Tutorials Toolkit: Crafting Sustainable Library Instruction Association of College and Research Libraries Preconference March 25, 2015
● David Cole, Founder & Creative Director, Fly Machine Picture Company
● Michelle Guittar, Social Sciences Librarian, Northeastern Illinois University
● Molly Mansfield, Access & Information Services Librarian, Northeastern Illinois University
● James Rosenzweig, Education Librarian, Eastern Washington University
● Mackenzie Salisbury, Librarian, Georgia O'Keeffe Museum, Research Center
● Kimberly Shotick, Communication/Media/Theatre Librarian, Northeastern Illinois University
In this preconference, you will learn how to: ○ prepare for a tutorial project ○ communicate key concepts to craft conceptual tutorials ○ craft directive tutorials at your institution ○ apply tutorials to meet existing IL needs and assess the outcomes
Introduction Molly Mansfield
Introduction outline We will go over: ● ● ●
determining and assessing needs defining goals creating a team
Information literacy tutorials project at NEIU: ● ● ●
conceptual tutorials directive tutorials assessment
Gather information ● ERIAL Project: http://www.erialproject.org/ ● Increased NEIU Library instruction by almost 50% in 2012 ● Innovation Grant: $35,000 awarded
Questions and statements â—?
What’s going on at your institution?
Set goals and create a team What do you want to accomplish with this project? ●
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Goals help: ○ outline the project ○ help with choosing a team ○ keep everyone on track How big is your project? ○ NEIU's project: ■ 1 project manager/team ■ 1 steering committee (3 people) ■ 3 teams of 3-4 people
Other questions? ● ●
How long will the project take? Is specific expertise needed?
Literature Review Key findings: ●
Students prefer short videos
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Students prefer a human voice and conversational tone
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Cognitive load theory suggests that tutorials be simple, free of unnecessary graphics, music, and text
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Mayer’s redundancy principle: in multimedia learning environments, people learn better with just animation and narration and can be overloaded by too much text
Crafting Conceptual Tutorials
Elements to Consider Mackenzie Salisbury
Best practices: Elements to consider Type of Video & Audience Explainer videos are usually a 1-2 minute videos used to introduce a concept or idea. They can be crafted in different styles, depending on the nature of the idea and who the target audience is.
Elements to consider Timeline
Price
Phases (6 phases total)
Length (4-8 week total)
Concept Development
1 week
Screenwriting
1 week
Designs/Storyboards
1 week
Animation
2 weeks
Post-sound
½ week
Wrap-up and Delivery
½ week
Elements to consider Aesthetic & Tone
Flexibility
Elements to consider Trust the experts!
Communicating Key Concepts Michelle Guittar
Topics 1. 2. 3. 4. 5. 6. 7. 8.
Who are librarians and what do they do? Should I be using Google or the Library’s resources? What is the difference between academic and public libraries? What is a journal and a peer-reviewed article? What are the library databases, and which one should I use? How is the library organized? What is academic honesty? How do I search a database?
Sample process and timeline
Who are librarians and what do they do? Goal: Students will understand who librarians are and how they can help.
Who are librarians and what do they do? Outline from librarians: ● Start with: confused student ● Guiding question: How can librarians help students? ● Services: Librarians are “like guides” ● Different types of librarians? ● End with a happy student (fulfilled, full of joy from his/her library research)
Should I use Google or library resources? Goals: Students will be able to analyze the value of library resources versus what is available on the free internet. Students will recognize that librarians are here to help them navigate the library resources.
Should I use Google or library resources? ACRL Information Literacy Competency Standards: The information literate student‌ [1.2] Identifies a variety of types and formats of potential sources for information. [1.3] Considers the costs and benefits of acquiring the needed information. [2.1] Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
Breakout Be the editor: “Google vs. library databases� What changes would you make? Work in groups of 3-5 10 minutes
Working with Librarians David Cole & Mackenzie Salisbury
David Cole
Founder & lead creative director, Fly Machine Picture Company
Translating academic language Librarian outline for “Academic and Public Libraries” video Guiding question: Why students should go to their university library instead of the public library? Both have collections, for audiences, offer services and quiet reading environment, and workshops/instruction for the public. But: ● ● ● ●
Separate consortial systems Collection/organization differences Audience, public vs. academic Environment and services
Translating academic language Goals for “Academic and Public Libraries� Video: Students will understand the difference between public and academic libraries, with respect to: mission, collections, audience, services, and instruction. ACRL Information Literacy Standards: 1.2: The information literate student identifies a variety of types and formats of potential sources for information. 2.1: The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
Approaching visuals and storyboard development
Explainer Videos
Discussion What about this project was most interesting to you when it was first proposed? What new things did you learn about libraries? How was working with academics different than other clients? What tips would you give librarians on communicating ideas to someone outside our field? What can libraries do to present a project in a way that will get the attention of design/animation companies like yours? Sharing videos using Creative Commons?
Crafting Directive Tutorials Kimberly Shotick
Session outline You will be able to: Plan a sustainable in-house tutorial project that is easily editable, considers tutorial best practices, and is widely accessible We will: ● ● ● ●
Go over tutorial best practices and accessibility Fill out a video topic sheet Map-out a video using graphic organizers Learn how to put it all together & share
Best practices Tutorials should be: ● ● ● ● ●
Accessible (CAST, 2011) Short (Bowles-Terry, Mensley, and Hinchliffe’s, 2010; Van der Meij and van der Meij, 2013) Simple (Winslow, Dickerson, and Cheng-Yuan, 2012; Bowles-Terry et al., 2010) Clear (Somoza-Fernandez & Abadal, 2009) Appealing (Winslow et al., 2012; Bowles-Terry et al., 2010)
https://youtu.be/pZy1ttzuqrc
Universal Design for Learning (CAST, 2011) 1.
Provide multiple means of representation 1.1 Offer ways of customizing the display of information 1.2-3 Offer alternatives for auditory and visual information
2. Provide options for language
3. Provide options for comprehension 3.1 Activate or supply background knowledge
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Video and print versions Youtube captioning
Youtube translation
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Provide definitions or related instructional materials
From the research Somoza-Fernandez and Abadal (2009) found that of 180 academic library tutorials surveyed: 3% showed difficulty distinction
21% had a time indicator
28% specified objectives
21% included evaluation
Outline Video Topic: Advanced Article Database Techniques Audience: Users who have some familiarity using article databases Information Literacy Standard and Performance Indicator(s):
(Threshhold Concepts)
2.2 Selects controlled vocabulary specific to the discipline or information retrieval source Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
Outline (continued) Assessable Student Learning Outcome(s): By the end of this tutorial, users will be able to: 1. limit their search results by date and scholarly source 2. use subject terms to retrieve articles relevant to their topics
Glossary Terms: scholarly journal, limits, subject terms, thesaurus Related Conceptual Video(s): What are journal articles? Related In-House Tutorial Topics: Basic article database techniques
Breakout Using the In-House Video Topic Outline sheet (page 6), work in groups of 3-5 to create an outline for a video related to Google Scholar (how to get to it, how to search, what is it, how to follow citations, etc.) 10 minutes
Storyboarding ● ● ● ●
Start by completing the task several times Cut the task into chunks Write narration for each screen/chunk Keep best practices in mind
Breakout Using the Sample Tutorial Storyboard sheet, work in your group to storyboard your tutorial. What is the goal of each step, what screens will you show, where will you start, and what will the narration be? 10 minutes
Discussion
What was difficult or surprising about the process?
Putting it all together FREE:
Affordable:
Prezi + Snipping Tool Audacity (sound) Jing (screen capture) Screencast-o-matic (screen capture)
Camtasia (screen capture) Captivate (screen capture) Snagit
Putting it all together Create a video package http://libguides.neiu.edu/tutorials http://lib.colostate.edu/tutorials/ http://www.lib.ncsu.edu/tutorials/
Sharing ●
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Outreach and instruction efforts ○ Embedding in CMS ○ Using in virtual reference ○ Marketing through social media Peer-Reviewed Instructional Materials Online Database http://primodb.org/
Assessment Molly Mansfield
Session Outline We will cover: ● ● ● ●
assessment of videos with LibGuides Statistics, Google Analytics, and YouTube Analytics gathering quantitative and qualitative data the role of surveys in assessment application of videos to meet student IL needs
Quantitative Assessment Why assess? ● ● ● ●
Show use Improve the content and design Help the library modify other supporting services Identify areas of special needs
Assessment Now: ●
Overall use and satisfaction
Assessment in the Future: ●
Effectiveness
Everything on LibGuides
Statistics on LibGuides
YouTube and Google Analytics ● ● ● ●
Overall use Viewer information Source information Browser and device information
YouTube Analytics Information about individual YouTube videos.
YouTube Analytics
Google Analytics
Information about website use.
Google Analytics
Surveys and Uses James Rosenzweig
Surveys A different (and complementary) role than analytics Possible areas to explore: ● Meeting intended learning outcomes ● Student sense of satisfaction ● Attitudes/perceptions of libraries/librarians ● Feedback to drive improvements ● Perceived relevance to course content
Tutorials (for them) ● Integration into in-person instruction ○ Traditional lecture/demo ○ Hybrid or "flipped" classrooms ● Online instruction ○ Standalone pieces ○ Components of larger modules in a CMS (D2L, Blackboard, Canvas, etc.) ● Reference interactions (especially chat) ● Website help or FAQ page
Tutorials (for you) ● Provides easily collected data demonstrating value ● Useful for internal and external reporting ● Establishes librarian identity ○ Tech-savvy ○ Content creators ● Quality product can win over reluctant stakeholders ○ Disengaged faculty ○ Uninterested administrators ● Process of making the tutorials starts conversations ○ "What is our plan for information literacy?" ○ "What is the future for IL instruction here?"
Questions?