Podcast and Video Studio in the School Library

Our school library could use a digital studio!

The class of 2019 at my school left a monetary gift to the library. We want to honor these students by using the money wisely, so we have decided to create a digital studio in the library. The hope is that this studio will be a resource for both students and faculty to showcase their work. Our school has a public performance curriculum titled “Emerging Voices” that includes orations somewhat based on the “This I Believe” program as well as a research symposium for seniors. It will be helpful to record the speeches as podcasts and the presentations as videos.

Searching for equipment

Over the summer, we have compiled wishlists of the various equipment that we could use in the digital studio. The prices vary greatly, and we are still in the decision phase. An equipment checklist for the podcast studio includes two microphones, a computer, headphones, sound-editing software, and a sound barrier. Equipment needed for the video studio consists of a teleprompter app, green screen, lighting, and an easy-to-use video camera.

Since we received money to invest in this project, we hope to investigate the Spire Studio All-in-One Wireless Multitrack Recording, as well as the SlingStudio Hub.

Searching for space

Even more than equipment, the decision of where to place the studio is a difficult one. Our library is primarily one big room. We have a classroom that is now a makerspace. We also have a conference room that is often reserved for classes, clubs, and meetings. The initial thought was to have a room somehow “built” inside the library as a quiet space. Then we began to look at self-contained “quiet rooms.” Three vendors we found are WhisperRoom, Room, and PoppinPods. These rooms are neat but a little pricey. Some lower-cost alternatives may be drum shields or office partitions with a window.

Searching for curriculum

As mentioned before, we already have many occasions to use a digital studio without creating new curriculum or programming. It is nice to know, however, that there are lessons out there for teaching students to create podcasts and videos. This past fall, NPR posted an article “Starting Your Podcast: A Guide for Students.” It is a little harder to find good video and vlog lessons without the focus on celebrity and “getting paid.” This past school year, our students experimented with videotaped elevator speeches. BigVu is a video teleprompter app that was helpful for scripted tasks. I found the resource “The Elevator Pitch: Presenting Your Research in Conversation” from Notre Dame to be a valuable set of directions for my students. Another excellent resource for creating video content is TED-Ed.

As we build this studio, I hope to continue to share with the readers of the KQ website and expect that readers will be kind enough to give us tips as we plan.


Author: Hannah Byrd Little

Hello, I am the Library Director at The Webb School of Bell Buckle. I use my past experience in college and university libraries to help my current students in school libraries transition into college, career, and life. I am currently the lead Senior Class Adviser for the Capstone Project. I also served at the state level with the Tennessee Association of School Librarians executive board from 2009-2013 and was the TASL president in 2012. I am certified as a Library Information Specialist for PreK-12th grade, have a BS in Communications with a concentration in Advertising and Public Relations, a BS in Liberal Studies with a concentration in Education and Information Systems and a Masters in Library and Information Science.

Categories: Blog Topics, Collection Development, Makerspaces/Learning Commons, Student Engagement/ Teaching Models, Technology

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2 replies

  1. I love these sources, Hannah!!! Thank you so much for all this great info. :-)

  2. Have you seen this article? https://www.erintegration.com/2018/09/02/recording-in-the-classroom-tips-for-all-devices/

    There’s specific tips on creating a soundproof area that might be of use.

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