Narrative Argument

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  • 1. A Multimodal Research Essay: Crafting a Narrative Argument Through Storify jorge gomez, UTEP 11th International Sun Conference
  • 2. Curate: “from the Latin root Curare, or 'to cure.' To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve” (Mihailidis & Cohen, 2013)
  • 3. Research Essay Relevant Argument Integration of Sources (Mostly or All Scholarly) Formal Writing
  • 4. A Multimodal Research Essay Any Sources (as long as credible) ● including student’s lifeworld Different Modes ● Auditory (podcasts, songs, broadcasts, sounds, etc.) ● Visual (photos, graphs, videos, illustrations, models, etc.) ● Text (articles, reports, tweets, etc.) Assimilated and curated by student’s own words
  • 5. Storify Social media website founded 2010 ● Collect “stories” from social media including Twitter, Facebook, Instagram, Google itself ● Built-in search engine ● Emphasizes contextualising outside material
  • 6. What do studies on Storify show? ● Students felt empowered/agency/authorship ● Students found easy to use (after tutorial) ● Awareness of subjectivity of news ● Difficulty selecting useful sources ● Digital native myth: students needed guide ● As supplemental writing project (Delphine Laire et al., 2012; Haley-Mize, 2013)
  • 7. Teaching Literacies Information Literacy Which source? How credible? Media/Rhetorical Literacy Which genre or mode is best for my purpose? Digital Literacy Which identity will i cultivate online? How will i navigate this space?
  • 8. Storify as Curation “Curation is an act of problem solving. Curating information to tell a story creates a sense of responsibility for the curator. Storytelling advances the core media literacy principle of creation. By curating, students can compose a story using content acquired on their search with heightened awareness of purpose and audience” (Cohen & Mihailidis, 2012)
  • 9. Making Storify Work in the Classroom “Curation, as a critical media literacy skill in a digital and participatory context, can work on a micro-level to teach about bias, manipulation, frames, and agendas through student-driven storytelling; and also on a macro-level to teach about how information creation, distribution and reception help empower healthy civic engagement in participatory democracy” (Mihailidis & Cohen, 2013)
  • 10. Other affordances of Storify Storify teaches “discovery of vast amounts of information online, how to filter it, & to tell a story with a point of view” Student role “read, write and react, to create, curate, & contemplate” On genre: “a tool to teach both about the benefits and limitations of certain media delivery formats and platforms” Storify “allows students to build 'credibility markers' via a meta-narrative between sources, where they can discuss choice of a source, rationale for the inclusion of that source” (Cohen & Mihailidis, 2012; Mihailidis & Cohen, 2013)
  • 11. Pedagogical Questions When is a story complete online? What does authority mean in storytelling? How many different voices are needed to deem a story complete? How do social media enhance a story? What do they take away? What agendas are at play in this issue? What values are being portrayed? How do different parties frame the issue? What biases are inherent in all storytelling? What choices did you have to make in creating your own frame?
  • 12. Media Frames
  • 13. My Student Samples Sample 1 Sample 2 Sample 3 Sample 4
  • 14. References Cohen, J. N.& Mihailidis, P. (2012). Storify and News Curation: Teaching and Learning about Digital Storytelling. Social Media Technology Conference 2012 Proceedings. Delphine Laire et al. (2012). Social Media’s Learning Outcomes within Writing instruction in the EFL Classroom: Exploring, Implementing and Analyzing Storify. Procedia Social and Behavioral Sciences 69: 442 – 448. Haley-Mize, S. (2013). Digital Curation and Mobile Technology in Teacher Education. International Conference: The Future of Education. 3rd Edition. Mihailidis, P. & Cohen, J. N. (Spring 2013). Exploring Curation as a Core Competency in Digital and Media Literacy Education. Journal of Interactive Media in Education.