Be Your Own Library Instruction DJ: Locating, Remixing, and Collaborating on Instructional Objects

Poster Description: This video poster will explore how a group of librarians from different fields utilized Creative Commons licenced instructional objects created and shared by other institutions and collaborated to mix them for their own purpose and institution using a music/DJ theme.

Poster: There is also a Remix Rubric in addition to the poster below.

Presenter Names: Rebecca Nowicki, Suzanne Maguire, and Sarah Tribelhorn

Presenter Bios: Rebecca Nowicki, Online Learning Librarian, leads San Diego State University Library’s online instruction program. She designs learning objects that foster active engagement and meet students and faculty at their point of need to empower information literate learners that are adaptable to the changing information landscape of the 21st Century.

Suzanne Maguire is an Assistant Librarian in Research & Instruction at San Diego State University. She teaches library instruction sessions for first year students and citation management software for grad students and faculty. She believes in an strengths-based, critical information literacy approach to reference and instructional design. Suzanne is interested in exploring ways in which social connections and diverse perspectives contribute to student joy and learning.

Sarah Tribelhorn is the Sciences Librarian at San Diego State University. She has a passion for information literacy and instruction and how to make the frameworks for these sustainable in academic libraries. She has extensive experience in metadata and indexing, building scientific bibliographic databases, and writing and editing scientific research.

12 replies on “Be Your Own Library Instruction DJ: Locating, Remixing, and Collaborating on Instructional Objects”

Hi Rebecca, Suzanne, and Sarah!

Thanks for sharing your project! What a great way to introduce Creative Commons licensed materials in a low-stakes environment! In your video portion on mentorship, you stated those mentored brought other unexpected questions; what were some of those questions?

Hi Ruth, thank you for checking out our poster! For me, the most interesting question that came up was ‘how do we adapt this instructional object for our institution, our students?’ There are some good guidelines out there for making the objects accessible and providing correct attribution, however adapting for your students is something that requires us to consider our students as individuals and as a community. One of the most important part of instruction for me is the connections we make with our students. This comes so much more naturally for me working with students one-on-one, or face to face in the classroom. How can we bring that same care and connection to an online learning object? Some of these discussions among my group were the most interesting, and maybe the most challenging.

Hola! Rebecca, Suzanne, and Sarah

Thanks for sharing your awesome project. What snags did you find within making an object? Loved the music in the background.

Thanks Ruth, and thanks for watching our video poster! One of the snags in making an object is sometimes locating the copyright information in order to reuse it. This information is not always obvious, and often awesome objects are not under copyright, but are too good not to share and reshape for our community. In this case, we usually reach out to the owners to see if we could remix and reuse the object with their permission.

I can think of only two possible snags.

The first one was a creative commons and access issue. One tutorial we modified used sample articles that we thought might be from their collections. We wanted to make our version open to any user, including those that may not be affiliated with our university. This meant that we had to locate replacement articles that we knew were open-source. New article examples also forced us to create a new set of quiz questions. That slowed us down a bit, but I think it was a better end product for us because we were able to modify the questions so they reflected the needs of our students, and we may not have examined them as closely otherwise.

The other snag is we modified a tutorial that was created using software we did not have and we moved it over to LibWizard. There were formatting issues with an element that I still have not worked out. It works, just not like we want it to.

Other than that, we are such a collaborative group that there were no snags, just processes. We discussed what we wanted to accomplish for each learning object and decided on what to change and how it fits into our online learning curriculum.

Hi Rebecca, Suzanne, and Sarah, can you talk about the specific techniques you have applied to remix the Creative Commons Licensed instructional objects, especially corresponding to the techniques used in the chopped and screwed music?

Thanks for your question Xiping. Regarding all the instrumental objects, including music, especially if we want to apply chopped and screwed techniques, we look for objects that are CC licensed, with the ability to be adapted for our purposes. We look critically at how to adapt them, what we would adapt in them, and how they fit into production process and learning outcomes. Regarding music, this would typically be used as an added effect to videos to support the major theme, or emphasize a point (so we might slow it down, if the license allowed).

To add to what Sarah said Xiping, if we are thinking metaphorically, I would refer to our instructional objects as less “chopped and screwed” and more like the dance or disco remix of a released single or album. We don’t slow anything down or combined ideas (which we are not adverse to). The song essentially stays the same but with some added beats and maybe some materials to appeal to a new audience. To get all nerdy, sort of like Crystal Castles remixed the song Crimewave” by Health. Maybe the idea of a cover version is a better metaphor.

Thanks for including a rubric for our use, and giving it a CC license. I imagine this rubric can be useful for process but also documentation. If you’re using it to document remixes, can you speak to how you’re storing these rubrics? Also is this rubric being used by others at your institution? How has it been received by others?

We are storing the rubrics in a shared drive for our group in Google Drive. This way access is available to the people who might need it in the future whether anyone leaves or joins the online instruction group.

As to if y our rubric has been shared, well, you all are the first ones to see it. If you think it is useful Gina, please use it, and let us know how useful it is. We are open to any and all feedback.

Other than LibWizard, do you or others have other tools that are good for creating different Learning Objects or suggestions for discovering those? I just learned about Nearpod and AirTable today from other virtual posters. It’s hard to know what we can do if we don’t know what tools are available and useful.

I am a platform and software nomad. We tend to use whatever works for what’s are trying to accomplish. There really is a lot of good stuff out there.

For example, a few years ago I created a module that uses Camtasia for audio. M4a to Convert the audio to MP3, Powtoon for video, YouTube for closed captioning and hosting, H5P for Drag and Drop and Hotspot interactive elements, and LibWizard to compile all of it together tutorials and create and implement 3 quizzes (pre, check your knowledge, and post). There are software programs that do all of that, but I did not have the time or resources to go through the process of requesting it through the proper channels, so I mapped out what I wanted to accomplish and located the free software that would do what I wanted to do and used that and made a Frankenstein module. Would I do it differently now? -Yes. Did it turn out and work seamlessly for the user- I think so.

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