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Ohler, J. (2008). Digital Storytelling in the Classroom: New Media Pathways to Literacy,Learning, and Creativity [Kindle DX version]. Retrieved from Amazon.com |
I like Ohler's use of student generated artifacts as an assessment
of the “depth and breadth” of the work students do when telling a digital
story. I agree with the author that several “literacies”
are present in the process of digital story telling. Professional storytellers use a variety of approaches
and skills to collect, develop, and publish their ideas.
I remember several years ago when I was teaching
a media technology class at a Sacramento middle school, one of the first realizations
I had was that my students could figure out most technical issues with software
and equipment on their own or with a partner—what they struggled with was
having the foundations of how a story is developed. They just did not know how writers and
artists create a story from scratch. I
tried to introduce tools like planning sheets, storyboards, and self-assessment
documents, but they were resistant to doing the work.
In retrospect, I think their resistance was
because I had not clearly demonstrated to them how the tools were authentic
parts of the DST process. As I continue
to read Digital Story Telling for Classrooms, I am curious learn about how the Ohler related similar tools and their value to his students.
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