Rebecca Greer

LIS 590
Kennedy Library: Brown Bag
Spring 2015
On Wednesday, May 27th from 12noon to 1p.m. Kaila Bussert and I held
a Brown Bag in library conference room 312 to share the online
learning objects developed for Kennedy Library over the course of this
Directed Fieldwork. We were both pleased with the attendance level of
this event. The conference room had seating for 10 and every seat was
taken! Individuals who attended this event included College/Subject
Librarians, Library Information Technology staff, the Open Education
Library Fellow, as well as director from Access Services.
At the start of this Brown Bag, Kaila and I introduced ourselves
explaining the specifics of what a Directed Fieldwork is as well as our
personal goals with the project.
At the University of Washington, iSchool students are given the
opportunity to conduct two Direct Fieldwork experiences. These
Directed Fieldwork (DFW) opportunities are meant to provide a
structured, hands-on, real-world experience in a library or information
science setting (https://ischool.uw.edu/current/mlis/fieldworkinternships). I was fortunate to be able to conduct my first DFW at the
University of Washington Libraries where I fully explored the drafts of
the Framework for Information Literacy and how our existing online
content aligned with this framework. I also developed a lesson plan
integrating threshold concepts to demonstrate how future instructional
initiatives can embed these concepts. Having such a positive and
productive experience with my previous DFW, I desired to take
advantage of the opportunity to do two. Having recently moved to the
San Luis Obispo area, I wanted to learn more about Kennedy Library
and Cal Polys unique user needs. I had seen on the Cal Poly blog that
Kaila Bussert was recently hired at the Foundation Experiences
Librarian and reached out to her to see what might be done. Because
of my experience developing online tutorials for University of
Washington Libraries as an Education Outreach Specialist, and my
interests in instructional design and online learning, Kaila was willing to
be my sponsor for this DFW.
As the Foundational Experiences Librarian at Kennedy Library, Kaila is
currently considering how instructional initiatives can be improved.
Shes interested in exploring the possibility of flipping the classroom so
as to utilize classroom time for hands-on experiences. To facilitate this
interest, online learning objects need to be created. This DFW provided
Kaila the opportunity to identify strategies and workflows for

developing these learning objects for her unique audience of users.

Kailas interest in flipping the classroom dovetailed nicely with my own
goals of extending and refining my skills with learning technologies. I
also have a great interest in instructional design and education
outreach in libraries. Thus, this DFW opportunity was perfectly suited
to meet our own affiliated goals and interests.
At the start of this Spring quarter, Kaila and I worked together to
develop a sequence of learning outcomes for my DFW. These outcomes
were: 1. Identify best practices affiliated with the development and
delivery of online learning objects, 2. Plan, develop, and evaluate
online learning objects, 3. Assemble a training document for future
development of online tutorials. With each learning outcome, a series
of deliverables were outlined. The primary deliverables from this DFW
were three online learning objects that are currently embedded within
a Poly Learn Course.
During the Brown Bag we displayed a module built using Poly Learn
(the local Learning Management System). This module was constructed
in order to demonstrate how different features of the local Learning
Management System (LMS) could be utilized to facilitate library
instruction using the flipped classroom model. A landing page was
created with placeholders for future development. For example, within
this landing page, we intend to implement an infographic for the
information cycle (for which we have renamed the information
ecosystem). From this information ecosystem are a series of modules
(or books, using the terminology from the LMS) that can be
embedded into courses. Currently, the placeholders for these modules
are: Social Media, News, Popular Magazines, Conference Proceedings,
Trade Publications, Scholarly Journals, and Books. The Books module
was also outlined as a means to show how materials could be
sequenced and displayed. For example, clicking into the Book
module, the first page can explain how books fit into the information
ecosystem, detailing specific criteria such as length of time, coverage
of a topic, as well as indication of scholarly merits. Following this
opening page, users are given insight as to how books can be used for
scholarly research. This particular page is meant to delve more deeply
into threshold concepts as students are provided with the opportunity
to consider how the process of creation and dissemination of books
influences ones ability to use it for academic interests. From this meta
analysis, students are then provided with the learning objects
developed for this DFW.
These learning objects are in the form of online video tutorials and are
largely practical in nature; incorporate elements of the threshold
concept Searching as Strategic Exploration.

The first set of tutorials are listed within the module as, Finding Print
Books in Kennedy Library. The page indicates three learning outcomes
for the user: 1. Identify appropriate discovery tools for conducting a
search for print books, 2. Distinguish subject as the primary means of
organization for print books, 3. Deduce that books with similar subject
matter can be found next to each other.
The first tutorial, Find a Print Book using Search Everything provides
a narrated demonstration of how to find a print books using the
Summon discovery layer, or otherwise termed, Search everything.
This tutorial shows users how to find a book searching by topic and
narrowing their search using format, subject area, and publication
date. Overviews are provided for the features displayed within the
results, such as indicators for print and e-books within the result list.
The tutorial incorporates conceptual elements as well by reviewing the
initial call number for a print book and discussing how these call
numbers group like-sources together. The tutorial then closes by
offering a few additional tips for users within the detailed record, such
as citation styles and extended search features for assigned subject
terms.
A second tutorial, Find a Print Book using PolyCat, is also inserted in
this page. Following a similar model, this tutorial reviews how to
conduct a search for a print book using the local catalog. Similar to the
previous tutorial, a search is conducted by keyword and indicators for
print versus e-books are reviewed. Once again, users are given insight
as to how call numbers are used to organize books and how books with
a similar topic will likely be found close by. The demonstration also
includes a review of how to access the detailed record of a print book
to find the location and status of the book as well as the extended
search feature of generating a new search using assigned subject
headings.
The final tutorial developed for this Directed Fieldwork can be found on
the following page of the module. This page also identifies learning
outcomes for the user including: 1. Segment chunks of a Library of
Congress call number to locate a print book in the library, 2. Identify
printed graphics and signage as tools to help locate a print book, 3.
Deduce that books with similar subject matter can be found next to
each other, and 4. Identify librarians and library staff as individuals
that can help locate print books.
This tutorial, Using a Call Number to Find a Print Book is different in
design in that it does not narrate to the user. Instead, it uses a
sequence of text slides and images to demonstrate the process of

locating a print book with music in the background. The demonstration

begins by identifying the necessity of having a call number to locate a
print book in the library. Images of the Library Location Handout are
annotated alongside a post-it with a call number to indicate that
different floors of the library are assigned different call number ranges.
The video goes on to use the first two letters of a call number to find a
particular row. The post-it note with a call number is consistently used
to identify which section of the call number is being used. To
accompany this post-it, simple line drawings are incorporated to
identify the signage at the end of a row can help locate the correct
area. The video continues to circle different sections of the call number
along with a line drawing of book spines with call numbers stacked, to
narrow the book down to the correct call number match. This video
also incorporates elements of the threshold concept; Searching as
Strategic Exploration in that users are encouraged to look near their
book to see if other books may be helpful as well.
Following from these tutorials is a placeholder for what could be a page
devoted to conceptual tutorials that align with the process of finding
books and relevant threshold concepts. Followed by a final page,
devoted currently to a potential list of glossary terms.
During the Brown Bag, this module was demoed along with two of the
tutorials: Find a Print Book using Search Everything and Using a Call
Number to Find a Print Book. While our literature review found that
students preferred video tutorials that were extremely brief (30
seconds - 1:30 seconds) it was also noted in some literature that
tutorials could go up to approximately 3 minutes and still be
considered, short. If tutorials extend beyond these time frames, it is
suggested that material be chunked into a sequenced module,
beginning with the practical elements and extending to the more
contextual information. While one of these tutorials exceeds the 3minute mark, we considered the utility of a tutorial for a flipped
classroom versus point-of-need assistance. Separating the conceptual
elements into a separate tutorial is currently under advisement.
However, it is important to remember that these tutorials function as a
proof-of-concept. Future iterations will take into account any feedback
garnered from not only this Brown Bag, but also other evaluative and
assessment measures, such as the survey currently be distributed to
the LibRATs with these tutorials. According to the literature, there will
need to be additional development to brand these tutorials. These are
all elements that Kaila will take under advisement as she proceeds with
developing an appropriate workflow for future online learning objects.
Bellow is a quick overview of feedback obtained by from the
participants of the Brown Bag event. This feedback, as well as other

evaluative and assessment measures, will impact future tutorial style

choices and content areas.
Feedback Tutorial 1: Find a Print Book using Search Everything

Appreciate the voiceover

Tutorial did not feel too long
o Though this may be because they are librarians and
they may have longer attention spans for this kind of
content
o Younger students are used to consuming information
quickly and efficiently, so video could be too long.
Concern with accessibility
o Noted closed-captioning is correct
o Consider use of annotations to assist with screencasting
portions & static images
o Difficulty with use of call outs in video as screen is small
and movement within the video can often be too quick
for someone with visual impairments to see
o Consider providing transcript with video tutorial using
accompanying static images
Liked the use of the highlight to identify the 3 unique columns
obtained from initial search
Consider changing the example.
o It just so happens that the subject area begins with the
same letter as the call number (G Geography). This is
not always the case, so choosing a different example
may help mitigate confusion.

Feedback Tutorial 2: Using a Call Number to Find a Print Book.

Music was a little distracting
o Challenging to read the text and watch sequenced
images
Felt a little too fast
o Not sure users would understand it only watching it
once
Not sure the line drawing of the end ranges actually depicts
what we desired it to. Consider changing the image.
Like the use of line drawings lets you focus on the things you
want to, removing distractions
How far do you go with a call number?
o Since the print book collection at this library is not as
large as a Research 1 institution, consider not going into

a 3 Number set. Usually users can find a book just using

the first letters and numbers.
Final Takeaways:

Conceptual videos more sustainable

o Can be made without having to display features, like the
library website, that are subject to change with rapidity.
Making music-based videos faster to produce than narrated
(voiceover)
o 3 minute video can take an hour to record the narration
alone
6-7 hours total for production and upload to
YouTube
These are representative of a person who
knows how to use Camtasia, rather than a
beginner.
Sustainability was an issue in the past with
another librarian who created a lot of tutorials that
quickly became outdated.
Like the idea of using drawings in videos
Incorporation of other media to online learning GoPro-type
videos, infographics, static web pages
Need to have quiet space to make narrated (voiceover)
recordings with a good head-set
Using Camtasia, only TREC files can be shared between a PC
and a Mac. If desiring to edit a tutorial made with a MAC will
have to use a Mac to access the files for editing. Vicevera for
PC.
May want to institute usability testing to see if users will
pause a video, but videos should not have to be watched
twice for all users to understand the content.
Course reserves would like to have a video similar to Using a
Call Number to Find a Print Book.
Consideration should still be given to storage platforms
PolyLearn vs. LibGuides vs. Kennedy Library Website
Kaila will be exploring the possibilities of LibRATS creating
future online learning objects, such as online tutorials.