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Lit and Liked: Using Social Media for Book Reviews and Reader Engagement

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Colorado Convention Center, Mile High Ballroom 3B

Explore and create: Exploratory Creation lab
Preregistration Required
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Presenters

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Orion Preparatory Homeschool
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Assistant Professor
Western Kentucky University
@DrLogsdon
Dr. Jeremy Logsdon is an Assistant Professor in the School of Teacher Education in the Libraries, Informatics, and Technology in Education program. He is also the Director of the WKU Center for Literacy.
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Educator
Orion Preparatory Homeschool

Session description

Learn how a college professor, a homeschool parent and a homeschool student all use social media to post book reviews and generate excitement around reading. Participants will also learn how to immediately begin making fun and informative videos in any middle school or higher classroom.

Purpose & objective

The purpose of this presentation is to demonstrate the efficacy and utility of using popular social media apps (such as TikTok and Instagram, among others) to create shortform book reviews, using a K-12 student as a model. Participants will, using their own devices, have the opportunity to create a short video on their favorite book that they can post to their own social media platform during the presentation. The presenters will also have a green screen, laptop, and webcam available for participants to practice if they do not have social media apps already download on their phones or devices. These videos can be created and posted on any platform that allows for video sharing, ranging from YouTube to TikTok to blogs. Social media platform challenges present in many K12 schools due to blocked platforms will also be addressed with potential broad solutions offered. Both presenters regularly use this method of social media shortform book reviews, one in homeschool instruction and the other as part of literacy instruction at the higher education level. Data in the form of views, likes, and interactions of existing social media posts will be shared with the audience. The student presenter will be present to demonstrate the ease of creation of social media book review videos from the student perspective.

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Outline

I. Brief Overview of Social Media and Shortform Video Book Reviews (15 minutes)

Participants will learn about the different platforms available for sharing shortform book review videos, including options that may be not be as likely to be blocked via school internet filters.

II. Student Information and Example of Using Shortform Video Book Reviews (10 minutes)

Student presenter will share his unique perspective on shortform video book reviews from the student perspective, and with one of the lead presenters, will demonstrate the videos he has created over the previous school year.

III. Creating a Video Review and Establishing a Platform (25 minutes)

Participants, using their own devices, will begin to establish a social media platform to post shortform book reviews. For those who do not wish to begin account creation during the session, detailed notes will be provided so that they may follow the steps on their own at a later time. One lead presenter will share preliminary information on the appropriate things to include in a shortform video review for the entire group while the other presenter will engage in peer-to-peer interaction for any specific questions during this workshop time. Twenty-five minutes may be enough time to post a preliminary video on a newly created account. More information will be shared with participants so they may create more involved videos on their own. In addition, a greenscreen, laptop, and webcam will be provided for more experienced participants who may wish to try to create a more elaborate shortform book review video.

IV. Q&A (10 minutes)
Presenters will answer any specific questions about social media and shortform book review videos.

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Supporting research

Boffone, T., & Jerasa, S. (2021). Toward a (queer) reading community: BookTok, teen readers, and the rise of TikTok literacies. Talking Points, 33(1), 10-16.

Chiovelli, C., & Cameron, K. (2023). As seen on BookTok: Exploring interactions between TikTok and public library collection development. Contemporary Issues in Collection Management.

Dezuanni, M. L. (2021). TikTok’s peer pedagogies-learning about books through# booktok videos. AoIR Selected Papers of Internet Research.

Dezuanni, M., Reddan, B., Rutherford, L., & Schoonens, A. (2022). Selfies and shelfies on #bookstagram and #booktok: Social media and the mediation of Australian teen reading. Learning, Media and Technology, 47(3), 355-372.

Jerasa, S., & Boffone, T. (2021). BookTok 101: TikTok, digital literacies, and out‐of‐school reading practices. Journal of Adolescent & Adult Literacy, 65(3), 219-226.

Kulkarni, S., & Owens, E. (2022). Book Talk on BookTok: A practice theory inquiry into young readers’ active reshaping of digital literary criticism on TikTok. In The Child and The Book Conference 2022: The Role of the Child as Citizen: Constructing Childhood through Agency and Activism.

Reddan, B. (2022). Social reading cultures on BookTube, Bookstagram, and BookTok. Synergy, 20(1).

Roberts, E. (2021). The Rise of BookTok. The School Librarian, 69(4), 27-27.

Wang, Y. (2020). Humor and camera view on mobile short-form video apps influence user experience and technology-adoption intent, an example of TikTok (DouYin). Computers in human behavior, 110, 106373.

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Session specifications

Topic:
Online tools, apps & resources
Grade level:
6-12
Skill level:
Beginner
Audience:
Library media specialists, Teachers, Technology coordinators/facilitators
Attendee devices:
Devices useful
Attendee device specification:
Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
TikTok, Instagram, and YouTube will be the primary platforms discussed during this session, so having these applications downloaded (with accounts already created, ideally) would be the best scenario. However, any device with a camera that can record video would be useful.
Subject area:
Language arts, Performing/visual arts
ISTE Standards:
For Coaches:
Learning Designer
  • Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
For Educators:
Collaborator
  • Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
For Students:
Creative Communicator
  • Students create original works or responsibly repurpose or remix digital resources into new creations.