Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement.
The role of the school librarian (SL) is evolving to better meet the needs of a school in an increasingly digital learning environment. This case study research of an exemplary district level library program explores what is currently working by examining the valued competencies of SLs and contextual factors that enable strong library programs in 1:1 device settings. The findings suggest that SLs are expected to be change agents, relationship builders, curriculum developers, and creators of virtual library services. Critical contextual factors are district buy-in, rebranding, and an integrated approach to library services. The findings could inform curricular improvements for educator preparation programs and professional developers as well as increase SLs’ understanding of how they can strengthen their own practice and raise administrators’ awareness of the powerful ways they can support the school community.
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