LIS 600 - Research Project Proposal

Alexis Vreeland
LIS 600
Research Project Proposal

Video Tutorials In The Library

For this research project, I am interested in how libraries are utilizing video tutorials.

While tutorials are currently used in my library that are aimed at both staff and patrons, I am

specifically focusing on and tutorials aimed at patrons and how they are used and received. I

am interested to see how these videos are made, their goals, and overall, their effectiveness at

getting their intended point across. For this project, I would be conducting a survey and

observations throughout the library video tutorial process to gauge the effectiveness of the

tutorial creation process versus its impact for staff and patrons. To develop successful tutorials,

it is important that there is a demonstrated need for the tutorial. Furthermore, the tutorial

must be developed in a way that is both engaging but also informative for the viewer.

Literature Review

According to Nicholas Wyant, a Research and Information Systems Librarian at Wichita

State University, video tutorials and their creation must be carefully implemented (2013). In an

ever-changing field, librarians have an array of tools at their disposal that they can use to aid

patrons in the “information seeking behavior” (Wyant, 2013). The Effectiveness of Online Video

Tutorials as Supplemental Library Instruction looked at video instructions in academic libraries,

specifically in the Wichita State University libraries. The study found that video tutorials were

helpful, but really only when they were made well and made for a specific, documented need

(Wyant, 2013). Wyant’s study focused on selecting the need, creating the video, writing the

script, and finally getting the video tutorials to the students. Successfully planning and

implementing these factors was important for the success of these videos for the students.

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In the study, Using an Interactive Online Tutorial to Expand Library Instruction, Katherine

Stiwinter acknowledges the challenges librarians face in providing research and information

literacy skills while having limited resources or fixed staff (2013). She argues that the challenge

is creating more time with patrons and students, without “increasing the workload on

librarians” or faculty (Stiwinter, 2013). Increasing pressure to reach more people with less or

limited class time was a “commonly cited reason for creating online tutorials” (Stiwinter, 2013).

According to the paper, several studies have shown that “online tutorials can be just as

effective as in-person classes” (Stiwinter, 2013). Along with some patron preference for online

learning, the flexibility the online tutorials provide such as the ability to repeat tutorials and

viewing them at their own pace is a very popular reason that many institutions are creating

more online videos. For librarians and staff, they have been happy with the online videos as

well because they are able to reach more patrons through this medium, and “good design and

the online environment” saves time and labor for all (Stiwinter, 2013).

Best Practices for Online Video Tutorials: A Study of Student Preferences and

Understanding used an interview-based research method to “investigate usability, findability,

and instructional effectiveness” (Bowles-Terry, 2010). The study found that previously, many of

the participants were not aware of the video services, and that it is important that library staff

is aware of the videos and understands the importance of incorporating referrals to the videos

in he “Ask-a Librarian” service (Bowles-Terry, 2010). The study also acknowledges that they

need to work to better integrate the video tutorials throughout their library’s website.

Incorporating the videos into the digital repository could also assist with findability and raise

awareness of their availability to the patrons.

Would You Watch It? Creating Effective and Engaging Video Tutorials looked at five

different tutorial categories: screencasts, slidecasts, live action video, animation, and

interactivity. The study notes that not all tools work for every task or skill level, so it is

important to have an understanding of all of the options available to creators (Martin, 2015).

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Not every creator will be comfortable or able to use all styles of video production. However, it is

important that creators understand that they are a variety of methods and tools available, and

that “sometimes more than one tool is appropriate for the job” (Martin, 2015). In all of the

video types studied, the study found that the type and length of content, compatibility with

different devices, accessibility to viewers across the board, and quality of audio were “vital to

making video tutorials that distance learners will want to watch” (Martin, 2015). As we move

into the future, it is important for librarians to understand that the “tools will change, demands

on the level of engagement will grow, and the responsibilities will shift for librarians” (Martin,

2015). The key to success is to respond to the challenges “with an attitude to exploration,

experimentation, and determination to make great video tutorials” (Martin, 2015).

Elements of a Successful Video

Videos and video tutorials in libraries are important tools that can be used to train staff

and educate and inform patrons. Videos come in a wide array of formats, and can cover a vast

variety of topics. In a public library, such as where I work a quality screencast video aimed at

showing patrons new databases is an “excellent way to introduce a viewer to a database that

they might not be familiar with” (Wyant, 2013). Videos can be used to educate patrons on

interesting databases and sources that the library has access to, as well as basic skill tutorials

such as accessing the catalog or placing holds.

To create a successful video or video series, it is important to note the elements that has

been shown to make effective video tutorials. Melissa Bowles-Terry listed a set of best practices

that can be used for creating library video tutorials, which are (Bowles-Terry, 2010):

 Pace  Content
o Speaking slightly slower than in o Start the video with the most
normal conversation important and desirable information
 Length o Give the basics first
o Keep videos short, consider 30-  Look and Feel
second or 1-minute segments with a
table of contents
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o Graphics should be clean and o Captioning assists with accessibility

professional
o Most prefer a simple, straight-
forward, informational video
 Video vs Text
o If possible, tutorial designers should
make information available in
multiple formats
 Findability
o Link tutorials at the point of need
 Interest in Using Video Tutorials
o When time and resources are
limited, investing in instructional
video tutorials may not be
worthwhile for all institutions

Creation of successful videos starts with proper screencasts and narration, which can be

said to be in a manner that is conversational and casual. Patrons are more likely to get more out

of the video when they are narrated appropriately. Another factor in making videos successful

is their length. Screencasts must be kept to a “reasonable time limit if one expects to hold the

attention of the viewer” (Wyant, 2013). A helpful tip that can be followed when making videos

is writing a script to serve as both a recording aid and an outline of the project.

Furthermore, video tutorials should “focus on areas where need exists” (Wyatt, 2013).

This is the first step that librarians need to take when creating videos. Understanding and

evaluating need happens differently in different settings. In an academic setting, librarians

might talk to instructors and determine what databases they are telling their students to use.

Working with professors in an academic setting, librarians are given the “opportunity to create

video tutorials that will be highly used and serve the needs of students” (Wyant, 2013). In a

public setting, community surveys or observed patron needs can be used to inform creators of a

needed tutorial to better serve particular areas and communities.

How video tutorials are made is very important, but just as important is where these

video guides will live. Wyant states “relevant materials must be placed in close proximity to the

populations that will use them” (2013). If patrons are not able to access the information, the

videos might as well have not been made. It is important to education patrons about the videos

as well as making them easy to find and accessible.

Lastly, to make the video tutorial process successful, it is important to note that video

tutorials should be accessible to all members of the community. Where possible, closed
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LIS 600 - Research Project Proposal

captioning is an important feature that improves accessibility for those with hearing disabilities

to be able to get the content from the video tutorial (Wyant, 2013). If videos are not accessible

to all members of the community, there is a need in the community that is not being met, a

need that is easy to remedy with effects such as closed captioning and narration.

Project

Based on the above elements of a successful video, to create video tutorials for the

patrons of a public library would require a few steps. First, I would conduct a survey to assess

the stated needs of the patrons to see what they would like to see tutorials of. I would work

with our community librarian to send out a survey in our online newsletter and also have a copy

of the survey at our service desk that patrons could fill out in person. This survey would be

available for a period of 1 month. I would also talk to department staff and look at statistics that

are reported to see if there is a documented need for some services that can be improved with

the use of a video.

Next, I would work with the technical services librarian to formulate a plan to tackle the

demonstrated needs through videos. Through this process, we would need to decide which

type of video format would be appropriate for each video. After the formats are decided, we

would need to divide up tasks of creating the videos based on skills and comfort levels with the

video recording software.

After that, designing of the video would take place. We would decide the required

content for each video, the length, and the intended goal we would like patrons to be able to

gain from watching the video. When we are finished, we will record the video with Camtasia

(which the library already has a license for) and trade videos to have the other person quality

check them. After the approval of the other person, closed captions will be added to the video

to increase accessibility.

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Next, I would ask a small group of staff members, potentially our social media

committee to view the videos and report their learning experience. From this feedback, the

videos can be tweaked before they are released to the patrons. In releasing the videos, they

would be added to our catalog (searchable by name or keyword), added to the video section of

the website, and added on the desktop of all of the library computers. To advertise, signs will

be created for in-house advertising, banners will be created for the website, Twitter, and

Facebook, and it will be included in the online newsletter.

To assess the effectiveness, surveys will once again be sent out. They will be available in

the same manner and will again be available for a month. The questions on this survey will be

aimed at not only assessing whether or not patrons knew about the videos, but if they watched

them, and if so, did they find them useful. From this feedback, further videos and needs will be

assessed.

Project Results and Practice

As a result of this study, my library will be better able to understand patron need for

video tutorials and will understand the elements of creating successful videos based on

documented research. We will be able to fill in the current instructional gap due to our limited

full-time staff positions and improve the efficiency of patron interactions. The key to a

successful experiment and study is to keep an open mind during the process and adapt to the

needs of the patrons as they come.

As responsibilities shift for librarians, it is important that we are able to modernize some

of our practices, and video tutorials provide one avenue in which to do that. Hopefully as a

result of this study, the library receives positive feedback from the patrons who have watched

the video or suggestions from patrons or staff on how to better advertise the availability of the

products so more people can use them.

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Works Cited

Bowles-Terry, M., Hensley, M. K., & Hinchliffe, L. J. (2010). Best practices for online video
tutorials in academic libraries: A study of student preferences and understanding.

Charnigo, L. (2009). Lights! Camera! Action! Producing library instruction video tutorials using
Camtasia studio. Journal of Library & Information Services in Distance Learning, 3(1), 23-30.

Clossen, A. S. (2014). Beyond the letter of the law: accessibility, universal design, and human-
centered design in video tutorials. Pennsylvania Libraries: Research & Practice, 2(1), 27-37.

Hess, A. N. (2013). The MAGIC of web tutorials: How one library (re) focused its delivery of
online learning objects on users. Journal of Library & Information Services in Distance
Learning, 7(4), 331-348.

Maness, J. M. (2006). An evaluation of library instruction delivered to engineering students

using streaming video. Issues in Science and Technology Librarianship, 47, 156-163.

Martin, N. A., & Martin, R. (2015). Would you watch it? Creating effective and engaging video
tutorials. Journal of Library & Information Services in Distance Learning, 9(1-2), 40-56.

Scales, B. J., Nicol, E., & Johnson, C. M. (2014). Redesigning comprehensive library
tutorials. Reference & User Services Quarterly, 53(3), 242-252.

Stiwinter, K. (2013). Using an interactive online tutorial to expand library instruction. Internet

Reference Services Quarterly, 18(1), 15-41.

Wyant, N. (2013). The effectiveness of online video tutorials as supplemental library

instruction. Kansas Library Association College and University Libraries Section
Proceedings, 3(1), 39-43.

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