How To Use Screencasts, Instagram and Flipagram

🔺🔺🔺MY INSTAGRAM FEED HERE🔺🔺🔺

Created with Screencast-o-matic

Created with Adobe Spark 

Instagram and Flipagram

Both Instagram and Flipagram were very hands on and fun ways to showcase student work. For activities in a Spanish classroom, like mine, where students have the opportunity to work on realia, there is hardly a better way to share their creations with them and their parents.  As the curator of those feeds, taking a picture or short video does not feel like an involved process, so I am more likely to take a quick moment to share out at the drop of a hat.

Both Instagram and Flipagram can also be used by the students to submit work, share things they find interesting pertaining to the class, or to play a cultural and linguistic scavenger hunt around the city, taking and sharing pictures of Spanish words they encounter every day in their lives.

These two tools cannot be used without some element of risk for misuse.  When working with middle school students this a risk educators must sometimes take , but if expectations are set for their proper use, and consequences given for their misuse, the learning benefits will outweigh the risk.

Screencasts

Screencast-o-Matic

Using Screencast-o-Matic was extremely intuitive and simple.  The steps were clear and the on-screen buttons were easily accessible.  Downloading and saving the screen-cast video was as simple as saving a Word document.  Retrieving it was also uncomplicated.  Using screen-casts in any class can be a powerful  tool.  It helps to archive lessons, to record them for flipped lessons, to give extra help to students with certain learning disabilities, to provide instruction for students who are absent, and the list goes on.

Being able to go about using a website in real time and simply recording as we go made it appealing to me.  There was no need to set up anything, making it a tools that I would definitely consider using in my Spanish class.

Adobe Spark

Adobe spark was both easy and not easy to use.  It was great to be able to record and erase audio recordings with a simple click of a button.  I could pace myself better and if I made a mistake when narrating I could easily delete the audio and start again.  Once I had all my images saved and added, the recording process was a breeze.

The process of having to screenshot the iPad on which I was working was not as simple.  Sometimes I had to consider that I would have to give very explicit explanations of what I wanted the students to do, and I had to go back to the website, in this case Quizlet, and take a screenshot again, making sure I could see the buttons that I would instruct students to click on.

For different purposes both Screencast-o-Matic and Adobe Spark would be great tools in a foreign language class like mine.  As a librarian this is something I would be very excited about, to share with both teachers and students.

Jing

The last tool, Jing, was not a tool that I was able to use.  On my computer running Windows 10, downloading the programming was not successful.  I did go online to find how it was used, but the tutorials alone told me that getting familiar with the program would be challenging.  Perhaps with enough time to try and learn it would be a worthy tool, but at this moment, the technology was not as user friendly as both Adobe Spark and Screencast-o-Matic.

Of all the screencasting tools I used or tried to use, Screencast-o-Matic is the one I like best and that I would use in the future in the class and as a librarian. 

Infographic

Libraries Using Facebook Pages

In the age of digital tech Facebook may seem/feel outdated, but in reality the platform is still the best way for libraries to promote themselves.  Community outreach is the goal and posting on Facebook can help libraries and librarians achieve it.  

Browsing social media to see what public and school libraries around the country are doing on Facebook, I did not find anything that stood out as particularly innovative but that may simply be the nature of the platform.

Several Facebook pages had posts about upcoming community and library events; some school libraries posted notices about bringing in overdue books as well as early closing days.  Other libraries shared pictures of recent events, patrons and items created by patrons at their events.  They were entertaining and could encourage people to join in future events.

While there was little audience engagement in the form of few likes, it does not mean that the posts did not reach intended audiences.

Having a Facebook page is advantageous because the platform is easy to navigate for most people.  It also allows you to browse previous posts by simply scrolling down.  A person can read the majority of the post if it's not too long, without having to click on a link, and the accompanying picture is visible from the feed as well.

I would have to say that one major drawback to Facebook is that its does not appeal to most young people.  Instagram and Twitter are more widely used by younger patrons, and so the library is not getting as much exposure as it may want.

This is the Facebook Page I have created for my own library

https://www.facebook.com/La-Biblioteca-Library-126245314692761/

Blogs and Blog Reader

I admit that I am not blog reader. I do find myself reading some every so often, especially when I must read them for a class.  I had to research what a blog reader was, and I came across a site that listed some of the best ones.  I chose to use Feedly to follow several blogs because it's a good one for customizing my blog feed, but there are others for those who are more serious bloggers.  As time goes on and I get more adept to checking the blogs, I may decide to use another blog reader.

I am currently following more than five blogs, but these are the ones I will discuss today:

http://blogs.loc.gov/loc - The Library of Congress is the largest library in the world and provides access to their resources in person and online.  They curate articles on matters libraries, society and history amongst other.  I chose to follow them because I want access to their vast resources.

http://yalsa.ala.org/blog/ - YALSA support libraries and their staff in an effort to empower teen learners through education.  I have been teaching teens for seven years and believe that they are not simply overgrown kids; they need to have resources tailored specifically to the way they learn and develop.  I chose to follow YALSA to continue learning how to best serve my teen students.

http://letterstoayounglibrarian.blogspot.com/ - This blog belongs to an experienced librarian who gives advice on the trade to novice librarians.  I follow this blog because I get input about the realities of the being a librarian, beyond what we learn in our courses.

http://themwordblog.blogspot.com/ - This blog posts information about marketing news and trends for libraries, it also offers other content related to media literacy.  I chose to follow it because I want tools and advice that will help me advocate for our library.

http://www.librarystuff.net/ - Library Stuff is a blog dedicated for resources to keeping current and continuing professional development.  Articles and other content are archived and can also be browsed through 'tags' that work as keywords.  I follow this blog because I found the tags to be a user friendly way to retrieve articles.

New Tumblr account

Here's a link to my Tumblr account

https://www.tumblr.com/blog/marissadotacosta 

Textbook Reflections 6-9

Literary Elements

Antagonist:  Character who stands against the main character (protagonist). Usually seen as the “bad guy”.

Character:  Any person, animal or figure who is represented in works of literature.

Conflict:  The opposition that the main character must face in order to achieve their goal.

Mood:  Element that evokes certain feelings in the reader through words or descriptions.  Depends on the reader.

Tone:  Attitude of the writer towards the characters or the readers.  Usually conveyed through the choice of words or viewpoint.

Plot:  Describes the events that make up the main part of the story

Protagonist:  The central character in literary works.  Usually known as the hero to the readers.

Setting: In literature, the time and date a story takes place.  Can include details about the weather and immediate surroundings.

Theme:  The central idea in a work of literature.

Literary Devices

Allegory:  story in which a symbolic meaning is conveyed through characters and plots.

Allusion:  An indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance

Archetype:   typical character, an action or a situation that seems to represent such universal patterns of human nature.

Deus ex machina:  The introduction of an unexpected character to solve an intractable problem.

Hyperbole:  Exaggeration of ideas for the sake of emphasis.

Imagery:  use figurative language to represent objects, actions and ideas in such a way that it appeals to our physical sense

Metaphor:  figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics.

Motif:  an image, sound, action or other figures that have a symbolic significance and contributes toward the development of theme.

Point of view:  The mode of narration that an author employs to let the readers “hear” and “see” what takes place in literary work.

Simile:  An explicit comparison between two unlike things through the use of connecting words, usually “like” or “as.

Symbolism:   To imbue objects with a certain meaning that is different from their original meaning or function.  Often used to convey deeper meaning.


Poetry

A format of literature found in many genres.

Children prefer narrative poetry because it tells a story.

Poetry should create imagery.

Does not need to be made childish for child’s enjoyment.

Should be interactive.

Repeated reading of the poem is important.

Historical Fiction

Any story set in the past.

History might be different based on the age of the reader.

Offer the reader the opportunity to live vicariously as they explore what it’s like to be alive during a previous time and place.

Does the author blend the story and the history well?

Are the period facts accurate?

How are the values of the time brought to life?

Is there consistency within the social setting?

Can contemporary readers relate to the theme?

Textbook Reflections 1-5

Why do we share literature with children?

Beyond the very obvious reason of doing so for entertainment or to learn new things, sharing literature with children is a way to enrich many aspects of their lives.  In their academic futures, reading is an essential skill that will be needed regardless of how far they decide to go in academia. Many school aged children struggle with reading and reading comprehension, but by reading to them, and with them, we guide them down the path of becoming lifelong readers.

Reading is also a way to transmit culture.  They get to experience a someone else’s reality, and along the way this fosters the development of empathy.

Children might also seem themselves in the characters they read about.  When a story has a main character who overcomes adversity, the reader realizes that they are not alone and that others have been able to overcome,as can they.

Imagination is a crucial skill.  Many of the best innovations have been created by people who were able to visualize future needs.

Division of Young People’s Literature

Children's literature (0-8 years old)

Wordless picture books
Easy readers
Illustrated picture books
Early chapter books.

Middle Grade/Tweens- ages 8-12 years old:

not to be confused with middle school books.

Middle school is often confused with middle grade books.  These books can deal with romance, schools issues, and some can deal with tougher issues of children who are older than the middle grade.

Young Adult (13-18 years old)

This literature can deal with very serious issues of sex, relationships, and other mature topics, usually with language that would not be found in middle school books.

New Adults (18-30 years old)

Cutting edge fiction that appeals to a young audience.
Usually purchased by adults.
Deal with recent high school graduates, leaving home for the first time and experiencing first major relationship.
Dealing with adult issues without parental supervision

Middle school is not a literature category but a group of students who usually have a hard time finding material that they want to read, and usually want to read YA.  Kids want to read up, but we have to be careful in what we recommend to them.


Genres and Formats: They Might Not Be What You Think

There is fiction and nonfiction; everything else is a subgenre.

Fiction branches out to realism and fantasy

Realism branches out further to be historical or realistic

Realistic can be modern or contemporary

Fantasy can be modern or traditional

There are countless subdivisions beyond, such as different levels of fantasy and science fiction, and it is determined by how much the fantasy or sci-fi plays a role in the story.

Non-fiction likewise can be subdivided into many subcategories, beginning with Informational.

Subject are not genres.  Terms such as chick lit, mystery, horror, and dystopia to name a few, are not genres although the often are confused.

Formats are ways in which the material is presented.  We should let students know that different genres can be found in various formats such as graphic novel, poetry, novels, and picture books.

Genrefying a library can lead to problems of books that fit into many different categories, or having people look for books in a section that is labeled for particular genders.

What is Young Adult Literature?

These are stories in which the main character is a young person, and they are facing issues related to changes as they are growing up.  I find that for most of these books, the language used is very authentic and feels like a young person is speaking.  Throughout these novels the character experiences some form of mental or emotional growth.

How do Adolescents Develop?

In order to match books to readers, we must know how they develop and grow.

They can develop:

Intellectually

Children develop from concrete to abstract at around the age of 10.

We can recommend books based on how well students can comprehend abstract thoughts.

Morally

Preconventional level of morality
Reward or punishment?  Does it determine your actions?
Conventional level of morality
Rules/law  are followed
Postconventional morality
Awareness of the law, but they may be violated if they are not morally right

Physically

Am I normal?
When will I look different?

As Readers

Develops empathy

Unconscious delight
Serial reading

Autobiographical reading
Reading to see yourself in the characters
To validate your own life
Reading for vicarious experience
Reading to experience a different reality

Reading for Philosophical Speculation
Asking morals and values questions
Can happen in non-fiction too

Reading for aesthetic experiences

Reading for the joy of the experience
How does the author make you feel about the characters?


Developmental Stages

Moving from childhood to adulthood.
Developing relationships with the opposite sex in non-sexual ways
Changing relationship with parents
Defining their own morals and values
Growing into their own bodies
Defining their own appropriate sex roles