LET’S GET ‘it’ STARTED. . . DiGitAL StORYtELLiNG

Due to me working at a credit recovery alternative program where students have not been successful in the traditional setting, Digital Storytelling (DS) would be ideal for engaging students in any curriculum as it goes along with Phillip Schlechty’s Working on the Work (WOW) that is practiced in many school districts. Not only can teachers and media specialist use Digital Storytelling as a way to introduce lessons but also as a choice for students to research and turn in their assignments. Media specialists can help students and teachers with using the technology, understanding copyright laws, and finding resources. “As they create their stories, students gain a greater understanding of online resources and increase their media and visual literacy skills” (Borneman and Gibson, 2011, ¶ 1).

Researching for this original blog post has allowed me to come across some invaluable information that I would like to share with others who cannot grasp the concept of DS; and have not started or are having difficulty getting started working on our lesson plan, resource kit, video, and storyboard that is due shortly after Thanksgiving. I am having problems deciding on one topic so I am considering revamping another teacher’s lesson (with her permission) to help her students become more committed and engaged using Web 2.0 tools. After I finish, I can give the final product to her to use as an example with future students.

To start you must decide what standard or topic you are going to use to design your lesson; gather your resources (video, audio, images, etc.); write a script and storyboard; and decide what applications and format you want to use. When you switch roles, “as the school librarian you could help students sort through choices, apply the technology wisely, and ensure their stories are told clearly” (Borneman and Gibson, 2011, ¶ 10).

I found several websites with sample storyboards and grading rubrics for digital storytelling. The majority of the rubrics include the same seven elements: Point of View, Dramatic question, Script, Audio, Emotional content, Images/Video, Economy, and Pacing. “Students can also constructively critique projects created by other students. It is important that the content, rather than the technology, be the primary focus for the scoring guide” (Borneman and Gibson, 2011, ¶ 12). Sample rubrics and links to storyboards are available in one printable document at http://net.educause.edu/ir/library/pdf/ELI08167B.pdf along with a wealth of other tips and resources by Dr. Gail Matthews-DeNatale.

Borneman and Gibson (2011) suggests Aviary, Audacity, Garageband, iMovie, Movie Maker, Photostory, and Voice Thread as applications for digital storytelling. “Technology alone doesn’t tell the stories for the students, but it can provide a way for students to engage others on many different levels. Through the use of these digital tools, students can easily craft polished and enduring stories that can be shared with others far beyond the typical classroom setting. Instead of the teacher as an audience of one, the entire world is now a potential audience for student work” (¶ 13).

Similar information can be found at The University of Houston’s Educational Uses of Digital Storytelling site (http://digitalstorytelling.coe.uh.edu) which was a part of our reading for this assignment. The site has links to public domain websites, a step-by-step approach to creating a digital story, examples, software, and a plethora of information to help teachers and students tell the best story they can. In addition, there is information on the definition and history of Copyright; copyright law of special interest to researchers; information to help understand how to use information on the Internet without getting sued; the Creative Commons movement making media easier to use; and tutorials on finding, copying, and using Multimedia that is on the Internet.

If you find resources not in the public domain, the biggest thing to remember is to ask yourself the following questions to see how they fair on the Four Factor test when it comes to Educational Fair Use:

1.      What is the purpose of using the resource?

2.      How and why is the resource being used?

3.      How much of the resource will be used?

4.      What effect would this use have on the value of the resource?

Now you (I meant we) should have enough information to ‘GET STARTED’ working smarter not harder!

PS: I have not started myself.;)

References

Borneman, D. & Gibson, K. (2011, April). Cross curricular: Digital storytelling: Meeting standards across the curriculum in a WWII/Holocaust unit. Retrieved from http://www.schoollibrarymonthly.com/curriculum/BornemanGibson2011-v27n7p16.html

Matthews-DeNatale, G. (2008). Digital storytelling: Tips and resources. Retrieved from http://net.educause.edu/ir/library/pdf/ELI08167B.pdf

The University of Houston. (2011) The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/copyright.html