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2010-2011 Smathers Libraries Mini Grant
APPLICATION COVER SHEET
Application due: Friday, October 13, 2010, 5:00 PM

_X Check if this is your first grant application where you will be serving as a principal investigator (PI).

Principal Investigator (PI) Name: Shelley Arlen
Department: Library West Email: shelarl@uflib.ufl.edu Phone: 273-2616
Additional project applicants, please give name, email, and brief role for each:
Cindy Craig, clcraiqa(ufl.edu Co-PI, production assistant, assessment specialist
Missy Clapp, melshoo@uflib.ufl.edu production assistant, assessment specialist

Title of grant application project: Primary Documents Video Tutorials

Project abstract (no more than 100 words):

Information Literacy Video Tutorials (ILVTs) are highly effective learning objects. By pairing audio and
visual elements, ILVTs help learners to organize and integrate new information, leading to a deeper
understanding of the material. Effective ILVTs present information in a brief, engaging manner and can be
viewed at any time. In this project, the project team will partner with Digital Worlds Institute to create
ILVTs to promote the Libraries' online collections, showing the relationships between primary and
secondary sources and their use in research. The collaboration with Digital Worlds insures that the
completed ILVTs will have a high level of quality.

Funds requested (Limit of $5,000): $ 5.000.

Describe how the10% mandatory cost share will be met (be specific):
Cost share will be met by: 5% of Cindy Craig's time $ 2,951.
2.5% of Missy Clapp's time $ 1448.
5% of Shelley Arlen's time S 3589.
TOTAL COST SHARE: $ 7,988.

Please list the library resources to be used in this project and the name of the person authorizing the
Intended use and date authorized. Each authorizing person must Initial their approval and availability
of resources for this project. If you need more room, continue on a separate page.

Resources Required for Project as Authorizing Approving Date
applicable including cost share Individual Initials Authorized
contributions
Catalogin ead ad- -ait Sit mps 1. -A/-
Library West ijlL.anl Freund -i o
Public Relations Barbara Hood 1t f0lO


Submitted by:

SAl^, tAJ 1c I k3( 1 q


PI Signature x

Approved by:


Dept. Chair Signature


Date




Date









Title: Primary Documents Video Tutorials Project
Narrative

Describe the project: goals, objectives, activities, etc.

Goal: The Primary Documents Video Tutorials Project will produce high quality video tutorials on historical
documents: what they are, how to use them, and how to find more information about the document or the
event it represents. The videos are designed to improve undergraduates' awareness of the research process.
While promoting the Libraries' online collections, the tutorials discuss the significance of selected documents,
clues to determine their purpose, and strategies for locating related secondary sources. Students today,
noted for their short attention spans, need to be wooed with attention-grabbing technologically sophisticated
presentations. Digital video enhances tutorials with music, sound effects, and images. The two tutorials
focus on historical events likely to be of interest to students.

1) The Black Migration, 1915-1930. Two million Black Americans left the South seeking better
jobs and an improved racial climate.
2) The Sand Creek Massacre, 1864. In a surprise attack by Colorado militia on a friendly
Cheyenne Indian settlement, an estimated 130 people were killed, mostly women and children,
leading to a Congressional investigation.

An online LibGuide to Primary Sources will be created to support the tutorials. Sections include: Primary vs
Secondary Sources; Online Collections; Books/E-books; Journal Articles; Theses/Dissertations; Images;
Florida collections online; Bibliographies. LibGuides include RSS Updates and Email Alerts.

Objectives:
1) Introduce students to: a) the concept of primary documents (definition, formats, purpose, b) online
collections of primary documents, c) online databases of secondary sources.
2) Provide guidance on: a) selecting databases, b) search strategies, c) selecting keywords, d) finding
similar documents, e) locating fulltext, and f) offering other tips to make searches more efficient.

The presentations will be: a) instructional guides for students pursuing research at the University of Florida;
b) of interest to anyone curious about the past; c) available online via the UF Libraries website and YouTube.

State why this project is important
As Dr. Newman mentions in her letter, one of the most difficult concepts for undergraduates to grasp
is the difference between primary and secondary sources. This project will teach students how to distinguish
between the two in an engaging manner designed to elicit interest and encourage lifelong learning. The
tutorials will introduce the tools and processes of research and critical thinking, both essential life skills.
The tutorials will be available on the UF Libraries "History Subject Guide" and IR webpages, and
YouTube. Each tutorial will consist of three parts: 1) historical documents/images, 2) newspaper
articles/diaries/other, 3) secondary sources. Each part will be 2 minutes in length. The videos will be used in
library instruction classes. Faculty in the social sciences (history, anthropology, sociology, geography, African
American Studies, Native American Studies) will be encouraged to embed these tutorials on class websites.
The tutorials will also be of interest to students in English, the Writing Program and Florida First classes.
Promotion will include fliers in departmental offices, slides on information monitors at LW Circulation
Desk, the "News & Highlights" feature on the UF Libraries' home page, emails (to faculty, students,
educational/library listservs), and social networking web sites. Also visits with faculty and campus groups.
This Project supports the mission and goals of the library in promoting library resources and giving
students guidance on how to do research that will serve them for their university careers and in life. It gives
information seekers the tools to begin the research process for personal enrichment and educational needs.
These tutorials can serve as a model for other libraries/learning institutions to develop online guides
to primary documents to use in a classroom or online.
Extending the university's dynamic learning environment to others via the internet, these tutorials are
designed to promote the Library as both a real and virtual information resource that meets the curricular,
research, professional, intellectual, creative and personal needs of the university community.
Including many historical formats (news accounts, political cartoons, legal testimony, songs,
photographs, etc.) the videos encourage students to investigate databases for resources of interest to them.









Compare and contrast project to other similar projects in academic libraries.


Many academic libraries cover primary documents in their online tutorials. However, these tutorials
generally only define the terms primary vs secondary and offer examples. In comparison, The Primary
Documents Video Tutorials Project links historical documents and secondary documents in the research
process. The project team been unable to find any online library tutorials that do all of the following: 1)
highlight individual primary documents available in online collections, 2) touch on their significance, and 3)
demonstrate a search process for finding more information about these documents through locating relevant
secondary sources in online databases (see Appendix A).

Briefly describe the resources needed to complete the project and impacts on other departments

The Digital World Institute has agreed to provide the staff, equipment, and software needed to
produce the videos and upload to YouTube. Shelley Arlen is creating draft storyboards/scripts for the
tutorials; work on LibGuide and assessment. Cindy Craig and Missy Clapp will revise/edit the
storyboards/scripts as needed, locate additional sources,work on LibGuide and assessments. Barbara Hood
will assist with promotion (fliers, signs, slides, etc.) The Catalog Department will catalog the tutorials using
appropriate keywords/subject headings, and the records will be uploaded to the UF Libraries catalog, the
Florida SUL Union Catalog, and WorldCat.

Provide a plan of action for the project.
DATE ACTIVITY PERSONS
RESPONSIBLE
Aug. Select topics, find appropriate online primary documents, research Arlen
Oct. topics in databases of secondary sources, draft scripts and
2010 storyboard, find photographs, obtain permissions from publishers,
owning libraries, and database vendors (Sabbatical project)
Nov. Review and revise storyboards/scripts; create drafts in Powerpoint, Arlen/Clapp/Craig
create survey with IRB permission; survey focus group
Begin collaboration/discussions with Digital Worlds, revise scripts, Arlen/Craig/Clapp/DW
locate additional materials as needed
Dec. Continued revisions to storyboards/scripts Arlen/Clapp/Craig
Jan. Coordinate with DW on production of digital tutorials, continue Arlen/Clapp/Craig
2011 revisions
Feb. DW begins production, with weekly meetings with project team, Arlen/Craig/Clapp/DW
Begin work on Primary Sources LibGuide
Mar. Continue work on Primary Sources LibGuide Arlen/Clapp/Craig
Apr. Production continues, project team working closely with DW. Meet Arlen/Clapp/Craig/DW
weekly on progress, work on LibGuide
May DW production winds down, project team works on LibGuide Arlen/Clapp/Craig/DW
June Digital production completed; DW embeds tutorials on Library Arlen/Clapp/Craig/DW
website and YouTube;proj. team creates assessment tools, works
on LibGuide, present videos to East Side High School IB seniors
Finish Primary Sources LibGuide, obtain IRB approval of surveys Arlen/Clapp/Craig
July Create promotion documents for tutorials(fliers/signs/emails/etc.) Arlen/ClapplCraig/Hood
Videos cataloged for the online catalog Catalog Dept
July Tutorials are presented to Library staff; encourage use; email depts Arlen/Clapp/Craig
& educational/library groups; visit academic depts
Aug. Distribute, post promotion documents Arlen/ClapplCraig/Hood
Begin using videos in instructional sessions, begin assessment Arlen/Clapp/Craig
studies
Sept Promote videos in classes; survey student focus groups Arlen/Clapp/Craig
Analyze surveys, document suggestions for future video work Arlen/Clapp/Craig
Oct Meet with campus groups to promote the videos Arlen/Clapp/Craig









About Collections


The digital tutorials cover online databases that the UF Library owns/subscribes to (19th Century Newspapers,
America:History and Life, Black Studies Online/The Chicago Defender, U.S. Serials Set, UF Digital
Collections, and online public-domain materials from the Library of Congress, National Archives, and Google
Books websites. As the project is for non-profit educational use, no user fees are needed.

How will success be measured? What are the expected results, final product, and projected use?

The final product will be a series of high-quality digital tutorials. The primary audience for these tutorials is
undergraduate students. Faculty can include links to the tutorials on course websites and use the tutorials
with class assignments.

The digital tutorials will be available to a wide audience. Links will be embedded on the Libraries' website and
on YouTube and added to the UF Institutional Repository; the digital videos will be viewable on mobile
technology. Promotion will consist of announcements with links pushed out to educational, library, and history
listservs, as well as via social networking (ex. Facebook). The videos are suitable for high school students as
well as college students; the project team will preview the tutorials to the East Side High School I.B. senior
essay students during the two weeks in June 2011 they are in "Library Camp."

Prior to production, draft PowerPoint mock-ups will be presented to user groups (with IRB approval), with a
survey of features to assess comprehension. Students will provide input on multimedia aspects.

In fall semester 2011, the project's investigators will conduct a formal IRB-acceptable research study to
assess the effectiveness of the video tutorials on student learning. The investigators will develop two
assessments that will be distributed to students after viewing the tutorials: a brief survey that will assess
students' reactions to the tutorials and a short quiz over material presented in the tutorials to assess learning.
The project team will aim to publish study findings in a library or educational journal.

Project success will also be measured by:

* Faculty feedback of tutorial effectiveness.
* Number of faculty using tutorials on course websites. (Assessed through discussions with faculty.)
* Student feedback on tutorials. (See description of research study above.)
S Website statistics counters will provide detail on: number of visitors to the sites, IP address locations,
and the devices used to access the sites.
S Inclusion on a bibliography of recommended tutorials (such as ACRL's PRIMO: Peer-Reviewed
Instructional Materials Online: http://www.ala.orq/apps/primo/public/search.cfm).

Expected results include:

* Increased use of the databases for primary and secondary sources demonstrated in the tutorials.
S Tutorials used as class assignments in such fields as Black Studies, Native American Studies, First Year
Florida, University Writing Program and expanded to other areas
* Increased knowledge about what constitutes effective tutorials, to create better tutorials in the future.
S A final product that will be used not only by the UF community, but also by other libraries and
educational institutions as models; tutorials will demonstrate what can be done.

What are the long-term financial implications if the project is successful?

After completion of the Primary Documents Video Tutorials Project, the project team will use these digital
tutorials to work with the Libraries Development Officer to seek donors interested in sponsoring other tutorials.
A "menu" of other topics can be presented to potential donors for sponsorship. The PDVT project will give
staff an understanding of the costs and time involved, and establish a working relationship with Digital Worlds
for future video tutorials (DW is already working on a Library games project. Another funding source is LSTA;
storyboards can be created using only free online collections appropriate for public and high school libraries.







MINI GRANT PROGRAM DOCUMENTATION


Mini Grant Budget Form

Please add lines to table as needed. If you need help completing this form, please contact Bess de Farber, PH# 273-2519.


1. Salaries and Wages (no frid Salary times % of effort
Name of Person Grant Funds Cost Share Total
Cindy Craig $59018. x 52wks x 5% FTE $0.00 $2,951.00 $2,951.00
Missy Clapp $57927. x 52wks x 2.5% FTE $0.00 $1,448.00 $1,448.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
SUBTOTAL $0.00 $4,399.00 $4,399.00

2. Equipment
Item Quantity times Cost Grant Funds Cost Share Total
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$____0.00 $0.00 $0.00
S__$0.00 $0.00 $0.00
SUBTOTAL $0.00 $0.00 $0.00

3. Supplies
Item Quantity times Cost Grant Funds Cost Share Total
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
_$0.00 $0.00 $0.00
SUBTOTAL $0.00 $0.00 $0.00

4. Travel
From/To # of people/# of days Grant Funds Cost Share Total
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
_$0.00 $0.00 $0.00
SUBTOTAL $0.00 $0.00 $0.00

5. Other (services vended, etc.)
Item Quantity times cost Grant Funds Cost Share Total
Digital Worlds Contract $5,000.00 $5,000.00 $0.00 $5,000.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
$0.00 $0.00 $0.00
SUBTOTAL $5,000.00 $0.00 $5,000.00

Grant Funds Cost Share Total
Total Direct Costs (add subtotals of items 1-5) $5,000.00 $4,399.00 $9,399.00










Appendix A


Tutorial Features Available (Y or N)
Tutorial Individual Significance Locating Video
primary of primary secondary ?
documents documents? resources

Library Research Using Primary Sources Y Y N N
(UC Berkeley Library)
http://www.lib.berkelev.edulinstruct/quides/primarysou
rces.html
Using Primary Sources on the Web (ALA RUSA) Y N N N
http://www.ala.or/alal/mqrps/divslrusalsectionslhistory
Iresources/pubs/usinqprimarysourceslindex.cfm
Yale University Library Primary Sources Y N N N
Research
http://www.vale.edulcollections collaborative/primarys
ources/primarysources.html
Primary Source Village (U of Illinois Library) Y Y N N
http://www.library.illinois.edulvillagelprimarysourcelind
ex.htm
Primary Documents in American History (Library Y Y N N
of Congress)
http://www.loc.gov/rr/programlbiblourdocslPrimDocsH
ome.html
Research at the Virginia Historical Society Y Y N N
http://www.vahistorical.org/researchlmain.htm
The Louisiana Purchase: A Heritage Explored Y Y N N
(Louisiana State University Library)
http://www.lib.lsu.edulspeciallpurchaselhistorv.html
University of Florida Primary Documents Video Y Y Y Y
Tutorials









Appendix B: Letters of Support

College of Liberal Arts & Sciences
Department of History


025 Keene-Flint Hall
PO Box 117320
Gainesville, FL 32611-7320
352-392-0271
352-392-0627 Fax


September 24, 2010

LeiLani Freund, Chair
HSS Library West

Dear Dr. Freund,

I am writing to express my strong endorsement of the grant application submitted by Shelley Arlen,
Missy Clapp and Cindy Craig to create two online tutorials designed to introduce students to the use
of primary historical materials. I think this is a very worthwhile project that will encourage students'
use of the Library's extensive resources. I am pleased to see that they have included plans for wide
dissemination to increase access and availability. I enthusiastically support their project.

Sincerely,



Ida Altman
Professor and Chair








Louise Newman [newmanlm@gmail.com]
Re: My application for Library grant proposal

Fri 9/24/2010 3:12 AM

Dear Shelly Arlen,

I think this is an extremely worthy endeavor and you have my full support. I agree wholeheartedly
with your assessment that undergraduates rarely understand the distinctions between primary and
secondary sources and that this distinction is fundamental to all historical research. I also think that
history faculty would make use of the kinds of tutorials you are proposing in introducing our
students to the library's resources.

If this email is not sufficient endorsement, please let me know who/how I can express my support.

My best to you in this endeavor.

Sincerely,

Dr. Louise Newman








George A. Smathers Libraries 509 Library West
Library West Branch PO Box 117022
Gainesville, FL
32611-7022
352-273-2615
352-392-8118 Fax
http:/ /www.uflib.ufl.edu/librarywest/

October 11, 2010

Shelley Arlen, Principal Investigator
University of Florida
George A. Smathers Libraries

Dear Shelley and Grants Committee Members,

This letter is in support of the grant proposal submitted by Shelley Arlen,
Melissa Clapp, and Cindy Craig. I think it is safe to say that few
undergraduates come to the University with an understanding of what
primary sources are, how they differ from secondary sources, and how to
locate them. The tutorials described in this mini-grant application will
inform students of the research process in a multi-media format suited to the
learning styles of our younger students and appealing to all generations.
This project also supports the primary mission of the library to provide
students with the tools they need to perform successfully in the academic
research environment. This application has received enthusiastic
endorsement from the Department of History, the students of which will no
doubt benefit greatly from a better understanding and awareness of research
materials covering the 1864 Sand Creek events and the Black Migration of
the early 1900's.


Sincerely,



LeiLani Freund
Interim Chair, Library West









From: Oliverio,James Charles
Sent: Saturday, October 09, 2010 12:28 PM
To: Arlen,Shelley Ann
Cc: Craig,Cindy L; de Farber, Bess Gail; Tassin,Christian; Brown,Tesa Y
Subject: RE: Answers about producing Tutorial Videos Project (TVP)

Hello Shelly,

Answers & Comments interspersed below.

JCO


James C. Oliverio
Executive Director
Digital Worlds Institute
Professor of Digital Arts
Professor of Music
University of Florida
USA 32611-5800

+1 (352) 294-2020 phone
+1 (352) 294-2030 fax

www.digitalworlds.ufl.edu


& Sciences


From: Arlen,Shelley Ann
Sent: Friday, October 08, 2010 3:19 PM
To: Oliverio,James Charles; Tassin,Christian
Cc: Arlen,Shelley Ann; Craig,Cindy L; de Farber,
Subject:

Thank you so much for speaking with us about our
appreciate it and your suggestions are terrific.


Bess Gail


Tutorial Videos Project. We really


> You are most welcome.

I am attaching our draft timeline, as well as a draft copy of our grant proposal.
As you can see, our timeline is too detailed and we would not be so hands-on if your
Institute collaborates with us.

> I believe we could assist with getting you more impressive results

A couple of needed changes per our discussion- Bess says that we need a description
of what DW will provide in terms of services--software and equipment the kind of
expertise you will provide for the project, who (what expert) is going to supervise,
approximate number of students seeking degrees in what field, and who will be our
main contact. All for $5,000 or less(!)

> The UF Digital Worlds Institute maintains a digital production auxiliary that
provides technical and design services to the UF community on a cost-recovery basis.
To produce the Tutorial Videos Project (TVP), Digital Worlds (DW) would utilize
software including Final Cut Pro, Adobe Premiere and After Effects, Pro Tools and
DVD Studio to create the actual video artifacts. The TVP project would require the
standard three phase Pre-Production, Production and Post-Production process. In









addition to both standard audio and video post-production tasks on the TVP Project,
DW would encode the final videos to optimize them for delivery on the web (i.e.
YouTube or other online distribution mechanism). The actual work would be done by a
digital production team with the requisite expertise in the various production
parameters needed. This would be an appropriate combination of DW professional staff
and approximately 4 graduate students in the Digital Arts and Sciences (DAS)
program. The project would be managed by DW Assistant Director Christian Tassin
(your main contact) with design and creative input from DW Director James Oliverio.

Do you have a template for these kinds of consulting projects that you can use?

>Yes, we have a project quote template that we use to figure actual costs, etc. But
if we actually did a full quote I can guarantee if would come out to more than your
budget, so I am proposing that we would give you a flat rate to manage and produce
the project for you.

Would this be a department to department exchange of funds? How and when are you
going to bill us? Quarterly?

> We typically receive 50% of the cost up front and 50% upon delivery.
> Our Fiscal person Ms Tesa Brown (cc'd above) can answer about the
> specifics of Departmental transfers, I'm just the Director :-)

Thanks for answering all these questions.

> Again you are most welcome. Please let Chris, Tesa and I know if anything else is
needed.

]CO








Appendix C: Examples of Documents to be used in video tutorials


Primary Documents:


http://www.floridamemory.com/PhotographicCollection/displaqphoto.cfm?IMGTITLE=PR00055
Agricultural workers, 1935. (Florida Memory, State Library & Archives of Florida)






COMING FROM THE SOUTH
The Bethlehem Baptist Associatio
SChicago and vicinity, offers its serve
loes to the Race coming from the aouth
Corning, as you are, to a section of th
country where the economical, soc
and religious conditions are somewb
'different to those from which you .
Coming, the association 'ia desirous .'
Shelplngyou. to adjust yourselves to .
new problems that will. confront you d
Srfgamrd to the housing and securing'-
i ton thie .headquarters of: the asf
StionArt q at. Olivet-Baptist chure
,- P terborn.. streets.:- Write for
"TO MEMBERS OF THE RACE COMING FROM THE SOUTH." Chicago Defender 24 Mar.
1917: 10, col. 4.




















































Letter to the Bethlehem Baptist Association of Chicago. Mrs. Adams read about the group in the
Chicago Defender and asked for help to "get out there as I am anxious to leave here and everything
so hard here." Source: Carter G. Woodson Papers, Manuscripts Division, Library of Congress,
Washington, D.C. http://www.loc. gov/exhibits/african/images/adams.j pg






12








Example of Secondary source Document:

Eile Edit View History Bookmarks Tools Help
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Searching: America: History & Life Choose Databases >
blacks and migration in Select a Field (optional)
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1.I


1. THE SOUTHERN EXODUS, 1910-1960: A PRIMER FOR
HISTORIANS. P-
By: Kirby, Jack Temple. Journal of Southern History, Novi983, Vol. 49 Issue 4, p585
i:. *^ :,^ rt .-. = f\. nf.. \ i-n n e fa 'f o


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(Draft document of search for secondary sources; EBSCO Host: America: History and Life. Will
also highlight abstract and subjects, locating fulltext; bibliography.)