Many Faces of Digital Storytelling: Bring Story to Life in Multiple Ways

Purpose & objective

Participants will become familiar with multiple genre of Digital StoryTelling, their curricular applications and how to integrate them into curricular areas. The processes being shared are tool agnostic and able to be created on multiple devices and in numerous formats making it equitable and available to diverse needs.
The elements of good storytelling will be woven in throughout the session and pointed out within each area. The session will begin with a review of each gener and examples of different formats which will work in the process. Special attention will be on formats that are free to use and accessible on multiple devices to make the process equitable and available to any group of learners. Participants will then move between working groups to explore and dig deeper into areas of interest. Teacher Guides and Planning templates will be provided for each genre discussed. Participants will leave with numerous cross curricular applications and access to multiple resources and information to help them get started with the process.
Genre being shared will include the following:
Book Trailers and Public Service Announcements will discuss the higher level thinking needed for the purpose of marketing and persuading viewers.
NonFiction Narratives and Docudramas will discuss the opportunity to share ares of research or personal interest that can become first person stories told from the perspective of the item or topic being discussed.
Podcasts will discuss the importance of using student voice as well as a tool to share meaningful information or guidance.
Vision Videos will discuss the power of intentional goal setting based on positive personal reflection to find student strengths.

Outline

5 min - Introduction of Topic, Presenter and Agenda/Process.
5 min - Review of elements of StoryTelling Process
5 min - Review of multiple formats which can be used in the Digital StoryTeling process and access to free resources available for each format.
35 min - About 8-10 minutes for each Genre area. Tips and tricks on how to get started for each genre, curricular applications as well as student examples in each area will be shared during this time.
30 min - Participants will move around to areas/stations of interest and dig deeper into the genre(s) that fit best for them . Each station will have a guide to answer questions, share additional information, and assist them in the planning for implementation with their students. (DSN Leaders and other volunteers will be available to lead each breakout groups)
10 m in - wrap up, questions and sharing of additional resources

This outline is for a 90 min session.
If done in a 60 min session, each genre discussion would be lessened and the whole group would be led through a mini planning for implementation activity. Participants would chose their preferred genre template and begin planning for implementation.. There would not be time to move to specific sessions but participants could join others with similar interests.

Supporting research

Bernajean Porter: The Art of Digital StoryTelling www.digitales.us "Digital Storytelling Across the Curriculum | Creative Educator." 2008. 27 Sep. 2015
The Power of Digital Storytelling to Support Teaching and Learning, Bernard R. Robin, University of Houston, USA, Digital Education Review - Number 30, December 2016- http://greav.ub.edu/der/ https://files.eric.ed.gov/fulltext/EJ1125504.pdf
Educational Uses of Digital StoryTelling, Bernard Robin, Ph.D.. University of Houston, College of Education https://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30
The Power of Storytelling and How it Affects Your Brain, by Micheal Heffernen, Feb 23, 2017, https://talesfortadpoles.ie/blogs/news/the-power-of-storytelling-and-how-it-affects-your-brain
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: Educational Uses of Digital StoryTelling http://digitalstorytelling.coe.uh.edu/view_story.cfm?vid=318&otherid=featured&d_title=Featured%20Digital%20Stories When students are engaged in the process of creating a digital story, they must synthesize a variety of literacy skills for hte authentic product: researching, writing, organizing, presenting, interviewing, problem-solvin, assessing, as well as employ8ing interpersonal and technology skills.
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.
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 http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/ Krathwohl
A Revision of Blooms http://www.unco.edu/cetl/sir/stating_outcome/documents/krathwohl.pdf. (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)