Choosing the Right Medium: How Revising My Video Helped Me Rethink My Message
In revising my video project, I found myself reflecting on the audience, purpose, and medium (Lawrence, 2022). At first, I planned to use the video to explain the recent FOCUS ACT and its impact on our school. However, after evaluating the nature of the content and revisiting communication strategies discussed in our readings, I changed direction. Instead of using the video to deliver legislative updates, I chose to make a video introduction of myself and kept the details about the FOCUS ACT in a formal written letter. This revision reflection allowed me to think about what exactly I wanted my audience to take away from me.
One of the key takeaways from Lawrence (2022) is that the audience should drive the medium. For a topic as sensitive as the FOCUS ACT—which involves state directives and school-wide adjustments—a written letter felt more appropriate. Written content gives the information weight, clarity, and a sense of documentation (Lawrence, 2022). It also gives the community the chance to re-read and process the changes on their own. Meanwhile, a video might make the message feel too casual or too emotionally charged, especially for families worried about how the changes could affect students.
At the same time, I didn’t want to miss the opportunity to build rapport and a sense of transparency. That’s why I used the video format to introduce myself more personally—something that written communication can’t always do effectively. Questline Digital (2022) explains that video is a powerful medium when your goal is to create a connection. By using the video to introduce myself and provide excitement for the upcoming year, I was able to address families in a warm and welcoming way.
Revising my original plan helped me better understand how different formats support different types of communication. My first video brainstorm focused too much on delivering the FOCUS ACT details, which felt too overwhelming. In my revision, the new video text feels more conversational and audience-centered. The contrast between the formal letter and the personalized video now works to my advantage: each format supports a distinct communication goal.
One of the most inspiring ideas I came across during this process was from Turner and Hicks (2017), who recommend having students annotate the structure of a digital argument using real-world threads. They suggest printing out or snapshotting a comment thread and asking students: Who makes a claim? Who provides evidence? Who counters? (p. 120). I loved this idea and decided to build a related infographic using comments from Ethan Mollick’s (2023) blog post, Assigning AI: Seven Ways of Using AI in Class. The infographic models how students can trace argument patterns through real online discussions—building both media literacy and critical thinking.
Ultimately, revising my video helped me focus more intentionally on the function of different media. Thoughtfully choosing when to use video and when to use writing gave me a stronger, clearer message—and a better understanding of how I want to communicate as an educator.
Resources
Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Ontario, Canada: Broadview Press
Mollick, E. (2023, June 12). Assigning AI: Seven ways of using AI in class. One Useful Thing. https://www.oneusefulthing.org/p/assigning-ai-seven-ways-of-using
OpenAI. (2025). Who makes a claim? Who provides evidence? Who counters? [Image]. ChatGPT. https://chat.openai.com
Questline Digital. (2022, July). When to use video vs. written content in your customer engagement strategy. Questline Digital. https://www.questline.com/blog/when-to-use-video-vs-written-content/ questline.com
Turner, K. H., & Hicks, T. (2017). Arguments in the real world: Teaching adolescents to read and write digital texts. Stenhouse Publishers.
Ashley,
ReplyDeleteYour video looks great! If I was a student, parent, or community member in your school district, I would appreciate the fact that you started with a video of yourself, thus making it possible to put a name with a face. As I mentioned in my blog, I think that’s an easy an effective way to establish ethos, which is arguably “the most important component of rhetoric” (Lawrence, 2022, p. 17). I also think it was helpful to scroll through the school website—a nice reminder that the website is a good source of information for stakeholders. I took a look at the Helena High School website, and it is full of “important information to be viewed by the masses” (Fiore, 2013, p. 162).
I think your decision to write about the FOCUS Act in a more formal letter was a smart one. In my opinion, the new FOCUS Act is detailed topic that does not lend itself to video based. As noted by Matt Irving, Creative Director of Video Content at Questline Digital, “Video is usually really good at simplifying topics or concepts that are easier to show than describe” (para. 6). The FOCUS Act does not seem to meet this criterion. I think it also shows that you know your audience well when you acknowledge that if you provide the information in writing, they can reread and process in their own time.
Finally, congrats on the new classrooms your campus will be adding soon! That’s exciting news that I’m sure your students will appreciate.
References
Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.
Questline Digital. (2022, July 14). When to use video vs written content. https://www.questline.com/blog/when-to-use-video-vs-written-content/
Ashley, I loved your blog post! As a teacher in your district, I always enjoy hearing your perspective from an administrative lens and look forward to your posts. I really appreciate how you revised your video with your audience in mind, knowing the FOCUS Act will spark a wide range of reactions. You made a wise choice in using video to build connection and written communication to deliver policy updates. Lawrence (2022) points out that different messages call for different mediums depending on the audience and purpose. In Dr. Taylor’s Community Relations class, we’re discussing how the strongest school leaders embrace two-way communication (Fiore, 2022), and your approach reflects that: thoughtful, strategic, and community-centered!
ReplyDeleteReferences:
Fiore, D. J. (2022). School-community relations (5th ed.). Routledge.
Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.