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Running head: FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARYVISIBILITY 1

Fall 2013 SLRC Conference Video: Increasing Library Visibility through Bac!ard "esign

Ryan #$ %&'rady

(o!son )ni*ersity


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN 2

Fall 2013 SLRC Conference Video: Increasing Library Visibility through Bac!ard "esign

Introduction

In the s+irit of bac!ard design, I a- going to start !ith the end first$ For -y I""

+ro.ect here is the !eb address for the co-+leted +roduct: htt+://youtu$be/d.#3itC$ (his

*ideo is titled Fall 2013 SLRC Conference4 and is a*ailable for *ie!ing on the SLRC +laylist

of -y organi5ation&s 6ou(ube account enochprattlibraryof !hich I a- the -edia director$ For

this +ro.ect, as I !rote in -y earlier deli*erableIDD Project: Backward Design Model Choice

and Rationale, it !as a challenge to find the right instructional design -odel and I had to rule out

a nu-ber of other -odels before I decided to use bac!ard design$ (his +a+er details the design

and de*elo+-ent of the *ideo +ro.ect and the ste+s I too to follo! the bac!ard design -odel$

Backward Design

In order to utili5e bac!ard design as an instructional -odel, I had to begin !ith the end$

)sually, I start !ith front end analyses7needs analysis, learner analysis, and learning

en*iron-ent analysis7but for this +ro.ect I needed to deter-ine !hat the end !ould loo lie

before I e*en began$ c(ighe and 8iggins 91; !rite that bac!ard design -ay be thought

of as +ur+oseful tas analysis: 'i*en a tas to be acco-+lished ho! does one get theretra+olate out fro- those the

content, no!ledge, and sills needed for instruction at each ste+$


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Before I +roceed further, I !ant to .ustify -y choice of bac!ard design and e>+lain its

use in this instructional conte>t$ First, bac!ard design is al-ost tailor?-ade for classroo-

instruction, and this *ideo +ro.ect does not fit under this category$ 8iggins and c(ighe 9200@;

!rite about the ad*antages of using bac!ard design in the classroo- at length7that it ser*es to

dis+lace the te>tboo at the -ain focus, that it can change a content?focused classroo- to one

that is results?focused, and that it can re?focus teachers on the big learning +icture instead of

lea*ing the- bogged do!n in the details of teaching 9++$ 1A?1@;$ Second, bac!ard design is

usually a+ro+os for using !ithin an established and organi5ed learning curriculu-, and that,

further-ore, lessons, units, and courses should be logically inferred for the results sought, not

deri*ed fro- the -ethods, boos, and acti*ities !ith !hich !e are -ost co-fortable4 98iggins

and c(ighe, 200@, +$ 1A;$ (he conte>t for this *ideo +ro.ect is not based on a school

curriculu-, but I ha*e been able to identify the learners as aryland librarians, the standards as

the fi*e ob.ecti*es and their *arious sub?ob.ecti*es fro- the SLRC nnual #lan, and the

curriculu-4 as the trainings, classes, resources, and conference sessions that SLRC offers$

c(ighe and 8iggins 91; further e>+lain that in order to design instruction !ith the

bac!ard design -odel you ha*e to start !ith the desired results 9goals or standards;7and then

deri*e the curriculu- based on the e*idence of learning 9obtained through assess-ents; called

for by the goals and standards4 9+$ 3;$ (here are three stages in the bac!ard design +rocess:

they start !ith articulating end goals and ob.ecti*es, continue !ith deter-ining the necessary and

acce+table e*idence, and finish !ith +lanning 9designing and de*elo+ing; instruction, acti*ities,

and learning e>+eriences$ In order to o+erationali5e these end goals, I need to *ie! the- in ter-s

of assess-ent e*idence 9c(ighe 8iggins, 1, +$ 3D;, starting !ith the first stage7Identify

Desired Results$


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN #

Stage 1: Identify Desired Results

(he -ost hel+ful +art of c(ighe and 8iggins 91; is the fictional e>a-+le they

+ro*ide concerning the teacher Bob Ea-es in their handboo 9++$ A1?A3;$ I !as able to e>tract

out the -ain ideas of the bac!ard design -odel fro- reading the thought +rocesses of Bob

Ea-es as he tries to a++ly it in his o!n classroo- of teaching nutrition$ (he first ele-ent of stage

one, identify desired results, is to define the standards$ For Bob, this -eant he looed at his

state&s standards in health, and for -e at SLRC, this -eans looing at our SLRC nnual #lan

and finding the ob.ecti*es that -atch this +ro.ect$ s I !rote in -y earlier deli*erable, the *ideo

is deri*ed fro- the SLRC nnual #lan and its first ob.ecti*e, Visibility, !hich states that SLRC

!ill establish an identity for its ser*ices and -aret the- to increase their use by target

audiences4 9SLRC, 2013, +$ 1;$ (his !as the e=ui*alent standard that the +ro.ect no! re*ol*ed

around7to establish an identity of SLRC ser*ices and -aret the- in order to increase their use

by an intended audience$ (he ob.ecti*e for the *ideo then beca-e: he !all "#$% &'RC (ideo

will establish the identity of &'RC and (isually )arket library resources to Maryland librarians

by increasing library (isibility$

Follo!ing Bob&s thought +rocess leads to the e>traction of the second ele-ent of stage

one7define the enduring understanding I want learners to possess *fro) the (ideo+$ For Bob,

his decision focuses on the enduring understanding I !ant -y students to tae a!ay fro- the

unit4 9c(ighe 8iggins, 1, +$ A1; and he decides that students need to ha*e a good

understanding of nutrition and ho! to +lan a diet$ (he idea of understanding understandingis

so-ething 8iggins and c(ighe 9200@; go into de+th about in a subse=uent cha+ter of their

boo, but the -ain taea!ay deals !ith transference7the ability to transfer !hat !e ha*e

learned to ne! and so-eti-es confusing settings4 9+$ A0;$ In order to define the enduring


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN $

understanding I !ant aryland librarians to tae a!ay, I ha*e to conte>tuali5e their learning

!ith the idea of transference in -ind7ho! !ill they bring bac !hat they learn about SLRC

into their o!n library settings< So !hat I a- after !ith this *ideo is:Maryland librarians will

use their understanding about &'RC to positi(ely affect their own library branches and syste)s$

(he third ele-ent of stage one that I can e>tract fro- Bob&s e>a-+le is to say why the

learning is i)portant$ (his -ay see- lie an ob*ious ste+, but in a classroo- setting7and fro-

+ersonal e>+erience7it is the one thing that the end?users 9students, or in -y case, aryland

librarians; are -ost concerned !ith: ,hy is this i)portant< (his *ideo is i-+ortant because it

!ill ser*e as a short 9under fi*e -inutes; *isual, entertaining, and -areting aid that details the

*arious resources, ser*ices, and trainings SLRC has to offer librarians fro- the state of

aryland$ It !ill ser*e as a re-inder to librarians ho! they can access these SLRC offerings$

Stage 2: Determine Acceptable Eidence

Stage t!o of bac!ard design breas do!n into t!o ele-ents of e=ual i-+ortance:

deter)ining how to assess what is )ost i)portantand deter)ining what constitutes e(idence of

enduring understanding$ gain, I !as able to e>tract these t!o fro- Bob&s e>a-+le and a++ly

the- to -y o!n instructional design conte>t$ Bob is focused on the tests he !ill gi*e in class and

!ants to ensure his tests are assessing the understandings and attitudes students should tae

a!ay abo*e and beyond4 9c(ighe 8iggins, 1, +$ A2;$ For -y conte>t, it starts to beco-e

a little -ore difficult7is the assess-ent the *ideo, does the assess-ent ha++en during

conference trainings, or is the assess-ent so-ething else entirely< I decided that the only !ay

this !ould !or in a bac!ard design conte>t is to consider the trainings fro- the conference,

the library tour, and all the a*ailable SLRC resources and ser*ices as the curriculu-, and -y

*ideo inter*ie!s as the assess-ent$ 8hile this is not a traditional assess-ent in the sense that I


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN %

a- distributing a su--ati*e assess-ent unit test that !ill e*aluate aryland librarians on their

understanding of SLRC, it is -ore along the lines of a for-ati*e assess-ent7one that allo!s -e

to chec in4 on the librarians& understanding of SLRC$ (he edited *ideo !ill be su--ati*e$

(he tas before -e !as to deter-ine ho! to assess !hat !as -ost i-+ortant and to

deter-ine !hat !ould constitute as e*idence of enduring understanding$ Since the *ideo !ould

be co-+rised of -ostly inter*ie!s, the =uestions that I !ould as during the inter*ie!s !ould be

the !ay to deter-ine !hat !as -ost i-+ortant, and the librarians& ans!ers !ould constitute the

e*idence of their enduring understanding$ For e>a-+le, the =uestion7how has &'RC helped you

today-.!ould be a !ay to assess !hat !as i-+ortant !hereas a ty+ical ans!er fro- a librarian

7I now know I can contact &'RC staff and schedule the) to (isit )y branch/library syste) and

deli(er a training on genealogy7!ould be e*idence of enduring understanding$ c(ighe and

8iggins 91; !rite that instructors should thin about a unit or course in ter-s of the

collected assess-ent e*idence needed to docu-ent and *alidate that the desired learning has

been achie*ed4 9+$ 3; and in -y case, I deter-ined that I !ould need to thin of 3?G =uestions

that !ould ser*e as that docu-entation and *alidation$ Learners need regular o++ortunities to

engage in self?assess-ent or +eer assess-ent to hel+ the- beco-e -ore -indful of ho! their

!or -easures u+ against design standards4 9c(ighe 8iggins, 1, +$ 3; the goal of the

inter*ie!s no! beco-es assessing librarians& ans!ers to the =uestions accordingly$

Stage !: "lan #earning E$periences and Instruction

(he third stage of bac!ard design in*ol*es the -ost detail: +lanning, designing, and

de*elo+ing$ Stage three breas do!n into t!o ele-ents7defining the essential skills and

knowledge9instruction; and deter)ining the learning e0periences$ In order to get to this stage,

c(ighe and 8iggins 91; acno!ledge that it is a challenge to +ost+one all thining about


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN &

!hat s+ecific learning acti*ities should fra-e a unit until the cul-inating +erfor-ance tass and

other assess-ents are clear4 9+$ A1;$ Since the edited *ideo itself is the su--ati*e assess-ent,

the inter*ie! =uestions !ith indi*idual librarians ser*e as the for-ati*e assess-ent$ (he learning

acti*ities and e>+eriences are threefold: the sessions offered by SLRC that day, the library tours,

as !ell as the +er-anent resources and ser*ices SLRC offers$ (he +lanning of these learning

acti*ities actually taes 3?G -onths and in*ol*es a large grou+ of about forty staff -e-bers and

librarians 9a -uch larger design than this +ro.ect can tae on;$ (o gi*e the reader a sense of this

+re+aration and !or, I ha*e included the detailed set u+s4 sheet I created for .ust -y

de+art-ent and the e-+loyees I su+er*ise 9see ++endi> ;$ (he sessions are outlined in a

schedule for-at 9see ++endi> B;, as are the library tours 9see ++endi> C;, and the +er-anent

resources and ser*ices that SLRC offers can be found on its !ebsite: htt+://slrc$info$ (he

re-aining tas is -atching these learning e>+eriences 9conference sessions, SLRC tours, and

no!ledge of +er-anent resources/ser*ices; to a++ro+riate assess-ent inter*ie! =uestions

!hich define the essential no!ledge and sills aryland librarians should +ossess about SLRC$

For the assess-ent, I !rote a draft of the *ideo scri+t and it too the for- of si> ite-s7

t!o clarifying state-ents and four =uestions$ co+y of the finali5ed 9second draft; scri+t

co-+lete !ith inter*ie! =uestions is included !ith this +a+er 9see ++endi> ";$ Scri+t!riting

co-+rised se*eral ste+s7I drafted a list of =uestions and sub-itted the- to the chief of SLRC, I

then got in+ut fro- fi*e other staff -e-bers !ho !ere in*ol*ed !ith the SLRC conference at an

organi5ing le*el and they edited the-, and finally I !rote a second draft !ith the a++ro*al of the

chief of SLRC and e-ailed out the final co+y$ I used the second draft as the baseline scri+t for

each inter*ie! !ith a librarian$ (he four final =uestions on the scri+t e-bodied the essential

sills and no!ledge that librarians should +ossess after attending SLRC conference sessions$


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN '

Designing a %ideo "roduction &emplate: Interiews' Editing' and "ublis(ing

(he last +art of this I"" +ro.ect is building a fra-e!or that I can use in the future to

create additional SLRC conference *ideos$ (he te-+late di*ides into three sections7conducting

*ideo inter*ie!s, editing and +roducing the *ideo, and +ublishing to 6ou(ube$

Interiews

(he te-+late going for!ard is to create a 'oogle doc, share it !ith other staff -e-bers

and librarians, and collaborati*ely !rite a list of inter*ie! =uestions that deal s+ecifically !ith

the content co*ered at that SLRC conference$ %nce the =uestions are decided, -y .ob 9or

!hoe*er is the -edia director; is to fil- !illing attendees and as the- the =uestions$

%ideo Editing and "roduction

)sing the co-+uter a++lication dobe #re-iere #ro in CS@, I created a te-+late that can

be used for all future SLRC *ideos$ I ha*e included a screen shot of !hat that te-+late loos lie

!ith all the different edited *ideo sections filling in the ga+s 9see ++endi> H, Figure H1;$ s

!ell, I roughly !ored out a !ay to ee+ trac of all the na-es of +artici+ants using +a+er sticy

notes that adhere to the co-+uter screen and +a+er scri+t 9see ++endi> H, Fig$ H2;$ (he ne>t

ste+ is to create te-+late na-etag .+egs for inter*ie!ees and +lug in their +ersonal infor-ation

9see ++endi> H, Fig$ H3;$ (hese na-etag .+egs are included in the o*erall te-+late$

%ideo "ublis(ing to )ou&ube

(he last ste+ is +ublishing the finali5ed *ideo to 6ou(ube$ (he first draft *ideo is

u+loaded to 'oogle dri*e, the chief of SLRC loos it o*er for edits, edits are -ade, a final draft

is u+loaded to 'oogle dri*e for a++ro*al, the final +roduct is +ublished co-+lete !ith Section

@0D co-+liant closed ca+tions to the library&s 6ou(ube account enochprattlibraryunder the

SLRC *ideo +laylist, and the chief of SLRC sends an e-ail out to aryland state staeholders$


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN (

References

c(ighe, E$, 8iggins, '$ #$ 91;$ 1nderstanding by design handbook$ le>andria, V:

ssociation for Su+er*ision and Curriculu- "e*elo+-ent$

SLRC$ 92013; SLRC annual +lan$ Retrie*ed fro-: htt+://!!!$slrc$info/

8iggins, '$ #$, c(ighe, E$ 9200@;$ 1nderstanding by design92nded$;$ le>andria, V :

ssociation for Su+er*ision and Curriculu- "e*elo+-ent$


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++endi>

Sights and Sounds Set )+s

SLRC Conference 2013 Set Ups )"edne*da+, O-./e 1%,2013

Wheeler Auditorium )$/ga4*':00a4 5a-.i-e 6i.h Bi77 8/ne* 9/ hi* e*en.a.i/n

S-een d/6n, /e-./ /n, AVLA501 7ugged in./ */und *+*.e4Ne6 *7-;in9/ /n. ./ .he *.age 6i.h 4i- 7ugged in ./ ?IC1

':1$


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(:20.a /e-./, -a., and *-een ./ ?D De.;11:00a4 programs start11


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Da@e 6i77 ea d/6n 5ei/di-a7* a. 34;

R+an, Da@e, and D/n 6i77 ea d/6n "hee7e a. #:004;

++endi> BFall 2013 SLRC Conference Schedule


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++endi> C

Schedule of SLRC Library (ours


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN 1#

++endi> "

Video Scri+t and Inter*ie! uestions


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN 1$

Fall 2013 Maryland State Library Resource Center Conference

Please tell us your name and spell it for us (for the camera!

"hat library system and branch are you #ith$ and #hat is your title%position&

"hat SLRC resource #ere you most impressed #ith today& "hy&

"as there a SLRC resource that you learned about for the first time today& "hatimpact #ill this ha'e on you oin for#ard&

Please tell us about one of the sessions you attended today)ho# can you ta*e#hat you learned bac* to your library and use it&

"as there somethin that pleasantly surprised you today about the SLRCconference& +ny other positi'e comments that you #ould li*e to pass alon&

++endi> H

(e-+late aterials


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN 1%

Figure H1 dobe #re-iere #ro (e-+late

Figure H2 Sticy Jote ethod


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FALL 2013 SLRC CONFERENCE VIDEO: INCREASING LIBRARY VISIBILITY THROGHBAC!"ARD DESIGN 1&

Figure H3 Sa-+le (e-+late Ja-etag .+eg

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