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Information Services and Systems
• Why use video?
• Look at how video has been used in different ways in HE libraries in the UK
• Our experience – tips and mistakes!
• Your experience - discussion
Introduction
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Video can be used for a variety of purposes in HE libraries:
• Communication channel with users – it makes us seem approachable
• Distance learners – can provide off campus support
Why use video?
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Why use video? (cont)
• Marketing – a way of showcasing libraries’ services and facilities
• Save staff time – instead of repeating an induction session a video could be put in a VLE
• Inclusivity – a subtitled version of a video may be useful for international students and users with hearing difficulties.
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Different ways HE libraries have used video
HE libraries across Britain have taken different approaches in their use of video, for example:
• Student interviews• Staff library induction / tour• ‘How to’ videos
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Student interviews e.g. De Montfort University library
http://www.youtube.com/watch?v=jvoLfbmBpXE
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Library induction / tour e.g. Cardiff University Library
http://www.youtube.com/watch?feature=player_detailpage&v=aL4RurpoUsY
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‘How to’ instructional videos e.g. Swansea University Library
http://www.youtube.com/watch?feature=player_detailpage&v=TGh2Ro2Cci4
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Our experience
We have used video for different purposes at Swansea:
• Library induction• IL video clips in VLE modules• Celebrating Swansea Authors
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Library Induction – 7 video clips
• Introduction• Help from the Information Desk• Services at the Issue Desk• Finding a book• Photocopying in the library• Careers Services• IT Support Services
http://www.youtube.com/user/swanseauniversitylib
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IL video clips in VLE modules
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Celebrating Swansea Authors
http://www.youtube.com/user/CelebrateSUAuthors
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Tips
• Be clear about the purpose of the video and the requirements of your target audience
• If possible, use a professional technician with quality facilities for filming, audio recording and editing
• Script everything before filming. Have an autocue if it helps but rehearse the lines so that you know roughly what you’re going to say as this will seem more natural
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Tips
• Put the library in context – pan around the outside of the building and give directions if necessary
• Don’t try to be too perfect – you may need to re-do the clip in a year. Just aim to be clear, friendly and approachable.
• Don’t overload the viewer with too much information – short clips often work best
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Tips
“If we provide too much information at once, we cause cognitive overload, at which point our students shut down, lose interest, or otherwise simply stop learning.” 1
1 Kim Leeder, ‘Learning to teach through video’, In the library with the lead
pipe, 14 October 2009, <http://inthelibrarywiththeleadpipe.org/2009/learning-
to-teach-through-video/> [accessed 29 May 2012]
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Tips
• Highlight your library web address so viewers know where to get further information
• Review / update the video annually and, if possible, keep things that will need updating frequently in voiceovers or text on the screen
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• Can you think of any purpose or function that a video clip could fulfill?
• What videos could you make in future?
• Do you think videos can replace classroom teaching or do they supplement it?
Discussion
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Bibliography
Leeder, Kim, ‘Learning to teach through video’, In the library with the lead pipe,14 October 2009,
<http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/> [accessed 29 May 2012]
Mansfield, Daren, ‘No audition required! Using video tutorials in the 24x7 age’, SCONUL Focus, 49 (2010), 16-18.
Meehan, David, and Jack Hyland, ‘Video killed the ‘PDF’ star: taking information resource guides online’, SCONUL Focus, 47 (2009), 23-27.
Sidwell, Katy, ‘Lights, camera, induction: using video at Leeds University Library’,, SCONUL Newsletter 31 (Spring 2004),29-32
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Acknowledgements
Thanks to the following for allowing use of their YouTube video material in this presentation:
• De Montfort University Library• Cardiff University International Office and
Trevithick Library Staff
