Digital storytelling could be defined as a multi-media presentation that follows a narrative structure. Of course, as soon as anything is defined in world of computers and the Internet, it invariably changes! Adams (2009) distinguishes between digital storytelling and an online 'presentation' by requiring a narrative storyline to be included in anything labelled a 'digital story'. However, I would argue that not all digital stories follow a narrative structure, nor do they need to use all forms of multimedia. Online examples (from a quick google search) indicates that a digital story might be an autobiography narrated as an mp3 file, or a powerpoint presentation of a holiday or school excursion or it could be a short film written and created by a group of high school students. The difficulties inherent in defining this kind of use of technology, however, should not deter a teacher from finding the practical, valid and increasingly important values in this tool
The common link between the many and varied forms of digital storytelling is the forms of literacy used to create the story in the first place: reading, writing, planning, drafting, reviewing, refining and presenting. Whether with pen and paper or with Apple iMovie (or any of the myriad other digital tools), these key literacy skills are still addressed.
While few could argue that storytelling has long been a key source of enjoyment, information transfer and social communication, using digital tools to further this tradition is definitely a new way to teach.
Digital storytelling is a teaching strategy - a tool, and as such it is up to teachers to get out of it what they will. Depending on what needs to be taught teachers can scaffold students to create a narrative covering many areas of today's literacy curriculum. For example, planning for writing is an essential and necessary skill to develop in our students, this is easily addressed though digital storytelling: planning to communicate a message in a specific format with a specific audience in mind.
Digital storytelling offers more learning opportunities than traditional pen and paper storytelling. Multiple Intelligences such as visual/spatial, verbal/linguistic and mathematical/logical are addressed as students use images, photos and graphics to enhance their message, prepare scripts and record audio and create a story following a logical sequence and structure. (http://www.ldpride.net/learningstyles.MI.htm)
Adams states "Storytelling is a natural fit for kids immersed in movies, television, and video games" (Adams, 2009). Students are using multimedia and online tools to connect, interact and share, why shouldn't we, as teachers, harness these skills to address curriculum outcomes?
References:
Adams, C: 'Digital Storytelling' in: Instructor Nov/Dec2009, Vol. 119 Issue 3, p35-37
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An interesting post, Jo.
ReplyDeleteI can see that digitial story-telling may enhance the overall learning experience for students in the digital age -- as it helps them to become digitally literate. But when you make the comment regarding multiple intelligences, do you mean that some students will not have to write a story in the old pen-and-paper way (ie. they may, for example, simply be able to use audio and images)?
If so, do you think this is a good thing?
Thanks for your comment Stephen,
ReplyDeleteI guess I'm suggesting that there are a range of tools and ways to write a story and that pen and paper is one of those tools, but just one. I think students should be challenged beyond their abilities to expand their writing to include multi-media and visual imagery. Multiple intelligences give us a frame work to identify strengths in our students as well as areas in which to challenge them. If I prefer computer work, it doesn't mean I don't ever have to write! Of course, all good writing has had thought put into it. Lack of planning can mean lack of cohesion and flow in the text. I definitely believe that writing with a pen and paper is a skill that needs to be taught but is that enough?
You could argue that digital story telling is by far these days a more interesting way to learn (I would certainly find it more interesting). We cannot ignore the influence technology is now having over young learners and I would expect every school to have a blended learning approach whereby the students are taught the essentials of reading and writing the old fashioned way, along with an element of technology integrated into the learning program.
ReplyDeleteWe need to accept that technology must be taught in schools to avoid students from falling behind the pack...whether we agree with it or not.