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.
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/
