Notes from “Digital Storytelling: Enhancing Language, Visual, and Media Literacies”

Digital Storytelling: Enhancing Language, Visual, and Media Literacies

MRA 2009 Presentation

Ledong Li, Tingfeng Luo, Wen Wu, Fan Zhang, Oakland University

  • What’s Your Story?
  • Stories Surround Us
  • What is digital storytelling?
    • Daniel Meadows: “short personal multimedia tales told
      from the heart”

  • Educational Use of Digital Storytelling
    • Focus on specific topic and contain a particular point of
    • Topics range from personal tales recounting historical
      events, exploring life in one’s own community, to the search for life
      in other corners of the universe
    • They can vary in length, but in education they typically
      last between 2-10 minutes

  • Procedure
    • Write script
    • Collect assets
    • Create storyboard
    • Draft, edit, and finalize
    • Publish it as a movie file

  • Hardware
    • Computer
    • External hard drive/flash drive
    • Headset with microphone
    • Scanner
    • Digital Camera/Digital Video Camera
    • Facilities with access to internet

  • Software
    • Movie Tools: Flash, Premiere, Photostory, Movie Maker,
    • Imaging Tools: Photoshop, Photoshop Elements, iPhoto
    • Audio: Audition, iTunes, Garageband, Audacity
    • Players: Windows Media Player, iTunes, VLC, Flash

  • Why digital storytelling?
    • Storytelling has been important to individuals since the
      early days of civilization
    • In education, storytelling remains a way to teach subtle
      points and make elusive abstractions concrete
    • With the latest development of computers, multimedia
      systems, and the Internet, “images, sounds, animations, and video
      clips” can be brought together with “texts,” providing a wide range of
      story formats

  • The Changing World
    • Friedman, “The World is Flat”
      • Globalization 1.0 (1492 – 1800) Countries/trade
      • Globalization 2.0 (1800 – 2000) Companies/labor
      • Globalization 3.0 (2000 – Present) Individuals/internet

  • Moving from web 1.0 to web 2.0
    • Mode: Reading to writing
    • Primary Unit of Content: Page to post
    • State: Static to dynamic
    • Viewed through: Web browser to Browsers, RSS Readers,
    • Architecture: Client server to web services
    • Content created by: Web coders to everyone
    • Domain of: Geeks to “mass amateurization”

  • What does this mean for learning?
    • Obvious answers
      • New technologies and tools
      • Different workflow processes
      • Competition and expectations of end users

    • Less obvious answers
      • New expectations for the relationship between learners
        and instructors
      • New modes of writing and communication
      • New literacies

  • Web 2.0 to Literacy 2.0
    • Web 2.0 – business model focused on a service rather than
      product that values participation, collaboration, and distribution
    • Literacy 2.0 – students are appropriating digital
      applications, networks, and services; they are developing new ways of
      reading, writing, viewing, listening, and recording — new ways that
      embody this 2.0 environment
    • Literacy 2.0 necessarily involves extensive
      participation, collaboration, and distribution of expertise and

  • Purpose of our Study
    • Engaging graduate students (in-service teachers) and
      undergraduates (pre-service teachers) in how to make digital stories
    • Examine the potential of digital storytelling used to
      enhance traditional and new literacies
    • Bridging literacy methods, changing perspectives, how to
      inform instruction

  • Roles that participants played
    • Writers
    • Text editors
    • Visual designers
    • Image editors
    • Voice recording specialists
    • Audio editing
    • Movie producers

  • Impacts on education
    • Practical and learner-centered
    • Meets ed tech standards
    • Enhances literacies: language, visual, media
    • Helps build useful skills in web 2.0/literacy 2.0:
      participation, collaboration, distribution

Author: Troy Hicks

Dr. Troy Hicks is a professor of English and education at Central Michigan University. He directs both the Chippewa River Writing Project and the Master of Arts in Educational Technology degree program. A former middle school teacher, Dr. Hicks has authored numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. Follow him on Twitter: @hickstro

2 thoughts on “Notes from “Digital Storytelling: Enhancing Language, Visual, and Media Literacies””

  1. Good capture of the presentation I guess, gives us the idea on the focus. Especially interesting to see Web2.0 to Literacy2.0, will it be possible to share more details on this particular topic? I have been using an interesting tool
    FunnelBrain which I think suits this section!


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