Educational screen & audio-visual guide (c1956-1971])

AV Materials In Guidance by Verne Stockman Donald Moler James Lister H . AVE audiovisual directors recognized the growing importance of the use of audiovisual materials in the field of guidance? To find an answer to this question, the AudioVisual Center at Eastern Illinois University surveyed all those guidance directors in the United States whose names appeared in the April, 1958, directory of Local Directors of Guidance published by the U. S. Department of Health, Education, and Welfare. Of the 1,452 directors listed, 791 (54 percent) responded to the inquiry. Although writers in the fields of audiovisual education and guidance have frequently referred to the use of audiovisual materials in guidance programs, very little has appeared in print dealing specifically with the use of audiovisual materials in the various areas of guidance. With emphasis upon guidance under Title V of the National Defense Education Act, the use of materials in guidance becomes more and more the concern of audiovisual directors. In this survey of guidance programs, inquiry was made regarding the use of the following audiovisual materials: charts, graphs, posters, motion pictures, bulletin boards, slides, filmstrips, field trips, opaque projectors, tape recorders and overhead projectors. Group guidance situations accounted for most of the use of audiovisual materials. Group guidance situations in the study were considered to be group-centered guidance activities such as orientation, providing occupational information, and exploratory courses or guidance units taught within academic courses. The next largest category using audiovisual materials involved community groups and stafi^ members. Included were those activities of a guidance nature which were directed toward presenting guidance information to the community, in-service training of the faculty, and obtaining information from the community which could be used in working with the students. Audiovisual materials were used least in individual counseling situations. This probably is not unusual, considering the nature of the counseling situation. Comparatively few audiovisual materials were used in addition to those listed. Those additional materials most frequently used were television, radio, recordings, flannel boards and photographs. In virtually all cases the additional audiovisual materials were being used in group guidance situations. Photos by Robert C. Wiseman, assistant director, Audio-Visual Center, Eastern Illinois University. Participants in the siuvey were asked whel they would like to use additional audiovi; materials. Nearly 60 percent replied in the affi ative. A large majority of these stated t would like to use more motion pictures in gn guidance. Other materials which participants dicated they would like to use were: filmstr tape recorders, slides, television, pre-recon tapes, opaque projectors, field trips, overh l^rojectors, 16mm motion picture cameras, fi nel boards, sociodramas and radios. In order to determine the attitudes held guidance directors toward use of audiovis materials in their programs, participants w asked to check whether they considered th "very valuable," "valuable," "of limited vali or "of no value." Nearly 90 percent of all f ticipants indicated they considered audiovis material valuable to their programs. One-te of the directors believed them "of limited val and there were only two "of no value." Directors who had a wide variety of auc visual materials available for use in their p grams tended to give them a high rating. Th who used most of the materials available pia( a higher value upon them than did those v used few. Those who indicated a desire to i additional materials believed, as would be pected, audiovisual materials to be valual Those individuals who listed new or imus uses of audiovisual materials within their p grams tended to consider their value even high Compared with the group rating audiovis materials of limited value, those rating th highly tended to have more materials availa and they tended to use them more extensive They also indicated a desire to use additioi materials and were finding new and unusual u for audiovisual materials. Guidance directors were asked "What newi unusual uses are you now making of audiovist materials?" Comparatively few were exercisi initiative in this vein; only about five perce of the directors reported finding uses which th considered new or unusual. Some of the parti pants listed uses of the tape, motion pictii slides and photographs. An outgrowth of this survey was the formu' tion of recommendations for more effective i of audiovisual materials in guidance prograr The uses recommended below are taken in pi from uses suggested by participants and in ott instances uses are suggested which are believ to be of potential value in guidance situatioii It is hoped that these will be modified or ( panded to meet specific purposes and that thi will suggest new applications. Motion Pictures Inexpensive, simple 16mm motion picture car eras (and now 8mm sound cameras and projc tors) enable schools to produce their own filn School-produced orientation films are especia, valuable in introducing school activities to entf 220