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“Making videos. Very cool.” ~Josh, 8th grade student

Josh’s positive sentiment is representative of a growing trend among youth who embrace video as a natural mode of communication and self-expression. The seductive nature of the video medium for students and the potential for subsequent engagement in content driven curricular outcomes, when students generate their own productions, is exponential. There is a growing need for innovative instructional practices with reading and writing that are aligned with student interests and the activities they engage in outside of the classroom (Kaiser Family Foundation, 2010; Lenhart, Arafeh, Smith, & MacGill, 2008). There is also evidence that links the use of technology to improvements in curricular outcomes for learners (Kulik, 2003). Educators are familiar with the transition students go through from “learning to read and write” to “reading and writing to learn” (see Vacca & Vacca, 2010). As a result of emerging technologies prompting new avenues for teaching and learning, students are now positioned to be engaged in “creating to learn," with video and multimedia being important tools for literacy development. Connecting video production to reading and writing experiences in school taps into a student’s natural predisposition for media consumption and production. The stage is set for students to create their own content as a dynamic mode for learning in conjunction with explicit instruction provided by teachers in how to effectively locate and synthesize web-based (and print-based) information (Lawrence, McNeal, & Yildiz, 2009; Spires, Hervey, Morris, & Stelpflug, under review).

In this session, we will explore ways for students to "create to learn" through digital storytelling, with a focus on video production.

Activating Background Knowledge (20 minutes)
In this segment, you will consider what you know about storytelling as you understand it; specifically, you will:
    1. In table groups, using the guided questions provided, discuss the use of storytelling both culturally and academically. By the end of your discussion, create a list of the ten most important words that summarize your discussion.
    2. Look at the Wordle created using your ten most important words, what conclusions and/or generalizations can we draw? What are our collective new ideas and understandings?

College and Career Readiness Anchor Standards from new MA ELA and Literacy Framework
Reading
  • Integration of Knowledge and Ideas
7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Speaking and Listening
  • Comprehension and Collaboration
2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Setting the Context (20 minutes)
In this segment, we will add to, enhance, and/or clarify your understandings of storytelling and the potential of digital resources to support students’ comprehension and composition.
“Artists, inventors, designers, storytellers, caregivers, consolers, big-picture thinkers – will now reap society’s richest rewards and share its greatest joys…meaning is the new money…stories matter.” – Daniel Pink
  1. Cultural Shift of and for Storytelling
  2. Shift in Access and Production of Information
  3. Academic Shift for Students and Teachers
College and Career Readiness Anchor Standards from new MA ELA and Literacy Framework
Reading
  • Craft and Structure
4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Writing
  • Production and Distribution of Writing
6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Speaking and Listening
  • Comprehension and Collaboration
2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Language
  • Knowledge of Language
3: Apply knowledge of language to understand how language functions in a different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

How Could You Tell Your Story?
  1. Twitter, Facebook
  2. Blogs, Podcasts
  3. Jennifer Egan’s Pulitzer Prize winning novel A Visit From the Goon Squad features a chapter in Powerpoint: __http://www.slideshare.net/JenniferEgan/rockandroll97-2004cppt__
  4. Interactive narratives and poems, gaming, hyperlinked narratives, and non-linear narratives; for example, __http://vectors.usc.edu/issues/4/publicsecrets/__(Non-linear documentary exploration of life in the California Prison System -- Language/Content advisory) and Edward Picot's Interactive page for Wallace Stevens' Thirteen Ways of Looking at a Blackbird: __http://edwardpicot.com/thirteenways/blackbirdsinterface.html__
  5. Transmedia (see examples at bottom of page)
  6. Animoto or Xtranormal movies/ “plays”
  7. Video Digital Storytelling Video __https://www.youtube.com/watch?v=zP6CeGLPuOY&feature=player_embedded__

College and Career Readiness Anchor Standards from new MA ELA and Literacy Framework
Reading
  • Integration of Knowledge and Ideas
7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Writing
  • Production and Distribution of Writing
6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Speaking and Listening
  • Comprehension and Collaboration
2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Language
  • Vocabulary Acquisition and Use
5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

What are the elements of effective Digital Storytelling?
  1. Point of view
  2. Dramatic Questions
  3. Emotional content
  4. Voice
  5. Soundtrack
  6. Economy
  7. Pacing
College and Career Readiness Anchor Standards from new MA ELA and Literacy Framework
Reading
  • Craft and Structure
4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
  • Integration of Knowledge and Ideas
8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Speaking and Listening
  • Comprehension and Collaboration
3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Activity (30 minutes)
How can we use digital storytelling to support student achievement within the new MA ELA and Literacy Framework?
Focus: How can digital storytelling help teach explanatory and persuasive writing?

College and Career Readiness Anchor Standards from new MA ELA and Literacy Framework
Writing
  • Comprehension and Collaboration
1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Presentation of Knowledge and Ideas
4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Step One:
Using Flipcams, write and film a 2 minute persuasive or explanatory video. Choose from below:
  1. Write and film a video for an audience of teachers convincing them of the benefits of teaching digital storytelling in an ELA classroom.
  2. Write and film a video for an audience of administrators convincing them of the need to include in their budget money for a proposed digital storytelling lab.
Here are some FLIP camera directions and tips.
In your group, each member selects a role to play during the activity:
  • Facilitator - Guide the group to complete the process and collaboratively answer the question within the designated time frame.
  • Time Keeper - Keep the group on schedule.
  • Provocateur - Help provoke the group to think deeply about what they are learning.
  • Scriptwriter - Take the lead in creating the group's constructed response.
  • Videographer - Take the lead in directing/recording the group's two-minute video response.
  • Researcher - Take the lead in finding some facts to support your response and check for copyright and fair use.
Step Two:
Short introduction to editing with iMovie. With support and guidance from facilitators, begin the editing process of your short video using iMovie, Movie Maker, or other video editing software.

Check out this great tutorial on iMovie by Wesley Fryer. It will get you up and running in no time.
Step Three:
Reflect with your group on your learning and application to your teaching.
Step Four:
Homework: Edit your video and find John, Stephanie or Polly tomorrow. We'll store it on a flash drive and post them on the wiki!

Extending Learning and Application Across Digital Tools
In this segment you will work with a partner to create a content related short video using __Animoto__ (Animoto automatically produces well-orchestrated, unique pieces from your photos, video clips and music) or Xtranormal.
Step 1:
Go to __Animoto__ or Xtranormaland register.
Step 2:
Here is an example of a content clip.

Step 3:
With a partner(s) create a 30 second video related to academic content that you teach. You can use Flickr Commons (__www.flickr.com/commons__) to find photos with no copyright restrictions for your video. Some suggestions for content clips are:
  • Book Trailer
  • Public Service Announcement
  • Literary Elements
  • Grammar Mini Lesson
  • Dramatize a poem
  • Favorite scene from a book, play, or movie
  • Story Remix
  • Other ideas?
Step 4:
Reflect with your partner on how you can use this type of exercise for students to view and/or produce academic content.

Google Custom Search Stories Click Here

Reflection
What did you learn? What are you still thinking about?

Wrap Up
Digital Storytelling in the Classroom

Additional Resources
Transmedia Example
Books

Harry_Potter_books.jpg
Website
Harry Potter Website
Parodies


Fan Fiction (Transformation of Harry Potter stories into original fiction pieces)
Harry Potter Fan Fiction
Online Communities
Harry Potter Role Playing
Harry Potter Fan Chat
Physical Experience
Universal Studios

Google Search Stories Search Stories

ccimage.jpg
another_wordles.jpg
cat_image.jpg
OCCwordles_day_2_1.jpg
OCCwordles_day2_3.jpg
OCCwordlesday_2_2.jpg
Fish_day_3_OCC.jpg
word_cloud_OCC_3.jpg
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Storybird This site supplies the artwork, you add the words.

Google Maps: http://maps.google.com/ Associate steps of your stories with locations on a map. Editing each one allows annotation of locations with mages (e.g. using links from flickr), and other rich text features. Now they provide cut and paste code (via the "Link to this Page") so you can embed the maps in any web page. Examples: America's Highway: Orak Histories of Route 66 and Whirligig Lit Trip

MANew Lit 2010 Content Collaboration Page: __**http://newlitinstitute2010.wikispaces.com/Digital%20Video**__

Greg McVerry's Resource Page: https://sites.google.com/site/mcverrydigitalstorytelling/home/pedagogy

Common Craft and Public Domain Sites (Resources cited from Free Technology for Teachers -a fabulous resource!)
Google Advanced Search, Morgue File, Wylio, Animal Photos, and Yahoo Images (similar to Google's Advanced search)

Free Digital Books/Texts: http://www.gutenberg.org/wiki/Main_Page

Required Reading:

Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (In press). Energizing project based inquiry: Middle grade students read, write and create videos.pdf. Journal of Adolescent and Adult Literacy.

Young, C. A., Long, S., & Myers, J. (2010). Editorial: Enhancing english language arts education with digital video. Contemporary Issues in Technology and Teacher Education, 10(1). Retrieved from http://www.citejournal.org/vol10/iss1/languagearts/article1.cfm