In LS5633: The Art of Storytelling graduate student candidates use digital tools to create and disseminate advocacy stories. They base their stories on ALA and other competences. They also increase their expertise in communicating library values to stakeholders and use social networking venues to seek feedback from authentic audiences. Presenters will discuss the tool choices for digital storytelling and how they are used in this class.

1. Using All of the Tools
in the Social Media Toolbox
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Beyond Traditional Online Education
ALISE Distance Education SIG
Judi Moreillon, Assistant Professor
and Ruth Nicole Hall, Doctoral Student
School of Library and Information Studies
Texas Woman’s University
Denton, Texas
January 2014

2. QR Code created with Unitag
https://ls5633.wikispaces.com/Digital_Advocacy_Stories
Assignment: Digital Advocacy Storytelling
Digital Advocacy Stories: A Pedagogical Tool for
Communicating and Strengthening Library Values
JELIS, Vol. 55, No.1

3. What is
digital storytelling?
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Digital storytelling involves combining three
or more of these elements: voice, music,
still or video images, text, and technology
tools to tell a story. Unlike a face-to-face
oral story where the teller is present, a
digital story is intended to be shared
asynchronously.
Digital storytelling is a ideal venue for
advocacy.

4. Our 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)


5. Assignment Process

6. Evaluating a Digital Advocacy
Story
 Using
the rubric to evaluate an example
 Vision-building
Story: “Coteachers: Step
Out of the Box - Together”

Rubric available at:
http://ls5633.wikispaces.com/Digital_Advocacy_Stories

Sample story at: http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

7. Initial Steps
 Passion
and values based on
professional competencies discussion in
Blackboard
 Posted
meme (slogan), one-sentence
theme, and social media dissemination
plan
 Individual
 Drafted
feedback from instructor
their story

8. Recommended Tools for
Storyboarding
 Bubbl.us
 Cacoo
 Mind42
 Mindomo
 Padlet
 Popplet

Linked from
http://ls5633.wikispaces.com/Digital_Advocacy_Stories

9. Digital Storyboarding
ALSC Competencies: Family Literacy Programming

10. Digital Storyboarding
AASL Competencies: School Library Programming

11. Recommended Tools
for Digital Story Production
 Animoto
 Go!Animate
 iMovie
(software)
 MovieMaker (software)
 Pinnacle (app)
 Storybird
 VoiceThread

Linked from:
http://ls5633.wikispaces.com/Digital_Advocacy_Stories

12. Social Media
Toolbox

13. Social Media
Toolbox

14. Digital Storytelling
Advocacy, Memes, and Messages

15. Digital Storytelling
Advocacy, Memes, and Messages

16. Recommended Tools
for Digital Story Reflection
Fotobabble
Mybrainshark
Prezi
Voki
VoiceThread
Yodio
Linked
from:
http://ls5633.wikispaces.com/Digital_Storytelling

17. Digital Reflections

18. Post-assignment
Which part(s) of the process of
Survey
participating in A.2.3 helped you solidify your
library/education value? Choose as many as appropriate.
Online Discussions
Developing the Story
Seeking Feedback
Revising the Story
Reflecting on the Story
50%
65%
40%
25%
50%
As a result of participating in this assignment, the value
I selected:
Strengthened
60%

19. What We Learned

Instructor feedback essential early in the
process

Authentic use of social media but receiving
critical feedback from targeted audiences
problematic

Passion connected with values

20. 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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