DATE:     January 1, 1979


TO:    GSLS Alumni Group, Scholarship Committee


FROM:   Diane N. Nahl



I.        Goals in the Library Profession:


I am pursuing interdisciplinary graduate studies in social psychology and library science in order to study the information needs of the com–munity. My social science background is research oriented and I am keenly interested in the use of libraries as educational facilities to enhance the literacy skills of community members. I feel that libraries should become more involved in organizing the information in the community in order to strengthen our ties to the past and preserve the future, and I feel that the professional librarian should be the educator in this process. Through working in both teaching and in library situations I have been fascinated by the delight that people express when a new learning is ac–complished, and I believe that it would be of great benefit to our com–munity to make this sense of contact with knowledge more and more available in our libraries through our librarians.


The Daily Round Archives (DRA) project that I am currently involved in represents a new type of library facility, and thus a new area, which de–mands the knowledge, and expertise of a librarian. The project is described more fully below. As computers are playing more and more of a role in the functions libraries currently serve, I see two likely areas of appli–cation. One area represents consolidating library resources via networking and computerized retrieval systems; the other area centers around improving libraries as educational resources. My research focus is on the develop–ment of a computer based educational library facility used by students of Social Psychology 222. I am planning a thesis for my MLS degree which will address the role the librarian plays in community educational areas such as this.


II.        Professional Commitment:


In order to better serve the real needs of the public and to gain an understanding of the tools a librarian has to work with, I am engaged in a systematic program of learning about all aspects of libraries and how they can serve the community. During my first year as a GSLS graduate student I was fortunate to experience several areas of librarianship.


I was familiarized with materials in the stacks through my partųtime work for Dr. Berninghausen and Dr. Harry Uyehara of the GSLS for whom I inventoried holdings in special areas to determine book order needs. Through this process I learned the practical problems that a library user encounters, particularly, how the titles of the cataloguing system help the user to profitably extend the particular topic he starts with.


I was fortunate for my subsequent job to be chosen as an intern at the Humanities and Social Sciences reference desk at Hamilton Library under the supervision of Mrs. Rachel Liang. This partųtime work gave me an especially favorable position from which to observe and deal with the dayųtoųday scholarly needs of library users. Through this experience I have become more aware of the unique opportunities that librarians have as educators.


During the past three years I have volunteered my services on a pro–ject in social psychology under the direction of Professor Leon A. James of the Psychology Department at the University of Hawaii. This project is known as the Daily Round Archives and to data has received no funding. However, in the Fall 1978 semester I qualified as a workųstudy student and thus am able to work partųtime (10 hours per week) in the DRA. This project represents an educational facility for students in social psychology, which gives them an opportunity to study themselves and their community as well as learn indexing skills related to this study. I have worked in many capacities during its development, currently in helping to develop an in–dexing and cataloguing system for the specialized data in the DRA, super–vising indexing work done by students, helping to develop forms for „keeping trackš of community information. As well, I have been volunteering as a partųtime secretary, providing clerical services to Transactional Engineering Corporation (TEC), under the supervision of Dr. Barbara Gordon, president, in exchange for training in how to make forms for „mining community infor–mationš and the prospect of future employment. Dr. Gordon is a consultant in educational linguistics and a Visiting Colleague in the Psychology De–partment collaborating with Dr. James on the DRA project.


I am a member of the Curriculum Committee and have been principally involved in developing two questionnaires, which aim to evaluate the GSLS program for the self study portion of the reaccreditation process. Through this I have the exciting opportunity to witness firstųhand and to be a part of establishing the future of GSLS and thus the future of librarianship in Hawaii.


I am taking research courses with Dr. James in social psychology doing cataloguing research on the nature of classification. Through this I have come to realize the amazing natural ability people have for clas–sifying, which enables us to understand the world around us.


My library course work has enabled me to view and study the relation–ship between my studies in social psychology, the library field, and the community‚s needs. I have found my professors to be flexible in allowing me to directly apply my assignments in their courses to my area of specialization which allows me to better define my thesis topic.


I was surprised and pleased to be asked to serve as a general board member for the Friends of the Library of Hawaii for 1979. I did not hes–itate to accept their offer and am looking forward to this opportunity for further professional experience in my pursuit of librarianship.


I have discovered that the people in the library community are very congenial and I am looking forward to spending a productive lifetime with them here in Hawaii. As one who was raised here, I believe Hawaii has a special role to play in the pioneering of library based educational fac–ilities for the public at large.


At DRA Office:


1.       Check to see if there are CFF forms needing to be bound. they should be located on the table by the refrigerator, in portfolios.


2.       Check and put CFF forms in numerical order, according to I.D. #. Also put visitors and staff CFF forms at the back of the pile. Do this for each lecture period.


3.       Get binding materials from the bottom drawer of the chest, on the right handside of the door as you face the hallway.


4         From the material box take: 1 front cover, 3 yellow sheets,

1 back cover, and one flat velobind (black color) for each lecture.


5.       After gathering all materials, take these and the CFF forms to Kuykendall 10? (Main Office-ųOpen 8:OOa.m.ų4:15 p.m. M-F). Have the DRA center call the Instructional Resources Center.



At Instructional Resources Center:


1.       Explain that the expense goes on Dr. James ongoing account.


2.       Explain that you do not know how to bind (first time). Some–one will help you to run the binding machine.



Helpful Hints:


1.       Listen carefully to what the helper tells you and observe how she uses the machine to punch holes.


2.       You should arrange book with front cover up, 3 yellow sheets, CFF forms in order, visitor‚s and staff‚s FF, and back cover.


3.       Observe how the binds are put on and how the machine is run.


4.       Remember how to run the machine for subsequent visits to the Resources Center.


Back at DRA Center:


1.       Next step: cut and paste a yellow paper strip to the binding edge of the booklet. All materials are in the top drawer of the same chest that the binding materials came from.


2.       Ask for a typed label for this booklet. Glue the label to the bound edge of the booklet--check past volumes for place–ment if unsure.


3.       Ask for and paste sign-out sheet to inside front cover.


4.       Take volume to the library. However, have the person in charge check to be sure everything is A-O.K.


Directions for Preparing and Binding CFF‚s for Library Usage:


At DRA Offices


1.     Check DRA work table by refrigerator to see if there are CFF‚s to be bound. Make sure CFF‚s are in numerical order by I.D. numbers.


2.      Get binding materials box from bottom drawer of chest on right side of office by door. These include front and back covers, yellow sheets, velobine spines (if not , the IRSC will have them).


3.      Arrange book with front cover up, 3 yellow sheets, CFF‚s, Visitor‚s FF at back, 1 yellow sheet, and back cover. Be sure all edges are even.


4.      Make one book for each lecture‚s CFF‚s. Put materials in a small box to carry to Kuykendall Hall.


5.      Have DRA Center call Instructional Resources Service Center to let them know you are coming over.


6.      Go to room 10? Kuykendall Hall (main office ų open 8 to 4.15 MF)


At Instructional Resources Center:


1.      Explain that the expense goes on Dr. James‚ ongoing account.


2.      Explain that you do not know how to bind (first time you go) on the velobinder. Someone in the office will help you. Ask that helper for 1 velobind with spines for each book you are binding.


Helpful Hints:


1.            Use #1 or #2 ABDick 7201 velobinder in room 106.

a.            Arrange book with front cover up, 3 yellow sheets, CFF‚s Visitor‚s FF at back, 1 yellow sheet , and back              cover.  Be sure all edges are even.

2.            If any forms are on spiral notebook  paper, cut off on paper cutter and line up.

a.            Punch bottom cover and last pages first --  up to the front cover.  Punch holes on left side of page facing up       

         (about 5-8 pages at a time).

3.            Punch holes in top cover and bottom cover even if they already have holes.

4.            After holes are punched place velobind with spines on top cover and gently push down through entire book.

5.            Watch out for „pin arrowš on binder machine where flat spine for book binding is placed, small hoe is placed      

         adjacent to arrow pin and laid down in between spine holes to bind book.

6.            Press both bind buttons simultaneously.

7.            If you have any problems, ask IRSC personnel for help (that is their job) or dial DRA Center Ų8005.


Back at DRA Center:


1.            Next step: cut and paste yellow paper strip on side of book binding.  Paper is in bottom drawer of chest.

2.            Typed labels are found on first pin-up board left of office door.  Glue label to bound book.  Note past volumes for

         placement of label.

3.            Paste sign-out sheet inside front cover.

4.            Fill out library form for adding volumes to reserve list.

5.            Take volume to the library.




1.            All instructions must be signed (ID#) and dated.

2.            All annotations of instructions must be signed and dated.



NOV 1, 1979

I.D. #'s 98 & 54 10/29/79


Instructions for use of laminating machine


1.     We went to Kuykendall 107, Instructional Resources to laminate communityųcovers.

2.     W. found out from girl at the desk that Dr. James had an ongoing account for the use of the laminating machine.

3.     We were led into the room by the girl to the laminating machine. Since we already knew how to work it we didn‚t need any instructions from her.

4.     We turned on the preheat button and waited for the light to go on.

5.     When the light was on, we placed 2 communityųcovers lengthwise, so the plastic would cover them but also so that there would be enough space between rooms for cutting.

6.     Once the 23 pairs of covers came out of the machine, one pushed the stop button


while the others tore off the plastic.


7.     Once all of the 23 pairs of covers were finished we trimmed excess  plastic off from around the edges..