Our topic features two substantive (and controversial) terms – digital storytelling and digital literacy.
Wikipedia describes digital storytelling as an emerging term with two generic interpretations. The most common understanding of digital storytelling (according to Wikipedia) is typified by the description on the Australian Centre for Moving Image (ACMI) website as “... autobiographical 'mini movies' created and edited by people like you - using computers, cameras, scanners and photos." ACMI have actively promoted this medium and process through their Digital Storytelling Program since 2002.
Digital Storytelling
The second possible interpretation of digital storytelling is more generic – a one-size-fits-all account – to parphrase Jo: a multimedia presentation with a narrative structure. I can't agree with her proposal that digital storytelling doesn't necessarily require a narrative. Storytelling, regardless of the medium involves the communication of a message, a narrative with a purpose and intent. Digital storytelling may be linear or non-linear, classical narrative or experimental – but it must have a story to tell. Without this aspect, all we are talking about is the random use of digital tools to create an output.
For the purpose of this debate my interpretation of digital storytelling will fall somewhere between the strictly defined ACMI approach and the very generic “any multimedia presentation". Digital storytelling must have a narrative purpose and use one or a number of digital tools (web 2.0, video, software, mobile apps, audio etc).
Digital literacy is far less easy to pin down. I think a definition reaches beyond using and interpreting digital technology. “Digital literacy is usually conceived as combination of technical-procedural, cognitive and emotional-social skills.” (Aviram, 2006, p.1). I suggest that although digital storytelling can address some of the needs for teaching a holistic approach to digital literacy, it is not the “best” or indeed only approach required and will explore this suggestion in future posts.
References
Aviram A. Eshet-Alkalai Y. (2006) Towards a Theory of Digital Literacy: Three Scenarios for the Next Steps European Journal of Open and distance Education
Australian Centre for Moving Image (ACMI), Centre for Digital Storytelling, retrieved 24 April 2010 from http://www.acmi.net.au/digital_storytelling.asp
Wikipedia (2010) Digital Storytelling entry, retrieved 24 April 2010 from
http://en.wikipedia.org/wiki/Digital_storytelling
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Jane - I agree that storytelling - digital or not - must contain narrative structure - linear or not. This is where technology must be in the hand of the right teachers! It is so frustrating when students are allowed to put photos and music together to create a "story" without having to learn the basic structure, language and purpose of the narrative form!!
ReplyDeleteI would argue it depends on what you are teaching though. A narrative is one thing and 'digital storyelling' has become known as a retell or biography of a life (ofter your own) but it doesn't always need to be. I've read that " teachers can ues this type of story to present information to their students on subjects ranging from math and science, to art, technology and medical education" (Robin, 2008). Robin cites the following examples:
ReplyDeletehttp://coe.uh.edu/storytelling/pinhole.htm and http://www.coe.uh.edu/digital-storytelling/geo-story.htm
Interesting interpretation of the uses of what we traditionally know as 'storytelling'.
PS I found these online resources last week but they seem to have moved - they were/are stories about using a pinhole camera and about geometry. Sorry for the lack of link!
ReplyDeleteRef: Robin, Bernard R. (2008) "Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom", Theory in Practice, 47:3 220-228