Selecting Videos for the Library
From "Fifteen Reasons to Use Television Programs to Support Print Literacy" by Faith Rogow, Ph.D
http://www.njn.net/education/digitalclassroom/15reasons.html
4. VIDEO ATTRACTS STUDENTS TO BOOKS
The notion that if you show a student a video or film they won’t read the text only holds true when students are being asked to read things that don’t really interest them. When a film or TV show is popular, the sales of the book version of that film skyrocket. When Reading Rainbow features a book, kids flock to libraries to borrow that book * even reluctant readers.
7. VIDEO BUILDS CONFIDENCE AS IT HELPS READERS IDENTIFY LITERARY CONCEPTS Kids who can tell you what their favorite superhero would or wouldn’t do in a given situation understand the concept of character. To a child who knows they have already mastered the concept, it seems much less daunting to apply the concept to print than a child who thinks they don’t even get the idea. Other literary features that viewers learn easily from video include setting and point of view.
10. VIDEO CAN EXPAND VOCABULARY
Although standard children’s TV fare uses a very limited range of words and can actually inhibit vocabulary development, well-designed educational programs (like the ones in PBS’ Ready to Learn schedule) are specifically designed to use language that viewers can understand while introducing just enough new words to challenge the learner and help increase their verbal repertoire.
About Dr. Faith Rogow
In more than twenty years as a media educator, Dr. Faith Rogow has trained thousands of teachers, students, child care professionals, and parents to understand and harness the power of media. She is the founding national President of the Alliance for a Media Literate America (www.AMLAinfo.org), the nation's premier membership organization for media literacy practitioners and advocates. As a consultant Rogow has developed educational materials for PBS' Ready to Learn Service, Sesame Street, Teletubbies, Puzzle Place, Theodore Tugboat, as well as for Frontline and POV. A renowned trainer and frequent keynote speaker, Rogow specializes in bridging the gaps between research and practice.
Book excerpts -
Donavin, Denise Perry, editor. "American Library Association Best of the Best for Children: Books, Magazines, Videos, Audio, Software, Toys, Travel." New York: Random House, 1992 (page 146). We present here more than a selective list of entertaining and educational videos. Here is the chance for children to gain "video literacy" by observing a range of production techniques, from live action to animation of all sorts. Through conversations about the videos, children can also learn how to watch, assess, and interpret - that is, how to think while viewing - and most of all, how to make connections with other experiences, including reading.
Boyle, Virginia A (compiled). "Facets Non-Violent, Non-Sexist Children's Video Guide." Chicago: Facets Multimedia, Inc./Academy Chicago Publishers, 1996 (page ii)....As often as possible, watch television and video with children. Actively entering the world of your child's television and video viewing buffers the impact of what they see and helps children to develop articulation skills and storytelling abilities. Discussing videos with children can also help them verbalize feelings, and boost their self esteem. Video can expand children's horizons, increase their awareness of the outside world and provide them with positive role-models outside the family. It can become a vehicle for improving parent/child communications.
Websites:
MediaLiteracy.com - Teaching English & Language Arts http://www1.medialiteracy.com/teaching_english.jsp
MediaLiteracy.com - Tour for Teachers and Educators http://www1.medialiteracy.com/tour_teacher.jsp?who=teacher
Resources for Selecting Videos
Booklist -Media - http://www.booklistonline.com/default.aspx?page=media
School Library Journal -Multimedia http://www.schoollibraryjournal.com/community/Multimedia/47072.html
Current Video/DVD reviews -http://www.schoollibraryjournal.com/article/CA6367348.html
Video Librarian: The Video Review Magazine for Libraries - http://www.videolibrarian.com
ALA | Current Notable Children's Videos http://www.ala.org/ala/alsc/awardsscholarships/childrensnotable/notablecvidlist/currentnotable.htm
Coalition for Quality Children's Media - http://www.kidsfirst.org
Video Selection Policies
Alabama Public Library Service Video Selection Policy, as noted in the 1991 ABC-CLIO book, "Video Policies and Procedures for Libraries," by James C. Scholz, states the following (p. 85):
9. Children's Films
The importance of the visual experience in the lives of children is recognized by the Alabama Public Library Service. Also recognized is the responsibility to select, circulate, and program films that make a contribution to the full maturing of the child. A film with children as the intended audience must possess and demonstrate respect for the child's intelligence, taste, and integrity. It should contribute positively to the child's self-image and expanding awareness, and stimulate the child's senses and imagination. The film should leave the child with increased understanding and joy in life and things in his world.
Media Center Materials Selection Policy - Bowling Green Area Schools http://www.bgcs.k12.oh.us/resource/selection2.html
(excerpt - slightly edited)
Multi-media - Multimedia materials may include projected visuals and audio materials on DVD, VHS, CD’s, cassettes, sound chips, and other non-print formats. These materials will be selected using the same criteria outlined above <http://www.bgcs.k12.oh.us/resource/selection2.html#criteria>, and will be examined by professional staff to the extent necessary to apply selection criteria. As with all supplemental instructional materials, multimedia materials should be used as tools to enhance the standard adopted curriculum.
Library Collection Development Policy - Sedro-Woolley School District, WA http://www.swsd.k12.wa.us/ct/lib/policy/coldev.htm
(excerpt)
Films and Videos:
* should reflect non-stereotyped and multicultural points of view.
* should be in alignment with the curriculum.
* should have a teacher's guide and/or classroom activities.