1
az, Martha
ORGANIZATION AND ADMINISTRATION
OF AUDIO-VISUAL AIDS
IN A COLLEGE LIBRARY
by
Martha T. Boaz
University of Michigan
Dept. of Lib. Science
March 1950
}
Library Science Library
300 Hatcher North
University of Michigan
Ann Arbor, MI 48109
Boaz, Martha Terosse)
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ORGANIZATION AND ADMINISTRATION
OF. AUDIO-VISUAL AIDS
IN A COLLEGE LIBRARY
by
Martha Boaz
March 23, 1950
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Summary of Contents
Historical development of audio-visual aids
The audio-visual program centered in the library
Principles of administering the audio-visual program
The audio-visual program in colleges and universities
Role in the teachers college
Administration and distribution of materials: staff and director
Services to teachers and to pupils
Handbooks
Space requirements, equipment, etc., for audio-visual center:
size, storage area, work room, circulation space area, listening booths.
Kinds of audio-visual materials: motion picture, film strip, slides, records
transcriptions, tape recorders, listening tables
Selection and use of audio-visual materials - Acquisition
Processing, cataloging, and circulating materials:
classification,
cards filed in public catalog, shelf list, cataloging procedure for
films
Housing of materials
Film inspection and repair
Circulation forms
Records of use
Costs (Budgets and expenditures)
Conclusions
room
Appendices
1. The Audio-visual program in teachers colleges
2. An aacount of the audio visual program as it is
administered at Ball State Teachers College
3. Information about the status of audio-visual aids in Virginia
4. Separate brief summaries of audio-visual programs in the 48 states
Bibliography
1
HISTORICAL
ORGANIZATION AND ADMINISTRATION
OF AUDIO VISUAL AIDS
IN A COLLEGE LIBRARY
Information through the a ges has appeared on stone tablets, parch-
ment, scrolls, in books, pamphlets, and newspapers.
long way since Gutenberg and the invention of movable type.
is only a new format with the information printed on cellulose acetate
instead of on paper.
We have come a
The film
Maps and newspapers were, for years, the chief media of mass
communication. Within the last 30 years radio and motion pictures have
greatly influenced communication and now television promises to have
important effects. Other important media include offset printing,
rotogravure work, colored lighography, stereographs, and recordings.
The film strip projector takes the place of what was once the magic
lantern. Now people everywhere may simulataneously observe action,
sound, and form. Ultrafax, the latest exciting discovery, combines
television, radio, and photography so that a million words a minute,
as well as pictures, may be transmitted to distant points almost be-
fore the mind has had time to think in either verbal or visual
symbota.
Historically speaking, audio-visual education has been the
development of various emphases upon senses and materials. Visual
color,
1
aids and education were first stressed; then it became noticeable
that the eye was not the only source of impressions and the term
"visual-sensory aids" came into existence. With the coming of
newer types of sound recordings the term became "audio-visual
aids," although Dent declares that a better name would be
"scientific aids to learning.
" 1
is sometimes used in lieu of "audio-visual aids", since, strictly
speaking, the latter term does not exclude books. The printed
book is unquestionably visual.
Many people who seldom read a book will be reached by the
message of the film. A film is a book in action. It presents
problems and their solutions in dramatic form. As John Grierson
said at the A. L. A. meeting in Buffalo, "the day of the book is
not over, but the day of the book only is certainly over."
The term "non book materials"
2
1. Dent, Ellsworth C.
Society for Visual
2. Schofield, Edwart T.
Library Journal 72:
Edward T. Schofield urges that we get over the "horse
and buggy"era in concepts of library service. "Haven't we said
piously librarians don't distribute just bo oks, they distribute
ideas? Librarians must today accept the term 'mass communication'
in its ever-broadening sense and all the implications it brings.
Audio Visual Handbook. 5th ed. Chicagoo,
Education. 1946. p.1-21.
"Audio-Visual Aids in the Library"
1091-84, August, 1947.
2
?
The film and other audio-visual aids don't replace they enrich
and they provide additional methods of influencing human behavior.
If the biblical writer of the phrase, 'time to laugh and time to
mourn' were of twentieth century vintage, he would probably have
included a time to see motion pictures.
Successful patterns of audio-visual aids services have not
been established even in educational institutions, not to mention
other community agencies,according to a recent survey conducted
by J. B. Johnson
3
who examined 266 references in the literature
in the field and questioned 362 principals and directors of visual
aids and reported this finding as the most serious failure.
The question has been raised, "Is there really a need for
an agency to make available and to distribute audio-visual
materials?" The answer is "Yes." Audio-visual materials that inform
entertain, teach, demonstrate, motivate and provoke thinking, that
extend and clarify the concepts which books contain, should be
grist for the mill of the library. Schools need audio-visual
aids. Adult education needs them. The public needs them. The
increasing use of audio-visual aids has a strong effect on
institutions where they are used. This is especially true of
3 Hohnson, J. B. Problems Involved in the Administration of
an Audio-Visual Program. George Washington University. 1947. p.1
3
college library which attempts to keep abreast of the institution's
educational policy.
Librarians who feel that they have enough to do and who
recoil from any additional jobs may say: "Isn't there a non-
library agency to do this work? Robert Schrieber of Stephens
College says that no agency operates in this area so efficiently
4
as the library at the college and university level.“ Johnson,
checking literature in the field and summarizing results of hundreds
of answers to questionnaires from school administrators, said
that in the educational world the most successful audio-visual program was
administered by the library. Hence it would seem that the library
is the focal center for administering the audio-visual program.
Acutally audio-visual materials lend themselves to the order work,
cataloging processes and circulation procedures already established
in library routines and their usage is inherently a library
responsibility. Because they are better established for distributing
these materials they have these responsibilities: (1) To be a
source of information about the availability of materials and to
have standard catalogs of films and other audio-visaul materials
which can be used for educational purposes. (2) To present
information on important topics in community programs such as the
development of film forums. The motion picture is a powerful
Schrieber, Robert E. Motion Picture Distribution as a College
Library Function." Film and Radio Guide 13:
34-37, November,1946.
5
5. Johnson, J. B. "Problems Involved in the Administration of An
Audio Visual Program." Thesis. Pummary. Washington, D. C.
George Washington University, 1947, p.4.
4
source in social reporting. (3) to develop initiative and interest
among librarians in disseminating information and culture, regard –
less of the medium through which it is conveyed.
PRINCIPLES OF ADMINISTERING THIS PROGRAM
(1) All audio-visual equipment and materials in a college
should be under the custody of a centralized agency in order to
serve best all department of the college and this agency should
be the library in order to correlate the acquisition, processing,
organization and use of the materials.
(2) The #library should promote individual as well as group
use of audio-visual materials
(3) The administration should make allotments to the library
for financing this program.
The centralization of responsibility fortdio-visual
program in the library broadens the philosophy of library services.
Since the library already has an elaborate organization for
acquisition, cataloging, reference and circulation of instructional
materials it is logical that it can adapt to the audio-visual
program more effectively and economically than a new agency could.
in
Furthermore, the opinion of many people who have had experience in
th
5
0
the administration of audio-visual aids their effectiveness depends
not so much on the manipulation of mechanical devices in the class-
room as upon the systematic acquisition and organization of audio-
visual resources for instruction and research that is upon the
creation of an audio-visual library in the literal, accepted sense.
Projectors, photographs, recorders, and reading machines are merely
the mechanical appurtenances of the audio-visual library.
In research especially, and in other study as well, individual
study of audio-visual materials is important. According to Dr.
Swank 6
>
if the proper facilities for individual study were available,
a faculty member would often have no better justification for
showing films in the classroom than for read ing aloud from text-
books which students can read for themselves at the library. The
provision in libraries, moreover, of auditoriums and other large
rooms for audio-visual purposes was felt to offer less than that
of a number of small record booths, slide and film projection rooms,
and the like. While facilities for record concerts and movie
progrmas for students are obviously desirable, they should not
displace the less dramatic type of quarters to which students
6. Swank, Raymond C "University of Oregon's Audio-Visual
Service." College and Research Libraries. 9: 299-307,
October, 1948.
6
can take class assignments for private intensive study.
A direct financial allotment should be made for audio-visual
aids ff they are to be considered as a definite part of the educational
program and if they are to be given the same status and importance
of books. A direct allotment will also solve the problem which
accompanies interdepartmental budget transfers.
THE AUDIO VISUAL PROGRAM IN COLLEGES AND UNIVERSITIES
Colleges and universities in the United States had under-
taken responsibilities with films as early as 1914. "At least
twelge college and university film libraries existed in 1924,
7
and at least twenty-five more in 1936."
Colleges and universities are beginning to realize their
full responsibilities of professional leadership in this fiald.
Those centers which serve the largest percentage of the state
are the film libraries in state teachers colleges. "Among
7 Elliot, Godfrey M. Film and Education. New York, 1938. p.501.
-7-
this state teachers college group a recent development of
interest and significance is the establishment of film libraries
in which films for distribution to the public schools are
deposited by the state department of education as a part of
the state-wide audio-visual program.
" 8
Role in Teachers Colleges
Never before has the teachers college played such an important
role as it does today. The crisis of world affairs has brought
us to the realization that world salvation rests in adequate
education for all people; hence teachers colleges are major
sources for preparing teachers, it follows that they will be
strong forces in the making of a new world.
Radical changes must be made in teachers colleges if they
meet the new challenge and the responsibility which they should
assume. In order to fulfill such heavy obligations they must
be generously supported, and, libraries in teachers colleges, as
pivotal points of the educational set-up must set the pace for
these changes. For the college library the most important
purpose of visual aids is the educational fucntion which they
perform.
8 Elliot. op.cit. p.507.
8
At one time the resources of libraries consisted of books
alone, but in this day of many media, communication is diffused
in many ways and it is the duty of the library to mke the se
different materials available. In addition to its growing book
stock, it must build the needed collections of nonbook materials
which can aid teaching.
In a "total" library, a collection of broad scope and varying
types is needed. The teacher must have materials in all media
which will contribute to his development as a person and as a
teacher and which will help him in his teaching activities.
student needs many and varied materials to make him an integrated
person and a worthy member of society.
In scope the audio-visual services of an institution should
be extended to all of its departments. At the University of Oregon
this service is directed primarily toward the instructional and
research programs, but athletics and student activities are also
accomodated. This includes moving picture films, filmstrips,
micro-films, sound recording and amplification, and slides.
University's photographic bureau also does photostating and most
photographic work on other than 35 mm film.
9 Swank. op.cit.
The
9
The
1
Encouraging to those who favor a coordinated materials
canter are recent trends and an acceptance of the "total library"
philosophy advocated in the recommendations of "Minimum Standards
for Accrediting Teachers Colleges and Normal Schools"
the title, "The Relationship of the Library's Services to the
Institution's Educational Program" is the following: "The library
should be able to supply needed books and other materials
they are needed...
The library's program of services is described:
The library of a teachers college should be one
of the principal centers for instruction, study,
research, and recreation, and its various services
should facilitate these activities. Its program
of services should be judged in terms of such
items as: the availability of books and other
materials
and the extent to which the
library provides for the collection, housing,
display, and easy use of such items as: uncataloged
pamphlets, pictures,print s, and photographs;
maps; phonograph records; slides and stereographs;
microfilms; motion picturefilms; strip films;
exhibits
10
Under
10 "Minimum Standards for Accrediting Teachers Colleges and
Normal Schools. Twenty-Pixth Yearbook of the American
Association of Teachers Colleges.
1947.
when
10
ADMINISTRATION AND DISTRIBUTION OF MATERIALS
The duties of the audio-visual center are to provide,
purchase, and service the various types of equipment; to train
projectionists; to process and catalog materials, and to tra in
librarians and teachers in the use of these materials.
Staff
The centering of audio-visual materials in the library
will necessitate added librarians and clerical workers as well
as technical and mechanical assistants, the number depending
upon the scope of the program.
The director
The organization, administration, supervision, and
coordination of all audio-visual operations is the duty of the
director of the program. His job includes planning the physical
facilities, securing the necessary budget, assisting teachers
in the selection and use of qquipment. He should have a
broad educational background in order to plan a comprehensive
program which will be fair to all areas of the curriculum.
Some states have set up standards of certification for
certification for
qualifications for the position:
(1) Three years successful experience as
(2)
educational administrator, supervisor, or
teacher.
Qualifications for a teaching certificate on the
elementary or secondary level.
11
/
(3) A Masters or its equivalent of at least thirty
semester hours of graduate work in a
standard college or university-basic grad-
uate courses in the curriculum, supervision,
evaluation, educational psychology, utiliza-
tion, selection and production of major types
of audio-visual materials, their organization
and administration in a program.
The recommendation for personnel is one staff member for each
fifty teachers.
"In 1940 about 12 percent of colleges offered one or more
courses as far as can be judged by name or description, in
principles and procedures in the use of visual aids in instruction
as well as 'practice' or 'laboratory' work in preparation and
use of materials and equipment. Most schools in connecti on with
an Education Department have a The Use of Visual Aids in In-
struction' course by some name."
11
In Pennsylvania and New Jersey all teacher education institutions
offer courses in visual education, required of candidates for a
teaching position in these states.
11
Cook and Reynolds. Opportunities for the Preparation of
Teachers. p.l
12
SERVICES TO TEACHERS
The audio-visual director, or librarian, if the latter is
the director, may help teachers by furnishing catalogs and lists
of audio-visual materials such as those in the Educational Film
Guide and by informing teachers of evaluations made by the
Educational Film Library Association as well as of the reviews
in Bee and Hear, Library Journal, and Educational Screen. The
latest information about radio programs, films, recordings, slides,
etc., should be provided for teachers.
SERVICES TO PUPILS
The library audio-visual staff may teach students how to use,
understand and appreciate the varied kinds of audio-visual materials-
how to view films, how to listen to records, and how to develop
discrimination in the selection of materials and in reading.
This service may be rendered the individual or to classes.
Cooperation between the teacher and the library should be
automatically improved and fostered because of the library's handling
of the program of audio-visual materials.Teachers will depend more
and more on the library for materials to enrich instruction.
13
HANDBOOKS
Essential in the use of radio are teachers' handbooks says
MacBean 12. "these are found in the library to be charged out to
the teacher before turning the dials. A teacher should preview
a film and prepare herself with printed materials before showing
it to a group. These are problems for the school administator
and the teacher, and we do not have to concernburselves with
classroom methods of utilization."
12 MacBean,
Eilla W
Library Journal 23: 697-98.
"Audio-Visual Materials in the Library."
14
SPACE REQUIREMENTS, EQUIPMENT ETC. FOR AUDIO VISUAL CENTERS
Room size
The desired seating capacity should determine the size of
the room used for audio-visual projections. Generally speaking,
a longer narrower room is more desirable than a room wider than
it is long. The Society of Motion Picture "ngineers has
discovered that when the length of the room becomes greater
than twice the width, difficulties arise from the multiplicity
of sound reflections occurring between the side wall surfaces.
When the relation of width to length becomes less than 1: 1.4,
the resulting design becomes unfavorable because the unusually
large rear wall often reflects annoying sounds.
The table below shows the approximate seating capacity,
and the size of the screen needed in rooms in which there may
be a certain length from screen to projector. These figures
a
are for 16 mm projector with a 2 inch focal length lens
^
which is the standard equipment that comes with projectors.
Standard
Screen
Size
36" x 40"
37" x 50"
52" x 9 ↑
Space for Projection 16 mm Film 2" Lens
Distance From Ideal Seating
Projector to
Screen
Capacity
(500 Angle)

18'
221
31'
48'
20-25
40-50
80-90
180-190
Ideal Distance
To First
Row
61 811
8' 4"
11' 8"
18'
Ideal
Distance to
Last Row

201
25:
35.
541
(Data taken from Recommendations of "Radiant" and Da-Lite"
Screen Manufactures)
15
■
Brower
13
speaking on basic requirements for projected
picture space says that ideally a projection room should have an
outlet in front of the room to take care of 2" x2" projectors,
opaque and overhead projectors. "These projectoɛs draw about
500 watts and the circuit should be not less than Number 14 wire
with a 20 amp. fuse. In the rear of the room another outlet should
be provided to take care of the power demands for motion picture
projectoss. These projectors will draw between 800 and 1200
watts depending on the size of projection lamp used. For these
a circuit using not less than a Number 12 wire with a 25 amp. fuse
is suggested."
The Bell and Howell Company has drawn up specifications for
projection rooms. If the room is square, this company suggests
a matte screen which gives more diffuse light reflection than a
beaded screen and a beaded screen for increased brilliancy in
an oblong room. In a square room, the first row of seats should
not be closer to the screen than a distance equal to two screen
widths and the last row of seats should not be farther away
than a space equal to six times the width of the screen.
In the

13 Brower, Richard C. "The Library As An Audio-Visual Center"
Minnesota Libraries 15: 340-45, September, 1948.
16
oblong room, the first row of seats should be no closer to the
screen than a space equal to two and one-half times the width of
the screen, and the last row of seats no further from the screen
than six times the width of the screen.
Brower 14 discussing ventilation says: "If the room is,
fortunately part of the regular heating and ventilating set- up,
the problem is simple
Frojectors do, however, generate heat
and sometimes a separate system of forced fan ventilation may be
necessary. A quiet low speed fan is better than a high speed one.
As for darkening, complete darkness is not necessary. Perhaps
the use of dark drapes on transverse rods is the best way of
darkening a roon. Draw shades on rollers are effective if light
does not penetrate around the edges.
13
No definite requirements can be set up for an ideal projection
room that can be made to fit all situations, for each library will
have individual problems. However, certain basic recommendations
darkness, ventilation, space, and other factors should
be kept in mind.
14 Brower. op. cit.
17
Storage Area
Audio-visual materials may be stored on shelves, in
wooden cabinets, or in steel cabinets which are equipped with
locks, racks, and humidifiers. Circulating materials should
be accessible at all times without disturbing people who are
using the preview room, thus a large storage area is necessary
with shelves, cabinets and bins for projectors, screens, record
players, transcriptions, supplies, etc. Recordings should
be near the play-back equipment and inside the listening booths.
Work Room
The workroom should be near the storage area and should
have an exit on the corridor. Here there should be space
for supplies, facilities for the preparation and care of
materials, and a table for inspecting and mend ing materials,
Running water and electric outlets are essentials.
Circulation Space Area
Circulation and booking may be done at the main charging
desk, but if large pieces of equipment are charged near the
storage area it will save unnecessary confusion at the charging
desk.
Listening Booths
Sound proof areas, separated by glass partitions, from
the reading rooms should be provided for listening booths.
18
}
::
In order to receive programs which are not directed from a central
control switch, these booths will need electric outlets, turn tables,
speakers, and record players. Fussler15
says that architects have
perfected a technique of sound-absorbing double glass partitions and
have inaugurated the use of doors sliding back into the partitions
rather than hinged doors, in order to eleminate the space wasted by
many doors swinging into numerous small rooms.
KINDS OF MATERIALS
The motion picture:
picture
The motion is probably the most popular of audio-visual materials
Movie screen film is printed on 35 mm stock which is inflammable and
requires a licensed person to operate it. Educational motion pictures
are printed on 16 mm film made of safety stock which presents no particular
fire hazard and can be operated by any one who can use a 16 mm motion
picture projector. The 16 mm film is made in both silent and sound. The
silent film can be identified by the fact that sprocket holes appear
on both edges of the film. The sound film has sprocket holes on only one
side and a sound track on the other side. The 16 mm projector is
portable (only 50 pounds plus a 30 pound speaker)!
15 Fussler, Herman H. Library Buildings for Library Use. American
Library Association. 1947. p.91.
19
Hoban 16
warns that people whould not expect too much of this type of
projector for it "will not project as large and as bright a picture as
you dee on the screen of the movie house, nor is there the same range
and high fidelity of sound reproduction. We get what we pay for.
Should the time come that we are willing to pay for education what
we pay for entertainment, we can enjoy the same high quality of
educational films and projection equipment for both, but at presentwe
cannot or should not compare the two."
Useful for a small audience, running as high as 1,000 people, is
an all purpose 16 mm sound projector, costing between $450 and $500.
There has been a demand for a lighter less expensive machine which
could be purchased by more people and could be easily moved to and from
classrooms.
There are many excellent machines on the market today and almost
any of them will give reliable results. The most important criterion is
probably service so the dealer who offers the best servicing facilities
should be considered. Any projector manufactured by an established and
reputable manufacturer backed by a guarantee, will give satisfactory
service. The important point is to select equipment which will meet your
needs.
The film slide or film strip is primarily a classroom tool.
16Hoban, Charles F
Catholic Library World
"Audio Visual Materials in the Library"
180-83, March, 1947.
18:
20
Consisting of a roll of 35 mm film, it has a series of pictures
printed for projection, one at attime, on a small light projector.
Good qualities of filmstrip are their low cost and low maintenance.
Usually the cost doesn't go over $3.00 and it is cheaper to buy a new
one than to spend time trying to patch up a mutilated one. The film
strip projector costs less than $90.00
Glass slides are used frequently in class room instructional
programs and are stillpreferred by many lecturers, especially in the
more technical fileds of knowledge. The cost of the slide projector
is about a hundred dollars and the cost of glass slides ranges from
fifty cents to one dollar.
Since the war there has been an increased production of educational
records and transcriptions. The ordinary phonograph accomodates a 12
inch record and revolves the disk at 78 RPM. Many radio programs have
large disks and 33
Some one has said that a library of
10,000 recordings will provide all the important music known to man.
If only a library of 10,000 books would provide all the knowledge known
to man!
183
RPM.
Another type of sound equipment which is being used more and more
is the tape recorder. Having many educational potentialities, it should
be considered for purchase by audio-visual centers.
Most audio-visual equipment is intended for group looking and listening.
Facilities for individual listening are available and should be supplied
by the library. A listening table equipped with a turntable pick-up
and an amplifier can be arranged so that the individual may listen by
means of ear phones. Thus the sound does not disturb other people in
the library.
21
SELECTION AND USE OF AUDIO_VISUAL MATERIALS
The selection of audio-visual materials is equivalent to a course
in book selection and so the topic cannot be adequately treated in this
paper, however, a few fundamental principles basic in selection are
listed: (1) A wide knowledge of materials available for selection is
essential. In order to know available materials, the director must
check standard evaluated aids. (2) A knowledge of the people who will
use the materials is fundamental.
In selecting books, their truth and their art are primary
considerations. Truth includes authoritativeness, integrity, balance
and recency. Artistry includes style, vitality, imagination, creative
imagination, distinction, illustration, organization, technical and
special features. These same features are determining choices in non-
book materials. Pach type of audio-visual aid has definite criteria
by which it may be appraised, generally including such points as:
purposes, scope, content, treatment, and effectiveness of the material
used.
the
Acquisition
It
The library, with departmental suggestions, is responsible for the
selection of all audio-visual materials and appropriate equipment.
receives and approves requisitions for equipment and instructional
materials. The director "keeps up" with new materials and new
equipment and keeps the faculty informed about these by distributing lists
of new accessions and by giving reference and bibliographical help in
the use of these tools.
22
Audio-visual as well as book materials are ordered by the
acquisition department through the college's business office.
After they are received and processed by the acquisition de part-
ment, they are cataloged and classified by the catalog department.
PROCESSING,CATALOGING AND CIRCULATING MATERIALS
Generally speaking, with certain adaptations, the same cataloging
processes are used for non-book materials as are used for books. Two
decisions to make are (1) the scheme of classification to use, and
(2) whether or not to file cards for non-book materials in the
public card catalog.
Classification
Sister Mary Winifred17
argues against cataloging audio-visual
aids by the Dewey Decimal system,declaring that by their very nature,
films and recordings demand a treatment which differs from that
accorded to materials which may be selected from the shelves and
which can withstand much handling that actual inspection of a
book may reveal its content, but what is to be gained by examining
a film or record? Instead of the Dewey Decimal system, emphasis
should be placed on a notation system which would require as little
handling of the media as possible and upon cataloging which would
adequately describe the aid and indicate its content.
17
Winifred. "Audio Visual-Aids in the College Library" in
Library World 19:
World 19: p258. May, 1948.
23
Arguments contrary to Sister Winifred's may be advanced, however.
Since the Dewey Decimal classification system is used by the
Educational Film Guide, many libraries have used this system for
films, filmstrips, recordings, and maps. Others use the Cutter
table for recordings so that all the works of one author are kept
together. In libraries where patrons have access to all materials
the Dewey scheme is considered the more practical, but where they
do not have "open-shelf" privileges, there is no valid argument
for using the Dewey System. In the latter case, an identification
number similar to an accession number, can be assigned to each item.
This is combined with a symbol or designation such as R for recording,
F for film, etc., to make the call number which is affixed to the
item itself, and to the catalog cards. Other symbols may be FS for
a filmstrip; SL to represent a standard slide; St to indicate a
stereograph. LP to designate Long Playing records; V for Victor
45 R.P.M. and T for 16-inch transcriptions. The number and kinds of
catalog cards for each item will be determined by each library. In
some instances a title, and cross reference cards will be sufficient;
in others additional added entries and analytical entries will be
needed.
CARDS FOR AUDIO VISUAL MATERIAL FILED IN PUBLIC CATALOG
Filing catalog cards for non book materials in the main card
catalog is the best way to make library users aware of them. These
cards may be easily distinguished from book cards if they are typed
on colored stock, or if arbitray symbols are used.
24
Shelf List
In the shelf list which is arranged numerically according to
call number, each card should include: source, cost, date of
purchase, or lease, and number of copies. The shelf list is used
as a measuring stick and inventory of the collection.
Cataloging Procedure
The title card is usually the main entry card for audio-
visual materials. Added entries are made for important subjects,
editors, series, etc.
Films
In processing films, a classification number, prefixed by
F, is assigned to each film. The call number and title of the
film is written on the edge of the film container or with
India ink, on a strip of waterproof adhesive tape. Hanging
indention is used, the film being entered under the title,
followed by producer, date, and an annotation. Any necessary
added entries should be made. The annotation is omitted on
the shelf list card.
25
Main Entry Cards for Films
Call
No. Our constitution. Academic, 1940.
Call
No.
Sa., 21 min. guide.
Portrayal of events leading to the forming of the
Constitution. Shows how compromises were enacted in order
The roles of
to overcome opposition on various questions.
Washington and Franklin are well portrayed.
1. U. S. Constitution
Apache Indians. Coronet, 1943.
Sd., 10 min. color
The life, ceremonies, and industries of the Apaches. The
scenic beauty of their native territory forms the setting
for the fascinating tribal customs, such as the Puberty
ceremonial and Devil dance.
1. Indians of North America
Shelf-List Card for Films
Call Dinner party.
No.
Simmel-Meservey, 1946.
guide.
Sdx, 18 min. color.
Indiana Visual Aids. 2/21/46. $150.00
(Entries copied from Rufsvold, Margaret I. Audio-Visual
School Library Service. A. L. A., 11949. p.59.)
26
Very much the same process may be used in cataloging film-
strips, slides, stereographs, records, transcriptions, maps, charts,
and pictures.
Films
Shelves or metal cabinets should be provided to house films.
These should have shelves of different depths with a slot for each
film so that each stands on edge.
Filmstrips
HOUSING OF MATERIALS
Filmstrips may be kept in boxes furnished by the producer, in
shallow drawers with narrow partitions, or on shelves with special
equipment.
Slides
Filing cabinets similar to card catalog drawers may be used
to house slides.
Stereographs
Small filing boxes or the original unit boxes are the best
storage places for stereographs.
Recordings
Recordings are placed vertically in cabinets on open adjustable
shelves.
27
FILM INSPECTION AND REPAIR
Before it is circulated, a film should be inspected for
damages and necessary repairs made. Damaged film will be seriously
harmed if the damage is not corrected before a second showing.
Minor damage may be repaired by splicing. When several feet are
seriously damaged, the library should order replacement footage
from the film producer. In case the borrower is responsible for ruin-
ing film, the library may ask the borrower to pay for the replacement
or it may set up a standard charge for replacement footage.
Hoyt R. Galvin 18
T
says that "a reasonable charge is 10c per foot
for black and white film, and 15c per foot for color film. he
disdavantage of the standard footage charge is that the producers
vary in their charges for replacement footage, and some producers
have a minimum fee for replacement which is known to man run as high
as $9.00. Galvin discusses film insurance saying that if the library
uses the same policy with films as it uses with books, it will not
have insurance but will expect the borrower to pay for all lost or
damaged film. However, the comparatively higher cost of films will
cause many libraries to consider carefully the advisability of
insurance. Most insurance companies have camera floater policies.
that may be adapted to the film and equipment insurance problems of
the library and the premium on these policies is not excessive.
A confidential insurance plan is available to members of the Educational
Film Library Association."

Galvin, Hoyt R. "Films for Public Libraries" in Library Journal 72:
19, October 15, 1947.
28
The circulation and use of films may be recorded on forms
which show the following information: number of showings, number of
bookings, aggregate audience per showing, and evaluation of the film.
Title
Circulation Forms
Forms for Booking and Charging Audio-Visual Materials
Date Ch. Date Due Date Ret
(5″ x 8" card)
Date
Call Number
Sound
Borrower
( 8" x 11
x 11" card)
Charged to
Teacher Room
Title
Silent
Room Number
Call No.

Reserved for
Reacher Room
Length
Hour to Secure
Date

Hour to
Return
(copied from Rufsvold, Margaret I. Audio-Visaal School
Library Pervice.
4. L. A. 1949. p.60)
29
Lists of Audio-Visual Aids
The issuance of mimeographed or printed lists, similar to
These
lists of book accessions, is a valuable publicity device.
lists may be all-inclusive or selective and they may be annotated
or merely listings. These lists should be issued periodically and
kept up to date with supplements.
Circulation
All materials, including both equipment and instruct bonal,
should be loaned to faculty members. A record of use at the University
of Oregon for January 1948, which was not a peak mongh shows the
following facts about the use of equipment: moving picture projectors
were used at least 42 times, slide projectors 182 times, portable record
players 112 times, sound amplifiers 9 times, tape recorders 128 times,
and wire recorders 160 times. Delivery and pick up service was
provided by the audio-visual department, although faculty members
were encouraged to call for their own materials whenever possible.
Records of Use
The audio-visual committee of the "merican Library Association
has adopted the following unit of measurement for film use: one
person seeing one film is one film audience. This unit of measure-
ment applied to an audience of 100 people to whom one film is shown
would make 100 audience units
or if three films were shown to
the same audience there would be 300 audience units.
30
Therefore, the
two main records forta film library to keep are (1) Total film
audience (total audience units) and (2) Number of film showings.
Other records that might be kept are (1) Number of films booked. (This
would indicate the difference in the number of films booked and the
number of films actually shown) (2) The total film showing
attendance. (This figure would be equal to "Total film audience" if
only one film were shown to each group.)
Essential records are:
1. Inventory or shelf list
2. Catalog
3. Confirmed date or booking file
4. Shipment charged out material file
5. Returned material file
6. Flow-chart circulation of materials and equipment
7. User evaluation file (name and catalog number,
rental or owned, type, rate of effectiveness,
suggested area of use, comments)
8. Record of usage (number of times used, number of viewers)
9. Expenditures
Some type of film requisition will be essential, three copies are
suggested; the original to be acknowledged by the film librarian
and returned to the originator of the request, to confirm the booking;
the duplicate to accompany the shipment and provide a complete inventory
of materials received; the triplicate to check the materials re-
turned by the borrower and then perhpes file under the film title
as a record of number of showings
`
31
COSTS (BUDGETS AND EXPENDITURES)
Budgetary standards for expenditures in this field are still in the
neophyte state, but a survey of the "Audio Visual Education in City
School Systems"
n 19
is an indication of prevailing practices and
provides important statistics. For all cities covered in the report
the average per pupil expenditure was 35c and the amount ranged from
32c in large cities to $1.68 in small cities. Approximately fifty
percent of the average budget went for salaries, twenty percent for
purchased materials, six per cent for rented materials, eighteen
percent for equipment and six per cent for overhead and other
expenditures.
Lyle 20 estimates that the budget for audio visual materials may
rise as high as thirty per cent of the total library budget.
The budget for the general library should include: (1) sàlaries
(2) general audio-visual materials (3) departmental allotments (4)
audio-visual supplies (5) and film rentals. (The term "film rentals"
means rentals for instructional purposes). The instructional m aterials
fund (slides, films, etc,) is divided between general and departmental
allotments. The allotment for general purposes is used for buying
materials of general interest and for helping departments whose
19 National Education Association.
Research Division. "Audio –
Visual Education in City School Systems," Research Bulletin
24: 130-70. December, 1946.
20 Lyle, Guy R. The Administration of the college library.
Wilson. 1949. p.412.

32
budgets are inadequate. The departmental allotment is assigned on the
basis of need by the head librarian in consultation with the director
of the audio-visual budget and the library committee. These procedures
fall in line with the traditional allotment of book funds.
21
commenting on the cost of audio-visual programs
says that audio-visual aids are purchased at a higher price per unit
"We show
than books, but the per capita cost is considerably less:
a $50 film on atomic power during the year to fifty audiences, ranging
in size from 30 to 500, totaling 10,000 individuals. The per capita
cost for the film is one mill. A book on atomic power costs $4 and
circulates twenty times during the year. The per capita cost is 20 cents.
Services of audio-visual aids are not really costly when we measure
their ultimate benefits. Statistics on book circulation pale into
insignificance when compared with the impressive evidence of the potent
appeal of the medium of mass communication - the film.
the film. While the
extension of library services in the audio-visual field is contemplated
to include only the educational field such as the documentary and the
instructional motion picture, the vastly increased portion of the
public which would be served should make librarians consider apportioning
even a part of their present budgets which are today dedicated solely
to the book."
Shofield
21 Shofield. op.cit.
Hoban
22
estimates · the cost of educational movies as $45 for
each ten minute reel in a black and white film. A film running twenty
minutes would cost approximately $90, and so on with each multiple of
ten minutes required for the exhibition of the film. This is the
initial purchase price, not rental price. Rental prices run to
approximately $2.00 or $2.50 for each ten-minute reel. The cost of a
color film is approximately 75 per ten minute period, with an increasing
cost in proportion as the length of the film increases. In another
reference Hoban says that even though use of film may be regarded as
expensive compared with that of other mediums, factual evidence
through experiments shows that as a method of learning the advantage
is from 10 to 35 per cent higher than in verbal learning.
Conclusions
23
Change is probably the most marked characteristic of our modern
civilization. If the rate of change continues at its present state of
acceleration, the implications for education are clear
will need every available resource to prepare people for effective
living and working. They must know of and know how to use every
99 Hoban, op.cit.
23.
Hoban. Visualizing the curriculum.
p.113.
Educators
4
34
type of communication and teaching aid. The library in a teachers
especially
college must meet this challenge or be relegated to a role of minor
^
importance in the history of society. A new scientific discovery
which is receiving more and more attention is frequency modulation (FM).
The Federal Trade Commission has estimated that F M stations can be
installed for $6,000. "It is quite possible" says Fussler for the
library to have its own broadcasting station, and a new library
building certainly ought to provide space for such a station. If
recording equipment is present, the library is in a position to preserve
talks delivered in the library, and, if proper permission is secured, to
record and use educational talks coming over the radio. It would be
possible for the college library to record the entire series of
lectures for college courses and, by thus preserving everything needful
within the library, finally do away with the professors altogether!"
24 Fussler. op.cit. p.93.
35
AUDIO_VISUAL PROGRAM IN TEACHERS COLLEGES
THE AUDIO VISUAL PROGRAM IN TEACHERS COLLEGES
Programs involving the development and use of audio-visual materials
in teacher education present a real challenge today. Interest in these
programs is accumulating rapidly. One point on which there is general
agreement is that the programs will continue to grow in service and
significance. The next step for educators is to develop programs that
meet needs and solve real problems.
Financial support
xx
Historically, there has been very little fianancial support for audio-
visual materials in teacher education institutions. The demands of
various other programs upon the resources of such educational institutions
have, of course, been exceedingly great in the recent period of expansion.
Most educators feel that the future with respect to financial support is
considerably brighter than it was even five years ago. Among administrators
and instructors there is an interest and a willingness from which meaningful
audio-visual programs can assuredly be developed.
Educational Programs
The demand for improved quality of instruction on the university and
college level, including the field of teacher education, has been rather
universal and persistent for at least a decade. These demands cannot be
eliminated from a consideration of audio-visual materials in the relation
to the education of teachers. Planned efforts to improve teacher education
by means of audio-visual methods have begun. For example, Indiana University
has a half-time professional person who is employed to develop the audio-
visual services in the school of education. This type of procedure will
undoubtedly be more widely adopted in the future.
2
36
+
:
mach
Personnel
qualified, sel
The personnel in the field of audio-visual education is usually composed
of those who have had training in some other field. In fact, this is a principle
In recognition of the fact
in the training programs of most institutions.
that aidop-visual education is properly an integral part of other areas, no
effort is being made to develop the audio-visual specialist by means of a program
which excludes basic experiences in other fields.
Several training programs
are in operation at the present time, utilizing the familiar graduate-assistant,
The supply of personnel in the field
interneship, and faculty-status pattersa.
of audio visual education is at the present time quite inɛderust. Specializa-
tion in the field and the demand for additional personnel are
increasing.
It is obvious that there has been a large ingrease in the
number of students taking courses in aduio-visual education in
Istez:
recent years.
Should sudio
The pattern leading to this increase in the number
of students has varied considerably. In most institutions,
visual coOUPES
especially in the earlier phases of audio-visual education, such
courses were nearly always elected. Recently, there has been a
tendency to develop course patterns involving at least one class in
nere. Ongediacer
audio-visual education.
In a few states, teachers are required by
2000
state law to take a course in a duio visual methods. The patterns
to our tolpating in clar MO
& LOS DARANG
of instruction vary also. In most institutions addio-visual
secbaique6 MRX
education is offered as a separate subject, although some institu-
because of the dat
tions maintain that their program is adequate with audio-visual
@ucs.Vors
6000024
work integrated with the meghods courses.
methods.
37
Lack of leadership can be ascribed to the general dearth of
qualified personnel andealso to inadequate selection practices.
Staff appointments have ranged from poorly considered choices
to wise and thoughtful selection. It is true that responsibility
for the development of an audio-visual program has on occasion been
assigned to some person for no other reason that that he could
operate a film projector, or that his hobby was making "home movies
or that he was willing to assume "extra" duties. The qualifications
most frequently mentioned for the audio-visual director are that he
shall possess (1) the audio-visual competencies required of
classroom teachers; (2) an understanding of curriculum; (3) an
understanding of methods of instruction; (4) administrative ability
with well-developed skills for securing group action; and (5)
personal qualifications such as courage, initiative, drive, vision.
Integrated versus separate Courses in Audio-Visual Methods
Should audio-visual competencies be developed in a separate audio-
visual course or should they be treated in existing education
courses including methods courses and practice theaching? The
pros and cons of this issue are too well known to be delineated
here. Gnaedinger found general agreement that there would be no
need for course work in the field if student teachers were accustomed
to participating in classes where varied audio-visual materials and
techniques were effectively used. However, he also noted that
because of the difficulties in achieving this condition a majority
of educators favored specific required course work in audio-visual
methods.
}
38
The separate course idea appeals to those who see in it a
practical expedient for "getting something done now," and who are
with some reason sekptical of the ability and willingness of staff
instructors to give adequate attention to audio-visual techniques im
their methods courses. The separate course idea does not appeal
to those who fear that the educational residue of these separate
courses is not very great. Nor does it appeal to those who
believe that audio-visual materials and methods are best studied
in their functional relationships to subject matter and to learning,
not in a kind of academic vacuum.
Emerging trends will probably be toward "total"
"total" programs which
recognize the merit of expedient solutions to present problems
but which do not neglect long range and ideal possibilities.
programs will probably include the separate course, either on a
required or elective basis, accompanied by continued efforts to
give audio-visual methods adequate attention in methods courses,
practice teaching, and by example in all college courses.
Such
The long range goal is for complete integration of audio-
visual materials with all phases of student teacher's experience wh
where these materials can be effectively applied. To achieve this
goal each institution must first specify the audio-visuàà
competencies which it wished to develop. Secondly, it must develop
through faculty consideration a pattern of coverage which assures
thas each competency is developed in whatever combination of course s
and activities seems most effective. This kind of program is not
overemphasis of the field. It is rather the throrough consideration
which the student teacher must give to the tools of his profession.
39
Problems of Educating Faculty Members This approach to an adequate
audio-visual training program poses the problem of providing the
staff of the teacher education institution with opportunities for
necessary growth. The Washington teacher education report stresses
this need: "There is a need to provide the present teaching staff
of teacher education insti8utions, without embarrassment, all the
basic understandings, skills and other competencies that are
are required of preservice teaching in the understanding of the eff
effective use of audio and visual aids in instuction." This
problem is not easy and solutions to it of necessity take on the
nature of in-service experience. Among the possibilites are:
(1) professional consultation services; (2) a demonstration
center and laboratory; (3) staff a conferences devoted to audio-
visual techniques; and (4) short courses. Given free and easy
access to these kinds of services, it is more than probable that
an increasing number of faculty members will take advantage of them.
(Excerpts taken from an unpublished manuscript)
40
(An account of the audio-visual program as it is administered
atBall tate Teachers College)
11 NON BOOK MATERIALS IN A TEACHERS COLLEGE LIBRARY"
-from College and Research Libraries 9: 311-15. Oct. 1948-
Among
At the present time, the collections of non-
book materials contain over 55,000 separate items,
these are a pproximately 400 motion picture films, 300
filmstrips, 250 nonmusical recordings and transcriptions,
1200 slides, 300 stereographs, 25,000 mounted pictures,
2000 pictorial post cards, and numerous maps, charts,
posters, illustrated pamphlets, textiles, models,
replicas, framed pictures, pottery, carvings, educational
toys and games, and various other materials which a re
used in the process of teaching students to teach and to
live.
Since storage facilities for many of these materials
must be of a specialized and individualized nature, mos t
of them are housed in a large room equipped for this
purpose and known locally as the library teaching materials
service. Ad joining this large room is one of the projection
studios in which motion pictures, other materials requiring
projection, and redordings are serviced for class or other
groups. This and a second projection studio, both especialy
equipped for the purpose, are scheduled throughout the
day and evening for groups or classes. In addition, many
motion picures, filmstrips, recordings, and slides are
shown in the classrooms by student library staff operators.
A glance at the statistics on the use of these
materials during the year 1946-47 reveals some interest ing
facts. A total of 1909 motion picture films were used
on the campus. These were shown 2639 times; of this total,
848 titles were films rented from off campus sources
which represent 1285 showings. The known campus audience
which was reached through these films totaled 95,558.
Interesting to compare with this figure is that for the
total campus ciruclation of books which was 137,971.
41
Besides motion picture films, there were 11,689 non-
book items which were borrowed from the library for use-on-
campus. These were distributed somewhat evenly among
students and faculty. Included in this total were 44
different types of material. Those borrowed most frequently
were pictorial illustrations of various kinds (folios,
plates, mounted pictures, post cards, and posters) with
a circulation of 2348; educational games and toys with
a circulation of 975; 435 pamphlets; and 380 catalogs and
periodicals dealing with nonbook materials. Other loans
included 192 recordings and transcriptions, 182 filmstrips
with their study guides, 153 textiles, 112 charts, 99
maps and globes, 86 models, and 81 wall hangings. The
figuresindicate a use which is concentrated within a
few groups of materials composed mainly of those which
communicate ideas graphically (on film or other medium)
or by audio means.
Classes
Both book and nonbook materials are used by faculty
and students throughout the entire instructional program.
Faculty members schedule most of the films which are
used in connection with class presentations.
are brought to the library for films and for lectures ob
and demonstrations of the use of other materials appropriate
for a particular purpose. Arrangements are often made
for films, filmstrips, or recordings relative to̟_class
discussions to be presented in the classrooms. Displays
of various materials are arranged for class and group use
in the library classrooms. Student teachers often use
films and other materials during their teaching experience.
In the process of planning their work, they spend considerable
time with library reference assistants locating and examining
materials suited to their needs.
The main card catalog in the library is a comprehensive
catalog of campus holdings. It includes listings of both
book and non-book materials, there is a divisional cand
catalog in the library teaching materials service in which
duplicate cards are filed for all nonbook ems cataloged.
In cataloging the nonbook materials, there is a strong
42
emphasis placed on subject entries although entries
are made for all important names and titles connected with
the work. "11 cards for book and nonbook materials are
interfiled in the main catalog.
Due to difficulties in shifting many of the nonbo ok
materials, only slides, maps and stereographs are classified
according to Dewey. The very full subject and other listings
in the catalogs are the guides to the materials. The
call numbers are composed of location symbols only. Each
separate type of material is designated by an alphabetical
symbol followed by the accession number which indicated
the fixed location of any itme among others of its kind.
A manual of complete routines governing the cataloging
of each type of material has been prepared by the library
technical service staff.
Cost of nonbook materials should not be considered in
terms of bo ok costs. Many of these materials are mass
mediał which are used mainly with groups and although
the unit costs may seem high, as in the case of films, the
cost of interms of individuals reached may average a very
low figure' over a period of time.
Moreover, librarians and administrators should not
make the mistake of thinking that a library which is to
include all types of communicative materials can be built
or maintained on the same budget which served to build a
book collection. It follows, logically, that if a collection
is to contain materials in addition to books, additional
resources must be provided for both materials and staff.
At Ball State, it has been found that approximately
30 per cent has been added to the library budget for
maintaining the nonbook service division. During the
year 1946-47, 28 per cent of the total maintenance
budget was spent for the nonbook service. he budget for
the current year provides $43,895 exclusive of salaries,
student wages, and building maintenance. Of this amount,
$13,125, or 30 per cent, is earmarked for the nonbook
service division. It should be emphasized that this is for
maintenance alone. The establishment of such a division
should involve a larger proportion of the budget for a
few years.
43
An important consideration in bu8lding a budget
for a nonbook division is that of equipment and equipment
maintenance. Provision should be made for periodic replacement
af equipment. In order to insure satisfactory performance
and to avoid damage to materials, equipment should be
serviced frequently. It is an economy, in the long run,
to trade in pieces every few years on the latest models.
This is essential, too if students in methods classes and
others, who are taught the use of various types of
equipment, are to gain a knowledge of desirable equipment
available on the market.
Grady, Marion B. "Nonbook Materials in a Teachers College
Library" In College and Research Libraries 9:311-15;
October, 1948.
44
Virginia's Audio-Visual Program
The program of audio-visual education in Virginia, initiated in
1940 proceeded upon the belief that teacher-training institutions were the logica
places in which to house audio-visual materials for distribution to
the public schools. Two assumptions underlying this belief were
that such a plan would provide closer contacts with the public shhools,
thereby gearing the program more nearly to actual evidenced needs,
and that "teachers who teach as they are taught" would be helped
to make better use of audiovisual materials in their own classrooms
if faculty members of teacher-training institutions made use of
suitable audio-visual materials in instructing prospective teachers.
Accordingly, arrangements were concluded with Radford State Teachers
College, Farmville State Teachers College, Madison College, and
Virginia State College for Negroes to serve as depositories for
audio-visual materials which would be purchased by the State
Department of Education for use in the public schools. Responsibility
for the operation of these centers was in each case delegated to
some member of the faculty who, with assistance from the General
Education Board, was given an opportunity to receive special
training in the field.
Major emphasis for the first statewide work in this field was
placed on the purchase of 16 mm educational motion pictures used
in the establishement of regional film libraries at the four
cooperating agencies of higher learning. These bureaus of teaching
45
materials serve their sections of the state in various ways. Forming
a link between the State Bureau and the individual schools, they
have a part in the formation and guidance of the state programs.
The regional Bureau loans rental-free educational motion pictures
and other materials as a service to schools in divisions which do
not maintain their own bureaus.
The regional director visits schools and advises with teachers and
administrators concerning better utilization of audio-visual materials
He coordinates the work of faculty members and public-school teachers
who make up the regional selection committee for evaluation of
materials to be included on approved state purchase lists.
The regional director seeks to provide student teachers with an
appreciation of the importance of using audio-visual materials and
with a firsthand acquaintance with the materials related to their
future teaching needs. College instructors are encouraged to assist,
at the same time improving their own teaching by use of visual aids
drawn from the regional bureau.
Basic philosophy
The overall plan of organization followed in
developing Virginia's audio-visual teaching materials program is
predicted upon the belief that their use should improve classroom
46
.:
The best use of audio-visual instructional materials
will be made possible only when they are readily obtainable.
should be available when and for as long as they are needed and
their distribution should be handled by a person who is trained
to do the work. Both teachers in training and in service should
be taught how to operate projection equipment.
instruction.
They
Excerpts taken from the NEA Journal- September 1941 and April,1946)
47
Statistics comipled from the annual report of the Superintendent
of Public Instruction of the Commonwealth of Virginia
1947-48
Audio-Visual Aids in Virginia
Five years have passed since the use of teaching materials in
Virginia Bublic Schools received its greates impetus through the
appropriation of $1,112,530 by the special session of the legislature
in 1945. These years have been marked by a steady growth in the use of
of teaching materials in Virginia classrooms. Not only are more materials
being used, but teachers are increasing their proficiency in the use
of the various materials with a resultant improvement in the quality
of instruction. The following items are an indication of the progress
which schools have made in this area:
Number of Schools Registered to Use Motion Pictures in Instruction
Fourteen hundred and twenty-eight schools were registered with the
State and Regional Bureaus of Teaching Materials for film service
during the year 1947-48. These schools booked a total of 101,808
films for the period, an increase of 17 per cent over the previous year.
However, this percentage of increase in bookings is only part of the
story since the number of possible bookings is limited by the number of
available films. Requests received for films by the State Bureau of
Teabhing Materials ran 44 per cent higher than the previous year.
Services of State and Regional Bureaus
Among the services rendered to Virginia Public Schools by the
State and Regional Bureaus of Teaching Materials the following were
48
perhaps of primary importance:
Circulation of instructional films
Booking records for the year 1947-48 show that a total of 43,827
film bookings were made from the State and four Regional Bureaus.
New and duplicate films added to the Bureaus.
A total of 366 new and duplicate films were added to the State
and Regional Bureaus during the past year. Approximately 50 per
cent of the titles were new and the remaining 50 percent duplicate
The new prints were those which would give a better and
wider selection of materials for the various subject areas and grade
levels. Duplicates of those films in heavy demand were added to
improve booking service to schools.
Teacher training films acquired
A number of films dealing with philosophy, techniques, and met hod-
ology in teaching have been added for use in both pre-service and in-
service training of teachers. These films have been in heavy demand
for use in college classes and for teachers meetings, study groups,
and workshops in school divisions.
Summer workshops
Four summer workshops were cooperatively planned and conduct ed
by the State and Regional Bureaus. Three for two weeks and one for
one week periods. These were aimed at working objectively on problems
facing teachers, principads, and supervisors in making better use
of all types of teaching materials.
Services of the Division of Teaching Materials Center
A total of seventy-six counties and cities in Virginia have their
own film libraries which supply educational motion pictures to the
titles.
C
49
schools of their respective divisions.

Instructional materials distributed from the centers
Film Centers
Type of Material
Motion pictures
Filmstrips
Slides
Recordings
Maps and charts
Flat picture sets
Models and objects
DISTRIBUTION AND USE OF EDUCATIONAL MOTION PICTURES 1946-48
Total for county and city divisions
College centers
Virginia state college
William and Mary College
Grand total
Schools served
Regional Bureaus
Farmville State Teachers College
Madison College
Radford College
University of Virginia
State Bureau of
Fifteen of the divisions reported that motion pictures only
were distributed from their centers. Twenty-eight reported
three types of materials circulated. Only two reported
distribution of all types listed.
Teaching Materials
Total for State and Regional
Bureaus of Teaching
Materials
•
1
3
No.
Distributing
76
58
44
24
20
10
5
96
119
250
151
Number
Titles
Number
Number
of Prints of
in center in center Bookings
75
74
352
346
343
373
1,106
8,963
76
74
367
368
416
383
Percentage of
Total No. of
Film Libraries
100 0/0
76
1,340
58
32
26
13
6
2,874
11,987
57,618
289
74
3,510
5,182
6,267
6,043
22,825
43,827
101,808
50
General
Brower, Richard C. "The Library As An Audio-Visual Center.
Minnesota Libraries 15: 340-45. September, 1948.
5th ed. Chicago,
Dent, llsworth C Audio Visual Handbook.
Society for Visual Education. 1946.
Elliot, Godfrey M. Film and ducation. New York. 1938.
Hoban, Charles "Audio Visual Materials in the Library.
World 18: 180-83; March, 1947.
F
ینگے
Schofield, “dward T. "Audio-Visual Aids in the Library.
Library Journal 72, August, 1947.
1t
Johnson, J. B. Froblems Involved in the Administration of an “udio
Program. George Washington University. 1947.
MacBean, illa W
Lyle, Guy R. Administration of the College Library Wilson, 1949.
"Audio Visual Materials in the Library". Library
Journal 23: 697-98.
Rufsvold, Margaret J. Audio-Visual School Library Pervice.
1949.
"
Catholic Library
Visual
A. L. A.
Schrieber, Robert . "Motion Picture Distribution As A College Library
Function." Film and Radio Guide. November, 1946.
Swank, Raymond C. "University of Oregon's Audio-Visual Pervice."
College and Research Libraries. October, 1948.
51
BIBLIOGRAPHY
Selection and Use of Audio Visual Materials
Blue Book of 16 mm Films:
1948. $1.50. Rev. annually.
12
Educational Film Guide. H. W
Service basis.
EFLA evaluations.
19, N.Y.
Educational Screen
Educational Screen, 64 Lake St., Chicago 1,Ill.
Heathh Film Catalog.
N.Y. 1947. $1.
Wilson, 950-972 University Ave., N. Y. 52, N.Y.
Educational Film Library Association. 1600 Broadway, N. Y.
ducational Film Library
1947. $1.
Library of Congress,
Films for International Understand ing.
Assn., 1600 Broadway, N.Y., 19, N.Y.
Guide to U. S. Government Motion Picures.
Motion Picture Division, 1947. 40c.
ducational Film Library Assn., 1600 Broadway, N.Y.19,
National Directory of Safety Films. National Safety Council in cooperation
with Audio-Visual Publications, 812 North Dearborn St
812 North Dearborn St., Chicago 10, 111.
25c.
Selected Educational Motion Pictures. American Council on Education,
3.
Washington, D. C., 1942.
Sources of Visual Aids for Instructional Use in School. Rev. ed.
Pamphlet no. 80, U. S. office of Ed., Washington, D. C. 1941.
United Nations in Films.
Room 6300 C., Empire State Building, 350 Fifth
Ave., N.Y. 1, N.Y. 1947. Free.
United States Government Films for School and Industry. United World Falms
30 Rockefeller Plaza, N. Y. 20, N.Y. 1947.
Free.
Processing and Cataloging
Anderson, Ottilia. "A University Library Reviews Its Map Collections:
The Cataloger's Point of View," Library Journal, 70, Feb. 1, 1945.
103-06.
Blair, Patricia 0. "Treatment, Storage and Handling of Motion Picture
Films,' ??
Library Journal. 71, March 1, 1946. 333-36.
Von Oesen, Elaine. "Simple Cataloging of Audio Visual Materials"
Library Bulletin. 23, Nov. 1948. 251-53.
52
Wilson
Housing and Equipment
Brunstetter, M. R. "Housing an Audio-Visual Materials Center," Nation's
Schools, 34, December, 1944. 34-35.
Fitzwater, J. P. "Planning a V isual Center," Nation's Schools 32
August 1943. 58ff.
Fussler, Herman H., ed. "Special Materials: A Symposium." In his
Library Buildings for Library Pervice. Chicago, A. L. *., 1947.
p.73-93.
Millgate, I. H., and Coelln, 0. H., Jr. "Standzrds for Visual and Auditory
Facilities in New Educational Buildings." In American School and
University. N. Y., American School Pub., 1946. p.136-51
Pattridge, E. D. "Equipment Requirements for Audio-Visual Teaching Aids."
In American School and University. N. Y., American School Fub., 1947.
p.220-21.
TerLouw, drian L. "Planning for Audio-Visual Education."
Record, 98, Peptember 1945, 72-8; 142-44.
Budgets and Expenditures
Bernard, award G. "Budgeting Visual Instructional Materials,
Educational Screen, 27 March 1948. 115;
Architectural
140-42.
Brown, James W. The Virginig Plan for Audio-Visual Education.
Department of Ed. Univ. of Chicago, 1947.
11

Chicago,
National Education Association, Research Division.
Research Division. "Audio-Visual Education
in City-School Systems, Research Bulletin, 24, December 1946, 130-70.
Schutte, D. F. "The Audio-Visual Budget," Educational creen, 25,
October, 1946, 438.
53
:

Date
Films to be sent to
Name of Organization
Address
Bill to be sent to
(if non-member)
Address
LEAVE
BLANK
Form 6834 2-50 4M S
FILM NO.
STREET
Is your organization a film project member?
May materials be scheduled on first available date?
Special Instructions from Borrower
LEAVE
BLANK
STREET
So.
So.
So.
So.
So.
So.
So.
So.
So.
NAME
So.
UNIVERSITY OF MICHIGAN
AUDIO-VISUAL EDUCATION CENTER
4028 ADMINISTRATION BUILDING
ANN ARBOR, MICHIGAN
NAME OF FILM
(ONE TO A SPACE)
Si.
Si.
Si.
Si.
Si.
Si.
Si.
Si.
ORDER BLANK
Si.
Si.
NAME
Yes
Yes
Reels
Reels
Reels
Reels
Reels
Reels
Reels
Reels
Reels
Reels
- Nm – Nm −2 m −2 m −2 m −2 m - NM – NM -cm - Nim
CITY
Order No.
(Leave blank)
CITY
No
No
CHOICE OF
DATES
Leave Blank
P.P.
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Pk. Up
Op. Pk. Up
Date Bkd.
STATE
STATE
USE DATE
LEAVE
BLANK
(OVER)
LEAVE
BLANK
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S
Date
Films to be sent to
Name of Organization
Address
Bill to be sent to
(if non-member)
Address
LEAVE
BLANK
Form 6834 2-50 4M S
FILM NO.
STREET
Is your organization a film project member?
May materials be scheduled on first available date?
Special Instructions from Borrower
LEAVE
BLANK
STREET
So.
So.
So.
So.
So.
So.
So.
So.
So.
So.
---
NAME
• A B C -
UNIVERSITY OF MICHIGAN
AUDIO-VISUAL EDUCATION CENTER
4028 ADMINISTRATION BUILDING
ANN ARBor, micHIGAN
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(ONE TO A SPACE)
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2.
3.
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CHOICE OF
DATES
2.
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2.
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2.
3.
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2.
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CITY
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STATE
STATE

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ON MUS 10 - -
- 1 1 - - - -
----
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USE DATE
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•
Film Record
Mon.
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
NAME OF FILM
DATE REC'D
DECEMBER
1949
SMTWTFS
12
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
...
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
VISUAL EDUCATION
BORROWER'S NAME AND ADDRESS
JANUARY
1950
Mon. S M T W T FS
1 2 3 4 5 6 7
8 9 10 11 12 13|14|
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
FEBRUARY
MARCH
APRIL
MAY
FILM NO.
JUNE
FILM RECORD

1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
123
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
BORROWER'S NAME AND ADDRESS
:
:
}
Name
Ship Date
Film File No.
Date Booked
Form 5430 10-49 20M S
Member film project
Use Date
The University of Michigan
AUDIO-VISUAL EDUCATION CENTER
Ann Arbor, Mich.
Reship Date
This is a booking confirmation-not an invoice
Non-member
Name of Film
Pickup
---- A v
No
Exp.
P.P.
2648
No. of Cost
Reels
Total charge
Sample Booking Confirmation Form

Ship Date
Film File No.
Date Booked
Form 5430 10-49 20M S
Name
Ship Date
Film File No.
Date Booked
Form 5430 10-49, 20M S
Name
Ship Date
Film File No.
Date Booked
Form 5430 10-49 20M S
Name
Ship Date
Film File No.
Date Booked
Form 5430 10-49 20M S
ада
2
Member film project
Member film project
Member film project
Member film project
Use Date
-------- A
---
Use Date
- - - - •
This is a booking confirmation—not an invoice
Name of Film
Use Date
Non-member
Use Date
This is a booking confirmation—not an invoice
Non-member
"
The University of Michigan
AUDIO-VISUAL EDUCATION CENTER
Ann Arbor, Mich.
Reship Date
Non-member
Name of Film
The University of Michigan
AUDIO-VISUAL EDUCATION CENTER
Ann Arbor, Mich.
Reship Date
Non-member
This is a booking confirmation—not an invoice
Name of Film
Reship Date
The University of Michigan
AUDIO-VISUAL EDUCATION Center
Ann Arbor, Mich.
Pickup
Reship Date
This is a booking confirmation-not an invoice
Name of Film
Pickup
The University of Michigan
AUDIO-VISUAL EDUCATION CENTER
Ann Arbor, Mich.
-------
Pickup
Pickup
S M M A M N
··
No
Exp.
ONY
Exp.
ONY
Exp.
No
Exp.
NAAN
---
--
··
--
2645
P.P.....

Total charge
P.P...
No. of
Reels
P.P.
2646
No. of
Reels
Total charge
2647
No. of
Reels
Total charge
P.P....
Cost
No. of
Reels
2648
Total charge
Cost


Cost
Cost
BRIEF SUMMARIES OF STATE AUDIO-VISUAL PROGRAMS
IN THE
18 STATES
Martha Boaz
L.S. 380
Audio-Visual Center, Mary Washington
College, Fredericksburg, Virginia.
ALABAMA
Alabama, without an overall state program at present,
has one in the course of preparation which is to be
readied within two years.
***
The University of Alabama at Tuscaloosa maintains a
film library and provides two summer courses in the
evalu ti..
utilization of audio-visual materials.
In additi. : e University sponsors a series of one
day clinic. through the larger state centers each
year. This year some county workshops are emphasizing
audio-visual education and some regional Audio-Visual
Association conferences are planned.
A good many libraries are locally owned by school
systems and there are three large commercial libraries
within the state. There are at least thirteen city,
town, county, or state teachers college libraries of
over fifty reels, with the smallest budget at about
$500 annually and the largest, $12,500, The city of
Birmingham schools give in-service courses in the use
of audio-visual materials throughout the school,
utilizing their well-selected library.
ARIZONA
A network of five cooperative film libraries have been
developed to serve the audio-visual needs of the schools
of Arizona. These libraries have from 50 to 550 prints
for the use of participating members of the cooperatives,
and their annual budgets run from $900 a year to $2,500.
In Phoenix, where eight elementary schools established the
first cooperative library in 1945, three more schools now
maintain their own individual libraries.
Both sound and silent films have been available for some
years through the rental library of the University of
Arizona in Tucson, which now offers about 800 films. In
addition, the State Department of Public Health maintains
its own film library to serve the entire state.
The Department of Education of the University incorporates
audio-visual training for teachers in its education courses
and offers one summer-term course in audio-visual education
each summer. The State Teachers College at Tempe, where
the Central Arizona Cooperative is housed, requires its
teaching graduates to take a course in audio-visual educa-
tion. It makes full use of the film library in its train-
ing school. The State Teachers College at Flagstaff houses
another of the cooperatives and incorporates audio-visual
training in its education courses. It is estimated that
from 500 to 600 teachers and prospective teachers receive
audio-visual training each year.
ARKANSAS
Among alerted legislatures voting progressive measures this year,
Arkansas' General Assembly passed bills allowing approximately
$26,500,000 in state funds for teachers' salaries and education
aid to counties for each year of the 1949-51 biennium. The bill
included a $150,000 a year item to be spent for audio-visual
materials. This represents an increase of $220,000 over the pre-
vious biennium appropriation.
The Audio-Visual Service of the State Department of Education was
established in 1947 to provide for free distribution of instruc-
tional films, filmstrips and transcriptions to public schools and
colleges in the state. The library now contains 2,100 prints of
classroom films, 715 filmstrips and 65 transcriptions. During
the first year of operation 346 schools used the service. The
second year showed an increase in this figure to more than 540.
The total circulation of materials was doubled. The increased
appropriation will provide for the acquisition of materials to meet
more adequately the increasing demand for them.
The state's expanded program includes cooperation with teacher
training institutions in starting audio-visual courses for both
pre-service and in-service training. The Audio-Visual Service is
also urging all districts that are able to establish their own
libraries of basic audio-visual materials, which may be supplemented
by use of the State Film Library.
At the present time, cne state teachers college maintains a film
rental library; there is one large commercial library; the State
Department of Education and the State Health Department have free
loan libraries; three counties and one state teachers college main-
tain cooperative libraries; and six city school systems have their
own libraries. Eight colleges offer teacher training in the use of
audio-visual aids. In the past two years, some 3,500 teachers have
received training in the use of audio-visual teaching materials.
CALIFORNIA
California has developed a comprehensive audio-visual program throughout the
entire state. After about ten years of effort by many groups, the California
State Department of Education established a Bureau of Audio-Visual Education
in 1945 with a full time director. By 1947, an assistant director had been
added to the staff and the State of California provided the county schools
with $814,239 for audio-visual equipment.
All teachers must by law complete an audio-visual course to be eligible for
a teaching certificate, and such a course is also necessary for receiving
teaching credentials. In 1948 a further stipulation was added which required
an audio-visual course for re-certification of all California teachers so
that every teacher in the state will soon have had indoctrination in audio-
visual methods, with the exception of those teachers who have life certificates.
Approximately 2,000 teachers and 2,600 prospective teachers are being trained
each year. The University of Southern California has classes from 8 a.m. to
10 p.m., five days a week, handling a total of 600 students. The University
of California at Los Angeles has between 600 and 700 students enrolled in
audio-visual courses. Occidental College has 150 students, George Pepperdine
College has 75 students, and Santa Barbara College has 100 students. The
University of Southern California also has seven outside extension classes
operating for in-service training with approximately 400 teachers. U.C.L.A.
has thirteen outside extension classes operating on the same basis with
approximately 1,000 teachers participating. San Diego State College has two
extension classes with 120 attending.
Twice each year there are four regional conferences of the California Audio-
Visual Associations which bring noted authorities in the field to lecture
and demonstrate, while sectional meetings treat specific problems and draw
a large attendance.
The Extension Divisions of the University of California at Los Angeles and
at Berkeley maintain large film rental libraries, and there are several large
commercial rental libraries in the state. Private schools and colleges,
public libraries and community groups own libraries or carry on programs with
rented films, encouraging a close liaison between audio-visual services and
learning needs.
There are many large county and city libraries with a selection of well
balanced materials available, among them the outstanding Los Angeles City
Library and Division of Audio-Visual Education, where every senior high
school has an authorized coordinator of audio-visual education who teaches
half time and works half time on the audio-visual program. Los Angeles
County has an outstanding county-wide program as have forty-eight other
counties on a smaller scale.
COLORADO
Colorado, a state which spends at present a little over
two per cent of the tax dollar for education compared to
an average of 1.7 per cent for other states, has had a
fine record in the use of visual education.
The Bureau of Visual Education, Extension Division,
University of Colorado, has provided excellent services
for many years. Other colleges and universities which
now have active visual education programs include
Colorado Agricultural and Mechanical College at Fort
Collins, Colorado State College at Greeley, Colorado
College at Colorado Springs, Pueblo Junior College,
and the University of Denver which houses the Colorado
Cooperative Film Library. Colorado was one of the first
states to organize a state Division of Audio-Visual
Instruction.
The Weld County Library at Greeley serves the schools
and community at large, including churches using visual
programs.
CONNECTICUT
Audio-visual programs are on the increase in Connecticut, with
some excellent leadership in evidence, both within and without
the schools.
There are five major rental libraries. Among these, the Uni-
versity of Connecticut at Storrs has the largest library, with
statewide services of many kinds. The Ferguson Public Library
in Stamford has a remarkably active and stimulating program
which embraces nearby schools and the entire community of
Stamford, The other three include the film library of the
Catholic Diocese of Hartford, a commercial library, and that
of the State Department of Education.
The rental pattern is dominant in the state, but six city
school systems maintain their own audio-visual sections with
budgets from $1,400 to $4,000 a year, and there are fourteen
or more full-time directors of audio-visual departments in
public school systems and twelve part-time directors. These
systems give their own in-service training courses to teachers,
while the state department of education offers audio-visual
courses for pre-service training, with its services expanding
each year at the university and the four state teachers colleges
offering courses. The estimated number of teachers and pros-
pective teachers being trained each year is 425.
The Connecticut Audio-Visual Education Association, with a
membership of more than 200, recently surveyed the state and
discovered that out of 110 school systems, 58 Boards of Educa-
tion had budgets for audio-visual programs.
FLORIDA
Florida's interest in audio-visual techniques and materials
continues to expand. Much of the stimulus comes from the
fourteen county film libraries and their county summer work-
shops,
each of which devote part of their program to audio-
visual training.
The Bureau of Visual Instruction of the Florida General
Extension Division was reorganized in 1946 and sent repre-
sentatives into the field to develop new plans in previously
inactive counties, holding four-day rural and urban conferences
on audio-visual materials and techniques
The University of Florida, which has an excellent library,
is the seat of an Audio-Visual Workshop yearly, conducted
jointly by the General Extension Division and the College of
Education. Nine-week in-service courses are offered by the
University in two counties each semester. Florida State
University at Tallahassee, which is developing an outstanding
on-campus audio-visual program, offers in-service courses in
two counties each semester, with classes averaging sixty
students, while it also offers one of the few courses in the
nation for librarians which affords training and standards
for film librarians.
At the annual State Teachers Convention, the State Audio-
Visual Association conducts an audio-visual session and the
large Supervisory Conference held at Tallahassee each summer
also devotes a portion of its program to audio-visual interests.
GEORGI A
The State Department of Education operates a film library for the
public schools below college level. Subscribing schools pay $5 each
which is used for insurance. All postage is paid by the state and
there is no rental charge. The 1947 budget was $50,000 and the 1948,
$75,000. There are about 500 schools subscribing to this service.
Local ownership by school systems is encouraged, and such systems may
use all or part of their Library Matching Funds (one-third paid locally
and two-thirds by the state) and up to 20% of their textbook funds for
the purchase of films or filmstrips.
Utilization practices are steadily improving throughout the state
owing in large part to the audio-visual consultant services made
available to teachers by the staff of the State Department of Educa-
tion. The Georgia Education Association has gone on record this year
as favoring much greater emphasis on audio-visual materials.
Association's Minimum Foundation Program providing for more teaching
materials within the plan, was passed by the legislature. However,
no funds were provided so that, for the present, the Minimum Founda-
tion Plan is not in operation.
The
G
The long-established (1936) film library of the Division of General
Extension continues its operation, as in the past, with two signifi-
cant changes in policy: films and recordings are now furnished free
to all members of the University System, including laboratory and
practice schools, under the control of the various teachers colleges;
and new film acquisitions are heavily weighted in favor of college
and adult level films. This cooperative and coordinated plan of film
distribution between the State Department of Education and the Uni-
versity of Georgia has resulted in very fine coverage of all Georgia
schools from the primary to the institutions of teacher training and
higher learning.
Ver
Concerted interest in better utilization is evident. Emory Univer-
sity, Oglethorpe University and North Georgia College hold summer
workshops offering audio-visual courses. The year the Atlanta Film
Council and Emory University will hold a five-day, forty-hour Audio-
Visual Workshop.
IDAHO
The state of Idaho, split by mountain ranges into
what amounts to two separate sections, has two
rental libraries supplying audio-visual materials
to its schools. One is at Idaho State College at
Pocatello, and the other at Boise Junior College,
Boise.
The State College at Pocatello provides pre-service
training for prospective teachers, including a
summer course, with approximately twenty teachers
receiving training annually.
Lewiston Normal School, at Lewiston, offers a
summer school course in visual aids at the present
time, and the University of Idaho, Moscow, has an
instructional materials program under consideration,
its realization dependent upon favorable action by
some future state legislature.
ILLINOIS
A
The use of audio-visual materials is on the increase throughout
Illinois, although there is no centralized state program.
large amount of activity stems from the University of Illinois.
The University's Visual Aids Service has more than 4,000 sound
prints available for rental, but even so it is not always able
to fulfill all of its booking requests. There are six large
commercial rental libraries in the state, and the State Department
of Health maintains a rental library. Recently, a library was
established at Southern University at Carbondale, now servicing
the increasing demand for films in Southern Illinois.
There are eight county cooperative libraries, as well as the
cooperative library of the Catholic Diocese of Springfield which
is housed at Quincy College. The annual budgets of these libraries
for participating schools range from 6¢ to 25¢ per pupil and from
$75 to $175 per school.
More and more city school systems are establishing their own
libraries. Chicago has one of the largest city school libraries
in the United States, with more than 10,000 prints available.
It has a film ratio of .63 of a print per teacher. Twenty-three
local school system libraries in Illinois have budgets varying
from $1,000 to $8,000 annually.
The University of Illinois, Northwestern University, the Univer-
sity of Chicago, and Wheaton College all hold summer audio-visual
workshops and offer varied training.
The present state trend is evidenced by the work of the State
Director of Visual Education, State Department of Education, who
is encouraging state teacher training institutions to provide
more audio-visual courses, and is emphasizing better teaching
methods and better utilization on the local level. County and
city libraries of films have increased 200% during the past two
years.
INDIANA
Much of the film activity in the state is centered at Indiana
University in Bloomington which maintains a large library as part
of the Audio-Visual Center, with an estimated budget of $140,000
a year. The state teachers colleges at Muncie and Terre Haute have
rental libraries and offer audio-visual courses. Fifteen county and
city school systems have their own libraries of fifty reels or more,
with annual budgets of amounts from $500 to $10,000.
With a total of about 25,000 teachers in the state, some 775 to 800
people receive training in audio-visual techniques each year at the
University, the state teachers colleges, at North Manchester College,
Purdue University and the University of Notre Dame. Within the last
year, Notre Dame has established a progressive audio-visual program.
There is an active state association, AVID, or Audio-Visual Instruc-
tion Directors, its membership composed of directors teaching in the
audio-visual field and those directors in high schools who spend a
minimum of a quarter of their teaching time in audio-visual instruc-
tion.
Under the sponsorship of Evansville College, Evansville Public Schools,
Indiana University and Vanderburgh County Schools, the Second Tri-
State Audio-Visual Conference was held in Evansville this year. This
important conference showed the possibilities of local cooperation
when it brought together about 700 teachers and administrators from
Indiana, Kentucky, and Illinois for a free exchange of ideas and
knowledge about audio-visual materials. Similar conferences are held
throughout the state as part of the in-service training program for
teachers.
C
IOWA
The Iowa State Department of Public Instruction, in a 1949 directive,
encourages county superintendents of schools to "develop an audio-
visual instructional program" and sanctions the purchase of many
types of audio-visual equipment for the "development of an audio-
visual library". . . "controlled and circulated from the office of
the County Superintendent."
There are well established and organized rental libraries maintained
at the University of Iowa at Iowa City and at Iowa State College,
at Ames, as well as a large commercial library at Davenport, Iowa.
Four cooperative libraries in different sections of the state main-
tain libraries for participating member schools. There are at
least thirteen libraries of more than fifty reels which are main-
tained by city or town school systems, by state teachers colleges,
or endowed colleges.
The University of Iowa offers audio-visual courses for in-service
and pre-service training in great variety and has pioneered in the
university film production area. Other institutions offering courses
include Drake University at Des Moines, Iowa State College, and Iowa
State Teachers College.
It is estimated that several hundred teachers receive formal audio-
visual training and several thousand teachers attend short workshops
and conferences held at the University of Iowa, Iowa State College,
and the Teachers College at Cedar Falls.
KANSAS
In Kansas, much activity originates at the institutions of
higher learning. Rental films may be obtained from the Uni-
versity of Kansas' Department of Visual Insturction, Lawrence,
through three State Teachers Colleges at Pittsburg, Emporia,
and Hayes, and two commercial film libraries, each with basic
libraries of fifty or more film subjects.
There are at least twelve other film libraries, both large
and small, maintained by the city or county school systems
which own them. These include the Wichita and Topeka Public
School libraries, that of the Wichita Public Library, and
that of Haskell Institute at Lawrence which serves all Indian
schools throughout the nation. Hutchinson and Salina also
carry on very fine visual programs. At the Planeview schools,
audio-visual materials are an integral part of the entire
teaching program.
About 200 teachers annually receive instruction in evaluation
and utilization through the courses offered by the University
of Kansas and the State Teachers Colleges at Pittsburg and
Emporia. The State Superintendent of Public Instruction is
interested in formulating a state supervisory program. At the
present time, much of the activity within the state stems from
the efforts of such groups as the Kansas Audio-Visual Instructors
Association, the Bureau of Visual Instruction at the University,
and the Kansas State Teachers Association, through sectional
programs jointly sponsored.
Kansas State College at Manhattan, during the last two years,
has also developed a library of film materials which has made
possible a widespread on-campus visual program.
1
KENTUCKY
The major rental sources for educational films in Kentucky
are the University of Kentucky at Lexington and two large
commercial libraries. There are three cooperative owned
film libraries which share jointly-owned films among parti-
cipating member school systems.
The state also has at least eight city and county libraries
of more than fifty films with that of the city of Louisville
the largest. Louisville has an excellent program in its
public schools and the Louisville public library has developed
an outstanding library to meet the needs of parochial schools,
civic clubs, and other community organizations.
Audio-visual courses are offered at the University, at
Eastern State Teachers College, Richmond, Morehead State
College, Morehead, and Murry College, Murry.
The University of Kentucky will hold a clinic in Audio-Visual
Aids this year and curmer courses will be given at both
Eastern and Murry State Teachers Colleges.
LOUISIANA
In Louisiana, under the direction of the State Superintendent of
Education, six film depositories are maintained at an estimated
annual budget of $60,000. Five of them are located in the state
teachers colleges, one of which is for negroes. The sixth group
of films has been deposited with the New Orleans audio-visual
department.
All films are available to any educational institution in the state,
either public, private or parochial, without charge.
A printed film catalog is issued each year by the state department
and by letter symbols, a borrower can know from which of the deposi-
tories the desired film is available.
The funds for film purchase are by special allocation from the
materials of instruction budget. And, although the state plans to
enlarge the six depositories, the various parish school systems
are encouraged to buy their own individual libraries of basic teach-
ing films. This they can do from their balances remaining out of
the free text-book, library book, pencil and paper allocations each
year by being economical in the ordering and using of such materials.
Six such parish libraries now exist and others are in the making.
Louisiana State University and one of the teacher colleges conduct
a summer course in audio-visual aids each summer and other such
courses would be started if the qualified people were available for
the work. Members of the state department are deeply interested in
the training of teachers in the use of films and plan to hold sec-
tional meetings throughout the state. The State School Administration
is planning a more extensive program during 1949–50.
MAINE
Usage of visual education materials in Maine increases
yearly but there is still a need for increased finances
in order that the audio-visual program may expand.
At the end of 1947 there were about three hundred sound
projectors in the state, the majority of them in schools.
The University of Maine, at Orono, maintains a film
rental library, but due to its small budget some schools
have to order additional films from outside state
libraries.
Audio-visual courses are authorized as an elective in
the State Teachers Colleges and Normal Schools but none
were given in 1948-49. The University of Maine offers
winter and summer training courses and the Extension
Service offers courses in two centers through the Uni-
versity. The State Teachers College at Gorham gave a
course in the summer of 1948 and the State Teachers
College at Farmington is offering a summer course in 1949.
Also, the Edward Little High School, Auburn, Maine, as
the A.V.A. "Pilot School," has combined demonstrations
and clinics with county meetings and other teachers
meetings.
MASSACHUSETTS
In Massachusetts, the State Department of Education, the Exten-
sion Service of the University of Massachusetts, Boston Univer-
sity, and at least six commercial libraries provide rental film
sources.
An increasing number of school systems are establishing audio-
visual departments and the Boston Public Library has a film
library in keeping with its policy of making knowledge available
by all methods.
Possibly 725 teachers or teachers to be receive some type of
training in the use or evaluation of audio-visual materials each
year. The University Extension Service of the State Department
of Education offers courses in four different centers; Boston
University has courses at Boston and in three other centers; the
State Teachers Colleges at Lowell, Salem, Bridgewater, and the
Boston Teachers College all offer audio-visual courses.
At least eight local city school systems maintain their own
libraries and the ten local school systems at Gardner, Hingham,
Braintree, Cambridge, Worcester, Springfield, Holyoke, Haverhill,
Fitchburg, and Newton provide their own audio-visual aids courses
for in-service teachers.
Boston University, which now confers a degree of Bachelor of
Science with a major in Motion Pictures and Visual Aids, conducts
workshops in Audio-Visual Aids and the Massachusetts Teaching
Aids Society Holds monthly meetings.
MICHIGAN
Michigan's proposed plan provides for financial support of a distri-
bution system and for the development of other needed phases of the
field such as the activity of the State Department of Public Instruc-
tion, the training of teachers in visual techniques, and the develop-
ment of local visual aids programs, based on continuing state subsidy.
A legislative appropriation for an audio-visual aids program has been
requested, which might be based, for example, on a per-pupil-per-year
index of $1.50. Since there are over one million pupils in school
attendance in Michigan, an appropriation based on $1.50 per-pupil-per-
year would yield over $1,500,000. Even if much less money than this
amount is obtained, the following allocations could be made according
to the percentages indicated: 15%, to establish and maintain Audio-
Visual Centers in each state teacher training institution; 35%, to
purchase audio-visual materials, and to subsidize and build the distri-
bution system; 10%, to finance the activity of the Division of Audio-
Visual Aids in the State Department of Public Instruction; and 40%, for
reallocation to schools on a per-pupil-per-year basis for personnel,
materials, or equipment involved in a visual aids program.
At the moment, rental film sources in the state include the very large
library at the University of Michigan, one at Michigan State College,
East Lansing, and four commercial film libraries. The University also
has a branch Audio-Visual Department on the Upper Peninsula. There
are two cooperative libraries in Michigan and at least thirteen local
school system libraries are spread throughout the state.
Of these,
Detroit Public School heads the list in Michigan and ranks 36th in the
number of prints available per teacher among midwest city schools.
The State Department and the State Audio-Visual Committee sponsors an
Audio-Visual Conference and five regional conferences. The University,
Wayne University and three state teachers colleges offer audio-visual
courses and all hold summer workshops. Additionally, Metropolitan
Directors of Audio-Visual Instruction Association holds monthly in-
formal meetings so that activity in the state is strong and interesting.
A new addition to the State Department of Education, a director of Audio-
Visual-Radio Education, has recently been named. The purpose of this depart-
ment is to coordinate audio-visual-radio activities throughout the state and
to encourage the use of this media.
In 1948, when the State Director called a meeting of representatives from the
various state teachers colleges for the purpose of formulating recommendations
to be submitted for the establishment of audio-visual-radio courses for teachers
in each of the state teachers colleges, the general recommendations of the
group were:
1.
MINNESOTA
2.
3.
5.
6.
Recommendations for minimum equipment requirements at each center
for the training of teachers.
Recommendations of content to be offered in the various courses.
Recommendations for the establishment of a full-time director's
position and an audio-visual-radio center on each campus to provide
audio-visual-radio service on the campus.
4. Recommendations for the space facilities (both classroom and
laboratory) needed in the teaching of this course.
Recommendations for ordinary classroom space facilities.
Recommendations for the establishment of a basic film library in
each state teachers college.
Among other steps taken by the new State Director are: the preparation of
items of interest in the field for distribution throughout the state; the
demonstration by each Institute Supervisor of the use of filmstrips to all
rural teacher groups; a compilation of a list of audio-visual directors in
the Minnesota schools; and an audio-visual self-survey form prepared and dis-
tributed to all schools.
The film library of the Audio-Visual Extension Service at the University is one
of the large libraries in the middlewest with well over 3,000 prints. Neverthe-
less, there are less than 6,000 prints available to serve Minnesota's 21,000
teachers and half million students. An expenditure of less than $1.00 per pupil
per year would give even the smallest schools access to these teaching materials.
One long established cooperative has been very successful in its service at
Hibbing. Hibbing, incidentally, ranks highest in the midwestern states in its
two prints per teacher ratio of film availability among city school systems.
Sponsored by the University of Minnesota's Audio-Visual Extension Service at
the University in cooperation with the State Department of Education, a work-
shop was held early in 1949 on utilization and selection of materials with
audio-visual consultants from the state in attendance. Other meetings and
workshops are planned throughout the year. Activity in the state has also
stimulated the Audio-Visual Director of the State into organizing a section
of the Minnesota Education Association.
MISSISSIPPI
During the past several years five large cooperative film
libraries have been established in Mississippi. Each
cooperative library is located at a state institution of
learning and each circulates its library among twenty to
twenty-five member school systems. Three of the cooperatives
are housed at the University of Mississippi; the Southern
Mississippi Cooperative is at Mississippi Southern College,
Hattiesburg, and the fifth, the Delta Cooperative, is at
Delta State Teachers College, Cleveland.
There is also a state-maintained film library at Mississippi
State College.
A State Supervisor of Audio-Visual Education holds office
within the State Department of Education. The Supervisor
estimates the number of 16mm. sound projectors being used
in Mississippi Public Schools at 600 and the filmstrip pro-
jectors at 700; 2" x 2" slide projectors, 400; and opaque
projectors, 200.
At the present time emphasis is being placed on the training
of teachers in audio-visual methods so that the audio-visual
equipment within the state may be properly utilized. Pre-
service and in-service teacher training courses are being
offered at the University of Mississippi, at Mississippi
State College, Delta State Teachers College, Mississippi
Southern College and at Blue Mountain College. In addition,
extension courses in audio-visual education are being offered
by the University and by Mississippi State College.
MISSOURI
Missouri has a number of very active audio-visual projects at work within
Film
its borders, providing even the most remote rural areas with films.
rental libraries are maintained at five state institutions of higher learn-
ing: the University of Missouri at Columbia; Northeast Missouri State
College, Kirksville; Northwest Missouri State College, Maryville; Southeast
Missouri State College, Cape Girardeau; and Central Missouri State College,
Warrensburg. In the urban areas there are also at least three large
commercial film libraries.
The Public school systems in the cities of St. Louis, Kansas City, St.
Joseph, Springfield, and Joplin each maintain their own film libraries
and audio-visual departments on annual budgets ranging from $2,000 to
$50,000. The Division of Audio-Visual Education of the St. Louis City
Board of Education is considered an exemplary agency for its methods of
supplying audio-visual materials and guidance to 2,500 teachers of the
system.
The Visual Education Department of St. Louis County has one of the oldest
cooperative film libraries in the country, established in 1932 by seven
school systems. At that time, it had a library of 150 silent films,
1,800
lantern slides and 50 sets of prints and photographs and was, even then,
administered by a full time director at a cost of 25¢ per pupil. Its
Visual Education Fund appropriation for 1948-49 was 75¢ per school child
per year and it now serves twenty school systems and four rural schools.
At the present time a demonstration of film service through public libraries
is being carried on by the Missouri State Library through the use of a
$15,000 Carnegie grant. These funds are being used with matching funds
from eleven participating libraries so that free educational, informational
and instructional sound films and filmstrips reach both the school and
community people of twenty-one counties and one city.
Courses in teacher training are offered throughout the state at the Uni-
versity of Missouri, the five State Teachers Colleges, and by Southwest
Baptist, Washington University, St. Louis University, and Kansas City
University. Stephens College recently conducted workshops for librarians
in the Carnegie program, and has a highly successful on-campus visual
program. The University of Missouri, during the last school year, had
as many as eleven workshops in one day in various parts of the state.
At least six hundred teachers receive in-service or pre-service training
each year, so there is a high standard of utilization throughout the state.
MONTANA
In Montana, where state and local revenues for support of public
schools from kindergarten through grade twelve constitute more than
3.0 per cent of the personal income payments of the population, there
is an active state visual education program. In more densely populated
states such as Connecticut, Illinois and Massachusetts, the revenue
amounts to only 1.5 per cent of the personal incomes of the population.
The large cooperative state film library is located at Helena, supply-
ing visual aids to the schools of the state from the State Department
of Education. The recent legislature appropriated $21,500 for the
The
fiscal year of 1949-50 and $18,500 for the year of 1950-51.
decision in a conference committee of the House and Senate was to give
$21,500 for both years but due to an error the $3,000 drop for the
second year may have to be picked up by a deficiency request to the
next legislature.
At no time in the life of the Film Library has it had so many patrons
requesting so many films so that the library staff is working beyond
the limits of duty at the present time. The State Director hopes to
increase the library this year and has asked that "all average schools
in the state deposit two films each in lieu of rentals or fees," while
"patrons who use film in excess of 150 bookings, should, according to
their means, contribute more than two films at least the equivalent
of the Encyclopaedia Britannica standard."
Great Falls, Billings, Missoula, Helena and Kalispell work with the
state department of Public Instruction in setting up visual programs.
Many smaller schools carry on their own well-directed programs.
Teacher training institutions at Great Falls, Billings, and Dillon
provide pre-service knowledge of materials and equipment for audio-
visual programs. Both the State University at Missoula and the State
College at Bozeman have visual programs.
For a large and thinly populated state, a surprisingly large number
of small rural school districts own equipment and some films and
filmstrips as well as other visual materials. There is an alert
state group of those interested in audio-visual education.
NEBRASKA
The Nebraska Program of Educational Enrichment Through the Use of
Motion Pictures, better known as the Nebraska Project, is evidence
of this state's keen interest in the value of audio-visual materials.
The Project, begun in 1946, is the first prolonged study to deter-
mine techniques of teacher training which will result in more effec -
tive use of films, how films may be used to give pupils learning
experience not otherwise obtainable, and to discover the best means
of getting films from film libraries to teachers.
Working together on the experiment the first year were the University
of Nebraska Teachers College and Extension Division, the State
Department of Public Instruction, the University of Omaha, four
state teachers colleges, and twenty-four secondary schools, with
the entire program decentralized from the University to the state
teachers colleges, at each of which there was an area director sti-
mulating interest in the surrounding schools. A $15,400 Carnegie
grant and assistance from most major educational film producers have
helped carry forward the large scale project. Results of the program
will be given in 1950.
Film libraries exist at the University of Nebraska, the State Teachers
Colleges at Wayne, Kearney, Peru, and Chadron, and the University of
Omaha, two cooperative libraries serve member school systems, and the
public schools of Lincoln, Omaha, and Scotts Bluff maintain their own
libraries.
Pre-service and in-service training courses are given at the Univer-
sity of Nebraska which also has a well established system of audio-
visual workshops, conferences and clinics. This year the University
of Omaha will start such a series.
State estimates place the number of sound projectors in use in the
public schools at 450; filmstrip projectors at 300; 2" x 2" slide
projectors, 350; and opaque projectors at 75.
NEVADA
There is real interest in a program of Audio-Visual Education
in the state of Nevada which extends from the State Superintendent
of Schools to the teachers in the school systems. There have been
plans for several years for the formation of a state audio-visual
department and some provision for financial aid to counties, but
the plan has not yet reached maturity. Plans are now developing
for a large cooperative library within the state and this library
will be in operation by the beginning of the 1949-50 school year.
The schools of Reno maintain their own film library and several
other school systems have started their own libraries. Visual
materials of all types are used wherever possible, however, and
a state survey showed that Nevada schools own sixty-three 16mm.
sound projectors, nine opaque projectors, eighteen 2" x 2" slide
projectors. This indicates that even in this sparsely settled
state 75% of the schools regularly use 16mm. sound films and
15% of the schools use other visual aids.
The University of Nevada offers two courses in Audio-Visual
Education during the summer sessions, one a laboratory workshop
and the other dealing with Theory.
In addition, each year the State Department of Education sponsors
a State Institute which includes a session on Audio-Visual Educa-
tion. The Institute is held at three centers, Reno, Elko and
Las Vegas.
MISSOURI
Missouri has a number of very active audio-visual projects at work within
its borders, providing even the most remote rural areas with films. Film
rental libraries are maintained at five state institutions of higher learn-
ing: the University of Missouri at Columbia; Northeast Missouri State
College, Kirksville; Northwest Missouri State College, Maryville; Southeast
Missouri State College, Cape Girardeau; and Central Missouri State College,
Warrensburg. In the urban areas there are also at least three large
commercial film libraries.
The Public school systems in the cities of St. Louis, Kansas City, St.
Joseph, Springfield, and Joplin each maintain their own film libraries
and audio-visual departments on annual budgets ranging from $2,000 to
$50,000. The Division of Audio-Visual Education of the St. Louis City
Board of Education is considered an exemplary agency for its methods of
supplying audio-visual materials and guidance to 2,500 teachers of the
system.
The Visual Education Department of St. Louis County has one of the oldest
cooperative film libraries in the country, established in 1932 by seven
school systems. At that time, it had a library of 150 silent films, 1,800
lantern slides and 50 sets of prints and photographs and was, even then,
administered by a full time director at a cost of 25¢ per pupil. Its
Visual Education Fund appropriation for 1948-49 was 75¢ per school child
per year and it now serves twenty school systems and four rural schools.
At the present time a demonstration of film service through public libraries
is being carried on by the Missouri State Library through the use of a
$15,000 Carnegie grant. These funds are being used with matching funds
from eleven participating libraries so that free educational, informational
and instructional sound films and filmstrips reach both the school and
community people of twenty-one counties and one city.
Courses in teacher training are offered throughout the state at the Uni-
versity of Missouri, the five State Teachers Colleges, and by Southwest
Baptist, Washington University, St. Louis University, and Kansas City
University. Stephens College recently conducted workshops for librarians
in the Carnegie program, and has a highly successful on-campus visual
program. The University of Missouri, during the last school year, had
as many as eleven workshops in one day in various parts of the state.
At least six hundred teachers receive in-service or pre-service training
each year, so there is a high standard of utilization throughout the state.
MONTANA
In Montana, where state and local revenues for support of public
schools from kindergarten through grade twelve constitute more than
3.0 per cent of the personal income payments of the population, there
is an active state visual education program. In more densely populated
states such as Connecticut, Illinois and Massachusetts, the revenue
amounts to only 1.5 per cent of the personal incomes of the population.
The large cooperative state film library is located at Helena, supply-
ing visual aids to the schools of the state from the State Department
of Education. The recent legislature appropriated $21,500 for the
fiscal year of 1949-50 and $18,500 for the year of 1950-51. The
decision in a conference committee of the House and Senate was to give
$21,500 for both years but due to an error the $3,000 drop for the
second year may have to be picked up by a deficiency request to the
next legislature.
At no time in the life of the Film Library has it had so many patrons
requesting so many films so that the library staff is working beyond
the limits of duty at the present time. The State Director hopes to
increase the library this year and has asked that "all average schools
in the state deposit two films each in lieu of rentals or fees," while
"patrons who use film in excess of 150 bookings, should, according to
their means, contribute more than two films at least the equivalent
of the Encyclopaedia Britannica standard."
Great Falls, Billings, Missoula, Helena and Kalispell work with the
state department of Public Instruction in setting up visual programs.
Many smaller schools carry on their own well-directed programs.
Teacher training institutions at Great Falls, Billings, and Dillon
provide pre-service knowledge of materials and equipment for audio-
visual programs. Both the State University at Missoula and the State
College at Bozeman have visual programs.
For a large and thinly populated state, a surprisingly large number
of small rural school districts own equipment and some films and
filmstrips as well as other visual materials. There is an alert
state group of those interested in audio-visual education.
NEBRASKA
The Nebraska Program of Educational Enrichment Through the Use of
Motion Pictures, better known as the Nebraska Project, is evidence
of this state's keen interest in the value of audio-visual materials.
The Project, begun in 1946, is the first prolonged study to deter-
mine techniques of teacher training which will result in more effec-
tive use of films, how films may be used to give pupils learning
experience not otherwise obtainable, and to discover the best means
of getting films from film libraries to teachers.
Working together on the experiment the first year were the University
of Nebraska Teachers College and Extension Division, the State
Department of Public Instruction, the University of Omaha, four
state teachers colleges, and twenty-four secondary schools, with
the entire program decentralized from the University to the state
teachers colleges, at each of which there was an area director sti-
mulating interest in the surrounding schools. A $15,400 Carnegie
grant and assistance from most major educational film producers have
helped carry forward the large scale project. Results of the program
will be given in 1950.
Film libraries exist at the University of Nebraska, the State Teachers
Colleges at Wayne, Kearney, Peru, and Chadron, and the University of
Omaha, two cooperative libraries serve member school systems, and the
public schools of Lincoln, Omaha, and Scotts Bluff maintain their own
libraries.
Pre-service and in-service training courses are given at the Univer-
sity of Nebraska which also has a well established system of audio-
visual workshops, conferences and clinics. This year the University
of Omaha will start such a series.
State estimates place the number of sound projectors in use in the
public schools at 450; filmstrip projectors at 300; 2" x 2" slide
projectors, 350; and opaque projectors at 75.
NEVADA
There is real interest in a program of Audio-Visual Education
in the state of Nevada which extends from the State Superintendent
of Schools to the teachers in the school systems. There have been
plans for several years for the formation of a state audio-visual
department and some provision for financial aid to counties, but
the plan has not yet reached maturity. Plans are now developing
for a large cooperative library within the state and this library
will be in operation by the beginning of the 1949-50 school year.
The schools of Reno maintain their own film library and several
other school systems have started their own libraries. Visual
materials of all types are used wherever possible, however, and
a state survey showed that Nevada schools own sixty-three 16mm.
sound projectors, nine opaque projectors, eighteen 2" x 2" slide
projectors. This indicates that even in this sparsely settled
state 75% of the schools regularly use 16mm. sound films and
15% of the schools use other visual aids.
The University of Nevada offers two courses in Audio-Visual
Education during the summer sessions, one a laboratory workshop
and the other dealing with Theory.
In addition, each year the State Department of Education sponsors
a State Institute which includes a session on Audio-Visual Educa-
tion.
The Institute is held at three centers, Reno, Elko and
Las Vegas.
NEW HAMPSHIRE
In New Hampshire, the number of films used by the schools of
the state has more than doubled within the last two years.
Three years ago the State Department of Education and the
Audio-Visual Department of the General Extension Service at
the University of New Hampshire merged their facilities in a
new Audio-Visual Center, housed at the University at Durham.
The services of the Center provide rental films to all the
schools of the state and outside of the state as well.
Interest in the use of visual materials increases each year
and attendance of teachers is high at the clinics sponsored
by the University of New Hampshire. In 1948 the clinics were
given in five areas. The University also holds an annual
Conference in April of each year and the New Hampshire Audio-
Visual Association's yearly meeting attracts participants
from the entire state.
Training courses are given each year at three or four differ-
ent centers by the University, including the recently estab-
lished course at Plymouth, sponsored jointly by the University
and the Teachers' College. About 265 teachers are currently
receiving instruction each year in audio-visual methods.
NEW JERSEY
The state of New Jersey has long been very active audio-visually
throughout all the levels of the educational system. Rental film
sources include a large commercial library and the State Museum, the
latter functioning under the State Department of Education. A bill
recently introduced in the state assembly would insure that "A
minimum of ten cents per pupil enrolled in the public schools of New
Jersey shall be appropriated annually to the Division of the State
Museum in the State Department of Education, for the purpose of
development and maintenance of an audio-visual program".
There are at least sixteen cooperative film libraries shared by the
smaller school systems in the state. All types of audio-visual aids
are correlated with library books and distributed through over one
hundred agencies by the Morris County Free Library.
The six State Teachers Colleges at Trenton, Upper Montclair, Newark,
Glassboro, Jersey City, and Paterson usually offer courses in audio-
visual work, while both Rutgers and New Brunswick College for Women
give some time to audio-visual in pre-service and in-service teacher
training. The fourth annual Institute of Audio-Visual Instruction
ran for seven weeks at Glassboro, organized and conducted by the
college in collaboration with the South Jersey Association of A. V.
Aids and the New Jersey Visual Education Association.
Activity is constant throughout the state. In March, 1949 the New
Jersey Visual Education Association met with the Bergen County
Elementary Principals Association and will meet again with the N. J.
Education Association in the Fall, plus one meeting at Rutgers which
was held in May. The South Jersey Association of A. V. Aids, found-
ed in 1947, held four 1948-49 meetings at Collingswood, Vineland,
Pleasantville and Glassboro. Public library certificate candidates
may take a summer audio-visual course at New Jersey College for Women
and State Teachers College at Trenton during 1949 with winter extension
courses set up under the University College Division of State Univ-
ersity at Rutgers.
G
Sig
The Newark Board of Education has a very fine audio-visual division
and the Film Councils at Newark and Summit are enlisting the interest
of the adult community in use of audio-visual techniques. The Newark
Visual Bure. u is combined with the Board of Education and Public
Library and is one of the most successful instructional materials
Centers in the Eastern Region.
NEW MEXICO /
Under the direction of the State Department of Education, an audio-
visual program is being formulated and activated.
In 1949 a Department of Audio-Visual Aids under the Department of
Education was set up, with a director. A State Library of films and
other visual aids will be established. Distribution of materials
will be through the institutions of higher learning, most of which
now offer audio-visual education courses. Such courses have been
offered to teachers at the State University, the State College of
A. and M. A., The Teachers' Colleges at Los Vegas and Silver City,
and at Eastern New Mexico College at Portales. All have been well
attended.
Local school administrators will be encouraged to budget for salary
and expenses for the hiring of competent directors for their pro-
grams,
and for the rental and purchase of audio-visual aids for their
local needs and possibilities.
The state institutions of higher learning mentioned above have all
started the nucleus of a film library. Catalogs of the films com-
prising these libraries are issued by the individual institutions.
Some audio-visual equipment is available for rental through the
Colleges' Extension Divisions.
Individual teachers and schools over the entire state have already
made a great deal of use of audio-visual aids, although they have
been somewhat hampered due to lack of proper facilities and sources
of supply on films, etc. It has been generally accepted over this
state, however, that teaching by audio-visual means is no longer
a fad, and a very concerted effort is being made to bring the
present system up to standard within the next two or three years.
This year a $450,000 bill was passed by the state legislature for
teaching materials. $40,000 of this amount will be used to start
three beginning Film and Filmstrip libraries in State Institutions
of higher learning for distribution to nearby schools and for use
in their own teacher training programs.
NEW YORK
In the densely populated state of New York the average personal income
per child of school age is $10,742, or $4,000 more per child than the
average for all states, according to the survey of the Council of State
Governments. Nevertheless, the schools of the state as a whole do not
expend as great a percentage of their educational funds for audio-visual
materals as other states. There are, however, numerous groups of audio-
visual minded educators who increase, each year, by their work and good
teaching practices, the knowledge that such materials are valuable.
New York City, of course, is the home of many commercial libraries and
producers of equipment and accessories. It has the fine library and
program of the American Museum of Natural History, the New York City
College library and courses in the use of films by industry, the research
work of Columbia University, an active Film Council, a Board of Education
with an established audio-visual program, as yet not adequately financed,
and others too numerous to mention.
The active New York State Audio Visual Council holds both winter and
"Bend every
summer meetings. One of their recent resolutions was:
effort to improve the teacher training program by encouraging all
institutions training teachers to include experience and training in
the use of audio-visual materials as part of every student's program."
Recent legislation allocated funds for a New York State University while
the New York State Education Department started an experimental library
in 1948 and the State Division of Adult Education and Library Extension,
the State Departments of Commerce and of Health all have film libraries.
Syracuse University in 1947 established the position of Coordinator
of Audio Visual Service, which included duties of instruction of classes
in audio-visual education. This instruction is now being expanded to
provide beginning courses for all students planning to teach and pro-
duction courses. The Educational Film Library at Syracuse was establish-
ed in 1937 as a cooperative service for approximately twenty schools,
and reorganized in 1941 into a rental film library.
Cooperative libraries operate at five state teachers colleges, and there
is one county cooperative library at Middletown, New York. The Catholic
Dioceses of Rochester and Buffalo both have cooperative libraries.
The Boards of Education of at least seventeen cities or towns in the
state maintain their own audio-visual libraries while in Rochester the
Board of Education and the Public Library both have libraries, the
latter operating on a $10,000 per year audio-visual endowment fund.
NORTH CAROLINA
In North Carolina, a film library serving the schools of the entire
state is operated by the Bureau of Visual Education of the Extension
Division, University of North Carolina, at Chapel Hill, as part of
the Communication Center established at the University. The Bureau
circulates audio-visual materials to administrative school units by
truck delivery service and a mailing rental service.
This audio-visual aids delivery service operates on a "film unit"
system, a method of determining the rental rate of a film in relation
to its original cost to the film library. This enables the Bureau
to serve the public schools on a non-profit basis. The 1949-50
services include three plans of unit booking: the first recommended
for large school administrative units, and ammunting to approximately
166 titles per year; the second recommended for small school units
with approximately eighty titles per year; and the third, recommended
for individual schools on a cooperative basis involving a minimum of
three participating schools. The latter provides the delivery of
approximately fifty titles per year. Deliveries are made approximately
twice a month at a central point in the area served.
In addition to this state service, at least thirty-seven county and
city school systems maintain their own basic libraries throughout the
state, on annual budgets ranging from $750 to $7,500.
The University of North Carolina's summer session offers teacher
training courses in audio-visual theory and methods with workshop
features, as does the Women's College of the University. Courses
are also offered at the Western Carolina Teachers College at
Cullohwee. Through the Extension Division eight hours of non-credit
in-service training are offered to all film library subscribers.
An Audio-Visual Meeting is part of the yearly program of the NCEA
at Ashville.
NORTH DAKOTA
Within the last two years the schools of North Dakota have
shown an increasing interest in establishing visual education
programs. Individual school systems in small towns have been
acquiring filmstrip libraries of their own while some of the
larger towns purchase sound films or have programs in which
they use rental films.
The North Dakota State College at Fargo has a film library
available to anyone who wishes to rent films.
The State Department of Health at Bismarck maintains a
library of health subjects which are available to any educa-
tional institution in the state without charge.
The State Game and Fish Department also has a library on
Game Life and films of similar interest. These films are
available to any educational institution or civic group at
a small charge.
In Fargo, the public schools have established their own film
library.
Teacher training in the use of audio-visual aids is in great
demand and the State Teachers College at Minot now holds a
regular summer session workshop.
OHIO
In Ohio a Division of the State Department of Education, the Ohio
Slide and Film Exchange is the central library maintained to serv
all schools in the state. Located in Columbus, the Slide and Wil
Exchange has a large library of over 12,000 prints on 4,000 su?
jects which serve all of Ohio's schools on a basis of two films
Funds for maintenance of the
per week per 1,000 pupil enrollment.
Exchange are secured from 50% of the Censorship Fees on entertain-
ment motion pictures, after deducting expenses, and average approxi-
mately $90,000 yearly. The cost to the 3,500 schools served by the
Exchange is transportation charges plus an insurance fee. Daily
shipments of about 800 reels are made.
One of the finest contributions of the state Exchange has been the
creation of an awareness of the value of visual materials through-
out the schools of the state. Even the three or four commercial
film libraries in the state and resources of the million dollar
state Exchange are not sufficient so that approximately thirty city
Ohio University,
school systems maintain their own basic libraries.
at both Athens and Columbus, Mount Union College, Heidelberg College,
Kent State University, Bowling Green University and the University
of Akron all have film libraries, as does the Catholic Diocese of
Toledo and the Public Libraries of Cleveland, Cincinnati and Akron.
The community use of films sponsored by the Cleveland Public Library
is an outstanding program, leading to its choice as one of the
research project centers financed by the Carnegie Foundation.
There is a very high percentage of in-service and pre-service
teacher training in the use of audio-visual materials with Ohio
State University, Kent State University, Miami University, Ohio
University, Bowling Green State University, Western Reserve
University, Toledo University, Akron University, Youngstown College,
Cincinnati University, and Wittenberg College all offering courses.
At least five of these institutions offer summer workshops as well.
A fine program within the state which should be mentioned is the
Audio
Youngstown, Ohio joint project whereby the Director of the
Visual Education Department of the Public Schools and the Coordinator
of the Family Life Education Program for the city have set up study
groups in Family Life Education. Films selected are chosen with a
two-fold purpose, first, to be of interest to boys and girls, and
second, to be of interest to their parents, and their proper use
develops a closer understanding between adolescents and adults.
OKLAHOMA
In its initial year, Oklahoma's Audio-Visual Education program laid a
foundation for the extensive use of instructional films.
The program,
carefully planned, was activated without delay following the 1947
Legislature's appropriation of $125,000 for audio-visual education.
Thousands of teachers, students and adults have benefited from this p
gram. Recommendations for an expanded program for 1949-50 and 1950-51
were made to the 1949 Legislature which resulted in the passing of a bi
appropriating $200,000 for the forthcoming two and a half year period.
With films as the basis for the program, more than $100,000 of the 1947
appropriation was assigned for purchase. Of this, $40,000 went for films
assigned to eight state regional libraries. These films were processed
at the State Film Depository at the University of Oklahoma and were in
circulation within two weeks after their receipt by the state college
regional libraries. On a matching basis, $68,000 was assigned for the
establishment of county or school district libraries, in amounts not to
exceed $1,000.
The 1949 appropriation gives $45,000 for the state regional libraries
which now number nine, since the inclusion of Panhandle A. & M. Directors
of these regional libraries circulate films, serve as members of an
Advisory Committee to the state coordinator, conduct audio-visual classes
at the state colleges where the libraries are located, and promote in-
service education programs in their area.
The state matching funds for county and school district libraries have
been increased to $134,680, with the figures at $1,000 for county libraries
$1,000 for a school of one to fifty teachers, $2,000 for a school of fifty-
one to two hundred and fifty teachers, and $3,000 for a school of over two
hundred and fifty teachers. The library material to be purchased includes
16mm. films, filmstrips and slides. Under the program, each county superin-
tendent or school superintendent also develops an in-service education
program for the teachers under his jurisdiction.
Showing an increase of over 150% during the first two years of the program,
Oklahoma schools now own more than 1,100 film projectors and 823 filmstrip
projectors. Thirty-eight county film libraries and sixty school district
libraries have been established and sixty-four of the seventy-seven counties
in the state now have either a regional, county, or school district library.
The training of teachers in the use of visual materials was included from
the beginning of the program so that regional state college libraries and
the University department conducted forty audio-visual clinics during the
first two years attended by 5,175 teachers.
Courses are now being offered in ten institutions of higher learning. Four
hundred students took the courses in 1946-47 and 1,000 took the courses in
1947-48. With more than 1,200 schools in the state using films from the
regional and county libraries and more than 500 cooperative members of local
film libraries, continued improvement in utilization techniques is assured.
OREGON
The use of audio-visual materials in the schools of Oregon has
more than tripled within the last few years. According to the
Visual Instruction Director of the Oregon State System of Higher
Education, there are at least four times as many motion picture
projectors owned by Oregon schools as there were a few years ago.
Most cities are well equipped in the elementary and secondary
schools.
The instructional materials center located at Oregon State College,
under the Department of Visual Instruction, State System of Higher
Education, is a resource center where teachers may get help in
obtaining visual aids for classroom use. An in-service training
program carrying regular credit in audio-visual education was
utilized by more than 700 teachers during 1947 and 1948. In 1949
evening classes for in-service teachers were offered in Salem and
Portland.
Oregon State College, Corvallis; University of Oregon, Eugene;
Eastern Oregon College of Education, La Grande; and Southern Oregon
College of Education, Ashland, all gave summer session courses in
visual education this year.
In addition, upon the request of the local school district, the
Oregon State College Department of Visual Instruction arranges
workshops in communities throughout the state. Approximately ten
such workshops were held during the 1948-49 school year.
It is
estimated that approximately 2,000 teachers are receiving instruction
annually.
In cities such as Portland, Salem and Eugene, the public schools
maintain their own film libraries as do four or five of the county
systems.
In some areas, like Clackamas County, the local film council, the
PTA's, and the county book library are active in stimulating interest
in visual education for both schools and community.
PENNSYLVANIA
Four years ago the Commonwealth of Pennsylvania re-established a
state directorship of Audio-Visual Education in the State Depart-
ment of Public Instruction, known as the Division of Audio-Visual
and Radio Education.
The state has a long and active record of the use of visual
materials in its schools. For over a decade, Pennsylvania has
required a two-hour course in audio-visual education for permanent
certification as a teacher in the state. Practically all colleges
and universities in the state offer the required course.
In 1949,
sixty-three institutions of higher learning in the state offered
such a course so that approximately 12,000 teachers or prospective
teachers are receiving some audio-visual training each year.
School districts get legislative appropriations for their general
funds but not for specific programs such as visual education, nor
for specific supplies and equipment. Schoolboards make their own
budgets independent of municipal authorities. At the beginning of
the fiscal year each school district submits its budget to the
State Department of Public Instruction, and at the end of the year,
its financial report. There are 2,600 school districts in the
state.
There are five large commercial library sources for educational
film rentals within the state, and rental libraries are established
at Pennsylvania College for Women, Bucknell University, Pennsylvania
State College, Indiana Teacher College and Millersville Teachers
College.
There are five cooperative libraries, and many city school systems
have their own libraries, maintained on budgets ranging from
$300 to $10,000 annually.
RHODE ISLAND
In 1947 the Rhode Island Director of Education set up
a committee to survey the state's needs in audio-visual
education, and, in his report to the legislative and
budget groups, called for major improvements in the staff
and facilities of the State Office of Education, including
some services in the field of audio-visual education.
In 1949 the State Department of Education in Providence
received $10,000 in state funds for the establishment of
an Audio-Visual Aids Department and Library.
Throughout the state individual school systems have
started their own libraries with whatever funds they
could make available. The public schools of Pawtucket
and those of Providence both maintain libraries of more
than fifty reels. Providence College, Brown University,
and the Rhode Island State College at Kingston each own
some films.
University extension courses in the use and evaluation
of audio-visual materials are provided by the State
Department of Education at Rhode Island College of
Education and other centers. It is estimated that 130
teachers and prospective teachers receive training annually.
SOUTH CAROLINA
The Film Library of the Bureau of Visual Aids, Extension
Division, University of South Carolina at Columbia,
started in 1936 with fifty ERPI films and one sound pro-
jector and served about fifteen schools. Under the aegis
of the Director of the Extension Division the library
has continued to grow so that it now gives rental service
to approximately 600 audio-visual users both in South
Carolina and other states.
The city schools of Columbia and the Cooper River School
District have their own film libraries and budgets, while
many of the small systems in the state have started
libraries of sound films and filmstrips.
Summer session courses in audio-visual education were
offered in 1949 at the University of South Carolina and
at Benedict College for Negroes.
An excellent program of in-service teacher training is
being carried on by the Extension Division of the Univer-
sity through some five or six courses in outlying cities.
These classes usually have an enrollment of forty-five
to sixty teachers, training an estimated 1,000 to 1,200
teachers yearly, and cover the fundamentals of the use
of audio-visual aids in teaching.
SOUTH DAKOTA
South Dakota continues to show increasing interest in
visual education each year. In this state, as in others
with widely separated small school systems, the coopera-
tive film library has helped solve the budgetary and
distribution problem.
S
There are five cooperative film libraries functioning at
regional points in South Dakota. They are the State
College Cooperative Film Library at Brookings; the Northern
Normal Cooperative at the State Teachers College at Aber-
deen; the Southern Normal Cooperative at Springfield; the
West River Cooperative located at Black Hills Teachers
College in Spearfish; and the Cooperative at the University
of South Dakota, Vermillion. The University Film Library
is also a rental library.
The Aberdeen Library has thirty-one participating school
systems; that at Brookings has twenty members; Spearfish,
seventeen members; the Southern Cooperative at Springfield,
twenty members; while twenty-one school systems are members
of the University library at Vermillion.
TENNESSEE
The State Department of Education in Tennessee makes available educa-
tional films to the public schools in order to stimulate the proper use
of films as an integral part of regular classroom instruction, states
the Educational Films publication of the State Department of Education.
At the end of 1948 the State Department had spent nearly $25,000 to
purchase more than 550 prints of 115 educational film subjects for loan
on a block basis to counties and cities. These films are lent for one-
month periods in order to give schools a long enough time to realize
the value of having films when needed and so encourage local library
establishment. Films are not sent to individual schools directly, but
are circulated through county and city superintendents of schools.
The University of Tennessee at Knoxville has a rental library of more
than 1,500 educational films available. The University has three
branch libraries located at Knoxville, Nashville and Martin. The state
also has two large commercial film rental libraries located in Memphis
and Chattanooga, while the Tennessee Department of Conservation makes
a number of films available to individual schools.
The State Department of Education encourages the establishment of local
film libraries wherever feasible. At the local level, up to 25% of
$1.90 per pupil may be used to establish a local library or purchase
audio-visual materials. Part or all of the forty cents per pupil allo-
cation for health service may be used to purchase audio-visual materials
on health. This provision applies to ninety "equalizing" counties and
the independent districts within them. The five counties not included
in this program are Shelby, Hamilton, Knox, Polk and Davidson.
Five city school systems maintain their own film libraries, as do thirteen
county systems. Budgets for these range from $750 to $15,000 annually.
Many audio-visual teacher training courses are given in the state. The
University of Tennessee and Peabody College offer courses during the
regular and summer sessions. Memphis State College conducts both on- and
off-campus workshops which devote some time to audio-visual aids, and so
does the Middle Tennessee State College, using teacher-training films and
films owned by the college's demonstration school. Austin Peay State
College holds audio-visual courses during the regular and summer sessions
and off-campus workshops. Tennessee Polytechnic Institute, like Memphis
State College, conducts methods workshops which give time to A. V.
Bethel College, McKenzie and David Lipscomb College, Nashville, and the
University of Chattanooga all offer courses from time to time.
State conferences which carry yearly sections in A. V. are the con-
ventions of the Tennessee Education Association and the Eastern Tennessee
Education Association.
J
TEXAS
The 1949 Legislature passed the Gilmer-Aiken program which provides
a new state Board of Education, greater benefits for teachers, and
encourages them to further training.
The audio-visual teacher training program grows each year with many
colleges and universities offering courses and local audio-visual
directors conducting in-service training programs. Teacher training
is a problem in Texas which has approximately 9,500 schools and
46,500 teachers in its 254 counties.
The State Department of Education in Austin has a large film library
which recently distributed to about twenty metropolitan centers for
temporary deposit in an effort to get state interest in audio-visual
materials and an evaluation of the best systems of film distribution.
There are several large commercial rental libraries in the state,
while rental libraries exist at the University of Texas; Sam Houston
State College, Huntsville; Texas State College for Women, Denton;
West Texas State College, Canyon; Texas Tech, Lubbock; Abilene
Christian College; East Texas State College, Commerce; Baylor Uni-
versity, Waco, and the Dallas Public Library.
For a good many years cooperative libraries have flourished in some
areas, while many local, city, and county systems and some colleges
and universities have established their own libraries.
At least seventeen colleges and universities offer pre-service and
in-service teacher training in the evaluation and use of audio-visual
materials, but as yet there is no statewide unification of teacher
training in visual education.
In 1948 an interesting program was initiated by the State Board of
Vocational Education whereby the Vocational Board supplied visual
materials for veterans' training programs on a matching basis after
demonstrations by specialists in all sections of the state. Another
exceptional program is that of the Dallas Public Library which
started in 1942 with six films and has grown until today the library
is able to supply a member borrower with up to one and one-half
hours of film a week at an annual fee of $5.00.
UTAH
According to the report of the Council of State Governments,
Utah spends more than 3% of the personal income payments of its
citizens for support of public schools from kindergarten through
grade twelve, compared with less than 1.5% spent by more densely
populated states. Educationally aggressive, the schools of the
state have shown keen interest in the use of audio-visual aids.
The University of Utah at Salt Lake City, Brigham Young University
at Provo and the Utah State Agricultural College at Logan have
large rental libraries and carry on excellent training programs.
The University operates on a budget of approximately $5,000 to
$10,000 yearly.
Each of these three institutions give some pre-service teacher
training on campus, while all in-service training is handled
through extension courses. The University of Utah is the only
institution in the state offering graduate courses in evaluation
and utilization of audio-visual materials.
Last year the University of Utah held one graduate seminar and
a one-week workshop on the production of visual materials;
Brigham Young University sponsored a two-week workshop as part
of the regular summer instructional course and the State Agri-
cultural College also conducted a workshop on the preparation
of visual aids during the first term of the summer session.
In 1948 the University of Utah gave audio-visual training to
about 1,000 teachers and prospective teachers; Brigham Young
University to about 240; and Utah State Agricultural College
to about 200.
A recent survey of the state showed that an estimated 30% of
the schools of Utah use the 212 sound 16mm. projectors and the
250 filmstrip projectors owned by the public schools.
VERMONT
Vermont has one large film rental library, the Vermont
Film Service, Fleming Museum, University of Vermont,
Burlington, a joint project of the State Department of
Education and the University of Vermont.
Although there are no adequate libraries established
as cooperatives or maintained by individual city or
county school systems, most institutions of learning
use visual aids in teaching to some degree and a good
many own some sound and silent films and filmstrips.
Courses in audio-visual aids are offered by the Uni-
versity of Vermont, the State Teachers College, Lydon-
ville, the State Teachers College, Castleton, and the
State Department of Education through its Preview
Committees. There is a workshop at the University of
Vermont's summer course in audio-visual aids, and the
Vermont Audio-Visual Association meets annually in
Burlington at the time of the State Teachers Annual
Conference.
VIRGINIA
State support of audio-visual education in Virginia began in 1940 when
a total sum of $60,000 for an initial two year period was allocated by
the state.
Six film libraries, or regional centers, were established -- one within
the State Department at Richmond, four at the State Teachers Colleges,
and one at the University of Virginia. Each college receiving these
deposit libraries was required to supply a member of its staff, with
clerical help, to handle distribution, and to be in charge of teacher
training in the region served. The state required each person in charge
of a regional library to take a six-month training course, at state
expense, in colleges approved by the State Department.
In 1942 the name of the "Audio-Visual Education Department" was changed
to "Bureau of Teaching Materials," and it was put within the Division
of School Libraries and Textbooks. At this time the State Department of
Education instituted a policy of further decentralizing sources of supply
of visual materials to the schools by encouraging the larger cities and
counties to establish their own film libraries through a matching arrange-
ment with the state. Under this plan five new city and county libraries
were established each year. The matching plan was on a three-year basis,
under which the state put up $1,000 and the local system $1,000 in the
first year, the state $500 and the local system $1,000 the second year,
and the state $250 and the local system another $1,000 in the third year.
In 1945 the Virginia General Assembly appropriated $1,112,530 for audio-
visual materials. It provided for the purchase at $2.00 per enrolled
pupil of maps, globes, charts, projectors, slides, films, and "such
audio-visual teaching aids as shall be determined by the State Board of
Education and the Governor." The bill further provided for an equality
of opportunity to the enrolled pupils in each county, city, and town.
During 1947 a total of 2,368 teachers in pre-service or in-service
status received credit for audio-visual training. Registered for motion
picture service with the Bureau of Teaching Materials were 1,332 schools
as contrasted with 520 schools in the previous year. During the past
three years the use of audio-visual materials in the instructional
program of Virginia public schools has increased by more than 400%.
Emphasis on better utilization and more classroom use of films continues.
WASHINGTON
Interest in audio-visual materials and methods is high in the state.
In addition to the commercial film libraries the Central Washington
College of Education, Ellensburg, and the State College of Washington,
Pullman, have large rental libraries. The University of Washington is
starting a film collection which is primarily for on-campus use but
which will be made available to secondary schools on a rental basis.
Many city and county school systems have excellent libraries of visual
materials and programs, for example, King County schools, with audio-
visual equipment in every school in the system; and the Odessa public
schools, with a three-year old audio-visual program which is so well
integrated into the schools' services that they serve as demonstration
centers.
Annually, the Tacoma and Pierce County schools present an Audio-Visual
Education Review which is an outstanding two-day demonstration of the
variable uses of visual aids in teaching. Cowlitz County, Snohomish
County and Spokane County schools also have their own film libraries.
City systems which have appropriations for audio-visual education from
$1,000 to $15,000 are Seattle public schools, Renton public schools
and the Spokane, Walla Walla and Bellingham public schools.
About 4,000 teachers and teachers-to-be take some audio-visual training
each year through the on-campus instruction or extension classes of
the State College of Washington, the Central Washington College of Education,
the Eastern Washington College of Education and the University of Washington.
All of these institutions also offer summer courses in visual education.
A conference in Olympia, Washington, November, 1947, at the invitation
of the State Superintendent of Public Instruction resulted in recommenda-
tions for a state-wide program for instructional materials. A Consultant
on Instructional Materials was appointed to the State Department staff
in 1948. Up to the present time his work has been the appraisal of
the book library facilities of the local school districts and suggesting
necessary improvements to bring them up to state standards. An evaluation
of the entire teaching materials program may come in the future.
キング
​WEST VIRGINIA
County film libraries financed on a cooperative basis serve many
of the schools of West Virginia, while the West Virginia University
library at Morgantown rents films to the entire state, and the
State Department of Health has available a library of health subjects.
The Cabell County Board of Education maintains a film library at
Huntington for which the cooperating member schools pay 25¢ per
pupil per year. The library's material is limited to the use of
members, with the exception of twenty-five subjects which were
donated to the library for county-wide use.
The Wood County film library at Parkersburg started as a ten-school
cooperative and is now operated by the County office for county.
wide use.
In Kanawha County the Board of Education maintains a large library
for county use only and also has a 16mm. sound projector, a film-
strip projector, recording equipment, cameras and records for
distribution.
Other county film libraries include those in Ritchie County, Marion
County, Preston County, Mingo County, Brooke County and Mercer
County. Some of these libraries are without supervision or funds
for expansion or maintenance but are endeavoring to alter these
conditions.
Concord College at Athens and Marshall College at Huntington both
have small film libraries used for demonstration work in their
training schools. These libraries are supplemented by rented
materials.
Courses in audio-visual instruction are offered by West Virginia
University, Fairmont State College, Concord State College, Shepherd
State College and West Virginia Wesleyan College. In 1948 approxi-
mately 500 teachers or prospective teachers received training in
this area, while in 1949 summer enrollments at West Virginia Univer-
sity alone had mounted to 251.
WISCONSIN
The state program is spearheaded by the Bureau of Visual Instruction
at the University of Wisconsin, which provides audio-visual teaching
materials and allied services within the nineteen subject areas in
the elementary, intermediate, junior and senior high schools, as well
as in the adult education area.
The bureau works closely with teachers. During the current year 850
teachers, representing various departments of the NEA in Wisconsin,
participated in previews to select films for purchase.
The University of Wisconsin library exceeds the 8,000 film mark, and
has a rental turnover of only sixteen school days per print. During
the spring months of the current year an average of 476 films were
sent to the schools of Wisconsin each school day.
Five commercial film libraries also rent films to state schools. There
is one cooperative library, while at least eight other libraries of
more than fifty reels are owned and used by city school systems. Among
these, the Milwaukee Public Library has a six year old film department
offering many community services through the use of its 1,200 sound
films, 115 filmstrips and 2,200 educational recordings.
An active factor in Wisconsin is the Department of Audio-Visual
Instruction, organized in 1948 as a division of DAVI of the NEA. Its
first project was a survey to determine the present status of equip-
ment and utilization procedures in the state. Questionnaires to 1,500
public elementary and secondary schools brought returns indicating
that 87% of pupils are receiving instruction with sound motion
pictures. Seventy-three and seven-tenths percent of the teachers in
the schools reporting are using sound films in instruction -- - 82% of
the teachers in schools of from 201-500 enrollment, 69% in larger
schools. Practically all schools reporting own a 16mm. sound pro-
jector and filmstrip projector, the size of the school notwithstand-
ing. Nearly 16,000 filmstrips are owned in Wisconsin schools at the
present time, more than 25% of which have been purchased in the past
year.
WYOMING
Visual education is utilized at all levels of public
school instruction in Wyoming. Like other Western
states with large areas and sparsely settled populations,
Wyoming does not have large school systems which are
readily adaptable to film library maintenance.
The largest film library in the state is maintained at
the University of Wyoming, as a cooperative library with
fourteen school districts as participating members. Many
schools in rural areas also have filmstrip libraries and
rent films for their audio-visual education.
}

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