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Purpose The purpose of this paper is to demonstrate how a credit‐bearing information literacy course was enhanced through the use of video lectures to deliver course content. Students have a choice of how to access course materials: video lectures or reading material. Design/methodology/approach A literature review shows that, previously, videos have been used largely to supplement face‐to‐face classes or one‐shot library instruction sessions. A description details the production of video lectures for one of the courses that satisfies the information literacy graduation requirement at Weber State University. For this course, a student survey was then used to measure the actual use and effectiveness of the video lectures. Findings Survey results indicate that a majority of students use the video lectures, at least partly, and find them helpful. Research limitations/implications Results also show that many students are comfortable reading course materials rather than viewing the lectures. As more courses incorporate video lectures, holdouts should become more comfortable with the format. Practical implications Video lectures are relatively easy to create, and can be used to enhance online information literacy classes. Students can view the video lectures at their convenience. Originality/value Video production tools such as Camtasia Studio are used for library instruction and other face‐to‐face classes, but are not widely used in online courses. Adding video lectures to an online course gives students options on how to access the course content.
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Stored only when both papers are in the corpus — 22 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.