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Use: Video Use

I'm looking for romantic comedies to show at our Valentine's Day party.
I'm looking for a video that will teach me to play the harmonica.
Where can I find a video that shows how fracking works?
I'm looking for some family-friendly movies for a summer reunion.

From DVDs and digital subscriptions to open access website materials, there are endless video sources available for library users.

Whether using the general YouTube Channel to locate popular videos, YouTube: Education Channel to find teaching resources, or YouTube: Kids.Gov Channel to explore student resources, the web is filled with digital video content.

Video Use in Public Library Programs

Many libraries feature video materials for their users. Check out a couple examples:

readRead!
Richmond, Jessica L. (2015). Digital storytelling. Public Libraries, 54(5), 18-20. Available through IUPUI

Meeting User Needs

From lap movie programs for parents and toddlers to teen movie nights, there are endless possibilities for user-focused public library programs. Nord (2014) noted that film programs for the developmentally disabled have been particularly well-received.

readRead!
Read Nord, Leslie Lea (Sept/Oct 2014). Reaching out: library services to the developmentally disabled. Public Libraries, 53(5). Available through IUPUI.

Audio, Video and Book Clubs

From fantasy movie clubs to audiobook clubs, libraries are sponsoring some interesting audio and video clubs.

Ideas

readRead!
Gilliss, Apryl Flynn (May 22, 2014). Librarians reimagine book clubs with the help of technology. ilovelibraries.

Virtual Programs

From author programs to scientific demonstrations, live video is a great way to bring in speakers from a distance. For instance, the Mighty Mental Health Facebook page provides live streaming with authors focusing on mental health issues.

try itTry It!
Check out the Facebook Map. You're likely to find a wide range of live programs to explore. You can create your own!

Video Use in Academic Library Programs

“In the environmental engineering course, the teacher stressed critical thinking and viewed engaging with information as one aspect of adopting a critical stance. While critical thinking may be considered a broad framework for learning, the teacher in this case considered it applicable and important for understanding engineering problems. This teacher told the story of straying from his lesson plan to share a video with students of a recent panel discussion on hydraulic fracturing in which one scholar on the panel turned out to be an industry consultant. The teacher asked the students to consider their responsibility in determining credibility. The active learning activities developed by the teacher of the medical engineering course focused on identifying problems and a report writing process.” (Maybee, et.al., 2016, 4)

Students need specialized skills in locating audio and video. Myers and Ishimura (2016, 220) studied the needs of music students and developed music library instruction materials. They note that

“music students rely on the library for music scores, recordings, and specialist resources for the practice, study and performance of their chosen instrument. Due to the complexities of organizing and retrieving music, it is valuable for students to obtain library search skills at the commencement of their university studies as a component of information literacy.”

readRead!
Read at least two of the following articles:
Dold, Claudia Jennifer (2016). Rethinking Mobile Learning in Light of Current Theories and Studies, The Journal of Academic Librarianship, in press. Available through IUPUI.
Hibbert, Melanie (April 7, 2014). What makes an online instructional video compelling? EDUCAUSE REVIEW.
Gould, Jill Goodman & Gradowski, Gail (Summer/Fall 2014). Using online video oral histories to engage students in authentic research. Oral History Review, 41(2), 341-350. Available through IUPUI.
Obradovich, Alexandra; Canuel, Robin, & Duffy, Eamon P. (2015). A survey of online library tutorials: guiding instructional video creation to use in flipped classrooms. The Journal of Academic Librarianship, 41, 751-757. Available through IUPUI.
Otto, Jane Johnson (March 2014). University faculty describe their use of moving images in teaching and learning and their perceptions of the library’s role in that use. College & Research Libraries, 75(2), 115-144. Available:http://crl.acrl.org/content/75/2/115.full.pdf+html
Thompson, Ayanna (Fall 2010). Unmoving the moor: researching and teaching on YouTube. Shakespeare Quarterly, 61(3), 337-356. Available through IUPUI.

Guidelines for Audio and Video Use

Many academic libraries provide guidelines for faculty using video with students. Explore a couple examples:

Video Use in School Library Programs

Online video sites such as YouTube are becoming increasingly popular for teaching and learning. Because they are filtered in some school libraries, it may be useful to download video. In addition, the YouTube window can be distracting for some people. Rather than going directly to YouTube, consider embedding video on a web page. These videos can be embedded in a class blog or website. Embed the videos in Google Presentations.

As you explore video for use in projects, be sure to check the authority of the person uploading the video. For instance, focus on videos uploaded by government, non-profit, and media organizations. Some examples of YouTube channels are below:

readTry It!
You'll also find good "how to" and learning videos at channels such as Expert Village and Khan Academy. Select a video that you think might be useful. Brainstorm all the ways it might be used in the classroom. 

Video in Teaching

Can video replace a face-to-face experience? How added benefits come from face-to-face encounters? What added benefits come from recorded experiences?

videoWatch!
Watch Imagine (Library Advocacy Day) as a alternative to a traditional video interview or PowerPoint presentation to promote library advocacy.

It can be boring to sit in a lecture. However it's even more tiring to watch a "talking head" on video. Use the following ideas to enrich a traditional lecture:

What supplemental materials could be added to a video to enrich the experience such as hands-on experiences, books, or other materials?

Teaching Resources

Learners, Multiple Intelligences, and Digital Video

Like illustrations and photographs, digital video matches well with Howard Gardner's visual/spatial intelligence. However because of the movement and objects, digital photography and video also goes well with the bodily/kinesthetic intelligence. These "body smart" people learn best through physical activity such as dance, hands-on tasks, constructing models, and any kind of movement. They are able to manipulate and control objects, as well as express their ideas through movement. Give these students a camera and let them record an experience such as a wood working activity, a skit, or a science experiment.

Learners with a strength in the bodily/kinesthetic intelligence prefer to create and move around. Get them involved with gathering and organizing physical materials, keyboarding, acting out roles, or manipulating objects. They would like to run the camera, operate the mouse, or take the pictures.

Consider ways to incorporate video into library programs.

readRead!
Read at least two of the following articles:
Venosdale, Kriss (2014). 6 online videos every teacher should see. WeAreTeachers.
Mantei, Jessica & Kervin, Lisa (2016). Using short films in the classroom as stimulus for digital text creation. The Reading Teacher. Available through IUPUI.
Riismandel, Paul (March 2014). The State of Educational Video. Streaming Media Magazine, 60-64. Available through IUPUI.
Riismandel, Paul (January 2016). Online Students Do Not Learn by Video Alone. Streaming Media Magazine, 10. Available through IUPUI.
Riismandel, Paul (November 2015). Keep 'em Short and Sweet. Streaming Media Magazine, 10. Available through IUPUI.
Riismandel, Paul (November 2014). It’s Time to Teach Video Literacy. Streaming Media Magazine, 12. Available through IUPUI.

readSkim!
These are two articles we wrote a decade ago. Many of the links are dead, but the teaching and learning ideas are still useful.
Lamb, Annette & Johnson, Larry (2007). Video and the web, part 1: more the flickers on the screen. Teacher Librarian, 35(1), 53-64. Available through IUPUI.
Lamb, Annette & Johnson, Larry (2007). Video and the web, part 2: sharing and social networking. Teacher Librarian, 35(2), 55-69. Available through IUPUI.
Lamb, Annette & Johnson, Larry (2012). Jiminy Cricket revisted: a dozen ways video can activate learning. Teacher Librarian, 39(6), 55-59. Available through IUPUI.

Resources

Irons, Kati (2014). Film Programming for the Public Library. ALA editions


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