Effectiveness of Vernacular Library Orientation Videos in Comparison with the English Language Equivalent

Abstract

Vernacular language videos with narration in non-English languages have been used in North American academic libraries to engage and empower international and non-native English-speaking students. This study investigated the effectiveness of McGill University Library’s orientation videos from the perspective of these students, using mixed methods to outline student learning, affective responses, and views on audiovisual features used in the video. Compared to the English video, vernacular language videos are equally effective in delivering content and more adept at invoking student enthusiasm about the library. These students’ perceptions on video design and audiovisual features are useful for librarians who use videos to engage a linguistically diverse campus.