"This book will guide librarians, learning technologists, and their faculty partners in designing assignments for authentic learning and supporting students in multimedia production"--
The author describes the work of academic libraries, librarians, and other educators in supporting student-created media projects, based on principles inspired by the Reggio Emilia philosophy that focus on the benefits of learner-centered constructivist approaches; the right of the individual to high-quality experiences; the benefits of project-based learning; the right of the individual to communicate across multiple modes, media, and genres; the importance of intentionality and planning physical and virtual spaces to facilitate teaching and learning with media projects; the roles and responsibilities of media creation support professionals; and the importance of relationships in supporting student-created media, research and documentation, and media project scholarship. He describes media assignment development support and project genre considerations; classroom outreach, media equipment, software, computing aspects, and capture spaces, as well as virtual and site-based media creation support services; case studies of a public service announcement, video investigation, documentary-style digital story, personal narrative digital story, and video investigation and solutions modeling; and approaches for bringing visibility to media projects and related media creation support programs, instructor professional development, media support program assessment, and future directions for support services. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
This book will guide librarians, learning technologists, and their faculty partners in designing assignments for authentic learning and supporting students in multimedia production.
Foreword by Renee Hobbs
This book will guide librarians, learning technologists, and their faculty partners in designing assignments for authentic learning and supporting students in multimedia production.
Reinforcing the ACRL Framework’s calls for information creation in a range of formats, a 2020 LinkedIn survey rated “video production” as a top 10 skill sought by employers. Your library has an opportunity to partner with faculty to foster student-created media, which can be the perfect showcase for students’ ideas, research, subject knowledge, and media literacy skill set development. Building on his work supporting student media projects for more than 400 courses, Spicer walks you through
- 5 case studies complete with learning objectives, student feedback, extracurricular views, and more, plus approaches to media creation workshops from four universities;
- 21 questions to guide assignment development consultations with faculty;
- an overview of common genres such as documentary, video investigation, and personal narrative, with pointers on when to use them;
- applying the 7 steps of digital storytelling;
- topics to cover when presenting the assignment to a class;
- recommended media creation equipment for circulation;
- the benefits of sharing student work on streaming platforms;
- developing effective individualized student media creation support services, either in-person or virtually;
- ways to showcase student work in online galleries; and
- examples of the enduring impact of student media projects.
