See and hear : the journal on audio-visual learning (1945)

PATTERNS FOR FUNCTIONAL A-V PROGRAMMING A System of Film Control Resume of the Methods and Materials Developed for Schools l)y C. Harold Tahler, Massillon, Ohio THE ACHIEVEMENTS of the half-century just past have placed new responsibilities on those in leadership capacity. These responsi- bilities cannot be ignored as we go forward to our goal of universal un- derstanding in an ever-broadening, yet shrinking, world. The expanding use of audio-visual materials in the schools and in com- munities points to needs in program- ming. Familiarity with equipment and availability of materials extends utili- ization through schools, homes, and communities. Classroom presentations, student and adult leadership group meetings, and many community co- operative projects have the idea in focus through use of one or several of the types of A/V materials. New Audio-Visual Centers In schools, the central source for these materials is no longer a picture or record collection or a place where equipment can be secured. It may be called a film Library. It may be an A/V Center with several or all types of A/V materials. It may be a Cur- riculum Center with the equipment and materials, and also have planned programming with experienced person- nel busily engaged in organizing eval- uations, selections, and the many cor- relations for expanded use of materials possessed and for new materials being considered as desirable for the area being served. The establishment of Centers for the classification, correlation, and circula- tion of audio-visual materials, requires cooperative leadership. With a few items, the need for programming is apparent to the ones who foresee growth and wish to avoid frequent reorganization as that growth takes place. With the many items of all types of A/V materials to consider, programming becomes a necessity and relegating the details to the impurtanl position of providing service, clears the way for expanded utilization. Availability and expanded utiliza- tion are important factors when justi- fication of ownership is considered. The ownership of present and of future A V materials places a responsibility of system, of programming, of service, squarely on the shoulders of those who would see the audio-visual program advance with adequate finance. An adequate budget will seldom precede the service nor will it be maintained without approaching anticipated re- sults. Many schools have had some expe- rience with one, several, or perhaps all the types of A/V materials. Some have established Centers. Materials are available from these sources and service requests indicate growth. Pat- terns for functional A/V programming should anticipate additions of more materials and, plans for service in clas- sification, correlation, and circulation can provide for a system which is functional at the outset and which will expand without the necessity of fre- quent, costly reorganization. The Triple C System is devised to handle any or all the types of materials: Dra- matizations, Planned Field Trips, Ex- hibits, Demonstrations, Motion Pic- lures, Still Pictures, Recordings, Radio & T/V Experiences and Scripts, Vis- ual and Verbal Symbols. Advantages of Triple C System The Triple C System is simple. It favors utilization. It motivates ex- pansion. It services all types of A/V materials and can handle equipment. It minimizes details. It permits and promotes correlations. It eliminates repeated catalog and supplement ref- erence expense. It localizes identifica- tion, content, coverage, availability, booking, and all such references at one place. This avoids "criss-cross" or "back and forth" work requirements for personnel at the Center and thus retains the simplicity needed where help is limited. The Triple C System is complete. The consideration at the A/V Center or Curriculum Center and at all points of use is a consideration of reference. There is reference to data such as source, type, cost, length, inspection, invoice date, title and physical data of items. This reference is made in complete form at the time of accession. The use level and purposes and the evaluations made of the item become a ])art of the record. There are provisions for correlations in other areas to be noted on the original reference card, and actual correlation cards are made for the item as in-service use points the need for these references. Local Integration With Studies The Triple C System permits local integration of materials with the cur- riculum, and the reference cards are so devised that local interpretation of study guide helps and presentations can be composed and recorded. These local interpretations can relate the materials to specific uses, and com- ■ bined with useful portions of the com- mercially produced guide, the result- ing composite can provide the appli- cable utilization points suggested by the potential user as well as those sug- gested by the producer or collaborator. This composite guide becomes a part of the complete reference for the item as it is placed on the standard 5x8 classification card and on any corre- lation cards relating to the item. This standard card size is large enough to accept all the data necessary for all references in classification, correla- Jk tion, and circulation. • There are many evident advantages to having all references complete on a single card, and those who have at- tempted to file the many odd size sruides available for some films and filmstrips, are aware of the difficulties of housing the guides, difficulties of securing more than a review of con- tent and less tlian a text on the sub- ject, and finally are aware of the diffi- culties of finding out what was where. Locally composed guides for all items of all types accumulates the advan- tages and disposes of the weaknesses 16 SEE and HEAR