Monday, October 11, 2010
Wednesday, June 2, 2010
Jane's debate summary
At the start...
At the commencement of our debate I hadn't given much thought to the idea of digital storytelling. To tell the truth, the term 'digital storytelling' stirred up nostalgic, black polo-neck thoughts of community filmmakers - lugging huge (granted - analogue) video cameras round Fitzroy laneways in the early 90's.
As the debate began by defining digital storytelling (and digital literacy) my limited perception was replaced with a curiosity about the possibilities of digital storytelling and new literacy.
Jo's perspective as an ICT co-ordinator who uses digital storytelling in her teaching practice has been invaluable in anchoring our debate in practical terms.
Each week our debate had a different focus around the following themes:
*Is the digital storytelling approach practical and effective (for teaching digital literacy)?
*Does it distract from other areas of digital literacy?
*Are there better ways to address dangers/threats online?
*Is it valid to use teaching and learning time to address digital literacy?
Jo and I both agree that digital literacies need to be incorporated into the curriculum. But underlying that affirmative statement is the tsunami of definitions, possibilities and various contexts in which notions of digital literacy (and indeed digital storytelling) can be interpreted.
So what is digital literacy?
One of the commonalities seen in the interpretation of a new technological pedagogy is the sense that issues are as vast and mindbending as the cyberscape itself. Many of the statements that I have read around digital literacy are sweeping and broad, like this example from the 2004 paper “Toward a theory of New Literacies Emerging from the Internet and Other Information Communication Technologies”
“The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.” (Leu, et. al., 2004 p.2)
Educators like Jones-Kavalier and Flannigan put forward a technological determinist view that the expansion of cyberspace into all aspects of modern first world life demands that we define, disseminate and support the instruction of new literacies:
“With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings.” (Jones-Kavalier and Flannigan, 2006 p.1)
Do we need to teach digital literacy?
The alternative opinion seems to suggest that it probably isn't helpful to spotlight digital literacy as yet another skill set to be added to the bundle. This approach seen in the work of takes the stance that the core skills that have always driven 'old-fashioned' pens'n'paper literacy still apply – it is only the context that is different. This approach is reflected in the McRae article Is digital literacy killing critical consciousness?
Literacy armageddon?
At the more hardcore end of this spectrum are theorists like Birkets (1994) and Postman (1995) who put forward the idea that using computer technology is harmful to the evolution of literacy – leading to:
“...poor concentration skills in dealing with lengthy and deep textual reading, poor writing skills, and a superficial understanding of issues, due to lack of in depth reading.” (Sutherland-Smith 2002)
Commentators like Nicholas Carr (Is Google Making Us Stupid) and Ben Macintyre in this article in the Times: The Internet is killing storytelling also echo the idea that cyberculture is dismantling our past understanding of narrative with hyper-linked, jump cut chunks of torrential information – forcing and moulding our brains to be less receptive to deep thinking:
“Narratives are a staple of every culture the world over. They are disappearing in an online blizzard of tiny bytes of information” (Macintyre, 2009)
iphone babies
If I see another slideshare that features a picture of a baby playing with an iphone I might just scream – or all those 'digital native' type kids with paper signs and passive, plaintive stares – nasty! Are these web presentation cliche's growing as exponentially as the web itself? The purpose of this mini-rant is to highlight the sentiment that these types presentations are peddling – that we can't predict what this exposure to the net and associated info toys will bring the new generation and it is our duty to prepare the next generation for the challenges ahead.
Related to this are the questions raised in our debate is – are these iphone spawn getting so much exposure in everyday life, that we shouldn't bother? – does the school literacy focus also need to be dominated by technology?
In the paper Digital participation, digital literacy, and school subjects, Hague and Williamson review recent studies and make that claim that although children are confident users of new media, their judgement, critical skills and technical ability may not be what it seems. They state that:
“The problem with the 'digital natives' idea, then, is that it often overestimates the amount of knowledge that young people have about digital technologies and digital cultures.” (Hague and Williamson, 2009, p.12)
Based on this view and my own anecdotal experiences, I'd argue for balance and a sense of teaching context, history and culture of technology using all sorts of methods, not just technology.
Key themes in our debate
An Engaging tool. The idea of student engagement (central to a social constructivist approach) was discussed by Jo as a distinct advantage for digital storytelling in meeting digital literacy learning needs. The idea engagement with the process of creating a digital story also seems to fit with a constructionist model as defined by Seymour Papert:
“Constructonism notion of learning by building and exploration through play (from a Piaget perspective) in a context where “... the learner is consciously engaged in constructing a public entity, whether its a sandcastle on the beach or a theory of the universe” (Papert and Hare, 1991, p.)
While engagement is valid argument it is probably worth noting that other activities involving creative expression, lateral thinking and fun are not limited to an online environment but can be equally as useful in teaching aspects of digital literacy. I find myself leaning toward this view as quoted in Hague and Williamson from Burn, A and Durranm J (2007) from Media Literacy in Schools: Practice, production and progression, who note:
“It is also important that young people learn about technologies rather than just being taught with or through them.” (from Hague and Williamson, 2009, p.14)
Cheap and easy. The low cost of using digital storytelling in the classroom and the relative ease of use was another perspective used by Jo to sell the idea of digital storytelling as the best approach for digital literacy. She also suggests that as digital storytelling is close to current practice it is a soft and accessible way to introduce technology to the classroom.
While broadly I agree with these statements, I can see the risk of using the techonology for its own sake, the problems inherent with distractions and focus on a product rather than a process. Rather than relying on what we know, shouldn't the approach be more in line with risk taking and brave changes to curriculum to mirror the astonishing new cyber landspace?
'Developing the digital literacy of young people within school subjects recognises that as the world changes school subjects should too.” (Hague and Williamson, 2009, p.5)
The whole 'best' thing
In the spirit of a debate, I initially put on my argue hat to say that you can't really claim one strategy as the best in an arena as complex and embryonic as digital literacy. Based on comments, collaboration, discourse and research over the last few weeks, I have come to believe that this is true. One of the stated principles of connectivism states that “learning and knowledge rests in a diversity of opinion” (Siemens, 2004) – expanding on this thought I suggest that in the case of digital literacy education, learning rests in a diversity of experience. Areas of learning such as filtering, ethics, safety, authenticity, critical thinking, value should not be limited to one format or subject:
'Already technologies are changing the ways in which we engage with subjects like geography, English, and science. GPS systems, online hypertext narratives and physical simulations and visualisations are all recent developments related to these subjects” (Hague and Williamson, 2009, p.5)
In spite of all my digital storytelling harping, I fully respect and admire Jo's case studies and successes with digital storytelling models in the classroom.
And after all that...
We ended up agreeing on the idea that digital literacy skills need to be addressed in the school curriculum K-12 to meet the forcast work and life skills for the next generation.
Jo has made a case for digital storytelling as one of the best means for teaching digital literacy skills based on the familiarity of narrative, ease of use and engagement. I'd like to support digital storytelling as a great strategy, but would like to see it used as one among many tools (not all of them online) in a unified, whole school approach to addressing digital literacy.
Thanks heaps to Jo and to all who commented for making this debate so lively and enjoyable.
References
Carr N. (2008) Is Google making us stupid? Atlantic July/August 2008 retrieved from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/on 25/5/2010
Hague, C and Williamson, B, Digital participation, digital literacy and school subjects: A review of the policies, literacture and evidence, August 2009, Futurelab, www.futurelab.org.uk/resources/.../lit.../DigitalParticipation.pdf
Jones-Kavalier, B.R & Flannigan, S.L (2006) Connecting the Digital Dots: Literacy of the 21st Century, retrieved on 22 May 2010 fromhttp://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395
Leu, Donald, J, Jr., Kinzer, C.K, Coiro, J.L, Cammack, D.W, Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies, 2004, Retrived from http://www.readingonline.org/newliteracies/leu/ on 31/5/2010
Macintyre, B., The Internet is killing storytelling, 5 November, 2009, The Times Online, retrieved from http://www.timesonline.co.uk/tol/comment/columnists/ben_macintyre/article6903537.ece on 31/5/2010
McRae L. 2004 Is digital literacy killing critical consciousness? Online Opinion retrieved from http://www.onlineopinion.com.au/view.asp?article=2810 on 2/6/2010
Papert, S and Hare,I, Constructionism Ablet Publishing Corp 1991, Chapter 1, Situating Constructionism, retrieved from namodemello.com.br on 2/6/2010
Siemens, G, Connectivism, 2004 retrieved from http://www. connectivism. ca/about. html …, 2008 – devrijeruimte.org on 2/6/2010
Sutherland-Smith, W. (2002) Weaving the literacy Wed: Changes in reading from page to screen, retrieved on 22 May 2010 fromhhttps://ezp.lib.unimelb.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6437896&site=ehost-live
At the commencement of our debate I hadn't given much thought to the idea of digital storytelling. To tell the truth, the term 'digital storytelling' stirred up nostalgic, black polo-neck thoughts of community filmmakers - lugging huge (granted - analogue) video cameras round Fitzroy laneways in the early 90's.
As the debate began by defining digital storytelling (and digital literacy) my limited perception was replaced with a curiosity about the possibilities of digital storytelling and new literacy.
Jo's perspective as an ICT co-ordinator who uses digital storytelling in her teaching practice has been invaluable in anchoring our debate in practical terms.
Each week our debate had a different focus around the following themes:
*Is the digital storytelling approach practical and effective (for teaching digital literacy)?
*Does it distract from other areas of digital literacy?
*Are there better ways to address dangers/threats online?
*Is it valid to use teaching and learning time to address digital literacy?
Jo and I both agree that digital literacies need to be incorporated into the curriculum. But underlying that affirmative statement is the tsunami of definitions, possibilities and various contexts in which notions of digital literacy (and indeed digital storytelling) can be interpreted.
So what is digital literacy?
One of the commonalities seen in the interpretation of a new technological pedagogy is the sense that issues are as vast and mindbending as the cyberscape itself. Many of the statements that I have read around digital literacy are sweeping and broad, like this example from the 2004 paper “Toward a theory of New Literacies Emerging from the Internet and Other Information Communication Technologies”
“The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.” (Leu, et. al., 2004 p.2)
Educators like Jones-Kavalier and Flannigan put forward a technological determinist view that the expansion of cyberspace into all aspects of modern first world life demands that we define, disseminate and support the instruction of new literacies:
“With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings.” (Jones-Kavalier and Flannigan, 2006 p.1)
Do we need to teach digital literacy?
The alternative opinion seems to suggest that it probably isn't helpful to spotlight digital literacy as yet another skill set to be added to the bundle. This approach seen in the work of takes the stance that the core skills that have always driven 'old-fashioned' pens'n'paper literacy still apply – it is only the context that is different. This approach is reflected in the McRae article Is digital literacy killing critical consciousness?
Literacy armageddon?
At the more hardcore end of this spectrum are theorists like Birkets (1994) and Postman (1995) who put forward the idea that using computer technology is harmful to the evolution of literacy – leading to:
“...poor concentration skills in dealing with lengthy and deep textual reading, poor writing skills, and a superficial understanding of issues, due to lack of in depth reading.” (Sutherland-Smith 2002)
Commentators like Nicholas Carr (Is Google Making Us Stupid) and Ben Macintyre in this article in the Times: The Internet is killing storytelling also echo the idea that cyberculture is dismantling our past understanding of narrative with hyper-linked, jump cut chunks of torrential information – forcing and moulding our brains to be less receptive to deep thinking:
“Narratives are a staple of every culture the world over. They are disappearing in an online blizzard of tiny bytes of information” (Macintyre, 2009)
iphone babies
If I see another slideshare that features a picture of a baby playing with an iphone I might just scream – or all those 'digital native' type kids with paper signs and passive, plaintive stares – nasty! Are these web presentation cliche's growing as exponentially as the web itself? The purpose of this mini-rant is to highlight the sentiment that these types presentations are peddling – that we can't predict what this exposure to the net and associated info toys will bring the new generation and it is our duty to prepare the next generation for the challenges ahead.
Related to this are the questions raised in our debate is – are these iphone spawn getting so much exposure in everyday life, that we shouldn't bother? – does the school literacy focus also need to be dominated by technology?
In the paper Digital participation, digital literacy, and school subjects, Hague and Williamson review recent studies and make that claim that although children are confident users of new media, their judgement, critical skills and technical ability may not be what it seems. They state that:
“The problem with the 'digital natives' idea, then, is that it often overestimates the amount of knowledge that young people have about digital technologies and digital cultures.” (Hague and Williamson, 2009, p.12)
Based on this view and my own anecdotal experiences, I'd argue for balance and a sense of teaching context, history and culture of technology using all sorts of methods, not just technology.
Key themes in our debate
An Engaging tool. The idea of student engagement (central to a social constructivist approach) was discussed by Jo as a distinct advantage for digital storytelling in meeting digital literacy learning needs. The idea engagement with the process of creating a digital story also seems to fit with a constructionist model as defined by Seymour Papert:
“Constructonism notion of learning by building and exploration through play (from a Piaget perspective) in a context where “... the learner is consciously engaged in constructing a public entity, whether its a sandcastle on the beach or a theory of the universe” (Papert and Hare, 1991, p.)
While engagement is valid argument it is probably worth noting that other activities involving creative expression, lateral thinking and fun are not limited to an online environment but can be equally as useful in teaching aspects of digital literacy. I find myself leaning toward this view as quoted in Hague and Williamson from Burn, A and Durranm J (2007) from Media Literacy in Schools: Practice, production and progression, who note:
“It is also important that young people learn about technologies rather than just being taught with or through them.” (from Hague and Williamson, 2009, p.14)
Cheap and easy. The low cost of using digital storytelling in the classroom and the relative ease of use was another perspective used by Jo to sell the idea of digital storytelling as the best approach for digital literacy. She also suggests that as digital storytelling is close to current practice it is a soft and accessible way to introduce technology to the classroom.
While broadly I agree with these statements, I can see the risk of using the techonology for its own sake, the problems inherent with distractions and focus on a product rather than a process. Rather than relying on what we know, shouldn't the approach be more in line with risk taking and brave changes to curriculum to mirror the astonishing new cyber landspace?
'Developing the digital literacy of young people within school subjects recognises that as the world changes school subjects should too.” (Hague and Williamson, 2009, p.5)
The whole 'best' thing
In the spirit of a debate, I initially put on my argue hat to say that you can't really claim one strategy as the best in an arena as complex and embryonic as digital literacy. Based on comments, collaboration, discourse and research over the last few weeks, I have come to believe that this is true. One of the stated principles of connectivism states that “learning and knowledge rests in a diversity of opinion” (Siemens, 2004) – expanding on this thought I suggest that in the case of digital literacy education, learning rests in a diversity of experience. Areas of learning such as filtering, ethics, safety, authenticity, critical thinking, value should not be limited to one format or subject:
'Already technologies are changing the ways in which we engage with subjects like geography, English, and science. GPS systems, online hypertext narratives and physical simulations and visualisations are all recent developments related to these subjects” (Hague and Williamson, 2009, p.5)
In spite of all my digital storytelling harping, I fully respect and admire Jo's case studies and successes with digital storytelling models in the classroom.
And after all that...
We ended up agreeing on the idea that digital literacy skills need to be addressed in the school curriculum K-12 to meet the forcast work and life skills for the next generation.
Jo has made a case for digital storytelling as one of the best means for teaching digital literacy skills based on the familiarity of narrative, ease of use and engagement. I'd like to support digital storytelling as a great strategy, but would like to see it used as one among many tools (not all of them online) in a unified, whole school approach to addressing digital literacy.
Thanks heaps to Jo and to all who commented for making this debate so lively and enjoyable.
References
Carr N. (2008) Is Google making us stupid? Atlantic July/August 2008 retrieved from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/on 25/5/2010
Hague, C and Williamson, B, Digital participation, digital literacy and school subjects: A review of the policies, literacture and evidence, August 2009, Futurelab, www.futurelab.org.uk/resources/.../lit.../DigitalParticipation.pdf
Jones-Kavalier, B.R & Flannigan, S.L (2006) Connecting the Digital Dots: Literacy of the 21st Century, retrieved on 22 May 2010 fromhttp://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ConnectingtheDigitalDotsLitera/157395
Leu, Donald, J, Jr., Kinzer, C.K, Coiro, J.L, Cammack, D.W, Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies, 2004, Retrived from http://www.readingonline.org/newliteracies/leu/ on 31/5/2010
Macintyre, B., The Internet is killing storytelling, 5 November, 2009, The Times Online, retrieved from http://www.timesonline.co.uk/tol/comment/columnists/ben_macintyre/article6903537.ece on 31/5/2010
McRae L. 2004 Is digital literacy killing critical consciousness? Online Opinion retrieved from http://www.onlineopinion.com.au/view.asp?article=2810 on 2/6/2010
Papert, S and Hare,I, Constructionism Ablet Publishing Corp 1991, Chapter 1, Situating Constructionism, retrieved from namodemello.com.br on 2/6/2010
Siemens, G, Connectivism, 2004 retrieved from http://www. connectivism. ca/about. html …, 2008 – devrijeruimte.org on 2/6/2010
Sutherland-Smith, W. (2002) Weaving the literacy Wed: Changes in reading from page to screen, retrieved on 22 May 2010 fromhhttps://ezp.lib.unimelb.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=6437896&site=ehost-live
Monday, May 31, 2010
Really nice link on digital storytelling
http://jakes.editme.com/DigitalStorytellingTwo
This post by David Jakes is called Digital Storytelling 2.0: What's Next? - it puts a really comprehensive case for digital storytelling as a means of teaching digital literacy (especially visual literacy) and lots of interesting links to explore.
This post by David Jakes is called Digital Storytelling 2.0: What's Next? - it puts a really comprehensive case for digital storytelling as a means of teaching digital literacy (especially visual literacy) and lots of interesting links to explore.
Sunday, May 30, 2010
Jo's Summary...
Summing up…
Over the past few weeks, Jane and I have be putting forward our ideas and discoveries from a range of sources. We have used a variety of web-based tools to try and get our point across and have hopefully shared our ideas in a way that was interesting to you all! As I see it, two main areas have revealed themselves: the need to teach digital literacy and the challenges involved in changing how teachers teach.
Jane has made some great points about the inherent problems in labelling any technology as the ‘best’, especially in light of how quickly things change in the cyber-world. However, I still hold the view that digital storytelling can develop a wide range of skills, offer a real audience and a convenient platform to practice cyber-etiquette. Is it the best technology? I’m not sure but I’m also not sure there are any other tools that are quite so directly linked to what is already happening in classrooms.
Using what we are already doing is, I believe, key to changing practice in classrooms so that more engaging, relevant and educational tools such as digital storytelling are used. The teachers best placed to easily bring these technologies into their classroom are those who have a constructivist view; letting students learn from each other and build their own understandings. As Chris Waterman comments, “it takes a little bravery….[but] it’s worth letting your students lead”. As teachers, do we really need to know everything before we begin teaching it? It does indeed take bravery to be able to say ‘I have no idea’ to a group of students who are used to you telling them the ‘answer’. In an online environment, teachers can let the students be the leaders but they still require the teacher’s input to encourage reflection and on task behaviour (Maor, 2008). (With digital storytelling this becomes even more relevant if we want students to focus on the content and not get lost in the tool.) Our role as a teacher is changing, and not just curriculum but also pedagogy. Changing teacher practice is an ongoing challenge. Digital storytelling offers easy to use tools and obvious curriculum links, perhaps this could inspire more teachers to work with web 2.0 technologies.
The other main point that has arisen, and that both Jane and I agree on, is the need to include digital literacy as a key area of learning in schools. For 13 years now, experts in literacy education have identified that students can’t really understand what they see and hear on the Internet until they are able to evaluate its sources (Pool, 1997)
“Digital literacy is the ability to understand…and more important to evaluate and integrate information in multiple formats that the computer can deliver”
(Gilster, P quoted in Pool 1997)
Digital storytelling offers an authentic way to introduce evaluative and interpretive skills to our students; to focus on the meaning, content and source behind the initial viewing or reading. Most importantly in my opinion, creating a multi-media digital story allows children to experience the other side of the coin; they get to be the author and experience what goes into a piece of digital literature.
Is digital storytelling the best tool for teaching digital literacy? I’d say it’s one of the best tools we have at our disposal at the moment (but give it a year and we’ll see what else turns up!)
References:
Waterman, Chris. Lead the revolution. [electronic version]. Teacher; n.203 p.6-8/10; August 2009 ISSN: 1449-9274. [cited 26 May 10]
Maor, D. (2008). Changing Relationship: Who is the learner and who is the teacher in the online education landscape? [Electronic Version] Australasian Journal of Technology, 24 (5), pages: 627-638 Retrieval date: April1, 2009 http://www.ascilite.org.au/ajet/ajet24/maor.pdf
ACMA Report of Media and Society Research Project, (2007) Media and Communications in Australian Families Retrieval date: 26 May 2010 HTTP://www.acma.gov.au/WEB/STANDARD/pc=PC_310893
Pool, Carolyn A New Digital Literacy:A Conversation with Paul Gilster (1997) [ Electronic Version] Integrating Technology into Teaching, Vol 55, No. 3, November 1997 Retrieval date: 27 May 2010 http://namodemello.com.br/pdf/tendencias/tecnolnocurric.pdf
Over the past few weeks, Jane and I have be putting forward our ideas and discoveries from a range of sources. We have used a variety of web-based tools to try and get our point across and have hopefully shared our ideas in a way that was interesting to you all! As I see it, two main areas have revealed themselves: the need to teach digital literacy and the challenges involved in changing how teachers teach.
Jane has made some great points about the inherent problems in labelling any technology as the ‘best’, especially in light of how quickly things change in the cyber-world. However, I still hold the view that digital storytelling can develop a wide range of skills, offer a real audience and a convenient platform to practice cyber-etiquette. Is it the best technology? I’m not sure but I’m also not sure there are any other tools that are quite so directly linked to what is already happening in classrooms.
Using what we are already doing is, I believe, key to changing practice in classrooms so that more engaging, relevant and educational tools such as digital storytelling are used. The teachers best placed to easily bring these technologies into their classroom are those who have a constructivist view; letting students learn from each other and build their own understandings. As Chris Waterman comments, “it takes a little bravery….[but] it’s worth letting your students lead”. As teachers, do we really need to know everything before we begin teaching it? It does indeed take bravery to be able to say ‘I have no idea’ to a group of students who are used to you telling them the ‘answer’. In an online environment, teachers can let the students be the leaders but they still require the teacher’s input to encourage reflection and on task behaviour (Maor, 2008). (With digital storytelling this becomes even more relevant if we want students to focus on the content and not get lost in the tool.) Our role as a teacher is changing, and not just curriculum but also pedagogy. Changing teacher practice is an ongoing challenge. Digital storytelling offers easy to use tools and obvious curriculum links, perhaps this could inspire more teachers to work with web 2.0 technologies.
The other main point that has arisen, and that both Jane and I agree on, is the need to include digital literacy as a key area of learning in schools. For 13 years now, experts in literacy education have identified that students can’t really understand what they see and hear on the Internet until they are able to evaluate its sources (Pool, 1997)
“Digital literacy is the ability to understand…and more important to evaluate and integrate information in multiple formats that the computer can deliver”
(Gilster, P quoted in Pool 1997)
Digital storytelling offers an authentic way to introduce evaluative and interpretive skills to our students; to focus on the meaning, content and source behind the initial viewing or reading. Most importantly in my opinion, creating a multi-media digital story allows children to experience the other side of the coin; they get to be the author and experience what goes into a piece of digital literature.
Is digital storytelling the best tool for teaching digital literacy? I’d say it’s one of the best tools we have at our disposal at the moment (but give it a year and we’ll see what else turns up!)
References:
Waterman, Chris. Lead the revolution. [electronic version]. Teacher; n.203 p.6-8/10; August 2009
Maor, D. (2008). Changing Relationship: Who is the learner and who is the teacher in the online education landscape? [Electronic Version] Australasian Journal of Technology, 24 (5), pages: 627-638 Retrieval date: April1, 2009 http://www.ascilite.org.au/ajet/ajet24/maor.pdf
ACMA Report of Media and Society Research Project, (2007) Media and Communications in Australian Families Retrieval date: 26 May 2010 HTTP://www.acma.gov.au/WEB/STANDARD/pc=PC_310893
Pool, Carolyn A New Digital Literacy:A Conversation with Paul Gilster (1997) [ Electronic Version] Integrating Technology into Teaching, Vol 55, No. 3, November 1997 Retrieval date: 27 May 2010 http://namodemello.com.br/pdf/tendencias/tecnolnocurric.pdf
Tuesday, May 25, 2010
Just like a bar of chocolate...
I agree with Jane, digital literacy and storytelling offers us juicy ways to do what we have always done. It is attractive to students (we know engagement is key for learning), it encourages different types and kinds of learning (mars bars, twix, violet crumbles), and is cheaply and easily available!
But enough with the analogies!
Digital storytelling encourages students to develop important literacy skills. It lets us piece together all the different curriculum areas in one place. (Sorry, couldn't resist another analogy!!)
Dumpr - Photo Fun
But enough with the analogies!
Digital storytelling encourages students to develop important literacy skills. It lets us piece together all the different curriculum areas in one place. (Sorry, couldn't resist another analogy!!)
Dumpr - Photo Fun
"New" Literacy
This comedy sketch from a Norwegian TV show says it all... I definitely felt like this when I first came across computers, remember the first time you used a word processor!
Does NEW literacy just provokes the same old response?
Does NEW literacy just provokes the same old response?
Fantasic slideshare about digital literacy
This slideshare by Dr. Daniel Churchill (from the University of Hong Kong) give a really clear interpretation of the digital literacy/stragetgy debate.
He includes digital storyteling as one of many stategies that can be used to address the differing needs of new literacy. I think this presentation articulates my position for this debate really clearly - there should not be one 'best' strategy (promoted as the one-size-fits-all solution) for addressing the student's digital literacy learning needs - there needs to be multiple strategies adapted and shaped for differing requirements and audiences.
I particularly like his description of 4 Levels of New Literacy:
1)Personal use
2)Popular use
3)Professional use
4)Innovative use
And there are a lot of useful links and embeds in this presentation! Enjoy.
He includes digital storyteling as one of many stategies that can be used to address the differing needs of new literacy. I think this presentation articulates my position for this debate really clearly - there should not be one 'best' strategy (promoted as the one-size-fits-all solution) for addressing the student's digital literacy learning needs - there needs to be multiple strategies adapted and shaped for differing requirements and audiences.
I particularly like his description of 4 Levels of New Literacy:
1)Personal use
2)Popular use
3)Professional use
4)Innovative use
And there are a lot of useful links and embeds in this presentation! Enjoy.
New Literacy in the Web 2.0 World
View more webinars from Daniel Churchill.
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