1. Claudia J. Dold USF Libraries, Tampa
Now that you have made a great video, how do you know if anyone is learning from it?
Claudia J. Dold
USF Libraries, Tampa

2. Research question
What are the effects of new media --video-- on literacy, particularly within higher education?

3. My role Educate the University students
Support the University’s strategic goals

4. Information Literacy
…a person’s ability to find, evaluate, and use information competently

5. Research Question How can one measure real learning?
Durable, not short-term
Includes judgment (ACRL standard)
Assess, assess, assess! And then evaluate.
Get feedback.

6. Population College of Community & Behavioral Sciences, USF
Social Workers
Administrators
Counselors
All ages & full spectrum of mental health issues
Some will go to graduate school

7. Student Surveys Look for a change over time
Knowledge of the USF Libraries’ homepage
Research skills
Database selection
Essential database features
Literature review
Citations: APA 6th edition format
Understanding plagiarism

8. New Media = Video I write them I create them
I wonder if they are being used

9. Comprehensive Plan Select classes that required research and writing
Assess student learning over a semester
Ask faculty if they referred to the videos in their coursework
Ask about graduate students’ experience with videos and collect their comments
Preparation:
Put videos on YouTube for the analytics

10. UG Spring 2013 15 students. One class.
Pretest / in-class lecture / posttest. Paper format.
During the semester, the teacher promoted videos, demanded good research and citations.
Results:
50% increase in student results on the survey.

11. UG Students: Spring 2013

12. Driving force… Was it the videos ? Was it the professor?
Some combination of both?

13. UG & Master’s Students: Fall 2013
149 students in 10 classes
All classes had a research paper due that term
Pretest – posttest. Short paper test with 10 questions
All 10 answers were in the videos
Faculty told students about 10 short instructional videos and posted the link to YouTube on the electronic interface
Results:
11% of students looked at the videos

14. UG Students: Fall 2013

15. Master’s Students: Fall 2013

16. Doctoral Students: Fall 2013

17. Conclusion
Students were not looking at the instructional videos, even when --
they had a link
they had a need

18. Advanced Videos What about a different group of graduate students?
Videos designed for students who would write a thesis
Videos were created under the supervision of two department chairs
Targeted to improved research and writing

19. Advanced Videos Survey Methodology: Results:
self-select to take the survey
Starbucks card for those who completed the survey & entered their contact information
issued through SurveyMonkey
Results:
Poor response rate
Useful comments

20. Conclusions from all the surveys
The passive approach does not work.
Students do not watch instructional videos, even when they are told they will provide help for their class work and their degree.
Possible Explanations:
?? Students don’t think they need this instruction at this time ??
?? Students don’t see the value of well-written papers ??
?? Students don’t think their papers are important unless the professor demands excellent written work all semester ??

21. Faculty Survey: Late Fall 2013
Please indicate your level of “use” of instructional videos (as deter- mined by the questions below), as measured over the last twelve months:
Did you know that the videos are posted and available to you and your students?
Have you recommended the videos to your students?
Have you posted the website for videos to your courses via Blackboard or Canvas?
Have you written a video into your syllabus as an assignment for your students?

22. Results:
Mixed --
Some faculty assign instructional videos as part of the coursework.
Others knew they were around but where? How? Which ones to use? What’s in them?
Others didn’t know/didn’t respond.

23. Conclusion from faculty surveys:
I have a Marketing Problem
Ideas:
Talk at faculty meetings
Send faculty targeted s to identify videos that would be useful for their particular courses
Visit faculty in their offices to show them the video sites & discuss applications

24. Video as Teaching Medium
Effective !
Appeals to three learning channels: visual, aural, written captions
Images may convey more than words ever could
Color, motion, narration ….demand attention
Content for the deaf and blind
Learning on demand, 24/7

25. Take-away 1: Instructional video is useless if no one uses it.
Ideas:
Propose a ladder of library and research skills videos to ensure students have the skills they need to succeed in a course and a program. Analyze syllabi.
Work with faculty to assign videos and design video content into learning modules.
No need to feel left behind: students may watch a video until they learn the material.
Send students to the videos before they come in for a consultation.

26. Take-away 2: Video is useful for simple projects and complex concepts
Ideas:
Create short how-to videos to teach the tasks that are common
How to get started in a database
Create longer videos to teach complex ideas or operations
How to conduct legal research
Construct a video so it is logical, clear, and concise
Caption all videos. Some words are new, foreign, or difficult
Assess! Get feedback! Evaluate! Use short assessments.

27. Take-away 3: Interdisciplinary research is the way education is going…
Ideas:
Focus on information needs posed in the research question.
Teach students to evaluate information in light of the question.
Examine the problem from several angles. Consider TV character Dexter from the social, psychological, criminal, neurological angles
Learn the language and thought structure of related disciplines.
Use thesauri. Take a class. Read a textbook.
Keep learning!

28. Your thoughts… Questions Comments Suggestions
Claudia J. Dold, Assistant Librarian, USF Libraries