Tag Archives: collaboration

January 29, 2022 ·

LIBE 477 Reading Review B – Deep Dive into Video Production

After brainstorming possible areas of interest connected to collaboration and digital technologies last week, I started exploring possible media arts tools that could help me promote co-teaching in the school library. This week my research led me down two main paths:

  1. research showing digital video production is an effective way to access the curriculum
  2. practical tips and tutorials to help me develop my skills in digital video production as a teacher-librarian

Here is a summary of some of the useful resources I found:

Curriculum Connections STEM. (n.d.). Home [YouTube Channel]. https://www.youtube.com/channel/UCcDLHfOXIRoK6uqesjxZC4w

This YouTube channel was created by Queensland University of Technology following a study that found YouTube is a popular teaching tool and that video production was becoming a common activity in classrooms. It has videos designed to support teachers in facilitating video production in their classroom. The videos are organized into playlists called “Video Toolkits” which each feature a different aspect of video production: Genres, Forms, Digital Devices, Digital Citizenship, Production Processes, and Video Viewing. Their introductory video explains more:

Henderson, M., Auld, G., Holkner, B., Russell, G., Seah, W. T., Fernando, A., & Romeo, G. (2010). Students creating digital video in the primary classroom: Student autonomy, learning outcomes, and professional learning communities. Australian Educational Computing, 24(2), 12–20.

Part of a national project in Australia aiming to demonstrate that integration of ICTs across the curriculum improves educational outcomes, this paper shows that the use of digital video production in a primary school led to pedagogical changes, increased student autonomy, and improved reflection and metacognition. In addition, it discusses the valuable professional development experienced by teachers involved in the project. Not only does this paper provide exemplars of ways to incorporate video production in the classroom, it is also a powerful advocate for this digital tool as an instigator of collaboration.

Jones, A. (2021). Green screen by Do ink. https://docs.google.com/presentation/d/e/2PACX-1vQHJMCC4f3MMsgp9Ho9_VxwXzAEqn1GsTiofieFKGvOays7vHEwCzYg-Kt6MOkJKNfZn0WuGocPKmdy/pub?start=false&loop=false&delayms=3000&slide=id.g10269ec23e7_1_284

This interactive Google Doc is part of The 25 Days of Digital Tools and Ideas from Future Ready Librarians which was featured on Shannon McClintock Miller’s blog The Library Voice. Although all of the tools featured are excellent, I am focusing on the Do ink app because a green screen would create a great makerspace in the school library that would draw learners in. Additionally, the Do ink app is one of the approved apps on my district’s list which make it easily accessible from my school iPads. This Doc features a how-to video as well as ideas for using green screens in multiple subject areas with accompanying examples. Not only is it a handy reference tool for a new user of the app, it inspired me to use this interactive format to introduce new digital tools to classroom teachers.

Ranker, J. (2007). A new perspective on inquiry: A case study of digital video production. The English Journal, 97(1), 77–82.

This article provides another example of how integrating digital video production can provide a meaningful learning experience for students and teachers. In particular, it makes the connection between multimodal literacies and inquiry-based learning which makes a strong case for the involvement of teacher-librarians and multiple access points to the curriculum. I appreciated how it described the process that the students went through to create their project, including examples of their script based on their research.

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January 22, 2022 ·

LIBE 477 Reading Review A – Collaboration Conundrum

School libraries have always been an essential part of the school community, but in recent years there has been a shift in perspectives on their role in education. In 2014, the BC Teacher-Librarians’ Association published the document From School Library to Library Learning Commons (updated in 2017) which outlines how a school community can transform their library into a space that can address the needs of today’s learners. Two important emerging themes in education that drive this change are:

  • “Collaboration is required of all learners; that is, amongst teacher-librarians, teachers, and students.”
  • “Technology has had a dramatic effect.”

As I work through the courses in the Teacher-Librarian Diploma, the need for TLs to embrace the co-teaching model has become more and more pressing in my mind. My concern as I enter this profession is that while the value of collaboration and co-teaching continues to increase, the time available or provided to dedicate to this area is diminishing. I have been trying to work out how I can best establish an environment of collaboration as a TL without adding to the already-full plates of classroom teachers. In order to start generating keywords around this topic, I created a word cloud using WordArt.com and the document What Can Collaboration with a Teacher-Librarian Look Like? from the BCTLA and the Surrey Teachers’ Association:

It is clear from words like “Digital”, “Apps”, “Websites”, and “Tools” that technology is an important focus of collaboration in an LLC. One of the emerging themes in last week’s discussion about digital mentorship was that ADST is an area of concern for many classroom teachers. I have already started the process of establishing a toolkit of digital technologies that I can use to support classroom teachers in this subject area. I have started thinking about what kinds of tools will do this in the most efficient way, or what will access multiple points of the curriculum in order to maximize instructional time. I began thinking about how Media Arts can be integrated into every area of the curriculum. This is not an area that I have spent a lot of time exploring in the classroom but is something that would add significant value to my TL toolkit. When thinking about the kinds of resources available in my district, possible areas of exploration could include:

  • Green screen
  • Video editing
  • Stop motion animation
  • Sound recording
  • Photography

Honing my skills in any of these areas would enhance the contributions to co-teaching I could make as a TL.

Works Cited

BC Teacher Librarians’ Association. (2017). From school library to learning commons: A pro-active model for educational change. (M. Ekdahl, & S. Zubke, Eds.). https://bctla.ca/wp-content/uploads/2018/02/from-school-library-to-library-learning-commons.pdf

BC Teacher Librarian’s Association & Surrey Teacher’s Association. (2019). What can collaboration with a teacher-librarian look like?. https://bctladotca.files.wordpress.com/2019/02/teacher-librarian-infographic-final.pdf

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