tutorials toolkit acrl
DESCRIPTION
ÂTRANSCRIPT
Tutorials Toolkit:Crafting Sustainable Library Instruction
Association of College and Research LibrariesPreconferenceMarch 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
IntroductionMolly 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● What’s going on at your institution?
Set goals and create a teamWhat do you want to accomplish with this project?● 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 ReviewKey findings:
● Students prefer short videos
● Students prefer a human voice and conversational tone
● Cognitive load theory suggests that tutorials be simple, free of unnecessary
graphics, music, and text
● 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 ConsiderMackenzie 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
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
Price Timeline
Elements to consider
Aesthetic & Tone Flexibility
Trust the experts!
Elements to consider
Communicating Key Concepts
Michelle Guittar
Topics1. Who are librarians and what do they do?2. Should I be using Google or the Library’s resources?3. What is the difference between academic and public libraries?4. What is a journal and a peer-reviewed article?5. What are the library databases, and which one should I use?6. How is the library organized?7. What is academic honesty?8. 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.
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)
Who are librarians and what do they do?
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.
BreakoutBe the editor: “Google vs. library databases”
What changes would you make?
Work in groups of 3-5
10 minutes
Working with LibrariansDavid 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
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?
Discussion
CraftingDirectiveTutorialsKimberly Shotick
Session outlineYou 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 comprehension3.1 Activate or supply background
knowledge
● Video and print versions
● Youtube captioning
● Provide definitions or related instructional materials
● Youtube translation
From the researchSomoza-Fernandez and Abadal (2009) found that of 180 academic library tutorials surveyed:
3% showed difficulty distinction
28% specified objectives
21% had a time indicator
21% included evaluation
OutlineVideo Topic: Advanced Article Database Techniques Audience: Users who have some familiarity using article databases
Information Literacy Standard and Performance Indicator(s):
2.2 Selects controlled vocabulary specific to the discipline or information retrieval sourceConstructs 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)
(ThreshholdConcepts)
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 source2. 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
BreakoutUsing 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:
Prezi + Snipping ToolAudacity (sound)Jing (screen capture)Screencast-o-matic (screen capture)
Affordable:
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 ● Outreach and instruction efforts
○ Embedding in CMS○ Using in virtual reference○ Marketing through social media
● Peer-Reviewed Instructional Materials Online Database http://primodb.org/
AssessmentMolly Mansfield
Session OutlineWe 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 AssessmentWhy 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 AnalyticsInformation about individual YouTube videos.
YouTube Analytics
Google Analytics
Information about website use.
Google Analytics
Surveys and UsesJames Rosenzweig
SurveysA 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?