Information-seeking and content creation: The impact of YouTube educational videos on learning practices in library and information science

Abstract

This study examines the information behaviour of university professors and students in higher education, specifically within Library and Information Science, from Europe and Latin American countries, as they search for, utilize, and create educational content on YouTube. The research aims to shed light on the evolving role of educational videos in academic settings and their impact on digital literacy. Using a qualitative approach, semi-structured interviews were conducted with 63 participants, including 21 video creators and 42 professors and students.The findings reveal diverse motivations for creating and consuming educational videos, highlighting YouTube’s dual function as both a supplementary learning resource for students and a tool for pedagogical enhancement for professors. The study identifies significant preferences for content produced by established university professors, emphasizing the importance of authority and credibility in digital education. Additionally, linguistic challenges, such as the scarcity of content in minority languages and the need for accurate subtitles, emerged as critical factors influencing video consumption and comprehension.This research contributes to the field of librarianship and information science by exploring how digital platforms like YouTube are transforming traditional educational practices and information-seeking behaviours. The insights provided are valuable for librarians, educators, and information professionals who must navigate the complexities of digital content creation and curation in academic environments. The study also suggests future research directions, including the integration of emerging technologies such as virtual reality into educational videos and further exploration of the impact of digital media on academic performance.