Abstract:

Introduction:
Future information professionals and school librarians must be aware of the principles and general characteristics of information organization, description, and provision of information access, following international standards. At the same time, they have responsibility for supporting learning and for educational development and are experiencing the growing impact of academic convergence on both their practice and their professional identity. They have to develop technical skills and also educational ones. But for the documentation to acquire a tangible value for its users, which is manifested precisely by its possibility of using it, the school librarian needs to explain how this must be done throughout information literacy. This was the context for the proposed activity: explaining information retrieval in the library to a primary or secondary school student, through a video prepared by his teacher-librarian.

Methodology:
The study addresses the implementation of an active teaching method in the discipline "Organization and Information Management" included in the study plan of the Master in Information Management and School Libraries, at Universidade Aberta, based in Lisbon. The teaching is entirely online, being taught at a distance. Preferred students are professionals qualified for teaching who intend to exercise coordination functions in school libraries and other professionals who want to intervene and develop projects in the area of school libraries. This study aims to describe and explain the development of an educational video in this disciplinary area, analyzing and understanding how students adhered to this activity and prepare themselves for professional sets. Experiential learning has been in use for several years and is designed to promote deeper understanding and drive self-learning, particularly in professional settings.

Results:
Although diverse presenting styles, general objectives were met. The students found the task challenging, but understood its usefulness and relevance, making a good connection with previously learned content. It must be underlined that the immersive learning experience factor, which also draws on the student' as a creator and video producer, improves different skills and engages these students into learning.

Conclusions:
If the circumstances in which learning takes place are key, then the pedagogical challenge is to find a way to encourage students to adopt deep approaches to learning with clear and explicit goals, emphasizing its meaning and relevance to professional practice, as well as giving feedback. In addition, teaching that allows students the opportunity to explore topics creatively and independently, based on previously acquired knowledge, seems to engage students in a better way. Experiencing an activity and anticipating that is possible to use it in real-life settings, can improve the engagement in the task, bringing a deeper sense of achievement.

Keywords:

Video-making, Active Learning, Distance Education, Higher Education.