altruism.html
Our use of the slide presentation differs from the use intended by the library in the following ways:
1. We screened it on a classroom wall using different equipment.
2. It was viewed in a unified group context with a joint focus.
3. The group was guided to study the content in relation to their own behavior.
4. The material was presented in the context of studying the dynamics of a social paychological topic: altruism & aid.
Immediately after viewing the program in the classroom the students were instructed to
1. Write down each new item of information received from the presentation.
2. Compare in writing their past and present library book-care behavior to the ideal library book conservation behavior presented.
3. Indicate the extent to which they plan to alter their current behavior.
4. Relate the content of the presentation and their own book-care behavior to the topic of altruism.
RESULTS
Students have identified specific behaviors in the following areas:
-changes in their awareness of how books should best be handled
-the extent to which they have accepted the recommended conservation criteria
-past assumptions they have held about the care of books
-conflicts they experience in handling library books
-selfish tendencies experienced in connection with books
-their own image of the library
-attitude changes resulting from exposure to the program in the context of a study of altruism in social psychology
-some inner dynamics of choosing altruistic behavior over selfish or irresponsible behavior
-social forces of laziness, responsibility, habitual courtesy, wanting to be helpful to unknown people, putting another's
interest ahead of one's own, taking the library for granted, etc.
In a psychology course on learning and motivation taught by Dr. James' students prepared Generational Curriculum reports for which the conservation slide show served as a stimulus. In this exercise students fill out at several different times a semantic differential instrument which helps them measure their attitudes towards books, libraries, librarians, desire for library skill improvement, frequency of use of libraries. In this self-observational training approach students can become aware of the dynamics of their own attitude change by observing the forces of resistance versus the forces of conscience.
Student Reports Using These Instructions
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