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Monday, May 16 • 3:00pm - 4:30pm
Technology and Library Instruction

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An Analysis of Academic Health Sciences Library Videos Available through YouTube
3:05 PM - 3:25 PM
Objective: YouTube is a popular video-hosting website. Academic libraries use this website to interact with, engage, and teach students. This paper analyzes videos uploaded to YouTube by academic health sciences libraries. This study addresses the following questions: how are academic libraries using social media websites to engage and teach students? What are the potential learning outcomes available from libraries on YouTube? And how do students perceive and learn from these videos?
Methods: Online videos posted by academic health sciences libraries were analyzed. The videos were categorized into the following areas: marketing, instruction, entertainment, and presentations. Videos created for instruction were classified with Bloom's revised taxonomy of educational objectives. A selection of three videos that focus on database searching were presented to health sciences undergraduate students who used a think-aloud approach to provide feedback about the usability, appropriateness, and relevance of each of the videos. Students were asked to complete a specific task taught by one of the videos.
Results: Three hundred seventy-seven videos uploaded by academic health sciences libraries from across North America were analyzed. Sixty-eight percent were instructional videos. The vast majority of these videos were categorized as remembering which is a lower-order category in Bloom's revised taxonomy. Higher level categories (creating, evaluating, or analyzing) were not the learning outcomes of any of the videos. Instructional design tended to involve showing viewers how to perform tasks rather than explaining concepts. None of the videos included active learning components or focused on developing critical thinking skills. Data analysis of the think-aloud sessions with undergraduate students is ongoing and will be shared at the presentation.
Conclusions: Data gathered from this study provide librarians with evidence about YouTube as a learning environment and will lead to criteria for building learning objects and providing instruction through YouTube.
Author: Thane Chambers, Research Librarian, John W. Scott Health Sciences Library, University of Alberta, Edmonton, AB, Canada 
Reaching Students on Their Turf: Course Management Software Trends in Health Sciences Information Literacy.
3:25 PM - 3:45 PM
Objective: Learning environment trends show an increasing amount of library resources and course material available only electronically. With academic institutions’ extensive adoption of course management software (CMS), libraries are increasingly making their content available through this delivery method. This study identifies and compares libraries’ CMS content and discusses the technology’s existing limitations and what point-of-need content works well in this environment.
Methods: Successful information literacy programs and institutions working in CMS systems were identified through academic library websites, a literature review, and an internal review board-approved online survey. Academic libraries with nursing, allied health, or health sciences programs were targeted for the review of the literature and survey participant recruitment. Trends and issues found in their literature were utilized to develop the survey categories and questions. The survey allowed for collection of information on programs not reported in the literature. Collected data were analyzed to determine how institutions are incorporating CMS into the information literacy programs. Analysis focused on factors such as user friendliness and breadth of tools used, as well as pairing of electronic content with traditional instruction methods.
Results: The results for this study will be submitted at a later date.
Conclusions: The conclusion for this study will be submitted at a later date.
Authors: Tierney Lyons, Reference Librarian, Penn State Worthington Scranton, Penn State University, Dunmore, PA; Stefanie Warlick, Health and Human Services Librarian, Libraries and Educational Technologies, James Madison University, Harrisonburg, VA 
Librarians’ Involvement in a Course Management Tool and an Evolving Instructional Design Role
3:45 PM - 4:05 PM
Objective: This presentation discusses how requests from medical school teaching faculty steadily increased the amount and sophistication of librarian involvement with instructional technology. Starting with smaller requests to recommend resources and gather multimedia materials, the project led to librarians developing interactive learning modules using Learning Activity Management System (LAMS) on a variety of topics that are integrated into the school’s open-source (Sakai) course management system. These projects have expanded the librarians’ involvement in the curriculum.
Methods: The medical school is assertively redesigning its curriculum and capitalizing on its open-source course management system. Meanwhile, the duties of curriculum librarian have been dispersed among many library faculty, and there is less face-to-face interaction with students. The library is using technology to deepen its involvement with curriculum and the faculty, while interfacing with students in new ways. The library’s involvement began with building custom course web pages and providing links to online resources as requested by faculty. By 2009, it expanded to collections of multimedia resources and requests to build freestanding multimedia modules about copyright, research methods, and research ethics. Librarians’ curriculum instruction now takes place online and is more focused.
Results: Librarians working with the division of educational informatics (DEI) established a
protocol for handling requests, including a project proposal form and a shared list of resources for locating education materials. Relevant materials are delivered to teaching faculty for consideration via Delicious. Eventually librarians were asked to create teaching modules on their own. Librarians collaborated on a series of four modules to be used in the emergency medicine department research elective for residents as well as a module about copyright in the online environment intended for faculty. The modules were created using LAMS featuring videos, images, and interactive quizzes. Some modules coauthored by librarians have been submitted to MedEd portal.
Conclusions: New educational technologies have enabled the library to contribute to the curriculum in new and innovative ways and have strengthened relationships with teaching faculty and DEI. The library’s involvement has been well received by teaching faculty and will continue.
Authors: Aileen McCrillis, Research Librarian, Health Sciences Libraries, School of Medicine, New York University, New York, NY; Jamie M. Graham, Librarian, Library and Information Commons, Seattle Children's, Seattle, WA; Karen L. Hanson, Digital Projects Librarian; Stephen Maher, Collection Development Librarian; Richard McGowan, Research Librarian; Karen Yacobucci, Content Management Librarian; Dorice Vieira, Information and Reference Services Librarian; Emily G. Morton-Owens, Assistant Curator and Web Services Librarian; Health Sciences Libraries; New York University, New York, NY 
Reaching the Masses: Multimedia Biomedical Instruction at the Point of Need
4:05 PM - 4:25 PM
Purpose: Our user base of scientists, students, clinicians, and other health care practitioners requires access to a multitude of resources to do their jobs successfully. Furthermore, they also require numerous methods for learning about and how to use these resources. Thus, we are continually exploring technology-based instructional tools to fulfill the varying information needs of our users.
Description: We provide a molecular biology information service that includes consultations, distribution of bioinformatics software, workshops, and a comprehensive website. We educate our users about bioinformatics resources in-person, both individually and during our classes. However, many users, based on time constraints or personal preference, are requesting other means of instruction. We already post workshop slides, tutorials, frequently asked questions, and a specialized search tool on our website. We are starting to use video resources such as Jing, Camtasia, and WebEx for screencasts, online meetings, and recorded sessions, as well as Twitter for brief announcements and informative links. These options offer instruction at the point of need rather than require a physical interaction, while still explicating often complicated databases and tools. Our plan is to assess these different methods to determine whether we are indeed meeting user information needs.
Results and Conclusions: My results and conclusions are not complete yet.
Authors: Carrie L. Iwema, Information Specialist, Molecular Biology; Ansuman Chattopadhyay, Head, Molecular Biology Information Service; Health Sciences Library System; University of Pittsburgh, Pittsburgh, PA

Monday May 16, 2011 3:00pm - 4:30pm
101F/G - Minneapolis Convention Center

Attendees (123)

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