A Sample Bibliography of Materials
Dr. Miles JacksonÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Dian Nahl
LS 601À Introduction to ReferenceÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ November 27, 1979
?A Plan for a Bibliography?
TABLE OF CONTENTS
II. Sample Bibliography????????????????????.?3
III. Search Techniques??????????????????????7
IV. Conclusion?????????????????????????11
Footnotes?????????????????????????.13
Table of Subject Headings Used?????????????????14
Sources Consulted??????????????????????.15
ÀÀÀÀÀÀÀÀÀÀÀ I planned this bibliography for use by any person
interested in systematic biographic techniques beyond the diary approach to
documenting individual life history. The value of self-monitoring is currently
being explored in various academic and community settings.? Hence, we can
expect the literature to grow, adding new dimensions to current subject
headings, and adding new terms as the topic enlarges, integrating into the
existing body of literature a developing topic presenting new methods,
techniques, and theories relating to recording the biography of individuals. As
people become interested in what they can gain through systematic monitoring
and recording of various aspects of their daily life, i.e., biographic observations,
more and more solutions and applications will occur in response to the creative
force: ?Know Thyself, 0 Man.?2
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ The
topic may be characterized by the following descriptive list of criteria I used
to delimit my topic: self?monitoring, monitoring and reporting on others, use
of forms and formats for communication to self and/i others, personal
record-keeping practices, recording biography, how-to?do?it instructions for
using formats in community life, discussion on structure and function of forms,
form design. (See also Table of Subject Headings, p.14.)
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ There
are no existing bibliographies in the area of the topic I have represented here.
The scope and arrangement is presented in five categories:
I.ÀÀÀÀÀ Self-Feedback
and Self?Enhancement Formats
II.
Analysis
of Structural and Functional Properties of Forms andÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀ Formats
III.ÀÀÀÀÀ Participant-Observer Formats: For Use by
Professionals in Studying Behavior of Others
IV.ÀÀÀÀ Self?Report
Formats: For Use by Professionals in Studying Behavior of Others
V.ÀÀÀÀ Journals
Reporting Research in Biographics
These five categories were
discerned by me after going through the process of looking for material
reflecting the interest in this type of bibliography. Though not reflected in
the sample, some categories are much larger than others, as well, the
categories are graded primary, secondary, and tertiary. Category I is
primary because it reflects the thrust of new methodology, while it has a lower
density of actual entries in the literature. Category II is primary
because it reflects a new aspect of methodology, that aspect which serves a
taxonomizing function, while it is quite low in density currently. Category
III is secondary because it reflects current popular methods, and
naturally, has a high density in the literature. Category IV is
secondary for the same reason as Category III, and has an enormous density due
to the proliferation of psychological testing during the past decades. I
included Categories III and IV in order to reflect the contrastive features of
current versus new (I) methods in recording and reporting biographic
information and functional uses of such information. Category V is
tertiary because it reflects arenas for the presentation of research reports in
the topic area.
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ I
used these five categories to specify the topic as I found it currently
represented in the literature. The types of sources are currently limited to
books and articles, however, oral formats could be included, such as oral
history recordings, or individual taped observations or transcripts.
I.ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ SELF-FEEDBACK AND
SELF-ENHANCEMENT FORMATS
HQ728 ÀÀÀÀÀÀÀÀ Bach, George Robert and Peter Wyden.
The Intimate Enemy: How to
B33 ÀÀÀÀÀÀÀÀÀÀÀÀ Fight Fair in Love and Marriage.
New York: William Morrow and Co., Inc., 1969.
Fight
training manual for couples. Identifies and categorizes various fight strategies
of human interaction, provides a framework for observing and altering
strategies.
HM291ÀÀÀÀÀÀÀ Bales,
R.F. Interaction Process Analysis:ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ A
Method for the
B25ÀÀÀÀÀÀÀÀÀÀÀ Study of Small Groups.
Cambridge, Mass.:ÀÀÀÀÀÀÀ Addison?Wesley,
1950.
A field
theory method using participant?observation techniques to observe and record
group dynamic behavior. Formats are specified for mapping group interaction
along particular features.
BF353 ÀÀÀÀÀÀÀÀ Barker,
Roger C. Ecological Psychology:ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Concepts
and Methods for
B3ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Studying
the Environment of Human Behavior. Stanford, Calif.:À Stanford University Press, 1968.
A field
theory of behavior analysis-for settings, presents a method for observing,
mapping, and quantifying setting parameters.
ED151014ÀÀÀÀ Daly,
Elizabeth A. ?Using Student Journals to Individualize Instruction.? Bethesda,
Md.: ERIC Document Reproduction Service, 1977.
Students
used specified journal formats as part of their work in a practicum course. The
discussion centers around the benefits to the student of keeping track of their
experience in the areas of ?independent thinking, creative writing, examination
of beliefs and values, cognitive, affective, and psychomotor domains.? The
author believes that learning is enhanced through keeping track in the journal
format.
Holman,
Jacqueline. ?Facilitating generalization of on?task behavior through
self?monitoring of academic tasks.? Dissertation Abstracts International,
1978 (Jan), Vol. 38 (7?A), 4047.
ÀÀÀÀÀÀÀÀÀÀÀ This
is a report on a study done in 3 experiments by the author concerning the
effects of self?monitoring of student behavior, specifically in a classroom
task group, setting. Training in self?monitoring was provided prior to the test
situation. The author hypothesizes that learning is enhanced with training in
and use of self?monitoring records for academic work.
James,
Leon A. and Barbara Y. Gordon. Social Psychology:
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Studying
Community-Building Force.. Psychology Department,
University
of Hawaii, 1979.
Lecture
notes prepared for Social Psychology 222 (2), Fall 1979 Community-Classroom at
the U.H. Manoa Campus. The authors .present and implement during the course, a
natural history~? method of observation used by the students to ?witness? and
report on specified areas of their own and the class community?s? ?daily
round.? Formats for recording, reporting, and analyzing the observations are
given.
ED153918À ÀÀÀÀÀÀÀ Northwest Regional Educational Laboratory. ?Student Record of Community Exploration.? Northwest Regional Educational Laboratory,? Portland, Oregon. Bethesda, ND: ERIC Document Reproduction Service, 1977.
Students
participated in a program allowing them to participate in and observe the daily
routine of selected jobs in their community. Forms for keeping track of their
experience were used as ?a diary of experiences.? Discussion centers around
-the entries on the forms and their relevance to getting to know the job in the
process of ?exploring specific jobs? to give a more solid basis in career
choice.
ANALYSIS
OF STRUCTURAL AND FUNCTIONAL PROPERTIES OF FORKS & FORMATS
ED139122ÀÀÀÀ Alvir,
Howard P. ?Workshop on Management by Objectives. Forms to be Filled out at the
Workshop.? Bethesda, MD: ERIC Document Reproduction Service, 1977.
ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Forms used
in implementing a program called ?Management by Objectives? are presented. The
structural and functional features of the forms are discussed. The program is
designed to be implemented in varied office, bureau, institutional, school, or
community settings. Directions for forms are included. Papers discussing the
MBO Program more extensively may be found in ERIC, ED116045 and ED125126.
Bostwick,
B.E. Resume Writing:À A Comprehensive
How To Do It Guide. Somerset, New Jersey: John Wiley & Sons, 1976.
Presents
10 types of resumes, each with specifications and samples. Includes a glossary
of résumé language. Discusses when to use a particular type of
resume and how to
decide which type is appropriate for various community occasions.
ED153662À ÀÀÀ Malkas, Mark (ed.) et al. ?Forms and Formalities:À A Resource Containing Forms Currently Utilized by Members of
the National Diffusion Network to Facilitate the Adoption and Implementation Process.? Bethesda, MD: ERIC Document Reproduction Service, 1978.
Provides
examples of forms used by the U.S. Office of Education for interagency
communication; discussion on form development, category system of forms.
LB2300 ÀÀÀÀÀÀÀ Smith, R.P. et al. ?Why, when, and how
of reporting data.?
C48 ÀÀÀÀÀÀÀÀÀÀÀÀ College and University Journal
52:691?95, Summer 1977.
A brief
article by three discussants who are college registrars on the issues they have
experienced in gathering information as a function of their work?setting,
largely through the use of forms.
III.ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ PARTICIPANT-OBSERVER
FOMMATS FOR USE BY PROFESSIONALS IN STUDYING TIE BEHAVIOR OF OTHERS
BF721 ÀÀÀÀÀÀÀÀ Barker, Roger C.; Herbert F. Wright, and Louise S. Barker.
B27 ÀÀÀÀÀÀÀÀÀÀÀÀ One boy?s day:À a specimen record of behavior. New
York:À Harper, 1951.ÀÀÀÀÀÀ -
Report on
the participation of a community in a scientific undertaking; a record of what
a seven?year?old boy did and of what his
-ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ home and school and neighborhood and
town did to him from the time he awoke one morning until he s-rent to sleep
that night, The record was prepared by ?skilled observers.? Eight observers
took turns throughout the day. A discussion of the reporting method is
included.
HM24ÀÀÀÀÀÀÀÀÀÀÀ Cottle,
Thomas. Private Lives and Public Accounts. Amherst:
C677ÀÀÀÀÀÀÀÀÀÀÀÀ University
of Massachusetts Press, 1977.
The author
presents his observations on the issues he experiences while interviewing
ordinary people in their home or work settings about their daily life
experience, He presents excerpts from his taped chats and discusses his
relationship to interviewing and getting to know each person.
Traxler,
Arthur E. How to Use Cumulative Records. Chicago:
Science
Research Associates, 1947.
?Describes
the latest revision of the cum. rec. for use by junior and senior high schools.
Present form is adapted, however, for use in elementary schools or at college
level. Sample complete record is included. 41 References,?
LB1131 ÀÀÀÀÀÀÀ Traxler, Arthur E. The Nature and Use
of anecdotal Records. -
E26ÀÀÀÀÀÀÀÀÀÀÀÀÀÀ New
York: Educational Records Bureau, 1949.
Suppi. DÀ ÀÀÀÀ The author presents records made by
teachers on their noticings of student behaviors, and how they relate to
observed personality traits. Judging and recording pupil
traits is discussed. The author supports this type of record-keeping, claiming
that teachers enhance their ability to relate to their students appropriately.
,
SELF-REPOPT INC FOPJATS FOR USE. BY PROFESSIONALS IN STUDYING THE BEHAVIOR OF
OTHERS -
LB1027 ÀÀÀÀÀÀÀ Prediger, D. ?Biographical Data
Differentiating College Attenders
5M38 ÀÀÀÀÀÀÀÀÀÀ from Nonattenders at Various Ability:
Levels.? Measurement and
Evaluation in Guidance, Winter 1070, Vol. 2, No. 4:À 217?224.
The
?Student Information Blank,? a format for gathering biographic data on
students, was used in this study to differentiate college attenders from
non?attenders at various skill levels. 394 items. Format is included. No
discussion on the properties of form itself.
V.ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ JOURNALS REPORTING RESEARCH IN
BIOGRAPHICS
CT21ÀÀÀÀÀÀÀÀÀÀÀÀ Biography.
George Simson (ed.) Honolulu: University Press of
B54ÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Hawaii,
1978.
An
interdisciplinary journal dedicated to the presentation of writing in the field
of biographic research.
HM1ÀÀÀÀÀÀÀÀÀÀÀÀÀ Social Psychology (formerly
Sociometry). New York: American
S8 ÀÀÀÀÀÀÀÀÀÀÀÀÀÀ Sociology Association, 1977-78. Sociometry
1937-1976.) -
?Social
Psychology publishes articles concerning the processes and products of
social interaction. This includes the study of the primary relations of
individuals to one another, or to groups, collectivities, or institutions, and
also the study of initia? individual processes insofar as they substantially
influence, or are influenced by social forces.? .
III.ÀÀÀÀÀÀÀÀ SEARCH TECHNIQUE
ÀÀÀÀÀÀÀÀÀÀÀ In my approach to this assignment I first limited the
scope of the topic domain to œan area I am studying in Social Psychology.ÀÀ James and Gordon (1974?79), who are developing
the area, refer to it as ?the social psychology of the daily round.? This topic
domain is emerging; they are introducing, a new ?witnessing methodology?
applied to the description of community life through individual reporters in
community.2 As I progressed through the exercise, I found myself
involved in the process of making up t topic domain while looking for relevant
titles, i.e., titles which I deemed relevant. I decided my focus would be on
what I call œpersonal biography techniques.? I began by looking through the ERIC
Thesaurus of Descriptors3 for subject headings related to individual
biography and/or self-monitoring as well as anything on the
construction and use of forms or formats for recording and reporting
such information. The ERIC Thesaurus provided seven headings I judged to
be related to the topic. These are, in order of discovery:À BIOGRAPHICAL INVENTORIES. BIOGRAPHIES.
AUTOBIOGRAPHIES. RECORDS (Forms), RECORD KEEPING, LIFE HISTORY DATA, CLASSROOM OBSERVATION
TECHNIQUE. (See also ÀTable, P.
14)
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ I avoided certain other terms in the Related Terms
lists such as ?communication? and ?self-esteem?, and others which seemed
related to psychological testing rather than self observation and
reporting.À Later, I enlarged the topic
domain to include a selected sample from the experimental area in order to
provide a contrast of methods of observation and a contrast of use of
observations or biographic data recorded.
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ In looking each term up in the ERIC? Index for
relevant titles, I discovered that decisions resulting in the delimitation of
my topic domain spontaneously occurred. I found that my criteria for inclusion
and exclusion of titles changed naturally as I read more titles under all of
the ERIC headings I chose. The ERIC headings seemed to lead to a good sample of
related material, I took down 21 ED numbers in a three year span. Upon
consulting the abstracts I narrowed it down to 8. Upon checking the documents
themselves I distilled 4 articles deemed relevant.
ÀÀÀÀÀÀÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀÀÀ Next I consulted the Library of Congress Subject
Headings which, compared to ERIC yielded very little. ?Forms, blanks, etc.?
is a subdivision -used
throughout for main entries, thus it was not a useful access term. ?Records? yielded
only business related materials, and ?Biography? and ?Autobiography? yield
literary criticism and conventional biographical works, SOCIOIMETRY and ORAL
HISTORY were included toward the end of my search when I expanded the topic
domain.
I next looked
in the Directory of Unpublished Experimental Mental Measures and the Thesaurus
of Psychological Index Terms for Psychological Abstracts to find
related subject terms, I was looking specifically for articles which discuss
forms and formats from a structural and functional perspective; I found none,
but many biographical inventories which were used as measures for correlation
experiments. I then decided not to exclude this aspect entirely, though I
narrowed it to what is represented in Category I, ?Self? Reporting Formats: For
Use by Professionals in Studying the Behavior of Others.? These two source?s
yielded the following terms, respectively:À
BIO-DATA (BIOGRAPHIC DATA), COMMUNICATION, INTERACTION; BIOGRAPHIC DATA,
CUMULATIVE RECORD, SELF?EVALUATION, SELF-REINFORCEMENT. I was surprised to discover that the term ?self?monitoring? is not yet
employed in any of these indices, though it often occurs in titles, it is not
in the thesauri.
I checked through
the Dewey Decimal Classification Relative Index and confirmed my
conviction that there would be no clear cut place in the scheme for this topic,
i.e., there were no index terms specifically related to it. The nearest heading
that I found is, ?001.55 Records -À
communication? under 000 Generalities, 001 Knowledge and its extension,
001.5 Information and Communication.? However, I prefer ?301.1 Social
Psychology,? since this is the field propagating the topic domain. Upon
consulting the Library of Congress Classification it became clear, as
with DDC that this topic domain will expand ?Social Psychology HM 251?299? as
more is written and integrated into the literature.
Next, I consulted
the Readers? Guide to Periodical Literature for some popular articles relating
to personal biography techniques. I found several promising subject headings
but they yielded not one article in a three year span. The following entries
were used to approach the titles:À
FORMS, BLANKS, ETC., SELF-CULTURE, SCHOOL REPORTS AND RECORDS, HOUSEHOLD
RECORDS. I expected to see popular culture articles in this area, and I
conclude that there may be relevant titles ?buried? under, some other headings.
I think this is so for all of the sources I consulted; and I realize that
increasing familiarity with each particular index category system leads to
deeper penetration into the resources it indexes, as one?s own ?cognitive map?
of the inter-relationships of ideas grows (James and Gordon, 1978).
I also consulted
the Education Index and Sociological Abstracts where I obtained
the following subject headings, respectively: AUTOBIOGRAPHY PERSOI\L HISTORY
INVENTORIES, FAMILY RECORDS, INVENTORIES, REPORTS AND REPORTING-FORMS, STUDENT
ACCOUNTING; BIOGRAPHY, LIFE HISTORY, SELF RECORD.À Though these headings sound rich in terms of my focus, again, the
definition of the categories in terms of the titles presented under each
included nothing that related to my primary categories (1 and 2), and little
relating to the secondary categories (3 and 4).
The evidence
gleaned in the search supported my hypothesis that the topic domain I have
attempted to formulate is emerging, a. expect to observe and monitor the
changes in the indices I have consulted as the literature in this area forms
itself,
In doing this search
assignment I found that I would have profited by keeping a more extensive log
of my steps and decisions. Keeping such a log enhances the exercise because it
alerts one to natural and spontaneous organizing skills which we are all
-capable of and use ordinarily; one becomes aware of the process of the
organization of the topic, and thereby a conceptual dimension is added.
IV.ÀÀÀÀÀÀÀ CONCLUSION
After having done
this exercise, I view the result as a cognitive taxonomy, a semantic
categorization of publication units in the literature. The cognitive
taxonomy exercise is a good one for any student involved in the
inter?relationship of ideas. Students are faced with, using cognitive
taxonomies such as the taxonomy represented by the Library of Congress
scheme in our library, or by the ERIC System, etc. As well, it is illuminating
to see how a title is differently categorized by various individuals according
to their purpose and function, revealing different aspects of the titled work.
In effect I have ?lifted? the article and hook titles for this sample
bibliography from other lists wherein they occurred under categorical subject
headings. I have re-categorized them according to my own set of criteria,
concatenating them and bringing into play new relationships among the ideas
presented in the writings. It is a valuable feedback mechanism for authors to
be able to see the bibliographies their works appear in, revealing to them new
functions and aspects of their writing as signified by librarians,
bibliographers, students, and others.
Further, the
articles and books I have culled in this sample have been categorized by me
into 5 major areas. Actually, the titles may fit into more than one category,
since a given article may include features? of two or more of the categories I
have specified. For example, Traxler?s book, The Nature and Use of Anecdotal
Records may appear under categories IV, Participant-Observer Formats, and
II, Analysis of Structural and Functional Properties of Formats. This type of
cross-referencing, or cross-fertilization represents a next level analysis in a
cognitive taxonomy, (Nahl, 176). As well, in doing multi?level
cross?referencing, the analytic power of the bibliography is increased thereby,
i.e., a user can go deeper in understanding the possibilities of relationships
among ideas and topics because there is more to go by. The cognitive taxonomy
is thus an essential and potentially rich resource in a librarian?s
professional repertoire.
FOOTNOTES
1)À
Particularly the work by Dr. Leon A. James and Dr. Barbara Y. Gordon
here at the University of Hawaii Psychology Department in the area of
"community."
2)À These
ideas have come to me through my studies in ethnosemantics with James and
Gordon. I planned this bibliography in light of these studies. During the past
eight semesters I have been in their undergraduate Social Psychology 222 (2)
Community?Classroom. I have had the opportunity to work with then on developing
a community archives which is generated by: the students in the course,
maintained and organized by them, and processed by them. Thus, the students are
the authors, users, and librarians of their own community archives. The
students learn a new natural history method of self-observation, called by
James and Gordon ?witnessing methodology.?
3)À
Full citations for sources nay be found in the listing of Sources
Consulted, p. 15
4)ÀÀ
Terms in all caps were used to find materials and to delimit the topic
domain.
Table of 27 Subject Headings
and Their Sources Gleaned from 7 Reference Sources
|
|
1 ERIC |
2 Psychology Abstracts |
3 Test Directory |
4 LC
Subject Heading |
5 Education Index |
6 Readers? Guide |
7 Sociology Abstracts |
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1.À AUTOBIOGRAPHY |
* |
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* |
* |
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2.À BIOGRAPHY |
* |
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* |
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* |
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3.À BIOGRAPHICAL INVENTORIES |
* |
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4.À BIO-DATA |
|
* |
* |
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5.À LIFE HISTORY DATA |
* |
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* |
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6.À PERSONAL HISTORY INVENTORIES |
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* |
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7.À RECORDS (forms) |
* |
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* |
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8.À RECORDKEEPING |
* |
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9.À CUMULATIVE RECORD |
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* |
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