As stated in my first blog post, in the past, I have only thought of literacy as reading and writing. Now that I am learning more and transforming these ideas to include multimodality and multiliteracies, my concept of literacy is greatly changing.
Without a doubt, technology has had a huge impact on literacy. Dousay (2015) put it perfectly when she wrote,
“No longer are literacy and technology separate entities but rather intertwined elements of life and learning” (p. 27-28).
Digital storytelling connects literacy and technology in an incredible way.
I was first introduced to digital storytelling about a year ago in one of my teaching classes. We created our own quick and simple stories using technology, pictures, and music. However, these were not very interactive because one would just view the story/video and not be involved as an active participant. On the contrary, I have never seen anything like the interactive stories presented in the article, “10 Mind-Blowing Interactive Stories That Will Change the Way You See The World”, by Nayomi Chibana. After engaging with some of the stories, I was in awe. At first, I found it to be a little overwhelming because there was so much going on between the movement, sound, and narrative text. I did not know where to look or what to pay attention to. I also felt anxious that it would move onto the next part when I wasn’t ready. This was not an issue with all of the samples, yet I wonder how a child with a sensory disorder or ADHD would react. Nonetheless, I did get used to it and ultimately found it to be a great teaching tool.
I can definitely see myself using interactive stories as a way to teach my students about a topic by either letting them explore on their own or by examining a digital story together as a class – similar to a read aloud. I would also have students learn by researching to create their own stories that in turn, could be used to introduce their peers to a subject they are not familiar with.
Combining technology and literacy creates a more meaningful learning experience. In Porter’s article, “Digital Storytelling Across the Curriculum”, she describes the significance of digital storytelling, as well as various ways to use it during instruction and across all subjects.
“The digital storytelling process helps us transform isolated facts into illuminated, enduring understandings. By ‘living in the story,’ we make information come emotionally alive. By exploring ‘lessons learned,’ we go beyond telling about content to find its deeper meaning.”
With this tool, students can make sense of what they are learning and establish a foundation for remembering the most relevant and purposeful information. Moreover, among our continuous efforts to provide students with plenty of options to demonstrate literacy, digital story telling is one of many design activities that “address the needs of a wide variety of learners” (Dousay, 2015, p. 31). In such a way, students who are not particularly good at reading and writing can show their literacy through a creative outlet like digital storytelling.
What’s your story?