Learning from YouTube: an analysis of information literacy in user discourse

  • Authors:

  • Marlene Asselin;Teresa Dobson;Eric M. Meyers;Cristina Teixiera;Linda Ham

  • Affiliations:

  • University of British Columbia, Vancouver, BC, Canada;University of British Columbia, Vancouver, BC, Canada;University of British Columbia, Vancouver, BC, Canada;University of British Columbia, Vancouver, BC, Canada;University of British Columbia, Vancouver, BC, Canada

  • Venue:
  • Proceedings of the 2011 iConference
  • Year:
  • 2011

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Abstract

YouTube is one of the largest databases in the world, providing informative and entertaining video to millions of users around the globe. It is also becoming an important source of homework assistance to young people as they supplement their learning practices with user-generated tutorials on a range of topics. This poster presents our ongoing work in this emerging area of information literacy: how young people make meaning with information sources on YouTube to support their academic needs. We describe our system for analyzing user-generated feedback on video channels that support students academically, and report preliminary findings of our ongoing analysis. Drawing on several complementary frameworks, including information sharing, help seeking, and dialogic inquiry, we suggest that comments posted to YouTube provide unique insights into the ways young people engage with and make meaning from user-generated video to support their learning. This work has implications for educators, librarians, and the designers of interactive learning technologies.