Annotated Bibliography
Bailin, E. (2014, July 16). The Power of Digital Storytelling [video file]. Retrieved from
https://www.youtube.com/watch?v=jA2cTZK9hzw
As an educator, I have created and used digital stories with students to introduce topics, expand on concepts being studied and increase student engagement. Although using self-made digital stories in the classroom is beneficial, the true power of digital storytelling lies within the students themselves. After viewing Emily Bailin’s TEDtalk, I feel empowered to use digital storytelling to help establish rapport and set up a safe and welcoming class climate for my community of learners. The act of combining images, voice and music to tell a personal story can be incredibly powerful for both the producers and the viewers.
https://www.youtube.com/watch?v=jA2cTZK9hzw
As an educator, I have created and used digital stories with students to introduce topics, expand on concepts being studied and increase student engagement. Although using self-made digital stories in the classroom is beneficial, the true power of digital storytelling lies within the students themselves. After viewing Emily Bailin’s TEDtalk, I feel empowered to use digital storytelling to help establish rapport and set up a safe and welcoming class climate for my community of learners. The act of combining images, voice and music to tell a personal story can be incredibly powerful for both the producers and the viewers.
Bull, G. & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32 (4), 46-49. Retrieved from http://files.eric.ed.gov/fulltext/EJ697294.pdf
‘Digital Storytelling in the Language Arts Classroom’ clearly illustrates how using digital storytelling places students at the center of their own learning. Among the many benefits, it allows students to explore the story creating process, while simultaneously affording self-expression opportunities via a creative medium. Digital storytelling gives struggling readers and writers the chance to experience the power of personal expression in ways that they may not have previously been able to do through written means. With the technology that is available now in many educational settings, facilitating digital storytelling projects is both feasible and advantageous for students and teachers alike.
‘Digital Storytelling in the Language Arts Classroom’ clearly illustrates how using digital storytelling places students at the center of their own learning. Among the many benefits, it allows students to explore the story creating process, while simultaneously affording self-expression opportunities via a creative medium. Digital storytelling gives struggling readers and writers the chance to experience the power of personal expression in ways that they may not have previously been able to do through written means. With the technology that is available now in many educational settings, facilitating digital storytelling projects is both feasible and advantageous for students and teachers alike.
Hull, G. A. & Katz, M. (2006). Crafting an agentive self: Case studies of digital storytelling, Research in the Teaching of English, 41 (1), 43-81. Retrieved via UBC ezproxy from
http://www.jstor.org/discover/10.2307/40171717?sid=21106091192863&uid=2&uid=3737720&uid=4
Digital storytelling can empower individuals to examine, redefine and express themselves in new ways. The authors acknowledge that it is not the act of digital storytelling alone that accounts for this empowerment. When students are provided with safe learning spaces and access to technology, while also developing supportive social relationships with peers, mentors and facilitators throughout the creative process, the results can be life changing. Digital stories are rich multi-media enhanced personal expressions that encompass a new type of literacy. The authors of the study hope that digital storytelling becomes an expected part of a person’s literate repertoire, as neglecting these new literacies in education will only lead to an increase in the literacy and achievement divide.
http://www.jstor.org/discover/10.2307/40171717?sid=21106091192863&uid=2&uid=3737720&uid=4
Digital storytelling can empower individuals to examine, redefine and express themselves in new ways. The authors acknowledge that it is not the act of digital storytelling alone that accounts for this empowerment. When students are provided with safe learning spaces and access to technology, while also developing supportive social relationships with peers, mentors and facilitators throughout the creative process, the results can be life changing. Digital stories are rich multi-media enhanced personal expressions that encompass a new type of literacy. The authors of the study hope that digital storytelling becomes an expected part of a person’s literate repertoire, as neglecting these new literacies in education will only lead to an increase in the literacy and achievement divide.