Projects & Artifacts
Research:
The research design was nice and slow, but in the last month of the DFW it started to pick up steam. We added another team member to help us with designing the study as a social science study. The study will be completed in three phases. I learned how an IRB application process works and how important it is to get as much clarity around intent and purposes as possible. I plan on staying with the research team as a learner throughout the school year. I was able to put together a few literature reviews and I designed a first draft of a visual related to literacy and learning.
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Programming and Read-a-Rama e-camps:
The main programming was done by other DFW students, and I was able to support their efforts by brainstorming ideas, putting the campers "Rama Boxes" together (supplies for art, books, and other necessities). I hand-delivered the boxes on numerous occasions so that campers would have them in time for the first day of camp. During camp days, I conducted a read-aloud and crafts with campers. During the first week of camp, I was able to do a cooking demonstration and have the children follow along.
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Learning Outcomes Achieved:
Outcome # 1. Research and Design for upcoming Read-a-Rama study
--Defined terms of “literacy engagement”: scope and how it intersects with all reading literacies
-- Search for and collect articles as well as past studies related to literacy engagement, Covid online learning, and literacy, conduct literature reviews; Created a Zotero Read-a-Rama Group to keep all data in one space (a shared group with Kayta Yefimova).
-- Researched concrete measures in literacy for future phases of our research (specific criteria to use). This is ongoing.
-- Designed and created a mind map for literacy visual as a resource for the study.
-- Attached sources to working google document, as well as added new and more relevant (current) resources.
Outcome #2. IRB Development and Application
-- Observed IRB application process, communication, etc.
Outcome #3. Programming and Marketing
--Received training and learned how to utilize communication platforms: Trello & Chanty. Learned to use Canva for marketing visuals.
--Learned to understand and use Trello for keeping track of different Read-a-Rama responsibilities.
--Collected children's literature for future Read-a-Rama camps and programming
--Used Canva design to create original content for social media designs for Twitter and Instagram for Rachel Glanton to use (ongoing).
--Supported the programming for Camp Read-a-Rama, August 9-12 session: Cooking Up A Storm.
--Led a cooking demonstration with the children in camp.
--Procured books, schedule/agenda, STEAM activities, and extra activities as needed for e-camp.
Outcome #4. Design and Work Through an Equity Lens.
-- Read-a-Rama: Prioritized OWN and BIPOC voices in literature, food, songs, and crafts for Camp Read-a-Rama.
--Made sure each camper had adequate materials for STEAM activities.
--Marketing: Worked with Rachel Glanton on designing original content the highlights BIPOC and OWN voices in social media prompt and visuals each week.
-- Research: RQ and survey/interview research methods are all considered with an equity (DEI) lense so the many cultures in our communities feel seen, heard and attended to.
Read-a-Rama Camp: "Cookin' Up A Storm"
Campers listen to Doc Martin play her guitar after we cooked cous cous!
Singing and Dancing to the Chiggy Song!
Marketing:
To support the marketing department, I was able to design some original content for the Instagram account.
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Instagram Content
