Creating a Video
Creating a Video
Embedded Files
I created a book talk video to promote a book I recommended. Videos are a great versatile technology tool for teachers, librarians, and students. They can be used as a tool to teach part of a lesson, a tool to reference at any point, or a tool for communication on any topic, subject, idea, or thought.
I created a book talk video to promote a book I recommended. Videos are a great versatile technology tool for teachers, librarians, and students. They can be used as a tool to teach part of a lesson, a tool to reference at any point, or a tool for communication on any topic, subject, idea, or thought.
I started off by selecting my book and writing a script. Then I made the script very large and propped my phone up against my laptop screen and hit record. I divided my script so that each paragraph would be a new video clip. This allowed me to mess up and not have to re-record the entire book talk over, only the small section.
I chose to use the online application, CapCut. I had never used it previously, but many people on social media use it to create small videos. CapCut has a similar interface to Canva which made the learning curve smaller.
Learning how to add video clips was easy. I did have to work around the audio as CapCut did not have audio files that I was looking for, such as a boat horn sound. For this, I went to YouTube and found what I needed. I used the MAC Voice Memos application to record the sound I needed. It was not the ideal way to record, but I would set the Voice Memos to record and then played the YouTube video. I then sent the file to my phone, which I then sent back to my computer as a saved file. Voice Memos did not have an option to save directly from the app that I could find, but it did allow the voice memo to be sent through messages. I'm sure there was a better way to do this.
CapCut had options for transitions between videos and even allowed me to split a video clip so I could add Belle singing which was really helpful or I would have had to re-record that clip.
The only thing I did not like about CapCut was, unless your video was already trimmed to be where you wanted it to exactly start, it was very hard to adjust the video. If you wanted a little off the end you could slide the bar and it would work, but if you wanted a little off the front it would take the time off the end.
I ran into the biggest trouble with adding captions. CapCut allows you to create AI generated captions that you can edit after. It allowed me to download the video at least three times before it stopped me. AI generated captions are a CapCut Pro feature which at the time I did not realize, so I ended up manually entering in all the captions and removing the AI generated ones and I was finally able to download the video again.
Classroom Use
Classroom Use
For students, I would assign a video project for either Middle or High School. Elementary could produce a video with a simple application like Do Ink, but I think with older students they could really apply themselves to the editing process and make the video to match their personalities. This project could be in conjunction with an English class to talk about a book they read, a History class to discuss an event or themes of events, a Science class to explain a scientific process, an Art class to discuss their work, process, or inspiration, a Math class to explain a math model and how they figure it out, or a library class to explain Copyright, Fair Use, and Ethical Uses of Information.
New Skills Learned:
Breaking down a topic or idea to create a script with precise information to keep videos as short as possible. (Larger videos equal larger files sizes)
Editing (written and visual)
Applying visual elements to express a point, information, or idea.
Reinforced Skills:
Oral speaking
Reinforced knowledge of the topic
Copyright, Fair Use, Ethical Uses of Information
Student objective will be able to explain a knowledge topic by creating a video that demonstrates their understanding of the topic while following Copyright, Fair Use, and Ethical Uses of Information rules and guidelines.
Differentiated Lesson Plans:
Students could work in pairs or groups decided by the teacher or librarian
Extra time could be given for students if they are not knowledgeable in the video process
In-class time could be given to video production so the teacher and librarian could assist with technical issues
Different video editing programs could be used depending on student technology skill level
Teacher and / or librarian could assist in the recording process if students do not have access to technology outside of the classroom
Materials need for video production can be provided
Video time limits can be specified
List of key points that need to be included can be provided
A step-by-step checklist on how to make a video can be provided
Assessment would be based on a rubric. The rubric would include how proficient the student is in explaining their topic, if the student followed Copyright, Fair Use, and Ethical Uses of Information, and if the student included any aspects of the video process that the librarian and teacher agreed should be included. Creativity of the video is up to the student, but the main points that are expected would be placed in the rubric. The rubric would set expectations for the project which students would be able to reference throughout.
MSLA Information Literacy Skills with MA Technology and AASL Standards
While my example is a specific project, this assignment can be adapted for different grade levels, and can be connected to numerous MSLA Information Literacy Skills.MSLA Information Literacy Skills with MA Technology and AASL Standards
Grades Pre-K – 4
Grades Pre-K – 4
2.2 Explain the importance of giving credit to media creators when using their work in student projects.
2.3 Explain Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects.
3.1 Locate, download, and organize content from digital media collections for specific purposes, citing sources.
3.4 Use a variety of age-appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas.
Grades 5–8
Grades 5–8
2.1 Explain ethical issues related to privacy, plagiarism, spam, viruses, hacking, and file sharing.
2.3 Explain fair use guidelines for using copyrighted materials (e.g., images, music, video, text) in school projects.
3.3 Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments.
3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources.
Grades 9–12
Grades 9–12
1.33 Use a variety of applications to plan, create, and edit multimedia products (e.g. slide presentations, videos, animations, simulations, podcasts).
2.1 Demonstrate compliance with the school’s Acceptable Use Policy.
2.3 Explain laws restricting the use of copyrighted materials.
2.5 Write correct in-text citations and reference lists for text and images gathered from electronic sources.
3.6 Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, Web sites, podcasts, blogs), citing sources.
3.7 Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media.
TOOLS: I used the free version of CapCut, iPhone for recording, YouTube for video and audio clips, MAC Voice Memos, and MyBib for citations.
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