LIS 9763

 
The majority of YouTube videos that I have viewed are rather sketchy. For example, the Orange County Library System events videos are a bit choppy. How does this reflect on the branding of a given library? Here at McMaster we have a “Marketing, Communications and Outreach Librarian” who designs and approves all forms of communication. She knows that everything McMaster University Libraries produces must uphold a certain reputation. It was not noted in the readings that consistency is key. Should every employee of a given library be able to upload videos to You Tube and photos to Flickr?
 
Moreover, I thought that Duke University’s Flickr photos were quite interesting, and that this was a commendable way of promoting their pieces of their archival collection. Perhaps, a complimentary blog postings or comments would provide more information on these individuals. I am not sure if the photos alone would peak the audience’s interest. As an audience member, I was wondering how influential these individuals were, how long did they serve the university community, what was their educational background and so on. The Library of Congress’ Flickr images are more detailed, and I also noticed users have commented on some of the details that were incorrect. The Library of Congress made the recommended changes and took the time to respond to the user.
               
Paula Webb and the EDUCAUSE article, “7 Things You Should Know About…YouTube,” argue that YouTube can be utilized to transmit library instruction. However, videos on YouTube cannot be more than 10 minutes long. I’ve attended a lot of library instruction sessions in the last 8 months and not one of those sessions could be contained in a 10 minute segment! Although, a condensed version of a given presentation must be advantageous because it would help students remember key parts of the presentation.  I find that students can remember the theory of boolean but employing it is difficult. A YouTube video walking a student through a boolean search and descriptor use could actually work especially if a student is working from home.
 
Yesterday I attended a “Verbal Judo” course delivered by Darcy Pennock. This course is designed to teach service personnel how to respond to problem or aggressive patrons. Near the end of the presentation, the Darcy utilized electronic videos to reinforce the concepts during the presentation. Before seeing the videos, his presentation was very theoretical and a bit abstract. However, after seeing the demonstration via video I better understood how to execute the Verbal Judo steps during a tense situation.  Thus, I see the benefit of using various forms of media in the classroom.
 
The EDUCAUSE article argues that “YouTube is part of a trend among Net Generation students to replace passive learning with active participation.” I think that active participation only occurs when instructors allow students some creative leverage. Students are still passively experiencing different forms of media in the classroom. Watch a YouTube video in class does not equate active participation. Creating knowledge does equate active participation. In order to assert a voice, to contribute to knowledge, and to participate in the “network of learners,” students must be given the “wings to fly” in the social software environment (EDUCAUSE). Unfortunately, the scenario that begins the EDUCAUSE article, is not the norm. Essays, multiple choice exams, literature reviews, annotated bibliographies and so on are the typical assignments that students contend with. I think it will take a few more years for e-learning tools to permeate the traditionalistic ivory towers of academia.