Digital Storytelling and Authorship
- 2. "Technologies will come and go, but stories are forever." ~ Jason Ohler, Digital Storytelling in the Classroom: New media Pathways to literacy, learning, and creativity, 2008.
- 3. Who We Are Film School Terri Swagger Paulina Youth Media Teacher, Arts Ed
- 4. Our Academic Inquiry Paulina : How can the affordances of Web 2.0 enhance the story development process of filmmaking/digital storytelling with youth? Terri : How can youth in urban settings more fully engage in the participatory culture through digital storytelling and video creation and sharing?
- 5. Why are we working together? Discovered shared interests: Using digital stories with youth Paulina : To practice digital storytelling using Web 2.0. Terri : To practice teaching using Web 2.0. teaching digital storytelling
- 6. What did we produce? A Digital Storytelling Workshop 8-week curriculum After School Thursdays, 3:00 – 4:00 Baldwin Elementary School* 8 th graders: Andy and Brian Have conducted 4 of 8 workshops to date
- 7. Our Educational Goals We set out to: Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value. Train students to create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice-overs, and text. To enhance the writing process by transferring existing writing skills to visual storytelling. To enable peer-to-peer learning Increase awareness of copyright and fair use
- 8. Our Media and it’s Affordances Wetpaint, Wikispaces For Educators For Students Digital Story Sites http://storiesforchange.net/ Reelworks.org Multi-Media Pencil and Paper Open to Explore more
- 9. Web 2.0 Affordances Our Objectives Affordances Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value. Bubbl.us – brainstorming Wiki – collaboration Reelworks.com – distribution online allows for wide accessibility of student work and motivation for students Students will create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice overs, and text. Act as a container for gathering and assets, place for assignments To enhance the writing process by transferring existing writing skills to visual storytelling Develop story and get feedback synchronously and asynchronously from peers as well as instructor To enable peer-to-peer learning Allowed for collaboration, give feedback to one another about story, images, etc. Increase awareness of copyright and fair use Post Resources, facilitators give feedback about permissions, etc.
- 10. Demo our Wikis Student Wiki: (Paulina): http://baldwindigitalstorytelling.wikispaces.com/ Educator’s Wiki: (Terri): http://educatorsdigstorytelling.wetpaint.com/
- 11. Interest in film and have language around that Writing process is difficult for them in this context Versus Writing in LA class Meet students where they are with their interests Level of engagement increased with particular Balancing the Ideal with the Actual TIME – 1 hour per week feels too short TECHNOLOGY – blocked sites, lack of student access at home, TEACHING – What is essential? How do you prioritize all the things students need to know and do to create a meaningful piece of work. How do you form the habits of mind necessary to best use Web 2.0 ENROLLMENT- Pros and Cons Findings
- 12. Paulina’s Take-Aways Can’t separate the writing out At the base of any good film is the writing Web 2.0 can help support Valuing and honoring the Process (Product vs. Product) Learning Opportunities happen in the Process Documenting Process of storytelling serves as a resource for others
- 13. Terri’s Take Aways Digital Storytelling - Writing as a continuous process Writing in a learning community – benefits and challenges (Sullivan) The importance of planning and discovery as legitimate parts of the writing process. (Flower & Hayes , 1981) Class Take-Aways Learning curve for online authorship from my own experience Wonderful 2.0 tools that I’m incorporating into Swagger project. Reconfigured it as a social learning sight. Second Life-like learning communities. A little less than half (47%) of Black teens have written in a personal journal in the past year, as compared with 31% of White teens. In addition, 37% have written lyrics or music, as compared with 23% of White youth (Lenhart, Arafeh, Smith, & & Macgill, 2008).