50 min class periodAuthors found this to be an effective way to engage students: captured their attention and gave the background info on topicWere then able to successfully go through exercises replicating the research processASU evaluated process by interviewing students and faculty and analyzing student papers; found class to be effective
ScreenFlow used to create screencastsN=15, students given $10 incentive to participate (had not previously attended library workshop)
No reference to “articles” or “databases”Follow up qualitative questions for participants gauged why they clicked where they didConclusion: Participants successfully complete tasks after viewing screencasts; self-reported confidence in ability to complete tasks increasedNo data on whether participants would retain information over longer term (also not compared to face-to-face instruction)
One concept per screencast, 2 min max (Apple tutorials all under 1 min) – multiple short screencasts better than longer onesCreate context: why are you learning this?Scripting and editing: especially for beginning researchers, don’t make assumptions about prior knowledge
Three small Oregon colleges: Reed College, Willamette University, and Portland CCWillamette: small, private, selective liberal arts school; 2700 students (425,000 volumes)Reed: 1400 students; private (614,000 volumes)Portland CC: 30,000 students (110,000 volumes)All members of Orbis Cascade Alliance library consortium (36 colleges and universities in OR and WA)
Adopted OCLC’s WorldCat Local; compared circulation before change and one year afterReturnables = physical items247% increase at PCC
Functional Requirements of Bibliographic RecordsThe way that WorldCat Local implements FRBR can result in hiding some local copies (if your library has 3 copies of a book, it will only show one and if that one is checked out, not immediately obvious that other copies are on shelf)Presenter speculates that this poorly-executed FRBR implementation has led to increased ILL requestsEBSCO (PCC switched from WorldCat Local’s recommended databases to EBSCO products because more appropriate for CC students); increased downloads of full-text articles due to link-resolver
Transcript of "Dahlen lightning"
Technology applied to instruction and discovery<br />Sarah Dahlen<br />Reference and Instruction Librarian<br />California State University, Monterey Bay<br />
Information literacy and youtube<br />A Winning Combination for Users and Librarians<br />Frances May, Annie Downey, and GaylaByerly at University of North Texas<br />Julie Tharp, Arizona State University<br />
YouTube<br />Visual literacy<br />Video as prompt for problem-based learning exercise<br />2-3 min video<br />Report from BBC or NBC News<br />Violence in video games<br />Clip of movie based on novel<br />
youtube<br />Students analyze video for facts and credibility<br />List facts<br />Define a problem statement<br />“How does air pollution in China affect health?”<br />Determine information needed<br />Create keywords<br />Search databases for information<br />
Do screencasts really work?<br />Assessing Student Learning through Instructional Screencasts<br />Jo Angela Oehrli, Amanda Peters, and Julie Piacentine, University of Michigan<br />
screencasts<br />Used screencasts to replace linear tutorials for library skills instruction<br />Smaller, more focused concepts<br />Why use library databases?<br />Finding subject-specific databases<br />Piloted with students <br />Pre- and post-tests<br />Incorporated feedback<br />
screencasts<br />“Where would you click to find good results quickly?”<br />Qualtrics software captured participant clicks with heat map<br />0% success rate on pre-test; 67% on post-test<br />
screencasts<br />Best practices<br />One concept per screencast, 2 min. max<br />Create context for skills<br />Don’t neglect scripting and editing<br />Screencasts assessed:<br />http://www.lib.umich.edu/online-video-gallery/why-use-library-databases-video<br />http://www.lib.umich.edu/online-video-gallery/finding-library-databases-video<br />
How does switching to a “Discovery tool” affect circulation?<br />Tony Grenier, Portland Community College<br />Willamette University<br />Reed College<br />Portland Community College<br />
Discovery tool<br />Circulation of local items decreased 2-7%<br />2 libraries had increase in consortial borrowing (74% at PCC)<br />Borrowing of ILL returnables increased 17-247%<br />Reduced borrowing of ILL articles<br />Increased downloads of full-text articles<br />
Discovery tool<br />Search results tiered<br />Local, consortial, WorldCat<br />Searchers tend not to look beyond first few pages of results<br />WorldCat Local FRBR implementation<br />(Functional Requirements of Bibliographic Records)<br />
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