digital storytelling – Jennifer's reflections 'through the looking glass'

Digital Storytelling: Critical Reflection (Part D)

Bing. (2023). Bing Chat [Gremlin with rubbish]. https://www.bing.com

From evaluating information from modules, readings and additional literature during research, it has been clear that digital literature use in the education environment provides many benefits for both teachers and students. Expressing understanding of learning content, formulating points of view, creative thinking skills, and digital technology capabilities, are a few of the advantages of incorporating digital storytelling into the classroom. By engaging in digital storytelling and tools, students are able to become active information literacy consumers and media creators, rather than passively observing it (Shelby-Caffey et al., 2014, p199, as cited in Robin, 2016, p. 20). Studies have shown that students who participate in digital storytelling opportunities are more confident writers, even influencing their development in other learning areas during the creation process (Foley, 2013, as cited in Robin, 2016, p.20).

During this subject my knowledge has transformed and grown significantly. When reflecting on my initial understanding of digital literature (Holland, 2023-b), it is clear that I was just beginning my journey when I cited the use of e-books in my school. From readings and subject modules, I now understand that this format is not classified as digital literature due to the absence of enhanced features or interactivity (Wiesen, 2023, para. 2 & Rowland, 2021, para. 4). I noted a goal of investigating the learning versus health implications of digital literature (Holland, 2023-b, para. 9). Examination of professional literature on possible health issues has been debated and less distinct (Mataftsi et al., 2023, pp. 4-5, & Coombes, 2019, p. 3), leading me to formulate my own opinion based on my personal experiences and teaching observations – that the positive benefits that digital literature provides from authentic and meaningful learning opportunities, outweigh any apparent health constraints. Moreover, restricting the use of digital literature tools in our digital world will develop adverse effects and a reduction in 21st century skills and student motivation (O’Connell et al., 2015, p. 195).

The practicality of the second assignment provided a major learning opportunity. From the beginning adjustments were required, as I was thinking too broad and big picture when proposing a whole school learning activity with digital tools (Holland, 2023-c). Upon receiving feedback from our lecturer and my peers (Croft, 2023, September 7), I restructured my project to create a digital story aimed at year 3 and 4 students with an overarching environmental message relevant to our school (Holland, 2023-e). While writing the interactive story, I modified the story tone and characterisation of the central character, Garbage Gremlin, from an antagonist causing havoc around the school, to one of positive learning and growth, to suit the audience and theme. Additionally, I reduced the number of digital tools I would incorporate into the story, simplifying and enriching the learner’s adventure.

[Screenshot of Eco Warriors example story path]. (2023). Author’s own photo.

The platform choice to suit the interactive format and non-linear structure of my digital story required a vast amount of critical analysis and trial and error. After researching possible tools and considering the connection they provide students in achieving the learning outcomes using the digital artefact, I trialled three possible platforms. I settled on using Twine, with my reasoning outlined in a discussion on digital creation tools (Holland, 2023-d). It is the go-to-tool for creating interactive digital narrative experiences (Berge et al., 2022, p. 500). Twine proved to be suitable for embedding interactive features, such as hyperlinked text, reveals, and font animations. However, I discovered it requires a high level of knowledge of coding and web tools for adding additional media. Referencing was a challenge, with limited formatting capabilities available. Upon completion, I had an uploading issue, with WordPress unable to upload the Hyper Text Markup Language (HTML) file. A major drawback of Twine for classroom application is accessibility. It appears that Twine has limited accessibility features, relying on those built into web browsers such as Read&Write for Google Chrome. Additionally, usability for students would be a steep learning curve, as even though the platform has a clear note style interface which displays visually connected links, the background coding for interactivity is difficult to grasp. For use in the classroom and ease of student access to support a range of abilities, I would consider using Sway, PowerPoint or Slides. To enhance my story further, I would add soundscapes and a readability option.

[Screenshot of Eco Warriors Twine coding]. (2023). Author’s own photo.

The creation of my digital storytelling artefact has been a profound learning transformation and has provided the opportunity to become more confident in digital storytelling platforms and digital literacy tools. As this subject concludes, I feel optimistic and content for my own lifelong learning and future teaching applications, as digital literature was an identified personal goal early in in my studies (Holland, 2023-a, para. 5). There is a long journey of learning and discovery ahead, however I am more equipped to incorporate digital storytelling tools for the benefit of our students.

References

Berge, P., Cox, D., Murray, J., & Salter, A. (n.d.). Adventures in TwineSpace: An augmented reality story format for Twine. In Interactive Storytelling (pp. 499–512). Springer International Publishing. https://doi.org/10.1007/978-3-031-22298-6_32

Combes, B. (2019). Digital Literacy: A new flavour of literacy or something different?. Synergy, 14(1). https://slav.vic.edu.au/index.php/Synergy/article/view/v14120163

Holland, J. [jennifer.holland] (2023-a, January 18). ETL402 assessment 2: Reflective practice. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/18/etl402-assessment-2-reflective-practice/

Holland, J. [jennifer.holland] (2023-b, July 23). A journey into digital literature. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/07/26/a-journey-into-digital-literature/

Holland, J. [jennifer.holland] (2023-c, September 1). Digital storytelling topic proposal: Eco warriors. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/

Holland, J. [jennifer.holland] (2023-d, September 29). Digital creation tools [Online discussion comment]. Interact 2. https://bit.ly/45gSfKO

Holland, J. [jennifer.holland] (2023-e, October 3). Digital storytelling: Eco warriors context (Part A). Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/10/03/digital-storytelling-eco-warriors-context-part-a/

Interactive Fiction Foundation. (2023). Twine: An open-source tool for telling interactive, nonlinear stories. (Version 2.7.1) [Computer software]. http://twinery.org/

Mataftsi, A., Seliniotaki, A. K., Moutzouri, S., Prousali, E., Darusman, K. R., Adio, A. O., Haidich, A.-B., & Nischal, K. K. (2023). Digital eye strain in young screen users: A systematic review. Preventive Medicine, 170, 107493–107493. https://doi.org/10.1016/j.ypmed.2023.107493

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. https://doi.org/10.1080/00049670.2015.1048043

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://doi.org/10.1344/der.2016.30.17-29

Rowland, R. (2021, July 8). What is digital literature? Understanding the genre. Book Riot. https://bookriot.com/digital-literature/

tcroft. (2023, September 7). This sounds like an worthy idea, Jennifer, and your proposal demonstrates a clear purpose for the proposed digital product created. [Comment on blog post “Digital storytelling: Eco warriors context (Part A)”]. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/#comment-8

Wiesen, G. (2022). What is electronic literature? Language Humanities. https://www.languagehumanities.org/what-is-electronic-literature.htm

Digital Storytelling: Eco Warriors Context (Part A)

The digital storytelling project Eco Warriors has been created as an engaging hook to support students in their knowledge and exploration of sustainability. It focuses predominantly on the local community level, with specific learning throughout the artefact that is relevant to existing school wide initiatives, with additional supportive inclusions on a national and global scale. The inspiration for the project derived from our primary school being a recipient of multiple environmental awards in the past (Parsons, 2018). However, over the last few years, some practices have unfortunately decreased in efficiency for teachers and students as staffing changes and the education climate has become more challenging and with the focus on other areas such as student wellbeing. There is a recognised need to promote sustainability across the school and encourage students to be the leaders of change. This digital literature piece meets the needs of the school community, as it supports students in investigating and learning about the environment while complementing school programs and values (Hawker School, n.d.). When creating this digital literature tool, Nokelainen’s (2006) ten dimensions for educational usability were considered. The model examines factors including learner control, problem-based activity, collaboration, goals, applicability, value, motivations, prior knowledge, flexibility, and student feedback (p.181-186). The artefact was designed to have real world application, with school-based setting and information, to encourage student direction, leadership and innovation.

Eco Warriors has been produced with consideration of the intended audience of the year 3 and 4 cohorts. Within these two cohorts of 95 students in total, 1 identifies as Aboriginal or Torres Strait Islander, 19 are EALD, 12 are on an ILP (Sentral Education, 2023-b & 2023-c). Student learning data demonstrates the percentage of students achieving above grade level in English for the year 3 cohort is 53% and 56% for year 5, with 96% at level or above in for English in year 3 and 100% in year 5 (Sentral Education, 2023-a). The digital story is accessible to the clientele. Students and teachers are well equipped with digital technology at the school, with 1:1 Chromebooks allocated to students from years 2 to 6 for their class learning, and interactive whiteboards in every learning space. The flexible and visual nature of the story, as well as the creative tools, will benefit a range of learning styles and foster student learning needs (Johnes, n.d., para. 11). For differentiation of learning needs and to assist the 6 students within the cohorts that require reading and literacy support, students can employ accessibility features and screen readers on their device, can work within collaborative learning groups, as well as learn with guidance from teachers and learning support assistants.

[Screenshot of Eco Warriors first page]. (2023). Author’s own photo.

The digital artefact has been designed as a fun and interactive tool, guiding students through purposeful content and learning outcomes. The multimodality of the text will develop transliteracy skills (Holland, 2023, January 17) and support synthesis of content. The story follows a non-linear narrative nonfiction format, combining an engaging and inspiring narrative with informational aspects. The interactive fiction format was chosen as an engaging mode for students to view and interact with, while critically analysing the various storylines, messages and additional information (Kucirkova, 2018, p. 18). The interactivity, meaningful content and gamification components will increase student interest in the topic and support reluctant literacy learners. Digital storytelling promotes creative and critical thinking, decision making, digital technology competencies and collaboration with peers (Warfield, 2016, para. 10-11). The format will inspire active citizenship in the school, with prompts built in for action and response by users.

Eco Warriors supports the Australian Curriculum learning areas of English and HASS for both year 3 and year 4, and authentically embeds the cross-curriculum priority area of Sustainability. The digital story can be used as a mentor text to analyse multimodal elements, structure and purpose. Examination of, and responding to the literature, builds comprehension and personal connections, and extends contextual understanding and vocabulary (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2023-a). Civics and Citizenship content descriptors are directly addressed using the resource, including year 3 descriptors AC9HS3K06 and AC9HS3K07, as well as AC9HS4K07 and AC9HS4K08 for year 4 (ACARA, 2023-b). In these areas, students understand the difference of rules and laws, investigate their purpose and role in society, and examine local government services including waste management (ACARA, 2023-b). In addition, the story and associated material supports the year 4 Geography through exploration of resources and sustainability management (AC9HS4K06). The artefact addresses the Sustainability cross-curriculum priority through the promotion of informed experiences and action, sustainable patterns, responsible resource use, and building awareness for the future (ACARA, 2023-c).

An intention for the future is that students can build upon this artefact to use digital storytelling to create their own stories. This will develop rich connections, sharing and collaboration, whilst promoting ownership and value in the school community (Robin, 2016, p .19).

References

Australian Curriculum, Assessment and Reporting Authority. (2023-a). English – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-b). HASS F-6 – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-c). Sustainability (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability

Hawker School. (n.d.). Environment program. Retrieved September 23, 2023 from https://www.hawkerps.act.edu.au/Our_Curriculum/environment_program

Holland, J. [Jennifer.Holland] (2023, January 17). Multiliteracies. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/17/multiliteracies/

Johnes, S. (n.d.). What is digital storytelling and how can I use it to help my students?. Science and Literacy. https://scienceandliteracy.org/digital-storytelling-in-the-classroom/

Kucirkova, N. (2018). How and why to read and create children’s digital books: A guide for primary practitioners. UCL Press. https://doi.org/10.14324/111.9781787353473

Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society. 9(2). 178-197. https://www.researchgate.net/publication/220374935_An_empirical_assessment_of_pedagogical_usability_criteria_for_digital_learning_material_with_elementary_school_students

Parsons, S. (2018, April 24). Kitchen garden: the language of food. The Canberra Times. https://www.canberratimes.com.au/story/6040188/kitchen-garden-the-language-of-food

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://www.researchgate.net/publication/311964446_The_Power_of_Digital_Storytelling_to_Support_Teaching_and_Learning

Sentral Education. (2023-a). Academic Reports (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-b). Profiles (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-c). Student plans (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Warfield, A. (2016). 6 reasons you should be doing digital storytelling with your students. Getting Smart. https://www.gettingsmart.com/2016/01/17/6-reasons-you-should-be-doing-digital-storytelling-with-your-students/