Introduction
While there are many benefits to having a small institution,
one of the drawbacks is that the budget often only allows for one professional
librarian. This places tremendous demands on the librarian’s time and
resources, especially in the areas of teaching information literacy to students
at their “point of need”, training student workers and part-time staff, and
marketing the library’s products and services to faculty, staff and students.
Screencasting is a practical method for putting information at users’
fingertips at any time, anywhere they can access the internet. Effectively,
allowing the librarian to be in many places at one time by creating content
once for multiple viewings by individual users and groups of users.
"Screencasting" is a
method of capturing the actions performed on a computer, including mouse
movements and clicks on web browser links, in the form of a video. Using online
screencasting tools, the video can be shared via e-mail attachment or a web
link, or be uploaded to a server for continual use. Screencasts may also
contain audio narration which is recorded simultaneously with the actions are
performed on screen or added after the video is completed. Additionally, still
images of the computer screen, or "screen shots," may include
captions, highlighting or call-out boxes to draw the user's eye to a specific
place on the image. (Carr, 2009, para 5)
Literature Review
Currently there is no literature that speaks specifically to
the concept of saving the time of the solo librarian through screencasting, but
much evidence exists that it is both a beneficial and helpful practice that is
widely used.
In teaching Information Literacy to millennials at
California State University, Kate Manuel found that “students preferred
screencasts as a method of learning course material because they could refer
back to the material at a later time” (2002, p. 201). The librarian cannot be
in their dorm rooms as they study at night, but instructional screencasts can. This
method also appeals to the visual/auditory learner that needs to see and hear
things being done at the same time to retain them.
Screencasting puts the librarian “in touch” with the student
at the moment they need information. This moment, often referred to as “point
of need”, could be addressed by course-specific screencasted instructional
videos embedded into the courses themselves, or a quick tutorial on how to find
things in the stacks placed on the main library search page (Rush, 2014,
p.222).
University of Mississippi librarian, Michelle Emanuel, conducted
a case study to demonstrate screencasting’s usefulness as a marketing tool for
products the library was trying out. The study analytics found that prior to
using screencasting software trials had dismal participation and reviews from
faculty and staff. Implementing the use of screencasting allowed her to highlight
why the resources presented were special and valuable to the particular departments
of their institution, and the resulting increase of usage and favorable reviews
was dramatic (Emanuel, 2013, 281).
Application
Carr suggests these library tasks that could be taught by
screencasting:
- Find an item using the library catalog.
- Find articles using research databases.
- Find a specific article with citation, author name, and/or
journal title.
- Refine or limit searches in the library catalog or
database.
- Use interlibrary loan.
- Perform effective open web searches.
- Navigate open web information resources.
- Complete tasks requiring more than "one click" (2009,
21).
These tasks, and many more could be taught by screencasting
not only to students, but also to student and part-time workers. Solo
librarians spend many hours training new student workers every two to four
years, and that is if they are lucky enough to retain the student workers they
train as first year students throughout their college careers. Making a set of
training videos for them to watch and take tests over would save the librarian
the time they would spend repeating that material to each individual trainee.
Instructors could use these instructional videos for
supplemental Information Literacy instruction in their research-heavy courses
as well. Often times information given in an orientation setting is not
retained until the student needs to use the
information (point of need). With easily accessible instructional videos they
are able to access that information anytime, whether the librarian is available
or not.
As previously mentioned, in addition to instruction, these
screencasts could also be used to market library products and services to
students, faculty, and staff. This includes new products that the library is
considering for purchase. This would give the librarian the freedom to really
“show” the patrons the value and functionality of the product as it
specifically relates to this institution.
Challenges/Issues
Visibility
The first issue regarding screencasted instructional videos
is visibility. An index of available videos must be given a prime spot on both
library and course web pages so that students do not have to go digging to find
them. They need to be reminded that the help is there before they even know
they need it.
Assessment
Assessments, in the form of surveys, must be performed
before videos are implemented to find out what students and instructors would
use tutorials for and then after to get feedback on what they thought of
them/what they believe could be improved.
Creation
The librarian will consult the literature on best-practices
regarding screencasting for information literacy instruction and for marketing.
After consulting with the Library Committee and patron assessments on potential
video topics then scripts will be written and sent to the Academic team for
editing purposes. Once revisions are made to the script the videos are produced.
The Academic Team would be given access to the videos one last time before
posting for public use.
Updating
The videos will have to be evaluated and updated from time
to time. The librarian can set a yearly calendar reminder to view the videos
and make notes of anything that needs to be updated.
Cost
Camtasia, the librarian’s preferred screencasting software,
entails a one-time purchase cost of $169.99 for educators. Considering the
man-hours these videos will save in the first year, let alone subsequent years
over multiple classes per year, this product is worth far more than it costs.
Conclusion
Research indicates that millennials (and the digital natives
coming behind them) learn well through the medium of video. In fact, they have
come to expect it. They also expect to be able to tailor their education and
find this type of instruction at their point of need. These new realities
coupled with the fact that a solo librarian has limited time and availability
make adding low-cost screencasting technology to the library’s assets a very
prudent choice.
References
Scholarly Journal Articles
Carr, A., & Ly, P. (2009). "More than words":
Screencasting as a reference tool. Reference
Services Review, 37(4), 408-420.
doi:http://dx.doi.org/10.1108/00907320911007010
Emanuel, M. (2013). Using screencasting to promote database
trials and library resources.
Journal of Electronic Resources
Librarianship, 25(4), 277-282.
doi:http://dx.doi.org/10.1080/1941126X.2013.847675
Manuel, K. (2002). Teaching information literacy to
Generation Y. Journal Of Library
Administration, 36(1), 195-217.
Rush, L., & Stott, R. (2014). Minute to Learn It:
Integrating One-Minute Videos Into
Information Literacy Programming.
Internet Reference Services Quarterly, 19(3/4), 219-
232.
Steiner, H. M. (2010). Livening virtual reference with
screencasting and screen sharing. Library
Hi Tech News, 27(4), 9-11.
doi:http://dx.doi.org/10.1108/07419051011083172
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