Digital Storytelling: Three Birds, One Stone!

This is my first year as a media specialist, and one thing I really wanted to do to make a good impression was have several entries for the annual media festival.  My school used to have national winners, but through the transition of several media specialists over the years, we have stopped participating.  My only problem was that I had no idea where to start or what kind of projects I wanted to teach my students how to create.  Over the past week, however, I found my solution: Digital Storytelling!  According to Library 2.0 And Beyond, all we need to create a digital story are a computer, digital camera (I am going to use FlipCams and regular digital cameras), a scanner, a microphone, photo editing software (I am using PhotoShop), sound recording software (I am using Audacity), video editing software (I am using Windows Live Moviemaker).  These are all tools the students on my morning news crew use on a daily basis anyways, so all I have to do is teach them about digital storytelling and help them formulate their ideas and create storyboards.  This will also be an opportunity for me to teach them about copyright laws and how to use Creative Commons search sites.

“The shared emotion generated between teller and listener by a well-told story draws people together in ways that the unimodal and frequently unedited character of blogs and wikis may not” (Courtney, 2007).  My school is in desperate need of a science lab.  Because I am a former science teacher, my principal asked me to help.  We want to write for a $5000 grant to get funding for some start-up resources that can get a working science lab up and running…Then it hit me: For my 7477 Digital Storytelling project, I will create a digital story called “A World Without Science,” and we can submit it along with our grant proposal.  Like this paragraph’s opening quote says, a digital story can draw emotion that something in writing simply can’t. 

In looking at the some of the sample digital stories on The University of Huston’s site (http://digitalstorytelling.coe.uh.edu/), the process seems fairly straightforward and honestly looks fun.  I don’t think we have to lose our creative side just because society is turning us all into techno geeks.  Like Nancy Courtney says, “we are moving from the Information Age, with its logical, linear, computer-like capabilities to the Conceptional age,” “an economy and a society built on the inventive, empathetic, big-picture capabilities.” That being said, “the Conceptual Age does not invalidate the left brain, but partners left-brained with right brained thinking” (Courtney, 2007).  This is how we become well-rounded thinkers.

Courtney, N. (2007). Library 2.0 and beyond: Innovative technologies and tomorrow's user. Westport, CT: Libraries Unlimited.

When is it Acceptable to "Copy"?

Within education, copyright law is often misunderstood.  Much of this confusion has been created by so called experts, often non-lawyers, who provide opinion of the subject frequently in rigid, overstated terms.  Written materials targeted at educators also tend to overstate the risk associated with fair use of copyrighted material.  According to the Code of Best Practices in Fair Use for Media Literacy Education, educators should be leaders rather than followers concerning fair use.  They need to understand fair use and assert their rights to make decisions on their own.

The Code of Best Practices in Fair Use for Media Literacy Education was created, in part, to help educators interpret the copyright doctrine of fair use.  The creators of the document included members of leading educational associations and other educators across the United States.  A committee of legal scholars and lawyers, expert in copyright and fair use, also reviewed the code.  

Fair use is not exactly specified in copyright law, rather, judges refer to four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect.  The Code of Best Practices in Fair Use for Media Literacy Education defines five principles for the employment of copyrighted material.  For example, when employing copyrighted material in media literacy lessons, educators should choose material that is “germane to the project or topic, using only what is necessary for the educational goal or purpose for which it is being made.”  Such use is consistent and appropriate with the four considerations mentioned in the law.

Many myths exist within the educational community regarding the use of copyrighted material.  One such myth is that the school system rules are the last word of fair use by educators.  While schools systems make rules with the best of intentions often utilizing negotiated fair use guidelines, those rules may create a safe zone for the system with the unintended consequence of inhibiting creativity of the educator and the ability of the educator to utilize media within then entire range of possibility available through fair use.  A clear understanding of fair use and utilization of The Code of Best Practices in Fair Use for Media Literacy Education may be used to help change the rules of the system.

Oh, Copyright, Copyright

When many people hear the word “copyright” a sudden cringe is brought on.  Why is this? Is it becomes it brings you fear that you break copyright laws? Or because you have been hounded over and over not to copyright?  Have you ever thought to yourself, am I allowed to copy this material for my students? Can I google a song clip to share with my students? Either way, copyright does not bring many people a warm, fuzzy feeling of comfort. Depending on your background, copyright is either a mind-consuming term or a rare thought.

Within the copyright world exists the idea of fair use.  Fair use is “the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.”  Many myths surround the idea of the fair use policy.  The Code of Best Practices in Fair Use for Media Literacy Education was created to help eliminate some of these myths and provide truth to users.  One myth is that fair use is too unclear and complicated to follow, therefore it’s better left to lawyers and administrators.  This is simply not true.  Fair use is written very broadly and therefore should be simple to follow.  One must think, what am I copying this material for and how will it benefit my students.  Fair use is situational and about well-informed decision making.  As educators, we have my decisions we have to make on the spot regarding our students throughout the day.  This is one more thing that can fall under that category.  For most of us, it’s a thought we process every day.  Additionally, another myth is that educators can rely on “rules of thumb” for fair use guidance.  This is not true because there is not an extensive list of rules one must follow.  Again, fair use is situational.  

I know my school adheres to copyright rules, but honestly, it is never enforced, checked, or even discussed.  We have a little sign taped to our copy machine stating “Be sure you follow all copyright rules if using this machine”.  Our county website says we will “honor copyright for materials used in our schools and provide information on the Copy right Law & Fair Use. 

Here is a link to access more information on Fair Use. Best Practices

Wherefore art thou, MediaCAST?

My school has a closed circuit cable system that works very poorly. The wiring is terrible, making the reception terrible, but nobody will fix it because the district is hoping to deploy Inventive Technology’s MediaCAST in the next few years. “MediaCAST is an open and interoperable digital content management and video streaming solution. Each system is reliable, scalable and designed to grow with your organization's storage and streaming needs. The MediaCAST platform is the nucleus of the system. It provides you with tools to create, manage and deliver live and on-demand multimedia anytime, anywhere. From analog to digital encoding, to copyright compliance tools, the platform helps you to efficiently manage your media over its life cycle. Access your digital repository from any device with internet connectivity, including computers, display screens, projectors, mobile devices, and iPads” ("Streaming Video On Demand," 2012). Until we get our MediaCAST system, however, we have three channels that I can transmit information through. I only use one because the other two have such bad reception, so I run our news show from a computer, through a Tivator, into the cable box. Teachers watch through the tv, although some use a VCR switchbox to run it through their projectors. If a teacher requests streaming of a VHS or a DVD, I unplug the wires from the Tivator and plug them into the DVD/VCR player for video distribution. Teachers are supposed to fill out a video approval form for this that has to get approved by the principal, usually a few days ahead of time, but lots of times I just get a note from a student asking me to put something on on the spot.

All of the teachers have Discovery Education/United Streaming accounts, and I like to encourage the teachers to use this for educational media because they do not have to get approval to show anything from it, and they can play it from their computers through their projectors. Many of the resources include lesson plans, teacher’s guides, and quizzes, so I think this is a much better resource that using VHS tapes that are from the early 1990’s. I’ve made the argument that if the tape has been around since I have been an elementary school student, it is out of date and not an effective resource. Sometimes, however, it is hard to teach an old dog new tricks, so I end up having to put on the video anyways. Yes, Mr. Wizard was cool in 1987, and the laws of physics haven’t really changed, but the interest level of viewers certainly has. If we are going to waste instructional time showing videos, I think it needs to be something relevant that actually holds the students’ interest, and I know there is content out there that does. I’ve been tempted to throw out all of the VHS tapes because I can see how out of date they are, but I know that would not make me very popular. I am hoping that when MediaCAST arrives, the interactivity and convenience are so enticing that I never have to use our current closed circuit system ever again.

Streaming Video On Demand. (2012). Inventive Technology, Inc. Retrieved October 28, 2012, from http://www.inventivetec.com/

 

Video Distribution

Video Distribution System – Closed Circuit

The video distribution system at one of my schools is controlled through a couple boxes located in a closet in the library.  The system uses the cable to broadcast to all TV’s in the school.  There are 3 places to hook up DVD or VCR cables in order to show a closed circuit video.  Classroom teachers can turn to a particular channel and see the closed circuit broadcast.  The school news show uses this system, but they have a portable box located in the computer lab that transmits the signal to the network. 

This school uses the closed circuit daily for the morning school news and afternoon dismissal.  There are cords that link from the system boxes to a computer in the art room that controls the PowerPoint dismissal slides.  That way, announcements over the intercom do not have to be made. 

The ability to broadcast videos over the school’s closed circuit brings up some copyright issues.  This school decides to purchase a movie license for #375 a year.  This license allows the school to show movies made by certain production companies such as Disney without the fear of violating copyright law.  The school uses this licensure opportunity to have a family movie night once or twice a year as well. 

If a teacher has a request for a particular video he/she must fill out a county form and communicate with the principal in order to avoid inappropriate content and copyright violations.  The media specialist holds all these forms, licenses, and contracts in the media center.  Teachers have been known to request the media specialist to record a PBS video and broadcast it via the distribution system so that more than one class can watch the same program at the same time. 

                                                      Georgia Public Broadcasting

 

What a great website to access lesson plans and videos related to almost any topic.  Similar to Discovery Education, teachers are able to specify an age group, topic, and length of video.  I also like how common core standards can be referenced and linked to a particular video or lesson.  Teachers can easily navigate through helpful resources from this trusted institution.  The site offers resources based on monthly programs such as black history month.  I also like how the site is formatted similar to a blog so that teachers and parents can keep updated with news focusing on Georgia schools. 

Discovery Education is a very popular site that offers videos and resources for teachers.  I think the PBS resources available at the Georgia Public Broadcasting site are similar and offer quick and effective resources.  All computers in teacher's classrooms and the media center offer a shortcut link to the PBS Kids website. 

 

- Mary Elfers (Student 1)

Social Media ....Tool or Toy

Social Media ....Tool or Toy

Social networking is a very native process for current and future generations of students.  It is a way for them to establish their identity.  The use of social networking is to let others know the user's likes, dislikes, hobbies and future aspirations.  Social networking also allows students to connect to those with like interests and to contribute thoughts and opinions on various subjects.

Social networking is a skill that must be mastered by our students as these skills will be necessary into adult hood.  There are inherent safety issues regarding social networking and media.  Having the educational system embrace social networking will allow students to be educated, beginning in the elementary school years, on important topics such as internet safety, information reliability, identity protection, personal responsibility, and the consequences of inappropriate actions.

Social networking can aid learning by capitalizing on the inherent importance it plays in the lives of the students.  It is exciting to them and captures their attention.  Social media allows for expanded educational exposure by allowing lectures to be recorded and streamed as needed to help students gain understanding beyond the initial exposure to lecture in the classroom.  It also provides a forum for discussion to those students who are shy and feel social anxiety.  These students may participate in discussion in forum conversations as they do not have to verbally speak out in a group setting.  This provides for a level of cooperation and discussion previously not available with traditional educational models.

Social networking and social media are already ingrained in the fabric of the current generation and there is no indication that this will change with future generations.  The educational system must embrace this concept and utilize technology to engage students and enhance teaching methods.

Fiehn, B. (2008). Social networking and your library opac. Internet @school, Retrieved from http://www.mmischools.com/Articles/ReadArticle.aspx?ArticleID=59618

Junion-Metz, G. (2008). These sites help teens stay safe as they join global converstation. School Library Journal, Retrieved fromhttp://www.schoollibraryjounal.com/article/CA6574015.html?industryid=47060

Social Network Sites

What is a social network site?

Social networking sites (SNSs) have become part of a daily routine for million of users, including myself. A social networking service is an online site that focuses on facilitating the building of social networks or social relations among people who, for example, share interests, activities, backgrounds, or real-life connections.  This is done by allowing individuals to create some form of profile, connect with other users, view other users’ profiles and connections, as well as share links and ideas.  The makeup of how this is done varies from site to site, but the same general concept applies. These sites allow users to connect, interact, and communicate with other users.  SNSs allow users to create profiles, display friends, post comments, and private message.  Some even have photo-sharing or video-sharing options while others have built in blogging or instant messaging features.  There are even SNSs for dogs (dogster) and cats (catster) that have to be managed by their owner of course.

Social networking sites have been around since the late 1990s beginning with sixdegrees.com.  Today many social networking sites exists for various reasons, groupings, and interactions. 

Top 15 Most Popular Social Networking Sites

1.       Facebook
2.       Twitter
3.       Linkedin
4.       MySpace
5.       GooglePlus+
6.       DevianArt
7.       LiveJournal
8.       Tagged
9.       Orkut
10.   Pinterest
11.   CafeMom
12.   Ning
13.   Meetup
14.   myLife
15.   Badoo

SNSs in the Classroom/Media Center

 Some of the top educational social networking sites include Edmodo and Celly.  Edmodo, similar to Facebook, allows teachers to create a place for their classroom online.  This opens communication for teachers and students outside of the classroom environment.  Teachers can post assignments, discussion questions, supplemental materials, and more for students to use at home.  Students can collaborate with both the teacher or classmates from home.  Our school uses Edmodo and the students seem to really enjoy it and benefit from the experience.  Another social networking site for your classroom is Celly. This tool opens communication between teachers and students through cell phones.  It’s a mobile social network that connects people and groups together to send out updates, reminders, class news, voting, and much more.  I have not used this for my students, but have used this for my cheerleading squad.  It’s a safe way to communicate through our cell phones (which everyone almost always has in hand) without sharing phone numbers.  I would love to incorporate it into my classroom though.  A similar tool is RemindMe.

The Debate

An ongoing debate exists on how to or should you use social networking sites in the classroom/media center.  Many pros and cons can be identified in this debate.

Pros

1.       Allows students to connect with other students or teachers outside of the classroom environment.
2.       Increases student engagement.
3.       Meets “digital” or “technology” learning needs and styles.

Cons

1.       Social networks can be a distraction in a learning environment.
2.       Cyberbullying-  opportunities to bully others behind closed doors in the cyber world; however the effects are carried over into the real world.
3.       Discourages face-to-face communication (which can hinder social skills).
4.       Personal identity or information misused/stolen.

Many more pros or cons can be argued; however, we cannot argue the influence social networking sites have on our students.  Many aspects of their lives are played out online through social networking sites.  Facebook, twitter, youtube, instagram, and many other SNSs can be used effectively in the classroom for learning and collaboration.  It only seems natural to participate and find ways to successfully use these tools to benefit our learners.

What are your thoughts on social networking sites in the classroom?

Additional: Here's a link to a great article on effects of social media & our students.
Most Important Skill to Teach Students in the Age of Social Media

Media Center Web Pages (Blogs?)

Website or Blog?

The first important question before creating a library website is why?  What is the purpose of this website?  What do I and my program want to accomplish by having people use it?  Keeping the media center goals as a focus is important when designing a website. 

            There are probably many people who could potentially visit the website, so it’s important to address the demographic of who’s visiting.  If parents will be seeing it, how can the website help them?  How can the website help parents become more involved in the library services?  If students will be using the website, how can its features help students with projects and research?  Finally, if teachers will be visiting, make sure the website contains valuable information to help teachers create lessons and utilize the available library resources.  I think the media center website could be a landing point for many people in the school community, and therefore it’s important to clearly section the site into various needs.  A parent who’s visiting should be able to clearly find the resources applicable to him/her.  The same goes for a student or teacher.  It’s frustrating to try to navigate through features that do not apply to your own needs. 

I think the biggest mistake with any website is putting too much information on the home page.  A site that is too full and flashy can seem overwhelming and quickly lose the interest of the viewer.  Some sites have 3 columns of various information; some pictures, links, questions, events, and projects.  It becomes too much to look at and I think people end up skipping over a lot of valuable information.  I also think websites with too many flashy shapes, colors, or attempted attention-getters actually fail at their goal.  I tend to think that the more simple, the better.  Sometimes sites offer links that require two or three more clicks until you get to your desired destination.  This can make browsing frustrating and time consuming.  Lists of offerings should be clear, concise, and efficient.  Websites that have consistent colors and fonts feel more comfortable to the viewer.  A website is like any other form of communication.  Concise and efficient are two adjectives that can help make an effective site. 

              I think a blog would be a valuable tool for a media center.  It’s not as stagnant as a website and it would give the media specialist an opportunity to make on-going changes and announcements.  As long as the blog had consistent pages that offered “about” information, calendars, lists of resources, and schedules, the everyday blog posts could be more focused on specific programs and projects relating to students and teachers.  There could be posts about AR accomplishments, book lists, new resources, reading visitors, book talks, or research projects.  If the blog offered on-going changes and features, I think it would be more encouraging for people to visit it more often.

 I think it becomes important to advertise the website or blog.  Maybe the media specialist could announce features on the daily news show in the mornings.  Making sure the blog is linked from other teachers’ sites and blogs would be a valuable way to communicate with the school community.  Blogs also offer gadgets and applications that could help bring visitors.  In a day and age where we consumers are bombarded with websites daily, I think it becomes even more important to create an effective website or blog.  Keeping a site updated, fresh, and informative are important to its value and success. 

- Mary Elfers (student 1)