Teaching in Library and Information Studies: Creating videos to provide educational content

Abstract

COVID-19 has forced several changes in the teaching of Library and Information Studies. In this article we explain our experience in creating and publishing videos as educational content at the University of Barcelona. Students having to learn by distance teaching have different needs in regard to the provision of educational materials. Similarly, professors need to give the best possible experience to distance students when face-to-face courses are not possible. This leads to the question of the roles that information literacy and digital literacy play, especially for professors.

Exploring Information Behaviour: A Cross-Cultural Analysis of Educational Video Consumption among LIS Students in Three Countries

“…The motivations for university students to use this content may vary. For example, they may use videos as complementary learning to their courses (Boté-Vericad, 2022), to evaluate skills in medicine (Lee et al, 2021;Massieu Paulin and Díaz Barriga Arceo, 2021), to improve speaking skills and motivation and unconscious grammar learning in the case of foreign languages (Riswandi, 2016), to improve media literacy skills (Ríos Hernández et al, 2022), to learn new topics such as Artifi cial Intelligence (Farhi, Jeljeli and Hamdi, 2022), or as a non-formal learning strategy, to promote autonomous learning (Roque Rodríguez, 2020).…”

“…By critically examining the literature, this review seeks to provide a comprehensive understanding of the current state of research and identify gaps and opportunities for further investigation in this fi eld. Educational videos have emerged as a prominent tool in modern pedagogical practices, transforming the landscape of teaching (Boté-Vericad, 2020;Boté-Vericad, 2021a) and learning in various educational settings. With the advent of digital technologies, educational videos off er a dynamic and engaging medium for delivering complex concepts, enhancing student engagement, and fostering active learning experiences.…”

“…Educational videos can improve students' skills and prosocial behaviour, promote cognitive engagement by aiding students in understanding key concepts, and foster eff ective engagement by creating a sense of teacher presence (Beal and Hontvedt, 2023;Ramalia, 2023;Boté-Vericad, 2022). Eff ective videos should be concise, uncluttered, and focused on a single learning objective, complemented by learning activities to enhance student engagement (French et al, 2023).…”

“…Exploring the information behaviour of LIS students in relation to educational videos in higher education institutions can shed light on their eff ectiveness, impact, and potential for improving learning outcomes. It is common to use the term "consume videos" to refer to the act of viewing or watching a video and reading comments (Khan, 2017;Shoufan, 2019;Boté-Vericad, 2022). The term "consume" denotes "information consumption" or the idea that information is being consumed (Bazeley and Kemp, 2012;Cooke, 2017;Poirier and Robinson, 2014).…”

Sexual orientation for the LGBTQ+ community: Information sources and barriers

“…Our work tends to follow the approach of information practices rather than information behaviour. Information behaviour is an area of information science that relies on information search and information seeking to define an information system beyond an individual user (Boté-Vericad, 2022). However, our approach tends to examine information practice; it is an approach to the constructionist perspective that is a more sociologically and contextually oriented space where the processes of information seeking and use are socially and dialogically constituted, rather than being based on the ideas and motives of individual actors.…”