Informed video creation

Video production studio
Video production studio

Since instructional videos are a mainstay of online courses, I’m working on one.  The process has raised some important questions:

  1. What are my desired outcomes?
  2. Is video the best way to address them?
  3. Are there already videos addressing them?
  4. Does my particular concept suit the subject matter?
  5. Can I meet accessibility standards?

The accessibility question alerts us to the participation barriers faced by some scholars (Association of College & Research Libraries, 2016,  Scholarship as Conversation section, Knowledge Practices subsection). Formatting the video and the transcript in a certain way has real implications (ACRL, 2016, Information Creation as a Process section, Knowledge Practices subsection).  That said, accessibility benefits all users.

Overall these questions raise the larger question of why I’m creating a video in the first place.  Callahan (2013) cautions us not to let the technology drive what we do in our teaching (p. 161).  The Information Creation as a Process frame also speaks of matching the product to the information need (ACRL, 2016, Dispositions subsection).

References

Association of College & Research Libraries. (2016). Framework for information literacy for higher education. Retrieved from ACRL website: http://www.ala.org/acrl/standards/ilframework

Callahan, V. (2013). Toward networked feminist scholarship: Mindful media, participatory learning, and distributed authorship in the digital economy. Cinema Journal, 53(1), 156-163. Retrieved from https://www.cmstudies.org/page/cinema_journal

Image Credit: The Shot, photo by Jakob Owens, retrieved from unsplash.com

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