Jess
•
0 likes•357 views
Interactive tutorials for English Faculty Library resources (Jessica)
Recommended
More Related Content
More from Oxford Trainees
More from Oxford Trainees (7)
Recently uploaded
Recently uploaded (20)
Jess
- 1. Interactive Web-Based Guides to English Faculty Library Resources Jessica Jones
- 12. Image used under a CC license from Flickr - http://www.flickr.com/photos/denemiles/3971887734/
Editor's Notes
- What is the project? Creating interactive guides, accessible via the internet. Particular focus on online resources. User education - allow for different learning styles, demonstration rather than step-by-step. Important that compliment our existing guides and sessions.
- Paper guides - available at the issue desk on an as/when needed basis.
- Paper guides recreated online in PDF and Word format – flexibility in terms of access. Readers can access them from home, when off campus, etc.
- New this year: Content also reproduced on LibGuides. No need for extra software. Easier to navigate. New interactive guides aim to reflect this ease of use and accessibility from various locations. However - not truly interactive. Step-by-step rather than fluid, recreating all steps of what actually happens when attempting to use a resource. Limited space for annotations - so perhaps not as in-depth as an interactive guide can be. First step in project: Identifying which resources to focus on, and why? Discovered part way into project that Bodleian creating “generic” tutorials (ASRs, reserving books, etc.) Therefore tried to make guides as English Faculty centric as possible Known issues which readers have…
- Key resources. Databases such as the MLA – relevant and useful across all levels of study, trying to make undergraduates aware of this – valuable resource. Highlighting it in relation to a particular paper reiterates this.
- iBard – FHS Paper 2. Training session, highlights available online resources which are useful for this paper.
- Resources useful for specific authors (linking to iBard session previously mentioned). For example – LION / Literature Online, author pages.
- Next thing to consider: Which software? Handily, survey conducted across LIS-LINK mailing list by University of Southampton prior to starting project. Demonstrated variety of software available, also variety of ways these were being used. Audio, visual, both, quizzes. Issue of availability, and therefore money. Also existing knowledge of person creating tutorial (e.g. – can’t assume everyone knows JavaScript or equivalent programming language) Adobe Captivate – already available within Bodleian libraries. Some previous experience with Adobe Creative Suite (esp. Flash) What this will allow us to do: “ Screen casting” – video capture of on-screen activity. But also…
- Importing PowerPoint slides – useful when carrying across existing guides or sessions. Allows “layout” to be in place before starting on screen-casting side of things. Audio capabilities – either within Captivate or using supplemental software such as Audacity. Human voice talking readers through what they’re seeing. Accessibility – also electronic voices. Screen-readers – can set accessibility text, on-screen instruction will be read out.
- Example of how videocasting appears as “slide” within Captivate Mouse movements shown and can altered – smoother, shorter, etc. Automatically produces textual instructions (e.g. – “Click here”), these can edited to suit your own needs Timeline at bottom – can alter timings, add own captions, etc.
- Slightly more complex time-line. Arden Shakespeare CD-ROM, available through SOLO. As runs through another program, Captivate had some difficulty creating automatic instructions. However, can input own text boxes, highlights, etc. Here showing which online text each button will take you to.
- Project as “pilot” scheme: Many resources and guides exist – had to be selective in what focussed on, always knew couldn’t cover everything. However, resources also frequently updated – this Summer, SOLO and MLA. Guides therefore may not go live (already out of date by Michaelmas next term) Project as identifying issues, offering knowledge/tips to colleagues who will update/create own guides next year. Possibly documentation of this, guidelines. Demonstrations of what can be done with the software. Conclusions / Supplemental: No amount of planning/training can fully compare to actual time using software (idiosyncrasies, seemingly small tasks can be more complicated than appear) Simpler to make transition from existing paper guide to tutorial, than starting from scratch – importance of storyboarding, existing guides have outline already available Person creating tutorial be one who would usually give session (subject/resource knowledge, and how relevant to end-user/readers. EEBO and ECCO as example)