Digital Storytelling

What is digital storytelling?  Diaz and Fields write, “A digital story is simply a story told using some combination of still and moving digital images, digital voiceover narrative, and digital music” (2007).  Even with all the social media and technology available, digital stories help people make deeper connections with others than other popular forums, like blogs or wikis.  Maybe it is because we can actually hear the storyteller’s voice?  Listening to stories causes empathy because “…listeners are better able to imagine themselves in the teller’s place and time…”(Diaz & Fields, 2007).

Why should the media center specialist care?  Digital storytelling can help the media center make deeper connections in the community.  Diaz & Fields say, “Managing information can no longer be our only occupation.  We must incorporate new roles of helping users to find meaning in information, to care about it, and to develop empathy from it” (2007).  Finding ways for people to share their stories and feel like valued members of the community is something that can only benefit the media center.  The media center can become a haven for people to visit, learn, care, and ultimately find acceptance and commonalities amongst society and their peers.   Due to Hollywood movies and television shows, sometimes it seems like storytelling is better left to professionals.  Digital story telling is a way to give a voice back to the common man.  Digital storytelling can help create local “celebrities” and brings stories that would otherwise remain untold to anyone who wants to listen.

The Seven Elements of digital storytelling:

• ·         Point (of view)

• ·         Dramatic question

• ·         Emotional content

• ·         The gift of your voice

• ·         The power of the soundtrack

• ·         Economy

• ·         Pacing

There are seven elements of storytelling.  Each one is important, and storytellers should consider them as they craft their stories.  The point is the reason why the story is being told, whereas point of view is actually the viewpoint of the author.  The dramatic question works like a hook to grab the attention of the listener and keep them interested until the end.  The emotional content helps the listener connect to the storyteller because it helps them distinguish the importance of the story over some common place day to day tale.  The gift of your voice refers to the individuality we each have—no one could tell your life story better than you could.  The power of the soundtrack refers to any music the author may add to the background in order to enhance the meaning of his or her story.  Economy means how direct or to the point the story is.  Since digital stories tend to run 3-5 minutes, time is of the essence, and the author must use details, but not ramble on ruining the clarity.  Finally, pacing refers to the differences in speed of the storyteller’s voice and even the length of time certain pictures are shown.  It is important that the pace varies in places because it will help keep the attention of the listener.

Making a digital story can be fun or even cathartic.  It may reach thousands of people or maybe just a few.  One thing is clear: it tends to bring people together, and that is always a good thing.

The following is a list of required hardware and software:

• ·         Computer (preferably with a DVD burner)

• ·         Digital camera

• ·         Scanner

• ·         USB microphone

• ·         Tabletop microphone stand

• ·         Photo editing software (for instance, iPhoto or Photoshop)

• ·         Sound recording software (for instance, Sound Studio, GarageBand, or Audacity)

• ·         Video editing software (for instance, iMovie or Adobe Premier)

• ·         Optional: digital video camera, headphones

References

Diaz, K., & Fields, A.  (2007).  Digital storytelling, libraries, and community.  In Courtney, N. (Ed.), Library  2.0 and beyond:  Innovative technologies and tomorrow’s user (129-139).  Westport, CT: Libraries Unlimited.

Digital Storytelling

After reading the text and viewing the University of Houston's Digital Storytelling website, I must say I am excited to begin my Digital Storytelling Resource Kit.  Digital storytelling provides a new spin on storytelling, in which digital graphics, text, recorded audio narration, video, and music are combined as a movie to tell a story. There are several types of digital storytelling, such as personal narratives, stories that inform or instruct, and stories that examine historical themes or events. Most digital stories revolve around a theme.  For example, I watched a digital story about the Holocaust. 

In order to create a digital story, you can use Photo Story, Movie Maker, iMovie, or Power Point.  After reading, The 7 Elements of Storytelling, I learned that you should consider the following elements when designing a digital story:

• Point of View
• A Dramatic Question
• Emotional Content
• The Gift of Your Voice
• The Power of the Soundtrack
• Economy
• Pacing

Digital Storytelling can be an effective tool for teachers to use to aid in instruction.  Teachers can use digital stories as a lesson hook or as a way to make learning more meaningful.  The visual aspect of digital storytelling will be beneficial for many students.  Digital storytelling can be a wonderful tool to facilitate classroom discussion as well.  Students can create their own digital stories, which would improve their abilities in research, writing, presentation, organization, and problem solving skills. Some challenges that teachers and students may face when creating digital stories include issues with copyright, access to the necessary hardware and software, and time constraints. 

Here is an example of a student created digital story:
Student Example
                                               

Tech-no! We won't go!

Technology can be a fearful thing to those unfamiliar with its wonders.

In the school where I volunteer, it seems like the teachers are always calling the poor tech specialist to come fix a problem in the classroom.  Most issues in this county are handled by tech specialists rather than the media specialist, but I can see where being familiar with the devices would be beneficial. For one thing, the media specialist should be able to diagnose her own technology problems. For another, it’s just faster to do the job yourself rather than have to wait to fit into someone else’s schedule.

In chapter 13 of Technology and the School Library, Odin Jurkowski explains that the knowledge of technology should be shared rather than hoarded. Librarians, since they have the knowledge, get the privilege of sharing information with teachers. Jurkowski suggests teachers should participate in periodic training to learn more about all kinds of technology devices and software such as digital cameras and recorders, tablets, smart phones, electronic white boards, the OPAC and much more.

This could be a daunting task, though, with so many possible topics. Another suggestion is to create instructional handouts. These can be used with a lesson or to stand alone. The handouts should be one page with vivid colors that differentiate the points. Jurkowski suggests using short, easy sentences and screen captures or images.

I think it would be a good idea to compile a notebook of these handouts. Notes could be revised as teachers find extra tips and shortcuts to share.  Having one central, updated book of tips would make it easier to share it with new teachers when they arrive.

Georgia Public Broadcast is an Awesome Resource

The current school that I work in does have a video distribution system but it has not been functional in years. The equipment has been ordered and is in the process of being installed. I contacted the Instructional Technology Specialist for Media Services. She stated that our district does not have a login for the Georgia Public Broadcasting Digital Education area. I found the Georgia Public Broadcasting Resources to be an outstanding site. The GPB Digital Education area exposed me to many new and interesting programs.

I was truly amazed at the number of workshops and ready to use resources that were available. I immediately signed up for the newsletters. I requested a field trip for the Magnet students to attend the android workshop at Georgia Tech. I am sure my biological children will also benefit from the robotics classes. The Georgia Public Broadcasting website is a resource that I will introduce to the faculty and students.

My district teaches Discovery streaming videos as a part of the professional development courses. I plan to sign up and attend the next session. It is an amazing addition to the classroom. The online assistance in the core academic areas will be a tremendous asset to the faculty and students in my school. The website was bright and engaging. I was impressed with the resources, the ease of navigation and the usefulness of the information provided.

I contacted a middle school in our district that does have a video distribution system. The Media Specialist is a UWG graduate and was delight to provide the requested information. Elizabeth Bridges, Media Specialist at Arnold Middle School states that they use the video distribution system to broadcast live announcements each morning. During the day a power point presentation is constantly running with the announcements posted.

There are four channels available for use in the school. Educational videos and special reward videos can be played using the video distribution system. It is designed so that the teachers could control the system from their classroom telephone. However, this feature has not functioned for some years.

Video Distribution Systems and GPB Resources: Great but Under-utilized Tools

My mentor Jessica Airman was the one who was mainly responsible for the video distribution system at Cartersville Elementary School last year when she was the media specialist.  The system that they use is closed circuit TV, and it is not digitally transmitted over a data network, rather, it is sent through a cable distribution system which is transmitted from the media center to a specific channel on all of the TVs in the school.  The teachers do not have input into what is transmitted, and usually the system is used to show special, school-wide videos such as those for Red Ribbon Week and Read Across America day interviews.

Last year Jessica was also in the process of working on a video news production for her school, and although she was heading up the project, a few social studies and special area teachers worked with her in a support role to create the student-led news show.  A group of about 5-6 students were on the show, and they were chosen based on an application and audition process, which was voluntary.  The group changed periodically so that more students were able to participate in the program.  The students made school announcements, told the date, said the pledge, read the day’s lunch menu, read about the week’s character trait word (i.e., “Perseverance” and what it means), and often the principal was a guest speaker.   This is the same kind of information that is given over the loud speaker most mornings of the week.  The video broadcast news show was in its developmental stages last year, with the intention of making it an every-Friday event (at her previous school, it was a daily production), but they were barely able to get it off the ground before Jessica’s position was cut by the district and she returned to a fourth grade classroom as a full-time teacher.  Since then, because there is no media specialist to produce the video, there hasn't been a student-run video news show at Cartersville Elementary school.

I also asked Jessica about the Georgia Public Broadcasting resources that are available to teachers in her school.  Not many of them use the resources, but she says that some let the children do the reading activities on PBS kids.  She also said that a few teachers used Discovery Education’s resources, like the streaming videos and the puzzle makers. 

  In my opinion, if the GPB resources that are applicable for the students in a particular school were collected for teachers in an easily accessible place, like a LMC website, it would be much easier for teachers to get to them and use them in the classroom.  That’s why it’s so sad that schools are cutting media budgets- without the manpower and expertise that media specialists provide for  running programs like student-created news video productions and updated resource collections like a great LMC website, access to technological resources becomes very limited for teachers and students in schools.  In a learning environment where technological tools are often the best and most interesting way to learn, the students who don’t have access are really missing out.

Georgia Public Broadcasting Resources and School Video Distribution Systems

I interviewed my mentor, Mary Allen, regarding our video distribution system at my school.  As a teacher, I have to say I did not know much about it.  This is how she answered the questions:

1.       Does your school have one, and is it working?

Yes, we have one and it is working.

2.       What gets sent out over the video distribution system? School news? Cable and/or broadcast programs? Channel One? What else is it used for?

We can only broadcast over a few channels, but we can choose which ones they are.  One station is the School Information Channel which shows the scrolling announcements.  One channel if for broadcasting video to the entire school, and then the others are of our choosing (or the principal).  So, we broadcast a local news channel, the Weather Channel, the History Channel, and CNN.  We do not broadcast Channel One.

3.       Do teachers have any input or control into the distribution system and if so what (for instance, some video distribution systems let teachers control what is sent over the distribution system through the number pad of their telephone!).

 No, this system doesn’t allow for that.  We control it from the Head End Unit in the library.  For example, whatever we choose to broadcast over our channel 12 is the same channel seen in all classrooms.

4.       Does your school use a digital system, transmitting TV content over the data network? 

 No, we do not.  This is very old system.

5.       How does your school and district use Georgia Public Broadcasting (GPB) Resources?

We use this service over the internet.  The school has an account that the teachers then create their own accounts from.

I got my school code from my mentor and started to explore the resources on GPB.  There are thousands of videos and other materials such as lesson plans and student worksheets available for anyone with a log-in.  There are also categories to help teachers narrow their search.  For example, you can narrow your search by subject: English/ Language Arts, Mathematics, Science, Social Studies, Health, Careers/ Work Place Skills, Research/ Study Skills, Teaching Practices, Visual and Performing Arts, and World Languages.  It also allows you to filter your search based on grade level: K-2nd, 3rd-5th, 6th-8th, and 9th-12th.  

Before this week, I had visited the PBS site a few times to supplement my lessons, as well as NPR, but I had never seen anything about GPB.  I have to admit that I was a little put out that I have had access to this resource probably for my entire career, and had no idea it was available to me.  I think what I liked most was the fact that some of the videos were in the neighborhood of 2-6 minutes, which is the perfect length for a lesson activator.  Kids love seeing clips because it helps them understand things so much easier.  I am looking forward to using this resource in the future, and I encourage all of you to check it out as well.

(M. Allen, personal communication, October 22, 2012)