Final Course Reflection - Summer 2016

Closing Arguments…

The following blog post has been composed to offer a summation of the overall course experience for LSSL 5391 – Digital Technology for School Librarians under the leadership of Dr. Elizabeth Gross from a participant’s perspective.

Ladies and gentlemen of the jury, let the record show…this course was AMAZING!  Though challenging to manage within a limited 10-week summer session window, especially with multiple other course obligations, it delivered maximum impact!  Assignments were practical, interactive, and relevant offering hands-on experience previewing, creating, and reflecting on current, real-world technologies designed to make the presentation of information more engaging.

As a first year, ILS I struggled with finding ways to advocate for and justify requests for funds, materials and personnel to initiate the process of rebuilding a fledgling library program.  With the sheer volume of PowerPoint, Excel Google Slide and Sheet presentations that administrators preview over the course of a month, never mind an entire year, it’s easy to see how and why even my best ideas are passed over because after a while a slide, is a slide, is a slide….  What else is new?...  But NOT THIS year! I’m going in armed, with a few new tricks up my sleeve to make all audiences stand up and take notice.   Though I can’t promise I won’t be denied, I can assure that more than a few “teach me how to do that” requests will be made!

One of the immediate technologies I endeavor to employ will be the use of infographics and school library monthly reports.  If I’ve learned nothing else, it is this, “A closed mouth does not get fed!”  Librarians have to be their own PR machines sharing with the school community the COUNTLESS responsibilities we manage on a daily basis to debunk the notion that we are “shushing wardens” who do little else other than read stories and check out books.  We have got to market our programs, market our skills, and demand to be viewed and regarded as assets.  Since a large number of administrators request data to support claims, this is an awesome platform to document circulation numbers, class visits, research units, technology education lessons, programs facilitated, book fair sales, inventory highlights and reports, contests sponsored….  The possibilities are endless.

Another favorite discovery was the creation of YouTube channels, Animoto video making and QR coding.  I’m running with these like I invented them!  “Actions speak louder than words” some say.  Who can argue with hard evidence of live teaching, learning, and production in the flesh!  Text recommendations, digital book talks, program video highlights, all accessed from a secret square code?  Ummm…….yes please!  Lights, camera, action – we’re taking this show on the road!

The program I am most excited to share with students would have to be the creation of comics and cartoons.  As my classmates shared in multiple well-composed blog entries, there are endless usages for this tool including, but not limited to:  vocabulary development for language learners, summarization, storyboarding, documenting a sequence of events, creating procedural manuals, and more.  I know students will appreciate this exciting presentation format as a departure from stale written reports to demonstrate knowledge and understanding at the end of a unit, as I’m sure their teachers will as well.  Creativity will blossom, effort and interest will be heightened, and the fun factor is the icing on the cake!

Though not a required task, ThingLink is a bit of a bear.  The creation of a virtual floor plan with linked videos offering explanations of configurations depicted is a bit over my head at the moment and will take a lot of YouTube views and/or direct instruction to perfect.  Its impact is apparent, but the time constraint and exhaustion that has overcome me relegated ThingLink to a “rainy day” / holiday break project.

Most importantly, the feedback and community sharing fostered within the course has been its greatest asset.  From one another, my classmates and I have been able to benefit by viewing multiple products using the same tools to demonstrate varied function and versatility.  We have been given the opportunity to gain feedback from colleagues highlighting things we’ve done well and constructive criticism on ideas we might want to revisit.  We’ve test driven and tinkered with tech toys that have frustrated, fascinated, and flat out invigorated the ways we will approach integrating technology as teaching tools within our school library programs.

I have bookmarked the blogs of my peers and look forward to maintaining the connections we’ve shared over the course of this learning experience.  May you all enjoy success beyond measure in your roles as information literacy specialist now and forever more!

Literally,

Johtell B. Johnson

Summer 2016

Media (is) the message?

Which is More Impactful:  The Teaching or the Tech?

The following blog post was constructed as an introspective reflection on the “Great Media Debate” originally waged by Richard E. Clark and Robert B. Kozma in the early 1990s which is still today being discussed by those who harbor strong opinions about the role media plays in the acquisition and processing of knowledge and information and its impact on learning/achievement.

Richard E. Clark, Professor of Educational Psychology and Technology and Director of the Center for Cognitive Development at the University of Southern California’s Rossier School of Education took a strong stance on the role media plays on learning.  Most sources consulted to produce this reflection document or refer to his 1994 position statement that, “The media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition”.  Twenty-two years later, in a world inundated by media influences some might argue that this school of thought seems as archaic as writing on stone tablets, but it should not be entirely discounted without examining the undertones that exist within the assertion. 

It stands to reason that media is a powerful tool whose total impact has yet to be fully felt due to the ever-evolving nature of technological advancement, but far too often those “advancements” are nothing more than rebranding designed to create a technological feeding frenzy.   (Cellular telephone industry – anyone?  Just got the IPhone 6?  IPhone 7 is launching this year in the Fall. Get it; it’s better…)  It appears that his criticism is largely based on media mania being spread as an agent to drive the profitability of media makers, without significant evidence to support how that “new” media leads to the advancement of the vast majority of media consumers.  Simply put: Though the media might make the delivery of a lesson smoother, it does not and will not, however, replace good teachers and good teaching, now matter how flashy, fancy, or "cutting edge".  The methods cannot be valued more than the message.

I do not, however, support Clark’s all or nothing position that “media would never influence learning”.  On the contrary, for 21^st century learners, media is the bait that hooks and delivers them into arenas they would not have otherwise ventured where learning can take place.

On the opposing side of the debate is Robert B. Kozma, Independent Contractor and Emeritus Director of the Center for Technology in Learning at Stanford Research Institution International.  Kozma’s professional title affirms his belief in the power and impact technology has on acquiring knowledge.  Kozma believed that a careful use of media would enable learners to take advantage of its strengths to construct knowledge (Kozma, 1994).  His rebuttal to Clark’s argument about the use of media is simply framed by his passionate declaration: “If we move from "Do media influence learning?" to "In what ways can we use the capabilities of media to influence learning for particular students, tasks, and situations?" we will both advance the development of our field and contribute to the improvement of teaching and learning.” (Kozma 1994). 

My interpretation of Kozma’s position is:  It is important for educators to seek, utilize, and make available multiple technology tools to discover how they can be used to aide in the acquisition of knowledge for individual learners.  I don’t think he believes in the existence of a “be all, end all” tool, but advocates for the use of many resources to “put it out there to see what works” for which learners.  Just as educational is personal and there is no “one size fits all approach”, technology subscribes to the same school of thought.  Different learners will be drawn to different media.  If media can create the spark, the educational explosion won’t be far behind.  Without it (technology), the powder keg lays dormant and loses its fire power.

Though this difference of opinions was first illuminated in the early 1990s during the birth of mass technology dissemination, as we draw closer to the mystical year 2020, there is no denying the span, reach, and power of technology has on leading today’s learners down the path to enlightenment.  As an educator whose professional title has been revised from that of “Librarian” to “Information Literacy Specialist”, I would have to declare greater support for Kozma’s line of reasoning.

Source Citations

Clark, R. E. (1994). Media Will Never Influence Learning. Educational Technology, Research and Development, 42(2), 21.

The media debate. (n.d.). Retrieved July 18, 2016, from http://edutechwiki.unige.ch/en/The_media_debate

Kozma, R. B. (1994). Will Media Influence Learning? Reframing the Debate. Educational Technology, Research and Development, 42(2), 7.

Podcasting: Audibly Awesome!

Lend Me Your Ear…

The following blog post explores my interaction with and critique of three podcasting resources:  Soundcloud, Podbean, and Podcast Garden.  To use this media outlet, podcast audiences “tune in” online to access audio files created to educate, entertain, inspire, and everything else in between.  Through this forum, anyone with something to say can become a modern day talk radio/news host/hostess.  The possibilities and implications for educational, professional, and personal enhancement are infinite. 

Three immediate ways I plan to employ this tool in the coming school year are:  “casting” book club meetings to document and promote the great discussions that take place, providing book club selected text previews along with materials to be acquired, and creating “this week in the library…” reviews recapping completed programs/initiatives and advertising those on the horizon.  The casts can be played during campus-wide announcements, at the beginning of rotation classes, and/or featured on the library web and social media sites to keep the entire community of stakeholders “In the Know”!

Soundcloud

My Soundcloud podcasts can be accessed at:  

https://soundcloud.com/johtell-johnson/podcasting-in-the-library

https://soundcloud.com/johtell-johnson/podcast-1st-book-club-text

The account set-up using Soundcloud was a breeze beginning with the ability to log-in using Google or Facebook accounts.  If this method is not preferred, new users also have the option of providing a few brief articles of information to identify themselves to create an account.  The process of creating a podcast simply involved the following steps:  select the “upload” feature, press “start a new recording”, press the orange “REC” (record) button, click “Allow Adobe Flash”, and finally press “REC” again to start the cast.  Done!  Three hours of recording space is available under the unpaid plan, but additional time is available upon upgrading to a Pro account.

I had been aware of and have actually used this audio site in the past and most recently revisited it to preview the cast of former students who recently launched “Here’s the Thing…” a podcast about the music, sneakers, and news relevant to young urban adults.  While I don’t subscribe to all of their views or share their taste in music, the commentary offered is insightful and thought-provoking.  As their former English teacher, I can certainly appreciate that! 

A new discovery was that Soundcloud provides the ability to catalog and create playlists of favorite artists similar to functions available on Spotify.  I especially appreciated the ability to sample the music of unknown creative types who have done covers of artists I love or dared to publish works of their own. 

Podbean

Access my Podbean podcast at:  

https://thelibrarylounge.podbean.com/mf/web/syg9dm/Podcast

Though it was child’s play once all of the necessary accoutrement were downloaded and in place, it took quite some time to upload and publish my podcast using this service.  I originally used the screen-cast-o-matic feature to record myself offering a pre-bookclub meeting preview for the awesome microphone and audio quality available through this resource.  I then attempted to upload the file only to get an error message over and over again.  I realized that the problem was that I was attempting to attach an MP4 instead of an MP3 file but had no idea how to covert it:  YouTube to the rescue!  (Really, where would we be without it?!)  Following the download of Goldwave and a LAME encoder, I was able to make the switch and upload the audio file into the media manager file storage space to generate a URL for the cast.  

The site boasts that “With Podbean, you can create professional podcasts in minutes without any programming knowledge.”  After arming myself with tools to get the job done, I found this to be true. 

Podcast Garden

The following link will grant access to my Podcast Garden podcast: 

http://www.podcastgarden.com/episode/september-book-club-preview_82644

This was my least favorite of the three resource previewed; it will probably not be one that I revisit.  Its underwhelming interface and poorly placed page navigation tabs were the first signs justifying why Podcast Garden was not listed among the higher rated podcasting outlets following a Google Search.  Not understanding why my sound file, which claimed to have successfully loaded, could not be accessed after six additions/deletions, I took a chance on reverting to an older version of the service which finally yielded a published podcast. 

Another odd finding was, instead of reporting the duration of the cast in minutes : seconds, the service lists 0 : 00 as the running time.  When the arrow to listen is clicked, the clock counts upward in an ascending fashion. 

Though not a total waste, there are certainly more efficient podcasting services available than the one offered by Podcast Garden.

Cartoons and Comics - It's Kinda Funny...

It’s Kinda Funny…

As a child, one of my fondest memories is sitting on the patio with my grandmother drinking “milk coffee” on Sunday afternoons while reading the newspaper.  She required that at least one major news article and a feature within the society section be read before I could dive into “the funnies”.  “The world is full of clowns and silly women, Cookie,” she would say, “You needn’t add to the lot.”  “My hope is that you’ll continue to defy the norm and become a triple threat:  educated and refined with a sense of humor as an added bonus – but NOT you’re claim to fame.”  The words that fell from that lady’s lips were nothing short of sharp-edged poetry.  Notice the description:  Lady.  She insisted on the reference because according her, “Every girl will become a “woman” by default through no effort of her own, but “Lady” is title not given, but EARNED.  You’ll do well to remember that, you hear me?”  Yes ma’am, Gram, I hear you; I did then, and I still do now.  Ha!  I miss her so…

This blog post explores my experiences with composing cartoons and comics using three online tools to test drive the features and usability of each resource and brainstorm ways this platform could be used to enhance the quality of and provide an added platform for student presentations.  Featured are my own authentic “Sunday afternoon Funnies” along with a review of each Web 2.0 tool.  Gram’s 

sharp wit is all over ‘em!

ToonDoo

The sign up and comic design process using the ToonDo comic strip generator were both straight forward and generally easy to use.  Users are first prompted to choose the layout of the comic.  The only drawback noted here was the maximum number of slides available was four.  I had drafted an entire soap opera, then had to shed the fat to make it fit.  Next came the design of a backdrop and selection of characters desired to populate the toon.  I appreciated the ability to select features like stance, facial expression, and shading to add depth and dimension.  A hiccup encountered was the addition of text, though.  The talk bubbles were all formatted to initiate from the left and did not change directions without distracting distortions.  Also, text would disappear due to a word quota (I suppose) causing me to constantly condense and revise.  Multiple sharing options exist in addition to the ability to copy and paste the toon.  Aside from the minor drawbacks, I can totally Do, ToonDo!  I know my students will like it too!

Pixton

Comic Access Link:  https://Pixton.com/ic:51qfvocz

*Disclaimer:  Common sharing options are only optimal if a subscription is purchased.  The exact wording featured on the site when I attempted to download the image to my computer to upload it into this blog post read:  "This feature (downloading) is reserved for paying members only."  The nerve!

It is easy to see how those inspired by and interested in the world of in-depth graphic design would gladly lose sleep to spend all waking hours using this toon generator, but for a novice like me, it is sensory overload – Team Too Much!  Far too many decisions and options were presented to make the process of creation “fun”.  It was work, but in the end, it was worth it.  When LEISURE TIME (what is that, right?!) becomes available again, it is a site and service I am likely to revisit.  On a positive note:  The introductory video on the site’s homepage that explained the multitude of benefits available for educators and the creative and collaborative power extended to students is nothing short of awe inspiring. 

Though this one might be a little bit over my elementary students’ heads, I am willing to test it out with them nevertheless.  My immediate plan is to introduce the tool to the staff during next month’s back to school staff development week to add to their introductory resources during “Meet the Teacher” night.  Talk about setting the tone for a “cool” school year!

MakeBeliefs Comix

Embed Code:  http://www.makebeliefscomix.com/Comix/?comix_id=14416719C1984362

I’m a “Belief-er!”  Though it took a couple of tries, personal peptalks and reminders that I was NOT so intellectually challenged that I could not navigate a site designed for children, once I began designing my toon, the process was a smooth one.  The side panel is a bit confusing and unorthodox, but I did appreciate the open, single page “one stop image shopping” design.  Not having to toggle between pages to review the “cast of characters”, the limited selection of expressions, talk bubble and frame color options all provided an easy, non-threatening introduction to this method of information presentation.  What this resource lacks in bells and whistles, it makes up for in breeding comfort and usability to provide a more competent segue into the more advanced toon graphic tools.

*Disclosure:  To share the toon, users have to email it to themselves or friends, but do have the option of saving it to their computers for later review.

Videos and QR Codes in the Library

Scan.  View.  Enjoy!

Videos and QR Codes in the Library

This blog post explores my experiences with reviewing school library Youtube channels, the production of a book trailer using the cloud-based video maker Animoto, and the creation of a scannable QR code to provide ready access to the Animoto video in lieu of sharing a URL link. 

This was by in large one of the most enjoyable experiences I have had thus far in my Digital Technology for School Librarians course.  The professional, academic, and personal benefits of utilizing these tools can immediately be determined.  The wheels are turning and excitement is already mounting as I brainstorm an avalanche of ways my campus community can benefit from these tools. 

On a personal note, my children have just concluded their best swim seasons yet with two of the three being identified as top-seeded, lane 4, championship contenders.  I am in the process of creating an I-movie to document their journey from August 2015 until the end of the season this past June 2016.  I now plan to create a couple of Animoto videos including inspiring messages from their coaches, team members, and members of our swim family that were recorded throughout the season along with great still shots of them executing each stroke; my middle girl’s butterfly is a thing of beauty, I tell ‘ya! J  I’ll also create and laminate QR code tags to adhere to their swim backpacks labeled by year.  It’ll be a great video yearbook as they continue within the sport to document their growth and development.  Who knows, they may be able to share them with the media following their Olympic berths!

Youtube

Youtube is a virtual powerhouse jam-packed with informative videos and tutorials that only stop short of teaching human beings how to clone themselves!  This assignment called for the exploration of the channels of four school libraries:  Norman High School, The Unquiet Library, Pikesville High School, and Bonnie Branch Middle School.  After subscribing to the channels of each campus, my immediate summation was “Youtube = Library PR Department!”  Few better platforms exist to market library programs and archive successful partnerships and initiatives.  In the coming school year, I endeavor to put my library on the Youtube map to establish the worth and value of the library media program as a proactive form of advocacy.

Some highlights from the Norman High School Library Youtube channel included a research starter tutorial authored by campus librarian Calypso Gilstrap and the English I Guided Reading Partnership, but my favorite would have to be the “Freedom to Read” initiative video where members of the faculty showed their support of intellectual freedom by reading excerpts from banned books.  Check it out below!

The Unquiet Library provided a quintessential example of a learning commons.  With 150 videos posted by librarian, Ms. Hamilton, students presented reading extension activities, library life was highlighted in “Scenes from the Unquiet Library”, and staff members extolled the collaborative relationship they share with the campus librarian.  The “Pre-Search” persuasive research report collaboration featured below between 32-year classroom veteran, Deborah Frost, and Ms. Hamilton is intriguing.   

Pikesville High School librarian, Ms. Johnson, is a “Goodtime Girl!”  Her connection with the pulse of the students is almost tangible as many of the 26 videos featured on the library channel paint the library as both an academic and social hotspot.  A recorded Socratic Seminar roundtable discussion, student-to-student motivational videos on the college experience, and Hip Hop Day activities including a dance showcase and a Skype session with a recording artist illuminated the writing, research, performance, and production aspects of being a part of the Hip Hop Industry.  Fun times are to be had when visiting this lively library.  See for yourself…

Bonnie Branch Middle School librarian Mr. Yerken is a Boss!  In addition to boasting 137 videos covering topics ranging from creating database citations, retrieving lost passwords, and setting up student accounts for Web 2.0 tools, the creation of a ton of parody videos are absolute must-sees.  Take a look…

To conclude, the most helpful videos featured on each site are those that provide afterhours assistance on accessing resources like databases and research tools.  Those that would be deemed most enjoyable for students would definitely be those that involve elements of pop and tech culture including, but not limited to parody and dance videos featuring recognizable members of the student body getting loose and having fun!

Animoto

As mentioned in the introduction, Animoto is my new best friend.  I had a blast selecting images to tell the story of Poppy and Rune.  The site is incredibly user friendly and provides step-by-step support to insure the success of the finished product.  As an eighteen year tenth and twelfth grade ELA classroom veteran, YA has been my life for the dominate portion of my adult existence!  Strange, but true.  I found that in preaching the value of the classics, I also had to demonstrate mutual respect by test driving the contemporary literature that appealed to my students.  I have been hooked ever since. 

The text I chose to use as the basis for my Animoto book trailer is A Thousand Boy Kisses by Tillie Cole (2016).  The following represents the publisher’s synopsis extracted from online bookseller, Amazon.com: 

One kiss lasts a moment. But a thousand kisses can last a lifetime. One boy. One girl. A bond that is forged in an instant and cherished for a decade. A bond that neither time nor distance can break. A bond that will last forever. Or so they believe. When seventeen-year-old Rune Kristiansen returns from his native Norway to the sleepy town of Blossom Grove, Georgia, where he befriended Poppy Litchfield as a child, he has just one thing on his mind. Why did the girl who was one half of his soul, who promised to wait faithfully for his return, cut him off without a word of explanation? Rune’s heart was broken two years ago when Poppy fell silent. When he discovers the truth, he finds that the greatest heartache is yet to come. Standalone Young Adult Tearjerker Romance. For ages 14 and up.

Hopelessly amazing!  Sigh…

QR Codes

I have used QR Codes in the past and was happy to have a familiar resource to return to within this task.  This year, I plan to download QR code readers onto campus I-pads and affix QR codes to the covers of popular new arrivals that will provide a direct link to author/publisher discussions or trailers.  Library aides and book club members will be commissioned to provide reviews of this year’s crop of bluebonnet texts to get their peers interested in reading the titles.  Finally, a “Trust the Experts” review board will be created to display QR Codes along with contributors’ first names, last initials and grade levels.  The videos will assume the form of book talks about texts featured within each library collection and/or an app recommendation on the “You’ve Gotta Try This…” wall near the computer lab.

The QR code below provides direct access to the Animoto book trailer I created for Tillie Cole’s A Thousand Boy Kisses.  Enjoy!

-         -  Johtell

Living la Vida Video!

The following blog post captures my experience with further embedding my digital footprint through the creation of Instagram and Vine accounts.  Additionally, instructional screencasts were created as a mode of lesson presentation which provide audio, visual, and kinesthetic learners a way to interact with the selected topic to increase the likelihood of mastery, retention, and the ability to replicate and create.  Each platform reviewed seeks to explore how its application can strengthen the quality of the education provided to 21^st century learners.

Instagram

When my daughter popped in to bring me a mug of hot tea as I initiated this assignment, she skidded to a stop when she looked over my shoulder and asked “Are YOU on Instagram?!”  I moaned and mumbled an unintelligible retort.  I am neither a fan, nor a willing consumer of social media.  I simply don’t believe that my every move, thought, or discovery is so monumentally important that it should be captured, documented, and shared for all the digital world to judge and ogle.  My daughter mimicked my reply and commented, “If you guys (30s and over) are taking over Instagram, it’s time for us (teens and 20s) to find something new…” 

I can see the immediate draw of Instagram as a narrated photo album.  It would be a good image sharing platform to document successful library programming and justify requests for funding to further literary initiatives.  The account set up was pretty straight forward and did not require an advanced manual.  My concern with social media is always that undesireable posts and posters will worm their way onto pages bearing my name leaving me holding the bag to explain why inappropriate content can be accessed on a site that proports to exist to educate students…  I was also reminded why I was not clamoring to get onto the site when I was instantly bombarded with suggestions to follow pop culture and the music industry’s most disturbing A-listers.  Um, no thanks…. 

Three quick pics were uploaded and captioned to test drive the site.  They can be accessed at the following link:  https://www.instagram.com/mrsjbjohnson/

Vine

Six seconds.  Barely enough time to blink, but somehow ample enough to fascinate and engage the masses.  With its repetitive looping feature and demand for concise content capturing, Vine was surprisingly fun to search and fairly easy to navigate.  Easy as 1-2-3, Vine prompts users to capture a collage of images or an entire episode, gives the option of setting the snippet to music, then weaves the combination together to create a brief segment with a powerful impact.

An immediate way that Vine can be used within an educational setting is to provide demonstrative step-by-step instructions in lieu of a procedural text.  Here teachers can capture the five stages of a well-composed plot diagram, administrators can demonstrate proper hallway etiquette, and a librarian could pictorially document the parts of a book.  A concrete way for students to recall vocabulary is through mnemonically associating the new term with an image or action that share a natural connection in their minds.  The creation of digital vocabulary notecards could be an awesome way for students to acquire new vocabulary and retain the meaning of academic and technical terms.

To view my first Vine (searchable under mrsjbjohnson), visit:  https://vine.co/u/1361206268588875776

Screencasts

As a graduate level student enrolled in on-line classes, screencasts are cyber ambulances providing life support when black words on a white screen begin to take alien form.  Screencasts provide tutorials on how to navigate technological tasks allowing the viewer to develop comfort and ease at his or her own pace.  Like any video, a screencast can be viewed in its entirety, or paused intermittently to permit the viewer to apply/test out the directions provided in the cast.

An incredible “how-to” resource, screencasts can be immediately employed at the onset of the school year by administrators to educate parents on the process of signing up for electronic account notifications to keep abreast of their student’s course grades, attendance, disciplinary record, and related information.  Classroom teachers can use this platform to extend unit lessons or direct students to helpful web resources to provide educational support, especially in science and math, i.e. conversion tables.  Campus librarians could create a screencast as a step-by-step guide to placing a bookfair order on-line for parents who are uncomfortable sending young students to school with cash.  Students could use a screencast to narrate and present a digital storybook.  The possibilities are numerous.

Below, please find three screencasts created using three different outlets:  Screen-cast-o-matic, Jing, and Adobe Spark.

Screen-cast-o-matic

“3…2…1…Go!”  An internet-ready computer equipped with a microphone to enable narration is all that is needed to navigate this incredibly user friendly site.   Cast creators have the ability to preview, discard, and recast videos prior to posting.  Casts can be appropriately named, a description can be created, and depending on the package chosen, videos can be uploaded and stored in a number of ways including archiving within the established Screen-cast-o-matic account, within a video file on the computer’s hard drive, direct Youtube upload, and more!

The following screencast was created to demonstrate how to search the school district’s online library catalog to pinpoint the location of a specific text title within the campus library.  This cast will be used during library orientation week in the fall to familiarize students with common search practices now that four laptop stands have been acquired to function as self-service search kiosks.

http://screen-cast-o-matic.com/watch/cDie28iUgT

Jing

Much like Screen-cast-o-tic, Jing, powered by screencast.com,  is a downloadable screencast maker that enables Mac or PC users to create videos of functions being performed on their computer screens. A noted limitation is that video content is limited to five minutes or less.  So keep it short, concise, and sweet!  I am not sold on this resource, as its video sharing capabilities are limited and after nearly two frustrating hours of tinkering with the site, I was still not able to figure out how to covert my video to an MP4 file to enable uploading to my Youtube channel to embed the video into this blog posting.  The link is active, but the automatic video interface is not available.  My apologies.

The screencast featured below employs Jing to document how to create a user account and create classes within the popular educational news sharing site, Remind.com.  I will be using this presentation as a brief “News You Can Use” segment during our “Back-to-School” Fall kickoff staff development prior to a breakout session.

http://www.screencast.com/users/mrsjbjohnson/folders/Jing/media/0e977e21-1a7d-4c50-ac7e-3a73d51a6f2c

Adobe Spark

The major draw of this screencasting feature is its ability to serve as a promotional tool almost like a cool commercial or digital advertisement.  I can see myself as a campus librarian using Adobe Spark to advertise literacy initiatives like Family Reading Night, Scholastic Bookfairs, Upcoming Author Visits, Bluebonnet text unveiling, etc.  Users have the option of creating a post, page, or video and are given examples to use as “inspiration” which is extremely useful for Adobe newbies!

The video below was created to promote interest in becoming a member of the campus book club.

https://spark.adobe.com/video/HyjfRhLU

In Conclusion...

Vine has "grown on me and wrapped me up"!  I am a bigger fan of Twitter than Instagram, so because Vine is a Twitter companion, I am more like to employ it to add depth and character to future posts.

Of the three screencasting agents previewed, my favorite would have to be screen-cast-o-matic.  The ease of operation and direct upload capabilities, especially to the universally visited Youtube, make it a winner in my book.  Adobe Spark is cute and concise, so I will be working with it in the future as well, maybe even in conjunction with Vine.  Though I will revisit the site to personally resolve the posting/uploading mystery I have yet to crack, I probably will not readily employ Jing as my screencast agent of choice.

Don’t Stress – Its Easel.ly!

The following blog post explores my experience with creating an infographic presentation.  To facilitate this exploration, three creation avenues were test driven:  easel.ly, piktochart, and infogr.am.  I found that infogr.am would be ideal for the presentation of statistical data for its ability to graph numerical figures and provide information in a sensical fashion on both the x and y axis of a chart.  Piktochart offers beautiful, visually stimulating methods to present and narrate data, but was a bit overwhelming and intimidating for a novice user.  The aptly named third infographic creation tool, Easel.ly, “eased” me into this new presentation format and set my mind at “ease”.  The one-minute tutorial featured on the initial screen of the site provided a welcoming, common sense approach to using an infographic to elevate the appeal and effectiveness of the presentation of data collected.  Further exploration yielded an impressive bank of thousands of templates with the ability to filter selections by categories to pair the information gathered with a complimentary graphic layout.  The input process is reminiscent of creating a Prezi presentation and was fairly “easy” to navigate.  I will be employing this resource and the others to “jazz up” the dissemination of information regarding library statistics including but not limited to:  circulation data, facility usage stats, class/grade level competition results, fundraising revenue stats, and much more!

The topic I chose to visually diagram was selected from a bank ideas documented within the archives of the Pew Research Center (PRC) which seeks to conduct research and release its findings to illuminate issues and trends that are important to the American citizenry and the global populace.  The following infographic, extracted from the “Internet, Science, and Technology” section of PRC’s database represents a topic extremely relevant to me as a new librarian – community attitudes about the function and efficacy of local public libraries and their awareness of the wide array of resources and tools available for consumption.  The survey was conducted between October 13 – November 15, 2015 and figures were rounded to whole values.   The responses of those surveyed who refused to comment are not represented.  2,752 adults over the age of 18 residing within random U. S. cities were polled in telephone interviews conducted at various times of the day using both cellular and land-line connections.  The survey was also administered in both English and Spanish.

Source Citation

Rainie, L. (2016). Libraries and Learning. Retrieved June 25, 2016, from http://www.pewinternet.org/2016/04/07/libraries-and-learning/