1. The State of Streaming Video in Scholarly Communications
Charleston Library Conference, November 9, 2017

2. Streaming Video Survey Results
Simon Inger
Renew Publishing Consultants
2017 Charleston Library Conference

3. Survey Overview
Survey of publishers, societies, higher education institutions
Conducted from June to September 2017
Supported by GVPi
5-minute survey
213 responses

4. Publishers: How is your organization using, or planning to use, video content?
Promotion and supplementary content most important
This isn’t new revenue, but shores up existing products
More publishers see video as a component of products for sale than as product in their own right. Literally “multi-media” approach.

5. Societies: How is your organization using, or planning to use, video content?
Promotion still biggest, but also as a way of outreach to the public and engaging with younger generations.
Across all regions, it is least about “member benefits”.
Two thirds monetising indirectly (member benefits)
North America more embracing of video

6. Institutions: How is your organization using, or planning to use, video content?
Used a lot in teaching and skills training and interestingly to raise awareness of institution, but less about promoting research.
Maybe research promotion left to the individual, or department?

7. Hurdles: What are the primary hurdles to achieving your ambitions for video?
Short of people
Cost of production
HE platform costs
Accessibility difference
Overall, Higher Education sector sees more hurdles than others.

8. Current Delivery: If you have video content, how is it currently delivered ?
North American Results
Societies use free solutions more than professional platform, but implies problems on accessibility to come (harder to implement)

9. Demand: Is your organization seeing a demand for any of the following?
UK societies have done less (slide 4) so are seeing more demand now
Higher Ed. Shows strong need for accessibility features - closed captions, transcripts - but perhaps aren’t telling publishers

10. Conclusions
Publishers seem to be seeing video as a means of differentiating the version of record (e.g. for journal articles) to make their sites more attractive than, say, Sci-Hub.
Societies perhaps use video to reach out to the young and the layperson, but also to promote best practice.
Higher education see video as an established method for teaching and skills training.

11. Report is available for (free) download:

12. Streaming Video in Higher Education
Jill Emery, Collection Development & Management Librarian
Portland State University
2017 Charleston Library Conference

13. Streaming Video in Higher Education
Many institutions in North America use Learning Management Systems (LMS) or Virtual Learning Environments (VLEs)
In addition, many institutions also use streaming media servers
Third party content is in increasing demand

14. Streaming Video in Higher Education
LMS/VLE content is mostly created locally by faculty & instructional designers
Access usually limited to class members only; discoverability limited to individual classes
The intellectual property of instructional content is owned either by the institution or the faculty depending on local IP Policy
However, third party transcripts and/or captioning may not be the property of faculty or institutions unless contractual agreement in place

15. Streaming Video in Higher Education
Content on streaming media servers may be locally hosted and/or cloud hosted and discoverability is limited to media server
Content may be locally created or third party content
Closed Captioning/transcriptions are usually done by third party providers on media servers
Access is usually more restricted beyond IP authentication; again to class members

16. Streaming Video in Higher Education
Third party content is available in collection packages, sometimes as individual licensing/purchase by institutions on hosting platforms, or as files that accompany DVD purchases. Can usual load metadata into discovery systems/catalogs
Access is usually IP authentication and in rare instances further limited by licensing
Faculty have specific content they want to use and do not understand institutional usage restrictions
A lot of time is spent determining availability and licensing potential of third party content
As noted in the survey, third party content with closed captioning & transcripts preferred

17. Streaming Video in Higher Education
Streaming media provision means working with a variety areas/departments on campus: disability resource centers, instructional designers, information technology support outside of the library, as well as faculty and students
Acquisition/licensing of content means sometimes talking to producers and directors of documentaries/films to try to obtain streaming rights
Access can be more limited than other content resources as can discoverability

18. Streaming Video in Higher Education
Many institutions are determining demands to support teaching & learning and how to meet them
The streaming media market for higher education is evolving and is still relatively nascent in its development
Production companies are looking into how to market and provide content more directly to campuses
Many institutions are still determining what level of discoverability is needed on locally created content

19. How to make academic video content accessible and discoverable
Violaine Iglesias, Director of Business Development
Charleston Library Conference, November 9, 2017

20. About GVPi Independent, D.C.-based company founded in 1988
Provider of content hosting platforms for academic and professional publishers
Modular approach to platform development
Focus on streaming media to help organizations publish multimedia content in an interactive, discoverable and accessible way

21. Accessibility is in high demand among higher education institutions
Improved discoverability is in high demand across all respondents
Source: Survey on Streaming Video in Scholarly Communications, Renew Publishing Consultants, November 2017

22. How to make time-based content accessible Closed captions
Accessible player
Audio & sign language descriptions
Transcripts

23. How to improve video discoverability Identifiers & metadata
CC & transcripts
Rich, standards-based metadata to enable indexation, integration with other content types, citations
To enable full-text search and data mining, improve SEO
Chapters
Indexation
“Chunking” of video and creation of granular metadata to improve discoverability of longer videos
Addition of video content to library discovery layers & third-party discovery services

24. Why YouTube is not the answer
YouTube is an entertainment platform
Google results link to YouTube, not publisher platform
Lack of accessibility features
No control over ads and related content
Unfavorable Terms of use
No user identification
Lack of support for extended metadata
Lack of academic tools (e.g. citations)

25. Staff resources is #1 hurdle across respondents
Other major hurdles are accessibility compliance, cost of platform and of content production
Higher education sees technology as a hurdle more than others
Source: Survey on Streaming Video in Scholarly Communications, Renew Publishing Consultants, November 2017

26. Other identified hurdles
Lack of standards, technology and systems
Lack of expertise: publishers are traditionally not equipped to handle multimedia content, apart from a few specialized ones
Stigma? Multimedia is still being treated as a second-class format in scholarly communications, despite proven effectiveness for communicating and teaching information

27. On the upside…
Accessibilty and discoverabilty share many requirements: improving one will greatly improve the other
They have far-reaching side benefits, arguably much more so than text-based content
They help improve the ROI of valuable content
They can be addressed gradually: what matters is to set long-term goals and strategy

28. GVPi solution: player & platform for publishers
Embeddable, platform-agnostic accessible player
Cloud-based platform to support multimedia enrichment
Hosting and streaming infrastructure
Reach out at

29. Any questions?