For the past year, I’ve been creating videos for information literacy instruction. While recording and editing media takes time, it is well spent if there is low (or no) attendance for the workshop, the instruction needs to repeat, or if the material is presented in a flipped classroom.
A piece I wrote for Against the Grain, volume 28, number 5: “Multimedia Creation in the Small Campus Library,” discusses a case study using librarian-created videos when flipping two sessions for biology.
After a year of experimenting with this type of instruction, I am now interested in how to genuinely assess its effects on students’ achievement of metaliteracy domains.
