Throughout my participation with the course content, group discussion and readings over the session from INF533, I have been repeatedly challenged on my understandings of what Digital Literacies actually are. When reflecting on Blog Task 1, I saw that my ideas of what digital literacy was, had been questioned, I understood that it was the transformation of simple literature, and that these texts immerse the reader in a sensory experience that is not the same as purely print literature (Jabr, 2013).
At that stage, I simply believed that it was the re-emergence of text into a digital format that included enhancing features and as stated by Burgess ‘digital storytelling techniques allow for creating compelling narratives with a relatively low technical effort. Digital media provides tools to blend different languages for the same story’ (Burgess, 2006). I have since discovered that digital literacies are a complex yet powerful tool and that digital storytelling can be widely used in the curriculum to deepen understandings and to create critical and creative thinkers.
I believe in the benefits of incorporating digital stories into the curriculum as discussed by (Dockter 2010) where he stated that the Digital Storytelling Process;
- allows students to build their own understandings
- allows students to collaborate in meaningful ways.
- includes authentic audiences and consequences.
- encourages critical and creative thinking through a high degree of rigor.
In response to new ideas that were encountered through Module 1 course readings and stated in Blog Task 1 reflections, I now feel more equipped to answer some of the questions raised by Lamb. ‘First, let’s tackle the definition of reading. What’s involved with the activity? Must it involve only text, or can it include graphics, sounds, motion, and other kinds of symbols in addition to or instead of the text? Does a book need to have a traditional start and finish? Or could the content emerge or even be created as the reader moves through the experience?’ (Lamb, A. 2001)
With the introduction of digital literacies, reading has now developed far beyond simply just the text, a good digital text should include suitable interactive features such as audio, graphics, motion, video and interactivity, with the intent to enhance the user experience when working with the text. Written text can be replaced with other mediums and can provide engagement for a wider variety of learning needs. A digital story does not necessarily need to follow a traditional Beginning, Middle and End of a book and can have multiple entry and exit points as the reader can now determine their pathway through a digital story.
As I made my way through the modules I discovered the notion that narratives are dialogues between people, cultures and different times. These stories pass on human experiences, these dialogues that engage people, are now told through many different forms of media. Each medium oral, print, radio, movies, television and video has added its own flair to storytelling as it has evolved. It is an exciting space where an educator must think outside of what has always been done in order to create rich multiliterate learning experiences.
As a digital learning coach in a primary school setting, it is important to note that some digital texts and technologies can detract from the intended purpose rather than enhance it (Yokota & Teale, 2014; Flewitt, Messer, & Kucirkova, 2015). It can also present as a daunting ‘extra’ task for less ‘tech savvy’ educators to engage with and for them to see the potential value of such a medium. Care must be taken, when implementing digital storytelling into planners that it is incorporated in appropriate places within the curriculum and in a supported and relevant manner.
I have learned that in order to demonstrate the value of digital storytelling, it is important to model how it can be used to enhance learning and cater for a much wider range of learner interests and capabilities. Another consideration for educators is the assessment of digital stories. They can be difficult to assess because the digital stories may integrate skills from a range of disciplines, particularly those that relate to creativity components. Use of appropriate instruments such as assessment rubrics has been recommended. (Schuck 2004)
Despite potential hurdles that I may encounter when encouraging the implementation of digital storytelling into the curriculum as a mode of delivery, I have developed a firm belief of the value of such a form of literature. The ability for one to navigate their way through a digital story, by far outweighs potential implementation problems not to mention the development of important 21st century navigation skills that our students of today require to be successful in their futures.
References
Burgess, J. (2006). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. Continuum: Journal of Media & Cultural Studies, 20(2), 201-214.
Cox, A. (2009, June 20). Digital Storytelling in Plain English [Video file]. Retrieved from http://www.youtube.com/watch?v=zP6CeGLPuOY
Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media.Intervention In School & Clinic, 43(1), 52-56
http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26156207&site=ehost-live
Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved fromhttp://www.scientificamerican.com/article/reading-paper-screens/
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live
Schuck, S. and Kearney, M. 2004. Students in the director’s Seat: Teaching and learning with student‐generated video, Sydney: University of Technology, Sydney. http://www.ed-dev.uts.edu.au/teachered/research/dvproject/home.html
Yokota, J., & Teale, W. (2014). Picture books and the digital world: Educators making informed choices. The Reading Teacher, 34(6).