In a writing class, students could use YouTube as a modality to publish a non-print text. Instead of writing essays, students can write commercials, speeches, sketches, poetry, or PSAs, and then “perform” their work to be uploaded on YouTube. The perks of using this platform are that students will be motivated by the awareness of an audience, view the projects as an authentic activity instead of a random writing assignment, and gain experience in how to construct, edit, and publish digital content. Many adolescents will also enjoy the “spotlight” of performing for a YouTube audience since they invest such value in their online identities, and it feels more like “play” than “work.” One con of using YouTube is that it requires the school to possess filming equipment and the software to edit. Another con is some students’ unwillingness to be recorded, or their parents may be unwilling to have their child published online.

An example of a project that students could use YouTube for involves rewriting a racist news segment, such as this one. First, the teacher would lead the students in a discussion about whether the story was portrayed fairly or not. Then, students would be divided into groups and take roles, such as director, news anchor, and cameraman, but all students would be required to participate in writing and revising the script. The objective given to the students would be to reconstruct a news segment that captures the tragedy and the bravery shown by the six teens who drowned. Not only would they need to write an engaging and professional “script” for the news segment, but they will also have to write clear and unbiased “stage directions” to control the flow of their broadcast, including any graphics, signs, or headlines that they would want included. Because this is an authentic, project-based activity, students will engage in practical forms of writing without realizing it, thus shedding the pressure that often inhibits inexperienced writers and improving their writing skills. Furthermore, through this process of questioning the original broadcast and writing their own news segment, they will begin developing critical media literacy skills. 

Using YouTube in this way is an excellent way to engage students because it naturally calls for a group effort. By having specific roles, this allows less outgoing students to enjoy a “behind the scenes” position if they do not wish to be recorded or shown on such a public platform. This is especially crucial for students who may still be acquiring English language fluency or are not yet secure in their identity at this confusing life stage. The group aspect of it also helps struggling writers create work they can be proud of, as well as improves their social development by fulfilling their individual roles to complete one collective project.

The other reason YouTube is the best modality for this type of project is because it makes it easy to contrast the original news segment with the students’ new segments, and they can easily share the video with their friends, family, and—most importantly—the news station. In fact, to further motivate the students, the teacher could announce that their finished videos will be Tweeted or emailed to the news station of the original broadcast, and the groups would work together to write and revise a letter to the station about the purpose of their project, giving them even more authentic writing practice. It empowers the students to call out and promote more accurate and fair reporting, while simultaneously developing their skills as writers and active participants of the media.