Vlogging as Embodied Reading Response

In an era where digital media is increasingly central to how we communicate and share ideas, vlogging has emerged as a powerful tool for self-expression and storytelling. Originating in the early 2000s, vlogging (a portmanteau of “video” and “blogging”) quickly gained popularity as a platform for individuals to share personal experiences, insights, and creative content with a global audience. Today, platforms like YouTube, TikTok, and Instagram have transformed vlogging into a mainstream medium, accessible to anyone with a camera and an internet connection.

The Affordances and Benefits of Vlogging

Vlogging in the classroom offers a unique set of affordances that traditional writing assignments often lack. One of the most significant benefits is the opportunity for students to develop their verbal communication skills. Speaking directly to an audience, even through a camera, helps students articulate their thoughts clearly and confidently. Additionally, the multimedia nature of vlogging allows students to incorporate visual and auditory elements, enriching their narratives and enhancing engagement.

Moreover, vlogging can make literature and other academic content more relevant and exciting for students. By allowing them to create content that they can share with their peers or even a wider audience, vlogging fosters a sense of ownership and pride in their work. This public aspect of vlogging also encourages students to think more critically about their content, as they know it will be viewed by others.

Another key benefit is the development of digital literacy skills. In today’s digital age, being able to navigate and utilize various technological tools is crucial. Vlogging requires students to learn and apply skills in video production, editing, and online publishing—competencies that are valuable in both academic and professional contexts.

Cautions and Considerations

While vlogging presents numerous advantages, it is important to approach this activity with certain cautions in mind. First and foremost is the issue of privacy and safety. Students should be taught about the importance of protecting their personal information and being cautious about what they share online. Educators must ensure that students understand the potential risks of digital exposure and implement strict guidelines to safeguard their well-being.

Another consideration is the accessibility of technology. Not all students may have access to the necessary devices or reliable internet connections outside of school. To address this, educators should provide alternative ways for students to complete vlogging assignments, such as using school resources or allowing time during class.

It is essential to balance the creative freedom of vlogging with structured guidance. Without clear objectives and evaluation criteria, students may struggle to produce meaningful content. Providing detailed instructions, sample scripts, and evaluation rubrics will help students stay focused and ensure their vlogs are educationally valuable.

Incorporating vlogging into the classroom can transform the way students engage with literature and other subjects. By harnessing the power of digital media, educators can create dynamic, interactive learning experiences that develop students’ communication skills, digital literacy, and critical thinking. However, it is crucial to navigate the potential pitfalls carefully, ensuring that students are safe, supported, and well-guided throughout the process. With thoughtful implementation, vlogging can become a vibrant and enriching component of modern education.

Vlogging as Embodied Reading Response

The integration of technology in the classroom has opened up new avenues for students to engage with literature in meaningful and dynamic ways. One such approach is through book vlogs, where students create video logs to discuss and analyze their readings. This method not only caters to diverse learning styles but also encourages students to articulate their thoughts, make connections, and deepen their comprehension. Here are the steps to successfully creating a book vlog, along with a sample script and evaluation criteria to guide your students.

Steps to Successfully Creating a Book Vlog (QR Code for handout)

1. Read Widely: Encourage students to read a variety of books, topics, and genres from their personal reading lists. This broadens their perspective and provides a richer base for their vlogs.

2. Find a Quiet Space: Advise students to find a quiet place in their house, neighborhood, or school where they can have uninterrupted time for about 10 minutes. If home Wi-Fi is inconsistent, they can sign up for library time at lunch or try a homework club. Note that class time may not always be available for this activity.

3. Set Up the Recording Device: Students should use their Chromebook or other devices, setting it up on camera mode with an app like Screencastify, Zoom, or another video app. They will also need their book and a few sticky notes.

4. Choose a Claim: Students should look over the provided claim options (see the list) and write one on a sticky note.

5. Find Supporting Passages: Have students mark one or two pages in the book that support their chosen claim with sticky notes.

6. Start Recording: Students should begin their Screencastify or Loom or phone recording, aiming for a video of no less than 8 minutes.

Sample Script

Hello, my name is ______, and today is _______________.

Written by ___________(author), the title of my __________ (genre) book is___________________.

(Hold up book)

The pages I have read since last week are pages ______ to _______ (or say if you finished a book and started this one).

What’s going on in the book up to the plot point I want to focus on today is __________________(who, where, when summary).

Here is my claim _______________ (see next page) that I want to discuss today.

One passage that supports this claim is (read the passage).

One key word in this passage is __________because __________(discuss the connotation, symbol, figurative meaning, tone).

(Discuss character interaction, setting, class, culture, race, gender, etc dynamics that are happening to support your claim.)

(If time…) Another passage that supports this is (read the passage); the key words in this passage are ____________because ________

The reason why these passages support my claim is because ____________________.

As for my personal response to this section of the book, one joy I experienced was….because…., and another joy I experienced was… because…

QR Code for a sample video.

Support

To ensure students create thoughtful and comprehensive vlogs, provide them with the following evaluation criteria. Show them example videos by Alex, Nina, Grace, and Llyanna to illustrate the depth of reasoning and explicit and implicit analysis you expect.

Provide these sentence stems to support students in structuring their vlogs:

Claim/Thesis:

– I noticed… when…

– The effect of…on…is…

– X believes…

– The theme of this chapter is…

– The setting change made the characters…

– The choice X made caused X to happen.

– The way X reacted caused X to happen.

– The word X hints that X might happen.

– The most important word is X.

– When X happens, my heart/mind is moved.

– When X happens to X, I understand our world better.

– When X happens to X, I understand my life better.

– X is a stereotype of…

– X defies stereotypes…

– Classism influences…

– Racism influences…

Evidence:

– For example, the text states…

– Evidence from the text states…

– According to the text,…

Reasoning:

– The words in this quote like X shows…because…

– The quote relates back to something earlier when…which proves…

– These words caused X because…

– If X did not…, then… Therefore,…

– If X did not realize, then… Therefore,…

-This quote shows how … caused/reacted/changed … because…

– This quote made me think…because…so it relates to my claim because…

Response:

– Include your personal thinking, response, connections, opinion, concerns, and ideas about the world, humanity, and big concepts.

– Express what you are learning about the world or life through the characters and literature. Does the story sound familiar, or is it a life different from your own?

– Do you share any identity intersections with the characters? In what ways is the story a mirror for you, and in what ways is it a window (Bishop)?

– If the author is not an “insider” or you notice problematic scenes, might this be a “curtain book” (Reese) with distorted views?

By following these steps and utilizing the provided resources, students will be able to create insightful and engaging book vlogs that not only enhance their understanding of the texts but also develop their analytical and communication skills.

Vlog Evaluation Criteria

This single-point rubric, inspired by the Cult of Pedagogy website, is an asset-based assessment tool designed to support teachers in evaluating student work while promoting a readerly discourse.

By focusing on the quality and impact of various reading analysis moves, it facilitates meaningful conversations between teachers and students about literature. This rubric aligns with the Just YA anthology’s goals, encouraging students to explore and discuss themes across its sections: being, love, land, world, futures.

Teachers can use this tool to enter grades and visibly demonstrate evaluation criteria, fostering a supportive and engaging learning environment.