Lucy Santos Green

A Case Study: The Role of Student-Generated Vidcasts in K–12 Language Learner Academic Language and Content Acquisition

Abstract The purpose of this study was to explore the integration of vidcasts as student-generated products in English as a second language (ESL) classrooms. We collected qualitative data through observations, student artifacts, and semistructured interviews from 16 reading students at a public middle school located in the southwestern United States. Study findings indicate that collaboration on development of vidcasts contributes to student linguistic development by promoting negotiation of meaning, and this activity further enriches learning when students rotate roles and responsibilities. This study also found that students needed to participate in several production and feedback cycles to develop audience awareness. Therefore, products of student thinking should mimic tools used by real-world experts. Finally, students highly value creative freedom and, when given the opportunity, draw from a variety of skills and talents to create unique representations of learning.

Collaborative Models for Librarian and Teacher Partnerships

As part of educational reforms, educators are increasingly expected to gather and interpret data, implement initiatives, and analyze outcomes. Practitioner research offers a framework for conducting school-based inquiry; consequently, it can be an instrumental part of educational change. Due to its focus on local contexts, collective knowledge, and critical reflection, practitioner research can foster collaboration between school librarians and classroom teachers. This chapter explicates the core features of practitioner research and discusses new findings from a three-year study of digital literacy conducted by a high school librarian and an English teacher.