The educational screen (c1922-c1956])

Page 28 The Educational Screen ^kz J^itzxatuxz in ^ l/iiuai IJn±t%uction A Monthly Digest Conducted by ETTA SCHNEIDER ADMINISTRATION The Use of Educational Film Libraries in the Distribution of War Films—L. C. Larson, Chairman, Educational Film Lending Library Committee, Indiana University— Film and Radio Discussion Guide, 9:103 November, 1942. The accelerated output of 16 mm. films by government agen- cies indicates the need for some standardization of practice among film distributors. At a meeting of representatives from such libraries and government agencies in January, 1942 it was pointed out that the approximately 100 film libraries, located in 14 states, are serving about 18,000 sound projectors in schools and communities. The Educational Film Lending Library Committee consists of 6 representatives from educational non-profit film lending libraries. This Committee has the power to allocate quantitively the deposit of free prints with member libraries, and when necessary to re-allocate such deposited prints to obtain maximum use. It recommended that government films be deposited free in educational libraries to be distributed for a service charge of 50c per subject, plus transportation, to be paid by the borrower. The reconunendations of the Educational Film Lending Lib- rary Committee which were adopted and approved by the Na- tional University Extension .Association at a joint conference in Washington on October 6, 1942 are then reprinted. From a questionnaire recently analyzed from 103 returns, it has been estimated that if all libraries approve the recom- mendations of the Committee, 165 prints of each subject will be needed to provide each with the minimum number of prints according to its classification (volume of bookings). The min- imum total audience thus reached would be 1,500,000; the maximimi 3 million. Some such standardization of procedure would eventually save nuich money on films and film damage and would get the maximum distribution and optimum utiliza- tion of government films. UTILIZATION Film Utilization Guide—compiled by the University of Michigan Bureau of Visual Education, F. L. Lemler, in charge. 726 pp. 1942. $2.00 to mmbers of the University of Michigan film service, $2.75 to non-members. The University of Michigan Bureau has compiled this guide to assist the classroom teacher (1) in the selection of films which will more accurately serve particular teaching needs, and (2) in making film utilization more purposeful and ef- fective. Included among the specifics for each film are: 1. A somewhat complete synopsis of the film content so written as to suggest the general impression given by the film itself. 2. An indication, at least, of the general maturity range within which it should be possible to use the film ef- fectively. 3. Some reported uses or utilization of the film in tradi- tional school subjects. 4. Some reported teaching objectives which the film can help achieve. 5. Some teacher comments which should have significance to other teachers for intelligent utilization. Utilization or evaluation data for 650 University of Michigan films are included in the Guide, a page of valuable informa- tion for each film. This book is the culmination of several years' efforts in compiling evaluation data for films and in- cludes the information supplied by Michigan schools cooper- ating in a state-wide evaluation program. Appraisal has been made on the basis of cumulative reports of actual classroom experiences with films. A Program of Visual Education for Conservation of Tide- water Fisheries—Hubert J. Davis, Mathew-Whaley School and Virginia Fisheries Laboratory— Virginia Journal of Education, 36:76 October, 1942. The Virginia Fisheries Laboratory of the College of William and Mary, and the Commission of Fisheries have prepared an educational jirogram for high school use. There is a mobile exhibit on marine fisheries, a teaching unit on the biology of commercial fisheries; three films on marine biology and fishing practices in Virginia, and a service bureau for additional information. There is a demonstration unit made up of principal commercial fin-fishes of Tidewater, the oyster and its enemies, etc. Marine shells and miscellaneous forms sucli as jellyfish, starfish, octopus and sting ray are included. Many flat pictures of com- mercial fishing practices are also circulated. A trained marine biologist takes this unit from school to school, making it available to each for 2 or 3 days. Parent-Teacher groups also use the exhibit. The teaching unit on marine fisheries resources makes pro- vision for three lessons: one on the oyster, one on the crab, and one on other marine forms. The films are available in color or black-and-white, 16mm. silent. Address inquiries about these materials to the Director of Virginia Fisheries Laboratory, Williamsburg, Virginia. RADIO Radio Is Dynamite!—Elizabeth Goudy, Director of Radio, Los .'Kngcles County Schools— -The Clearing House, 17:71 Oct. 1942. Governor Berkeley of Jamestown, Virginia is quoted as having said, in 1680, "I thank God there are not free schools or printing here and I hope we shall not have them these 100 jears." He would express even greater fear today over the radio, which with 924 stations and 60 million sets reaches practically every household in the United States. Children listen to the radio, many get their news only from news commentators. Teachers should undertake to teach them to discriminate. The Los Angeles County- Radio Project publishes pertinent information on educa- tional programs. For example, it lists in its Radio Log 36 news broadcasts a day, at least two each hour of the day. In addition, there are many news commentators, govern- ment-sponsored current talks by O.W.I, and other agencies; speeches by congressmen and other government represen- tatives. Students must be helped to sift information from propaganda talks; to ascertain whether radio today is really- free, whether we are getting a true picture of .'Vmerica. Teachers should help students to get the most from their radio listening. BOOK REVIEW Participation the Last Word in Films—Bruce Allyn Findlay, Head Supervisor of Visual Education, Los Angeles City Schools. 1942. 36 pp. This recent publication—officially known as "School Publication No. 384, Los Angeles City Schools,"—is any- thing but a "run o' the mill" achievement. Evidently a serious educational publication need not be stuffy, stodgy or stilted, in title, format or contents. With gay red cover, distinctive typography, and a layout that takes full advan- tage of the eye-pleasing values of white space, "Participa- tion the Last Word in Films" is refreshing as well as thought-provoking to the reader, and a stimulus to film- makers and film users. This booklet aims to explain—to quote from Superin- tendent Kersey's Foreword—"why and how- teaching tech- niques can and should be included in instructional films."