marketing with video

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Twitter Video is here! And it's going to be great for libraries

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NB If you're reading this and can't find Twitter video on the app, don't panic, it's being rolled out across all accounts but not everyone has it yet!

I resolutely refuse to include things in my training just because they're fashionable, and for that reason I still don't talk about Vine in any of the sessions I do. I think Vine can be great (some of the 'Vine-magic' stuff is awesome), but I'm yet to see an absolutely essential use for Libraries or in HE, so it gets left out. [Edit: I've finally seen a good example of a Library Vine account! Check out Newcastle Lib's here.]

Part of the problem is that 6 seconds is just too short for the kinds of ideas I have of how to use what you might call 'social video', as opposed to the more permanent videos you find on Vimeo and YouTube. I feel like I've been waiting for something like Vine, but less trendy...

Happily last week Twitter launched an alternative to Vine (which it also owns, by the way) which I do think we can get some proper use out of. You can now take 30 second videos and upload them to Twitter, where they'll play within the tweet without people needing to leave the site or the app. (At the moment you can't use video already on your camera roll.) The videos can be combinations of several shorter clips like Vine, but it won't automatically loop, and it won't play without someone hitting the 'play' button.

If Vine is the short-attention-span but bang on-trend toddler of internet video, Twitter video is its more considered older sibling. Less cool, but maybe with more meaningful things to say.

Here's how it works (email subscribers, click the title of this post to be taken to the web version if the pictures aren't appearing):

Image taken from Twitter's blog - click to be taken through to the relevant post

Image taken from Twitter's blog - click to be taken through to the relevant post

Like Vine it records as long as you hold the button, and you can quickly stitch together multiple clips - as many as you can fit into 30 seconds, in fact.

Note the third screen-shot there - you can delete, and drag to re-arrange the order. So it may be worth recording the most important parts (the start and end) first so you know how much time you have left for the rest, then re-arrange the order - rather than meticulously creating something with 20 clips, only to not have enough time for the ending and having to redo the whole thing.

So how can libraries use it? Before we get onto specific themes, the most essential thing is to think mobile. The whole point of this feature is people watch short videos, where they are, within the app. Twitter offered promoted videos to paying sponsors before this was rolled out to all of us, and apparently 90% of them were watched on mobile devices. So, hit the ground running (1 second intro, max!); shoot from the chest up if you've got people in there so they can clearly be seen on a small screen; if you're speaking make sure you're close to your phone so it's not too quiet; if you use words make the font LARGE; and if possible make the video in such a way as to not need sound to make sense.

I'd love some more ideas in the comments, but here's a few video ideas to start things off:

Customer Service: answering questions with video. If you use Twitter for customer service or a channel for enquiries, you'll know that often when one person answers a question it's worth ensuring everyone can see the answer (hence the twitter dot!) as many will find it useful. There could be even more impact to answering a question with video. So for example, a basic query like 'how do I locate a DVD' gets much more interesting if the answer is a video...

Transient videos. By which I mean, something where a video is appropriate or useful or funny or tapping into some sort of meme, but which you don't neccessarily want a 'permanent record' of on your YouTube channel. It's not that Twitter videos aren't permanent of course - they are - but just that your YouTube vids form a sort of canon which needs to be left alone, so the most important videos don't drown under lesser inconsequential ones. But Twitter video would be a way of getting something out there - news about an event, say - without that feeling of permanence.

If you do need to keep them though, you have the option to embed like I did above, meaning a Twitter video can be seen by and used by those not on Twitter, via the Library website, blog, or LibGuides.

Lightning Tours. Everyone loves a virtual tour! And you need a longer video to tour an entire library, but what about a new building, or new collection? 30 seconds should be doable.

Quick-fire 'Screen Capture'. Narrate a video which tells your users how to do something useful  and then tweet it as a twitter video. So that opens up instant guides to using equipment, finding stuff, getting the most out of databases etc. Here's an example of that, explaining how to make Billboards in Photofunia. (You could even have a #30SecondsOn... series.)

Ask A Librarian. For the brave and camera-confident, get a Twitter Q&A going, and answer the best questions with a to-camera answer from someone who knows what they're talking about.

Previews. Preview a larger video (a full virtual tour, say, or an infolit guide) with a movie-style trailer on Twitter video.

That's all I can think of for now but people are bound to come up with more creative ideas, and I'd love to hear them.

There's more on Twitter Video here. How are you going to use Twitter video in your library?

A surprisingly good library video...

 

In some of the workshops I run there's a section where we look at marketing with video - and people suggest good and bad examples of the art of library video. We watch a few, critique them, try to extract something meaningful we can apply to our own future videos.

Last time I did this, for UKeIG this month, someone posted a video I'd not seen before - Texas A&M University Libraries' take on Pharrell's video for Happy. I'm sure you've heard the song Happy - the video for it has 519 million views at the time I'm writing this and will probably have a million more by the time I hit 'Publish'. (It's a great song, but I love Wierd Al's cover of it more.)

I must admit I was expecting the worst (another Librarians Do Gaga - something which librarians, rather than library users, find funny) but it turned out to be really good, and an excellent way of showcasing a tour of Library facilities in a different way.

Here's the video:

This is what I like about it:

  • First and foremost, it's very well done. A LOT of planning has gone into this! The choreography is great, the dancers perform well. Even the librarians on camera move nicely! Great camera-work, good production all round. I can't even imagine how much time they must have spent prepping each (long, continuous) take
  • It taps into a cultural meme. It takes something popular and puts its own spin on it to capitalise on the interest. And it worked - the video has had a massive (by Library standards) 65,000-odd views on YouTube, which is about 64,000 than most of the other vides on their chanell. 312 likes, too, and lots of comments; people aren't just passively consuming this, they're engaging in some way with the creators
  • It serves a useful purpose. This isn't JUST a well-done video that draws on pop-culture - it's a tour of the Library. You get to see round the building, see the facilities, see what they have to offer. It's learning by stealth! You think you're watching a dance video but you're actually on a virtual tour
  • It doesn't get hung up on copyright. A lot of libraries would be too po-faced to take an in-copyright song and use it without permission (I'm assuming this is what has happened; I might be wrong of course but I'd be amazed if they approached the record lable for permission to reproduce Pharrell's work) but they do it here and it's fine. When you upload a copyrighted song to YouTube as part of a video, it recognises the song, and puts in a link - either to buy the song from iTunes or, in this case, to the original artist's own YouTube channel. It's the modern version of copyright (and surely the only viable future for it) - we won't stop you doing it, but we'll try and monetize it for the copyright holder. Everyone's a winner.

That's a nice happy note to end 2014 on! This will probably be the last post for this year (on library matters, anyhow); thanks for reading, see you next year...

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How we made a (pretty nice) virtual Library Tour video for almost no money

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NB: This post has been in my drafts folder since September 2012! I never got around to finishing it, but I've done so now because anybody who wants to use a similar approach, there's probably just still time to get your video ready for the new academic year if you start right away... Last year at York we launched our virtual tour of the Library - a new video to replace the physical tours we used to do. Here it is:

(This on my YouTube channel because I don't want to artificially inflate our Library YouTube Channel's viewing statistics by sharing that version on here.) I found doing this video one of the most stressful, tiring and rewarding things I've done in my job... This post is all about how we went about it.

Before we go any further, the first thing to say is the video went down extremely well with students and staff. We got great feedback on it, so I think this method works.

The principles

I watched every single virtual tour video I could find before planning this one, and this gave rise to quite a firm set of principles in mind as to how we'd do ours. There are some really goods tours out there, but every video I saw had at least one element I felt I wanted to avoid... So ours was based on the following:

  • No scripted scenes. This is a video aimed at students - they can be a cynical bunch, and I wanted to avoid any kind of construct or fakery that might annoy them. For example, the camera just 'happening' upon a reference-interview type situation at the desk, or wide shots of people walking to the next part of the tour - you know these are staged, and it influences the way you perceive the film. Our video would be delivered straight to camera, with people telling the viewer how things work, and showing them directly.
  • No librarians on camera. Librarians can be quite bad on camera but that has nothing to do with this principle - we just felt it would be better to have students telling their peers about the Library, rather than us. It's a stronger and more relevant connection.
  • Professionally shot, informally delivered. This was a really hard blend - it had to look professional but it needed to be as informal as possible. So the informality comes from the script, which I encouraged the students featuring in the film to change if need be, so it was more like their natural way of expressing themselves.
  • No big theme, attempts to be funny, or over production. We wanted to avoid anything that would date quickly, or fall flat, or leave us open to accusations we were spending too much money on videos and not enough on resources...
  • No barrier to watching the film. I saw some tours which were QuickTime vids or more sophisticated things than video, but often they needed to be downloaded, or didn't work on certain platforms, or were otherwise tricky to access in some way. This would be a YouTube video, pure and simple. It means we can embed it anywhere, and it's discoverable online.
  • Benefits not AND features. Normally I'd advocate talking about the benefits of something rather than the features - it's marketing rule 101. But in this case, we really do have to tell people about the features of the library because that's what a tour does - so I at least tried to add in some benefits too, hinting at the recent studies showing students who use the library most get the best grades, for example.
  • Short and to the point. I ideally wanted the video to be under 5 minutes - in fact it's around 6-and-a-half because there's a lot of library to cover and we didn't want to sacrifice usefulness for the sake of hitting a particular figure in terms of timings. But it is as short as we could possible make it. .

The people involved

We employed a Marketing Intern specifically to make videos for us (a genius idea by Michelle Blake!) - he was with us for 3 months, working 2 days a week (the maximum allowed). His name was Balam Herrera, he was a Production Postgraduate in the Theatre, Film and Television Department here at York, and he was absolutely brilliant. I managed him and the video project - as well as the Virtual Tour, we made around 15 short films too (more on that in a future post).

(By the way here's Balam's website: www.balamh.com - I can't recommend him highly enough, he was great to work with.)

We also employed students from the same TFTV department, to present. They had camera experience, and knew how to get a lot done in a short space of time - this was vital to the success of the project in my view.

The camera equipment we borrowed from the University's A/V department.

I no longer have the figures to hand (the perils of not finishing off a post for 10 months!) but basically it cost us under £300 to do, between the intern wages and the student presenters. (That excludes my time setting it all up, but we'd be paying for that anyway...)

The process

Putting together this video happened approximately like this. I wrote a script for what I wanted to be said, and sent it round various senior managers and marketing people for approval and changes. I asked the Chair of TFTV's Board of Studies to send round an ad recruiting for presenters on my behalf (more credible coming from him than from the Library). I watched a lot of YouTube videos as a method of auditioning those that applied without taking lots of time out to meet them all, and chose the three presenters you see in the film above. We set a date. I gave Balam the script. He turned it into a proper shooting script - I'll embed it below, and when you see it you'll realise how important it is to have someone who knows what they're doing with film-making! Then Balam did as much of the filming as he could beforehand - all establishing shots, external time-lapse stuff - anything without the students in, essentially.

Then we filmed it, and edited it, and promoted it A LOT.

Filming it

We filmed it in a day. Even though we did it all between 9 - 5 it felt like the longest day of my life! I was completely wiped out by it - but it was fun too. Here's our shooting script - hopefully gives you an idea of the level of planning that went into this:

Library Tour Shooting Script

If you watch the video and compare you can see how things evolved on the day - we didn't stick completely strictly to the plan.

Generally speaking we got things within a few takes - there were no long sections so the students were able to briefly check their scripts before each shot, then deliver their lines. A lot of time was spent re-shooting the same scene from closer in (we only had one camera), or waiting around for people to stop doing noisy refurbishments which were going on in the Library at that time. In the end we got one student back to reshoot a scene a month later because our catalogue changed - 10 points if you can spot the scene in which he's wearing a different top because the one he wore the first time was in his parent's linen basket back home!

Editing it

Editing it took a LOT longer than filming it - Balam did that on his own, and at great speed, but it still took several days. We had, in total, 120 gig's worth of footage! I tried so hard not to be one of those incredibly annoying managers who makes people change tiny things at great length so it was perfect, but I'm afraid that's pretty much exactly what I was like. We had about 4 drafts in the end, but I was completely delighted with the results.

I wrote the music as a temporary measure until we licensed something proper, but then we ran out of time so had to use mine! We also meant to do a separate version with text on the screen, but ran out of time for that too - all of our other videos have text on the screen so they can be watched without the need for sound, but this one just has a link to a transcript, which isn't ideal.

Promoting it

Although a video is in itself a piece of marketing, it still needs to be marketed. So we tweeted about it (and by the way, tweeting a link to something once does not constitute marketing - if it's important, you need to tweet about it at least four times at different time of the day to catch different audiences) a huge amount, we blogged about it, we embedded it on all of our subject-specific libguides, we embedded it on our 'welcome to new students' pages, we played it in Induction sessions, and we emailed key people within departments to ask them to promote it. It's had, at the time of writing, over three-and-a-half thousand views - the stats tell us in real terms it's had 10,700 minutes worth of viewings. It's hard to imagine any other way of getting that much targeted library information into our students! Around 60% of people watch it on YouTube itself, 30% on embedded version in various places around our website, 8% on mobile devices, which is lower than I'd've expected.

If you want to try something similar…

First of all, start soon - now if at all possible! Tap into the local talent - if your HEI has a film studies department, then you have a pool of talented and willing people to help you do this. Prioritise the key videos you want to do and shoot them first. If you can't afford expensive software, Camtasia is really good for live-action stuff as well as screen-capture. Oh and this guide to marketing with video may be useful.

It's really, really important to promote the heck out of your tour. It's so much effort, you can't risk not getting any reward! Promoting it does not mean putting it in the VLE and mentioning it in the news section of the Library website - it means raising awareness as to the video's value via several media at once.

Good luck!

Any questions, leave them below.