This Spring I joined a group of 20+ educators from around Alaska for COVID-19 Podcasting & Digital Storytelling: Culturally Responsive and Social Emotional Best Practices, a virtual professional learning course offered by See Stories. I’ve been exploring the technical aspects of creating podcasts and telling stories, with an eye towards supporting teens as creators, as well as how to engage youth with social emotional learning. The course has provided a great opportunity to learn from other educators/learners and excellent instructors as well as a “moment” to reflect on what I consider valuable aspects of my work with youth and families in the public library.
I have been thinking about audio and oral storytelling more over the last year as I developed and hosted Radio Storytime in response to the COVID-19 pandemic. Families and whole communities have a rich tradition of oral storytelling in Alaska and discussions within the course included how to foster those culturally important skills among youth. Podcasts and other digital storytelling platforms can offer opportunities for teens to be both the creator (storyteller, director, interviewer) and consumer (listener, reader, viewer), unlike what they might experience with other formats, books for example, where the roles are more static.
The beauty of podcasting and digital storytelling with teens, and this course’s focus in particular, is that it supports the key principles behind creative learning, grounds media literacy in social emotional learning and cultural identity, and gives youth tools and platforms to express their own ideas in meaningful ways, all ideas I think a lot about. The ultimate goal of the course is to incorporate podcasting into our work with teens, but for now each of us is learning the skills we’ll share with teens by creating our own podcasts. I have loved the time to explore how podcasts are made and the excuse to have deeper conversations about media literacy and youth, both of which this course offered me.
For my first foray into podcasting, I interviewed women with different perspectives of media literacy, learning and youth. Here is the first episode of my multi-part podcasting experiment in which I talk with friend and colleague Lisa Guernsey who is the director of the Teaching, Learning, & Tech program and senior advisor to the Early & Elementary Education Policy program at New America. From her role in national conversations about learning in a connected world, Lisa has a bird’s eye view of media literacy and youth.
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Media Literacy and the Art of Storytelling: Episode 01 with Lisa Guernsey
As part of #CSedWeek 2018, I included activities (and grownup tips) that support Computational Thinking (CT) skills in my storytimes. One of these activities was feltboard programming.
I first tried feltboard programming about a year ago and I continue to tweak the activity here and there depending on the group, the topic and the context. This week I found myself gravitating towards a lot of snow books, despite the warm weather. Maybe it’s wishful thinking. To go along with those books, I decided to have kids help me make an algorithm for building a snowman.
Here are the books I shared:
The Snowy Day (Viking Press, 1962) by Ezra Jack Keats
Snowballs (HMH Books for Young Readers, 1999) by Lois Ehlert
Froggy Gets Dressed (Puffin Books, 1994) by Jonathan London (author) and Frank Remkiewicz (Illustrator) or Ten in the Sled (Sterling Books, 2010) by Kim Norman (author) and Liza Woodruff (illustrator)
I prefaced the feltboard algorithm activity by telling the kids that I forgot how to build a snowman. I then explained that I needed their help to know how to build one. When it finally snows again, I want to be ready, even if they are not around to help me. What follows is the process I used with the kids to create a feltboard snowman.
I have two feltboards so I used one for the “algorithm” and one to actually build the felt snowman using the algorithm. I made image cards that acted as symbols for the different parts of the snowman. (I only made cards, or blocks, for the actual objects. We talked a lot about where the objects should go as we applied the algorithm to the building process.) Before storytime, I had organized the cards on one felt board so kids could see what parts they had to work with. I told them they did not have to use all of the “blocks” (cards) and that they could choose where the objects were placed and the order in which we added them.
I told grownups that this type of programming was similar to the coding older kids would be doing later in two different CSedWeek programs: <HPLCode> Unusual Discovery using CS First and Scratch or <HPLCode> byte sized using ScratchJr.
Next, we built the algorithm. To get things started, I asked the kids what we part we should add first and everyone wanted to begin with the body by having me move 3 snowball cards. Note: We read Snowballs before this activity and talked a lot about the parts of the snow people, whose bodies are all made up of 3 snowballs. Looking at the materials Ehlert uses, and the body parts she includes, was useful for this activity and the art project kids worked on after stories.
We built the algorithm from top to bottom, acknowledging that this how we read and write in English. Kids articulated what they wanted to add and in the order they chose. I moved the cards from the board above to the board pictured below, as they made decisions, because I wanted them to use words to describe what they were referencing; all the while practicing turn-taking and compromising, or at least considering others’ suggestions. Here is the algorithm they helped me make.
And here is the snowman we built based on the algorithm. Different kids took turns adding the different felt pieces after we talked about what would come next and where the object was supposed to go. This activity and process emphasized the sequence,.an important concept in CT, literacy and math.
When the first child went to put a felt piece on the board, she wanted to put the first snowball on top, instead of on the bottom, to reflect the order we created with the cards. So obvious, right? Some preschoolers think this way and some are able to think more abstractly. It’s all ok and we move gently through this process, keeping it fun.
We talked a bit about gravity as a group- what would happen if we tried to put the first snowball on the top (in mid air). As a group we figured out that the first ball has to go on the bottom to give support for the others. What I love about practicing this process in storytime is that we already figure out the names of letters, how things work, what to read next, etc. as a group so we did this as a group. I emphasize that it is ok to try, even if what happens is not the intended outcome. If it doesn’t work, we just try again. That’s what happened here.
Below is what a child made later while I was busy helping families with the craft. She wanted to practice making an algorithm based on the felt snowman we built. It’s fascinating to see how kids think. It’s a great example of the CT skill decomposition in action.
I don’t expect every kid to get new concepts or skills right away so we’ll try this again and continue to talk about sequences, patterns, and all things CT, early literacy, math and more.
And here are a couple examples from the art project! I gave kids a bunch of materials and challenged them to create a snowman or snow creature out of them. Some built snowmen out of three blocks of foam with lots of accessories and appendages and some went this route, using the foam blocks as stand for the snowman pieces. I think the kids found this project so much easier to dive into than the adults…
This kind of art activity, open-ended but with a design challenge, gets kids thinking about the process, and sequences, in a creative way. There were a lot of proud artists leaving the library today.
Throughout the week, I have this display (below) in the kids library (for ages 0-12) so families can consider how they might support CT skills with their kids, small and big, at home.
For the past several years I have been offering a special coding program (as part of the worldwide Hour of Code event) or another learning experience that supports Computational Thinking (CT). Why libraries? Kids and teens need CT skills, along with traditional literacy skills, to be able to effectively communicate and express themselves in the Digital Age.
It’s Media Literacy Week (November 5-9)! How are you helping youth in your community learn how to access, analyze, evaluate, COMMUNICATE and CREATE using a variety of media formats?
Two high school girls from my community are in the process of applying for NCWIT’s annual Aspirations Award. The award “honors women in grades 9 through 12 who are active and interested in computing and technology, and encourages them to pursue their passions.” Many young women, from all 50 states and US Territories, apply each year so two might not seem remarkable. But, in my community it is another step in the right direction.
While not new, the fact that women are underrepresented in the tech world and STEM professions, especially in leadership roles, still persists. In rural communities, jobs in tech-related fields, and many types of STEM professions, seem out of reach or are never introduced as an option, especially to girls. At my library and many others, girls are often out numbered by boys in maker programs, LEGO clubs, and robotics teams. The goal of these programs is to provide access to learning opportunities that introduce and strengthen Computational Thinking (CT) skills and computer science knowledge, yet a significant number of kids are still missing from the picture. Populations of kids still think these programs, and the associated skills, are for others. How much do we really talk with kids and teens, including girls, about the important role computer science now plays in business, government, and our/their personal lives, beyond “screen time?”
Makers2Mentors, our Libraries Ready to Code project, aimed to change that. What if kids and teens in our community had new opportunities to become comfortable not just using digital media on a superficial level, but digging deeper to understand how computers work and using digital tools to express themselves and make their voices heard?
Over time I have connected the idea of learning how to code to learning how a book works. If we teach young children the fundamental concepts that will later fuel them as readers and writers, which we do in storytime and in other experiences, why can’t we prepare kids and teens to control digital information, creating and manipulating the medium, just as authors and creators have done with paper formats?
One of the goals we set for the Makers2Mentors project was to provide CT and CS learning experiences specifically for girls. We want more girls to learn CT and CS skills, and be prepared to think critically about information in all its forms, so we wanted to encourage their participating in all of the M2M programs. I also recognized that I needed to reach out to girls in targeted ways. In some cases, this meant integrating CS and CT into traditional library programs like storytime to reach girls before extreme gender stereotypes about STEM get a foot hold. I also led a coding program for girls and their moms (or grandmothers, aunts, grown-up female friends), partnered with the local Girl Scouts to provide a girl scout overnight for area troops featuring robotics and CT activities, and hosted a camp for girls, led by visiting CS college students, that introduced girls to new skills as they explored computer hardware and software.
Reaching underrepresented populations requires creativity and doing things differently. Obviously, if a group isn’t coming to the current programs or using the library space now, something needs to change. New partnerships, unique program designs and flexibility are essential. Sometimes opportunities to provide learning experiences come in unexpected ways.
Girls and their families are excited about making a space for girls’ voices in the digital world, even those from a faraway place like Homer, Alaska.
Key to the success of many of the M2M programs was the empowerment of teen mentors who helped fill leadership gaps often found in small communities like mine. Many of these mentors were girls, and in fact, several of the girls who acted as mentors became interested in learning about CT/CS as they mentored. They got involved not because of their tech experience, but because they like mentoring. So, I capitalized on their valuable leadership skills and ended up providing CT/CS training sessions that became ‘programs’ in and of themselves. They learned about CT and CS and helped other girls (and boys) gain new skills also. Over the course of the year long grant period, more girls were interested in both the girl specific programs and general events.
Here are some images highlighting girls in the library’s M2M programs.
Using a short video about Empreror Penguins in Preschool Storytime
Who should take the survey?
Someone from each library who is able to answer questions regarding your library’s use of new media with young children. That person may be a children’s librarian, manager, director, or other staff member. The information you provide will be kept confidential and no identifiable information will be used in published findings.
What is new media?
New media is defined in the survey as: tablets (including iPads, Nabi, LeapPad), combination eReader/tablet (e.g., Kindle Fire), digital recording device (digital camera, Flip Video, GoPro), MP3 players, Projectors, AWE or Hatch stations, tangible tech (e.g., Makey Makeys, Osmo, Squishy Circuits), programmable tech (e.g., Beebots, Code-a-pillar, Cubetto), and computers of any kind.
Why should you take the survey?
Libraries continue to be at the cutting edge of incorporating different kinds of new media devices into their branches and programming, and we are examining the changing map of this landscape across the United States. We want to hear how you share technology with young children and their caregivers, your attitudes about that, and any evaluation you do of new media for young children and their caregivers. Your input will be useful for guiding future research and professional development.