Type
Presentation
DOI
https://doi.org/10.7275/4x8e-bk46
Session Description
Students, faculty, and even librarians eagerly sign up for all kinds workshops, but how many actually attend them if attendance is not required? Due to both the popularity and effectiveness of YouTube, and the seismic shift in higher education caused by Covid, today's learners prefer to digest lessons on their own time in their own way. Recorded lessons and online interactive tutorials are how today's learners prefer to learn.
This librarian prepares, practices, and offers live workshops on Zoom and in-person throughout the semester. Many sign up, but workshop after workshop goes unattended. This is followed by apologies from those who missed it, and requests to send the information that was presented. Meanwhile the instructional videos posted on my LibGuides get hundreds of hits and receive rave reviews.
This presentation will ask librarians to consider how they themselves prefer to learn. It will ask librarians to consider how much time they devote to preparing live lessons and PowerPoint slides for workshops in relation to how many attendees show up, how many pay attention, and how many even keep their cameras on during the lesson.
The takeaways include how many more students we can reach with recorded lessons and interactive tutorials, and the higher quality of a lesson that can be practiced and re-recorded versus the one chance, one shot workshop, where many things can go wrong.
Librarians know that students (and often faculty) are at very different levels in most information literacy instruction classes. This makes it difficult to deliver a lesson that does not go over one learner's head and bore another. Interactive online tutorials actually teach, and they can easily include assessment within the tutorial. Librarians should at least consider doing away with live workshops in lieu of recorded online learning.
Type of Library
University Library
Is there a recording? Can I get the slides?
Students, faculty, and even librarians eagerly sign up for all kinds workshops, but how many actually attend them if attendance is not required? Due to both the popularity and effectiveness of YouTube, and the seismic shift in higher education caused by Covid, today's learners prefer to digest lessons on their own time in their own way. Recorded lessons and online interactive tutorials are how today's learners prefer to learn.
This librarian prepares, practices, and offers live workshops on Zoom and in-person throughout the semester. Many sign up, but workshop after workshop goes unattended. This is followed by apologies from those who missed it, and requests to send the information that was presented. Meanwhile the instructional videos posted on my LibGuides get hundreds of hits and receive rave reviews.
This presentation will ask librarians to consider how they themselves prefer to learn. It will ask librarians to consider how much time they devote to preparing live lessons and PowerPoint slides for workshops in relation to how many attendees show up, how many pay attention, and how many even keep their cameras on during the lesson.
The takeaways include how many more students we can reach with recorded lessons and interactive tutorials, and the higher quality of a lesson that can be practiced and re-recorded versus the one chance, one shot workshop, where many things can go wrong.
Librarians know that students (and often faculty) are at very different levels in most information literacy instruction classes. This makes it difficult to deliver a lesson that does not go over one learner's head and bore another. Interactive online tutorials actually teach, and they can easily include assessment within the tutorial. Librarians should at least consider doing away with live workshops in lieu of recorded online learning.
Comments
https://doi.org/10.7275/4x8e-bk46