AN INITIAL PROPOSAL FOR THE
DEVELOPMENT OF THE
DAILY ROUND ARCHIVES
In
partial fulfillment of requirements for
LS
605A Administration of academic Libraries,
Spring
1978
Dr. Y.
Suzuki
By
Diane
N. Nahl
May 2,
1978
TABLE OF CONTENTS
I. INTRODUCTION..1
History of the
DRA1
Purpose of
DRA1
Organization of the
DRA..3
II. PRINCIPLES AND THEORY...4
The Problem of Unit..4
The Librarian as Social
Psychologist.6
The Problem of
Accessibility7
III.
SPECIAL
PROBLEMS.7
The Copyright
Issue.7
The Privacy
Issue.7
The Problem of Organization and
Funding8
IV.
SUMMARY
AND CONCLUSION.9
CHART 1: PART A: Organization
Chart of the U.H Library..10
PART B: Organization Chart of the DRA.11
PART C: Description of the DRA Departments..12
PART D: Annotated Outline of DRA Departments..13
CHART 2: PART
A: The Categories of the Self on the
Daily Round15
PART B: Sample DRA
Classification Scheme.16
PART C: Examples
From the DRA24
FOOTNOTES39
BIBLIOGRAPHY.40
I.
INTRODUCTION:
History
of the DRA. This
paper summarizes the ongoing project I am involved with in connection with my
joint study of Social Psychology and Library Science. The project requires
establishing an archives of natural history data collected by students in
Social Psychology 222 and developing plans for making the data accessible to
current and future students.
My
association with the project started in Spring 1975 as a student enrolled in
Professor James Social Psychology 222 course. Subsequently, I served as a volunteer
in all phases of the collection and maintenance of the data bank. This paper is
my first attempt to formalize my notes and discussions on this project,
referred to as the DRA archives.1 The expression daily round as
used by Sociologist Erving Goffman (Goffman, 1974) was adopted by James and
Gordon (197578) and extended to refer to their attempt to systematize natural
history observations.
The DRA
archives constitutes a depository that citizens may contribute to and use in
studying themselves and the community. Professor Leon James is a social
psychologist and psycholinguist in the Psychology Department at the University
of Hawaii, and Dr. Barbara Gordon, an educational linguist, is president of
Transactional Engineering Corporation and a Visiting Colleague in the
Psychology Department. These two scholars are developing new methodological
tools for studying the daily life of persons in order to provide information on
the actual biography of ordinary people in the community. To obtain this
information, to serve as a repository for it, and to catalogue it will be the
purpose of future DRA libraries.
Purpose
of DRA. The object
of the DRA archives is to provide a data bank of records of individuals for the
study of community. This rationale matches the traditional basis for the
institution of archives, as stated by Burke and Shergold (1976:239,239): It
could be said that the keeping of archives constitutes a significant aspect of
mans experience in organized living and, archives can contain information
which extends over the whole range of human activity.
The
information in the DRA archives is in the form of discourse segments deposited
by students as their witnessings on their daily round. The data are expressed
in discourse segments because that is the medium through which the community
naturally operates. Thus, the discourse segments deposited become the units
to be classified and catalogued. However, as is the case with archival
matter, standard library cataloguing systems (Dewey Decimal and Library of
Congress) are not applicable since the context for these systems reflects and
upholds the subdivisions of traditional academic disciplines (Schellenberg,
1965; Perotin, 1966). Hence, the categories of entries making up the subject index
are constructed by reference to a cataloguing scheme that serves a specialized
use in the community and for which users must be trained for literacy through
long schooling. The information in the DRA archives by contrast deals with the
witnessings of a single individual going about his daily business. The reports
he submits and which form the content of the DRA are spontaneous
productions of discourse. These texts are then to be categorized by the
librarian, forming a Subject Index of the Daily Round that is constructed by
reference to a cataloguing system that is descriptive of the spontaneously
encoded (or reported) discourse segments of text. But where is one to find such
a system?
The famed
Murdock Files (Human Relations Area Files or HRAF), developed in 1937 by Yale
anthropologist George P. Murdock, seeks to present a concise account of the
social, economic, and political conditions of various countries around the
world through building files of data from the writings of scholars and researchers
on a representative sample of the worlds cultures. As Murdock states in his
preface to the fourth edition of the Outline of Cultural Materials
. . ., the categories have come to represent
a sort of common denominator of the ways in which anthropologists, geographers,
sociologists, historians, and nonprofessional recorders of cultural data
habitually organize their materials.
The HRAF
thus represents an outline of the cataloguing practices (conventions) of the
members of those disciplines in recording their field observations or
presenting their theoretical interpretations; these are then culled by HRAF
researchers and presented as the HRAF Outline. This Outline is
meant to be . . ., a comprehensive inventory of the known cultures of the
world, both historically and contemporaneously. (Murdock, 1967:vi) It is a
comprehensive inventory of the recording, observation, accounting practices of
anthropologists, historians, sociologists, and geographers in their behavior of
processing and reporting on culture. The HRAF thus represents a specialized
ethnosemantic glossary, that is, a mapping of the ways in which authors in
such disciplines report and organize their observations and descriptions. I
intend to study further the organization of the HRAF and to adopt whatever
principles are applicable to the DRA, but it is clear at this stage that I
will have to evolve a new system suitable for reflecting the ordinary citizens
spontaneous productions of discourse text under the motivation of giving a witness
noticing about the self on the daily round. I discuss this issue further under
The Problem of Unit in section II.
Traditionally,
archival matter, records, organic in character (Schellenberg, 1965:33;
1966:24) is not arranged by classification scheme but rather is arranged in
order to reflect the origin or source of the material. This refers to the
principle in archivology3 principe de la provenance or respect
des fonds. Arnold J. Van Laer (in Schellenberg, 1965:44) explains:
The principle
demands that documents shall be classified, not like books, according to subject
matter, but with reference to the organic relations of the papers, the files of
each body or office being kept by themselves.
This
principle serves an historical function in avoiding dispersal of records across
subject areas. The DRA material has a rationale and function that are amenable
to both an historical and a taxonomic classification scheme. For the historical
function, it may be of interest to examine an individuals biographic record
longitudinally over successive contributions by the witness. The catalogue and
retrieval systems must thus allow the recovery of all of the entries for one
person as well as all of the entries for a given category, the latter relating
to its taxonomic function.
I am
planning to consult further the literature on archives so that I may
incorporate organizational and finding aids applicable to the DRA material. As
well, I would like to show this paper to various people in library science so
that I can consult with them about the DRA.
Organization
of the DRA. In the
following sections I will discuss issues which arise in the development of the
organization and implementation of the DRA archives. Chart 1 (p.l0) presents the
proposed organization and departmentation of the special collection DRA. Part A
is taken from a handout from Dr. Suzukis course LS 65OA, Administration of
Academic Libraries, (Spring, 1978), which shows the various departments of the
U.H. library and the hierarchical structure of their broad functions. I
based Part B for the DRA on this model, placing the DRA in the Special
Collections Department of the U.H. library. Part B follows the scalar
principle of hierarchy and illustrates a model of participatory management
(Massie, 1971) i.e. the division heads, the U.H. Librarian, the DRA Chief
Archivist, and the Director of the Undergraduate Applied Social Psychology
Program form the Administration Council. This body determines policy and
oversees all major operations of the DRA. Part C broadly defines the function
of each division. Part D represents a tentative attempt to specify particular
daytoday operations in the DRA departments.
II. PRINCIPLES AND THEORY:
The
Problem of Unit.
Archival collections unlike ordinary library holdings, do not have a standard
publication format. Because of this the special issue arises as to what is
here the unit that the librarian stores. In some circumstances there are
already provided pragmatic units defined by community transactions, such as
documents (which are self contained), photographs, letters, correspondence,
diaries, journals, tapes, etc. These can conveniently be marked individually
and referenced or catalogued by whatever identification markers are found suitable.
It is clear that these marking systems need be responsive to users, their
interests in particular sorts of information.
Since I am dealing with witnesses
reports of their own daily lives, the issue of whatis-aunit arises. One might
say that the person is the unit in the same sense that the author of a book is
a cataloguing unit; however, that may not be the interest of a user who is
interested in community life and therefore would wish to have units that
refer to places, activities, and events, or even tastes, feelings, and
attitudes. Other users might be interested in a particular persons family
connections or patterns of relationships among a group of individuals. Still other users might be
interested in the items of peoples belongings, or what category of
person one keeps in ones wallet photographs. These examples are sufficient to call attention to the key issue
in the feasibility of these DRA archives. This is what justifies the organizational
structure presented in section I. which can be seen to assign a key role to the
Education and Research Department.
The Cataloguing Issues Department is
in fact a continuous, ongoing research activity whose direct focus is the
identification of the subject index for the DRA archives. This subject
index is called by James and Gordon (1975) an ethnosemantic glossary. Like the
Dewey Decimal and the LC systems, as well as Rogets Thesaurus and the
Human Relations Area Files, an ethnosemantic glossary is a taxonomy that
represents community organized and maintained systems of knowledge. However,
while the Dewey and LC systems correspond to traditional academic curricula
subdivisions, the DRA Subject Index is to correspond to valid representations
of all or a significant number of the aspects of daily community life. The
Education and Research Department has to be responsive to the broad issues of accessibility
to units of information detailing the diversity and plurality of typical
communities in this country. This becomes essentially a cultural ethnography
expressed within units of identification familiar to users on their daily round
(known as Ethnomethodology, as discussed by James & Gordon, 1978).
Therefore the cataloguing issue is intimately involved in such issues as
community demography, normative value, expressions, rules and regulations,
procedures and rituals, as well as perceptions, noticings, declarations,
imaginings. In short, the DRA Subject Index catalogues the sum total of a
communitys consciousness. As Shera (1961:169) noted
A culture, almost by definition,
produces a transcript, a record in more or less permanent form that can be
transmitted from generation to generation.
The DRA
Subject Index reflects the portion of this cultural transcript which
heretofore has remained undocumented.
The DRA Classification Scheme (Chart
2: B, p. 16) is art ordered series of
six major classification levels. It represents an ethnosemantic glossary based
on the hexagrammatic coding system and purports to be an exhaustive taxonomy
for the categories of personal experience reported spontaneously (James &
Gordon, 1975-78). The DRA system thus identifies the categories of the self on
the daily round (Chart 2: A, p. 15). The version presented in Chart 2: B
represents the current set of categories for which Daily Round Data now exist.
The classification will hierarchically extended as more categories are
stipulated (or found empirically) and defined through ethnosemantic research
on the spontaneous discourse segments of witnesses (called by James &
Gordon, 197578, Community Cataloguing Practices, CCPs). CCPs are the
natural categories people use to describe experience on the daily round i.e.
what units of description are being used in the community under investigation
(James & Gordon, 1978: E8.1.5]). The DRA Subject Index will order the items
in the classification alphabetically and will contain SEE and SEE ALSO
networks of cross references, to be determined by research findings of the
Cataloguing Issues Department. It is not within the scope of this paper to
elaborate more fully on the items of the classification, but examples from
particular daily round categories appear in Chart 2: C, p. 24, which correspond
to categories marked by an asterisk in the Sample Classification Scheme for the
DRA.
The
Librarian as Social Psychologist. Still to be explored mere fully is the new position in the
community the librarian assumes as a result of these expanded functions.
Traditionally the librarians role in American society has been to provide leadership
and impetus for emergent social needs and services such as literacy, education,
assimilation of immigrants, adult education, art collections, multimedia use,
socialization. Lowell Martin states (Martin, 1937 in McCrimmon, 1975:956):
On the one hand, it transmits the
social heritage and inculcates the values and experiences of the past into the
group, with a unifying effect; on the other, it enables the individual to
appraise present trends and future values, enhances the quality of his personal
life, and provides a means for climbing the social ladder. It is therefore an
integral factor in both the anabolic and katabolic processes which comprise the
metabolism of social life.
The DRA
archives would continue this tradition by expanding the functions of the
librarian to the task of cataloguing the units of daily community life and
making it available to the literate layman. Awareness of such units constitutes
a crucial part of modern literacy skills. Perhaps because of my own training I
see the field of social psychology as the place in the social sciences where
librarians can make a significant contribution and from which they can draw
theory and method for classifying the field of social occasions.
The
Problem of Accessibility. In the case of the Dewey and LC systems the issue of accessibility
translates into standard literacy skills which the community fosters and
maintains through education and training. This means that in order to be a
library consumer, the user must be socialized and assimilated before the
library process is available to him. The purpose of the DRA archives, however,
is to make accessible the details of community life on the very same terms that
the community life is being experienced by its members. Hence, one should not
set additional training conditions for accessibility beyond the ordinary terms
within which citizens transact their exchanges with each other and keep track
of the innumerable but actual details in the course of a day. In other words,
the information in the DRA archives is to be spontaneously available to the
user. Therefore, the cataloguing system is to be based on subject headings
which validly formulate the categories of ones experience and presents them
in the terms and expressions that are recognizable to the ordinary literate
layman.
Further
to be investigated is the possibility that existing standardized record
keeping systems might be incorporated into the DRA Subject Index, for instance,
Rogets Thesaurus, the Yellow Pages, the Almanac, etc.
III. SPECIAL PROBLEMS:
The
Copyright Issue. To
investigate this issue I attended the Copyright Institute at the University of
Hawaii (1978) where I discovered that only a lawyer can provide specific
answers to particular issues. (Bloede, 1977) Apparently, legislation in this
area is untested, controversial, and it will undoubtedly be years before the
various aspects of the legislation are fully clarified and rendered usable. At
this time it would seem that contributors would retain copyright while granting
permission to add a copy to the circulating collection.
Further development is needed to investigate alternatives such as
allowing the contributor to withdraw his contribution at any time or not, or
what should be the minimal size of a contribution, or, for that matter, how
often a person is entitled to contribute.
The
Privacy Issue. This
issue is likely to be a delicate one given prevalent values which are complex
in an information society (P. P. s. c., 1977). On the one hand is American
cultures doctrine of Mans Home Is His Castle. On the other hand is the
requirement of social security numbers and files in a technological society.
This ideological dialectic has an historical role to play out in our society
since it is at the very basis of Western societys morality, aesthetics, and
metaphysics.
One might
argue that to avoid the political use of the DRA and to protect the validity
and objectivity of its contents, only signed contributions should be accepted.
In this way the library totally avoids the privacy issue and short circuits it
into an adult citizens personal, voluntary, and thoughtful contribution to the
community, a considered and mature one.
Whether or
not this requirement would constrict and limit the nature of the contributions
remains, in my opinion, to be determined. From previous work with DRA archives
I have noted that given art appropriate context for justifying contributions
the privacy act recedes. For instance, students of Psychology 222 report that
the presence of a tape recorder during a dinner conversation does not appear to
inhibit the natural course of events despite prior fears to that effect. Their
data bear this out. Similarly, within the context of learning to objectify
ones experience through the writing of a daily round report of ones
activities, one comes to realize a new perspective on ones self as belonging
to a community schedule and therefore the circle of privacy diminishes in size;
what was formerly seen as personal turns out to be conventionalized. Our
imaginings no less than our gates are community property. In the work of ethno
semanticists James and Gordon (1975), the community forms the unit of
consciousness called sudden memory and the unit of behavior which they call
display repertoire; in other words, sudden memory is the pool of
consciousness to which individual members have access through literacy and
Topic Domain Methodology (Nahl, 1976), and display repertoire is the pool of
available behaviors to which individuals have access through experience and
literacy (cf. their notion of orthograph).
The
Problem of Organization and Funding. Course related contributions represent a cumulative and
research motivated data bank, in other words, students engaged in the study of Social
Psychology using the natural history approach prepare contributions within the
context of applying their learning. However, it is clear that the usefulness of
the DRA collection would be greatly enhanced if contributions were possible
from various sectors of the community. In that case policies need to be evolved
concerning the means of acquiring these contributions. One possibility is
through fieldwork by students, another is through creation of a general
community interest in the mapping of itself for its own reflection. Science and
entertainment thus coalesce into an educational experience.
The initial operation of the DRA process could be supported by funds for
course improvement, experimentation in large class teaching, training grants
for applied psychology, community support, and voluntary work. If these
activities result in a viable idea, one that is seen as a newly evolved value
in the community, then it would quite readily and naturally be absorbed, and
indeed claimed by the profession of librarianship.
IV. SUMMARY AND CONCLUSION:
In presenting this preliminary proposal for establishing the DRA
archives as a special collection of the University of Hawaii library, I have
emphasized the role of scholarship and research which the DRA archives
promises. The information contained in and obtained by the DRA archives affords
art opportunity for expanding and elevating cultural literacy through the
development of a science of community. Social anthropologist Edward
Tyler (Primitive Culture, 1871, in Benge, 1970:11) defined culture as . . .
that complex whole which includes knowledge, belief, art, morals, custom, and
arty other capabilities and habits acquired by men as a member of society.
Daily round research demonstrates the empirical investigation of these aspects
of culture and succeeds in specifying them through the objective study of the
self on the daily round. The educational value of such knowledge cannot be
overemphasized, for is it not the goal of society to know itself, and is it not
the function of libraries to facilitate that endeavor?
|
CHART 1: PART C: DESCRIPTION OF DRA DEPARTMENTS |
2:
UNIVERSITY LIBRARIAN: 3:
SPECIAL COLLECTION: DRA:
4:
ADMINISTRATION COUNCIL: 5: EDUCATION AND RESEARCH DEPT.: Cataloguing Issues:
Specialized
DRA Projects: 6.
ACQUISITIONS DEPT.: Community
Liaison Office: Data
Processing and Cataloguing
7:
USER SERVICES:
Circulation: |
Top Administrative officer responsible for all campus operations. Administrative
official responsible for all library operations. Proposed
educational and research special collection overseen by the DRA Chief
Archivist assisted by the Director of the Undergraduate Applied Social
Psychology Program, who is a regular faculty member of the Psychology Dept. Policy
making body comprised of the UH Librarian, the DRA Chief Archivist, and heads
of the three departments, oversees all major operations of the DRA i.e.
budgeting, personnel, supplies, maintenance, accounting, coordinating. Headed by
the Director of the Undergraduate Applied Social Psychology Program and
comprising three departments: Research
and development of special cataloguing system suitable for Daily Round Data. Cooperative
leadership function in helping establish DRA collections throughout the
country. Particular
applications in response to special community needs. Comprises
two departments: Public relations management overseeing contributions by individuals to
the collection. Computerized storage and accessibility as determined by the
Cataloguing Issues Dept. and fed to the Circulation Dept. Comprises
one department: Provides training
to student users and researchers in making use of special cataloguing system
and having it accessible through computer console recall. |
CHART 1:PART D: ANNOTATED OUTLINE OF DRA DEPARTMENTATION
I. ADMINISTRATION
COUNCIL
A. Ex-officio
Members
I. UH Librarian
2. DRA Archivist
3. Director-Undergraduate Applied Social
Psychology Program
4. Others?
B. Functions
1. Policy and Planning
2. Personnel and Staffing
3. Budget and Accounting
4. Coordinating and Directing
5. Public Relations
6. Maintenance and Supplies
II. EDUCATION
AND RESEARCH DEPT.
A. Organization
1. DRA Research Team
2. DRA Network
B. Specialized
DRA Projects
I. Standing Projects
a. Routine
Information on the UH Manoa Community
2. Committee Projects From Social Psychology 222
a. Attendance
Monitors
b. Folders
Monitors
c. Research
Reports Information Monitors
d. Complaints
and Suggestions Monitors
e. DFS
Monitors (Daily Feedback Sheets)
f. Campus
Liaison Monitors
g. Practice
Quiz Monitors
h. DRA
Bulletin and Library Liaison Monitors
i. Community
Liaison Monitors
j. Class
Registry Monitors
k. Monitoring
Monitors
1. The
Centre, Inc. Liaison Monitors
C. Publications
1. DRA Bulletin: reports on DRA research
D. Cataloguing
Issues
1. Develop a general theory of the daily round i.e. a theory
concerning a natural history of the daily round
a. How are topics being used and by whom in the
community
2. Develop criteria to assess how well the
theory works
a. What
criteria show effectiveness or usage?
b. What
motivates changes in the classification scheme:
i. Users
ii. Librarians
CHART 1: _ PART D: 2
c. What are the components of the user-how do
librarians define a user?
d. What kind of use is there?
III. ACQUISITIONS
DEPT.
A. Community
Liaison Office
1. Contributions to the DRA are Donated
B. Data
Clearing
IV. USER
SERVICES
A. Circulation
1. In-house Use Log
a. Fonts for users of the DRA
Chart 2: Part B: Sample DRA Classification Scheme
I.
MAJOR CLASSIFICATI0N
LEVEL
ZONE 1: BIOGRAPHIC
RECORD
ZONE 2: TRIBE
ZONE 3: ROLE
ZONE 4: PSYCHOHISTORY
ZONE 5: TERRITORIALITY
ZONE 6: APPEARANCE
II. SUBCLASSIFICATION
LEVEL
ZONE 1: BIOGRAPHIC RECORD
1A
MY VITA
ZONE 2: TRIBE
2A MY
TALK
2B
CONNECT1ONS
ZC
FAMILY TREE
ZONE 3: ROLE
3A LOGGING ACTIVITIES
3B SITUATED INTERIOR DIALOGUE
3C SITUATED STANDARDIZED IMAGININGS
3D SITUATED PSYCHOLOGIZINGS
3E SITUATED SENSATIONS AND FEEL1NGS
3F SITUATED FEELING ARGUMENTS
3G SITUATED FANTASY/DAYDREAM
EPISODES
3H THE ELEVATED REG1STER
3I RESPONSIBILITIES AND DUTIES
3J
SOCIAL MEMBERSHIPS
ZONE 4: PSYCHOHISTORY
4A
SITUATED ATTRIBUTIONS
4B SITUATED EVALUATIONS
AND ASSESSMENTS
4C SITUATED
JUDGEMENTS
4D INTERVIEWING THE
SELF
ZONE 5: TERRITORIALITY
5A REGULAR LISTS AND
BELONGINGS
58 ROUTINE CONCERNS:
SELECTED INVENTORIES
5C NOTICING
OBSERVATIONS
5D DESCRIPTION OF
TRANSACTIONS
5E TRANSACTIONAL
STRATEGIES: EPISODES WHEN I:
5F DECLARATIONS
5G SLOGANS
5N EPITHETS
5I HANGOUTS AND GROUP ACTIVITIES
5J REPORTING JOINT ACTIVITIES
5K NONJOINT
ACTIVITIES
ZONE 6: APPEARANCE
6A INTERVIEWING OTHERS
MICRO-CLASSIFICATION LEVELS
ZONE 1: BIOGRAPHIC RECORDS
1A MY VITA
1A1
Current Status in Community
1A2 Background
1A3 Topic
Focus
1A4
Personal
1A4.1 Ambitions
1A4.2 Favorites
1A4.3 Fears
ZONE 2: TRIBE
2A MY TALK
2A1 Analysis of Argument Logic
2A1.1 Schema of Argument Structure
2A1.2 Description of Operational
Talking Procedures
2A1.3 Schema of Behavioral
Strategies in Talk
ZAZ Analysis of Relationship
2A2.1 Case History
2A2.2 Relationship Dynamics
2A2.3 Tabulation of Pair Types
2A2.4 Tabulation of Role Types
2A3 Analysis of Sequence
2A3.1 Schema for Move Embeddings
2A3.2 Tabulation of Adjacency Relations
2A4 Analysis of Setting
2A4.1 Discourse Ana
2A4.2
Tabulation of
2A4.3
Tabulation of
2A4.4
Tabulation of
2A4.5
Transactional
2A5 Analysis of Topic
2A5.1 Breakdown of Topics Exchanged
2A5.2 Topical Annotations
2A5.3 Topical Chart of Transcript
2A5.4 Topicalization Dynamics
2A6 Transcript Annotations
2A6.1 Explanations
2A6.2 Stage Directions
2B CONNECTIONS
2B1 People I Live
With
2B2 People Who Are My
Immediate Family
2B3 People Who Are My Extended
Family
2B4 People Who Are Acquaintances of
the Family
2B5 People I Know From Work
2B6 People I Regularly Socialize With
2B7 People Who Have Provided Me with
Professional Services
2B8 People Whos change in Financial Status Would Affect My Financial Status
2B9 People Who Are Non-lntimates and
Non-Family whose Ill Health or Death
Would Affect Me
2B10
People Whom I Might Ask for a Recommendation
2B11
People Who lnfluenced My Intellectual and Personal Maturity
2B12
People I dont Know Personally But Whose Ideas Affect Me
2B13
People Who Have or Could Ask Me for a Reference
2B14
People I see Regularly for Service or Supplies
2B15
People Pd Like Currently to Meet
2B16
People I Know Whose Words I Quote or Stories I Tell
2B17
People Whom I Believe to be Admired by My Parents
2818
People Whom I Know Who I See of Think About Only Rarely
2C FAMILY TREE
ZONE 3: ROLE
3A LOGGING
ACTIVITIES
3A1 Time
3A2 Duration
3A3 Place
3M Participants
3A5 Occasion
3A6 Nature of Activity
3B SITUATED INTERIOR DIALOGUE
381 Overlays of Comments to Self
382 Value Expressions
383 Preparing Schedules
*3B4
Reviewing/Making Plans and Lists
385 Emotionalizing Episodes
*3B6
Rehearsals and Practicings
387 Annotations, Memorizings, Editings
338 Unmentionables Within the Relationship
3C SITUATED
STANDARDIZED IMAGININGS
4D SITUATED
PSYCHOLOGIZINGS
3E SITUATED SENSATIONS AND
FEELINGS
3E1 Microdescriptions of Sensory
Observations
3E1.1 Aches and Pains
3E1.2 Stretchings and Exercise
3E1.3 Blushing
*3E1.4 Retinal Sensations
etc.
3E1.5 Appetite and Cooking
3E1.6 Energy Level
3E1.7 Smells and Odors
3F SITUATED FEELING ARGUMENTS
3F1 Figuring Out a Conflict
3F2 Making Resolutions
3G SITUATED FANTASY/DAYDREAM EPISODES
3G1
Elaboration of Dramatized Scenarios
3G2 Construction of Catharsis Stories
3G3 Re-contacting Nostalgic Memories
3G4 Working out Alternative Realities
3H THE ELEVATED REGISTER
3H1
Praying/Invocations
3H2 Altered States of
Consciousness
3H3
Meditations/Reading of Scriptures
3H4 Poetic Expressions
3I
RESPONSIBILITIES AND DUTIES
3J SOCIAL MEMBERSHIPS
ZONE 4: PSYCHOHISTORY
4A SITUATED ATTRIBUTIONS
4B SITUATED ASSESSMENTS/EVALUATIONS
4C SITUATED JUDGEMENTS
4D INTERVIEWING SELF
4D1 Who Am I
4D2 What Am I
4D3 How Am I
4D4 What Do I Look to You
ZONE
5: TERRITORIALITY
5A
REGULAR LISTS AND BELONGINGS
5A1 Invitations
5A2 Announcements
5A3 Subscriptions
5A3.1
Periodicals
5A3.2
Membership Dues
5A3.3
Contributions
5A4 Bills
5A5 Closets
5A6 Drawers
5A7 Objects
5A8 Documents and Mementos
*5A8.1
Official/Legal/Medical
*5A8.2
Personal/Biographical
5A8.2.1 Prizes
5A8.2.2 Letters
5A8.2.3 Gifts
5A8.2.4 Albums
5A8.2.5 Souvenirs
5A9 Personal Effects: Selected
Inventories
5A9.1 Purse/Wallet
5A9.2 Car Glove Compartment
5A9.3 Your Own Drawer for Stuff
5A9.4 Clothes Closet
5B
ROUTINE CONCERNS: SELECTED INVENTORIES
5B1 Privacy
581.1 From the EYES of Particular Others
581.2 From the NOSE of Particular Others
*5B1.3 From the EARS of
Particular Others
5B1.4 From the KNOWLEDGE of Particular Others
*5B1.4.1 Involving Your Activities
5B1.4.1.1 Places
5B1.4.1.2 People
5B1.4.1.3 Purchases
5B1.4.1.4 Bills
*581.4.2 Involving Your Ideas
5B1.4.2.1 Memories
5B1.4.2.2 Attitudes
5B1.4.2.3 Opinions
5B2
Information Record Keeping
5B2.1 Schedules
5B2.2 Shopping Lists
5B2.3 Date and Address Books
5B2.4 Check/Bank Books
5B2.5 Biographical
5B2.5.1 Diary
5B2.5.2 Notes
5B2.5.3 Resolutions
5C NOTICING OBSERVATIONS
5C1 Visual Sightings
5C1.1 Physical State/Appearance of Things
and Places
5C1.2 Change in Normalcy Signs
5C1.3 Weather
5C1.4 People in Public Places
5C2 Relationship Events
*5C2.1 Noticeables About People You
Know
5C2.1.1 Physical Appearance
5C2.1.2 Mood
5C2.1.3 Unmentionables Within
5C2.1.4 Disoccasioned Mentionables
5C3 Auditory Pickings-up
5C3.1
Overhead Snatches of Talk
5C3.2
Sounds, Noises
5D
DESCRIPTION OF TRANSACTIONS
5D1 Gossiping
5D2 catching Up on News
5D3
Having an Argument
5D4 Joking
*5D5 Exchanging
Information
*5D6 Making
Arrangements
5D7 Working
Out a Problem
5D8 Sharing
Secrets/Confessions
5D9
Routine Reviews/News of the Day
5E
TRANSACTIONAL STRATEGIES: EPISODES WHEN I
5E1 Lied
5E2 Avoided
5E3 Persisted
In
5E4 Pursued
5F DECLARATIONS
5F1 Problems
5F2 Concerns
5F3 Secrets
5F4 Disoccasioned Topics
5F5 Superstitions
5G SLOGANS
5G1 About Appearance
5G2 About Health
5G3 About Diet
5G4 Folk Wisdom
5H EPITHETS
5H1 Pet Peeves (self and others)
5H2 Family Sayings
5H3 Nicknames (self and others
5H4 Personal (self and others)
5H5 Regularized
References To:
5H5.1 Time
5H5.2 Place
5H5.3 Events
5I HANGOUTS AND GROUP ACTIVITIES
5I1 Places
5I2 Circumstances of Crowding With
5I3 Activities with Others
5I4 Rights and Privileges
5I5 Reputation
5J REPORTING JOINT ACTIVITIES
5J1 Doing Something With Dates,
Appointments
5J2 Telephone Calls
5J3 Writing/Receiving Notes,
Letters, Memos, Ads, etc.
5J4 Paying Bills
5K NON-JOINT ACTIVITIES
5K1 Doing a Task for Another Person
5K2
Buying a Gift for Another Person
*5K3 Mentioning a Person to Someone
*5K4 Avoiding a Person
3K5
Going to See/Looking for a Person
5K6
Having a Mental Exchange with Someone
ZONE 6: APPEARANCE
6A INTERVIEWING OTHERS
6A1 Who Am I
6A2 What Am I
6A3 How Am I
6A4 What Do I Look Like To You
[*Indicate corresponding examples in Chart 2: Part C.]
3A LOGGING
ACTIVITIES
|
(i) 4:12 P.M. |
(ii) 3 min.:
(iii) in our parking stall: (iv)
me and daughter: (v) unloading the
groceries from the car: (vi) carrying
groceries upstairs, checking the mailbox, putting grocery bag on the kitchen
floor, telling the kids to hurry up |
|
|
|
|
(i) 4:15 P.M. |
(ii) 13 min.:
(iii) at home: (iv) me and my
daughters: (v) putting away the
groceries: (vi) taking groceries out
of the bags and telling children to put them away and start doing their
homework, use the bathroom, then sit down in the parlor |
|
|
|
|
(i) 4:28 P.M. |
(ii) 2 min.:
(iii) at home: (iv) me: (v) in my bedroom: (vi) changing my clothes, combing my hair,
and putting my clothes away |
|
|
|
|
(i) 4:30 P.M. |
(ii) 32 min.:
(iii) at home, in the parlor:
(iv) me and my daughters: (v) helping
children to do their homework: (vi)
lying down on the couch, talking to the children, listening to the stereo |
|
|
|
|
(i) 5:02 P.M. |
(ii) 1 hour, 7 min.: (iii) at home, in the parlor: (iv) me and my daughters: (v) lying on the couch: (vi) sleeping |
|
|
|
|
(i) 6:09 P.M. |
(ii) 2 min.:
(iii) at home, on the couch:
(iv) me and my daughters: (v)
lying down on the couch: (vi)
children wake me up and tell me to start cooking dinnertheyre hungry, TV is
on, and I start to sit up |
|
|
|
|
(i) 6:11 P.M. |
(ii) 3 min.:
(iii) at home, on the couch:
(iv) me and my daughters: (v)
discussing what to eat for dinner:
(vi) sitting down and smoking a cigarette |
A #3: My Daily Round Setting
B. MICRODESCRIPIONS
OF SENSORY OBSERVATIONS
(iv) Retinal Sensations
I
am leaving the theater after watching a matinee feature; as I walk out of the
theater, my eyes suddenly squint at the glare of the sun; the muscles around
my eye tighten, my pupils experience and sharp but momentary pain; as I become
accustom to the glare of the sun, the muscles around my eye begin to relax, I
open my eyes to its normal positions the pain in my pupils gradually diminish
towards the back of my head, there is a slight throbbing in my eyes but it
quickly diminishes; my vision is now normal and comfortable.
Category 3Bvii
A. #3: My Daily Round Setting
B. MICRODESCRTPTIONS OF SENSORY OBSERVATIONS
(vii) Smells
and Odors
I preheat the oven before roasting the duck; as I prepare the duck
there is a. faint ~or in the kitchen; I sniff at the duck, then at my hands;
the smell doesnt seem to be the duck or my hands; I start sniffing at the pot
of vegetables on the stove; its not the vegetables; I take many short sniffs
and several long ones; smells like something burning; I hear some sizzling and
smoke coming out of the oven; my entire body is now tense; I rush to open the
oven; smoke is coming out of it but there is not-thing in there that would
burn; I grab a. potholder and quickly open the broiler, beneath the oven; there
it is, the drippings from the steak we had two days ago sizzling on the rack; I
begin to relax; I remove the rack and place it in the sink; my body begins to
relax; the smell of steak slowly leaves the air; I continue to prepare the
duck.
Category
4Aiv
A.
INTERIOR DIALCGUE
(iv) Reviewing/Making
Plans and Lists
Im driving home and. thinking to myself what should I do first when I
get home? First, Ill wash the clothes then clean the house while the clothes
are in the washer and dryer; then Ill start to prepare dinner, no I better
not, I think Ill take a bath after Im through cleaning the house; then Ill
take the clothes out of the dryer and fold them before starting dinner, that
way I wont have to interrupt my cooking to pick up the clothes and fold them;
after dinner Ill rest for about half an hour before I start studying; I wonder
if I should call Rita and ask her if she would like to go to the library with
me tonight, no, I better no-t, otherwise we might end up In the bar having a
few drinks and I wont get a chance to study; lets see, first wash clothes,
then shower, then cook dinner, relax for a little while, then study-sounds
good, I think to myself, yeah, thats what Ill do tonight,
(vi.) Rehearsals and Practicings
Im
talking to Helen on the phone and she mentions Eddie called her and they talked
for half an hour, I m wondering if I should tell. her that he called me the
other night. No, I dont think I should, she might take it the wrong way. Im
wondering if I should say oh yeah, he called last night to see how every thing
was going with me, he didnt say much, we only talked for about ten
minutes!. perhaps I should tell her
that he had forgotten her number and and thats why he called. No, maybe I
should say, oh, thats nice, how is he doing? and not mention to that he
called me, Hinam, Nah, I dont think I should say anything at all about his
call. Perhaps if he had wanted her to know that he called me he would have told
her himself..but he didnt..wonder why? Oh, well, forget it, its not
Important anyway. I know, Ill just say that he called just to say hello and
that he was doing fine,..y-eah, thats it, thats what Ill say.
A. #3i: My Daily Round Setting
C. INVENTORIES
OF OWNERSHIP
(ii) Documents and Mementos
(a)
Official/Legal/Medical
My official legal documents include 2 birth
certificate of self and children, marriage certificate, divorce decree, social security
card for Self and kids, legal ownership paper for my car, car insurance
document, check book, HMSA medical card, drivers license, school tuition
agreement papers for childrens school, BECG award letter and tuition waiver,
medical statements, bank statements, transcript from U.H. and Leeward
Community College, school receipts for children, telephone bill receipts, rent
receipts, student identification card, rental agreement paper, student fee
slip, high school diploma, an associates degree in art and, science from
Leeward Community College.
(b) Personal-Biographical
I am looking in my bedroom for my personal things as I do not leave them lying
around the house, here is a list of things that Ive found on my book shelf
which is 5 x 5:
1. A Bank of
Hawaii statement in a blue envelope on my bookshelf, it is there because forgot
to balance my check book for last month.
2. A karate
trophy for most outstanding woman dated 1968 on the book shelf. It is used as a
bookend.
3. There are
forty-one albums and two tapes Sinatra (9), Herb Ellis (2), Al Green
(1), Charlie Byrd. (3), Don Ho (2), Matt Monroe (1) Dionne Warwicke (4),
Jerry Vale (1), The Beatles (1), Sergio Mendes (3), Simon and Garfunkel
(1), Best of 66 (1), Doris Day (i), Peter and Gordon (1), New Vaudeville Band
(1), This is Broadway (1), Follow the Sun...Around the World (1), Johnny Rivers
(1), Liz Damon and the Orient Express (1), Barbra Streisand (1), Gladys Knight
& the Pips (1), Carol King (1), Olivia Newton John (1), Nat King Cole (1),
and a Vikki Carr and the and The Strauss Family tapes on the shelf.
4. There axe thirty-three hardback books and
one-hundred and twelve paperback books on the shelf
politics
to sex.
5. There
are fifteen manila folders containing notes, handouts, and exams from previous
courses.
6. There are four folders, all black, which
contain old notes from previous courses.
7. One faded, old frisbee that my
daughter found outside while playing.
8. There
are two bottles of cutex, one is a base coat and the other is called frosted
pink, a bottle of cutex remover (half empty), a bottle of baby powder, one
snoopy bank, white, that my ex-husband gave metheres no money in it, one old,
metal fan that was a wedding gift, one large old yellow candle that a. friend
gave me, arid four blank cassette cartridges a.].]. on the shelf.
9. On my
dresser I find one bottle of apricot oil that I bought at a make up party, a
ceramic dinosaur, brown, that my daughter gave me last year for Christmas, a
wedding pic of my brother and his wife in a clear plastic cover, in a folding
silver frame theres a picture of my mother and out dog, two pictures of my
daughters when they were one and two years old, and picture of myself at Christmas
time, 1c67, a yellow scratch pad that has fix car on Saturday written
on it, and a pencil holder with two pens in it on my dresser.
10. In my
closet there is a. box containing eight albums, two blue ones, three red ones,
and three white ones, The white ones contain wedding pictures, high school
photos of friends, and family; the red and blue albums contain pictures of my
children; theres a small white box containing all the negatives from all the
photos.
11. There is
one portable sewing machine in a green case, one old Singer sewing machine in a
brown wooden cabinet, one green and yellow beach chair, one sewing table for
the portable sewing machine, two shoe boxes containing a black pair of shoes
and a white one, one pair of sandals next to them, beige in color, on the
floor, and two sets of Scrabble, one tape deck, two file boxes, gray in color,
and four evening purses-beige, black white, and off-white all on the shelf in
the closet.
12. In a.
small, old shoe box on the shelf I find a brand new black shoe lace, small gold
colored
safety pins, a deck
of Hanafuda cards, and an old combination lock that I once used for my locker
in high school, I probably put them there so that I could find them easily but
in fact had completely forgotten about them.
any facial
expressions that would give it away. No, they dont seem to notice any peculiar
odors. Guess I got away this time...or did I?
A. #4: Standardized Imaginings
(i) Privacy
6.
From
the Ears of Particular Others
I am standing outside of class arid it is
raining. My girlfriend and I are talking about the course. She says that she
has a hard time understanding the professor. I agree with her and mention that
he is boring and doesnt seem to know how to communicate well with students,
considering that that is what he teaches. Just then he walks in front of us and
enters the room.. I feel uneasy, I ask my friend if she thinks he over what I
just said. She just shrugs. I think he did. .but maybe he thought that she said
It and not I..I dont know, I hope not,
A. #4: My
Standardized Imaginings
E. ROUTINE
CONCERNS SELECTED INVENTORIES
(1) Privacy
d. From the Knowledge of Particular
Others
(1) Involving Your Activities
I
am at home, opening my telephone bill for this month. John is sitting down
beside me I look at the bill and wonder if he is going to pay for his long
distance call. He knows I dont have the
money to pay for the whole bill by myself. Im hoping that he asks to see the
bill. No, he doesnt ask. I dont want
to mention it to him, he might think that Im assuming he wont pay for it.
Ill just leave it on the dresser and hope that he is nosey enough to look at
it himself and mention, that hes going to pay for his half. I hope.
A. #4:
My Standardized Imaginings
E.
ROUTINE CONCERNS: SELECTED
INVENTORIES
(i) Privacy
d. From the Knowledge of Particular Others
(2) Involving Your Ideas
I
am talking to my sister and she mentions that she doesnt to have any more
children because her husband is presently unemployed. She asks if I know of any
sure method of birth control without having sterilization and taking the pill.
I tell her that she should consult her physician and discuss the matter with
her husband. I did not wish to pursue the matter as I know that it would only
add to her confusion arid a heated argument and hurt feelings might ensue. If
she were not older than I, I would have told her that she should take the pill,
which she is strongly against. The subject is then dropped and I ask her how
shes doing In her present job.
A. #5:
My
Community of Relationships
A.
NOTICING OBSERVATIONS
(i) Visual Sightings
d.
People in Public Places
Today, at Ala Moana shopping center, I saw Professor
Z. He was wearing a printed red and white aloha shirt, white flared trousers,
and white buck shoes.
A. #5: My Community of
Relationships
A. NOTICING OBSERVATIONS
(ii) Relationship Events
a.
Noticables
About People You Know (physical
appearance, mood, etc.)
(1)
Unmentionables
Within the Relationship
Today I noticed Professor B wearing two different
colored, different size rubber slippers. One was green and the other was brown.
His pants are too short and his aloha shirt looks wrinkled, as if he didnt
iron it. This is the umpteenth time Ive seen him dress in such a manner.
A. #5:
My
Community of Relationships
A. NOTICING OBSERVATIONS
(ii) Relationship Events
a.
Noticeables
About People You Know (Physical , Mood,
etc.)
(2) Disoccasioned Mentionables
A. #5: My Community of Relationships
B. DESCRIPTION
OF TRANSACTIONS -
(v) Exchanging
Information
While sitting outside of the classroom, I see a friend
of mine approaching. She sits with me and we start to talk of school. She asks
if I was accepted Into the dental hygiene program. I say no, I wasnt. I ask if
she was, she says no. We then start to
discuss the requirements for the program and how a person is selected into the
program. She tells me that perhaps we should apply to the nursing program
instead and proceeds to inform me of there requirements.
A. #5:
My Community of Relationships
B. DESCRIPTION OF TRANSACTIONS
(vi)
Making Arrangements
Faye
called me tonight and invites me to have a drink with her at the bar tonight. I
agree, She tells me if it would be alright if we meet in about one hour at
Latin Villa, I say that that would be fine. I then call my neighbor arid ask
her if it would be possible for her to watch the kids for me tonight. She
agrees.
B. DESCRIPTION OF TRANSACTIONS
(vii) Working
Out a Problem
them
both to the cashier. Once its paid for, I take the package and leave the
store, I go downstairs and buy a drink for myself.. .feeling proud that for
once I bought a gift ahead of time instead of waiting till the last minute.
After finishing my soda, I go to my car and leave.
D. NON-JOINT ACTIVITIES
(iii)
Mentioning
a Person to Someone
While
talking to Carol on the telephone, we both mention a total of seven people; She
mentioned four people, three from the store and her roommate. I mentioned
Johns name, Toms and my sisters brother-in-law.
A. #5: My Community of
Relationships
D.
NON-JOINT ACTIVITIES
(iv) Avoiding a
Person
After
dropping off the kids at school, I came home to do some studying. Just as I
park my car, I see my neighbor arriving home, I hurry out of my car and
pretend not to see him. Just as Im about to walk upstairs, he shouts Hi Nan,
how you doing? I smile at him and say alright but keep on walking...cant stop
now or Ill be stuck for hours talking to him! He looks at me and I feel that
he would like me to say something so that he can start rapping. I keep on walking, making sure that I dont
look back again.
FOOTNOTES
1. I
wish to thank Dr. Barbara Gordon and Professor Leon James for helpful comments
and suggestions on a draft of this paper.
2. The
term ethnosemantic glossary as defined and used by Jakobovits and Gordon (197378)
refers to units, typically vocabulary units (such as are found in
dictionaries, thesauri, etc.) which comprise a semantic map or grid that
represents information that is coded or kept track of in a community. The
dictionary and Rogets Thesaurus are thus examples of ethnosemantic
glossaries; the dictionary representing the shared pool of words in our
language available for any of our use, and Rogets representing a useful
mapping of relationships among these words set down in our dictionaries.
3. The
term archivology is a translation from the French archivistique, by Yves
Perotin as reported in his introduction (196~: 9).
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