“More than words”: screencasting as a reference tool

Abstract

Purpose

The purpose of this paper is to show how images and videos of search strategies can enhance student experiences in reference interactions by providing a visual and/or auditory explanation, rather than written step‐by‐step instructions. This paper explores how online screencasting tools, such as Jing, can be used to quickly create and share on‐the‐fly videos and images.

Design/methodology/approach

A literature review briefly discusses uses of screencasting in higher education and the implications for Millennial students, followed by a discussion of how librarians at California State University, San Marcos are creating screencasting videos and images to enhance chat/instant messaging, e‐mail, and in‐person reference interactions.

Findings

Based on chat transcripts and anecdotal evidence, students find librarians' use of screencasting helpful in illustrating complex search strategies to find information resources.

Research limitations/implications

Further research is needed to determine if screencasting is an effective learning tool for Millennial students, as well as, other library users in both reference interactions and instructional settings.

Practical implications

Online screencasting tools are easy‐to‐use, low‐cost, and can be used in any type of library, specifically for reference services. In virtual reference, librarians can quickly create and share instructional videos rather than type detailed instructions for accessing library and information resources.

Originality/value

While screencasting tools such as Captivate and Camtasia are widely used in library instruction, they are new to reference delivery. Since many reference interactions include instructional components, on‐the‐fly screencasting can be a useful tool to enhance the user's reference and learning experience.

Citation

Carr, A. and Ly, P. (2009), "“More than words”: screencasting as a reference tool", Reference Services Review, Vol. 37 No. 4, pp. 408-420. https://doi.org/10.1108/00907320911007010