alise using all_tools_in_the_social_media_toolbox_012314
DESCRIPTION
In LS5633: The Art of Storytelling graduate student candidates use digital tools to create and disseminate advocacy stories. They base their stories on ALA and other competences. They also increase their expertise in communicating library values to stakeholders and use social networking venues to seek feedback from authentic audiences. Presenters will discuss the tool choices for digital storytelling and how they are used in this class.TRANSCRIPT
Using All of the Tools in the Social Media Toolbox
Beyond Traditional Online EducationBeyond Traditional Online Education
ALISE Distance Education SIGALISE Distance Education SIGJudi Moreillon, Assistant ProfessorJudi Moreillon, Assistant Professor
and Ruth Nicole Hall, Doctoral Studentand Ruth Nicole Hall, Doctoral StudentSchool of Library and Information StudiesSchool of Library and Information Studies
Texas WomanTexas Woman’’s Universitys University
Denton, TexasDenton, Texas
January 2014January 2014
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https://ls5633.wikispaces.com/Digital_Advocacy_Stories
Assignment: Digital Advocacy StorytellingAssignment: Digital Advocacy Storytelling
Digital Advocacy Stories: A Pedagogical Tool for Digital Advocacy Stories: A Pedagogical Tool for Communicating and Strengthening Library ValuesCommunicating and Strengthening Library Values
JELIS, Vol. 55, No.1JELIS, Vol. 55, No.1
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What is What is digital storytelling?digital storytelling?
Digital storytelling involves combining three Digital storytelling involves combining three or more of these elements: voice, music, or more of these elements: voice, music, still or video images, text, and technology still or video images, text, and technology tools to tell a story. Unlike a face-to-face tools to tell a story. Unlike a face-to-face oral story where the teller is present, a oral story where the teller is present, a digital story is intended to be shared digital story is intended to be shared asynchronously.asynchronously.
Digital storytelling is a ideal venue for Digital storytelling is a ideal venue for advocacy.advocacy.
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Our Goals: Guide students as theyOur Goals: Guide students as they Become enculturated into a community of
practice (Wenger, 1998) Develop as passionate practitioners who can
lead and sustain the profession (Schön, 1987; Welch, Reynolds, & Carroll, 2013; Yukawa, 2010)
Employ social media to share beliefs, passions, and values with a wider audience (Berger, 2010; Jenkins et al., 2009)
Engage in reflective practice to develop workplace skills (Dequoy & Stefl-Mabry, 2012)
Assignment ProcessAssignment Process
Evaluating a Digital Advocacy Evaluating a Digital Advocacy StoryStory
Using the rubric to evaluate an exampleUsing the rubric to evaluate an example
Vision-building Story: Vision-building Story: ““Coteachers: Step Coteachers: Step Out of the Box - TogetherOut of the Box - Together””
Rubric available at: Rubric available at: http://ls5633.wikispaces.com/Digital_Advocacy_Storieshttp://ls5633.wikispaces.com/Digital_Advocacy_Stories
Sample story at: http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA
Initial StepsInitial Steps
Passion and values based on professional competencies discussion in Blackboard
Posted meme (slogan), one-sentence theme, and social media dissemination plan
Individual feedback from instructor
Drafted their story
Bubbl.us Cacoo Mind42 Mindomo Padlet Popplet
Linked from http://ls5633.wikispaces.com/Digital_Advocacy_Stories
Recommended Tools for Storyboarding
Digital StoryboardingDigital Storyboarding
ALSC CompetenciesALSC Competencies: : Family Literacy ProgrammingFamily Literacy Programming
Digital StoryboardingDigital Storyboarding
AASL CompetenciesAASL Competencies: : School Library ProgrammingSchool Library Programming
Animoto Go!Animate iMovie (software) MovieMaker (software) Pinnacle (app) Storybird VoiceThread Linked from:
http://ls5633.wikispaces.com/Digital_Advocacy_Stories
Recommended Tools for Digital Story Production
Social MediaSocial MediaToolboxToolbox
Social MediaSocial MediaToolbox Toolbox
Digital StorytellingDigital Storytelling
Advocacy, Memes, and MessagesAdvocacy, Memes, and Messages
Digital StorytellingDigital Storytelling
Advocacy, Memes, and MessagesAdvocacy, Memes, and Messages
FotobabbleMybrainsharkPreziVokiVoiceThreadYodioLinked from: http://ls5633.wikispaces.com/Digital_Storytelling
Recommended Tools for Digital Story Reflection
Digital ReflectionsDigital Reflections
Post-assignment SurveyWhich part(s) of the process of participating in A.2.3 helped you solidify your library/education value? Choose as many as appropriate.
Online Discussions 50%Developing the Story 65%Seeking Feedback 40%Revising the Story 25%Reflecting on the Story 50%
As a result of participating in this assignment, the value I selected:
Strengthened 60%
What We LearnedWhat We Learned
Instructor feedback essential early in the Instructor feedback essential early in the processprocess
Authentic use of social media but receiving Authentic use of social media but receiving critical feedback from targeted audiences critical feedback from targeted audiences problematic problematic
Passion connected with valuesPassion connected with values
References Berger, P. (2010). Student inquiry and Web 2.0. School Library Monthly,
26(5), 14-17.
Dequoy, E., & Stefl-Mabry, J. (2012). Retrospective reflection: Insight into pre-service school librarians’ competencies and skill development as revealed through field notes. School Library Research, 15. Retrieved from http://www.ala.org/aasl/slr/volume15/dequoy-stefl-mabry
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, USA: The John D. and Catherine T. MacArthur Foundation.
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA, USA: Jossey-Bass.
Welch, B., Reynolds, S., & Carroll, M. (2013). Constructing the passionate practitioner to inspire and sustain the profession. Paper presented at the Association for Library and Information Science Education Conference, Seattle, WA, USA.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Yukawa, J. (2010). Communities of practice for blended learning: Toward an integrated model for LIS Education. Journal Of Education For Library & Information Science, 51(2), 54-75.
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