35 Association of Research Libraries Research Library Issues 290 2017 the average viewing length. The logs revealed that the videos were viewed 701 times excluding views by the instructors, with an average length of 1–3 minutes. Of the 701 views, 220 show no time for the duration watched, which we surmise means that someone clicked on the link and then immediately closed it. There were 481 views that recorded time watched, with various lengths—from 1.2 seconds to the full length. We are still not sure what to count as legitimate “views.” To put the numbers in perspective, the overall number of the students enrolled in the classes was around 150. One class had 100, the other had 50 students. The number of unique users for each video varied between 89–100 for the larger class and 26–43 for the smaller class. The two videos that were available for both classes (“Getting Access to Library Resources” and “How Do I Find High-Quality Lab Videos”) were accessed by 74 and 43 unique users respectively. A mid-term survey was administered to the students enrolled. When asked if the videos helped them complete the assignments, 79% replied yes. The free-text comments varied from positive to critical. An example of a positive comment is: “I think your presentation is very good—and that is part of why I like it so much. The other part is that many professors expect you to know how to do research often without really teaching you.” The critical comments focused on the content, not the form: “I found it to be poor advice to stick to PubMed and Web of Science compared to Google Scholar. Their main criticisms of Google Scholar actually have solutions on the GS page, they just didn’t go over that.” The librarians who produced the content and were featured in the videos received some unsolicited feedback, which was overwhelmingly positive, as this one illustrates: I just wanted to drop you a quick line and say that I found some of the Panopto videos that you made very useful and informative. I am
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