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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