Annotated Bibliography

As I thought oI topics I was initially determined to write about snowboarding, as it has long been
an obsession oI mine, but I struggled to integrate it the themes oI digital identity and technology
Irom the course into a research question. As I thought about it, I realized that I used YouTube all
the time to look up how to do tricks and I realized that I use YouTube in many ways to learn. I
quickly decided on this as a topic Ior my research paper. My research question is: How has
YouTube beneIited the education oI college level students?
Teaching the Google-eyed YouTube Generation
AshraI, Bill. "Teaching the Google-eyed YouTube Generation." Education & Training, 51.5-6
(2009): 343.

The author, Bill AshraI, is currently a proIessor at the University oI Sussex in Brighten, UK who
argues that universities are going to need to evolve to keep up with the newest generation oI
students they are teaching iI they hope to compete with other universities. AshraI personally uses
technology tools such as podcasts, videos, etc. in his classes. The context is thereIor set in the
UK and most oI the universities/schools/studies mentioned were done in the UK or pertain to it
rather than the U.S. Although there may be some diIIerences the U.S. and the U.K. are relatively
similar culturally and socially and the source is applicable to this paper. Teaching the Google-
eyed YouTube Generation is primarily aimed at current educators, speciIically those at higher
level institutions. The paper considers and outlines possible increases in eIIiciency through the
use oI digital 'Web 2.0 educational tools such as digital video. The paper makes use oI the
Iindings oI other credible reports, quotes Irom those with an interest in education and statistics
speciIically on the current size and stature oI Google and YouTube as evidence. It argues that the
use oI the internet tools such as YouTube, Podcasting and others can make the teaching process
Iaster, more eIIicient and oIIer a better way to communicate with students raised in the modern
inIormation age, who are very comIortable using the technology. 'II we Iorget the eight hundred
years oI university tradition that legitimizes them, and imagine starting aIresh with the problem
oI how best to enable a large percentage oI the population to understand diIIicult and complex
ideas, I doubt that lectures will immediately spring to mind as the obvious solution. (3,
Luarillard) It also connects very well with Digital Storytelling. A Tool for Teaching and
Learning in the YouTube Generation as they discuss how the current generation oI students Ieels
most at home using technology and how that should be implemented into their education. 'The
current generation oI college student has never known a time beIore cell phones and personal
computers. They are eager to use technology to enhance their learning. More research is needed
to discover best practices oI integrating the new technology into the class-room setting so that
technology enhances the learning environment and does not become one more distraction. The
source is helpIul because it discusses the beneIits oI using YouTube to enhance the lecture which
is a key point oI my paper. Additionally, background inIo on YouTube will be helpIul in the
introductory paragraphs oI my paper.

YouTube: Educational Potentials and Pitfalls

S, TRY, and KRIST CUTHRLL. "YouTube: ducational Potentials and PitIalls."
omputers in the Schools, 28.1 (2011): 75-85.

Authors Troy ones and Kristen Cuthrell are both proIessors at ast Carolina University, orth
Carolina, USA. YouTube. Educational Potentials and Pitfalls is primarily aimed at current
educators. The paper details the potential oI video technology in the classroom especially in the
context oI the '21
st
Century Learning Framework(Siegle, 2009) in the United States. It explores
the advantages and disadvantages oI using YouTube as a teaching element, with particular regard
to the Iact that YouTube is an open-source video-sharing site and thereIor may have inaccurate
or Ialse inIormation in its content as well as oIIering methods oI evaluation oI YouTube videos.
The source is more oI a report giving an unbiased view on the positives and negatives oI the use
oI YouTube in the classroom rather than making an argument Ior one or another. It expands
upon an argument in 'Teaching the Google-eyed Youtube Generation when talking about how
video actually is the best method psychology/neurologically Ior all humans to learn rather than
just the younger generation born into technology. 'Berk (2009) concluded that video is a vital
tool Ior learning and instruction because it utilizes both hemispheres oI the brain. The brain`s leIt
hemisphere processes language thereby enabling learners to process dialog, lyrics, and plots. The
right side oI the brain is used to process nonverbal input such as visual images, color, sound
eIIects, and melodies. Video also taps into the human brain`s core intelligences which are
verbal/linguistic, visual/spatial, and musical/rhythmic. These intelligences encompass all oI the
ways that the human brain learns.(4) It is a useIul source because it not only gives evidence to
prove the main points oI my paper, but valuable counter-argument inIormation as well. 'iess
and Walker (2009) also Iound that video can enhance mathematics instruction by showing old
video clips with mathematical errors contained in them. Students were able to point out errors in
video clips, and the errors were used to provide correct instruction.(5)

igher Education Migrates to YouTube and Social Networks.

Gilroy, Marilyn. "Higher ducation Migrates to YouTube and Social etworks." Education
Digest 75.7 (2010): 18-22. Academic Search Premier. BSC. Web. 27 ct. 2011.

Marlyn Gilroy teaches communications at Bergen Community College in Paramus, . The
source is condensed Irom a publication rather than a scholarly article and is written in the context
oI higher education in the 21
st
century. The paper predominantly discusses the characteristics oI
YouTubedu, Academic arth, BigThink and Itunes U, databases oI credible academic videos,
such as taped lectures Irom university proIessors. It details potential audiences oI such sites as
well cautioning institutions oI higher education that they must develop their digital identities or
risk being deIined by unpredictable Ian-based groups, and that the use oI educational video sites
is an easy and eIIective way oI doing so. verall the paper argues that colleges, teachers,
students and intellectuals should all make use oI the sites and uses quotes, details oI the sites and
statistical evidence Ior evidence. The piece validates quotes made Irom other sources by proving
that YouTube and other online video sharing sites are already being used Ior educational
purposes and there is a demand Ior online educational video even at top level universities.
'YouTubeU promises an environment in which "any qualiIied teacher can contribute and
absolutely anyone can learn." It Ieatures lectures and other materials Irom hundreds oI colleges
and universities, including StanIord, Harvard, and the Massachusetts Institute oI Technology
(MIT).(1) The source is useIul Ior background inIo in introductory paragraphs and discussion oI
how YouTube is being used as an educational tool.

igital Storytelling: A Tool for Teaching and Learning in the YouTube Generation
reon, liver, Richard Kerper, and on Landis. "igital Storytelling: A Tool Ior Teaching and
Learning in the YouTube Generation." iddle School Journal J. 42 No. 5 (ay 2011) P. 4-10,
42.5 (2011): 4-10.
liver reon is an assistant proIessor in the ducational Foundations department at Millersville,
Richard M. Kerper is a proIessor in the lementary and arly Childhood ducation department
at Millersville University in Pennsylvania University in Pennsylvania and on Landis is a
evelopment xecutive Ior Apple, Inc. Digital Storytelling. A Tool for Teaching and Learning
in the YouTube Generation is aimed predominately at educators in the primary level and is set in
the context oI American middle school education. The article outlines the beneIits oI using
digital storytelling as an educational exercise and argues that it is important that teachers use it to
get through to students raised in the inIormation age. This is supported through personal
experience, academic studies and quotes Irom educational experts. Although I haven`t
established a source, I plan on connecting this source with in class materials about multimedia
literacy in a discussion about how although YouTube may replace some written materials in the
academic world; this is not necessarily a loss in the use oI rhetoric. Quotes such as 'igital
storytelling is the art oI combining narrative with digital media such as images, sound, and video
to create a short story and 'When creating their own digital stories, students encounter an
integrated instructional activity that requires them to leverage a host oI cognitive, interpersonal,
organizational and technical skills will be a useIul source in the discussion oI multimedia
literacy.
YouTube's Scale isrupts Us All.





YouTube Professors: Scholars as Online Video Stars.

?oung !effrey 8 ?ou 1ube rofessors Scholars As Cnllne vldeo SLars Jocotloo ulqest 739 (2008)
1416 AcoJemlc 5eotcb ltemlet Web 3 nov 2011

eIIrey R. Youtig is a senior writer Ior The Chronicle oI Higher ducation. YouTube Professors.
Scholars as Online Jideo Stars is intended primarily Ior educators and those interested in higher
education. The piece was written in 2008, so statistical Iacts and Iigures are outdated and
inaccurate, but the context oI the use oI video technology in higher education is appropriate. The
piece details the use oI YouTube as a source oI education and the rise oI content and use Irom
educational institutions, speciIically those at the higher level. It argues that education is going to
be a predominate use oI YouTube in the Iuture using evidence Irom esteemed institutions on
their YouTube usage and quotes Irom educational experts. It can easily be used to expand on
ideas Irom Higher ducation Migrates to YouTube and Social etworks 'ven YouTube was
surprised by how popular the colleges' content has been, says Adam Hochman, a product
manager at Berkeley's Learning Systems Group. Lectures are long, but most popular YouTube
videos run just a Iew minutes.(2) as well as point out "It's one thing to try to invite
people to your own site; it's another thing to be riding the YouTube train"(2). The source is
useIul even though it is outdated because it shows that education has been a main use oI
YouTube Ior a long time and to oIIer insights on how higher level educational institutions are
using YouTube.