Running head: FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY 1

Fall 2013 SLRC Conference Video: Increasing Library Visibility through Bac !ard "esign Ryan #$ %&'rady (o!son )ni*ersity

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 2

Fall 2013 SLRC Conference Video: Increasing Library Visibility through Bac !ard "esign Introduction In the s+irit of bac !ard design, I a- going to start !ith the end first$ For -y I"" +ro.ect here is the !eb address for the co-+leted +roduct: htt+://youtu$be/0d1.#3it2C1$ (his *ideo is titled 3Fall 2013 SLRC Conference4 and is a*ailable for *ie!ing on the SLRC +laylist of -y organi5ation&s 6ou(ube account enochprattlibrary of !hich I a- the -edia director$ For this +ro.ect, as I !rote in -y earlier deli*erable IDD Project: Backward Design Model Choice and Rationale, it !as a challenge to find the right instructional design -odel and I had to rule out a nu-ber of other -odels before I decided to use bac !ard design$ (his +a+er details the design and de*elo+-ent of the *ideo +ro.ect and the ste+s I too to follo! the bac !ard design -odel$ Backward Design In order to utili5e bac !ard design as an instructional -odel, I had to begin !ith the end$ )sually, I start !ith front end analyses7needs analysis, learner analysis, and learning en*iron-ent analysis7but for this +ro.ect I needed to deter-ine !hat the end !ould loo li e before I e*en began$ 1c(ighe and 8iggins 91:::; !rite that bac !ard design 3-ay be thought of as +ur+oseful tas analysis: 'i*en a tas to be acco-+lished ho! does one get there<4 9+$ 30;$ (o -e, tas analysis is so-ething that usually co-es in the -iddle stages of instructional design: it ha++ens after I ha*e deter-ined !hat the need for change is 9needs analysis;, !ho the learners are and !hat abilities they are entering !ith 9learner analysis;, and in !hat for- or +lace the instruction !ill ta e +lace 9learning en*iron-ent analysis;$ I decided to stay as true to bac !ard design as +ossible and .u-+ right into the 3-eaty4 stage of instructional design, tas analysis: in !hich I !ould deter-ine instructional end goals and se=uentially e>tra+olate out fro- those the content, no!ledge, and s ills needed for instruction at each ste+$

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 3

Before I +roceed further, I !ant to .ustify -y choice of bac !ard design and e>+lain its use in this instructional conte>t$ First, bac !ard design is al-ost tailor?-ade for classrooinstruction, and this *ideo +ro.ect does not fit under this category$ 8iggins and 1c(ighe 9200@; !rite about the ad*antages of using bac !ard design in the classroo- at length7that it ser*es to dis+lace the te>tboo at the -ain focus, that it can change a content?focused classroo- to one that is results?focused, and that it can re?focus teachers on the big learning +icture instead of lea*ing the- bogged do!n in the details of teaching 9++$ 1A?1@;$ Second, bac !ard design is usually a+ro+os for using !ithin an established and organi5ed learning curriculu-, and that, further-ore, 3lessons, units, and courses should be logically inferred for the results sought, not deri*ed fro- the -ethods, boo s, and acti*ities !ith !hich !e are -ost co-fortable4 98iggins and 1c(ighe, 200@, +$ 1A;$ (he conte>t for this *ideo +ro.ect is not based on a school curriculu-, but I ha*e been able to identify the learners as 1aryland librarians, the standards as the fi*e ob.ecti*es and their *arious sub?ob.ecti*es fro- the SLRC Bnnual #lan, and the 3curriculu-4 as the trainings, classes, resources, and conference sessions that SLRC offers$ 1c(ighe and 8iggins 91:::; further e>+lain that in order to design instruction !ith the bac !ard design -odel you ha*e to start !ith 3the desired results 9goals or standards;7and then deri*e the curriculu- based on the e*idence of learning 9obtained through assess-ents; called for by the goals and standards4 9+$ 30;$ (here are three stages in the bac !ard design +rocess: they start !ith articulating end goals and ob.ecti*es, continue !ith deter-ining the necessary and acce+table e*idence, and finish !ith +lanning 9designing and de*elo+ing; instruction, acti*ities, and learning e>+eriences$ In order to o+erationali5e these end goals, I need to *ie! the- in ter-s of assess-ent e*idence 91c(ighe C 8iggins, 1:::, +$ 3D;, starting !ith the first stage7Identify Desired Results$

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN #

Stage 1: Identify Desired Results (he -ost hel+ful +art of 1c(ighe and 8iggins 91:::; is the fictional e>a-+le they +ro*ide concerning the teacher Bob Ea-es in their handboo 9++$ A1?A3;$ I !as able to e>tract out the -ain ideas of the bac !ard design -odel fro- reading the thought +rocesses of Bob Ea-es as he tries to a++ly it in his o!n classroo- of teaching nutrition$ (he first ele-ent of stage one, identify desired results, is to define the standards$ For Bob, this -eant he loo ed at his state&s standards in health, and for -e at SLRC, this -eans loo ing at our SLRC Bnnual #lan and finding the ob.ecti*es that -atch this +ro.ect$ Bs I !rote in -y earlier deli*erable, the *ideo is deri*ed fro- the SLRC Bnnual #lan and its first ob.ecti*e, Visibility, !hich states that 3SLRC !ill establish an identity for its ser*ices and -ar et the- to increase their use by target audiences4 9SLRC, 2013, +$ 1;$ (his !as the e=ui*alent standard that the +ro.ect no! re*ol*ed around7to establish an identity of SLRC ser*ices and -ar et the- in order to increase their use by an intended audience$ (he ob.ecti*e for the *ideo then beca-e: he !all "#$% &'RC (ideo will establish the identity of &'RC and (isually )arket library resources to Maryland librarians by increasing library (isibility$ Follo!ing Bob&s thought +rocess leads to the e>traction of the second ele-ent of stage one7define the enduring understanding I want learners to possess *fro) the (ideo+$ For Bob, his decision focuses on 3the enduring understanding I !ant -y students to ta e a!ay fro- the unit4 91c(ighe C 8iggins, 1:::, +$ A1; and he decides that students need to ha*e a good understanding of nutrition and ho! to +lan a diet$ (he idea of understanding understanding is so-ething 8iggins and 1c(ighe 9200@; go into de+th about in a subse=uent cha+ter of their boo , but the -ain ta ea!ay deals !ith transference7the ability to 3transfer !hat !e ha*e learned to ne! and so-eti-es confusing settings4 9+$ A0;$ In order to define the enduring

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN $

understanding I !ant 1aryland librarians to ta e a!ay, I ha*e to conte>tuali5e their learning !ith the idea of transference in -ind7ho! !ill they bring bac !hat they learn about SLRC into their o!n library settings< So !hat I a- after !ith this *ideo is: Maryland librarians will use their understanding about &'RC to positi(ely affect their own library branches and syste)s$ (he third ele-ent of stage one that I can e>tract fro- Bob&s e>a-+le is to say why the learning is i)portant$ (his -ay see- li e an ob*ious ste+, but in a classroo- setting7and fro+ersonal e>+erience7it is the one thing that the end?users 9students, or in -y case, 1aryland librarians; are -ost concerned !ith: ,hy is this i)portant< (his *ideo is i-+ortant because it !ill ser*e as a short 9under fi*e -inutes; *isual, entertaining, and -ar eting aid that details the *arious resources, ser*ices, and trainings SLRC has to offer librarians fro- the state of 1aryland$ It !ill ser*e as a re-inder to librarians ho! they can access these SLRC offerings$ Stage 2: Determine Acceptable E idence Stage t!o of bac !ard design brea s do!n into t!o ele-ents of e=ual i-+ortance: deter)ining how to assess what is )ost i)portant and deter)ining what constitutes e(idence of enduring understanding$ Bgain, I !as able to e>tract these t!o fro- Bob&s e>a-+le and a++ly the- to -y o!n instructional design conte>t$ Bob is focused on the tests he !ill gi*e in class and !ants to ensure his tests are assessing 3the understandings and attitudes students should ta e a!ay abo*e and beyond4 91c(ighe C 8iggins, 1:::, +$ A2;$ For -y conte>t, it starts to beco-e a little -ore difficult7is the assess-ent the *ideo, does the assess-ent ha++en during conference trainings, or is the assess-ent so-ething else entirely< I decided that the only !ay this !ould !or in a bac !ard design conte>t is to consider the trainings fro- the conference, the library tour, and all the a*ailable SLRC resources and ser*ices as the curriculu-, and -y *ideo inter*ie!s as the assess-ent$ 8hile this is not a traditional assess-ent in the sense that I

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN %

a- distributing a su--ati*e assess-ent unit test that !ill e*aluate 1aryland librarians on their understanding of SLRC, it is -ore along the lines of a for-ati*e assess-ent7one that allo!s -e to 3chec in4 on the librarians& understanding of SLRC$ (he edited *ideo !ill be su--ati*e$ (he tas before -e !as to deter-ine ho! to assess !hat !as -ost i-+ortant and to deter-ine !hat !ould constitute as e*idence of enduring understanding$ Since the *ideo !ould be co-+rised of -ostly inter*ie!s, the =uestions that I !ould as during the inter*ie!s !ould be the !ay to deter-ine !hat !as -ost i-+ortant, and the librarians& ans!ers !ould constitute the e*idence of their enduring understanding$ For e>a-+le, the =uestion7how has &'RC helped you today-.!ould be a !ay to assess !hat !as i-+ortantF !hereas a ty+ical ans!er fro- a librarian 7I now know I can contact &'RC staff and schedule the) to (isit )y branch/library syste) and deli(er a training on genealogy7!ould be e*idence of enduring understanding$ 1c(ighe and 8iggins 91:::; !rite that instructors should 3thin about a unit or course in ter-s of the collected assess-ent e*idence needed to docu-ent and *alidate that the desired learning has been achie*ed4 9+$ 3:; and in -y case, I deter-ined that I !ould need to thin of 3?G =uestions that !ould ser*e as that docu-entation and *alidation$ Learners need 3regular o++ortunities to engage in self?assess-ent or +eer assess-ent to hel+ the- beco-e -ore -indful of ho! their !or -easures u+ against design standards4 91c(ighe C 8iggins, 1:::, +$ 3:;F the goal of the inter*ie!s no! beco-es assessing librarians& ans!ers to the =uestions accordingly$ Stage !: "lan #earning E$periences and Instruction (he third stage of bac !ard design in*ol*es the -ost detail: +lanning, designing, and de*elo+ing$ Stage three brea s do!n into t!o ele-ents7defining the essential skills and knowledge 9instruction; and deter)ining the learning e0periences$ In order to get to this stage, 1c(ighe and 8iggins 91:::; ac no!ledge that it is a challenge to 3+ost+one all thin ing about

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN &

!hat s+ecific learning acti*ities should fra-e a unit until the cul-inating +erfor-ance tas s and other assess-ents are clear4 9+$ A1;$ Since the edited *ideo itself is the su--ati*e assess-ent, the inter*ie! =uestions !ith indi*idual librarians ser*e as the for-ati*e assess-ent$ (he learning acti*ities and e>+eriences are threefold: the sessions offered by SLRC that day, the library tours, as !ell as the +er-anent resources and ser*ices SLRC offers$ (he +lanning of these learning acti*ities actually ta es 3?G -onths and in*ol*es a large grou+ of about forty staff -e-bers and librarians 9a -uch larger design than this +ro.ect can ta e on;$ (o gi*e the reader a sense of this +re+aration and !or , I ha*e included the detailed 3set u+s4 sheet I created for .ust -y de+art-ent and the e-+loyees I su+er*ise 9see B++endi> B;$ (he sessions are outlined in a schedule for-at 9see B++endi> B;, as are the library tours 9see B++endi> C;, and the +er-anent resources and ser*ices that SLRC offers can be found on its !ebsite: htt+://slrc$info$ (he re-aining tas is -atching these learning e>+eriences 9conference sessions, SLRC tours, and no!ledge of +er-anent resources/ser*ices; to a++ro+riate assess-ent inter*ie! =uestions !hich define the essential no!ledge and s ills 1aryland librarians should +ossess about SLRC$ For the assess-ent, I !rote a draft of the *ideo scri+t and it too the for- of si> ite-s7 t!o clarifying state-ents and four =uestions$ B co+y of the finali5ed 9second draft; scri+t co-+lete !ith inter*ie! =uestions is included !ith this +a+er 9see B++endi> ";$ Scri+t!riting co-+rised se*eral ste+s7I drafted a list of =uestions and sub-itted the- to the chief of SLRC, I then got in+ut fro- fi*e other staff -e-bers !ho !ere in*ol*ed !ith the SLRC conference at an organi5ing le*el and they edited the-, and finally I !rote a second draft !ith the a++ro*al of the chief of SLRC and e-ailed out the final co+y$ I used the second draft as the baseline scri+t for each inter*ie! !ith a librarian$ (he four final =uestions on the scri+t e-bodied the essential s ills and no!ledge that librarians should +ossess after attending SLRC conference sessions$

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN '

Designing a %ideo "roduction &emplate: Inter iews' Editing' and "ublis(ing (he last +art of this I"" +ro.ect is building a fra-e!or that I can use in the future to create additional SLRC conference *ideos$ (he te-+late di*ides into three sections7conducting *ideo inter*ie!s, editing and +roducing the *ideo, and +ublishing to 6ou(ube$ Inter iews (he te-+late going for!ard is to create a 'oogle doc, share it !ith other staff -e-bers and librarians, and collaborati*ely !rite a list of inter*ie! =uestions that deal s+ecifically !ith the content co*ered at that SLRC conference$ %nce the =uestions are decided, -y .ob 9or !hoe*er is the -edia director; is to fil- !illing attendees and as the- the =uestions$ %ideo Editing and "roduction )sing the co-+uter a++lication Bdobe #re-iere #ro in CS@, I created a te-+late that can be used for all future SLRC *ideos$ I ha*e included a screen shot of !hat that te-+late loo s li e !ith all the different edited *ideo sections filling in the ga+s 9see B++endi> H, Figure H1;$ Bs !ell, I roughly !or ed out a !ay to ee+ trac of all the na-es of +artici+ants using +a+er stic y notes that adhere to the co-+uter screen and +a+er scri+t 9see B++endi> H, Fig$ H2;$ (he ne>t ste+ is to create te-+late na-etag .+egs for inter*ie!ees and +lug in their +ersonal infor-ation 9see B++endi> H, Fig$ H3;$ (hese na-etag .+egs are included in the o*erall te-+late$ %ideo "ublis(ing to )ou&ube (he last ste+ is +ublishing the finali5ed *ideo to 6ou(ube$ (he first draft *ideo is u+loaded to 'oogle dri*e, the chief of SLRC loo s it o*er for edits, edits are -ade, a final draft is u+loaded to 'oogle dri*e for a++ro*al, the final +roduct is +ublished co-+lete !ith Section @0D co-+liant closed ca+tions to the library&s 6ou(ube account enochprattlibrary under the SLRC *ideo +laylist, and the chief of SLRC sends an e-ail out to 1aryland state sta eholders$

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN (

References 1c(ighe, E$, C 8iggins, '$ #$ 91:::;$ 1nderstanding by design handbook$ Ble>andria, VB: Bssociation for Su+er*ision and Curriculu- "e*elo+-ent$ SLRC$ 92013; SLRC annual +lan$ Retrie*ed fro-: htt+://!!!$slrc$info/ 8iggins, '$ #$, C 1c(ighe, E$ 9200@;$ 1nderstanding by design 92nd ed$;$ Ble>andria, VB : Bssociation for Su+er*ision and Curriculu- "e*elo+-ent$

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 10

B++endi> B Sights and Sounds Set )+s

SLRC Conference 2013 Set Ups )"edne*da+, O-./0e1 1%,

20132

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Poe Room 31/g1a4*2

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School )nd Student Ser(ices"!ld 'D Room )2 31/g1a4*2

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#i+ht Room 31/g1a42

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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 11 (:20<12:2034 Se74a 31e*en.* S./1+.e77ing

EC I5?ENT: ?ini 7a3./3 -a1., VGA -/1d, */und -/1d

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12:2034 Ge. 7a3./3 91/4 Nigh. R//4, a* 6e77 a* *-1een=-a1.=31/:e-./1 91/4 ?D De3.; 1:3034 programs start 1:30<3:0034?eg 31e*en.a.i/n

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He1e a1e *3e-i9i-*: $uesd), On Tue*da+, O-./0e1 1$.h, Da@e=R+an 6i77 *e. u3 6ha. 6e -an in O7d ?D R//4, Nigh. R//4, and ?D De3.; du1ing .he da+; A. nigh., R+an 6i77 *e. u3 6ha. he -an in 5/e and "hee7e1; 'ornin+ On "edne*da+, R+an 6i77 4aBe *u1e "hee7e1, 5/e, and S-h//7 and S.uden. Se1@i-e* a1e a77 *e. 9/1 .he 4/1ning *e**i/n*; Da@e 6i77 4aBe *u1e .he Nigh. R//4 and .he ?D De3.; a1e a77 *e., and -i1-7e 0a-B ./ he73 6i.h .he /.he1*; D/n 6i77 he73 6i.h a77 .he /.he1*; Afternoon R+an 6i77 0e 3e14anen.7+ in .he 5/e R//4 91/4 12:2034 un.i7 334, d/ing .he SLRC Vide/ in.e1@ie6*, .he STREA? *e**i/n, and 4aBing *u1e 5/e R//4 i* a77 *e.; Da@e 6i77 01eaB d/6n and ge. .he eFui34en. 91/4 .he Nigh. R//4 and ?D De3a1.4en. a. 12:2034 and *e. i. u3 in 5e1i/di-a7* 9/1 ?eg; R+an and D/n 6i77 01eaB d/6n 5/e and S-h//7 and S.uden. Se1@i-e* a. 334;

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 12

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B++endi> B Fall 2013 SLRC Conference Schedule

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 13

B++endi> C

Schedule of SLRC Library (ours

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 1#

B++endi> " Video Scri+t and Inter*ie! Iuestions

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 1$

Fall 2013 Maryland State Library Resource Center Conference Please tell us your name and spell it for us (for the camera !

"hat library system and branch are you #ith$ and #hat is your title%position&

"hat SLRC resource #ere you most impressed #ith today& "hy&

"as there a SLRC resource that you learned about for the first time today& "hat impact #ill this ha'e on you (oin( for#ard&

Please tell us about one of the sessions you attended today)ho# can you ta*e #hat you learned bac* to your library and use it&

"as there somethin( that pleasantly surprised you today about the SLRC conference& +ny other positi'e comments that you #ould li*e to pass alon(&

B++endi> H (e-+late 1aterials

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 1%

Figure H1 Bdobe #re-iere #ro (e-+late

Figure H2 Stic y Jote 1ethod

FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THRO GH BAC!"ARD DESIGN 1&

Figure H3 Sa-+le (e-+late Ja-etag .+eg