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Book Trailers

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Book Trailers
Uploaded Flickr on 04102007 by lynxhoney http://flickr.com/photos/queenmum/453365084/
Rationale
There are many students who seem disengaged at school. It has been said that young
people are not reading and won’t write anymore than they absolutely must.
Outside school, however, it is a different story. Studies have shown young people are
reading and writing incessantly, updating their MySpace/facebook pages,
keeping blogs and WebPages
In other words they are reading and writing but in different modes and media to the
more traditional print literacies of the 20th century. Indeed the definition of
literacy is evolving all the time. Literacy can no longer just encompass print-only
works. In the 21st century literacy must include digital, hypertext, images and the
plethora of communication media that make up the complex systems that bound
in today’s world.
The complexity of messages in today’s world means that our students have to not
only know how to “read” them but also know enough about them to be critical
viewers, with the power to analyse and understand the obvious and more obscure
meanings of the messages around them
Students are bringing multi-literacy skills to the classroom and teachers tap into their
interests and skills and then enhance their students’ understanding of these
various diverse texts. This will enable them to become skilled at critically viewing
any of the diverse texts that is presented to them so that they can confidently use
all the media around them to learn, clarify and communicate information rather
than by passive users who can be coerced, confused and persuaded by the
unscrupulous.
Some Statistics
73% or Вѕ students on the internet watch or
download videos
ВЅ of the young internet users say they watch
YouTube
Many young people post videos to blogs and even
more forward on a link in an email
They are socializing, researching, playing games,
getting news via technologies.
In schools we need to look at innovative ways to
capture the interest and commitment of students
to the understanding the deep-thinking and as
the learning world because more and more
immersive these initiatives are an important step.
Why Book Trailers?
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Book trailers offer an alternative way to respond to some
reading/a book, ways that are creative but encourage critical
thinking and analysis. Students can use
• still or moving images,
• special effects,
• recorded soundtrack,
• voiceovers and/or music, print text and
• cutting/editing techniques
to share their interpretations and critiques of what they have read.
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Technology is not the goal. It is a means for students to
explore a variety of literacies and ways of communicating
their response to their reading. Visual, aural, indeed many
learning styles and modes can be used It can help reluctant
readers and writers by offering them a chance to use methods
that interest them and that make use of other strengths that
they may have.
Finding book trailers
Whilst looking at the some publishers websites I saw a
few different book trailers.
They were interesting but there was nothing there that I
believed our students were capable of creating some.
When I went looking specifically for book trailers I found
many more. They were varied in their levels of skill,
approaches to the books they were publicising and the
reasons for their creation.
In the US they seemed to be encouraging all sorts of
people to create trailers, the authors for their own
books, readers of all levels and professional “film”
people.
The trailers were shown by libraries, used by publishers
and in schools. There are competitions run by
publishers and others for the “best” books trailers.
Process
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Choose a book
Read the book
Analyse the book - what was
good, unique, interesting, etc –
list/brainstorm/mindmap
Write a first draft –
impressions, feeling, important
points
Create a storyboard
Plan effects (transitions,
sound, colouring, etc)
Review the plan – with
teachers, other students
Create the trailer
Show the students some different
examples of book trailers. Let
them see/hear and critique them.
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http://www.youtube.com/watch?v=YEwCK_DJZXI
http://www.youtube.com/watch?v=oXxSn7NScww
http://www.youtube.com/watch?v=4bVZQvy0vN8
http://www.youtube.com/user/PenguinYoungReade
rs
The Product
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There can be an amazing
array of approaches.
The product can be used to
entice other reader by
playing it on electronic
screens within the
school/library.
The trailers can be out up
on blogs, webpages, etc.
and shared with others
beyond the
classroom/school so they
are used by others not just
a class assignment, never
to be revisited.
An Assessment Rubric can
be found at:
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http://reading-active-andengaging.wikispaces.com/Book+Trailers++Assessment+Rubric
Tools
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The students used Audacity
(to put together sound), Ulead
VideoStudio to create the
video
Use Creative Commons sites
to find licensed images and
sounds/music.
Images
o Video cameras and other digital
cameras could be borrowed by
the students to take the shots
they needed.
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Sound
o Some music students at the
school were also happy to help
create music and sound for the
students doing the trailers.
Sites for:
Images
п‚— FlickrCC
п‚— FlickrStorm
п‚— Compfight
п‚— FlickrLeech
п‚— Wikimedia Commons
Sound
п‚— ccMixter (sound)
п‚— The freesound project (sound)
п‚— Soundsnap (sound effects and
loops)
Some Points to Note
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Have a hook for the audience.
Get people interested in/excited about
the book.
Grab their attention from the first
second
Don’t have too much text
Set the mood and convey the “feeling”
of the book
Length is important. Not too long or
too short, just give a quick “taste” of the
book.
Be mysterious
Look at the concept behind the story
and don’t focus on the details of the
book (the minutiae)
Music and sound is essential
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