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Trigger films are an audience involvement media designed to achieve attitude and behavior modification. They are brief (under four minutes), high impact vignettes which portray specific problem situations, focusing upon the agent's motivations, and structured so as to trigger an emotional response by the viewer and to act as a catalyst for self-examination of the issues which lie at the heart of the matter at hand. They serve as film analogues to the Rorschach and Thematic Apperception Tests and have been used in such varying fields as gerontology, drug abuse education, driver training, mental retardation, jurisprudence, human relations, dental education, and library science. They provide an initial stimulus and only the most pertinent information, deal with realistic situations, and conclude at an open-ended high point where the conflict is unresolved and alternative solutions are possible. They are useful in group discussion and, when properly used, serve to break down defense mechanisms and to provoke thoughtful consideration of problematic situations. (Author/PB)

A two-week institute, funded under Title II-B of the Higher Education Act, focused on the process of communication as the vital interface with all aspects of the school library supervisor's role. "School library supervisor" was intended to include any school librarian with supervisory or management responsibility beyond the single building level. The thirty participants who were selected represented a wide geographic distribution. Many facets of the supervisor's role were explored in group discussion or individual conferences, formal presentations dealt with group dynamics, speech, writing, listening, and media design. The program included participation training, a method of group process which emphasizes rolePrelated discussion. Principles of media design were illustrated through simulation projects. Program evaluation consisted of participant comments and a post-test on communications. Much of this report consists of the institute's instructional materials and bibliography. (Author/SL)

Three problems in the field of library science concerning the education of reference librarians which this project attempted to solve were: (1) unsatisfactory teaching methods, (2) variation of education and skill among students and (3) lack of self-instructional materials. The development and testing of computer-assisted instructional materials has contributed to the solution of these problems by making available: (1) a type of education in which reference situations are simulated, (2) an instructional period to evaluate discrimination and performance and (3) easily revised self-instructional materials. The purpose of these materials is to help the library science students at the master's level become acquainted with a wide spectrum of representative reference materials and to learn to use these in meeting the informational needs of the library patrons. To accomplish these objectives, 167 reference work annotations and 850 questions dealing with these tools were compiled and organized into a linear program. Reference interviews in libraries were monitored and recorded for use as simulated case studies. In these situations, the computer acts as the patron and the student as the librarian. The group using the computer scored significantly higher on examinations than did another control group which did not use the computer. (MF)