In the transition to an online learning environment, SMU librarians use animated GIFs as a way to solicit reactions from students in one-shot library instruction classes. Using GIFs can be a playful yet effective method of engagement while also may be a valid form of assessment.

We wanted to find a way to open our one-shot librarian sessions with an exercise asking the students to engage immediately. In an online teaching and learning environment, we found it difficult to sense how students are feeling. In face-to-face environments, we used an opening exercise using post-its. Transitioning to a digital space, we want to know if the medium of GIFs is an effective method of engagement.

In May 2020, SMU librarians Leia Casey and Sarah Naumann needed to quickly pivot to online instruction. Inspired by a poster session (Rusk, 2020), we decided to solicit animated GIFs from students in now online one-shot instruction sessions as replacement for an exercise previously performed in a face-to-face setting using post-it notes. Using either Zoom or Webex, we prepared a Padlet, an online note board, and shared a link via the chat box, giving access to the entire class. 

In response to the questions posed, students could submit an animated GIF in real time to the Padlet site, populating the webpage in real time. We asked students to respond to this statement: “Share a GIF showing how you feel about doing research using the SMU library.” At the beginning of sessions as students were entering the Zoom. At the end of the sessions, we posed the question again with the hope of seeing more positive reaction GIFs.

In January 2021, we created a survey to gage the effectiveness of this exercise with students in the N601 Research Methods course.

We began using this exercise in May 2020 and formally measured its impact on students in January 2021 using a Qualtrics survey.

From 4 sessions (45 total students) with N601 Online FNP students, our survey received a total of 16 responses.

• 87.5% felt more engaged with the presentation

• 94.12% of participants were able to express their feelings through GIFs

• 62.5% found it easy to share a GIF

• 81.25% are under the age of 44

Based on the responses to the survey, students found GIF sharing to be an effective way to share an emotion and engage with the material. 

While most respondents found the exercise easy, we realized that our sample is limited to only the students that participated in the exercise. We have no data on those who chose not to participate. However, age was not a factor. With the limited responses, we did not find a correlation between ease of use and age range of the respondent. 

Considering the timeframe of this project, we consider this a silver lining of the pandemic. Forcing the rapid shift to online learning was stressful but also forced us to think creatively in terms of student engagement.  We’re excited to build upon this work and with the potential of using GIFs as assessment (Praslova, 2010). 

Initially, the purpose was to replace a face-to-face interaction. The outcome of using GIFs adds another layer to interaction with students, in some ways, adding personality and expression. The engagement goes both ways. The survey results show that the students are more engaged because of the exercise but we also found that we, the instructors, are more engaged with the students. We find ourselves sharing a moment of laughter at the beginning of the session. Ultimately, we’re starting class from a place of positivity and connection.