From LIS5313

LIS 5313 by Jenifer A.

Contents 1 Introduction 1.1 Definition 1.2 Types of Digital Stories 1.3 Uses of Digital Stories in High School 1.3.1 Teachers, Librarians, Staff 1.3.2 Students 2 The Argument for Using Digital Stories in High School Classrooms 2.1 Teaching Digital Literacy in High School 2.2 Examples of Digital Stories in High Schools 3 Challenges 3.1 Direction 3.2 Plagiarism 3.3 Technology 3.4 Time 3.5 Cost 4 Getting Started 5 Conclusion 6 Notes 7 References 8 Resources

[edit] Introduction

Digital stories may be used by anyone virtually anywhere, but are they used in secondary education, especially high schools? Yes, they are, and for good reasons.

[edit] Definition

Karen Diaz and Anne M. Fields (2007) define the digital story as "simply a story told using some combination of still and moving digital images, digital voiceover narrative, and digital music". Bernard R. Robin (n.d.), University of Houston, states there are many different definitions, but "they all revolve around the idea of combining the art of telling stories with a variety of digital multimedia, such as images, audio, and video". Digital Stories tend to be short in length, so incorporation into a classroom lesson plan is viable.

[edit] Types of Digital Stories

While there are many different types of digital stories, usually they may be categorized into three main groups: personal narratives, historical documentaries, and instructional or informational stories. Personal narratives center around significant events in one's life, while historical documentaries provide insight into incidents of the past. Instructional or informational digital stories seek to show the viewer a particular concept or practice (Robin, n.d.). All three types have a place in high school curricula.

For example, a class viewing a personal narrative about a family learning English after arriving in the United States, may better understand why their schoolmates, or even people working in their community who are from another country, may sometimes have trouble communicating. This experience could be part of an anti-bullying program or other social skill curriculum. Students creating a historical documentary could use primary sources such as a clip from a speech or other historical material to better understand an aspect of American History. Students could view or create a digital story on the negative effects of alcohol for a Health class, or learn about genetics from a digital story in Science. To view digital story examples, see personal narrative Almost Paradise, historical documentary Abraham Lincoln's Gettysburg Address, and informational story Aging Well.

[edit] Uses of Digital Stories in High School

There are numerous uses for digital stories in education. Below are listed some uses for high school. For more on using digital video in the classroom, read Leslie Adams' "The Digitalization of Learning" in T.H.E. Journal vol. 32, no. 11, June 2005.

[edit] Teachers, Librarians, Staff

1. To bridge pre-existing knowledge with new material as an anticipatory set
2. To teach a new lesson
3. To re-teach a previous lesson in a new way (visual)
4. To teach a skill (How to...)
5. To provide example(s)

[edit] Students

1. To connect personal experience to school lesson
2. To express oneself creatively
3. To supplement an assignment (Science Fair)
4. To research
5. To teach a lesson (Peer to Peer, Small Group Instruction, etc.)

[edit] The Argument for Using Digital Stories in High School Classrooms

Dr. Helen Barrett (2005) states that creating digital stories leads to learner ownership and engagement. Students who create digital stories are emotionally connected to the material, give authencity- a voice - to the material, and have access to a "deep learning" tool. "Deep learning involves reflection, is developmental, is integrative, is self-derivative, is self-directive, and is lifelong."

Today's students are digital students. According to Apple Education (2008), digital students are hypercommunicators, multitaskers, and goal oriented, so they are "devouring information, solving complex problems and developing expertise everyday" by using technology. Lest one thinks Apple is promoting technolgy for the sake of profits, consider David Huffaker's (2004) view that technology has produced a third type of literacy: digital fluency.

Verbal literacy is developed in the form of reading and writing text. Iconic or visual literacy is developed "by viewing and interpreting images and symbols, or by using human-computer interfaces". Digital fluency means one is fluent in technology: "comfortable and natural" with using computers and other technologies (Huffaker 2004). David Huffaker (2004) draws attention to the importance of digital fluency by quoting M. Resnick: "In the years ahead, digital fluency will become a prerequisite for obtaining jobs, participating meaningfully in society, and learning throughout a lifetime.".

Robin (n.d.) summarizes digital literacy as "the ability to communicate with an ever-expanding community to discuss issues, gather information, and seek help". Digital literacy is one part of what has been termed "Twenty-first Century Literacy". In addition to digital literacy, there is global literacy, technology literacy, visual literacy and information literacy. Global literacy is "the capacity to read, interpret, respond, and contextualize messages form a global perspective"; technology literacy is "the ability to use computers and other technology to improve learning, productivity, and performance"; visual literacy is " the ability to understand, produce and communicate through visual images'; and information literacy is "the ability to find, evaluate and synthesize information".^[1]

Creating digital stories employs these literacies in a comprehensive, creative way. Depending on the type of digital story students create, students may improve research skills, writing skills, organization skills, technology skills, presentations skills, interview skills, interpersonal skills, problem-solving skills, and assessment skills. Students may capitalize on their creative talents, develop enhanced communications skills, and learn to use the library and internet to research "rich, deep" sources while analyzing and synthesizing a wide range of content (Bloom's taxonomy) (Robin, n.d.).

"Students spend more than eight-and-a-half hours daily consuming media" (Adams, 2005). Why not prepare students for workplace productivity by incorporating the use of media with school curricula though the creation of digital stories?

[edit] Teaching Digital Literacy in High School

Students and teachers have given great feedback regarding digital stories. Digital stories foster student creativity, prevent plagiarism while teaching deep research skills, and get students reacting positively to the project and their experiences (S. Best, personal communication, April 5, 2008). All good reasons to use digital stories in the high school classroom. Watch this digital story I created to promote the use of digital storytelling in high schools:

[edit] Examples of Digital Stories in High Schools

There are high schools who have used or are using digital stories in the classroom. High school juniors and seniors from southeastern Illinois communities created a seven minute film, It's Not an Accident, in their Multimedia and Film Design class. This film is used by the Illinois Department of Tranportation to teach new drivers about train crashes. Students worked as teams, collaborated with the community, state law enforcement officials, emergency workers, and railroad excutives, as well as worked with scripts, storyboards, and video equipment (New, 2005). While digital stories in the classroom need not be this long nor this elaborate, it is an example of the far-reaching possibilities digital stories can have. Below are examples to view of the various uses of digital stories.

• Niles Township High School District 219 Skokie, Illinois

  Their web page Prologue states: "Digital storytelling can be used to introduce or reinforce the power of writing. Through the writing process and its refinement, students often discover the power of personal expression and greater creativity with digital tools at their aid." Links are given to resources, student digital stories, teacher digital stories, and senior citizen digital stories.

• Vachel Lindsay (overview) Springfield, Illinois, Lanphier High School

  Language Arts 9-12 teacher Deborah Huffman and her class produced this digital story using iMovie: Vachel Lindsay (media)

• Hero Quest Springfield, Illinois, Southeast High School by a Language Arts 9-12 Teacher

  "This iMovie is teacher created, and is used as an introductory activity. It would also be a good example of a culminating project, asking students to work in teams to create their own Hero Quest movie." The page includes links for Objectives and Learning Standards, a Lesson Plan and a Rubric for Free Write Activity.

• Theodore Roosevelt and Progressivism by Rich Mayorga at Sunnyside High School, Sunnyside Unified School District, Tucson, Arizona

  "The students are expected to analyze primary sources to identify the central concepts and ideas from the progressive era and the presidential administration of Theodore Roosevelt." The digital story includes primary sources and a five-minute drill.

• A Multi-Genre Approach to Six Traits Writing: Expository Writing and Literary Analysis by Lois Rodgers at Patagonia Union High School, Patagonia Union High School District, Patagonia, Arizona

  "Students read, explore and compare the two novels, Conrad's Heart of Darkness and Golding's Lord of the Flies. Mrs. Rodgers focuses on the general concept of Darkness and her students are led into both personal and general expressions of Darkness." The digital story includes cooperative learning, six trait writing, and independent literature analysis.

• Student Stories are examples of creative expression by students from Scott County Schools Georgetown, Kentucky. Titles from high school students include How is hero defined?, Ethnic Gardens, and Help!!!.

• Lower Cape May Regional High School: Interview Transcript At Lower Cape May Regional High School in Lower Township, New Jersey, digital stories are used primarily in the history, English, and sciences classes, but other classes have also created digital stories. Teachers and students use digital stories as projects in place of research papers or to teach lessons. Some students need to be taught how to produce a digital story, so some teachers make creating a digital story an option rather than a class-wide assignment or project (S. Best, personal communication, April 5, 2008).

[edit] Challenges

There will be issues or problems that come up when incorporating digital storytelling into the classroom, but these can be readily overcome. Below are some common challenges with solutions.

[edit] Direction

Students will need direction in creating a digital story, and some students will balk, even panic, at the suggestion of writing a digital story. To handle this challenge, teachers and staff will need to provide structure. Structure is good and necessary; it will help overcome inadequate digital storytelling. Students should be taught what digital stories are through definition and experience. Have students view multiple examples of digital stories and discuss what they saw, heard, and felt. Put students into small peer groups for support and reflection. Teach outlining and storyboarding. Have students prepare a written script for any narration. Give students guidelines and review those guidelines often to offset problems and frustrations later.

[edit] Plagiarism

Another challenge is plagiarism or copyright infringement (Robin, n.d.). Teach students what plagiarism and copyright are by both definiton and example. Provide 'safe to use' materials and go over examples of attribution in actual digital stories. Discuss how students can protect their own work. Working with Creative Commons licenses can teach many students to avoid the pitfalls of using copyrighted material without permission. Give guidelines and expectations to students and review them often.

[edit] Technology

Technology is often an issue. To avoid problems, create a digital story using school equipment- the same equipment students will be using for their projects- before the students do. Meet with the appropriate staff to problem-shoot technology issues and to prepare for student creation of digital stories using school technology. Work out glitches to reduce frustration. In a recent interview, Lower Cape May Regional High School TV Media Teacher, Mr. Samuel Best, named glitches in the technolgy such as the digital cameras and video equipment as being the reason some students and teachers will not create digital stories. Mr. Best also mentioned that transferring a project created at home to be viewed in school has been problematic, so have a plan for students who finish or create digital stories at home to be viewed in school (personal communication, April 5, 2008). Ask the tech staff or other knowledgeable staff member to set aside time to help students before, during, or after school to convert their project files so they may be viewed in school.

[edit] Time

Time is a big challenge, especially if there are only 40 minute blocks of time in which to work. Create a sequence of steps to follow or a timeline of expected daily tasks for students to follow. In addition to teaching about digital stories, build time into class for drafts, support, and presentation. A lot of skills are being interwoven during the creation of a digital story; don't rush the skill building!

[edit] Cost

Cost used to be a big challenge, but computers today come with enough "horsepower, disk space, and connectivity needed to tackle digital video editing" (Adams, 2005). Most computers have movie making software already loaded. Free or open source software is another option to keep costs down. See the Resources section: many of the sites listed have links to open source software.

[edit] Getting Started

Thinking of using digital stories in your classroom? First, become aquainted and comfortable with digital stories. Use the resources listed below to help you get started. Also read "How To: Use Digital Storytelling in Your Classroom" (New, 2005) for seven tips to help you "empower student creativity with affordable and accessible technology". Then create at least one digital story yourself so you know how to help your students create their digital stories, and so you can understand their frustrations whether it be in expressing themselves, using the technology, or meeting expectations. Most importantly, have fun! Your students will reflect your positive attitude while learning!

Since most students focus on the technology rather than the power of their story, have students use story mapping and practice written and oral storytelling before bringing in the digital elements. There is no single right way to plot out the narrative, so story mapping should be a flexible guide (Ohler, 2005/2006).

Once students have a script and storyboard, students may use a free audio program [such as Audacity] to create their audio track with narration, music and sound effects. Then the images students have taken with digital cameras [or from a Creative Commons group of photos from Flickr] may be sequenced to the audio track in a video editor such as Windows Movie Maker or iMovie (Bull & Kajder, 2004).

[edit] Conclusion

To strengthen students' critical thinking, report writing, and media literacy skills in addition to digital literacy, digital stories need to be part of the curriculum. Media literacy through digital stories involves the creation and analysis of media in which students are immersed. Students can see the persuasiveness of the electronic culture in which they live by connecting story to technology (Ohler 2005/2006). Dormant skills will emerge and emerging skills will be enhanced through the creation of digital stories in high schools.

[edit] Notes

1. ↑ See also "Mile Guide for 21st Century Skills" an eight page guide.

[edit] References

Adams, L. (2005). The digitization of learning [Electronic version]. T.H.E. Journal, 5, 50. Retrieved March 30, 2008, from Educational Index Retro/Educational Fulltext database, FSU Libraries.

Apple Education. (2008). Digital tools for digital students. Retrieved April 2, 2008, from http://www.apple.com/au/education/digitalkids/

Barrett, H. (2005). Storytelling in higher education: A theory of reflection on practice to support deep learning. Technology and Teacher Education Annual 2005. Charlottesville, VA: Association for the Advancement of Computing in Education.

Bull, G. & Kajder, S. (2004). Digital Storytelling in the language arts classroom. Learning & Leading with Technology 32:4, 46-49. Retrieved March 30, 2008, from http://cs2.cust.educ.ubc.ca/csed/400/csed_readings/display%2024.pdf

Diaz, K. & Fields, A. M. (2007) "Digital storytelling, libraries, and community". In N. Courtney (Ed.), Library 2.0 and beyond: Innovative technologies and tomorrow's user (pp. 129-139). Westport, Connecticut: Libraries Unlimited.

Huffaker, D. (2004). Spinning yarns around the digital fire: Storytelling and dialogue among youth on the internet [Electronic version]. Information Technology in Childhood Education, 63-75. Retrieved March 30, 2008, from Educational Index Retro/Educational Fulltext database, FSU Libraries.

New, J. (2005). Film School. Retrieved March 30, 2008, from http://www.edutopia.org/print/1417

Ohler, J. (December 2005/January 2006). The world of digital storytelling [Electronic version]. Educational Leadership, 63, 44-47. Retrieved March 30, 2008, from EBSCOhost, FSU Libraries.

Robin, B. R. (n.d.). The educational uses of digital storytelling. Retrieved March 30, 2008, from http://discovery.coe.uh.edu/7358-f07/class1/Educ-uses-ds.pdf

Robyn demonstrating the techniques of digital story telling by sridgway Flickr Creative Commons[6]

Digital story telling workshop by sridgway Flickr Creative Commons [7]

Creating digital stories by sridgway Flickr Creative Commons[8]

Digital Storytelling audience by cogdogblog Flickr Creative Commons[9]

[edit] Resources

• Center for Digital Storytelling Founded by Joe Lambert, Nina Mullen, and Dana Atchley in 1994, the CDS inspires the creation of digital stories by anyone anywhere. Also see Case Studies

• Digital Storytelling Resources for Educators by Meg Ormiston such as Ideas for Digital Storytelling Across the Curriculum

• Lubbock Independent School District Lubbock, Texas

  The digital storytelling web page, maintained by Scott Firenza, states: "Digital storytelling challenges students to take their written ideas and translate them into a visual medium". The digital storytelling page offers everything from the definition to resources and examples.

• Best Practices Showcase Lessons from Best Practices Clearinghouse has digital story examples for elementary, middle, and high schools

• Teachertube offers various digital stories for and by teachers

• Wesley Fryer Wiki on Digital Storytelling and Teach Digital: Curriculum: Digital Storytelling by Wes Fryer If you wish to learn more about other digital teaching tools go to his site[10]

• Teen Stories This site is not school based, but has teens' digital stories about real issues which could inspire a school based library of digital stories for a similar purpose [11].

• Educational Uses of Digital Storytelling This site has lots of links to examples, how-to-do-it tutorials, resources, etc. An excellent starting point for novice users as well as a comprehensive site for experienced users.

• Discovery Educator Network: Digital Storytelling

• Integrating Digital Storytelling in Your Classroom In addition to resources and examples, this site also has links for copyright, interviewing, storyboards and rubrics.

• Tech Head Stories: Digital Storytelling includes tools, resources, as well as community, corporate, and educational examples.