Tag: digital storytelling

INF533

Assessment #4: Critical Reflection

kylie.obrien

Throughout this subject, I have felt extremely challenged regarding my beliefs around traditional storytelling. I have mentioned multiple times that I am a traditional reader (O’Brien, 2020). At first this was all very overwhelming, and I would be lying if I did not mention it continues to be so. A book is a beautifully simple piece of technology (Sadokierski, 2013) – I know what to expect and how to use it. The world of digital literature feels complex, and I still flounder as I wade my way through it. However, I think the concept which stands out the most for me is the value of storytelling regardless of the format it is presented in. It makes my teacher-librarian heart happy that young people are still engaging in the art of stories and all that encompasses – complex plots, rich character development, extensive vocabulary, and the beauty of new worlds and ideas.

The structure of the course allowed me to progress with this plethora of information – firstly defining what it means to be a book and to read in the digital age and the “technology of storytelling”, as discussed in Joe Sabia’s TED Talk. This talk was probably the turning point for me in appreciating rather than rejecting the idea of digital storytelling and transmedia. I connected with Sabia’s call to celebrate the changes that have occurred in the 6000 years humans have been telling stories (TED, 2011). Lamb (2011) also changed my mind when she discussed the need to redefine reading and gave it the revised definition of reading being “the process of constructing meaning from symbols.” Even more helpful was the further redefinition of the ‘book’: “a published collection of related pages or screens” (Lamb, 2011). Suddenly my definition of reading itself shifted, and thus opened my mind to different possibilities in the world of reading, and in particular how this applies in my current role as a long-time English teacher and a new teacher librarian.

To further examine how to use this new information, I looked past the reading of digital storytelling and its benefits and onto how it can be used for students in the 21st century, particularly when it comes to three of the six Cs – creating, communicating and collaborating (ACARA, 2014). Morra (2013) stated that “digital stories push students to become creators of content, rather than just consumers.” This was incredibly interesting to me, as one of my biggest concerns around this current generation and how they interact with media of all kinds is how passive it seems to be; the idea that creating digital stories of their own challenges this is very appealing. I suddenly began thinking of all the ways I could teach reading and writing skills with a new angle that may appeal to the so-called digital generation. I thoroughly enjoyed engaging in creating content with my own digital book and was surprised how much I engaged more with the poem. What I also found just as important was that research has shown that when students went online, they applied traditional reading comprehension strategies, even going so far as to say that these skills were considered “compulsory” in online reading (Goodwin, 2013, p. 79). This highlighted the importance of traditional reading skills being combined with the creation of digital literature in order for students to be successful in this new era of reading and storytelling.

Goodwin (2013, p. 79) brings up that while these skills are easily transferrable for already highly-skilled readers, there continued to be concerns around weaker readers struggling with digital stories. These concerns contrast with Cahill and McGill-Franzen (2013, p. 32), who claim that digital books can be useful tools for struggling readers, as it “enables the integration of an ‘easy’ medium with a ‘tough’ literacy task”, which facilitated development and decoding skills for those struggling students. Digital technology and transmedia storytelling could easily support students for whom pen and paper is daunting, and I immediately thought of current students whom I believe would thrive in the transmedia environment, particularly when it came to creating their own stories in the classroom.

Sabia (2013) said that the book used to be king; digital developers say that good content is now king when it comes to young people and storytelling (Barack, 2012). If a core element of doing our job well is to engage young people in reading and books, then it is our job as both teachers and teacher librarians to do this via the platform which is current, relevant, and engaging for our clientele. It must become our job to engage ourselves in digital storytelling and transmedia; to know that traditional books have their place, but to understand the importance of students engaging in rich, quality stories and content via a modern medium. If we continue to resist this changing platform of literature – much as I did at the start of the subject – then we are sadly failing to move with our students into a new era.

REFERENCES

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Foundation to year 10 curriculum: English. https://www.australiancurriculum.edu.au/f-10-curriculum/english/?layout=1#cdcode=ACELA1428&level=F

Barack, L. (2012). Apps, shmapps. It’s about story. School Library Journal, 58(2), 12. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=71417800&site=ehost-live

Cahill, M., & McGill-Franzen, A. (2013). Selecting “app” ealing and “app” ropriate book apps for beginning readers. Reading Teacher, 67(1), 30–39. https://doi.org/10.1002/TRTR.1190

Goodwin, B. (2013). The reading skills digital brains need. Educational Leadership, 71(3), 78-79. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=91736083&site=ehost-live

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Morra, S. (2013, May 30). Eight steps to great storytelling. EdTechTeacher. http://edtechteacher.org/8-steps-to-great-digital-storytelling-from-samantha-on-edudemic/

O’Brien, K. [kylie.obrien] (2021, July 25). Assessment #1. That New Library Lady. https://thinkspace.csu.edu.au/kylieobrien/2021/07/25/64/

Sadokierski, Z. (2013, November 12). What is a book in the digital age? The Conversation. http://theconversation.com/what-is-a-book-in-the-digital-age-19071

TED. (2011, November 24). Joe Sabia: The technology of storytelling [Video].  http://www.ted.com/talks/joe_sabia_the_technology_of_storytelling.html

INF533

Poetry with a voice

kylie.obrien

At my current school, students in Year 9 English study poetry as a way to share stories in a unit called “The Art of Storytelling”. Studying poetry by nature encourages a close reading of text structures and language selection, with particular focus on figurative language and imagery. Students also examine the context in which a poem is written (person, place, historical era, culture etc).

The study of poetry allows educators to cover multiple capabilities from the Australian Curriculum English strands, including but not limited to:

Language

  • investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor
  • Understand that authors innovate with text structures and language for specific purposes and effects

 Literature and Context

  • interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts
  • reflect on, discuss and explore notions of literary value and how and why such notions vary according to context
  • explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts)

Literacy

  • analyse how the construction and interpretation of texts can be influenced by cultural perspectives and other texts
  • explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014)

Rather than analyse a poem in the traditional sense (on the whiteboard or via a Power Point), my digital story is a visual poem based on the Oodgeroo Noonuccal poem Time is Running Out. It is a visual storytelling of the iconic poem, with links to helpful websites about the author, a verbal reading of the poem as well as a verbal analysis of vocabulary definitions, figurative meanings of words/phrases and interpretations. The choice to use this poem also connects with the cross-curricular priorities by examining the oral narrative traditions of Aboriginal and Torres Strait Islander peoples.

The digital text will enhance student understanding of the poem and its meaning, as well as model an assessment task where they will create their own multimedia visual story of a selected poem. It also lends itself nicely to the unit title, in where the “art of storytelling” will be done digitally. In doing this, students will be using the ICT General Capabilities strands of creating and communicating with ICT, as well as continue to embed the following skills in the English Literacy strand:

  • use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects
  • create imaginative texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features
  • use a range of software, including word processing programs, flexibly and imaginatively to publish texts

(ACARA, 2014)

Book Creator has been chosen as it is free and easy to navigate, with multiple tools that students will easily pick up. Educators can create “classrooms” where students can collaborate and publish their work for the class to read. Students can operate it via Windows on school laptops, or their iPads if they have them at home. Book Creator is program that easily allows students to engage in what Botturi et al (2012) call “mastering storytelling” and the two different skill sets that requires: understanding narrative structures, and being able to give them shape verbally, visually or aurally, and with the help of various media (Botturi et al, 2012, p. 10).

The benefits of the poem being read out loud by me (or in their case, the students when they create their own digital story) will be that it appeals to students who prefer listening rather than reading, and students can engage with the intended intonation of their chosen poem. The cohort of Year 9s has quite a number of ESL students, so the fact the book can be read back to the students in a variety of languages is extremely beneficial. There is also the theory that “producing written words – that’s to say, reading them out loud – improves our memory of them” (Hardach, 2020). Indeed, I found this to be the case while creating my digital book – I have silently read this poem multiple times over the years, and it is only now after reading aloud for my piece that I believe I have memorised it!

 

REFERENCES:

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Foundation to year 10 curriculum: English. https://www.australiancurriculum.edu.au/f-10-curriculum/english/?layout=1#cdcode=ACELA1428&level=F

Botturi, L., Bramani, C., & Corbino, S. (2012). Finding your voice through digital storytelling. Techtrends: Linking Research & Practice To Improve Learning, 56(3), 10-11. https://doi.org/10.1007/s11528-012-0569-1

Hardach, S. (2020). Why you should read this out loud. BBC Future. https://www.bbc.com/future/article/20200917-the-surprising-power-of-reading-aloud