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

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.

Running sessions on Web 2.0 tools for researchers

Edit: This post has been sitting, completed and tagged, in my drafts folder for over a month - it was meant as a direct follow up to a previous post (linked below) but then the gender and digital idenity thing came up (which is now EVERYWHERE in the media - glad the issue is getting proper coverage) and after that my second daughter was born, so it all got pushed back... Anyhow, here it is. I recently ran a suite of 3 workshops, collectively entitled Becoming a Networked Researcher. I've put all the presentation materials elsewhere on the blog, so check them out if you're interested. This post covers the approach, what worked, what didn't, and general stuff about librarians getting involved with running researcher events that cover new online tools.

It's definitely time to do this

I've been wanting to do workshops like these for years... I run workshops for information professionals so I know how valuable it can be to learn about these tools - and blogs like the LSE Impact Blog show that in Higher Education generally, more and more people are finding Web 2.0 essential. As info pros a lot of us have this knowledge, so why not share it with an academic community who will be grateful for it and will benefit from it?

Previously some people may have thought I was something of a stuck record on this topic - just banging on about Twitter because it was what I knew about, when actually the Library should be focusing more on the traditional things we do with Researchers. (No one directly said this to me so I may well just be projecting!) But the thing about stuff like this is it opens doors - it positions the library or librarian as expert, and gains us respect. It means researchers become more open to the other things we have to offer.

Anyhow, demand for these sessions was huge. We're going to be running them twice a year from now on as once isn't enough. So if you have expertise in this area, try and make something happen!

What to cover?

I'd previously run an 'Enhancing your online reputation' workshop for academics which mainly covered blogs and twitter only, due to time constraints - I still see these as the big two. They're arguably the two most important platforms or tools, and they're definitely the right foundations on which to build a useful presence.

I also ran a taster session on online tools for academics which covered no less than 9 different things - interestingly, lots of them put in their feedback forms that of all the tools we covered, they'd want more training on Prezi. So I put Prezi into the collaboration and dissemination session, but actually it needs its own bespoke training really - it's too big to cover as part of something else.

I put in Academia.edu because I think it's actually quite useful, I put in LinkedIn because everyone else TELLS me it's useful, I put in Slideshare because I think it's the great underrated secret weapon of communicating ideas. I left out ResearchGate because I'd heard they're pretty aggressive in emailing people once they sign up, in a way which is annoying.

Anyhow, the Blogging session and Twitter session were much more successful than the other session, so I'd advise starting with these, and adding more if there's demand.

What worked

• Collaborating with RDT. The Researcher Development Team are nothing to do with the library, but thankfully they're open to collaboration. I managed to meet up with Russell Grant, who runs a couple of social media courses anyway, and suggest the suite described above to build on what he'd already done - in theory, an academic could have attended his two workshops and then my three workshops and they'd have all worked together, building knowledge and understanding. I really like working with departments outside the library generally - not least because then the events aren't 'Library events' that no one shows up for, they're University events which happen to be delivered by a librarian
• They What, Why, Examples, How method. I try do this in most of my training. You have to introduce a tool and tell an audience what it is - but it's vital to then go on to why they might want to use it before you go into the detail of how it works... With relevant examples if at all possible. Lots of the feedback suggests people really value this approach.
• Enthusiasm. I'm really enthusiastic about these topics, and that always helps...

What didn't

• Doing the workshops with only one-day gaps between them - I felt like it completely defined my week and didn't leave much room for anything else
• Not enough example - I tried to put loads in (academic examples specifically) but I could always use more
• The Collaboration and Dissemination session tried to fit too much into the time. We're splitting it up in future (see below)
• I can't make LinkedIn sound exciting... I know it's important. Everyone says it's important, researchers particularly. But I can't seem to convey its value well
• Some logisitical stuff to do with rooms and timing, with which I won't bore you now...

Future plans

We're running a tweaked programme in the next academic year, and it's going to be different in a few ways.

• It'll be run twice, once in the Spring and once in the Summer - the Autumn term is just too crazy for everyone concerned
• It'll have one session per week. Last time round I did all three sessions in a week and I'm not sure that really benefited the participants much - it just made me feel like I was having a crazy week
• There'll be a blogging session as before, a Twitter session as before, but the Collaboration and Dissemination session we're splitting up into two. We're doing a Prezi session, and then a 'social networks for researchers' session - I've asked a colleague from the Researcher Development Team if he can do the latter, because I think he'd be better at it than me
• I'm splitting the blogging and Twitter sessions into a 'PhD and Masters researchers' session and an 'academics' session - there's 90% crossover between those two groups, but the other 10% I found it frustrating only giving examples that worked fully for one or other group. Seeing as the sessions were over-subscribed anyhow, we may as well provide targeted workshops for each group
• So what this means is, in consecutive weeks we're offering an Introduction to Social Media (talk, given by my colleague Russell Grant), Enhacing your Online Reputation (workshop by Russell), Blogs (workshops, by me - one for postgrads and one for academics), Twitter (workshop, by me - workshops, by me - one for postgrads and one for academics), Social Networks For Researchers (workshop, by Rusell) and Prezi (workshop, by me). All one and a half hours except the Prezi one which needs to be 3hrs - I've tried teaching Prezi in less but it doesn't really work... .

Exciting stuff!

A letter to a younger me

I've not been blogging for a month or so due to the arrival of baby Grace! But I'm back at work on Monday so I'm gradually easing back in to the world of librarianship, starting with some stuff I meant to blog links to ages ago but never got around to... I was delighted to be asked to write a post on the Letters to a Young Librarian blog run by Jessica Olin. It's a really good blog and one that I read a lot anyway, so it was really nice to do something for it. Here's my post.

I tried to really honestly (and at the risk of embarassing myself a bit) write a letter to the me that was about to start his first day in libraries, aged 25-and-a-half, back in 2006. I also tried to make it as relevant and useful as possible to a new professional today, so check it out and and tell me what you think. It includes a list of things I think we really should be doing in our profession:

• Communicating our value PROPERLY at every opportunity.
• Embracing informality.
• Trying to inspire people rather than placate.
• Understanding that work-life balance is important enough that it should not be considered with reference to what ANYONE ELSE IS DOING. 
• Libraries have always been product orientated, but now they need to be market orientated. .

Each of these is expanded in the post; it was fun to think about this stuff. Thanks to Jessica for asking me and the reader of her blog who requested the post!

I've written quite a lot of stuff on platforms other than here (or the Toolkit blog) in recent months - there's a complete list in the Guest Posts On... section down the right-hand side of the website (you'll need to scroll down!) but here are the most recent:

• Circulating Ideas - l was honoured to be a guest on the Librarian interview podcast. Listen to it here
• Expert tips for marketing your library - interview for LIBER
• Rebranding a Library: how did it all go so right? - for Information Today
• Marketing libraries is like marketing mayonnaise - for Library Journal
• Marketing your library - for American Libraries Magazine
• Marketing with video - my first column for Library Journal
• Six Questions with me about marketing stuff, on the 658.8 blog .

Normal blog service will now be resumed!

Gender and Digital Identity

 

In a way this is slightly off-topic in that it isn't about libraries, but in more ways it's on-topic because this blog is often about new technology, and social media, and higher education. In particular I think we as information professionals should be sharing our expertise in social media with the academic community - I do this via workshops, and one question I get asked in more than half the sessions I do, is, how do you deal with the unpleasant attention online which you (inevitably) get if you are both prominent and female?

When I was first asked this I really didn't know how to answer it very well - the second and subsequent times I'd looked into it a bit and felt better prepared, but there still doesn't really seem to be a good answer (outside of: Fix Society - which I'm not holding my breath for). With this in mind, I went along to a session called Female public intellectuals - the risk of exposure as part of the University of York's Intellectual Integrity conference. The panel discussion was revealing, fascinating, and depressing - I was going to say in equal parts but that's glib; it was basically mostly depressing. Here are some thoughts around this whole issue, for what they're worth.

The problem

I'm sure we're all familiar with the problem but let me set it out explicitly here: the problem is that as soon as you gain an amount of exposure, you open yourself to abuse. I think this is true across the board, because among every X number of people, a small percentage of them are bound to be fecking idiots: the higher the number X, the more idiots are in that number. However the problem of abuse is exacerbated by the internet in general (it allows disconnected contact in a fashion which allows cowards to flourish), social media in particular (it allows direct access and potentially even the feeling that you 'know' someone and so are entitled to comment on their appearance, etc) and is much much worse if you're female, gay, or in an ethnic minority.

Increasingly vital to researchers and academics is the need to have impact, and to have impact you need to be seen. To be seen is to open yourself to abuse, so how do you do your job in such conditions?

One of the panel spoke about how she appeared on the BBC for around 2 minutes - TWO MINUTES - and within hours had several emails from people either saying how sexually UNattractive they found her, or how sexually attractive they found her and what they wanted to do about it. Males on the same programme got emails too - about their arguments. But she just basically got abuse - and keep in mind, this is a BBC1 audience who had to Google her and find out her email, and took the time to do so.

The two things that really hit home for me attending this talk (and keep in mind I'm a social-media-workshop-teaching, feminist-lefty-leaning Guardian-reading, already-interested and somewhat-read-up-on-this librarian...) were A: how little exposure women need to get abuse (I naively thought it didn't happen until you'd been on TV, but people with 2,000 Twitter followers are finding that enough to warrant emails detailing sexual fantasies) and B: how there's no real preparation for dealing with it. It's not really discussed much. There's a tendency to laugh it off or, worse, to feel misplaced guilt about it - maybe I inadvertently led them on? So it doesn't get shared, and you don't get the relief and understanding that comes from realising other people are getting this abuse too, and it's not your fault.

We're not talking about a tiny number of 'sick' people abusing women online anymore. It's really, really common.

It's no longer about anonymity

For ages I thought the problem with the internet was anonymity. If you want to see how people act when they're unaccountable, go look at the comments section of ANYTHING - YouTube, the Guardian, heaven forbid the Mail - and check your faith in humanity at the door.  People say awful things, all the time, because they don't have to take responsibility for them - they can hide behind a random username.

But I don't think that's even the main issue anymore. Take a moment to look at this tumblr post from Feminist Frequency - she had the audacity to tweet a mild comment about lack of female lead characters in computer games, and got back an unfathomable stream of abuse. The abuse is not from people hiding behind the anonymity of the net. It is from people with their name and photo on their twitter account.

Another attendee at the session today mentioned the 'coarsening of society' - we are generally getting more unpleasant, more mysognistic all the time. I agree with that, but I think social media can make this a lot worse because of its unique ability to connect like-minded people.

Social media, tribes, and 'finding your (similarly repulsive) people'

I love social media. I love most how it can help you find your people - you can reach all the other Twitter users who happen to have your exact outlook on life, or taste in music, or professional interests, or whatever it might be. It gives us all the chance to deepen and enrich our experiences through sharing them with the like-minded. The old saying about how you can't choose your family, but at least you can choose your friends - that needs updating. Because even your friends are chosen partly based on logistics such as geography, place of work etc. Online you can find people just like you!

However... There's a darker side to this, which is that all the really repulsive people can find all the other really repulsive people. And what they do (this is my pet theory; others may have explored this with proper intellectual rigour) is form their own ersatz society, which comes with different standards of behaviour. It seems to me that a depressingly high percentage of humans really have no private morality at all - the only reason they aren't unpleasant to women (for example) all the time is because society's norms dictate that they can't. Hence, the original problem of anonymity and the net - if you're not accountable to society's norms you can finally act however you like (which for lots of people seems to be: Really Unpleasant!). But now that all these people can find their tribes online, they effectively create a new society where the norms ARE to be unpleasant and misogynistic - so they think nothing of abusing prominent women under their own name and their own image.

God it's depressing.

A project to tackle this

I'd like to see Higher Education Institutions tackling this by preparing academics and researchers (both male and female) for what will happen if they become prominent. I'd like to see students being taught about the scale of the problem as soon as they engage with the online world. Clearly this is a far bigger problem than just an academic one, but we can't all leave it for someone else to fix society. But even tackling this problem head-on is fraught with difficulty - as someone on the panel pointed out, this has the feeling of acceptance: getting abuse is part of being a successful female, so here's some coping strategies, off you go.

Anyhow there is work being done in this area, and I particularly wanted to highlight what Sara Perry, one of the panelists, is doing at the moment. She's collecting data about people's online experiences, and there's been around 200 responses to her survey so far (which is great as it's brand new) - including people saying how they deal with this and offering SOLUTIONS or at least ways of getting through the problem for individuals. That's a great thing, and I can't wait to see what Sara and her team publish at the end of it. (From a purely selfish point of view, I'd like to be able to better advise people who ask me about this in social media workshops about how to deal with it.) So please consider taking the survey - the details and the link are on Sara's blog. Sara is speaking up about really problematic issues here in the hope that it can help others who have endured similar incidents to those she's experienced, which is vital.

If anyone has anything they'd like to add to this in the comments, whether it's general discussion or advice on how to deal with online abuse, please leave a comment below. And if you've made it this far, thanks for reading!

Becoming a Networked Researcher: a suite useful of presentations

Web 2.0 tools have finally moved firmly beyond the 'potential fad' stage, to gaining widespread acceptance as valuable weapons in the Researcher's arsenal. Statistics about social media are almost meaningless because a: there's so many of them and b: the information becomes outdated quickly, but at the time of writing it's thought that around 70% of academics use social media for personal use, and in my view we've most definitely reached the tipping point where social media's utility for professional use is properly understood. This is directly linked to the 'impact agenda' - the research shows that blogging about and tweeting about research results in more citations for that research, and pretty much everyone wants more citations. But becoming a networked researcher is about more than the REF-related bottom line, it's about being part of a mutually beneficial, supportive, and intellectually engaging community.

With all that in mind, I ran a suite of hands-on workshops at my institution, the University of York, on behalf of the Researcher Development Team. The suite was entitled 'Becoming a Networked Researcher' and it covered firstly blogs and blogging, then collaboration and dissemination, and finally Twitter. Rather than divide these up into three blog posts I thought the most useful thing to do would be to have them all here - so below you'll find various links to, or embedded versions of, presentations and handouts for the course. I've tried to make it so they work without me there to talk over the top of them...

The workshops themselves were really enjoyable and the researchers themselves very enthusiastic and engaged - a whole bunch of blogs and twitter accounts have already sprang up since they ran!  But I'd like to improve them for next time around (we'll be running them twice a year from now on); whether you're a Masters / PhD researcher, an academic, or an information professional reading this, I'd be interested in your views on how useful these materials are, and any advice or tips or, particularly, examples, I should be referring to in future sessions.

The workshop materials

The three parts of the suite were designed to work together and separately - if you're only interested in one aspect of becoming a networked researcher, you don't need to look at the materials from the other sessions.

Part 1: Blogs and Blogging

Blogs and Blogging was the most successful session. The advice here is slightly York-centric in that we all have Google accounts, so we all automatically have Blogger blogs; if you're reading this at another insitution it's definitely worth considering Wordpress.com as your blogging platform. Better still, Wordpress.org, although that requires some technical knowledge.

Here's the Prezi presentation:

And here's the handout which goes with it:

Blogs for researchers: workshop handout by University of York Information

Part 2: Dissemination and Collaboration

I've decided against embedding the materials for this one - there was a lot more group and collaborative work and the session was slightly shorter, so my presentation doesn't cover as much ground. But you can view the Dissemination and Collaboration Prezi here (the handout doesn't really add anything); it covers LinkedIn, Academia.edu, Prezi itself, and Slideshare.

Interestingly, I really struggled to convince people as to the value of LinkedIn. I'm suspect of the value of LinkedIn myself, but I've heard countless researchers talk about how important it is, so I flagged it up as a key resource anyway...

Part 3: Twitter for Researchers

I really enjoyed this as I think Twitter is such a vital tool for modern scholarship and communication - you can see the Slides from the session here:

Twitter for Researchers from Ned Potter

And the handout is here:

Twitter for academics: workshop handout by University of York Information

Any questions, comments or queries, leave them below.