“YouTube Has Changed Everything”? Music Faculty, Librarians, and Their Use and Perceptions of YouTube

Dougan, Kirstin

doi:10.5860/crl.75.4.575

Cited by 25 publications

(16 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The author's study contributed significantly to the literature by providing a national look at music faculty perceptions of streaming media. The author also previously used the survey data collected by this study to compare music librarian and faculty perspectives on YouTube (Dougan, 2014).…”

Section: Commentarymentioning

confidence: 99%

A Survey of Music Faculty in the United States Reveals Mixed Perspectives on YouTube and Library Resources

Richardson

2020

EBLIP

View full text Add to dashboard Cite

A Review of: Dougan, K. (2016). Music, YouTube, and academic libraries. Notes, 72(3), 491-508. https://doi.org/10.1353/not.2016.0009 Abstract Objective – To evaluate how music faculty members perceive and use video sharing sites like YouTube in teaching and research. Design – Survey Questionnaire. Setting – 197 music departments, colleges, schools, and conservatories in the United States. Subjects – 9,744 music faculty members. Methods – Schools were primarily selected based on National Association of Schools of Music (NASM) membership and the employment of a music librarian with a Music Library Association (MLA) membership. Out of faculty members contacted, 2,156 (22.5%) responded to the email survey. Participants were asked their rank and subspecialties. Closed-ended questions, ranked on scales of 1 to 5, evaluated perceptions of video sharing website use in classroom instruction and as assigned listening; permissibility as a cited source; quality, copyright, and metadata; use when items are commercially unavailable; use over library collections; comparative ease of use; and convenience. An open-ended question asked for additional thoughts or concerns on video sharing sites and music scholarship. The author partnered with the University of Illinois’ Applied Technology for Learning in the Arts and Sciences (ATLAS) survey office on the construction, distribution, and analysis of the survey data through SPSS. The open-ended question was coded for themes. Main Results – Key findings from closed-ended questions indicated faculty: used YouTube in the classroom (2.30 mean) more often than as assigned listening (2.08 mean); sometimes allowed YouTube as a cited source (2.35 mean); were concerned with the quality of YouTube recordings (3.58 mean) and accuracy of metadata (3.29 mean); and were more likely to use YouTube than library resources (2.62 mean), finding it easier to use (2.38 mean) and more convenient (1.83 mean). The author conducted further analysis of results for the nine most reported subdisciplines. Ethnomusicology and jazz faculty indicated a greater likelihood of using YouTube, while musicology and theory/composition faculty were more likely to use library resources than others. There was little significant difference among faculty responses based on performance subspecialities (e.g. voice, strings, etc.). Overall, open-ended faculty comments on streaming video sites were negative (19.3%), positive (19.3%), or a mixture of both (34.1%). Themes included: less use in faculty scholarship; a need to teach students how to effectively use YouTube for both finding and creating content; the value of YouTube as an audio vs. video source; concerns about quality, copyright, data, and reliability; and benefits like easy access and large amounts of content. Conclusion – Some faculty expressed concern that students did not use more library music resources or know how to locate quality resources. The study suggested librarians and faculty could collaborate on solutions to educate students. Librarians might offer instructional content on effective searching and evaluation of YouTube. Open-ended responses showed further exploration is needed to determine faculty expectations of library “discovery and delivery” (p. 505) and role as the purchaser of recordings. Conversations between librarians and faculty members may help clarify expectations and uncover ways to improve library resources and services to better meet evolving needs. Finally, the author recommended additional exploration is needed to evaluate YouTube’s impact on library collection development.

show abstract

Section: Commentarymentioning

confidence: 99%

A Survey of Music Faculty in the United States Reveals Mixed Perspectives on YouTube and Library Resources

Richardson

2020

EBLIP

View full text Add to dashboard Cite

show abstract

“…24 Kirstin Dougan surveyed music faculty and librarians about their use of YouTube, finding that faculty use the online video-sharing website in their teaching and research, including uploading their own content. 25 She concludes, "even though some faculty advocate for how much better/more powerful library catalogs are than tools like YouTube, faculty overwhelmingly find YouTube to be easier to use than library catalogs." 26…”

Section: Literature Reviewmentioning

confidence: 99%

Artists as Scholars: The Research Behavior of Dance Faculty

Robinson¹

2016

College & Research Libraries

View full text Add to dashboard Cite

© 2016 Shannon Marie Robinson, Attribution-NonCommercial (http://creativecommons.org/ licenses/by-nc/3.0/) CC BY-NC. The research behaviors and library use of dance scholars are widely unknown, particularly in regard to issues of access to historical materials and new technology preferences. In the past thirty years, college and university dance departments in the United States have developed into independent, research-based programs. Despite the lack of current research examining the information needs of dance scholars, academic librarians must support the performance, research, and pedagogy of these programs. Interviews with dance faculty from three diverse institutions of higher education provide exploratory data about these scholars' research needs. This qualitative study provides context for dance faculty experiences as both artists and teachers. he academic discipline of dance has a relatively short history. Dance was first accepted in higher education through an association with physical education. Eventually the discipline became aligned with the arts, particularly music and theater. Given the brief history of dance as an academic endeavor, there is a corresponding lack of information about dancers and their research needs. To understand the information needs of dancers in higher education, dance faculty from three universities were interviewed about their information-seeking practices and research needs. These interviews provide exploratory, qualitative data about these scholars' research experiences. Because many academic librarians charged with liaison responsibilities to dance departments do not have backgrounds in dance, the results of this research project will enable them to keep current on dancers' information needs and desired services.

show abstract

“…In this regard, learners can benefit from YouTube by accessing content that would otherwise be unavailable to them because of geographic, logistic, or economic reasons, such as the availability of music education in a given area, the commute to/from a music education site, or the cost of music lessons or academic tuition (Crawford, 2016;Waldron, 2013). Teachers can find content that is not available through other sources, cultural background information about artists and musical styles, or listening examples for their lessons (Dougan, 2014). Research also shows that using YouTube as an outlet to teach music can inspire students in regards to music performance (Monkhouse & Forbes, 2015), provide aural reinforcement, and offer reference points on how to correctly play an instrument (Kruse & Veblen, 2012).…”

Section: Introductionmentioning

confidence: 99%

“What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities

Marone

Rodriguez

2019

ONLINE J COMMUN MEDI

View full text Add to dashboard Cite

The widespread popularity of video-centered social media like YouTube, Vimeo, and DailyMotion is fostering new ways of teaching and learning music online. These media allow producers of educational content to reach, interact with, and respond to a global audience of interested viewers. Through a multimodal analysis approach, this study examined guitar-related lessons, tutorials, and reviews created and shared by artists and enthusiasts who reached a "celebrity" status on YouTube. Findings show that these teachers-celebrities construct their online presence and communicate with their audience through authenticity, approachability, and humor, in short-format and high-quality videos. The seamless integration of instructional content, branding, and references to the authors' personal lives and worldviews generates a unique teaching and learning environment that challenges traditional understandings of music education.

show abstract

“YouTube Has Changed Everything”? Music Faculty, Librarians, and Their Use and Perceptions of YouTube

Cited by 25 publications

References 6 publications

A Survey of Music Faculty in the United States Reveals Mixed Perspectives on YouTube and Library Resources

A Survey of Music Faculty in the United States Reveals Mixed Perspectives on YouTube and Library Resources

Artists as Scholars: The Research Behavior of Dance Faculty

“What’s So Awesome with YouTube”: Learning Music with Social Media Celebrities

Contact Info

Product

Resources

About