#1

#1.Exam Projects, 222 s1983	#2.Dra Classification	#3. Dr. Nahl’s Scholarship Letter
#4. Test for Social Competence	#5. Preparation List for Psy 222 F1979

Dr. L.A. James, Instructor/Mrs. D. Nahl, DRA Librarian
Psych 222 Spring 1983 Generation
(due date; 4/27/83 )
TAKE HOME EXAM PROJECTS

INSTRUCTIONS; This packet contains three different projects. You
are to choose one of these for your report. The three are:
1. Krupat Reading Report
2. Find-a-Book Report
3. Trace-a-Topic Report
Read all three projects thoroughly and discuss them with classmates and friends. Then choose one of them to do. The Krupat report is done alone while the other two are done in a dyad but written up also separately. Remember that this is for the Generational Curriculum so that you are trying to demonstrate your knowledge and your creativity, but you are also trying to help future generations to understand the self-witnessing approach and you want them to learn
from your own experience in this course. Follow instructions for each project step by step, then follow outline for writing it up. And now to each project.

Project 1: KRUPAT READING REPORT
This task is carried out by yourself. Its purpose is to present your
own self-witnessing report on your reading of social psychology
textbook material. Follow these steps:
1. Study the accompanying CHART of questions and their ennead matrix
location. Study the chart until you feel confident you know it.
2. Select one (only) of the nine Krupat chapters. Read (or reread)
it and when you come to a sentence or paragraph to which you have
some reactions to report, write it down or dictate into a tape recorder.
Always record: (a) the page no. and line no. of the passage; (b) the
reaction or information for the ennead matrix box; (c) the ennead box
it fits into (e.g., "High Affective" or "Low Sensorimotor" or "Mid
Cognitive", etc.). Collect between 2 to 5 observations for each box,
if possible; (d) obtain a Xerox: .copy of the passage if long, or quote
it if just a sentence is involved.
3. Get hold of any other social psychology textbook. Check the
following possibilities: Sinclair Shelves for Psychology and Sociology
courses; Hamilton Shelves for Social Psychology; Hamilton Reference
Stacks; DRA Library in Gartley 213; UH Bookstore; etc. Using the
Index in the book, find sections that deal with the topics you've
picked to react to in your Krupat book. If you can't find the same topics then pick whatever related topics y•ou can find. Read these sections as you did Krupat and record where and when you have any
reactions to report. Here too try having between 2 to 5 observations
for each box, if possible and relevant. 4. Now study your two tables and discuss it with friends. How do they
differ? What do they indicate regarding: (a) the topics; (b) you; (c) the textbook.
5. See outline for write up.

OUTLINE FOR KRUPAT READING REPORT WRITE-UP
To be typed. Double spaced. On dark ribbon. With front sheet giving appropriate information. With Table of Contents. Paginate all pages.

1. Introduction ( 3-4 pages) : Explain this is a class project for the
Generational Curriculum of Community-Classroom. Explain the threefold self and the self-witnessing method. Discuss briefly the negative and positive bias in science.
2.Results of Reading Textbooks; (2-4 pages plus Tables) Expia-in the procedure for using the ennead matrix to report on your reactions during reading textbooks. ur results in the 2 Tables. Discuss the differences, the trends, the similarities, etc.: what do these comparisons show about (a) the topics; (b) you; (c) the textbooks? J. Conclusions; (2 t-o 4 pages) Discuss: is t-hls a. cfooci met-hod for studying? Can the ennead matrix serve to study other subjects in other courses? Does this method teach about yourself and how you process information? What else could this method be used for? How has this report affected you? What have you learned? Any other suggestions or statements or advice to the future generations?

THE INTERNALIZATION AND EXTERNALIZATION OF MY READING KRUAP TEXT

(NOTE: proceed from C to B to A, It might be easier than the other way.)

	A	B	C
III	How do I feel about these assumptions? What loves, affections, attractions, or resistances do I have that support or condemn these assumptions? etc.	What principles of truth or falsehood lie behind these assumptions? What views or perspective are contained in these assumptions?	What assumptions did I identify which are contained in the passage?
II	What motivated me to reason in that way? What bias or preferences are behind these reason- ings? What goals am I trying to achieve by reasoning in these ways? etc.	What justifies these reasonings? What explanations can you give that show whether these reasonings are either correct or implausible? etc.	What reasonings did I go through while reading the passages? (You may be able to summarize or use a diagram or flow chart to explain the reason- ings. ) etc.
I	Why did it occur to me to say each of those sentences? What drive, impulse, satisfaction, or reward is served when I say them? What do I get out of it? etc.	What led me to think of these sentences? What in the passage caused me to think of them? etc.	What sentences did I say to myself while reading the passage? etc.

Project 2: FIND-A-BOOK
This task is carried out in a dyad but each student writes up their
own report after sharing all the data and discussion. Decide who
will be the searcher and which one of you will be the searcher's
huddle-buddy. Both ust read these instructions and discuss them.
Huddle-buddy's role: You are to help in the collection of the data
according to the ennead matrix as shown in the CHART below. Since
the overall task is to find a book, there are of course many sub-tasks
(e.g., finding catalog card, finding shelves map, finding book, etc.).
You are to obtain information in the three areas of A,B,C for as many
sub-tasks as you find feasable to do so in cooperation with the
searcher.

A. Affective Information	B. Cognitive Information	C. Sensorimotor Inform.
What is the searcher's purpose, goal or intention? What are the inclinations, impulses, and motivational issues? By what forces is the searcher affected? What pressures are felt by the searcher or adjusted to? etc.	What solutions, methods, procedures does the searcher employ to reach the goal? How does the searcher manage to solve problems? What plans or decisions are being made by the searcher? etc.	Where do the eyes look? What are the fingers doing? What are the emotions being expressed? What physical sensations are percieved? What information is being noted, written down, memorized, or said out loud by the researcher?etc.

You both meet at the catalog section of Hamilton library. Prior to
starting you are to go to the stacks and select three books from
three different floors, one book for a floor. Use random location.
Write the full title (only) of each book on a separate paper and
number the papers 1, 2, and 3. Then go to catalog section to meet the
searcher. Hand searcher your first paper with title and note time to
closest minute. Use written notes and casette tape recorder, preferably
with microphone. Observe sedrcher and remain close together so searcher
could talk out loud into tape recorder and answer your questions. Collect
information for the ABC columns according to the questions in the above
chart. Avoid irrelevant talk and be task oriented. Frequently prompt
the searcher to answer you: What are you doing now? Where are you
looking now? What are you thinking now? etc. Don't feel intimidated
by others who might be watching you. After all you're doing important
scientific work that will surely improve people's ability to use the
library and think better. Save all papers and records for your write up.
You are to hand in the tape along with the report. After collecting
all the information you want on all three book searches you are to review
this information together and discuss how best to present the results.
Listen to the taped notes and select those that fit the ABC information
categories, and write them down so that you end up with a Table giving
the ABC information for finding bookl, book 2, and book 3. Get a Xerox
copy of the three Tables and each gets a copy. Then you write up the
report separately according to the outline below. You also need to
hand in the casette tape.

SEARCHER ' s ROLE; Your huddle-buddy gives you the title of the first of
three books you are -to find in the stacks. Find the card catalog
entry by Title and write down pertinent information (call number, author's name, date, etc.). As you write try memorizing the informa-tion and relate it to other information you know about the author, call number, topic, etc. Meanwhile your huddle-buddy will ask you pertinent questions to elicit information from you on your ABC
activities during your problem-solving. Be sure you answer loud
enough in the microphone held up for you by your huddle-buddy. It is not important to go fast even if your huddle-buddy will note how long you take for the various sub-tasks, but this is not a speed test,
and it is more important to get enough accurate data on your thinking and feeling processes as you're doing the search for the book. Walk to the elevator or staircase and examine floor maps and directions while you are continuing to talk to your huddle-buddy and giving the information needed. Talk out loud. Note your errors as well as as your good solutions. You may stop to talk on the way if that's desirable to get better data. Note the last few seconds before the book is found:
where do your eyes go? How do you search? What do you feel? etc. etc. Include relevant and irrelevant thoughts, feelings, sentences, observa-tions, etc. You want to be able to present a full picture of what it's
like to search for a book in the library. After retrieving the book give it to your huddle-buddy who will then replace it. Then you go up and repeat the whole thing for the second book. Then you do it again
for the third book. After this you listen to the tape you produced and examine all the notes and add whatever is necessary. Then you make up your final Table, get a Xerox copy for each other and you each
write up your own report using the outline below.

OUTLINE FOR FIND-a-BOOK REPORT WRITE UP
Type. Double spaced. Dark ribbon. Paginate every page. Have a front
sheet with relevant information. Have a Table of Contents.

I. Introduction (2-3 pages). Expia-in this is a class project in
Community-Classroom for the Generational Curriculum. Explain the ABC
system of the threefold self and the approach involved in self-witnessing
method. Discuss briefly the positive and negative bias in science.

2. Procedure (2-3 pages). Describe what both of you had to do (roles).
Give enough details to allow others to replicate your steps. Add
comments on problems and suggestions for future dyads.

3. Results (2-3 pages plus Tables). Give the ABC Tables you both have
and add explanations on how the information was put into the Tables
from the tape recorder and from your written notes. How reliable is
this procedure? What got left out? etc.

4. Discussion (2-3 pages). Contrast the three Tables: what do they
indicate regarding (a) what searching is like, (b) how your searching
changes or improves with practice. Can you suggest ways of quantifying
the information? Would this be useful?What are your conclusions?
Discuss the nature of library search behavior: can it be taught?
What does it depend on (intelligence, knowledge, etc.). What are its
component skills? What do you have to know before you search well?
Discuss theory from Lectures and Krupat that might be used to throw
some light on this type of behavior.

5.Personal value(2-3 pages). What did you gain by doing this? What
effects did it have on you? Should other students do this? etc.

Project 3: TRACE-A-BOOK REPORT
This task is carried out as a dyad but each student writes up their
own report after sharing all the data and discussion. Decide which
one of you will be the searcher and which one the huddle-buddy to the
searcher. Both of you must read all the instructions and discuss them.
Also, read the instructions for Project 2 since it has some similar
features as this one. and it will give you additional hints on how
to do this one better I

HUDDLE-BUDDY'S ROLE; Your task is to collect the ABC information
as specified in the chart for Project 2 -- see p. 4. To do this you use a tape recorder with a microphone that you can hold to the mouth of the searcher so as to record the appropriate self-witnessing infor-mation. You are to prompt the searcher with questions such as those in the chart on p. 4. As well, you can take written notes or draw
diagrams or keep the notes the searcher is making during the search. Also, while the searcher is reading or being silent, you are to dictate summary notes (or write them down) which will serve later to orient
your discussion and describe the details of how the search went. Note what kind of information the searcher prefers to follow up vs. those that aren't followed up: What's the difference? Thinking and discussing these issues with the searcher will allow both of you to write up your report so that you can shed light on this process of building up a topic in your mind, solving intellectual-academic problems, and how we acquire and use knowledge. It's as if you're observing science in the making or knowledge coming into being!

SEARCHER'S ROLE; Your task is to do the search on the following topic:
"The Positive and Negative Bias in Science and History" -- which was discussed in the lectures. You are to build up this topic by searching through various sources, taking notes so that you can then make a table or list of views on this topic. Your table or list is to be organized into sub-headings with pro and con views on that sub-heading. For instance, you may have contrasts such as: old vs. current views on the self; scientific vs. anecdotal reports on the self; eastern vs. western views; religious vs. theosophic perspectives; psychology vs. sociology vs. philosophy; favorable vs. unfavorable views on
the spiritual self; booklength reports vs. short reports as in letters; etc. etc. Your table should provide a balanced view on some limited aspect of the topic since it would not be possible to be complete
given the size of the literature on this topic. You may consult with your huddle-buddy any time regarding anything since this is not a test. You may also consult with librarians and others at any time. You may
use several strategies: e.g., looking up subject headings in the catalog such as RELIGIOUS DOCTRINES (BL 425-490); PARAPSYCHOLOGY (BF 1001-1389); ONTOLOGY (BD 300-450); MORAL & RELIGIOUS EDUCATION (LC 251-951); HOMEOPATHY (RX); MENTAL HEALING (RZ 400-408); or
such search words as SOUL, SPIRIT, HEAVEN, HELL, TRANSPERSONAL PSYCH-
OLOGY, TRANSCENDENTALISM, CONSCIOUSNESS, SELF, SCIENTIFIC METHOD,
NULL HYPOTHESIS, BIBLE EXEGESIS, and so on. You may also look up
(or start instead with) authors that deal with this topic, such as SWEDENBORG, KANT, E.MERSON, VAN DUSEN, ARISTOTLE, PLATO, DESCARTES, WESLEY, CALVIN, BUBER, NIEHBUR, KIERKEGAARD, POLANYI, and so on. Your task is thus double: to make up the table or list of views
and to dictate self-witnessing notes to your huddle-buddy about what
goes on inside of you as you build up the topic through the search.
You must complete the search in one day taking as many hours as you
wish.

After completing the search, the tape, and the notes, you are to get together (not necessarily on the same day) and discuss the write up. Listen to the tape, take notes off of it, and utilize whatever notes and memories are relevant until you end up with a good understanding of what went on. Organize your notes into two types of tables:
the first type is the table of views prepared from the searcher's notes and efforts; the second type of table is the ABC information of the self-witnessing notes and the tape. When you finalize both types of tables you are to take a xerox of them so that each of you has them. Then you write up your own report using the same tables (which must be typed). The following is an outline for your write up.

OUTLINE FOR TRACE-A-TOPIC REPORT WRITE UP
TYPED. DOUBLE SPACED. DARK RIBBON. PAGINATE EVERY PAGE. FRONT PAGE WITH
APPROPRIATE INFORMATION. TABLE OF CONTENTS.

1. Introduction (2-3 pages) Explain this is a class project in
community-classroom and is for the Generational Curriculum. Explain
the ABC system of the threefold self, and the self-witnessing
methodology. Discuss the positive and negative bias as introduced
in the lectures.

2. The Topic. (3-4 pages plus tables) Present your views on this topic
prior to the lectures or prior to this semester. Present the table
of views from your search. Discuss your current views on this topic
and how the search has affected your views.

3. The Search (3-4 pages plus tables) Describe your procedure for
gathering the ABC information. Present the table. Discuss the content
of the table: What does it reveal about library search behavior?
Can it be taught? What does it depend on? What are its component
skills? How could all this be investigated further? etc.

4. Personal Value. (1-2 pages) What did you gain by doing this project?
What effects did it have on you? Should others do it? Was it worth
the effort (how long did it take?). Anything else?

DRA CLASSIFICATION SCHEME

I. MAJOR CLASSIFICATION 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 CONNECTIONS
2C FAMILY TREE
ZONE 3: ROLE
3A LOGGING ACTIVITIES
3B SITUATED INTERIOR DIALOGUE
3C SITUATED STANDARDIZED IMAGININGS
3D SITUATED PSYCHOLOGIZINGS
3E SITUATED SENSATIONS AND FEELINGS
3F SITUATED FEELING ARGUMENTS
3G SITUATED FANTASY/DAYDREAM EPISODES
3H THE ELEVATED REGISTER
31 RESPONSIBILITIES AND DUTIES
3J SOCIAL MEMBERSHIPS
ZONE 4: PSYCHOHISTORY
4A SITUATED ATTRIBUTIONS
4B SITUATED EVALUATIONS AND ASSESSMENTS
4C SITUATED JUDGMENTS
4D INTERVIEWING THE SELF
ZONE 5: TERRITORIALITY
5A REGULAR LISTS AND BELONGINGS
5B ROUTINE CONCERNS: SELECTED INVENTORIES
5C NOTICING OBSERVATIONS
5D DESCRIPTION OF TRANSACTIONS
5E TRANSACTIONAL STRATEGIES: EPISODES WHEN I
5F DECLARATIONS
5G SLOGANS
5H EPITHETS
51 HANGOUTS AND GROUP ACTIVITIES
5J REPORTING JOINT ACTIVITIES
5K NON-JOINT ACTIVITIES
ZONE 6: APPEARANCE
6A INTERVIEWING OTHERS

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
286 People I Regularly Socialize With
2B7 People Who Have Provided Me with Professional Services
2B8 People Whose Change in Financial Status Would Affect My
Financial Status
2B9 People Who Are Non-Intimates and Non-Family Whose III
Health or Death Would Affect Me
2B10 People Whom I Might Ask for a Recommendation
2B11 People Who Influenced My Intellectual and Personal Maturity
2B12 People I Don't 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 I'd 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
2B18 People Whom I Know Who I See or Think About Only Rarely
2C FAMILY TREE
ZONE 3: ROLE
3A LOGGING ACTIVITIES
3A1 Time
3A2 Duration
3A3 Place
3A4 Participants
3A5 Occasion
3A6 Nature of Activity
3B SITUATED INTERIOR DIALOGUE
3B1 Overlays of Comments to Self
3B2 Value Expressions
3B3 Preparing Schedules
3B4 Reviewing/Making Plans and Lists
3B5 Emotionalizing Episodes
3B6 Rehearsals and Practicings
3B7 Annotations, Memorizing, Edi tings
3B8 Unmentionables Within the Relationship
3C SITUATED STANDARDIZED IMAGININGS
3D SITUATED PSYCHQLOGIZINGS
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
48 SITUATED ASSESSMENTS/EVALUATIONS
4C SITUATED JUDGMENTS
4D INTERVIEWING SELF
4D1 Who Am I
4D2 What Am I
4D3 How Am I
4D4 What Do I Look to You
ZONE 5: TERRITQRIALITY
5A REGULAR LISTS AND BELONGINGS
5A1 Invitations
5A2 Announcements
5A3 Subscriptions
5A3.1 Periodicals
5A3.2 Membership Dues
5A3.3 Contributions
5A4 B111 s
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
5B1.1 From the EYES of Particular Others
5B1.2 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
5B1.4.2 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 Realationship Events
5C2.1 Noticables About People You Know
5C2.1 .1 Physical Appearance
5C2.1 .2 Mood
5C2.1 .3 Unmentionables Within the Relationship
5C2.1.4 Disoccasioned Mentionables
5C3 Auditory Pickings-up
5C3.1 Overheard 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 1:
5E1 Lied
5E2 Avoided
5E3 Persisted In
5E4 Pursued
5E5 Insisted On
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 Nickanames (self and others)
5H4 Personal (self and others)
5H5 Regularized References to:
5H5.1 Time
5H5.2 Place
5H5.3 Events

51 HANGOUTS AND GROUP ACTIVITIES
511 Places
512 Circumstances of Crowding With
513 Activities with Others
514 Rights and Privileges
515 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
5K5 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

# 3. Letter from Dr. Nahl

DATE: January 1, 1979

TO: GSLS Alumni Group, Scholarship Coffimittee

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 community. 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 fuzure, 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 accomplished, and I believe that it would be of great benefit to our community 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 involver in represents a new type of library facility, and thus a new area which demands 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 application. One area represents consolidating library resources via networking and computerized retrieval systems; the other acea centers around improving libraries as educational resources. My research focus is on the development of a computer based educational library facility used by students of Social Psychology 222. I am planning a thesis for my W-S I'Aegree 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 ac 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 tile community, During my first year as a GSLS graduate student I was fortunate to experience several areas of librarianship.

I was familiarized with materials inter-atacks throuph my part-time work for Dr. Berninghausen and Dr. Harry Uyeliara 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 part-time work gave me an especially favorable position from which to observe and deal with the day-to-day 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 project 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 work-study student and thus am able to work part-time (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 indexing and cataloguing system for the specialized data in the DRA, supervising indexing work done by students, helping to develop forms for "keeping track" of community information. As well, I have been volunteering as a part-time 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 information" and the prospect of future employment. Dr. Gordon is a consultant in educational linguistics and a Visiting Colleague in the Psychology Department collaborating with Dr. James on the DRA project.

I am a member of the Curriculum Committee and have been principally -3- 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 first-hand 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 classifying, which enables us to understand the world around us.

My library course work has enabled me to view and study the relationship 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 hesitate 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 facilities for the public at large.

Diane N. Nahl, applicant

TESTING FOR SOCIAL COMPETENCE SKILLS IN THE CLASS COMMUNITY:
THE WITNESSING APPROACH

Definitions:

TESTING = Inventorying across time to identify change and document its occurence;

INVENTORYING = Witness reports on-going self-observations as sampled by DRA format;

DRA FORMAT = Taxonomic sampling based on local ethnographic microdescriptions

Categories of Skills

Awareness of Group Dynamics; Interpersonal Relations; Transactional Effectiveness

Identifying Attributions Errors; DOcumenting Biographincal Record Objectifying Self-observations; Objectifying Self-presentations

Reading literature; Taking Quizes; Knowledge of Social Psychology; Hitory, Masters; Topics

Professionalizing Student Role Behaviors
Classroom; Campus Community

Research Planning & Design
Research Report Writing
Typing; Writing in Academic Style
Note Taking; Data Organization
Interviewing

Strength of Behavior

0 · I would not ordinarily attempt to do the task because of discomfort or incompetence at it

1 · 1 might attempt such a task under course guidance but not without discomfort due to doubts and fears

2 · I am confident I can accomplish the task adequately on a routine basis if specifically called upon to do so for an assignment

3 · I would attempt the task under my own initiative

4 · Under appropriate circumstances I could guide someone to accomplish it

Skills Related to Objectifying One’s Self-Observations and Self-Presentations

To make up data tables and charts of your daily activities, noticings, respon-sibilities, and the like ...
To document accurately and validly your connections and position in the com-munity you live in ...
To be able to state what are some of the societal factors that influence your conduct ...
To identify three criteria you actually use when having first impressions about another person...
To document some of the main differences between written language and conversa-tional language or talk...
To have an adequate Vita (or Resume) in your file for an unexpected opportunity

To know how to write different Vita's (or Resumes) for different purposes, eg., applications for school, social club, job, professional association, political election, and so forth ...

Skills Related to InterVersonal Relations and Transactional Effectiveness

Skills Related to Knowledge of Social Psychology

To discuss intelligently what social psychology is, its history, theory, and method...

To write definitions for two dozen technical terms in social psychology...

To succeed on a quiz after a week end's study of a chapter in a textbook of social psychology...

Skills Related to Professionalizing Student Role Behavior

To chat with classmates before and after class, to get to know them, to exchange views on the course and its topics ...
To examine other students' work and assess the content for its information value...
To ask the instructor questions or make comments out loud in a large class...
To use the microphone in front of a large class to make an announcement or a comment ...
To assess a classmate's note taking for its adequacy to be informative about the contents of the lecture ...
To Visit professors in their offices to chat and get to know them better...
To phone a professor at home to ask for a clarification about an assignment you are working on ...
To read a chapter in a Social Psychology introductory text and answer a class Quiz on it.

To read a chapter in a Social Psychology introductory text and answer a class Quiz on it.
To demonstrate understanding of group dynamics in a small task group. To talk to classmates in a large class, to get to know them.
To make use of sociopsychological data about an individual to predict behavior.

To be able to justify one's impressions of others by identifying the social characteristics which influence one's impressions.

To walk into a professor's office and chat or socialize.
To type a 50-page report for a class assignment.
To ask questions out loud in a large class and say what you want to Say.

To make a 3-minute oral report to a large class using the microphone.

To tape a conversation and make a transcript of it with annotations and analyses.

To interview friends, family, and strangers by asking them to respond to these questions: Who am I? What do I look like? What do you think of me?

To participate in a Task Group with four other classmates, carry out assigned tasks, and write up Field Notes.

To discuss competently theory and method in Social Psychology.

To keep a log of all your activities for one day including thoughts,, feelings,noticings.

To complete adequately an advanced undergraduate course in Social Psychology.

To complete adequately an introductory course in Social Psychology.
To complete adequately a course on statistics..
To use dictionaries, indices, glossaries, the thesarus, with facility.
i

To be able to objectify student role behaviors.

To know how many hours you've spent.

To feel comfortable showing your notes.
To feel comfortable borrowing a classmate's notes. To feel comfortable showing your work to other students. To feel comfortable reading the work of classmates.
To know how to assess student's work objectively (your own and those of classmates).

To feel that you know how to be a professionalized student.

LIST OF PREPARATIONS FOR PSYCH. 222 (2) FALL 1979 GENERATION

*1: PHOTO-BOARD SEATING ARRANGEMENT:

Design and construct a board for photographs of all students, movable pictures, portable board.

Design method for use of photo—board--students will place their photos before each class period on the place where they will be sitting for that period. (Cf. report by Catherine Graham & Larry Welkowitz, S79//Psy 499)

2: TOPICAL INDEX & ANNOTATIONS FOR LECTURE TAPES:

Listen to tapes of lectures from past generations of Psych 222(2) & 397, take notes on the topics discussed, and prepare typed index and annotations for each tape.

Prepare and maintain inventory of indexed tapes for use in Fall 79 generation. Students in the Fall 79 generation will prepare indices as part of their course work they may choose to do. Formats and instructions to the students need to be developed in preparation for this.

3: CLERICAL DRA LIBRARIAN ASSISTANCE:

Including: binding, collating materials, holding office hours to keep the DRA open, maintaining file system, typing, inventorying, labelling, etc.

These operations are on—going.

*4: DES IGN, PREPARE, USE FORNS:

Forms are needed for Class Feedback (CFF); Progress Reports; Discharge Reports (DR); Field Projects & Exercises, and others for use by Fall 79 generation assignments.

(Cf. Society’s Witnesses (1978); report by Sandy Nakazaki & Mike Mesco, S79//Psych.

5: REGISTRATION AND ORIENTATION ACTIVITIES:

Contact former Psych. 222 students who will act as “live” resource people at registration ond during orientation.

Plan public relations activities such as posters, articles &/or columns in KaLeo, bulletin board design and contents, telephone contact discussions,

information sheets and distribution of information on Fall 79 generation Psych 222 (2), etc.

Implementation of planned activities including open house office hours in the DRA Center.

*6: RESERVE READINGS SHELF IN SINCLAIR:

Submit readings for reserve for Fall 79 generation, including: 30 copies of Society’s Witnesses, 15 copies of Workbook for the Study of Social Psychology 2nd e others?

7: CAMPUS AVIARY & DRA CE NTER P.R.: