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Digital StoryTelling + Narrative Non-Fiction Sparks Student Engagement Across Contents

Location: W176a

Listen and learn

Listen and learn : Lecture

Tuesday, June 26, 4:15–5:15 pm
Location: W176a

Julie Jaeger   Gwynn Moore  
Throughout history, sharing information through the power of storytelling = meaningful learning with sticking power! Curation of primary sources, images, video and text become the artifacts that bring history and research to life as students use their creativity and the digital storytelling process to create narrative nonfiction docudramas.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: QR Code reader will be useful to access view and save resources shown
Focus: Digital age teaching & learning
Topic: Storytelling/multimedia
Grade level: PK-12
ISTE Standards: For Educators:
  • Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
For Students:
Digital Citizen
  • Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
Knowledge Constructor
  • Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Proposal summary

Purpose & objective

Purpose: Participants will learn how utilize the Digital StoryTelling process to help students move factual researched information from a fact based report or presentation into a purposeful and meaningful narrative nonfiction story. Exemplar student digital examples will be used to demonstrate how facts can come to life in engaging way that has sticking power. Participants will be made aware of a variety of available resources including primary resources from Library of Congress. Objectives: Understand how the digital storytelling process works with respect to narrative writing and nonfiction/factual information. Understand how to move students from reporting to creatively designing a purposeful first person narrative story. Discuss the higher order thinking elements that students are moved through when engaged in this process (Blooms Taxonomy and Brain Based Research) Understand how to access primary and secondary resources from the Library of Congress website. Discuss and demonstrate the importance of copyright and citing all resources and accessing copyright free to use and share creative resources. Provide ways of managing the project time, process and options for final products.


5 mins-Welcome, Introductions and objectives, 5 min on Brain Based Research and Blooms and their impact on teaching so students remember, 10-15 min on how to find available primary sources, artifacts and resources, 15 mins on helping students move facts from report to nonfiction narrative and curricular connections, 10 min on Digital Storytelling elements of writing and storyboarding to assist in this process, 10 min of student video examples, 5 mins Q&A and closing. The time will be spent taking participants through the power of storytelling as it applies to brain based learning and making meaning of information. Participants will be introduced to the process of Digital Storytelling to move factual information into meaningful narrative nonfiction and how the DS process takes student work and learning to the highest levels of Blooms Taxonomy. Presenters will share several examples of student work as well as take participants through an example of the process, reviewing the steps and elements of storytelling and storyboarding. ISTE standards and copyright will also be woven in throughout the presentation.

Supporting research

Bernajean Porter: The Art of Digital StoryTelling "Digital Storytelling Across the Curriculum | Creative Educator." 2008. 27 Sep. 2015 Ohler, Jason B. Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press, 2013, Sessoms, Diallo. “Stories keep memories alive. Your life stories as well as your family’s stories about he most memorable life experiences are worth preserving.” Paige Baggett: Top three levels of Benjamin Blooms Taxonomy revised (Anderson, Krathwohl 2001) look at elevated thinking as analyzing, evaluating and creating which are essential parts of the decision making StoryBoard Phase of the Digital StoryTelling process. Use of verbs instead of nouns puts Blooms into action which is exactly what the Storyboard is...the action and planning behind the product. Anderson/Krathwohl The Second Principal Krathwohl A Revision of Blooms Harvard Business Review looks at StoryTelling as an integral connection compared to a multi media ppt presentation without story at its core and suggest that “character-driven stories with emotional content result in a better understanding of the key points a speaker wishes to make and enable better recall of these points weeks later. In terms of making impact, this blows the standard PowerPoint presentation to bits. . (Zak, Why Your Brain Loves a Good Story 2014) Digital StoryTelling requires intention and meaning making. Understanding the essence of story and its ability to make meaning happen for all is at the heart of Digital StoryTelling. The media is not what is important...the story is!! “If you can harness imagination and the principles of a well-told story, then you get people rising to their feet amid thunderous applause instead of yawning and ignoring you.” (Harvard Business Review, Storytelling That Moves People, Fryer, 2003) ASCD: Understanding How Young Children Learn Children Learn Through Story) Children understand the concept of story for the purpose of learning. Merilee Sprenger: How to Teach so Students Remember, brain research shows us that learning needs connections...memories..something to stick to. Stories create memories and connections that influence memory. ....understanding of the brain structures that influence memory, and learn how teachers can promote better recall for daily classroom learning, high-stakes tests, and beyond.

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Julie Jaeger, Minot Public Schools
Gwynn Moore, Aurora Frontier P-8

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