Multimedia Seeds: Course Materials: Course Guide

The course focuses on audio and video materials collected in libraries. Today, that can be in all types of libraries. That also means that today's libraries are moving toward digital collections. Some libraries are entirely digital. It would be difficult to talk about most libraries without talking about other formats, such as still images, books, online databases, Web resources, and oh, yeah - books. But even some books have changed formats.

Back to audio and video. What are the needs met by such materials? To continue our journey, read the following sections at Multimedia Seeds:

(1) Collections: Big Picture followed by (2) Collections: Audio and Video Collections, (3) Collections: Digital Libraries, (4) Collections: Audio, Video, and Special Needs, (5) Collections: Mediagraphies, and (6) Collections: Audio & Video Collection Development Resources.

Below you'll find your first SPROUT assignment. You'll be posting your assignment and a reply in Oncourse. Required course assignments are found in yellow boxes.

Sprout 1: Media Librarianship (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse's Message Center]

1.1: Media Librarians - Read The Evolution of Media Librarianship: A Tangled History of Change and Constancy (2001) http://www.ulib.iupui.edu/cgi-bin/proxy.pl?url=http://search.ebscohost.com/login.aspx? by Lori Widzinski (Access requires password login). Also read the statements made by Mike Roedicker (2003) at Media Librarianship: Some Thoughts http://www.boedicker.net/media.htm
Discuss the following and other related issues:
Do most people think 'books' or information? The required articles are almost a decade old. Is there really format discrimination in libraries today? How are media librarians alike and different from other librarians? Is there really a separate area within the library field? What particular skills do you think are needed for librarians working with digital audio and video? Address an issue discussed in the article(s). Provide your perspective(s) along with some specific examples.

1.2: Media Library History - Read The Evolution of Media Librarianship: A Tangled History of Change and Constancy http://www.ulib.iupui.edu/cgi-bin/proxy.pl?url=http://search.ebscohost.com/login.aspx? (2001) by Lori Widzinski (Access requires password login). Also scan through 20th Century: A Brief History http://www.aect.org/About/History/ from AECT (Make sure to click on the 'For More' within the document. Focus on the concepts related to technology evolution - - the 'big picture' rather than the details of organization governance). Discuss the following and other related issues:
How does the history of media librarianship impact today's views? Will media librarianship always have a separate area? What's the future of media librarianship? Is your speculation based on fact or opinion? Provide your perspective(s) along with some specific examples.

1.3: Media Access Terminology - Read the off-site article, Understanding Media Access Terminologys by Joe Clark. This article focuses on understanding media-access terminology. Also read the off-site article: Ten Things TLs Should Know About Video Description (Oct 2004, Access requires login) by Arnold Chiari from Teacher Librarian; 32(1), 35. Then read Closed Captioning and Audio Description at Wikipedia.
What experiences have you had with either audio and video description? Does your television have closed-captioning? What are the options found on newer DVDs? Describe your experiences exploring closed captioning related areas.

1.4: Special Education - Read the Audio, Video, and Special Needs page at Multimedia Seeds. Discuss the issue of special needs, accessibility, and accommodations related to audio and video materials with two different people:
* a person with special needs
* the parent(s) of a special needs child
* an experienced librarian
* a special education teacher or educator

Provide a brief summary of your discussions for the group.

1.5: Special Needs and the Library - Explore the links at the bottom of the Audio, Video, and Special Needs page at Multimedia Seeds and the materials on web accessibility at Special Needs and Technology page at Teacher Tap.

Summarize a website or article of interest related to audio, video, and special needs and also discuss how a library can help patrons more effectively access web resources. Be sure to site at least three articles in your discussion.

(1) Collections: Audio: The Big Picture, (2) Collections: Audio Collections: Music, (3) Music Collections: Blues, Jazz, and R & B, (4) Music Collections: Country, Folk, and Bluegrass, (5) Music Collections: Children's Music, (6) Music Collections: Christian and Gospel, (7) Music Collections: New Age, (8) Music Collections: Rap, Hip Hop, and Dance, (9) Music Collections: Rock, Pop, and Adult Contemporary, (10) Music Collections: Seasonal and Karaoke, (11) Music Collections: Soundtracks, Showtunes, & Vocalists, and (12) Music Collections: World Music

After completing this portion of readings, you should have gained a better general sense about the needs served by audio and video materials.

Dr.J's Jags & Jabs
image of Larry Johnson Having worked as an instructional designer / developer and a media librarian for several years, when audio or video is proposed it seems routine for me to ask, "What can be done / what need is met / what does the media item provide that some other media form might meet?"

Can you gain a full sense of an elk (Cervus elaphus) (the animal), if you have not heard the bugle or bellow of a bull elk? Is motion an indispensable part for understanding, do you need to see and elk move? If so, then audio and video should probably be considered.

In addition, a level of cost analysis is usually required when making decisions about audio and media materials. But the adage that books are cheaper than audio or video forms is not always true.

Sprout # 2: Collection Exploration (Points Possible: 2 for posting, 1 for reply)
[Everyone complete the following and post your discussion and reply at Oncourse]

When you hear the word audio or video collection, what comes to mind? Your local video store, your son or daughter’s CD collection, or your library’s books-on-CD collection could all be possibilities. Or, you might be thinking about online speeches, the NPR website or Netflix. Over the past decade, audio and video collections have evolved in many formats and content areas.

Visit THREE places that house or produce audio and/or video collections. You may want to explore public, church, school, or academic libraries. On the other hand, think of other possibilities such as book, music, or video stores. Consider school music departments, local video producers, or even home audio collections. What do they have in common? How are they different? How are the materials selected and shared?

This should be an interesting process, have fun. Select ONE location to explore “in-depth.” This should be a location similar to the place you’d like to work as a professional. It should not be the place you currently work. Ask yourself some of the following questions:

* What's housed in the collection?
* Is the collection easy to find?
* Is the signage effective?
* Is the staff helpful?
* How are materials accessed?
* Are the materials given full cataloging?
* Is enough shelf space provided?
* Are items inter-shelved?
* Does the collection circulate? If so, what are the policies?
* Are users solicited about their needs?
* Is a viewing area provided?

Conduct a short interview with the librarian, manager, or owner. Discuss issues such as materials selection, organization, and promotion. Share your findings with the class.

Identify / name all three locations. Provide a short overview of all three visits. Remember to focus on the audio and video collections. Include a more extensive summary of your in-depth experience. If possible, include a few photographs of the library to share with the class. Also describe anything that is of particular interest or that you find surprising about your library.

Share your discussion in the most appropriate group (Your choice, spread yourselves out!)

2.1: Collection Exploration Area - School Libraries
2.2: Collection Exploration Area - Public Libraries
2.3: Collection Exploration Area - Academic Libraries
2.4: Collection Exploration Area - Other Library Environments

(1) Audio Collections: Spoken Arts, Sounds, and Sound Effects , (2) Audio Collections: Spoken Arts: Audiobooks, (3) Audio Collections: Spoken Arts: Spoken Word, (4) Audio Collections: Spoken Arts: Sounds and Sound Effects, (5) Audio Collections: Remote Collections: Digital Audio, (6) Audio Collections: Remote Collections: Radio and Streaming Audio, (7) Audio Collections: Remote Collections: Remote Music Collections, (8) Audio Collections: Remote Collections: Remote Audio Collections, and (9) Audio Collections: Remote Collections: Podcasting

Sprout # 3: Audio Collections (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussions and reply at Oncourse]

3.1: Debate Audiobooks - Read Web Watch: Audiobooks: Ear-resistible! by Denise Johnson (2003, April) from Reading Online, 6(8) and Audiobooks or Aural Art? by Yuri Rasovsky.
Debate the pros and cons of audiobooks, identify their strengths and weaknesses. Decide if they are as "good as reading the book?" or "as bad as television"? You decide, state your case and back your decision with reasoning, explanation, and example.

3.2: Audiobook in the Classroom - Read off-site articles: Why Audiobooks Matter by LeVar Burton, A Bridge to Literacy: Creating Lifelong Readers through Audiobooks by Denise Marchionda (AudioFile Magazine, August/September 2001), Benefits of Audiobooks for All Readers by Denise Johnson from Reading Rockets, Listen While You Read by Kylene Beers in School Library Journal, 1998, and Bud, Not Buddy: Common Reading, Uncommon Listening by Marjorie M. Kaiser (The ALAN Review, 27(3), Spring 2000).
Describe an idea for integrating audiobooks into a classroom setting or learning project. Be sure to share specific examples and resources in your discussion.

3.3: Audiobook Experience - (Suggest that you select this option only if you have not listened to an audiobook) Read the off-site article, Listen My Children and You Shall Hear: Audio Books for Young Adults by Marjorie M. Kaiser (The ALAN Review, 26(3) Spring 1999). The article describes one person's experience with audiobooks. Also read the off-site article, Heading Aid, or Listening Can Help Your Writing by Karen L. Oberst. Go to LibriVox for free audiobooks.
Listen to an audiobook on a topic of your choice. It can be a best seller, historical fiction, mystery/horror/crime, science fiction/fantasy, children/young adult, romance, how to/self help, comedy, other nonfiction, or some other genre. It may be on audiotape, CD, or MP3. Create a list of the advantages and disadvantages of this format. Or, consider sharing the listening experience with your child or spouse. How does that change the experience? Summarize your experience and insights.

3.4: Digital Audiobooks - Read the off-site article Digital Audiobooks Can Help Kids Learn (Access requires login) by Walter Minkel in School Library Journal; 46(10), 24 about the use of MP3 digital audiobooks.
Many materials are now being published on audiotape, CD, and MP3 files. There are abridged and unabridged versions. Which format should be purchased? Explain the basis for your position. End your online discussion with how you think this might change in the next 3 to 5 years.

Sprout # 4: Remote Audio Collections (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse]

4.1: Radio Webcasts - Go to Radio and Streaming Audio at Multimedia Seeds and locate a radio webcast. Explore music genres such as Christian, Native American music, or other genre of your choice. Listen to some radio programming on the web.
Which station did you find most interesting? What are some advantages and disadvantages to this technology for radio listening? Describe a genre and how radio stations are used to convey information to listeners. Speculate on the future of web radio.

4.2: Public Radio Webcasts - Go to Radio and Streaming Audio at Multimedia Seeds and select a radio program from National Public Radio (NPR) and/or CBC Radio (Canada). Listen to live or archived programs.
Provide an overview of the program's focus. Is it a program you would like to listen to regularly if you had the time? Why or why not? What's the value of the archives?

4.3: Streaming Audio - Read the off-site article The Educational Applications of Streaming Audio: Accessible, Do-It-Yourself Multimedia (PDF) by Grover C. Furr III at The Technology Source. Or, explore the other articles at the bottom of the Radio and Streaming Audio page at Multimedia Seeds. How could school, public, or private libraries make use of web radio and streaming audio? What's an effective way to quickly access specific archives?
Describe how you think libraries can make use of streaming audio technology. Provide specific, examples and explain the benefits.

4.4: Remote Audio Collections - (Complete both of the following activities) Go to Remote Music Collections at Multimedia Seeds. Do some song sampling. Did you discover anything new?
Identify three sites that you think are the best for song samples or downloads. These can be general sites or related to a particular area such as Christian, patriotic, or kids.

Select one of the audio collections highlighted at Multimedia Seeds or identify another online collection in your interest area. Evaluate the collection and presentation of the collection.
Summarize the collection. Discuss who might be interested in this collection. How might it be used in an educational or entertainment setting? What would you do to make it more effective?

4.5: Audio, RSS Feeds, and Feed Readers - (Complete all activities) Read Information Avalanche Rescue to learn about RSS Feeds. Use a web feed reader such as Google Reader to organize audio blogs, podcasts, and other audio resources that contain RSS feeds.
Your project should include at least 6 feeds that contain audio or video and 2 folders for storing feeds. Be sure to create a public version of your web feed reader or share it with your instructor. Provide the URL. Discuss how a feed reader might be used in a library or school setting.

Listen Up! - Click on the play control (above) to listen to another audioclip message for the class. Another week of class, another audio message!

Sprout # 5: Video Collections (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse]

5.1: Movie Resources Online - Explore some of your favorite movies. Go to the Internet Movie Database and AllMovieGuide. These are two online sources for movie information. You might also try some of the others at Videotape / DVD Collections at Multimedia Seeds.
Compare two sources. Include your analysis of how these might or might not be useful to libraries, librarians, and their patrons. Provide specific ideas and examples.

5.2: Library Video Collection - Many school and public libraries have large instructional and/or educational video collections. Explore a local library video collection.
Describe the collection. Discuss areas of strength and weakness. What changes would you recommend.

5.3: Video Game Collection - Go to Video Game Technology: The Big Picture at Multimedia Seeds. Explore the options. Some public libraries maintain video game collections. Get into the debate related to video game collections in libraries.
Do you think public libraries should have video game collections? Why or why not? Discuss the formats. Discuss the pros and cons of starting or maintaining a video game collection. Build a case for both options, and end with stating your position. How would you decide?

5.4: Video Collection - Some people view video collections in a library as a waste of space, time, and money. Others go farther and say they are a threat to society. They compete with local video stores, discourage reading, waste time, and promote lazy, overweight citizens. Do you agree or disagree?
The board is holding a hearing to discuss a request for additional funding to support an expanded video collection in your library. You have two minutes (about a paragraph) to take a stand on a specific aspect of this issue. For example, you might focus on the merits of “how-to” videos or the violent language in rap music. Your description should include your stand, supportive evidence, and at least one example to support your perspective. After your initial posting, it would be interesting if some people would take opposing positions during the discussion.

5.5: Video, RSS Feeds, and Feed Readers - Read Information Avalanche Rescue to learn about RSS Feeds. Use a web feed reader such as Google Reader to organize video blogs, videocasts, and other video resources that contain RSS feeds. Your project should include at least 6 feeds that contain VIDEO and 2 folders for storing feeds.
Be sure to create a public version of your web feed reader or share it with your instructor. Provide the URL. Discuss how a feed reader might be used in a library or school setting.

Sprout # 6: Remote Video Collections (Points Possible: 2 for posting, 1 for reply)
[Complete one of the following options and post your discussion and reply at Oncourse]

6.1: Online Video - Go to the Remote Collections: Streaming Video page at Multimedia Seeds. Watch an archived or real-time event. This can be a packaged program, a television program, or a movie over the web.
Describe the program and the viewing experience. Identify the pros and cons of this delivery format. Who might be interested in this type of material? Would you consider purchasing programming this way; why or why not? What are the future implications for libraries?

6.2: Television in the Classroom- Complete BOTH of the following tasks . .

Go to the Cable in the Classroom website. Choose a subject area and explore the programming options. Brainstorm ways that this programming could be promoted with teachers through the use of this website. Provide specific ideas and examples.

Also go to the bottom of the Remote Collections: Television page at Multimedia Seeds. Some of the programming guides for using educational videos are excellent.
Evaluate one of the guides from a network, program, or source.

6.3: Video Clips - Go to the Videotape/DVD Collections: Video Clips page at Multimedia Seeds or identify another online collection in your interest area. Evaluate the collection and presentation of the collection.
Summarize the collection. Discuss who might be interested in this collection. How might it be used in an educational, informational, or entertainment setting? What would you do to make it more effective?

6.4: Video Conferencing - Read the Videotape/DVD Collections: Video Conferencing page at Multimedia Seeds. Read the off-site article, Elements of an Effective CU-SeeMe Video Conference by Yvonne Marie Andres at from GlobalschoolNet. Go to Video Conferencing Cookbook and explore their resources for video conferencing. Learn more about video conferencing opportunities in your area. Some libraries offer video conferencing services.
Discuss the pros and cons of offering this service in your library. Provide specific ideas and examples.

Project #1: Collection Development - Mediagraphy Project
(15 Points Possible)

Before jumping into this project, explore the materials in the Collections sections of the course. Before the project is due, you will also cover some of the sections about Collections Management.

It’s surprising how few quality mediagraphies there are on popular topics. Therefore, let's create our own online resources. We'll add our projects to the Multimedia Seeds: Mediagraphies section. Note: You can examine selected projects from previous classes that are already posted there.

Select a real-world situation where money may be available to purchase materials related to a single topic or special collection. It could also be an area where you could seek funding, donations, or grant money. In selecting your topic consider those areas where audio or video would be particularly helpful. You'll want to justify why it makes sense to include media in the collection.

Hispanic Americans, Halloween, and Fitness are just three examples of the wide range of topics. You could focus your effort on audio, video, or both. For example, you might want to develop a “how-to” video collection, audiobook collection, video game collection, or New Age music collection. Materials can be CD, DVD, web-based, or other formats. They should be aimed at a particular type of collection such as School Library, Classroom, Academic Library, Public Library, or a special library (i.e., daycare, church, law, department).

You may find that only a few materials are available on a particular topic. In this case, you probably should expand your theme. For example, you might start out with Yoga videos and end up with a Fitness theme that includes both audio and video materials on exercise. Or, you might start with a project on the Civil War and expand it into historical documentaries. Also, feel free to include audios and videos that you already own. Remember this is being shared as a mediagraphy to help others in their exploration of materials too.

Requirements (15 Points Possible)
Annotated Mediagraphy
A mediagraphy (or mediography) is a bibliographic list of a wide range of resources available on a particular topic including books, online resources, charts, maps, videos, photographs, audio materials, and real objects. In addition to entries for each item, an annotated mediagraphy also contains a short summary and other relevant information such as a critique, classroom integration ideas, grade levels, etc. The format is flexible. Just be consistent and include the required elements below.

Contents
* Introductory section with topic, setting, intended audience(s) (.5 Point)
* Include a "Statement of Purpose" that identifies the need for your collection (.5 Point)
* Address Issue - Why audio and video for this topic? (1 Point)
* Selection Criteria - General and/or specific criteria used to select the material items (.5 Point)
* Annotated Mediagraphy (10 Points)
- At least 15 items. Each must be an audio, video, or multimedia format such as audiotape, CD, videotape, DVD, MP3, website containing digital audio or video, or other video and audio formats. No more than five items from any single URL. For example, no more than 4 YouTube videos.
- The bibliographic entry for each item. Include at least the title, format, date, publisher information, and short summary. Optional items include key words, grade level, age, or product numbers.
- A vendor(s) and suggested price for each item. Include address or web link.
- Reviews for each item. Include at least one quality review (2 or 3 sentence excerpt) from a known selection source, one other review or information resource, and indicate any awards or honors. If possible include a link to the online review. If no review is available, you may write a brief (2 - 3 sentences) your own.
* Appendix. Provide the MARC record for one of the items - found or created. (1 Point)
* Author Information. You must include your name and the page creation date. Your professional affiliation and email address are optional. (.5 Point)
* Additional Entries. Include selected books, articles, software, Internet resources, and/or other resources related to your theme. (.5 Point)
* Additional Information. Add ideas for collection promotion, classroom integration ideas, or other things that would enhance the project. (.5 Point)
* Finished document should be logically structured, free from spelling and typo errors, and have a clean, professional appearance.

Peer Review
You are responsible for conducting peer reviews of mediagraphies; that is during the week before the final version is due, you are to review at least two other class members work. Look at the work critically, compare to the required criteria, examine the design and structure of the document and then provide suggestions and feedback. Use The Garden Patch section at Oncourse to share the link to your project. During the week of Peer Review, you may make any changes that you wish to your Mediagraphy - - getting the final version into the best shape possible. Objective of this review process is for you to corroboratively help each other to improve your work.

Project Sharing / Submission
Keep in mind that your project should be written for the global audience, not just for your instructor. or classmates. The Mediagraphy is meant to be 'public' project being shared at large with a library community. Prepare it for a global audience. Therefore think in terms of setting up a webpage using a free service such as Google Sites or a Wikispaces. Concentrate on the content of the mediagraphy and develop a clean, professional website.

Sharing is an important part of learning. You should share your projects and get feedback from classmates before submitting to your instructor. Classmates can help identify typos and missing elements that can impact your grade. By viewing and reading the projects of others, you can often gain ideas that might enhance your own project. Remember this is not a competition, all projects are graded with the same checklist.

In order to give everyone an experience creating web pages, we will be using a tool called Google Sites for this project. Complete the following steps:
1. Go to Google Sites. Create a Google account and follow the simple step-by-step directions to make a web page.
2. Write a short narrative describing the reason you chose to create this project and how it fits with your interests as well as the needs of your patrons or students. Consider placing this information on a separate web page and call it ABOUT THIS PROJECT.
3. Post a message in your Discussion Area including a link to your project URL.

Continue on to Course Guide 2: Collection Management.

Course Materials: Course Guide 1: Audio and Video Collections