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Televising the instruction revolution:
   Video tutorials in academic art
               libraries
                       ...
What’s this all about?
   Video tutorials: what, how, & why

   Study: background, findings, conclusions, &
            ...
Video tutorials: what are they?
   Educational
              Otis College of Art & Design
               “What is Inform...
Video tutorials: what are they?
   Intro. to Image
    Resources

              North Carolina State
               Univ...
Video tutorials: how are they made?
   Screencast
              Academy of Art University
               “ProQuest Tutor...
Video tutorials: why make them?
   For students
       Provide online point-of-need assistance, particularly fordistance...
Study: purpose & research questions
   Purpose
       Identify and evaluate video tutorials created by academic librarie...
Study: methods

 290library websites located based on National Schools of Art &
    Design member listings
   Each libra...
Study: main findings

 1300video tutorials were found and evaluated
 48 percent of libraries (140) offered video tutoria...
Study findings: video tutorial types

900

800             778

700
                                                      ...
Study findings: video tutorial qualities

 4
            3.47
3.5
                    3.09
 3                           2....
Study findings: video tutorial presentation
   Software
       66 percent of libraries (98) used screencasting software
...
Study findings: video tutorial topics
            Finding Other     Quizzes
              Materials         2%
           ...
Study conclusions: the good
   Topics
       Tutorials addressed a broad range of topics

   Design
       Tutorials d...
Study conclusions: the bad
   Screencast-heavy
       Easy to create, but screencasts are often less personable

   Dat...
Study: recommendations
   Involve students in process
       Enlist their expertise, ask for ideas on topics, create a c...
Getting started
1.       Question your format
        According to your audience and learning objectives, determine
     ...
Getting started, continued
4.       Increase accessibility
        Use closed captioning, slide notes, and a menu wheneve...
Further reading & viewing
   M. Slebodnik and C. Riehle, “Creating Online Tutorials at Your
    Libraries: Software Choic...
Additional information
   Contact:
Eamon Tewell
     Moore College of Art & Design
eamont@gmail.com


   See this presen...
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Televising the Instruction Revolution: Video Tutorials in Academic Art Libraries

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Televising the Instruction Revolution: Video Tutorials in Academic Art Libraries

  1. 1. Televising the instruction revolution: Video tutorials in academic art libraries Eamon Tewell Moore College of Art & Design Philadelphia, PA ACRL Arts Section Discussion Forum, June 26, 2010
  2. 2. What’s this all about?  Video tutorials: what, how, & why  Study: background, findings, conclusions, & recommendations  How to get started video tutorialsin academic art libraries | eamon tewell | june 26,
  3. 3. Video tutorials: what are they?  Educational  Otis College of Art & Design “What is Information Literacy?”  Engaging  University of Texas Arlington “Librarian vs. Stereotype”  Entertaining  Montana State University Billings “The Music Video” video tutorialsin academic art libraries | eamon tewell | june 26,
  4. 4. Video tutorials: what are they?  Intro. to Image Resources  North Carolina State University  Library Orientation Video  California College of the Arts  “Research, My Lovely”  Fashion Institute of Technology video tutorialsin academic art libraries | eamon tewell | june 26,
  5. 5. Video tutorials: how are they made?  Screencast  Academy of Art University “ProQuest Tutorial”  Digital Video  Arizona State University “The Library Minute” Series  Animation  College of DuPage “How to Print a Document at the COD Library While Avoiding the Zombie Horde” video tutorialsin academic art libraries | eamon tewell | june 26,
  6. 6. Video tutorials: why make them?  For students  Provide online point-of-need assistance, particularly fordistance learners  Meet the Millenials’ interactive, technology-based learning preferences  Possible to reach more users than traditional in-person instruction  For arts researchers  Images are key for visual arts students and aid in knowledge retention  Are they effective?  Efficacy of online tutorials generallyfound to equal that of face-to- face instructionacademic art libraries | eamon tewell | june 26, video tutorialsin
  7. 7. Study: purpose & research questions  Purpose  Identify and evaluate video tutorials created by academic libraries serving students in the visual arts  Research questions  Are academic and art school libraries offering instructional videos?  What types of video tutorials are being offered?  What level of quality are these tutorials? video tutorialsin academic art libraries | eamon tewell | june 26,
  8. 8. Study: methods  290library websites located based on National Schools of Art & Design member listings  Each library website searched and browsed to locate tutorials  8criterion used to categorize videos: Topic, Content, Usability, Design Quality, Image Quality, Duration, Output, and Software  Applicable categories rated on scale of 0to5using rubric based on best practices in the literature video tutorialsin academic art libraries | eamon tewell | june 26,
  9. 9. Study: main findings  1300video tutorials were found and evaluated  48 percent of libraries (140) offered video tutorials  82 percent of tutorials were created by the home institution  32 percentof all tutorials addressed database searching or search strategies video tutorialsin academic art libraries | eamon tewell | june 26,
  10. 10. Study findings: video tutorial types 900 800 778 700 Screencast 600 500 Live Video 400 Third Party 300 271 230 Animation 200 100 21 0 video tutorialsin academic art libraries | eamon tewell | june 26,
  11. 11. Study findings: video tutorial qualities 4 3.47 3.5 3.09 3 2.91 2.84 2.71 Design Quality 2.5 Video Quality 2 Usability 1.5 Content 1 Audio Quality 0.5 0 video tutorialsin academic art libraries | eamon tewell | june
  12. 12. Study findings: video tutorial presentation  Software  66 percent of libraries (98) used screencasting software such as Camtasia or Captivate  21 percent of libraries used YouTube to host tutorials  Presentation mode  Halfof tutorials linked to a separate webpage containing the video  12 percent of videos were embedded in the library’s website video tutorialsin academic art libraries | eamon tewell | june
  13. 13. Study findings: video tutorial topics Finding Other Quizzes Materials 2% Database Searching 2% 20% Plagiarism 2% Collections Description 3% Using Software Search Strategies 3% 12% Promotional 3% Research Assistance Other 8% 3% Tour/Orientation 4% Library Services 8% Identifying Sources 4% Finding Citations Finding Books Articles Using 8% 4% 6% Website 7% video tutorialsin academic art libraries | eamon tewell | june
  14. 14. Study conclusions: the good  Topics  Tutorials addressed a broad range of topics  Design  Tutorials demonstrated design qualities important to clear communication  Duration  Tutorials were an average of four minutes video tutorialsin academic art libraries | eamon tewell | june
  15. 15. Study conclusions: the bad  Screencast-heavy  Easy to create, but screencasts are often less personable  Database-centric  Range of subjects is more likely to pique patron interest  Lack of embedding  Embedded videos allow a visual preview of the content and fewer clicks video tutorialsin academic art libraries | eamon tewell | june
  16. 16. Study: recommendations  Involve students in process  Enlist their expertise, ask for ideas on topics, create a contest  Multiple recording methods  Incorporate live video or animation into screencasts to increase engagement  More inventive topics  Expand beyond searching and database instruction video tutorialsin academic art libraries | eamon tewell | june
  17. 17. Getting started 1. Question your format  According to your audience and learning objectives, determine whether a video tutorial is the most appropriate method for your purpose 2. Plan ahead  Use a storyboard and/or script to plan your video in advance 1. Accommodate different learners  Include both audio and text to support multiple learning styles video tutorialsin academic art libraries | eamon tewell | june
  18. 18. Getting started, continued 4. Increase accessibility  Use closed captioning, slide notes, and a menu whenever possible 4. Solicit feedback  Have your tutorial reviewed by a colleague before its completion 6. Assess  Ask for user opinions to assess the completed tutorial video tutorialsin academic art libraries | eamon tewell | june
  19. 19. Further reading & viewing  M. Slebodnik and C. Riehle, “Creating Online Tutorials at Your Libraries: Software Choices and Practical Implications,” Reference & User Services Quarterly 49, no. 1 (2009): 33-37.  B. Blummer and O. Kritskaya, “Best Practices for Creating an Online Tutorial: A Literature Review,” Journal of Web Librarianship 3, no. 3 (2009): 199-216.  L. Zhang, et al., “The Efficacy of Computer-assisted Instruction Versus Face-to-face Instruction in Academic Libraries: A Systematic Review,” Journal of Academic Librarianship 33, no. 4 (2007): 478-84.  Peer-Reviewed Instructional Materials Online Database (PRIMO). http://www.ala.org/apps/primo/public/search.cfm  ANimated Tutorial Sharing (ANTS). http://ants.wetpaint.com video tutorialsin academic art libraries | eamon tewell | june
  20. 20. Additional information  Contact: Eamon Tewell Moore College of Art & Design eamont@gmail.com  See this presentation online: http://tinyurl.com/ArtsForumSlides video tutorialsin academic art libraries | june 26, 2010

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