Until this week, I was still unclear as to what the term “mashup” really meant. After diving into Darlene Fichter’s SirsiDynix Institute presentation,

A YouTube video my father-in-law recently shared with me provides an excellent example of a digital media mashup. Combining archival video footage of Russian soldiers dancing to the beat of modern hip hop, Sbuitenhuis, from the Netherlands, presents the Roots of Breakdance set to Run DMC’s hit It’s Like That—and with almost 2 million hits, his mashup is a wild success!

In Brian Lamb’s article, Dr. Mashup (2007), he explains that “mashups involve the reuse, or remixing, or works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators” (p.14). Originally used to refer to music forms, the term mashup is also used to describe the combination of two or more sets of functional data and their web applications. Capitalizing on previously created artistic, scholarly, and programmable works, the 21^st Century “do-it-yourselfer” can create new content with minimal technical skills. According to Lamb, educators can harness the power of mashups by eliminating course management systems and encouraging the use of open and discoverable resources, open and transparent licensing, and open and remixable formats (p.17-18). Specifically, Educause’s Mapping Mashups (2006) gives examples for how maps can be used to spatially communicate historic events through geotagging and integrating Flickr photos into interactive teaching resources.

Richard Akerman’s article, Library Web Services (2007), shares how in libraries, we can utilize the many APIs (application programming interfaces) or interfaces and rules for extracting data from a websites, to create customizable mashups that will “break apart the monolithic library system, permitting its reassembly from best-of-breed components drawn from across the industry” (Tell a record by its cover, para. 3). We can open up the library to patron innovation from outside library walls and tap into a larger “reservoir of enthusiasm” for creating library web services. We can combine library event photos with maps, Amazon book reviews with catalog holdings, integrate county-wide library branch blogs, and much more! In fact, at Programmable Web, there are currently 1259 APIs and 3862 mashups which are currently being added at the rate of 3 per day! Almost half of the mashups revolve around mapping and social applications. Among the most popular mashups are:

• Wii Seeker which helps consumers locate a Nintendo Wii console and uses the GoogleMaps, eBay, and Amazon APIs
• Birds of the World categorizes birds by continent and country using APIs from Wikipedia and Flickr.
• Flittr builds a tweet key-word based mosaic of images based on APIs from Flickr and Twitter.
• HousingMaps takes classified ads for housing vacancies and maps them using APIs from Craigslist and GoogleMaps.    

In David Berlind’s video on “What Is a Mashup?” (2006) he raves about the ease of combining web applications with Yahoo! Pipes and states that mashups are the “fastest growing eco-system on the Internet.” Despite feelings of discovering merely the tip of a mashup iceburg, the greatest lesson learned with regard to library web services is that we must rely on our patron and library networks to bring the best of the web into our libraries. In fact, challenging local library patrons to create mashups to improve library web services will be the key to successful user-centeredness.   

Making Mashups

As a novice mashup-builder, I decided to try a few simple tools. My own conglomerate of mashups is located at: http://senna.sjsu.edu/dfaires/jweston/mashups/index.html. Inspired by Derek Christiansen’s map of SLIS student locations for Spring 2009, I started with MapBuilder to create a map of all of the Alameda County Library branches. I first tried to create an Excel spreadsheet .csv file to import into the program, but after several failed attempts to import the data, I decided to enter each location individually into the new map. Under the description of each location, I included a link to the webpage for that particular branch. After saving my map and adjusting preferences, I clicked on the implementation tab to get the code for my website. For testing purposes, I inserted the MapBuilder JavaScript injection into a blank page on my personal website:  http://www.janineweston.com/mlis/mashups/ac_library_map.html 

After some difficulty getting the map to work with an API key, I did some troubleshooting to produce the following functional code that includes JavaScript sources and type. Of the two sources listed, the first is the Google Maps source, second is MapBuilder. I entered in my domain http://www.janineweston.com to apply for an API key from Google. When I read more about getting the API key, Google indicated that “sensor” for indicating where the person is located, be set to either true or false and that seemed to do the trick to get the map working.

….

  <script src=”http://maps.google.com/maps?file=api&amp;v=2&amp;sensor=false
    &amp;key=ABQIAAAAZyBnFZBHYyuhOzTaTH9JBhRhBd0wTUKjobuYZUYbGS1UQPaGZhQmL5Yb_yAKBpYhUMEZ0ykHib5SUQ“
    type=”text/javascript”>
  </script>
 
 <script src=”http://www.mapbuilder.net/js/api/google/v2.02/jslive.php?UserName=jweston&Map=73398” type=”text/javascript”></script>
    <script type=”text/javascript” src=”http://www.mapbuilder.net/libs/pdmarker/pdmarker1.99e_custom.js”></script>

    <script type=”text/javascript”>

…

Next, in preparation for posting my mashup to the Senna server, I thought it would be a great idea to apply for a common API key for our collaborative class http://senna.sjsu.edu/dfaires/ domain. Upon receipt of a Key from Google, I inserted it into my code and voila, it worked! http://senna.sjsu.edu/dfaires/jweston/mashups/ac_library_map.html

With guidance from Bill Dyszel’s article, Create No-Code Mashups with Yahoo! Pipes, I learned that the program is a “totally graphical, integrated development environment that is surprisingly intuitive, and really easy enough for ordinary, everyday Web users.” Using my previously established Yahoo! account, I delighted in the ease of using Yahoo! Pipes, to create a feed of multiple blog feeds. I followed the detailed instructions for creating an RSS feed mashup in Yahoo! Pipes, by adding the feed links from the following blogs of Alameda County Libraries:

• Albany: http://albanylibrary.wordpress.com/
• Castro Valley: http://csvlib.wordpress.com/
• Dublin Library: http://dublinlibrary.wordpress.com/
• Fremont Libraries: http://fremontlibraries.wordpress.com/
• Newark Library: http://newarklibrary.wordpress.com/
• San Lorenzo Library: http://sanlorenzolibrary.wordpress.com/
• Union City Library: http://unioncitylibrary.wordpress.com/

Before creating a badge to add to my website, I used Megan Berru’s Helper Pipe to add names to each entry so that the contributing library’s name will appear in brackets after the post title.

Lastly, I used Google AJAX Book Bar wizard to create a simple horizontal display with favorite author and title search terms such as Harry Potter, Kevin Henkes, Chris Van Allsburg, Mo Willems, etc. to create a revolving book bar to reveal popular children’s books.

To present my mashups, I used Dreamweaver to quickly create a simple frameset with 3 compartments. I adjusted the feed mashup dimensions and frameset column and row widths as well as made some minor adjustments to the CSS to present uniform font colors within each frame, and published the pages to the Senna server.

Looking forward to viewing the work of my more technical classmates, I know that I will be back at the drawing board to create more mashups of my own in the future!

Janine Weston’s Mashups

http://senna.sjsu.edu/dfaires/jweston/mashups/index.html

References

Akerman, R. (2007, July 15). Library web services. Library Journal.com. Retrieved April 9, 2009, from http://www.libraryjournal.com/article/CA6453422.html

Berlind, D. (2006). What is a mashup? [ZDNet News video]. Retrieved April 9, 2009, from http://news.zdnet.com/2422-13569_22-152729.html 

Dyszel, B. (2007, Nov. 6). Create no-code mashups with Yahoo! Pipes. PC Magazine, 26(21/22). 103-105.

Educause (2006). 7 things you should know about mapping mashups. Retrieved April 9, 2009 from http://www.educause.edu/ir/library/pdf/ELI7016.pdf

Fichter, D. (2007). Mashups: A little bit of this, a little bit of that. [SirsiDynix Institute presentation and PowerPoint slides PDF]. Retrieved April 9, 2009, from
http://www.sirsidynixinstitute.com/seminar_page.php?sid=77

Lamb, B. (2007, July/August). Dr. Mashup; or, why educators should learn to stop worrying and love the remix. Educause Review. Retrieved April 9, 2009 from
http://connect.educause.edu/Library/EDUCAUSE+Review/DrMashuporWhyEducatorsSho/44592

Verkaik, R. (2007, August 18). Wikipedia and the art of censorship. The Independent. Retrieved April 9, 2009, from http://www.independent.co.uk/news/science/wikipedia-and-the-art-of-censorship-462070.html

Synchronous Online Communication extends the power of reference into the virtual realm. In a powerful presentation by Sarah Houghton-Jan and Aaron Schmidt (2006), Engaging Youth on their Own Terms: Instant Messaging and Gaming in Libraries, we are reminded that the essence of our services should target our customers on their own terms, providing them with the information they want whenever and wherever they need it. Through virtual reference, we can use IM, SMS, and VoIP to tap into the full power of cell phones, laptops, desktops, webcams, and other electronic devices to reach our patrons no matter their age or stage. We need to be aware of the provision of services or lack thereof and usage policies that may serve as roadblocks to library access and usage for teens and other patrons. By reaching out to where our customers are through not only physical spaces, but virtual wikis, websites, IM and SMS portals, and social networks, we provide assistance, education, and answers to questions at times when they are most needed.

Aaron Schmidt and Michael Stephens explain the logistics of IM interactions in their article, IM Me from the April 2005 issue of Library Journal. They liken instant messaging to a “sped-up e-mail transaction” that successfully fulfills inquiries classified as just-in-time reference and spur of the moment information needs. IM is not only ideal for informal reference interactions between librarians and patrons, it can also serve as handy communication tool for messages between staff members. When just beginning with IM, I recommend learning some basic Instant Messaging Etiquette (Boyd, 2007). In response to Anne Zelenka’s IM manners guide, Stowe Boyd offers additional tips and basic understandings for setting IM status, avoiding hurt feelings during long pauses, the perks of using shortened spellings, and more.

In My Fall 2008 Libr 210 Reference course, I used the California State Library chat reference service, AskNow to submit a query later in the evening after my local library was no longer opened. I completed a brief form requesting my zip code, name, e-mail address, nearest library, city, question, type of Internet connection, and software firewall usage. I was enthusiastic to connect with a librarian who could help me. “Abby” began establishing rapport by introducing herself, letting me know that she was willing to help, and explained what she was doing. She negotiated the question by asking if I wanted websites and books, giving me the opportunity to respond and request articles as well. While she was searching she would type, “one moment please,” to let me know that she was actively searching for information. For each website she recommended, she displayed the page on the right hand side of the screen, which I could navigate, while she looked for the next resource.

After providing me with three reputable websites (.gov, .org, and .com) specifically related to my topic, Abby asked if I use the Fremont Main Library so that she could provide me with links to access books and articles. When I questioned her about a proper search strategy, she suggested that I search with the subject or keyword option. Abby’s follow up was well done as she ensured that I had sufficient resources to answer my question. She asked, “Do you have enough information to continue on your own?” When I answered affirmatively, she informed me, “You can always log in again if you have more questions.” Then she asked, “Can I help you with anything else? If you need further assistance, please feel free to contact us again. Thank you for using AskNow, California’s Virtual Reference Desk. Goodbye!”

Overall, the chat reference experience with AskNow was quite positive, as the librarian was informative and professional, taking care to implement essential elements of the reference interview. Cassell and Hiremath (2006) recommend, “the librarian will want to strive to make the user comfortable with the process so that the user will return to the library…a well-written response not only answers a question eloquently, but it also tells the user about the importance that the library places on the question” (p.25). Throughout the virtual interaction, I appreciated the librarian’s clear and concise responses that placed emphasis on the value of my information need. To top it all off, I received a transcript of the entire interaction in my e-mail inbox to refer back to. I was highly satisfied with the chat reference interaction. It was thrilling to be able to find a friendly after-hours librarian who patiently assisted me with my information need.

Just this week, I tested out the Alameda County Library’s IM service that is offered from 3 to 5pm Monday through Thursday. They provide screen names for AIM and Yahoo! and do not advertise other methods for digital reference service. I asked the IM librarian if they staff the IM chat from the reference desk and she indicated that yes, they do double duty and provide face-to-face as well as IM. The branch libraries take turns staffing IM and usually provide service for at least one hour of time per week. When I asked about typical questions that come through IM, she indicated that they receive mostly simple questions. I also inquired as to whether or not the libraries had discussed offering VoIP or SMS reference services and she replied that they do not currently, but may offer them in the future. During our interaction, there were frequent pauses as she was busy assisting face-to-face patrons concurrently. She indicated that she was busy, by typing “just a moment” during our chat conversation. Although the pauses might be frustrating for an IM patron, she consistently indicated her willingness to help.

Many libraries are already using technology-based synchronous communication. Meredith Farkas’ Library Success: A Best Practices Wiki has an excellent page on Online Reference. It is here that librarians can witness how libraries using various communication methods for online reference, read related articles, subscribe to blogs, and even get trained on using the technologies. There are long lists of libraries using SMS text reference, MeeboMe for embedded chat, and others who are employing or designing chat management services.

Reading through Teaching Librarian Stephen Francoeur’s February 2009 blog article, Trends in Digital Reference, I was able to quickly explore some of the latest products used for digital reference such as:

• Library H3lp a collaborative IM reference service designed specifically for libraries
• Embeddable widgets for IM (QuestionPoint’s Qwidget, Meebo, Chatango, etc.)
• Mosio’s Text A Librarian service

Examples

Locally, in the Bay Area, Santa Clara University offers several virtual synchronous communication services. Through a national consortium of the Association of Jesuit Colleges and Universities, SCU provides Ask a Librarian 24/7 online reference librarians 7 days a week. This service offers students, faculty, and staff the opportunity to chat and co-browse with participating librarians. SCU also uses Mosio’s Text a Librarian program to manage their text message reference questions from 10 am to 8pm on weekdays and 12 pm to 5pm on weekends. Through the service, patrons can send a question via text message to 66746, using the keyword “bronco” in the body of the text before typing their query. Mosio’s program insures that patron phone numbers are kept confidential. SCU also indicates that questions received after hours will be answered the following morning. Additionally, SCU provides private Instant Messaging chat through Meebo, AIM, Yahoo, ICQ, MSN, and Google screen names.

Curtin University Library in Australia also provides chat and SMS query service. The chat and SMS services are available Monday through Friday from 9am to 5pm. For chat, the patron simply needs to login with their Curtin ID and password. To send an SMS message to the Library, the patron must dial the designated number, expecting a response within an hour. They also indicate that they can only receive text-based messages of up to 160 characters.

The University Libraries at University of North Greesboro actually uses Skype VoIP to take calls, chat, and videochat with their patrons. On their website, they provide information on what Skype is, how it can be used, and indicate that their Skype services are available Monday through Friday from 8am to 5pm or by appointment.

University Library at University of Illinois has actually developed their own chat management Open Source tool called the IM Collaborator. The collaborator allows IM messages sent to a single IM account to be queued, answered, and transferred by multiple operators from a web-based interface.

Google SMS

Curious about Google’s SMS service, Google Mobile SMS, I entered 466453, which is “Google” in digits, and then in my message I typed “help.” I received a text back that gave more details how to formulate queries for the service. Next, I used the service and entered “AC library 94536” into the text message. Immediately, I received 2 text messages with the addresses and phone numbers for the Fremont Main and Newark branches. The second message also indicated I could reply to Google with “NEXT” to get more listings. I can see this service as a great alternative to calling 411 to get local info such as the phone number or address for a business. The introductory video also indicated the search features include flight information, weather, stock info, airlines, translations, calculations, currency conversions, area codes, maps, directions, sports scores, postal codes, and much more.  The following is a great video that introduces the new user to the Google SMS service.

ChaCha

On an informal note, ChaCha offers a global SMS reference service that allows customers to use their computers or mobile devices to ask questions of guides that are willing to quickly locate the answers. I first learned about ChaCha from the Stay-At-Home-Mom-Librarians Yahoo! group—several of the members indicated that they had done work for ChaCha—however, at only $3-9 hourly compensation, I’m not sure how worthwhile it would be as a part-time job. It is interesting to see how ChaCha and About.com tap into the knowledge base of the long-tail of Internet users to provide immediate answers for information-hungry customers.

Conclusion

Cassell and Hiremath (2006), mention that the changing nature of reference toward digital interactions has benefits such as “users can ask questions 24/7 through virtual reference and expect an immediate response” it is “convenient and less threatening than coming to the library” and there are “more points of service” (p.12). From my experience using IM, I have gained insight into the implications that reference interaction environments have on user satisfaction. I am convinced that virtual reference, by nature, urges the librarian to stay true to recommended behavioral reference guidelines through increased accountability and sense of duty—the transcript serves as a record of each interaction. As part of today’s core library services, virtual reference has the potential to raise the standards of service and user satisfaction through further development, training, and evaluation.

As librarians, we need to get on board the mobile revolution and become more proactive in providing “to go” versions of our resources, services, and programs. Despite technological hiccups and the challenge of selling our colleagues and managers on employing versatile communication technologies, we should provide synchronous online communication to meet and exceed our patrons’ expectations. In her book, Social Software in Libraries, Meredith Farkas states, “Whatever libraries can provide—from IM reference three hours per day to 24/7 virtual reference as part of a cooperative—will be welcomed by their patrons” (2007, p.166). We need to make the effort to start online synchronous communication in even the slightest capacity, with the goal of offering 24/7 service through multiple technologies in the future.  

References

Boyd, Stowe (2007, January 15). /Message: Instant Messaging Etiquette. Retrieved April 3, 2009, from http://www.stoweboyd.com/message/2007/01/instant_messagi.html

Cassell, K. & Hiremath, U. (2006). Reference and information services in the 21^st century: An introduction. New York: Neal-Schuman Publishers, Inc.

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Farkas, M. (2009). Online reference. [Library Success: A Best Practices Wiki]. Retrieved April 3, 2009 from http://www.libsuccess.org/index.php?title=Online_Reference

Francoeur, S. (2009, February). Trends in digital reference. [Teaching Librarian blog]. Retrieved April 5, 2009, from http://www.teachinglibrarian.org/weblog/2009/02/trends-in-digital-reference.html

Houghton-Jan, S. & Schmidt, A. (2006, October). Engaging Youth on their Own Terms: Instant Messaging and Gaming in Libraries. [Sirsi Dynix Institute presentation and PowerPoint pdf slides]. Retrieved April 3, 2009, from http://www.sirsidynixinstitute.com/seminar_page.php?sid=73

Schmidt, A. & Stephens, M. (2005, April 1). IM me. Library Journal. Retrieved April 5, 2009, from http://www.libraryjournal.com/article/CA512192.html?display=searchResults&stt=001&text=im+me

Although I did not create new strategic plans, budgets, or collection development policies during my fieldwork, I spent time applying them at both the high school and elementary level. I have had the opportunity to draft and reflect upon the meaning and usefulness of  the aformentioned documents in courswork as well as the ePortfolio for my MLIS. 

In my ePortfolio, several of my Statements of Competency discuss the impact of these documents and policies in school libraries.

Statement of Competency A

• Elementary LMC Collection Development Policy

Statement of Competency C

• Elementary LMC Budget & Justification

Statement of Competency D

• Elementary LMC Strategic Plan

This project specifically fulfills Teacher Librarian Credential competencies within the following categories:

Gaming naturally suits an adolescent developmental need to indulge in interactive technologies. However, in the last ten years, computer and video games have become increasingly popular for among adults. Beth Gallaway’s “

With only 13% of public libraries hosting video game programs, Gallaway (2007) encourages libraries to discover the benefits of gaming in relation to entertainment, culture, learning, literacy, and child/adolescent development:

• Collaborative learning environment—teaching and learning with others of all ages
• Tactic for stress-relief—gaming provides a temporary escape from real life
• Fun and enjoyment
• Critical thinking—through strategy design
• Information literacy—research, reading, and writing documents about characters, strategies, and playing tips
• Simulation—video games can create simulations that can be quite educational—take Second Life for example!
• Computer programming—some games allow programming creativity, encouraging players to design their own components of the game
• Hand-eye coordination—“doctors who spent at least three hours a week playing video games made about 37 percent fewer mistakes in laparoscopic surgery and performed the task 27 percent faster than their counterparts who did not play video games” (Levine, 2006, p.15)
• Safe communal experience—community of gamers at the library provides safe connections and learning experiences (Levine, 2007, slide 31)

Unfortunately, video games are not all positive. Libraries can serve as a venue to support teen development through appropriate collection development and gaming programs that encourage healthy competition and collaborative learning. The cons of video games include:

• Violent or sexual themes—there are a percentage of games that are not appropriate for all ages
• Physical inactivity—for the most part, video games involve many hours of sitting. Some arcade games, and now the Nintendo Wii, engage the players in physical movements that can be a great source of exercise
• Obsessive video-gaming behavior—cult followings and obsessive gaming can serve as distracters from other responsibilities, roles, and real-life relationships

From the “Teen Spirit in the Library—Best Practices in Teen Library Services Webcast” (2008), I appreciate the concept of teen environment (physical and virtual) and positive staff attitudes. Placing radical trust in teens and providing them with a “third space”—a safe and resourceful lounge where teens can be themselves—empowers them to make important decisions and accept greater responsibility. Teens live and breathe technology and can easily assist with coordinating gaming events, contributing to web content, and many other technology-based projects. Exposure to successful teen spaces and gaming programs across the nation makes me wonder why many of our California public libraries are lacking the proper staff support and funding for YA departments. We desperately need more strong-willed youth advocates to bring about these changes within libraries!

Also from the “Teen Spirit Webcast” (2008), the most interesting statistic that Scott Nicholson presented from one of the research studies was that 76% of users who attended a gaming program then later returned to a library to attend a non-gaming event. This is some critical evidence proving that gaming can be beneficial towards strengthening traditional library programming. It frequently takes special programming to make that preliminary connection with teens—gaming, book clubs, movie nights, chess clubs, homework centers, and summer reading programs draw young adults into the library. Once teens develop relationships with library-loving peers and librarians, the ease with which they attend future programs, consult librarians and staff members, and access other library resources, is highly dependent on that initial contact.  It is ultimately these relationships that keep them coming back for more!

In her book, Social Software in Libraries (2007), Meredith Farkas echoes a warning to libraries, urging them to reclaim the adolescent population through attractive services and programs. She states, “Libraries are losing this population at a rapid rate, raising the question of whether these teens will ever come back to the library when they are adults” (p. 211). Farkas goes on to provide a description of many types of games that appeal to a diverse population of patrons, including teens, adults, males, females, and children. She suggests that libraries can use gaming parties, tournaments, and designated gaming areas to provide a physical third space that will not only lure teens back into the library, but will ultimately turn gamers into readers through a well-developed collection of games and books on game strategies, design, development, and storyline series.  

On Saturday, April 11^th, 2009 both the San Lorenzo and Union City branches will be holding free six and seven hour Super Mario Brother’s Smash Quest tournaments. Hoping to learn more about gaming programs in my own county library system, I e-mailed the two librarians listed as the contact people for upcoming gaming events.  After several days of no response from either librarian, I called both branches and spoke with each. They both told me they hadn’t had time to respond to my e-mail but would contact me after the events. The following is the e-mail I sent to my local county library in regard to their current programming. I am looking forward to hearing back from them within the next few weeks!

My name is Janine Weston and I am a graduate student (MLIS) in my last semester at SJSU. In my Web 2.0 class we are discussing immersive environments and gaming this week. I live in Fremont and have not been aware of any teen gaming events at the Fremont Main branch. I noticed on the AC Library events calendar that you are both coordinating a video gaming tournament on Saturday, April 11th. I wonder if you wouldn’t mind answering some questions for me… 

• How long have you been offering gaming programs for your teens?
• How often do you have gaming tournaments?
• How well have they been received in your community?
• What age range are allowed to participate?
• Has your branch purchased console(s) or do you use your own or those of your patrons?
• At alternate events, do you offer other games or just Super Mario Smash Brothers?
• How many kids can play at a time?
• Can you network consoles together?
• Please describe your set up (numbers of screens/consoles/etc.).
• Do you set up in a separate room?
• How do you publicize your gaming events?
• Do you find that gaming works to get your teens into the library and checking out books/DVDs?
• About how many attendees will you have for one tournament?
• Any other additional info you would like to share?

Thanks for your help,
Janine Weston

In the meantime, I have watched video footage of gaming events at the

Hoover Public Library in Hoover, Alabama and explored the teen gaming programs and related resources at Orange County Library System in Orlando, Florida. Last Spring, my family purchased a Nintendo Wii—together, we enjoy playing the more aerobic games such as the Wii Sports boxing, bowling, tennis, baseball and Dance Dance Revolution. Even my two-year-old daughter is coordinated enough to get a strike when bowling! In addition, in September of 2008, I attended the grand opening at the Redwood City Public Library Redwood Shores branch and noted that they included a separate teen room with a door that had a large screen and a Nintendo Wii gaming console. In the future, I hope to be influential in creating more teen spaces in school and public libraries.

Years ago, I considered myself to be quite good at playing games such as Zelda and Super Mario Brothers on the original Nintendo. Compared to the graphical interfaces of today’s games, they seem so simple. Although life is busy, I have still managed to challenge my family members to an occasional tennis match in Nintendo Wii or fly through Second Life. When I have completed my degree and have more free time, I plan on trying several of the social computer-based games through Yahoo! Games, Pogo.com, MSN Games, and EA Nation. As my own children grow up, I am sure they will provide plenty of encouragement for reading the latest teen books and playing new computer and video games.

In “Using Video Games to Teach Game Design” (2009) Kristen Mastel, an academic librarian, and Dave Huston, a game-design-school graduate, team up to share their top recommendations for building a game-design lab and library collection. They state, “With a forecast value of $10.3 billion by 2011, video gaming has moved from the perspective of a pastime toy to a driving economic force” (p.41). Although there are already over 24,000 video-game employees in the United States, academic game-design programs are rapidly being developed at colleges and universities to accommodate the increasing demand. In the article, Mastel and Huston make recommendations for adding games to the collection that can be used to teach specific elements of game design such as the anatomy of human and animal forms, the physics of interactions within virtual worlds, physical space, architecture, interior design, landscapes and multi-level design, storytelling, graphic design and game marketing. They include a list of games with accompanying descriptions from each category to assist academic institutions in collecting quality resources for their game-design programs. The list includes Spore Creature Creator, The Sims 2, Half-Life 2, Gears of War, Warcraft III, Halo 3 and the Halo series in general, Final Fantasy X, World of Warcraft, Guild Wars, and Rock Band.

In conclusion, gaming is a fantastic way to draw more teens into the library. They come to play, watch others, create their own games, talk about video games, checkout games to play at home, and read books about gaming. It is a shame that a large percentage of libraries have let teens down by not providing more attractive programming. As librarians we can heed the advice of Jenny Levine in “Gaming and Libraries: Intersection of Services” (2006) to become as “technologically adept as our users are so that we can deliver services to them when and where they wish to use them and in their preferred medium and platform” (About the Author). By playing computer and video games ourselves, we can better motivate teens to come in to the library by better understanding the process of hosting gaming events and developing collections of appealing resources.

References

Entertainment Software Association. (2008). Essential facts about the computer and video game industry: 2008 sales, demographic and usage data. [PDF brochure]. Retrieved March 30, 2009, from http://www.theesa.com/facts/pdfs/ESA_EF_2008.pdf

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Gallaway, B. (2007). Gaming by the numbers. SLIS Colloquium. 

Levine, J. (2006). Gaming and libraries: Intersection of services. Library Technology Reports, 42(5).

Levine, J. (2007). Gaming in the library. SirsiDynix Institute.

Library Journal and Polaris Library Systems. (2008, June 10). Teen Spirit in the Library: Best Practices in YA and Teen Services. [Webcast (available until June 10, 2009) and accompanying slides PDF]. Retrieved March 30, 2009, from http://www.libraryjournal.com/article/CA6570886.html

Mastel, K. & Huston, D. (2009, March). Using video games to teach game design: A gaming collection for libraries. Computers in Libraries, 29(3), 41-44. Retrieved March 24, 2009, from Library, Information Science & Technology (EBSCO) at persistant link.

Taking a Second Look at Second Life

I have had a Second Life avatar for about a year now, yet as a full-time student, I was busy enough in my Real Life to not have a tremendous amount of extra time to spend bumbling around in Second Life. In my conversations with friends about Second Life, they tend to agree with me that Second Life may have applications on the job or in education, but that it also has the potential serve as more of a distraction than anything else. In fact, when people neglect their Real Life relationships by spending too much time in front of the Second Life screen, we hear about stories such as the one about the real life divorce that happened between a British couple (who met online and interacted in Second Life) when the husband had an “affair” with another avatar.

Over winter break in 2008, I logged in to SL to show some friends my avatar. I searched through the events that were scheduled and teleported to a place that seemed harmless. Shortly after my avatar arrived, I came across some rather risqué avatars that made me wonder how extensively the porn industry has penetrated second life. Embarrassed, I apologized to my friends and closed the program. It wasn’t until a homework assignment for my Web 2.0 class with Debbie Faires coaxed me back into Second Life that I discovered the rewarding experience of visiting several of the Second Life libraries—now I am convinced that Second Life has much more to offer.

Getting a SL Education—A Fresh Start

Although I had already created an avatar, I watched Jeremy Kemp’s machinima videos on Entering Second Life in 4 Easy Steps (2008) and Second Life Overview (2008) which conveniently provided me with key information that would help me avoid pitfalls and blunders as a new SL resident. After I read through the sections on avatars and snapshot tools in Brian White’s book, Second Life: A Guide to Your Virtual World (2007), I knew I needed a new look so I wouldn’t appear to be a newbie. In fact, now my avatar looks a lot like the real me! Then, I watched Kemp’s You Tube video on Second Life Reference (2007) where I learned more about Alliance Virtual Library and its role in SL, as well as others created by Linden Lab on how to use use camera controls (2008) and send a postcard (2008). I most enjoyed the KQED Quest presentation, Second Life: Big Avatar on Campus (2007) about SJSU’s SLIS in Second Life where I recognized spokes-avatars, Robin Williams and Dr. Lili Luo, both of whom I have had classes with. Their enthusiasm for and demonstration of the SL library reference potential fired up my own eagerness to learn more.

SL Travel—Where Flying Is FREE!

Using the SJSU SLIS MUVE wiki resource, I located a list of Second Life libraries to visit and began my safe journey, teleporting from place to place. 

The first location I visited was SJSU SLIS where I was able to learn more about Second Life and get my very own “SJSU Student” t-shirt (courtesy of Robin Williams) and backpack full of handy items. I walked around, admired the campus buildings and also read some about the individuals involved in building the SJSU SLIS property. I also noticed that the rich SL graphics took as long as 30 seconds to load on my computer. As I am not a hard-core gamer, I’m sure my system could use some updating with more memory and a higher quality graphics card; however, I don’t feel as though the average user should struggle with the graphical display so much.

Next, I visited the Alliance Second Life Library at Info Island International to discover a nice atmosphere with cozy nooks, café, fireplaces, comfortable seating, and posters for upcoming events. At the reference area I spoke with Gray Pennell, who, in Real Life, is a 2003 graduate of LSU, who works full time as a Reference Librarian supervisor in a public library and is working on his second master’s degree. Gray has served in SL for about a year and a half and learned how to provide SL reference services from several orientation classes and shadowing others. He indicated that in SL he helps more people one-on-one whereas in RL he does more supervisory work and paperwork. Gray told me that he regretted not having more sources or access to them—currently the demo versions of the databases have expired, so they are left to use Internet resources.

He showed me around to point out a wall of calendars and announcements, along with a map of all of the Info Islands where I could click to get a list of all the places I might want to visit. He then showed me the Internet-based reference area where patrons could use self-service information tools. Just outside, he showed me a list of the main departments of the library and explained that the Alliance Virtual Library is more like a series of campus libraries then one big library.

When I asked him if he thought the SL libraries do much real assisting, he indicated that there is some great reference work that happens there from time to time but that there are many SJSU students coming through to fulfill course assignments or to merely satisfy their curiosity. Gray suggested that the SL libraries need more outreach to serve a more diverse group of patrons. When I asked him about marketing their services, he told me about plans for roaming librarians and connections with other libraries as well as plans for a librarian magazine. Before we finished our interaction, he gave me some landmark notecards including a couple of gaming sims to try in my free time.

Next, I wandered out to the open-air Foster Building to find several exhibits on popular topics such as human sexuality, sports, and photography; a reader’s advisory booth; a stand for free magazine subscriptions, and other informational kiosks.

Then, I strolled over to the Genealogy Research Center where I started to get a feel for how collections are organized within a virtual library. Instead of looking at a traditional webpage on a library’s website, access to the SL libraries’ URL-based resources would involve that the visitor click on an object such as a book, poster, or platform, to open the appropriate webpage. For instance, the Genealogy Research Center contains stations that offer beginning genealogy basic sites, modern research methods, ethnic resources, government sites, and research tools. In addition, resources include links to online books, geneaology libraries, information about family crests, DNA, genetic testing, family medical information, Native American resources, coats of arms, heraldry, and the Alliance Virtual Libraries catalog. Overall, the information is presented in an attractive, clutter free, and orderly manner.

In Peace Park, I found a beautiful area designated for religious exploration, complete with fountains, singing birds, trees and flowers. Not all world religions were represented, but I thought that the park would be a great resource for answering basic questions.

On Imagination Island’s Rachelville I visited the Book Nook in the Castle of Dreams to find a sizeable collection of front-facing children’s literature represented in the Alliance Library catalog. Many of the texts were from Gutenberg.org.

At Healthinfo Island in the Consumer Health Library I love how resources are displayed as kiosks, news stands, books, computer screens, and posters, in a user-friendly way. Just as with the other buildings, the design and décor are tasteful, professional, and attractive. Information can be found inside and outside the library amidst the fountains and gardens.

Just for fun, I also popped in to the ICT (Information & Communications Technology Library) where I noted I can find free educational tools and Second Life support. 

Finally, at the Library of Illumination Island where I found a lovely interior with books that had turning pages where I flipped through several of Beatrix Potter’s books.

Overall, I did have difficulty accessing some of the services when my computer would overload and SL would lock-up. However, I am impressed with the Second Life libraries. To me, Second Life is a 3-D version of the Web that allows even greater personalization. It is unique in that it not only provides virtual property for sale, its open-source software allows participants to build beautiful places, interact and collaborate with one another, access information, and gather together synchronously. Now, as I think back to that earlier disturbing incident in Second Life, I realize that those who are using the traditional Web for the first time may have similar experiences. Without knowing where to go, how to search, and which places to stay away from, Second Live has the same pitfalls as the Web—there is a balance of good and evil! I agree with Esther Grassian and Rhonda Trueman in their article, “Stumbling, Bumbling, Teleporting and Flying…Librarian Avatars in Second Life,” that “Second Life is an example of the next virtual step beyond the Web. It offers community and connectedness, but also virtual sleaze and virtual violence” (2007, p.84).

Despite challenges and drawbacks such as high bandwidth requirements, low software dependability, absence of an integrated web, and costs in real-world dollars and time, as detailed in the SWOT analysis in Eisenberg’s “Parallel Information Universe,” if we focus on the positive, Second Life has the potential to contain a fully-functioning 24-7 universal library. In their article “The Universal Library in a Virtual Universe” (2008), Bell, Pope, and Peters indicate that without geographic, time zone, or language barriers, Second Life provides a learning environment that allows librarians to serve patrons in real and virtual worlds.

Libraries should be prepared to assist virtual residents in finding and evaluating online information, giving them independence and confidence in using the Internet, and to provide access to high-quality information resources. As in the real world, it is important that the library reach out to these communities and provide a location, even if that “location” is digital, where residents can visit, learn, experience, and communicate (Bell, Pope, & Peters, 2008).

In an ideal world, the universal library would provide roving information service points at enough locations to conveniently meet the information needs of any individual—in the virtual world of Second Life, this arrangement is not so far-fetched! It is exciting to see how far libraries have come and dream about where virtual worlds like Second Life will take them in the future!

References

Bell, L., Pope, K., & Peters, T. (2008). The universal library in a virtual universe: Second life and a second chance for librarians? Searcher, 16(5), 26-9, 60-1.

Eisenberg, M. (2008). The parallel information universe. Library Journal, 133(8), 22-25.

Grassian, E. & Trueman, R. (2006, November). Stumbling, bumbling, teleporting and flying… a librarian avatar in Second Life. Reference Services Review, (35)1, 84-89.

White, B. (2007). Second life: A guide to your virtual world. Que.

Picasa Podcast:

The following podcast will introduce you to a software program called Picasa. The presentation highlights the available features in the current version and illustrates how you can use it to organize, edit and share your photos. Picasa is a free, PC and Mac-compatible, Google-tool available for download at http://picasa.google.com.

Picasa Podcast (4:58)

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 Podcast series from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to introduce you to a favorite software program of mine called Picasa. That’s Picasa: P-I-C-A-S-A available at http://picasa.google.com. Picasa is a free, PC and Mac-compatible, Google-tool for organizing, editing, and sharing your photos.

What do you do when your photos aren’t what you’d like them to be? Before they are ready for the public eye, they need editing. Is a heavy-duty program like Photoshop your only option? Definitely not! Picasa is a fast and flexible software that can help with crooked horizons, poor contrast, glowing red eyes, faulty cropping, and more!

Not only that, but do you find yourself wondering where in the world you saved those pictures that Bob e-mailed you from your last library event? Or wishing you had a quick way to create and share promotional images from your library? Picasa is a simple, one-stop-shop for organizing, editing, and sharing your photos with the world. The current version, Picasa 3, allows even more options than ever before.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new pictures and videos by designating certain drives and folders. Picasa then organizes your folders chronologically.

Picasa can support up to a million photos on your computer, allowing you to quickly import, view, star, rotate, caption and even tag your images. You can also rename folders, and move or copy images from folder to folder. Organization is very important—if you can’t find your images, how are you going to edit or share them?

Now, let’s move on to—editing! This is definitely an area that you will want to explore at your leisure, so I will provide a brief overview. Essentially, Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options and integrates easily with Flickr, YouTube, Facebook, and WordPress. Try uploading images to web albums at a resolution that meets your needs, syncing your desktop edits with your online albums, e-mailing pictures to colleagues, printing anything from wallets to 8x10s on your own printer, purchasing prints through an outside vendor, blogging your photos, creating a photo-collage, burning a gift CD, making a slideshow movie presentation, and geo-tagging your pictures to place them on the Google Earth globe.

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss.

Thanks for listening to this Cool Tools Podcast episode on Picasa. Please join us again for other episodes of Cool Tools Library 2.0 at http://cooltoolslibrary2.blogspot.com

Thanks again!

Picasa Screencast (4:02):

This screencast shows the basics for how to use Picasa to organize, edit, and share your photos. We will take a look at the folder management system; how to star, rotate, caption, tag, and filter photos; editing using the basic fixes, tuning, and effects tabs; and methods for sharing images such as web album uploads, e-mailing, printing, collages, slideshows, geo-tagging, and more!

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to show the basics for how to use Picasa. You can use Picasa for organizing, editing, and sharing your photos.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new images by designating certain drives and folders. Picasa then organizes your folders chronologically.

Currently, Picasa supports up to a million photos on your computer and allows you to quickly import or capture photos or video from a webcam or other device. You can then view, star, rotate, caption and even tag your images. In fact, your tags will carry over to other programs such as Flickr. You can also filter your photos by star, uploaded images, photos with faces, movies, and date range as well as search by tag.

Next let’s take a look at editing! Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine-tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make the adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options.

You can:

• upload images to web albums at a resolution that meets your needs
• e-mail pictures to colleagues, friends, and family
• print anything from wallets to 8x10s on your own printer
• export your images to alternate folders or hard drives on your computer
• easily resize images for print or web quality
• add a watermark to your images
• purchase prints through an outside vendor–there are lots of choices here
• blog your photos using Blogger
• create one of six different types of photo-collages
• make a slideshow movie presentation with audio tracks and captions
• and geo-tag your pictures to place them on the Google Earth globe

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss, available at http://picasa.google.com.

This concludes today’s Cool Tools Screencast on Picasa. Thanks for listening. To learn about other cool tools, visit the Cool Tools Library 2.0 blog at http://cooltoolslibrary2.blogspot.com

Thanks again!

Picasa Podcast:

The following podcast will introduce you to a software program called Picasa. The presentation highlights the available features in the current version and illustrates how you can use it to organize, edit and share your photos. Picasa is a free, PC and Mac-compatible, Google-tool available for download at http://picasa.google.com.

Picasa Podcast (4:58)

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 Podcast series from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to introduce you to a favorite software program of mine called Picasa. That’s Picasa: P-I-C-A-S-A available at http://picasa.google.com. Picasa is a free, PC and Mac-compatible, Google-tool for organizing, editing, and sharing your photos.

What do you do when your photos aren’t what you’d like them to be? Before they are ready for the public eye, they need editing. Is a heavy-duty program like Photoshop your only option? Definitely not! Picasa is a fast and flexible software that can help with crooked horizons, poor contrast, glowing red eyes, faulty cropping, and more!

Not only that, but do you find yourself wondering where in the world you saved those pictures that Bob e-mailed you from your last library event? Or wishing you had a quick way to create and share promotional images from your library? Picasa is a simple, one-stop-shop for organizing, editing, and sharing your photos with the world. The current version, Picasa 3, allows even more options than ever before.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new pictures and videos by designating certain drives and folders. Picasa then organizes your folders chronologically.

Picasa can support up to a million photos on your computer, allowing you to quickly import, view, star, rotate, caption and even tag your images. You can also rename folders, and move or copy images from folder to folder. Organization is very important—if you can’t find your images, how are you going to edit or share them?

Now, let’s move on to—editing! This is definitely an area that you will want to explore at your leisure, so I will provide a brief overview. Essentially, Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options and integrates easily with Flickr, YouTube, Facebook, and WordPress. Try uploading images to web albums at a resolution that meets your needs, syncing your desktop edits with your online albums, e-mailing pictures to colleagues, printing anything from wallets to 8x10s on your own printer, purchasing prints through an outside vendor, blogging your photos, creating a photo-collage, burning a gift CD, making a slideshow movie presentation, and geo-tagging your pictures to place them on the Google Earth globe.

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss.

Thanks for listening to this Cool Tools Podcast episode on Picasa. Please join us again for other episodes of Cool Tools Library 2.0 at http://cooltoolslibrary2.blogspot.com

Thanks again!

Picasa Screencast (4:02):

This screencast shows the basics for how to use Picasa to organize, edit, and share your photos. We will take a look at the folder management system; how to star, rotate, caption, tag, and filter photos; editing using the basic fixes, tuning, and effects tabs; and methods for sharing images such as web album uploads, e-mailing, printing, collages, slideshows, geo-tagging, and more!

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to show the basics for how to use Picasa. You can use Picasa for organizing, editing, and sharing your photos.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new images by designating certain drives and folders. Picasa then organizes your folders chronologically.

Currently, Picasa supports up to a million photos on your computer and allows you to quickly import or capture photos or video from a webcam or other device. You can then view, star, rotate, caption and even tag your images. In fact, your tags will carry over to other programs such as Flickr. You can also filter your photos by star, uploaded images, photos with faces, movies, and date range as well as search by tag.

Next let’s take a look at editing! Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine-tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make the adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options.

You can:

• upload images to web albums at a resolution that meets your needs
• e-mail pictures to colleagues, friends, and family
• print anything from wallets to 8x10s on your own printer
• export your images to alternate folders or hard drives on your computer
• easily resize images for print or web quality
• add a watermark to your images
• purchase prints through an outside vendor–there are lots of choices here
• blog your photos using Blogger
• create one of six different types of photo-collages
• make a slideshow movie presentation with audio tracks and captions
• and geo-tag your pictures to place them on the Google Earth globe

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss, available at http://picasa.google.com.

This concludes today’s Cool Tools Screencast on Picasa. Thanks for listening. To learn about other cool tools, visit the Cool Tools Library 2.0 blog at http://cooltoolslibrary2.blogspot.com

Thanks again!

Screencasting is a blessing of the highest sort. As Meredith Farkas states in her book Social Software in Libraries (2007), multimedia such as screencasts and vodcasts (video broadcasts) accommodate a wider variety of learning styles—the more senses we engage in learning, the more we retain. Being a strong visual learner, I find the verbal and visual channels of screencasts to be particularly helpful in understanding a process that may require many small steps such as learning how to use a new program or information retrieval system. In fact, the second time I watch a screencast, I like to follow right along with the video on my own computer so that I don’t miss anything. I can pause or rewind the video to catch up or repeat a challenging segment.

In a screencast, soundtracks, recorded actions, and text-based callouts allow viewers to listen to the narration, observe the actions and read along. As an alternative to a written list of step-by-step instructions, screencasts can be used for many purposes. In the library world, screencasts are often used as instructional tutorials for online catalogs and database searches such as used at the University of Maine at Fort Kent Blake Library, as well as educational tools for establishing baseline familiarity with software applications as discussed in Educause’s 7 Things You Should Know About Screencasting. Screencasts are used in public libraries like the Franklin Park Public Library, for further instruction on how to place a hold, sign up for e-mail notices, review an account, change a pin number, and renew materials. Other great uses for screencasts are videos on how to apply for a library card, how to set up an EBSCO account, and how to use tools like Novelist. Screencasting is not only valuable to library users—the versatile tutorials can serve in staff training capacities as well. Overall, screencasts more effectively reach their viewers. 

Steve Garfield provides an excellent example of how vodcasting can be used to share new technologies, market products or services, share opinions, and broadcast live happenings at his Video Blog. Pima County Public Library’s That’s My Take program helps teens participate in the filmmaking process while creating trailers for their favorite books. My kids and I especially love the storytime vodcasts from the Hoover Public Library Children’s Department—we spent over 30 minutes watching episode after episode.

Vodcasts or vlogs are also popular within the deaf community—vodcasts are a great way for the deaf and hard of hearing to communicate with one another as well as receive translated content translated through American Sign Language (ASL). Deaf Read has several vlogs that demonstrate how the deaf voice their opinions and comments through vodcasting. The Nashville Library Services for the Deaf & Hard of Hearing provides video signing to explain services, application process, borrowing rules, etc. Perhaps libraries could offer selected screen and podcasts as vodcasts in English, ASL, Spanish, and other languages to meet the needs of their users.

The possibilities for using screencasts and vodcasts in libraries are endless. Each setting has different opportunities for offering instruction and promotional content asynchronously. In her article, “That’s Infotainment” (2009), Ellyssa Kroski shares how, at the beginning of each semester, she provides a set of screencasts for her students, showing how to embed video, upload photos, subscribe to RSS feeds, and post to a blog. These pre-recorded tutorials allows students to access the information at their leisure or when needed to complete course assignments. Similarly, UCLA LITE (Library Instruction to Everyone) Bites created by students, provide entertaining videos for finding course reserve materials, resources for research, night time services, the locations of valuable library holdings, and much more. Instead of fielding the same reference desk question over and over again, librarians can help build collections of instructional videos for sharing purposes, such as those detailed through the ANTS (ANimated Tutorial Sharing) Project wiki. The instructional screencasts can teach basic computer and Internet skills, information literacy skills, research processes, and more. The tutorials are made available through both the LION (Library Information Literacy Online Network) TV site and the ANTS’s Library at TechSmith’s Screencast.com.   

In her book Social Software in Libraries (2007), Meredith Farkas discusses both the benefits and drawbacks of using screencasting and vodcasting in libraries. Benefits include 24/7 instruction from any location with broadband Internet access, point-of-need flexibility, accurate viewing and demonstrations of specific interfaces, relatively low cost software (see Heidi Schroder’s Screencast Software Cost Comparison PDF), and tremendous time savings when reusing presentations with many users over time. Despite the many benefits, there are a few drawbacks to using screencast and vodcast formats. Large file sizes creating access barriers for certain patrons, a need for more server space to store large files, efforts in keeping tutorials updated to match current versions of software and web applications, as well as the many hours required to plan, create, edit, produce, and share screen and video productions, present challenges to overcome. However, Paul Pival’s presentation, “Show and Tell the Easy Way: An Introduction to Screencasting” (2006), will convince even the most hesitant librarian that screencasting brings a richness to the demonstration and learning process. With audio, interactivity, menus, and captions, screencasts of a reasonable length (between 2 to 5 minutes), can reach their audiences via websites, blogs, iTunes, and YouTube.

In my particular experience making a screencast, I used Camtasia Studio 6, and after downloading the 30-day free trial, I began by watching all of Camtasia’s tutorials that provide an overview of the software as well as how to record, edit, produce, and share screencasts. I was so enthusiastic and ready to begin my screencast education through a learn-by-doing approach!

First, I carefully planned my process with an outline and script. I began by using Camtasia to record my actions; yet, I quickly discovered that I had over planned. For me, talking and doing, at the same time, are difficult. So after about my third attempt, I decided I would re-record the Audio 1 track with my rehearsed narration to accompany the video component. Right in the middle of capturing my screencast for the fourth time, I started getting error messages from Furl. Apparently, mid-screencast, Furl was being absorbed by another social bookmarking company called Diigo and was alerting their customers they will soon be phased out. This just demonstrates why it is so important that bookmarking applications include bookmark exporting as a component to their software. So, instead of making a screencast for an obsolete tool, I decided to select a different Web 2.0 application.  

For my second screencast, I resolved to make a presentation on Survey Gizmo. I spent hours familiarizing myself with the program, capturing the screen, and then editing out segments that took up extra time. Finally, I recorded my new narrative over the Audio 1 file. However, I had unlinked the video from the Audio 1 track and also attempted to speed up certain segments of the video, and that created more problems with the timing. When I produced my movie, the video and audio were off. I tried recording the entire thing over again to resolve the problem and was successful.

In conclusion, screencasting can be much more difficult than it looks. In ended up taking me over an hour of editing time for every minute I recorded. After two-days and about 16 hours, I am overwhelmed with the vertical learning curve and the tremendously time-consuming process. Although I am exhausted, I am also excited. I’m definitely not giving up on screencasting—I just need to take a break and revisit it when I have recovered. I will continue to use Camtasia Studio 6 for the full trial period to become better acquainted with its features before attempting to learn how to use other screencasting freeware programs such as Wink, Jing, and CamStudio. I have created a screencast and survived!

References

Educause Learning Initiative (2006, March). 7 things you should know about screencasting. [PDF resource]. Retrieved March 13, 2009, from http://net.educause.edu/ir/library/pdf/ELI7012.pdf

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Kroski, E. (2009, February) That’s infotainment! How to create your own screencasts. School Library Journal. Retrieved March 13, 2009 from http://www.schoollibraryjournal.com/article/CA6632973.html

Pival, P. (2006). Show and tell the easy way – An introduction to screencasting. Sirsi Dynix Institute. [Presentation and PowerPoint slides in PDF format].
http://www.sirsidynixinstitute.com/seminar_page.php?sid=71

Schroeder, H. (2008, October). Current comparison of screencasting tools. [PDF]. Retrieved March 13, 2009, from http://www.lib.msu.edu/hschroed/screenrecordingsw.pdf