors as physical facil-ities (space, equipment, and thelike), the nature and size of col-lections, the number and kinds ofpersonnel employed, and monies

appropriated for support. It waswidely believed among discussantsthat while such standards are use-ful, when properly applied andinterpreted, another basic ingredi-ent to evaluation is now needed,one having to do with the extentto which resources, facilities,personnel, and budgets actuallycontribute. to the achievement ofthe rposes or objectives of theprograms they represent.

This effort at evaluation of thedegree of attainment of objectiveshad as its major purpose the deter-mination of strong and weak pointsin the program of service; strongpoints so that successful operationsand/or methods may be available toall, and weak points so that moresuccessful methods would be utilized.

1;;;;;;71

The principal findings growingout of the group discussions wereas follows:

The first step in the developmentof an evaluative instrument isthe identification of objectives,procedures and levels of attain-ment to be assessed. Identifica-tion of these further emphasizesthe importance of using variedtechniques of evaluation, eachappropriate to some item or areaunder consideration. There is,

therefore, a need for evaluationtools that reflect a wide rangeof means of assessment. Suchinstruments would include notonly questionnaires for gather-ing factual data, quantitativein nature, but also the use ofinterviews, observations, andexamples of performance andusage of media.

Several questions should be askedabout evaluation questionnaires:

1. (an the stated evaluativeitem be reworded as a questionwhich can be answered objec-tively?

2. Is the wording explicit enoughfor any evaluator to interpretthe meaning?

3. Are sub-questions necessaryfor clarification? If so,be sure to use them.

h. Does the stated item requirea subjective answer? If so,be explicit with the kind ofsubjective evaluationsrequired.

The following questions, from eachof which certain criteria of effec-tiveness may be inferred and devel-oped, were considered appropriatefor inclusion in any plan forevaluating school media programs:

1. Is the (media library) programfunctionally related to thetotal school curriculum? Is

there a media specialist orlibrary representative on theschool curriculum council?If so, is this representationeffective?

2. Is the philosophy of the mediaprogram consistent with thephilosophy of the curriculum?Are the services and materials

105

integral parts of the instruc-tional program?

3. Does the entire school staffparticipate in the libraryprogram (selecting materials,scheduling use of the library,assigning students to studyin it, guiding students inthe selection and use of itsmaterials)? Are studentsthemselves similarly involvedin library activities?

4. To what degree do the materi-als, services, personnel, andfacilities conform to standardswhich have been developed foraudiovisual and library serv-ices by state (CASL and AVEACand national (AASL and DAVI)organizations?

5. Is the educational mediacenter (library) supportedwith adequate finances?

6. What is the administrativestructure csf tne media centcr?How well does it function interms of the needs of teach-ers, pupils, and other staffmembers?

7. How effective are the linesof communication from themedia center to other unitsof the school organization?To teachers, students, admin-istrators, and the public?

8. Is the media specialistinvolved in school scheduling?Does the schedule permit allteachers and students to makeoptimum use of the library?

9. Does the media center(library) provide resourcepersonnel to assist teachersand students in ievelopinginstructional materials?Are physical facilities pro-vided for this purpose?

106

10. Is there adequate provisionf_r screening materials toeliminate those that areobsolete or otherwise unsuitedfor further distribution?

11. Is the school media programproperly interpreted to theschool board and to the commu-nity at large?

12. Does the school librarycooperate on joint projectswith other libraries (inter-library loans, book weekprograms, and so on)?

13. What provisions have been madefor research and continuousevaluation of the program?

14. Are long-range plans beingprojected in terns of the newand ever changing developmentsin the communications field?

And more specifically such ques-tions as these should be asked:

1. Is there an effective programof instruction for teachinglibrary skills? Does theschool have a defined, sequen-tial program, with behavioralgoals stated specifically?Is this written program apart of the district courseof study?

2. Are techniques and materialsused in teaching libraryskills both varied and func-tional? Is considerationgiven to individual studentachievement? For pre-testing?For continuous re-testing?

RECO;14.11DATIONS

The committee's recommendationsfor future action were based uponthe belief that evaluation shouldbe continuous. not spasmodic, begin-ning with those objectives thatwere most amenable to study and.

where necessary, using sampleperiods of time (rather than anentire school year) and samplestudent populations (rather thanthe entire school population).

Specific recommendations forfuture action were set forth, asfollows:

That the State Department ofEducation designate and supportby means of ESEA, Title II funds,a committee to develop evaluationinstruments for media programs.2

That this committee consist ofpersonnel such as librarians,media specialists, teachers,administrators, members of boardsof education and parent-teacherassoeations, and representativesfrom interested civic organiza-tions.

That research be done on the basesof media program objectives.

That the evaluation instruments beobjective and subjective, includ-ing subjective data which could bequantified.

That these evaluation instrumentsbe made available through theState Department of Education forthe following purposes: (1) ithm-tification of the elements of themedia program, (2) accreditation.(3) self-evaluation of programs,and (4) evaluation of ESEA, TitleII, Phase II projects.

im1112See "Guide for Cooperative

Evaluation of County and DistrictAudio-Visual Program," preparedby the Bureau of Audio-Visual andSchool Library education in coopera-tion with the Audio-Visual EducationAssociation of California. Sacra -

mento, California: California StateDepartment of Education, 1967.

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T07

'SPACE AND FACILITIES: DISCUSSION GROUP

Chairman and Discussion Leader: GRACE S. DUNKLEY

Discussion Leader: CLARENCE FOGELSTROM

Discussion Leader: LOUIS J. CHIRCO

Recorder: MARTHA A:,LISON

Recorder: BARBARA ANN CANADY

et LAW4

rv

46.

STUDY GROUP MEMBERS: James W. Allen, Sister Hary BrendanBonney, Ura L. Burris, Margaret K. Cooper, Jessie G. Le

Gillogly, Marie Greene, Lucille Gregor, Naoma B. Knight,Elwood H. Lehman, Howard E. Levinson, Carl 8. Manner,Esther W. Neabin, Jean M. Pointer, Musya Sakovich, ElmerStoll, Flora Thoman, Ellen Channell Williams

Massa, Robert Gerletti, Charles Dana Gibson, Harold E.

108

Consideration of essential anddesirable characteristics of facil-ities for library and audiovisualresources in modern schools stressedfunctional design and arrangement.Recommendations of the AmericanLibrary Association were studied:

Ample space, harmonious arrange-ments, good lighting, blendingsand contrasts in colors, func-tional furnishings, and propercontrol of sound create an atmos-phere in which students andfaculty enjoy working and inwhich learning takes place.The liking that children tadyoung people have for the library,their feelings of ease and pleas-ure in its surroundings, andtheir satisfactions in using itsmaterials earive from many sources.Among these influences are theattractive appeArance and theconvenient arrangement of theschool library.1

1Standards for School Librarr;;;77Eratio, X;;;Van ibrary

ssoc ation, 19EU, p. 91.

109

Chapter 9

SPACE

AND FACILITIES

In order that good service may beprovided, the library quartersmust be easily accessible, largeenough to take care of the needsof the entire student and facultygroups, and planned for the com-fort and convenience of its users.Location, space, and functionalarrangements are basic elementsin the design for libraryquarters.2

Preliminary materials placed Inthe hands of members of this discus-sion group suggested that answersbe sought to three questions, asfollows:

1. Where should planning of the"new" school library or mediacenter begin, and who shouldbe involved?

2. What does the Application ofadvanced technology (electroniccommunication, TV, data proc-essing, storage and retrieval

2Ibid., p. 92.

110

systems) to the improvement oflibrary or media center servicesmean with respect to providingfacilities and designing spaceand environmental elements?

Fantasiesand Facts

about SchoolLibraries

3. What are some desirable waysof informing school facultiesand of keeping them abreast ofdevelopments with respect tochanging concepts and needs ofschool libraries or instruc-tional materials centers?

By CHARLES DANA GI BSONChief, Bureau of School PlanningState Department of Education

and

CIAIR L. EATOUGHSupervising Architectural AdvisorBureau of School PlanningState Department of Education

Several rather widely held "beliefs" concerning schooleducational media programs were brought to the attentionof the Scholl Library Workshop participants, of which thefollowing ass:. examples: (1) the library should be cen-trally located; (1 expanded library service means alarger library; (3 modern furniture, air conditioning,and carpeting modernize a library. The futility andactual falseness of such assumptions was the theme ofCharles Dana Gibson's and Clair Eatough's presentation.

Myths and other unsupportedideas abound in education. Theseideas usually have broad acceptanceand a basis :di truth, but the dra-matic changeo required for thefuture betterment of educationdemand that we search out new Solu-tions to old prolJlems, and discardideas and practices that cannot bevalidated or h6ve become outmoded.Nothing is rare damaging to theplanning process than the encum-brance of misleading and unsupported

"facts." For 'xample, the libraryenvironment has always been theresult of a librarian's rather thana student's requirements. The tra-ditional atmosphere of a libraryhas no more basis in fact than Othereducational administrative conveni-ences, such as grouping studentsby chronological ages. The ideathat all six year old childrenshould be first graders is as falla-cious as the idea that silence isgolden and that the protection of

books is the main function of alibrarian.

The ei3ht following acceptedstatements in the world of libraryservices are labeled "myths" becauseof present evidence that they willnot be accepted in educationalcircles during the next '.calf century.

The library reading room is a goodplace tostudy. This, idea pre-

sumes that students learn best bythemselves with a book or othermedia. The result is today's con-cept of the quiet reading roomunder disciplined control of amonitor. Students prefer to studyalmost any place other than thelibrary; for example, the cafe-teria, in automobiles, on thelawn, in aassrooms, and particu-larly away from school. In allof these informal study situM,ionsno effort is made to avoid peopleor noise.

The library, as "heart of thecampus," should be centrallylocated. This idea has beenapplied so long and is so univer-sally accepted that most existinghigh schools in California do havea large library facility placedin the most central location ofthe campus. As the campus ex-pands, this location serves toisolate the library from thosedepartments which use it most,such as history, foreign language,science, and so on. A more log-ical solution is to place thelibrary in the center of thesedepartments. The library gener-ally represents a single buildingunit of considerable mass and,therefore, lends itself to creat-ing an architectural focal point,but location will become less andless a planning problem as theentire concept of information

111

Charles Dana Gibson

retrieval becomes more sophisti-cated. Why not etart our "loca-tion thinking" all over with thisquestion: "In terms of the secondhalf of the twentieth century, howshould we organize materials andspace for the fastest possibleretrieval of information?"

-1Thezriaori

is to control and safeguard books.Because the investment of moneyin books and materials representsa major financial commitment, itis natural that the school shouldwish them to be carefully guarded.To overcome the disadvantages ofmaterial control and permit easyexposure, the librarian of thefuture may not be made responsible

112

for the control of the material,only for its distribution to sub-libraries. The technologicaldevelopments in kinds and use ofmedia for the future suggest thatthe librarian's control over mediawill be far less restrictive thanit is today.

Expanded library service means alarger library. Most schoolstoday are confronted with pres-sures to expand their librariesbecause of increased enrollments,need to expand library services,or a new commitment to use ofelectronic audiovisual media.If the librarian permits libraryservices to be disbursed through-out the campus, a better approachthan increased space in the li-brary might be to program libraryexpansion in each new academicbuilding as it is constructed.This means that "sub-libraries"would eventually be disbursed

throughout the campus, and thatthe central library would be con-verted to a central collectionand distribution center with onlyminimal facilities for studentstudy or material usage.

411 Modern furniture, carpeting,and air conditioning modernizea library. It must be concededthat any facility can be vastlyimproved by upgrading the comfortenvironment, but this approachfails to identify the crucialproblem of tomorrow's library,which is that its basic functionswill be radically altered. Thefirst requirement for moderniza-tion should be a new libraryorganization. A "modern library"must be designed to accommodateelectronic transferral of mediaand have decentralized studyareas. Facility planning, eithernew construction or remodeling,is an opportunity to reotate theproblems and seek a better solu-tion that will make a major con-tribution to educational progress.

Clair L. Eatough

i.ejbelo2igsirtterhecarrail.ject----reangroorrwas

originally a small table, some-times protected with side screens,and placed in book stack areasfor students doing specializedresearch. Librarians envisionedthem as valulble in library read-ing rooms because they wouldfacilitate the isolation of theindividual student for quietstudy. The carrel is, however,a specialized tool which worksbest for the student who wantsto study alone with special media.

The library and the classroomperform separate functions. Pat-terns of instruction which requirelarge instructional aread forlecture groups, small instruc-tional areas for seminar groups,and space for individual instruc-tion are making the traditionalclassroom obsolete. The libraryof the future will no longerremain separate from the instruc-tional areas of the school, butwill become, through its sub-library components, the maininstructional area of the school.Our future schools will verylikely break down much of ourpresent compartmentalization offunctions. Would it be completeheresy to combine a book store,cafeteria, library, and studentlounge in one student commonswhere each service could comple-ment the other?

Sub-libraries are small butcomplete little libraries.Actually, the word 4-sub-library"as used by most planners is amisnomer. It is not a smalllibrary or even part of a library.It is a working studio fot avariety of individual study activ-ities accomplished in a closerelationship between student andteacher. Specific elements crit-ical for its effective operationare: (1) a small, intimate, infor-mal space with high comfort envi-ronment, (2) located /way fromthe central library and containinglimited quantities of resourcematerials, and (3) adjacent toteachers' work area and under thegeneral supervisitn of theseteachers, with all equipment,including drawing boards, type-writers, and reproduction or copymachines available both to nu-dents and teachers.

113

The physical plant stands secondonly to the teacher as the forcedetermining the success or failureof educational programs and instruc-tional methodology. The nature ofthe enclosure and the amenities itprovides determine to a large degreethe comfort experienced by the occu-pants, as well as the attitudes theyhold toward the school as a placeto live and work. The biggest sin-gle element determining the humanand educational values expressedby the school plant is not theamount of money it costs but ratherthe thoroughness of the planningprocesses, including the degree ofinvolvement of the professionalswho must conduct the educationalprograms the plant will house.Librarians, as professionals, mustbecome innovators in the programingof their facility needs as well asin library services.

.7-Anwar

-eN

114

Planningthe Library

and Its Spaces

By ELWOOD H. LEHMANConsultantJunior College PlanningState Department of Education

Essential considerations in planning and building themodern college library are outlined here in the presentationof a specialist in college facility planning. Special as-pects of Dr. Lehman's presentation included: (1) steps to befollowed in planning for library space, (2) working with thearchitect, and (3) examples (presented largely through slides)of several new college library facilities in a selectednumber of California junior colleges.

/11M1011MI.

As a boy I used to haunt the home-tcwn Carnegie Library, which was quitedifferent from the library I want totalk about today. Very good in itstine, and serving many purposes, itworld in part be very inadequate to-da:i. Today's library is not only therepository of the written word; itmust also serve the viewing and lis-tening needs of a college campus.The:,efore, it must contain:

An orderly, accessible depositoryfor books, periodicals, and othersoftware materials.

Equipment to make visible and/oraadible materials such as slides,movies, audio-tapes, audio-videotapes, and microfisch as yell asdrafting tables, auto-tutors,wired and unwired carrels, andstudy tables.

Casual reading areas and seminarspaces for small groups workingcooperatively on subject areasor planning specific group en-deavors.

Space and aids for specific ser-vice to the instructional staff.

Audio stations for students, as-signed or unassigned, stereo ormonaural in nature.

Adequate professional, technical,and clerical staff members tomeet the present day needs ofhandling informational materialsand techniques to bring together'in an orderly fashion today'skncvledge and today's studentsin preparation for tOmorroy'stasks.

Today's library must meet theneeds of today's students, who aremuch better prepared and more soph-isticated than their counterpartsof even a few years ago.

[PLANNING FOR LIBRARY SPACE

There are a number of avenueswhich a college staff and its boardof trustees should investigate tomeet the many spatial requirementsof the future library:

Give serious consideration to whatthe college of tomorrow will be,College staff members should exam-ine carefully the primary purposesfor the existence of their institu-tions, agree on goals and under1lying philosophy, and outline meansby which they expect to accomplishprojected ends. One community col-lege in California, working withthe philosophy tat the libraryshould be the central feature ofthe campus, finds its library sodepartmentalized that, in the

opinion of another president, itis little more than an extensiveemployment agency. Another, Mt.San Jacinto College, also in Cal-ifornia, makes judicious use ofaudio-tutorial devices and is suc-ceeding admirably in fulfillingits goals.

Visit recently completed libraryfacilities. Typically, a collegewill save many times the expenseof sending representative staffmembers to visit outstanding cen-ters. Members of boards of trus-tees should not only explore suchnew facilities but should alsotalk with administration, staff,and district board members con-cerning the goals or philosophywhich inflUenced the planning ofthe facility.

115

Elwood H. Lehman

Examine curriculum needs. Anassessment of the program needsof the student body to be servedby the facility includes decisionson class size, the number of sec-tions, and a concise knowledge ofexactly what will be taught andhow. The Space Adequacy Survey,a California-born instrument, isan asset in determining facilityneeds of districts. In largemeasure, these decisions willspell out the spatial needs ofthe library, as well as needsfor material, equipment, andpersonnel. Such basic decisionsare of far more value as guidesto planning groups on campusand to the architect than as il-lustrations of how space shouldbe constructed.

[WORKING WITH THE ARCHITEC;1

There are several guidelines forworking with the architect to theend that the college library facil-ity will meet steeds specified duringthe planning stage:

116

Each department and division of thecollege should prepare detailedspecifications for quick and con-stant reference during consultationswith the architect. Such specifi-cations will form the bases forcommon understandings and communi-cation. However, they should notbe handed to the architect ftby thepound." These consultations willenable the architect to start mak-ing diagrammatic relationshipsamong such areas as receiving,listming, stacks, reserved book,carrels, or audio-tutorial equip-ment.

Each department should discuss withthe architect its part in the finalplan, reviewing again detailed spec-ifications, aspects, and functionsof services to be prepared.

As many amenities as are necessaryfor the function of the libraryshould be retained. One of themost important of these is function-al lighting, rather than lightinginstalled only to enhance the looksof the'facility.3

Begin facility planning well inadvance of anticipated completiondate. A sophisticated, workablecommunity college library does not

3Charles Dana Gibson of the Cal-ifornia State Department of Educationhas been widely honored for the ex-cellent job he has done in bringingto the attention of the people ofthe United States, and in Californiaparticularly, what constitutes goodlighting. He has not only identi-fied the principles of good light-ing, but he has also interestedtechnically qualified members ofthe Illumination-Engineering Socie-ty of America.

simply happen by itself. It isachieved by the hard work of manypeople over a long period of time.

EXAMPLES OF NEWER--]CALIFORNIA LIBRARIES

During this period I have beenshowing slides which illustrate thefunction of facilities throughoutsome of the newer libraries in Cali-fornia. These have included facili-ties at Chabot College, FoothillCollege, San Mateo College, CitrusCollege, El Camino College, LosAngeles Valley College, SouthwesternCollege, and Grossmont College.All these collgge libraries haveeminently worthwhile features whichmerit further study. In addition,we have a new one just completedat Shasta College, near Redding,which also is worth a visit. Twoother new facilities worth specialvisits are on the drawing boardsfor the Los Rios Junior CollegeDistrict (the campuses at ElDorado College and Consumnes Col-lege). There is also, on theBiala college scale, San JacintoCollege in Southern California.Still another promising site isColumbia College, part of theYosemitn Junior College District,headqualbtred at Modesto.

Numerous publications give in-sight into media center facilityplanning. Many of them are quotedin a study called A Study on Studying,produced by the Educational Facili-ties Laboratory. Copies may be ob-tained by writing to the CommunityCollege Center at Stanford Univer-sity, Stanford, California. Stillother assistance may be obtainedfrom the ERIC Center at the Univer-sity of California at Los Angeles.

117

Guidelines

The discussion group involvedwith the topic "Space and Facilities"was concerned chiefly with identify-ing the necessary steps and proce-dures to be followed in designingand equipping the modern educationalmedia center to meet requirementsof the school-wide instructionalprogram it is to serve. The groupemphasized that as education mustfacilitate change and learning, so,too, must the media center be de-signed to facilitate this goal.It must support the entire instruc-tional program, and facilities andservices should match the learningneeds-of pupils with appropriatematerials and appropriate guidancein their use.

FFINDINGS I

The discussion group considerednecessary preliminary steps involvedin making decisions concerning thedesign and construction of instruc-tional materials center (schoollibrary) facilities. A number ofapplicable principles were stressedfor either remodeling or new con-struction projects, as follows:

Investigation and determination ofthe character of the educationalprogram to be served by the center:organization for education, includ-ing team teaching, flexible sched-uling, non-graded schools, self-directed learning activities,'varied instructional methods, the

curriculum itself, enrollment agerange, enrollment age distribu-tion, policies with respect todecentralization of instructionalmaterials, and similar matters.

Involvement of other school-personnel: Board of Educationmembers to assure adequate financ-ing; preferences and expectationsof teachers with respect to theirintended uses of facilities; theprincipal's expectations withrespect to the manner in whichthe facilities will aid in theachievement of school objectives;preferred location of facilities;inspection of other facilities andevaluation of their suitabili4and adaptability for local needs.

Surveyin2. ,cie district, thecommunity j he county, or otherarea to observe and inventoryinstructional materials resourcesand services already available:ibm film distribution agencies,television stations or distribu-tion networks, centralizedprocessing facilities, andthe like.

Preparing educational specifica-tions to guide the architect:including areas for individual-ized study, group utilization ofmaterials, group interaction,technical processing areas,multi-media or electronic equip-ment facilities, areas for prepa-ration of materials and other

118

specialized units, as required.Simplicity, accessibility ofservices and materials, effici-ency of operation, and adequacyof space, materials, personnel,and channels of communicationsare keys to effective mediacenter services.

Determining with the architect,functional design: movable wallsTIF17717571Uate electricalfacilities (wiring, outlets,lighting), acoustical floor cover-ing, air conditioning, good traf-fic patterns, functional arrange-ment of specialized facilitieswith respect to each other, anda multi-purpose room next to orpart of the center.

Achieving simplicity and flexi-bility_in arrangements andfacilities: for day to day useand for remodeling to accommodatefuture changed needs.

f

[RECOMMENDATIONS

!No principal recommendationsgrew out of the discussions ofthiscommittee, as follows:

O A library development law shouldbe passed which would includeprovisions for personnel andfacilities in each individualschool unit.

An accreditation plan should beestablished for all levels ofschool libraries, closely relatedto the instructional program ofeach individual school.

The Monte Corona Conference on"Multi -Media and the Changing SchoolLibrary" reflected the growinginterest in modernizing educationalmedia programs throughout Califor-nia. The four principal purposesof the conference, stated at thebeginning of this report but r?.-peated here for perspective, were:

To provide opportunities for schoollibrarians, audiovisual personnelwith library service responsibil-ities, administrators and curric-ulum directors, and others toreview the present status of andto develop guidelines for bothimmediate and long-range improve-ment of school library programs;

To explore possible effects ofrecent legislation upon Californiaschool library programs;

To provide for those involved withsuch programs an opportunity forself-renewal and self-improvementby working, thinking, and talkingtogether about these problems;and

To provide participants with theopportunity to discuss their prob-lems '.pith recognized leaders inthe fields of sociology, psychol-ogy, economics, and administra-tion, as well as librarianshipand audiovisual education.

119

Chapter 10

SUMMARY

The degree to which these broadobjectives were achieved throughconference activities will be deter-mined, of course, through laterappropriate applications of theguidelines (findings and recommen-dations) to the educational mediaprograms of the state. Yet itseemed quite clear to those inattendance that the six days ofcooperative endeavor did provideseveral immediately realizableproducts. There was consensus,for example, that the followinggeneralizations were valid:

Many recent scientific, philo-sophic, and socio- economic changeshave forced adaptations in previ-ous ways of communicating. Theseinfluences must be reflected inschool programs generally, andin media programs particularly.

It is now generally accepted thatthe school library of the futurewill be an IMC (an instructionalmaterials or media center) capableof handling a full gamut of educa-tional resources and of insuringclose relationship of those mate-rials with the school curriculum(i.e., the total school program).

It is the responsibility of thosewho work with media to make effec-tive use of them and to strengthen

120

their own ability to communicatewith students, teachers, adminis-trators, the lay public, andothers.

The physical-personal-organiza-tional aspects of the educationalmedia program require that profes-sional media personnel exerciseleadership roles in their ownprograms.

Observations of a summary natureconcerning the Monte Corona Confer-ence, prepared by Anna Mary Lowrey,1reflect the spirit generated duringthe week:

Changes in the field of moderneducation and teaching methods,and the use of a wide varietyof instructional materials, haveemphasized the need for schoollibraries to supply increased,Aantities of both printed andaudiovisual materials for studentsand teachers. The strong emphasison individualized study and learn-ing has resulted in an ever in-creasing demand for library re-sources at the school level.

The concept of an InstructionalMaterials Center is not a new one,but it has been too long a latentone. A recent and significantchange has occurred in libraryphilosophy which recognizes thegreat potential of a library col-lection consisting of a broadspectrum of educational media.

The key to the progress of theschool library as a materialscenter is communication between

"Or1 .411,

lAnna Mary Lowrey, "CASL+AVEAC=Communications," Newsletter, Audio-Visual Education Association ofCalifornia, Fall, 1967, p. 1+.

Anna Mary Lowrey

7ibrarians and audiovisualspecialists. There are discern-ible trends that this kind ofcommunication is taking place--effolts of ALA and DAVI to developstandards for libraries, the pub-lished Standards for the Develop-ment of School Library Programsin'California by CASL and AVEACand the recent library workshopat Monte Corona. We must continueto encourage a merging of thOughtfrom the professional peopleresponsible for the school libraryresources. This does not implya loss of identity, but rather adetailed plan of action to assurecommunication and cooperationbetween CAM. and AVEAC. Theleadership exerted by these two

professional organizations canbe a strong factor in the achieve-ment of our common goals. Commu-icate we must--as organizations,as indivAuals, or by contagion!

But the tone of another articleexpresses even more directly theconcern and interest of those attend-ing the Monte Corona Conference. In

it, Mrs. Jean Wichers2, Co-directorof the Workshop said:

Learning resources, media, in-structional materials...what'sin a name? One of these days,when we are not trying to shoutdown or "beef up" we are goingto have to tackle a very realproblem...us!

As people imbued with a sense ofloyalty about their profession weare going to have to learn not tobe so sensitive and rise defen-sively whenever someone wants tocall us anything but a schoollibrarian or an audiovisualspecialist.

We chant, as a catechism, "we arenot the .old-image librarian; weare the new-image librarian." Ifwe really mean that, then we shouldbe busy being the new image andnot worrying what label peoplegive us.

Jean E. Wichers

2Jean E. Wichers, "What's in aName?" Newsletter, Audio-Visual Edu-cation Association of California,Fall, 1967, p. 2.

121

For over a decade there has beena new br.ed in school materialscenters that have been providingteachers and students with books,films, periodicals, all the re-source media that are needed toeffect the best learning situation.This intangible source of strengthhas been found in qualified,trained personnel that know howchildren learn, what the curric-ulum needs of the school are, andendowed with the ability to bethe liaison between materials andlearning.

Perhaps, then, it is more essen-tial than ever that we recognize thecrucial importance of selecting andeducating the kinds of dedicatedpeople who see in the educationalmedia field opportunities to con-tribute importantly to the improve-ment of teaching and learning. Insuch a context it is easy to finda further justification of the MonteCorona School Library Workshopexperience.

Sf

y,

K

'41

Appendix A

SCHOOL LIBRARY

WORKSHOP PROGRAM

SUNDAY AUGUST 6

12:00-3:00 P.M. BRIEFING SESSION

2:00-4:00 P.M. REGISTRATION

7:30-9:30 P.M. WELCOME AND OPENING REMARKS

Speaker: Harry J. Skelly, Chief, Bureau of Audio-Visual and School Library Education, State Departmentof Education

WHO SHAPES EDUCATION?

Introduction: Mildred M. Brackett, Consultant inSchool Library Education, State Department ofEducation

Speaker: Maurice Mitchell, Chancellor, Universityof Denver, and formerly President, EncyclopediaBritannica, Inc.

MONDAY, AUGUST 7

8:30-10:15 A.M. GENERAL SESSION

Chairman: Harry J. Skelly, Chief, Bureau of Audio-Visual and School Library Education, State Departmentof Education

122

123

WHO WE ARE AND WHY WE ARE HERE

Speaker: Elizabeth S. Noel, Workshop Director andConsultant in Instructional Television, StateDepartment of Eth.cation

THE LIBRARIAN'S DILEMMA

Introduction: Leslie H. Janke, Chairman,Librarianship Department, San Jose State College

Speaker: Sara Krentzman Srygley, Professor,Library School, Florida State University,Tallahassee, Florida

GROUP ORGANIZATION AND GROUP REPORTS

Speaker: James W. Brown, Dean, Graduate Studiesand Research, San Jose State College

10:15-10:30 A.M. Break

10:30-12:00 A.M. GROUP MEETINGS

1:00-2:45 P.M. GENERAL SESSION

Chairman: Francis W. Noel, formerly Chief, Bureauof Audio-Visual and School Library Education,State Department of Education (retired)

LFTS

Speaker: Carl A. Larson, Chief, Bureau of TeacherEducation and Certification, State Department ofEducation

THE LOGISTICS OF IDEAS

Speaker: Adam E. Diehl, Professor of Education,Instructional Technology, California State Collegeat Los Angeles

2:45-3:00 P.M. Break

3:00-4:30 P.M. GROUP MEETING'

8:30-10:00 A.M.

TUESDAY AUGUST 8

GENERAL SESSION

Chairman: Helen M. Christensen, Consultant in SchoolLibrary Education, State Department of Education

124

SOCIAL REALITIES OF OUR TIMES

Speaker: Joseph D. Lohman, Dean and Professor,School of Criminology, University of California,Berkeley

10:00-10:15 A.M. Break

10:15-11:45 A.M. GROUP MEETINGS

1 :00 -2:15 P.M. GENERAL SESSION

Chairman: Claude W. Hass, Assistant Chief, B.ireauof Audic-Visual and School Library Education,State Department of Education

LEARNING, THE LEARNER, THE LIBRARIAN

Speaker: Isabel Beck, Research Psychologist,Southwest Regional Laboratory, Inglewood, California

2:15-2:30 P.M. Break

2:30-4:30 P.M. GROUP MEETINGS

8:00-9:30 P.M. EVENING SESSION

Chairman: Carl A. Larson, Chief, Bureau of TeacherEducation ani Certification, State Department ofEducation

THE STATE BOARD OF EDUCATION LOCKS AT THE SCHOOLLIBRARY

Speaker: Mrs. Talcott C. Bates, Member, CaliforniaState Board of Education

WEDNESDAY AUGUST 9

8:30-10:30 A.M. GENERAL SESSION

Chairman: Helen R. Sebby, Special Consultant inSchool Library Education, State Department ofEducation

GROUP PROGRESS REPORTS

Speaker: Jean E. Wichers, Co-director of Workshopand Assistant Professor of Librarianship, San JoseState College

125

COMMUNICATIONS AND INTERPERSONAL RELATIONSHIPS

Speaker: Virginia S. Mills, Consultant, InterpersonalRelationships Within Groups

10:30-10:45 A.A. Break

10:45-11:45 A.M. GROUP MEETINGS

1:00-2:45 P.M. GROUP MEETINGS

2:45-3:00 P.M. Break

3:00-4:30 P.M. GENERAL SESSION

8:30-9:45 A.M.

Chairman: Harry J. Skelly, Chief, Bureau of Audio-Visual and School Library Education, State Departmentof Education

THE REPORT FROM WASHINGTON

Speaker: Milbrey L. Jones, Program Specialist,School Library Section, United States Office ofEducation

COPYRIGHT CONCERNS

Speaker: Robert Gerletti, Director, Division ofEducational Media, Los Angeles County Schools

THURSDAY AUGUST 10

GENERAL SESSION

Chairman: Robert S. Shute, Administrative Consultant,Bureau of National Defense Education Administration,State Department of Education

MANAGEMENT OF THE MERGER

Speaker: Rona'.d L. Hunt, Vice President, BrooksFoundation, Santa Barbra

9:45-10:00 A.M. rreak

10:00-11:45 A.M. GROUP MEETINGS

124

1:00-3:15 P.M. GENERAL SESSION

Chairman! Roy C. Hill, County Superintendent ofSchools, San Bernardino County

ADMINISTRATORS VIEW THE SCHOOL LIBRARY

Speakers: Lorne H. Bargmann, Principal, FrisbieJunior High School, Rialto Unified School. District;James S. Loughridge, Deputy Superintendent, Folsom-Cordova Joint Unified School District; ArmenSarafian, President, Pasadena City College; M. JohnRand, District Superintendent, Temple City UnifiedSchool District

3:15-3:30 P.M. Break

3:30-4:30 P.M. GENERAL SESSION

Chairman: Claude W. Hass, Assistant Chief, Bureauof Audio-Visual and School Library Education,State Department of Education

TRAINING THE RECALCITRANT

Speaker: Lester Beck, Oregon State System ofHigher Education, Monmouth, Oregon

8:00-10:00 P.M. SOCIAL EVENING

8:30-11:45 A.M.

A "Pf4OGRAMED" EVENING

Director: Eugene H. White, Director of Audio-Visual Services, Los Angeles Unified SchoolDistrict

FRIDAY AUGUST 11

GENERAL SESSION

Chairman: Helen R. Sebby, Special Consultant inSchool Library Education, State Department ofEducation

THE LIBRARY FUNCTION REDEFINED

Speaker: C. Walter Stone, Director of Libraries,University of Pittsburgh

PLANNING THE LIBRARY AND ITS SPACES

Speaker: Elwood H. Lehman, Consultant, JuniorCollege Planning, State Department of Education

127

FANTASIES AND FACTS ABOUT SCHOOL LIBRARIES

Speakers: Charles Dana Gibson, Chief, Bureau ofSchool Planning, State Department of Education;Clair L. Etough, Supervising Architectural Adviser,Bureau of School Planning, State repartment ofEducation

1:00-2:45 P.M. GENERAL SESSION

Chairman: Mildred M. Brackett, Consultant inSchool Library Education, State Department ofEducation

THE NEW IMAdE OF THE SCHOOL LIBRARIAN

Speaker: Carolyn I. Whitenack, President, AmericanAssociation of School Librarians, and AssociateProfessor and Chairman, Educational Media, PurdueUniversity

2:45-3:00 P.M. Break

3:00-4:30 P.M. GROUP MEETINGS

SATURDAY, AUGUST 12

8:30-12:00 A.M. GENERAL SESSION

Chairman: Jean E. Wichers, Co-director of Workshopand Assistant Professor of Librarianship, San JoseState College

WORKSHOP EVALUATION

Speaker: Carl A. Larson, Chief, Bureau of TeacherEducation and Certification, State repartment ofEducation

GROUP REPORTS

SUMMARY OF CONMILNCE

Speaker: Leslie H. Janke, Chairman, LibrarianshipDepartment, San Jose State College

=SING COMMENTS

Speakers: Jean E. Withers, Co-director of Workshopand Assistant Professor of Librarianship, San JoseState College; Elizabeth S. Noel, Workshop Directorand Consultant in Instructional Television, StateDepartment of Education; Harry J. Skelly, Chief,Bureau of Audio-Visual and School Library Education,State Department of Education

A

Appendix B

SCHOOL LIBRARY WORKSHOP

SPEAKERS, STAFF,

AND PARTICIPANTS

Dorothy E. AdamsSUpervisor, Secondary SchoolLit tes, Los Angeles UnifiedSchool. District

Carmen S. AinsworthDistrict Elementary Librarian andDirector of Audio-Visual, MorenoValley Unified School District

James W. AllenConsultant in School Library Ed-ucation, State Department ofEducation

Martha AllisonLibrarian, John Adams Junior HighSchool, Santa Monica UnifiedSchool District.

Sister Mary Alma, P.B.V.M.Director, Library Science Program,University of San Francisco

Marion ArcherCounty School Librarian, LakeCounty

148

Ruth H. AubreyGraduate Secretary, San Jose StateCollege

B

Myrtle BagleyLibrariai and Resource Coordinator,Sequoia Elementary School, MantecaUnified School District

Dean BairdHead Librarian, Oak Grove HighSchool, East Side Union High SchoolDistrict, San Jose

Lorne H. BargmannPrincipal, Frisbie Junior HighSchool, Rialto Unified SchoolDistrict

Mrs. Tlcott C. BatesMember, California State Board ofEducation

Isabel BeckResearch Psychologist, SouthwestRegional Laboratory, Inglewood,California

Lester BeckOregon State System of HigherEducation, Monmouth, Oregon

Kathryn BellTAbrarian, Katella High School,Anaheim Union High School District

Frank G. BennettDistrict Librarian, Arcadia UnifiedSchool District

;Jayne BernasconiLibrarian, Instructional MaterialsCenter, Inyo

Melvin BernasconiSuperintendent, Inyo County

Martha C. BlalockHead Librarian, Los Altos HighSchools, Mountain View-Los AltosUnion High School District

Sister Mary Brendan BonneyHigh School Librarian, Los AngelesArchdiocese

Mildred M. BrackettConsultant in School LibraryEducation, State Department ofEducation

Iris BramblettLibrarian, Hemet High School,Hemet Unified School District

Doris M. BrennemanDistrict Librarian, Plumas Uni-fied School District

Colette BrinkmanDistrict Librarian, LerryessaUnion School District

James W. BrownDean, Graduate Studies and Research,San Jose State College

Una L. BurrisDistrict Librarian, Walnut CreekElementary School District

129

Suzanne BurrowsLibrarian, John F. Kennedy HighSchool, Fremont Unified SchoolDistrict

Charles ButtAssistant Professor of Education,California State College at LosAngeles

C

Marjorie S. CallowLibrarian, M.D. Silva IntermediateSchool, Newark Unified SchoolDistrict

Barbara Ann CanadyLibrarian, Glendale High School,Glendale Unified School District

Clare H. CarrollLibrarian, Del Valle High School,Acalanes Unified High SchoolDistrict

June CarrcllLibrarian, Central School, SanCarlos Elementary School District

Dorothy ChambersConsultant, Instructional Mate-rials Center, Madera County

Louis J. ChircoDirector, Instructional Mate-rials Center, Placer County

Helen M. ChristensenConsultant in School Library Edu-cation, State Department of Edu-cation

Emma Ruth ChristineResource Teacher-Librarian, HenryM. Gunn Senior High School, PaloAlto City Unified School District

130

John G. ChurchConsultant in Curriculum Develop-ment, State Department of Education

Rose Mary ColliganElementary Schools Librarian, SanFrancisco Unified School District

Margaret K. CooperHead Librarian, Fremont JuniorHigh School, Stockton UnifiedSchool District

Genevieve K. CraigDistrict Librarian, RichlandElementary School District

Bruce M. CrawfordAssistant Superintendent, KernCounty

Mildred CrepeauLibrarian, Healdsburg Senior HighSchool District

Helen W. CyrDirector of Instructional Media,Oakland Public Schools

D

Dorothy B. DaleDistrict Elementary Librarian,Riverside Unified School District

Phyllis J. DaltonAssistant State Librarian, Cali-fornia State Library

Florence W. DammDistrict Librarian, East Side UnionHigh School District, San Jose

Patricia. DaSilva

Secretary, Bureau of Audio-Visualand School Library Education,State Department of Education

Jessie G. DeMassaLibrarian, Quartz Hill High School,Antelope Valley Unified SchoolDistrict

Mary E. DeNureConsultant, Bureau of JuniorCollege Vocational-TechnicalEducation, State Department ofEducation

1,601Y0 de Rojas

Principal, Folsom-Cordova UnifiedSchool District

Evelyn B. DetchonCataloging Librarian, San DiegoUnified School District

Alam E. DiehlProfessor of Education Instruc-tional Technology, CaliforniaState College at Los Arseles

Margaret M. DoveLibrarian, Orange Glen HighSchool, Escondido Unified HighSchool District

Grace G. DunkleyDistrict Coordinator, BellflowerUnified School District

E

Lenore C. EberleDistrict Librarian, Palos VerdesPeninsula Unified School District

Madge EbrightLibrarian, Ridgecrest IntermediateSchool, Palos Verdes PeninsulaUnified School District

Ida May EdwardsConsultant, Instructional Mate-rials Department, StanislausCounty

Catherine ElyeaAdministrative Assistant, PalmdaleElementary School District

Mildred EshnaurLibrary Consultant, Merced County

Clair L. EatoughSupervising Architectural Adviser,Bureau of School Planning, StateDepartment of Education

F

Adaleen J. FalltrickCoordinator, Library Services,Cupertino Union Elementary SchoolDistrict

Sue FantonLibrarian, Eliot Junior HighSchool, Pasadena City UnifiedSchool District

Lois FettsmanCoordinator of Private SchoolProjects, Library Section, LosAngeles Unified School District

John E. FetzDirector, Instructional MaterialsDepartment, Sonoma County

Marion W. FetzTeacher, Santa Rosa City

Clarence FogelstromDistrict Librarian, San BrunoPark

Joan FrancoCurriculum Librarian, FremontJunior High School, StocktonUnified Cchool District

Mildred P. rraryDirector, Library Services, LosAngeles Unified School District

131

Alice Frederick'District Librarian, Orinda Elem-entary School District

Mary Jo FreemanDistrict Librarian, HaywardUnified School District

Robert O. FunkCoordinator, Instructional Services,Santa Paula Elementary SchoolDistrict

GBetty Gardner

Library Assistant, SacramentoCounty Instructional MaterialsCenter

Robert W. GeithAssistant to Director of Instruc-tional Media, Riverside UnifiedSchool District

Robert GerlettiDirector, Division of EducationalMedia, Los Angel es County

Charles Dana GibsonChief, Bureau of School Planning,State Department of Education

Harold E. GilloglyCoordinator of InstructionalMaterials, El Dorado County

Delitha GlennDistrict Librarian, Orsnge UnifiedSchool District

Harold C. GluthDirector, instructional MaterialsDepartment, Stanislaus County

132

Vivian GogginLibrarian, Rancho Alamitos HighSchool, Garden Grove UnifiedSchool District

Marcus GoldAudio-Visual Coordinator, Cali-forniaState Polytechnic College,San Luis Obispo

Eagene GonzalesAssistant Superintendent of PublicInstruction, State Department ofEducation

Marie GreeneDirector, ',Library Services, River-side Unifiel School District

Lucille GregorLibrarian, Dos Pueblos Senior HighSchool, Santa Barbara City SchoolDistrict

Clifford D. GuthrieLearning Materials Assistant,Bassett Unified School District

George H. HadenDirector of Curriculum, TulareCounty

Edith M. HagstromLibrarian, Columbus ElementarySchool, Berkeley Unified SchoolDistrict

Walter H. HarrisCoordinator, Library CJervices andPublications, Contra Coata County

Claude W. HassAssistant Chief, Bureau of Audio-Visual and School Library Education,State Department of Education

Maxine HeglandChief Librarian, Menlo-AthertonHigh School, Sequoia Unified HighSchool District

Guy M. ReinkeConsultant in Audio-Visual Educa-tion, State Department of Education

Elaine J. HendricksDistrict Librarian, Campbell UnionElementary School District

Roy C. HillCounty Superintendent of Schools,San Bernardino County

Mary J. HoffeLibrarian, Monte Vista High School,San Ramon Valley Unified SchoolDistrict

Elsie D. HollandConsultant in School Library Educa-tion, State Department of Education

Clyde HostetterCoordinator of Instructional Mate-rials Program, California StatePolytechnic College, San LuisObispo

Ronald L. HuntVice President, Brooks Foundation,Santa Barbara

I

Sachiko S. IsliiiaDistrict Librarian, Lodi UnifiedSchool District

JWanda L. Jacobs

Head Librarian, Santa Ynez HighSchool District

Louise JamesConsultant, Library Services,Riverside County

Leslie H. Janke

Chairman, Librarianship Department,San Jose State College

Milbrey L. Jones

Program Specialist, School LibrarySection, United States Office ofEducation

K

Gloria E. KastLibrarian, American River JuniorCollege, Los Rios Junior CollegeDistrict, Sacramento

John S. KeeneDirector, Instructional Materials,Kern County

Nina KimbroughDistrict Librarian, CoachellaElementary

Norton L. KingCoordinator of Audio-Visual Edu-cation, Napa County

Opal L. KissingerLibrarian, Vista Del Rio JuniorHigh School, Orange Unified SchoolDistrict

Naoma B. KnightDistrict Librarian, Menlo ParkCity School District

Patricia KoepernikCoordinator, Instructional Mate-rials Services, Santa ClaraUnified School District

133

L

Lanita Lane

Senior Graphic Artist, Bureau ofAudio-Visual and School LibraryEducation, State Department ofEducation

Carl A. LarsonChief, Bureau of Teacher Educationand Certification, State Depart-ment of Education

Joan C. LauderbachLibrary Consultant, MontereyCounty

Joseph L. LegerHead Librarian, College of theRedwoods, Eureka

Elwood H. LehmanConsultant, Junior College Planning,State Department of Educe.tion

Howard E. LevinsonLibrarian, Enterprise High School,Shasta Union High School District

Helen M. LogeDistrict Librarian, Redlands UnifiedSchool District

Joseph D. LohmanDean and Professor, Schcol of Crim-inology, University of California,Berkeley

James S. LoughridgeDeputy Superintendent, Folsom-Cordova Joint Unified SchoolDistrict

Anna Mary LowreyProgram Specialist, Library Ser-vices, Sacramento City UnifiedOchool District

134

Jackie LuckeyCoordinator, Instructional Mate-rials Center, Placer County

Eugene S. LyallAssistant Superintendent, Educa-tional Services, WestminsterElementary School District

McSarah McAdoo

Senior Stenographer, Bureau ofAudio-Visual and School LibraryEducation, State Department ofEducation

Wayne McAllisterAssistant Professor and Coordinator,Department of Library Sciences,San Diego State College

Hilda McCartneyCoordinator, Instructional Media,Newport-Mesa Unified SchoolDistrict

Virginia McConnahaLibrarian, Arcata High SchoolArcata Union High school District

Roderick D. WtanielDirector, Audio-Visual Materials,TOrrance Unified School District

Joanne McHenryInstructional Materials Consultant,San Ramon Valley Unified SchoolDistrict

Lila MacwayConsultant, Library Services,Napa County

Carl B. MannerDirector, Instructional Materials,Solano County

Christina M. MashtaireLibrarian, East Bakersfield HighSchool, Kern County Joint UnionHigh School District

Carolyn MeierFederal Projects Librarian, ABCUnified School District

Lyman C. MilesAudio-Visual Coordinator, CerritosCollege, Norwalk

Margaret H. MillerSupervisor, Elementary Libraries,Los Angeles Unified School.District

Virginia S. MillsConsultant, Interpersonal Re-lationships Within Groups

Maurice Mitchell(formerly President, Encyclo-pedia Britannica, Inc.),Chancellor, University of Denver

Lucille E. MooreChairman, Reading and LibraryService, California Congress ofParents and Teachers

Nel: B. MortonLibrarian, Fremont Junior HighSchool, Monterey PeninsulaUnified School District

Robert E. MullerDirector of Instructional Mate-rials, Jefferson ElementarySchool District, Daly City

NEsther W. Nesbin

Director of Library Services,Palomar College, San Marcos

H. L. "Les" NicholsConsultant in Audio-Visual Edu-cation, State Department ofEducation

Richard C. Nissen(formerly) Consultant, Instruc-tional Materials Services,Sacramento County

Elizabeth S. NoelWorkshop Director and Consultantin Instructional Television,State Department of Education

Francis W. NoelChief, Bureau of Audio-VisualEducation (retired), State De-partment of Education

John H. NutleyLibrarian, San Francisco UnifiedSchool District

0Roberta Ormaas

District Librarian, VacavilleUnified School District

George W. OrmsbyConsultant in Audio-Visual Edu-cation (retired), State Departmentof Education

PPierce E. Patterson

Director, Audio-Visual Services,Orange County

Donald V. PedersenDirector, Audio-Visual Education,Lassen County

E. Hardy PelhamDirector, Instructional MaterialsCenter, Mendocino County

Warren PendletonLibrarian, Marin County

135

Priscilla X. PhillipsDirector of Elementary Libraries,Fresno City Unified SchoolDistrict

Jean M. PointerCoordinator of Libraries,Norwalk-La Marada Unified SchoolDistrict

Alma B. PolkDirector of Instructional Materials,Chaffey Union High School District,Ontario

Lenora B. PrattLibrarian, Lassen County

Deloris PriorLibrarian, Santa Ana Senior HighSchool, Santa Ana Unified SchoolDistrict

QVirginia Quesenberry

Library Consultant, Fresno County

M. John RandDistrict Superintencknt, TempleCity Unified School District

Elizabeth ReiningDistrict Librarian and LibrarianConsultant, Pomona Unified SchoolDistrict

Jeanene V. RicklesLibrarian, El Dorado high School,Placentia Unified School District

Larissa RulofsonHeal Librarian, Berkeley HighSchool., I1erkeley Unified School

District

136

Ernestine RunnerDirector of Educational Media,San Bernardino County

J. J. RussellDirector of Audio-Visual, PalmdaleHigh School, Antelope Valley UnionHigh School District

S

Musya SakovichLibrarian, Elementary Schools,San Francisco Unified SchoolDistrict

Aamen SarafianPresident, Pasadena City College

Margaret S. SarafianDirector of Carriculum and Instruc-tional Services, South PasadenaSchool District

Helen R. UebbySpecial Consultant in SchoolLibrary Education, State Departmentof Education

Helen G. ShipleyLibrarian, Pairview IntermediateSchool, Lafayette School District

Robert S. ShuteAdministrative Consultant, Bureauof National Defense

Barbara SkaggsLibrarian, Westside School, ThermalUnified School District

Harry J. SkellyChief, Bureau of Audio-Visual andSchool Library Education, StataDepartment of Education

Sara Krantzman SrygleyProfessor, Library School, FloridaState University, Tallahassee,Florida

William T. StablerSupervisor of Photography, Bureauof Audio - Visual and School LibraryEducation, State Department ofEducation

Vivian B. StallkampGeneral Education Supervisor,Library Supervisor, Campbell UnionHigh School District

Esther F. StammField Librarian, SacramentoCounty

Jane B. SterlingConsultant in Charge of SchoolLibrary Section) Los AngelesCounty

Elmer StollCoordinator of Instructional Mate-rials, Monterey Peninsula UnifiedSchool District

C. Walter StoneDirector of Libraries, Universityof Pittsburgh

Earl F. StrohbehnProfessor of EducatIm, San JoseState College

Phyllis StronachAssistant Director of Curriculum)West Covina Unified Schoo; District

Louise StullCurriculum Librarian, Fresno StateCollege

Clarabel TannerLibrarian, Washington ElementarySchool, Santa Monica Unified SchoolDistrict

Ralph C. TaylorAudio-Visual Coordinator, PomonaUnified School District

Flora ThomanLibrarian, Miialeste High School,Palos Verdes Peninsula UnifiedSchool District

Bee ThorpeCoordinating Librarian, Elemen-tary Schools, Novato UnifiedSchool District

Elaine TrostDistrict Librarian, Rim of theWorld Unified School District

UGulla Ullensvang

Supervisor, Instructional Materials,East Whittier City ElementarySchool District

VPhyllis R. Van d(, Braak

Librarian, Inglewood High School,Inglewood Unified School District

Charles J. VentoExecutive Secretary, ValleyInstructional Television-Associ-ation, Sacramento

Eileen M. VincentDistrict Elementary Librarian,Riverside Unified School District

wLillian M. Watkins

Consultant, Elementary EducationLibraries, Pasadena City UnifiedSchool District

137

Ann B. WeatherbeCoordinator of School LibraryServices, Los Altos ElementarySchool District

Eva Mae WeigandDistrict Librarian, Buena ParkSchool District

Jean WenbergInstructional Materials Coordin-ator, Franklin-McKinley SchoolDistrict, San Jose

Jean WenzelDistrict Librarian, Santa CruzElementary School Distr.lit

Maxine C. WestonLibrarian, Butte County

Eugene H. WhiteDirector of Audio-Visual Services,Los Angeles Un±fied School District

Carolyn I. WhitenackPresident, American Association ofSchool Librarians, and AssociateProfessor and Chairman, EducationalMedia, Purdue University

Jean E. WithersCo-director of Workshop and AssistaniProfessor of Librarianship, SanJose State College

Ed. A. WightProfessor of Librarianship, Uni-versity of California, Berkeley

Mary Lou WillettTeacher- Librarian, Weed UnioaElementary School District

Ellen Channell WilliamsDistrict Librarian, San LorenzoUnified School District

Irene WindenLibrarian, Andrews ElementarySchool, Redondo Beach City SchoolDistrict

Prim WrightDistrict Librarian, Central UnionElementary School District,Lemoore

Administering Audio-Visual Services(Carlton W. H. Erickson, Ed.D.,New .Cork, The Macmillan Company,

1959)

Administering Educational Media(James W. Brawn, McGraw-Hill,1965)

Administering Library Service in theElementary. School Gardiner,American Library Association,1954)

Audiovisual Leadership (A Summaryof the Lake Okoboji AudiovisualLeadership Conferences, 1960-1964)

Books, Libraries and You (Jesse Boyd,Scribner 1965)

ool Buildings (Cali-fornia State Department ofEducation, 1960-1965)

Center for Peisearch in EducationalMedia Design Media Message,November, 1966)

Changing Concepts in Library DesignRichard L. Darling, AmericanSchool and University, May, 1965)

Changing Curriculum Content (Associ-ation for Supervision and Curric-culum Development, N.E.A., 1964)

138

Appendix C

BIBLIOGRAPHY

Children's Book on How to Use Booksand Libraries TUarolyn Mott andLeo B. Baisden, Scribner, 1961)

Communications: Patterns and In-cidenti71Iiiam V. Haney,Richard D. Irwin, Inc., 1960,Homewood, Illinois)

Computer Science and AutomatedCataloging and Booking Audio-visual Instruction, April, 1967)

Crisis in Library Manpower: Mythand RealityTITerican LibraryAssociation Conference, 1967)

Cybernetic Age, The: An Optimist'sVieTFT5Tenn T. Seabors, SaturdayReview, July, 1967)

Dear Mr. Architect (American LibraryAssociation, 1952)

Dynamic Groups at Work (Herbert A.Thelen, University of Chicago,1963)

Dynamics of Planned Change (RonaldLippitt, Harcourt, 1962)

Educational Facilities with New Media(Alan C. Green, Wayne F. Koppes,M. C. Gassman, Rensselaer PolytechnicInstitute, Troy, New York, January,1965)

Educational Media Leadership Con-ference (12th Lake Okoboji Con-ference, University of Iowa,1966)

Effects of Mass Communication, The7371)h T. Klepper, The FreePress of Glencoe, 1960)

Elementary and Secondary School Li-braries of Pacific NorthwestTUniversity of Washington Press,1960)

Elementary School Libraries (JeanE. Lowrie, Scarecrow Press, 1961)

Elementary School Library, TheAmerican Library AssociationBulletin, February, 1962)

Emerging Profiles of Television andOther Mass MediarPublic Attitudes,1959-07: Burns W. Roper, Tele-vision Information Office, 1967)

Encyclopedia of Educational Research(C. W. Harris, ed., MacMillan,1960. pp. 602612)

Evaluation as Feedback (Associationfor Supervision and CurriculumDevelopment, 1967)

Evaluative Checklist: An Instrumentfor Self-Evaluating an EducationalMedia Program in School Systems7717. Fulton, University ofOklahoma)

Evaluative Criteria (National Studyof Secondary School Evaluation,1960)

ExplorAtions in General EducationRoy Ivan Johnson, Harper, '77)

Film Catalog (University of SouthernCalifornia, 1966)

Focus on Change (J. Lloyd Trump andDorsey Baynham, Rand McNally)

Goals for Americans (Prentice-Hall,19607--

139

Great Ideas in Information Theory,Language and Cybernetics JagiitSingh, Dover Publishers, 1966)

Group Dynamics: Research and Theory73rwin Cartwright and A. Zander,Harper, 1960)

Group Processes (J. Luft, NationalPress, 1966)

Guidelines for Library Planners(American Library Association,1960)

Handbook of SmAll Group Research(A. Paul Hare, MacMillan, 1962)

Helping Other People Change (StephenM. Corey, Ohio State UniversityPress, 1963)

Improving Teaching (E. Amidon, Holt,1966)

Individualizing Instruction (Associ-ation for Supervision and CurriculumChange, N.E.A., 1964)

Innovation in Education (Matthew Miles,Prentice -Hall, 1905

In-Service Education (56th Yearbook,+Part .S.S.E., University of

Chicago, 1957)

Instructional Materials Center: AnAnnotated BibliographyTriarold S.Davis, Educational Research Councilof Greater Cleveland, 1965)

Instructional Media and Creativity(5771. Taylor and F. E. Williams,Wiley, 1967)

Instructional Technology and MediaProject (University of SouthernCalifornia, June, 1964)

140

Interpersonal Dynamics: Essays andReadings on Human InteractionWarren G. Bennis and others,

Dorsey, 1964)

Learning to Learn in School LibrariesFrances Henne, School Libraries,

May, 1966)

Library Environment, The: Aspects ofInterior Planning (American LibraryAssociation, 175)

Library Furniture and EquipmentAmerican Library Association, 1963)

Library Statistics: A Handbook ofConcepts, Definitions, and Termi-nologY-TAmerican Library Associa-tion, 1966)

Library Technology Project (AmericanLibrary Association, Sixth Annual

- Report, 1965)

McLuhan Montage, A (Library Journal,April 15, 1967, p. 1701)

Media and Educational Innovation(A Symposium on Identifying Tech-niques and Principles for GainingAcceptance of Research Resultsof Use of Newer Media in Education,University of Nebraska, September,1964)

Medium is the Massage, The (MarshallMcLuhan, Bantam, 1967)

Nation's Schools (March, 1966)

New Media and Changing EducationalPatterns-Ralifornia State Depart-ment of Education, 1966)

New Ways to Better Meetings (Bertand Frances Strauss, Viking, 1964)

New Educational Media (PennsylvaniaState University, 1961)

Newsletter on Intellectual Freedom--CAmerican Library Association,

July, 1967)

Physical Requirements for GoodLibrary Service (Elizabeth Hodges,American School and University,1961)

Planning a Library Building (Amer-ican Library Association, 1955)

Planning Library Buildings for Service(American Library Association, 1964)

Planning for Change: Readings in theApplied Behavioral Sciences WarrenG. Bennis and others, Holt, 1961)

Planning Schools for New Media--(Portland State College,771)

Problems in Planning Library Facili-7TisrAmerican Library Association,1964)

Process of Education, The (JeromeBruner, Random, 19607--

Professional Education of MediaPersonnel, The University of Pitts-burgh, 1964)

Professional Study in Audio-VisualCommunications at Indiana Uni-versity (1966-1787

Programed Instruction Today andTomorrow (Wilbur Schramm, Fundfor the Advancement of Education,1962)

Psychology of Interpersonal BehaviorThe, TMichael Argyle, Penguin,197)

Psychology of Thinking, The (RobertThomson, Penguin, 19661--

Report on Communications and A.I.D.,--EThpartment of State, Agency for

International Development Washing-ton, D.C., December, 1964)

Research, Principles and Practicesin Visual Communication NationalEducation Association, 1960)

Review of Published and UnpliblishedMaterials Concerning College andUniversity Learning Resource Centers,A (Richardson, Severns, Scheelerand Associates, Inc., Architects,January, 1965)

Revolution in Teaching: New Theory,Technology, and Curricula (BantamBooks, 1964)

Role of the Computer in FutureInstructionalSystems, 117DonaldD. Bushnell, AV CommunicationsReview, March-April, 1963)

Role of Supervisor and CurriculumDirector in a Climate of ChangeTAssociation for Supervision andCurriculum Development, N.E.A.,1965)

School Librarian: Human RelationsProblems Jack J. Delaney, ShoeString Press, 1961)

School Library, The: An Intellec-tual Force? (Library Journal,May 15, 1967, p. 1989)

School Library Materials Center:Its Resources and Their Utiliza-tion (University of Illinois,

Tgle)

Schools for the 60's (Report of theProject on Instruction, N.E.A.,McGraw-Hill, 1963)

Schools for Tomorrow: An Educator'sBlueprint TAlexander Stoddard, Fundfor the Advancement of Education,

1957)

Selection and Evaluation of MediaAudio - Visual Instruction,January, 1967)

Self-Renewal: The Individual andThe Innovative Society John W.Gar dner, Harper, 190 )

141

Standards for School Libraries--TAmerican Library Association,

1960. See also the tentativerevision)

Standards for School Libraries(California Association of SchoolLibrarians, 1967)

Strategy for Curriculum ChangeAssociation for Supervision andCurriculum Development, N.E.A.,1965)

Strategies for Educational Change(Ohio State University, November,1965)

Twelve Studies on Communications andManagement Skills (Copyrights 1951-65 by the President and Fellowsof Harvard College, Published byHarvard Business Review)

Understanding Media: The Pxtensionof Man TEi-shall McLuhan, NewAmerican Library, 1964)

Words and What They Do To You(Catherine Minteer, Institute ofGeneral Semantics, Lakeville,Connecticut, 1965)

---1SUPPLEMENTARY BIBLIOGRAPHYOF SCHOOL LIBRARY RESEARCH

Bishop, Martha Dell. Identificationof Valuable Learning Experiencesin Centralized Elementary SchoolLibraries. Dissertation, Depart-ment of Education, George PeabodyCollege for Teachers, 1963.

El-Hagrasy, Saari Mohammed. TheTeacher's Role in Library Service;An Investigation and Its Devices.Dissertation, Rutgers, The StateUniversity, New Brunswick, NewJersey, 1961.

142

Jones, Milbrey Lunceford. Socio-Economic Factors and Library Serviceto Students. Dissertation, Rutgers,The State University, New Brunswick,New Jersey, 1963.

Landerholme, Merle E. A Study ofSelected Elementary, Secondary andSchool District Professional StaffDeployment Patterns. Dissertation,Teachers College, Columbia Univer-sity, 1960.

Lowrie, Jean E. Elementary SchoolLibraries: A Study of the Programin Ten School: Systems, in the Areasof Curriculum Enrichment and Read-ing Guidance. Dissertation, Schoolof Library Science, Western ReserveUniversity, 1959.

Mhsterson, Elizabeth G. Evaluationof the School Library in the Read-ing Program of The School. Master'sThesis, Graduate Library School,University of Chicago, 1953.

Monahan, Margaret. Comparison ofStudent Reading in the ElementarySchool With and Without GeneralLibraries. Masters Thesis, Grad-uate Library School, University ofChicago, 1956.

Perth Amboy Curriculum Study. A re-port7rth7151-ilinii of lIeld Studiesand Research, Graduate School ofEducation, Rutgers, The State Uni-versity, New Brunswick, New Jersey,1961.

Smith, Patricia Anne. A Survey ofTwenty-Five Chicago Public Elemen-tary School Libraries. Master sThesis, Department of Library Sci-ence, Chicago Teachers College,1960.

Appendix D

WORKSHOP EVALUATION

A questionnaire distributed toparticipants at the end of the Workshopwas designed to capture individuala3sessments of what the conference hadmeant to the persons attending it.Participants were asked to completea series of statements by making theminto complete sentences. Represen-tative replies to these statementsranging (1) from those indicatingthe experience was well-worthwhileand valuable to the participant tothose indicating little or no valuereceived, and (2) from being the mostto the least representative of thereplies received, were presented atthe final Workshop session by Dr.Carl A. Larson, responsible for theevaluation of the Workshop.)

[175-E WORKSHOP

Comments in reply to statementsconcerning the Workshop showed theconference to be a well-planned, stim-ulating, and valuable experience for

..1111

1TWo statements asking for reac-

tions to the Monte Corona ConferenceCenter management and staff and theconference setting were answeredunanimously in superlatives. Answersto questions concerning facilitiesand food showed general appreciationof their excellence.

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the majority oi those attending.These statements, with representativereplies, are listed below. Negativereplies were in the minority, but areincluded here to round out the generalassessment of the Workshop.

The general sessions

...were extremely valuable. I feltthat 1 got my money's worth at everysession and carried away much val-uable information from each speaker.

...presented the best group of speak-ers I have ever heard. I would, how-ever, have liked to have had sometime for questions.

...in the main were good. Some weretoo long and some were repetitionof much we already knew.

...presented a few interesting speak-ers, but most of them were a com-plete waste of time.

The social activities

...are difficult for such a variedgroup. Fun was here if you putyourself into it. Those which Iattended were fine.

...included a proper balance ofplanned and free time. The squaredancing and boat trips were fun.

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...were adequate for people who kneweveryone but very likely inadequatefor those who were alone.

...were enjoyable and not imposedupon us.

During the Workshop I kept thinking

...haw fortunate I am to have theopportunity to attend, and to be-come more fully aware of the amaz-ing changes taking place and thechallenge ahead

...of the value to me au an indi-vidual of this kind c: m.eeting.I hope I can share it with othersduring the year.

...that the State Department per-sonnel were separate, apart, anda mere agency of organization.

...how glad I am to be a dynamicmedia specialist, and to be here.

To me the Workshop meant

...getting new ideas, finding outfrom others how they had solvedtheir problems, making new friends,gaining insights into trends, broad-ening my horizons, evaluating myown situation.

...a chance to meet both profession-al peers and some of the outstand-ing leaders in the fields ofcommunication and instructionalmedia.

...a challenge to take a good longlook at me, my performance on thejob, and how I need to change toget with the now in education.

...exposure.

...work.

At the Workshop I was happiest about

...the excellent speakers.

...being able to meet and work withothers.

...having been selected to attendand participate in this worthwhileeducational Workshop.

At the Workshop I was unhappiestabout

... the lack of new ideao in thegroup sessions and the constantquibbling over minor items.

... the tight structure and no timeto relax in conversation.

... the long periods of sitting,without being able to stand up inthe meetings.

... the group sessions. Some mem-bers were too verbal and tended tomonopolize the entire session.

The length of the Workshop

...was wonderful. I wish it couldhave lasted for several weeks.

...was right. I think a full weekwas necessary for maximum inter-change of ideas.

..could have been shortened toabout four days.

...was too long. Three days wouldhave been plenty.

The background materials provided forthe Workshop

...were helpful and necessary.

...were good. Perhaps each personwould have been better prepared ifhe had known to which group hewould be assigned.

...were not sufficient for the groupdiscussions.

...were inadequate.

The major objectives of the Workshopseemed

...to point to the role of the mediaspecialist and media center and howthese relate to the student, theschool, instruction, and the commun-ity.

...to stress the need for a high levelof communication skills and a sensi-tive appreciation of the importance ofgroup dynamics in the successfulschool operation.

...almost too broad for the timeallotted.

..to get lost in some of our groupdiscussions.

...to be making human beings out oflibrarians.

...largely heuristic.

If I could have done it my way, I wouldhave

...not done nearly as fine a job.Congratulations.

...let individuals choose the groupthey wished to join.

...had more time for group meetings.

...speeded up and condensed thewhole process.

After I get home

...I am going to get out my velvetsledgehammer and pound away for areal program. I wish my boss hadcome.

145

...I hope I can carry into effec-tive action some of the ideas re-inforced by the Workshop.

hope to collect my findingsand use them this next year tomake my own work more comprehensiveand to share with others in myarea.

...I am going to stop griping asmuch, listen more, be more alertfor feedback, be open to opportun-ities for technological change,and try to sharpen my own aware-ness of the ways my leadership canbe used in serving children betterin the new educational package.

The structure of the Workshop seemed

...thoughtfully designed by a teamwell aware of its objectives and howbest to achieve them.

...about the best one can do whenworking with 200 individuals withvaried, individualistic ideas ofwhat a conference should do.

...to be a good compromise betweenrigidity and absolute permissive-ness.

...possibly too highly structured,but this is understandable.

The guidelines developed by my group

...represent conscientious work and

thought. We hope they will providea basis for further development.

be valuable, I think. I willhave to look at them later, at adistance, to assess their value.

...represent much thought alld exchangeof ideas, but not enough.

...are old hat and can be found inprint already.

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The communication in my group

...was .wonderful. I don't know alltheir names, but I love them all.

...was stimulating, fierce, butfriendly.

...was at cross-purposes sometimes,but improved as time went on.

...was noisy, quiet, on the pointand off the subject, but good.

My study group

was good. Everyone contributedwhat he had to offer.

...was quite balanced with talkersand listeners. All were attentive.

...made progress only in rehashingold ideas.

...was pleasant, fun, and allowedme to meet people I may not havemet otherwise, but product-wise it

was a waste of time.

I would like to say this in general:

It is the best conference I haveever attended. There was greatstrength in the leadership and muchinformation available. We were ex-posed to the newest and the best.

1e7-159 (1578) 76983--300 2-69 6M

Thanks for bringing the librarians.We are grateful for the opportunityto attend.

Many, many thanks to all the per-sons who did so much to make thisconference the wonderful experienceit was.

As a whole, the Workshop has beeninspirational. The ideas I havegained, the insights into thingsto come, and the new friends allmade this a most worthwhile week.I feel the results of the confer-ence will be far-reaching. Abouquet of roses to the State De-partment of Education for sponsor-ing this Workshop and letting meparticipate. I would not havemissed the experience for theworld.

Conferences like this are fine andI always go away with enthusiasticfeelings toward my library work,which I truly enjoy. I like tolearn from top level people in thefield. I would say that this wasfine, but, as a novice, I reallydid not feel I belonged. Insteadof the group study sessions, Iwould prefer to see question andanswer sessions with the top leveladvisers.