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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 ...

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.

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    Alise using all_tools_in_the_social_media_toolbox_012314 Alise using all_tools_in_the_social_media_toolbox_012314 Presentation Transcript

    • Using All of the Tools in the Social Media Toolbox Image Created at Wordle.net Beyond Traditional Online Education ALISE Distance Education SIG Judi Moreillon, Assistant Professor and Ruth Nicole Hall, Doctoral Student School of Library and Information Studies Texas Woman’s University Denton, Texas January 2014
    • QR Code created with Unitag https://ls5633.wikispaces.com/Digital_Advocacy_Stories Assignment: Digital Advocacy Storytelling Digital Advocacy Stories: A Pedagogical Tool for Communicating and Strengthening Library Values JELIS, Vol. 55, No.1
    • What is digital storytelling? Image Created at Wordle.net Digital storytelling involves combining three or more of these elements: voice, music, still or video images, text, and technology tools to tell a story. Unlike a face-to-face oral story where the teller is present, a digital story is intended to be shared asynchronously. Digital storytelling is a ideal venue for advocacy.
    • Our 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 Process
    • Evaluating a Digital Advocacy Story  Using the rubric to evaluate an example  Vision-building Story: “Coteachers: Step Out of the Box - Together”  Rubric available at: http://ls5633.wikispaces.com/Digital_Advocacy_Stories  Sample story at: http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA
    • Initial Steps  Passion and values based on professional competencies discussion in Blackboard  Posted meme (slogan), one-sentence theme, and social media dissemination plan  Individual  Drafted feedback from instructor their story
    • Recommended Tools for Storyboarding  Bubbl.us  Cacoo  Mind42  Mindomo  Padlet  Popplet  Linked from http://ls5633.wikispaces.com/Digital_Advocacy_Stories
    • Digital Storyboarding ALSC Competencies: Family Literacy Programming
    • Digital Storyboarding AASL Competencies: School Library Programming
    • Recommended Tools for Digital Story Production  Animoto  Go!Animate  iMovie (software)  MovieMaker (software)  Pinnacle (app)  Storybird  VoiceThread  Linked from: http://ls5633.wikispaces.com/Digital_Advocacy_Stories
    • Social Media Toolbox
    • Social Media Toolbox
    • Digital Storytelling Advocacy, Memes, and Messages
    • Digital Storytelling Advocacy, Memes, and Messages
    • Recommended Tools for Digital Story Reflection Fotobabble Mybrainshark Prezi Voki VoiceThread Yodio Linked from: http://ls5633.wikispaces.com/Digital_Storytelling
    • Digital Reflections
    • Post-assignment Which part(s) of the process of Survey participating in A.2.3 helped you solidify your library/education value? Choose as many as appropriate. Online Discussions Developing the Story Seeking Feedback Revising the Story Reflecting on the Story 50% 65% 40% 25% 50% As a result of participating in this assignment, the value I selected: Strengthened 60%
    • What We Learned  Instructor feedback essential early in the process  Authentic use of social media but receiving critical feedback from targeted audiences problematic  Passion 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. All Logos from Tool Homepages – Word Cloud created at Wordle.net