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The purpose of this paper is to define and describe informal screencasting (i.e. capturing your actions on a computer screen with the goal of showing others how to accomplish tasks on a website or in a given software environment). Customer‐satisfaction survey results from 103 faculty, staff, and students are presented.

An online survey revealing customer satisfaction with informal screencasts was made available in Spring 2010 to faculty, staff, and students of a mid‐sized public university in Arlington, Texas, USA. Results are compiled, analyzed, and presented here.

Most participants' reactions to the librarian's informal screencasts were positive or quite positive, but many participants still noted that they would prefer to receive e‐mail instructions in answer to their questions.

The survey was not distributed to a representative sample of the population; instead, the author solicited participants via e‐mail, so the participant pool was a convenience sample, which could introduce bias in the results.

This survey is the first to assess academic library customers' attitudes toward informal screencasting as an instructional tool, as far as the author has been able to determine after an extensive literature search.

The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class.

This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses.

Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback.

This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended.

The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.

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.

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.

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

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.

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.

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.

As the usage of virtual reference services continues to increase, libraries must consider ways to remedy the lack of ability to visually demonstrate during teaching moments when conducting reference transactions over e‐mail, instant messaging or chat, and text messaging. This paper seeks to address these issues.

The paper provides a brief overview of a selection of free tools for screencasting and screen sharing, including Jing, Screencast‐o‐matic, Screencastle, Screenjelly, Dimdim, Yuuguu, and ShowMyPC.

The paper finds that each free tool has its positive and negative features, but with so many accessible options available, most libraries should be able to find a tool that will work for their needs.

The paper offers insight into the strong availability of free tools, many web‐based, for screencasting and screen sharing, providing an overview of the functionality of each.

This paper aims to present guidelines for using streaming multimedia tutorials in academic library instruction.

Research in cognitive psychology, education and librarianship is synthesized and its application to the design of library screencast or multimedia tutorials is discussed.

Guidelines are presented on determining when multimedia is needed, how to make sure multimedia tutorials are clear and understandable, how to include interactivity effectively, how to promote critical thinking, and how to design interfaces and tutorial structure based on levels of student knowledge.

Screencasts are a relatively new form of library instruction. Guidelines in this paper are summarized in a checklist that can be used when designing screencasts or multimedia tutorials.

This article aims to report on a usability study to assess whether students performed better after working through a screencast library tutorial or a web‐based tutorial with screenshots.

This qualitative study asked 21 students from diverse backgrounds and learning styles to take two learning style inventories prior to a usability study. The students then went through two short tutorials (a static web page tutorial with screenshots and a Camtasia screencast (video) tutorial, as well as a pre‐ and post‐test and debriefing for each. The “think aloud” protocol was used as their movements and voices were recorded using the Camtasia software.

The results of this study indicate that across all learning preferences students performed much better in recreating tasks when they used a static web page with screen shots than they did after viewing a screencasting tutorial.

Suggestions are offered for ways to create tutorials that are effective for multiple learning styles that will fit into a student's workflow.

Results of this study may help inform other librarians in ways to effectively design tutorials and learning objects to meet student needs.

The purpose of this paper is to provide an examination of how web conferencing software and screencasting software has been used to provide training to librarians participating in the Illinois State Library's AskAway Illinois virtual reference cooperative.

Brief overview of the features of the web conferencing and screencasting software used, Wimba and Jing, respectively, is provided followed by a discussion of the implementation of these products as librarian training tools within the AskAway Illinois. Recommendations for training with these tools are also made based on experience and a review of the literature.

Using an online synchronous environment (Wimba) to provide AskAway Illinois introductory training ensures all librarians joining the cooperative have at least a basic level of knowledge. Follow‐up training is sometimes necessary and is best accomplished using an online asynchronous method (Jing) that is more convenient than a synchronous environment and is more informative than email or a phone call.

An example of how Wimba and Jing are implemented for librarian training is provided. Examples of best practices for using web conferencing and screencasting software to train librarians on new technology are also provided.

This paper seeks to report the initial phase of a cross‐institutional screencasting project designed to provide digital, multimedia support for referencing skills. Use of screencasting software, with strong educational design, has the potential to reach all learners asynchronously, regardless of mode of study, and this paper focuses on the transferability of the principles and skills in this project to other contexts and institutions.

The referencing tutorial makes use of dual coding theory to provide an aligned visual and auditory learning experience and is discussed in reference to the current literature. The foundation of the project was collaboration between the academic libraries and lecturers in the field of academic learning skills. The pedagogical and technical design and challenges are discussed, with a view to incorporating feedback into further iterative development stages.

This paper finds that screencasting has been used to effectively support the development of referencing skills across a diverse student cohort, but recognises that further, in‐depth analysis will be required to determine the impact of the project. It also provides an example of a low‐cost project which could be replicated by other institutions to positively frame referencing within the context of broader academic writing.

The paper provides an overview of a short project to collaboratively develop a screencast and add value to existing referencing resources (which are predominantly text‐based). The design approach situates referencing within an academic writing continuum seeking to explicitly provide a rationale for the mechanics of referencing, whilst also acknowledging the challenges presented by a rapidly changing information environment.

The purpose of this paper is to identify resources that are available in the online marketing classroom and to further contemplate the applications for marketing managers. The authors explore the rationale for using technology to deliver course material and the positive results that accrue in terms of these efforts.

An exploratory qualitative research design was used for this study so as to gain broad perspective of technology’s application to the classroom.

Four types of learners exist: visual learners, auditory learners, 30 read and write learners and kinesthetic learners (Fleming and Mills, 1922a, 1922b). All four types must be addressed in the online learning environment.

Many educators in higher education will use various forms of rudimentary technology in the classroom, but have yet to embrace or understand the full potential of such applications. Online learning uses both synchronous and asynchronous techniques to engage the student so as to improve the individual’s knowledge, skills and abilities.

Technology applications to the marketing classroom have become a necessity for delivering course content to a wide audience of individual learners, both in higher education and in industry as well.