A Survey of Online Library Tutorials: Guiding Instructional Video Creation to Use in Flipped Classrooms

Obradovich, Alexandra; Canuel, Robin; Duffy, Eamon P.

doi:10.1016/j.acalib.2015.08.006

Cited by 30 publications

(15 citation statements)

References 20 publications

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“…Carroll, Tchangalova and Harrington (2016) report on an experiment on embedding IL instruction modules into a course page, customised by teaching staff and completed online by students. Obradovich, Canuel, and Duffy (2015) also take interest in the use of videos in flipped IL instruction. The authors conducted a survey on around 140 research libraries across Canada that have instructional videos embedded in their websites, and identified key aspects to be considered amid the production of a video used in the flipped IL instruction.…”

Section: Digital Technology: Improved Flexibility Vs Added Complexitymentioning

confidence: 99%

Flipping the classroom for information literacy instruction

Shen

2018

JIL

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This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

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Section: Digital Technology: Improved Flexibility Vs Added Complexitymentioning

confidence: 99%

Flipping the classroom for information literacy instruction

Shen

2018

JIL

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“…Indeed, a review of library training for 140 libraries found that 107 (76%) provide instructional videos on their website. However, of these, only 2 (2%) clearly instructed users to watch instructional videos before attending a library research workshop, suggesting the flipped structure is often optional or implicit (Obradovich, Canuel & Duffy, 2015). Give that students are often unfamiliar with this classroom approach and do not realise they will need to use the skills from preparation material in the face-to-face class, it is suggested that clear and consistent expectations are required for flipped sessions if they are to work (Stonebraker, 2015).…”

Section: Using the Flipped Classroom To Teach Information Literacymentioning

confidence: 99%

Using a flipped classroom to embed information literacy skills training into academic studies

Dommett

2018

JIL

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“…He also drew attention to the importance of including academic lecturers, who should encourage students to participate in courses, in this matter. Another aspect is the manner in which the materials for online training are shared on library web pages -a team of American scientists (Obradovich & Canuel & Duffy, 2015) inspected the web pages of 140 libraries belonging to the Canadian Association of Research Libraries (CARL) and the Association of Research Libraries (ARL) and concluded that although as much as 76% of them provide video training materials only 2% supply clearly formulated advice as to the best way to make use of them. Within the literature being considered there are also interesting suggestions regarding the expansion of a library's traditional training offer.…”

Section: Students' Information Needs and Digital Technologies… Commumentioning

confidence: 99%

Students’ Information Needs and Digital Technologies in Academic Libraries

Mierzecka

2018

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Thesis/objective – The topic of this article is the influence of digital technologies on the functioning of academic libraries in the context of their users’ needs. Users’ information behaviors have changed significantly through the influence of these technologies, what can be identified in particular in students’ behaviors. Do far-reaching changes in the way in which users, in case of this article - students, interact with information cause transformations in the functioning and mission of academic libraries? On the basis of literature containing the results of researches conducted around the world an attempt was made to present the way academic libraries react to these changes and how they modify their services and resources. Research method – The first step in responding to the actual needs of users is to conduct research in this area. For this reason, the subject of the analysis in this article were publications presenting research on the users’ (students) needs in the context of using academic libraries. The next stage was to identify the texts in which the use of digital technology was discussed. The analyzed literature was selected from leading journals indexed in the Science Citation Index Expanded (SCI-EXPANDED), the Social Sciences Citation Index (SSCI), and the Arts & Humanities Citation Index (A & HCI), and included articles which were published within the last 5 years (2013-2018) – a period in which digital technologies in most academic libraries in the world were most widely used, making changes caused by them possible to be diagnosed, and which corresponds to the information query. The results of the query contained 328 articles, 80 of them have been analyzed in detail, because they were deemed to contain the results of research on the functioning of academic libraries in the context of the needs and expectations of the students. Results/conclusions – On the basis of the analysis it can be concluded that the widespread use of digital technologies has changed functioning of academic libraries to a large extent, but these changes are not revolutionary. The way of implementing library tasks has changed, but the tasks themselves as well as the mission of an academic library have remained similar. One of the most important postulates for the future is the necessity of far-reaching personalization of the services being offered. The conducted analysis is based on the research presented in the literature, the next planned stage is verification of these conclusions in empirical research.

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A Survey of Online Library Tutorials: Guiding Instructional Video Creation to Use in Flipped Classrooms

Cited by 30 publications

References 20 publications

Flipping the classroom for information literacy instruction

Flipping the classroom for information literacy instruction

Using a flipped classroom to embed information literacy skills training into academic studies

Students’ Information Needs and Digital Technologies in Academic Libraries

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