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186 Sixty Years of 16mm Film in a democratic manner. Few if any film libraries are being built single-handedly. Few if any teachers or discussion leaders select films without a great deal of assistance from other sources—supervisors, students, professional organizations and their publications, film cata- logs and indexes, published film evaluations, and colleagues. Film evaluation and selection, therefore, in almost all cases represents the combined value-judgments of teacher, subject-matter expert, film spe- cialist, and student. The competencies represented by the average film previewing group include an understanding of the use of the motion picture for teaching purposes; successful experience as a teacher or adult education leader; knowledge of content and uses of available motion pictures; ability to analyze, interpret, and evaluate film con- tent; and administrative ability to maintain records and reports. Duplicate prints of film titles are purchased by all film librar- ies on the basis of demand. This demand, of course, is from the users of the library, and in this phase of selection the users alone do the evaluating and selecting. The twelve university film libraries previ- ously mentioned average almost three prints of the titles in their libraries; they are distributing 63,686 prints of 28,013 titles (over four million dollars value). The reactions and criticisms of users are also considered by film libraries in their decisions to continue or to withdraw titles. Users, therefore, are the most important single group in film evaluation and selection. Evaluative criteria or standards of excellence are used con- sciously or unconsciously by the evaluator in arriving at an estimate of the worth of the film in terms of the purposes which he has in mind. These criteria may have a great deal of specificity or they may be very general: they may be written or not; they may be weighted in terms of their importance, or their relative importance may not be indicated. As Charles F. Hoban, Jr., has said, "The individual in charge of a film library selects films from the total quantity available, and the teacher selects from the library particular films for use. Whenever there is selection of films, there are standards of selection. Sometimes these standards are clear, at other times they are acted upon without recognition: but always there are standards." Today anyone interested in film evaluation can locate over thirty lists of evaluative criteria, some of the more important of which are Paul Reed's list in Hoban. Hoban and Zisman's Visualizing the Curriculum (1937). the American Council on Education's early list in its Introduction to the Evaluation of Motion Pictures in General