![What do
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a story?Dombrowski, Q. (2014, July 11). Get it write [Photograph]. CC
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Digital Storytelling Tools for 21st Century Students
- 1. Storytelling for 21st Century Students Heather Flowers Word cloud created by Heather Flowers at tagxedo.com using Digital Storytelling description from https://en.wikipedia.org/wiki/Digital_storytelling.
- 2. What do we expect from students when they write to tell a story?Dombrowski, Q. (2014, July 11). Get it write [Photograph]. CC BY-SA 2.0
- 3. Look at these students. Are they….? Golden, A. (2014, April 3). iPad Use 7 [Photograph]. CC BY 2.0
- 4. …still turning in stories that look like this? Then it is time to upgrade your storytelling! Photo Credit: Heather Flowers
- 5. Mader, R. (2013, February 8). Technology is the campfire around which we tell our stories - Laurie Anderson [Image]. CC BY-SA 2.0
- 6. Welcome to the world of “Digital Storytelling” What does digital storytelling mean? Franklin Park Library. (2008, July 30). Storytime [Photograph]. CC BY 2.0
- 7. Benefits of Digital Storytelling • Students are more engaged in the writing process • Collaboration increases • Uses critical thinking and analytical skills • Increases reading and writing skills • Enables the use of new technologies • Ability to share
- 8. How do I get started? Depolo, S. (2011, May 20). Starting Line Americorps Cinema Service Night. CC BY 2.0
- 10. Curriculum Connections Students create and record their own short story, rhyme, or poem. 1.1 The student will continue to demonstrate growth in the use of oral language. c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns. Have students record directions for usage of library materials, policies, or ”how to” audio. Students create a recording to introduce themselves to their classmates at the beginning of the year.
- 12. Curriculum Connections Students create a comic strip showing the sequence of historic events. USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to c) sequence events in United States history from 1865 to the present Students create a work of fanfiction in graphic novel format. Students create a comic/storyboard anti-bullying campaign for school.
- 13. Biteable https://biteable.com (this is a video: hover over the frame and ”play” arrow will appear at the bottom) Image Credit: American Association of School Librarians. (2016). AASL Best Websites 2016 [Image].
- 14. Curriculum Connections Students create a guide for best practices related to online safety. C/T 6-8.3 Make responsible decisions—grounded in knowledge of digital safety and security best practices— that pertain to various digital communication tools and methods. A. Demonstrate knowledge of basic practices related to online safety. Students create plan for at least two lifelong, skill related physical activities. 9.1 b) Design, implement, evaluate, and modify a plan for at least two self-selected, lifelong, skill- related physical activities. Key concepts include analysis of performance, application of principles of movement and training, and focus on goal setting and improvement of personal skills. Students create “how to” video for geometric sequencing. 7.2 The student will describe and represent arithmetic and geometric sequences, using variable expressions.
- 15. my storybook https://www.mystorybook.com Storybook created by HL Flowers using mystorybook.com
- 16. Curriculum Connections Students write a persuasive story using chosen topic. 6.7 The student will write narration, description, exposition, and persuasion. j) Use computer technology to plan, draft, revise, edit, and publish writing. Students create vocabulary study guides with root words, synonyms, antonyms, etc. 4.4 The student will expand vocabulary when reading. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. Students create an end of the year story about what they have learned in the library. K.13 The student will use available technology for reading and writing.
- 17. Booktrack Classroom https://booktrackclassroom.com/content/intro This picture is a hyperlink to my story…click to read and hear the booktrack.
- 18. Why use Booktrack? Booktrack. (2016). Evidence-based educational outcomes in literacy [Infographic]. Retrieved from http://info.booktrackclassroom.com/infogra phic-evidence-based-educational-outcomes- in-literacy
- 19. Curriculum Connections Students write a story from the perspective of a new settler in Jamestown. What is it like, what is the settler feeling? Use music to help strengthen the connection to the story. Collaborate with the music teacher. Create a class story and then allow students to create original music to accompany the story. Students collaborate to create a radio commercial script with soundtrack. Share and discuss the intended effect and how accomplished. 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. c) Determine the author’s purpose and intended effect on the audience for media messages. d) Identify the tools and techniques used to achieve the intended focus.
- 20. You can build on what students learn! Tresedder, K. (2010, March 19). Block Castle [Photograph]. CC BY-NC-ND 2.0
- 21. But wait, what will I display on my library wall? Franklin Park Library. (2009, June 23). Read on the Wild Side [Photograph]. CC BY 2.0
- 22. Don’t forget to share! Levine, A. (2012, November 15). Life is Sharing [Photograph]. CC BY 2.0.
- 23. The time for digital storytelling is now! Use these tools to get started! Karen_O'D. (2006, September 24). Picton Library [Photograph]. CC BY 2.0
- 24. References Best Websites for Teaching & Learning 2016. (2016). Retrieved July 25, 2016, from http://www.ala.org/aasl/standards/best/websites/2016#storytelling Bitable - The World's Simplest Video Maker. (n.d.). Retrieved July 27, 2016, from https://biteable.com/ Booktrack Classroom - eBooks with Soundtrack. (n.d.). Retrieved July 27, 2016, from https://www.booktrackclassroom.com/content/intro Booktrack. (2016). Evidence-based educational outcomes in literacy [Infographic]. Retrieved from http://info.booktrackclassroom.com/infographic- evidence-based-educational-outcomes-in-literacy Depolo, S. (2011, May 20). Starting Line Americorps Cinema Service Night. CC BY 2.0 Dombrowski, Q. (2014, July 11). Get it write [Photograph]. CC BY-SA 2.0 Franklin Park Library. (2009, June 23). Read on the Wild Side [Photograph]. CC BY 2.0 Franklin Park Library. (2008, July 30). Storytime [Photograph]. CC BY 2.0 Golden, A. (2014, April 3). iPad Use 7 [Photograph]. CC BY 2.0 Karen_O'D. (2006, September 24). Picton Library [Photograph]. CC BY 2.0 Levine, A. (2012, November 15). Life is Sharing [Photograph]. CC BY 2.0. Mader, R. (2013, February 8). Technology is the campfire around which we tell our stories - Laurie Anderson [Image]. CC BY-SA 2.0 MyStorybook.com - Free Storybook Making Online. (n.d.). Retrieved July 27, 2016, from https://www.mystorybook.com/ Pixton Comic Maker. (n.d.). Retrieved July 27, 2016, from https://www.pixton.com/ SpeakPipe - Free online voice recorder. (n.d.). Retrieved July 27, 2016, from https://www.speakpipe.com/voice-recorder Tagxedo - Word Cloud with Styles. (n.d.). Retrieved July 27, 2016, from http://www.tagxedo.com/ Standards of Learning (SOL) & Testing. (n.d.). Retrieved July 27, 2016, from http://www.doe.virginia.gov/testing/index.shtml Tresedder, K. (2010, March 19). Block Castle [Photograph]. CC BY-NC-ND 2.0
Editor's Notes
- (1 minute) Hello! Welcome to Storytelling for 21st Century Students! My name is Heather Flowers. I am a student in the Library Science Graduate Program at Old Dominion University. This is a word cloud I created from words that are often used to describe digital storytelling on Tagxedo. Notice some of the words that jump out at you – digital yes, but ”create” “stories” “skills” “education” ”voices” “development” and “community”. These are all valuable parts of digital storytelling and important parts of teaching our students. Today we are going to discuss why digital storytelling is important and learn about some tools that will make it very easy for you to incorporate into your classrooms and libraries.
- (1 minute 30 seconds, includes time to pause for answers) Consider what we expect from students when they are writing to tell a story or for an assignment. What are you looking for, what steps do you want them to follow? (pause for answers) We look for: Evidence of pre-writing/planning Outlines Character and plot development Drafts and self-editing Final versions
- (1 minute with pause) Let’s take a look at these students. What do you see? (pause for answers, examples, looking at iPads, studying, etc) Are they learning? These are 21st Century learners. This is a first grade classroom and they are already using technology as part of their learning. From day 1, teachers are integrating apps and websites into the curriculum to engage learners. So why are they….(advance slide)
- (30 sec) still turning in stories that look like this? Now I am not saying that writing stories in the traditional format with paper and pencil doesn’t have merit and there may still be a need for this type of assignment in some cases of course. But, if the majority of the assignments and work you are giving students looks like this though, it is definitely time to upgrade your storytelling!
- (1 min, 20 sec – with pause) First, let’s look at this image of a quote from Laurie Anderson. She is a composer, artist, director of multimedia projects and she says “Technology is the campfire around which we tell our stories”. Let’s think about what that really means. What do you think of when you hear that? (pause for answers) It’s very true, isn’t it? How often have you asked someone if they have seen something and then offer to show it to them on your phone or mobile device? I often ask friends, did you see that story on Facebook or did you see this funny YouTube video? This is the way we share our stories today and we must allow students to learn how to use the tools that will help them share their stories.
- (1 min, 40 sec) Let’s enter this new world of digital storytelling… Think about the way we tell stories to students. If they are young, we use funny voices, hand puppets, or props. We add songs. For older students, we look for real world examples to help them understand the story and create a more powerful experience. We make every effort to fully engage them in the stories we tell. Digital storytelling is doing basically the same thing, only utilizing online tools to create a story that connects to the reader. What does digital storytelling mean? Put simply, it refers to using digital tools (apps and online sources) to tell a story. That may be audio, movies, podcasts, comics, animations – there are numerous tools out there to create a digital story. Remember, the 21st century learner is accustomed to using technology and the “flash” that goes along with that, but also because this is how they communicate and we need to bridge the gap between the paper/pencil of the classroom and the advancements they will use in the real world.
- (1 min, 49 sec) Why should we use digital storytelling in our classrooms and libraries if we can already engage our students in other ways? -Students are more engaged when they are interacting with these tools. Online technologies offer them a chance to do something they may not be able to otherwise. For example, someone might not be a good artist, but he or she can use a tool to add the perfect picture to their story -While students are working they naturally collaborate. Have you ever worked on a project and asked a friend what they think? It’s the same thing, when they say “Hey take a look at this!” -They have to use thinking skills to put text in properly and arrange the space or think carefully of what they want to say and the words to use. -The interactive tools increase skills related to reading and writing. -They get to try new technologies. For some students, they might not have any other place to try out these tools. -Most importantly, it is a very easy opportunity to share. Not every parent may read that paper/pencil story their child brings home and if they do – extended family members don’ t necessarily get to see that story. But how easy is it to listen or look at a comic strip or hear an audio story. Even parents like an engaging story and then they can easily share the link or forward to other family members.
- (1 min) Getting started is always the hardest part, especially when you have maybe been doing an assignment one way in some cases for years. If you can, find just one tool that fits well with an activity you might already be doing and start there. The key to that statement is “that fits well”. Don’t try to force it in somewhere it might not make sense just to use it. Today you are going to discover some highly recommended, simple, and in most cases FREE tools to help you! I will give you an overview of the tool and the finished product, as well as some ideas to use – even though I am sure you will have even more creative ideas to share!
- (2 min 20 sec) Let’s get started…This is the free Speakpipe Voice Recorder. There are a couple of different versions of Speakpipe and some are paid, so you will want to make sure you use this link for the free voice recorder or add “free voice recorder” if you are doing a search. This is a good way to just dip your toe into the digital storytelling pool! Speakpipe can act as a hybrid source between writing a story/poem/song on paper and then making it digital by recording it. This is a truly free source and one of the best parts is that it does not require a log in. Students can record for up to 5 minutes and when you are finished you will get a box that looks like the one here. Now normally you would be able to just click on the orange play button and the recording would play, but we have some limitations in Powerpoint so I had to overlay the audio, but this is what it sounds like (play audio, 7 seconds). The bigggest drawback here is the time involved in recording the messages – either students all need their own computer/device and headphones with mic to record to cut out backgound noise, or you have to keep it somewhat quiet while you call students up to record. It can be done, but it may just be a little more time consuming. A pro and a con of Speakpipe is that you can listen to the recording before you save it and mess ups can cause re-recording nightmares! You would need to set a limit since obviously students will want to try a different voice or pace or they won’t like what they did. Once you are finished though, you can download, embed, or share via Facebook, Twitter, Google+, or Buffer. You can also just email a link – so there are a number of ways to share with the class, parents, and the school.
- (1 min 48 sec – with pause) Here are a few very easy, simple ideas that can help you get started and you can adjust these based on grade level. Older students might have longer recordings. This first idea supports one of the 1st grade Virginia Standards of Learning. Students can create and record their own short story, rhyme, or poem. Students can create audio instructions for the library, how to locate books in the catalog or what is the check out policy. Some students prefer to hear information for reinforcement. They might create a recording to introduce themselves to classmates at the beginning of the year and you can share it on the class webpage. This is a great way to ease into digital storytelling without making it overly complicated. Has anyone used this tool before? Can you see using it in the library? How? (pause for answers)
- (2 min) This is Pixton. This is how we can capitalize on the graphic novel craze. Most students love this format. This is an easy way for them to create their own. I created this quick comic strip in probably 20 minutes or so. Pixton offers three options: comic strip, storyboards, and graphic novel – so students can choose what is best for their story. This is a very easy drag and drop creation tool. You can change the characters looks, select props, and poses and change the background. Once finished, they can save and share through Facebook, Twitter, email link, and embedding. The biggest drawback to Pixton is that each student has to have their own login, which require they use their own email and generally be 13 to accept the conditions. You can also login using Edmodo or Google, so if you use those already in your class, students should be able to log in from there. To add a class, which you would have to do for younger students, or to create easier logins it is a paid feature. Teachers can currently sign up for a 30 day free trial, it is $8.99/month after that for 30 students. You can add up to 200 students, then it is .15/per student ($31.99 month) so if this is something you would like to use, you might be able to create a department login and cost share or maybe your department could pay for Pixton. Students can create using Pixton on Mac, Windows, Linux, Chromebooks, Android, and iPad. So that covers just about every device you would likely have.
- (1 min, 15 sec –with pause) Some of the ways you can use Pixton… Pixton actually has some good historic backgrounds, so students could create a comic strip or graphic novel of historic events in sequence. They could also create fan fiction for a writing assignment. Or perhaps a storyboard for an antibullying campaign for the school and submit them to the library to be voted on. Winning designs could be embeded on the school site and printed for display in the school. What do you think of Pixton? (pause for comments/questions)
- (3 min, 10 sec) This is Biteable and this is one of my personal favorites. This is one of the American Association of School Libraries Best Websites for Teaching and Learning for 2016. To give you an idea of what this does, this is a Biteable I created. (Play video, 45 seconds). That took me about 15-20 minutes to create. It is a very easy three step animated video maker. You select your background and template and then just add your text and create your video. It is completely free but you do have to create a log in, which requires an email again. With the free plan though you get HDTV quality videos, unlimited videos (so you could just create a teacher login and share it with your students) and you can publish to YouTube or share on Facebook and Twitter. I don’t know what the max number of people you can have logged into your account at one would be, but I did it with two and it still worked, so may be worth a try. The drawback of Biteable is that after you complete your video, it takes some time to render it and get it ready to publish. It took about 15 minutes for mine and it was pretty short at only 45 seconds. So keep in mind, you have to add some time at the end for a project like this, you can’t need really need the computers immediately afterward. There is a paid $99/year version that allows you to download the videos and removes the watermark but if that doesn’t bother you then I wouldn’t pay for that. Keep in mind once you publish to YouTube, you can then embed it as well. Now, it says you have to have a paid version to download, but on mine it had two buttons – one that said ”Upgrade to Download” and then at the very bottom a small download link. I clicked it and downloaded with no problem, but I can’t guarantee that is not an oversight that they will be correcting soon!
- (1 min, 25 sec – with pause) I mentioned some ways to incorporate Biteable in the video, but here they are again… Have students create a video guide for best practices related to internet safety. In collaboration with the physical education teacher, students could create their plan for the lifelong, skill related physical activities. They could also create “how to” videos for math and science – for equation sequencing or even science lab rules. How do you see using this tool? Does this seem easy enough for you to use with students? (pause for answers)
- (1 min, 50 sec) my storybook is a great site to help build a story. This tool is the most like having students create a story book with pictures in a traditional format– it’s just online. Just as you would have students create a book and a cover from construction paper, draw the pictures, fold it , and staple it like a book…this is the same thing. I created this front cover pretty quickly and found the tools are very easy to use for early grades. For example, the font sizes are labeled “Big” ”Bigger” “Huge”, so that students can easily select a size. The words are written that way in increasing size so students just click what they want. Students choose a background, decorations, and a character they can easily alter by choosing hair color, eye and skin color, and clothes and then start writing. This is ideal for taking the paper/pencil format and elevating it to digital storytelling. My storybook currently recommends signing up with one email address, usually the teacher’s, and sharing it since you can make as many stories as you would like. You can share the stories, but to get a “high quality PDF” version to print is is $5 – although you can continue to edit and print it as many times as you want after the one time payment, other than that it is absolutely free as of now.
- (1 min, 30 sec) My storybook is really geared to elementary grades, I don’t think it is advanced enough for older students. It is very simplistic in its design and has a look that is more focused on younger students. Here are some ideas for using my storybook …. Students can create vocabulary guides for unit reviews Students can write a persuasive story Or the could create an end of the year story to share with parents showing what they have learned this year in the library. Do you have ideas for how you might use my storybook? (pause for answers)
- (3 min) The last tool we are going to look at is Booktrack Classroom. This is an interesting site for adding music to stories. I would definitely recommend this for older/more advanced readers because you don’t want the music to become distracting but to help reinforce comprehension. Using Booktrack is definitely more complicated, so we will spend a little more time on this one. This site is a Google for Education Partner so students can sign in using their Google account, a huge advantage if you are using Google Classroom already. There is a library of books students can read and add musical tracks to or they can write their own book and add music to it. Booktrack also has a music library or you can upload your own track. This is an example I created as I was learning the tool. Again, I can’t embed it here on Powerpoint, but this picture is a link, so we can take a look at it and you can see what the final product is like. (Pull up site and play book page – should already have ready on another tab so timing is approx. 1 minute and 30 seconds)
- (1 min, 45 sec) So why use Booktrack if it is a more complicated tool? Booktrack provides this infographic to highlight the results of a University of Auckland study about the use of music to enhance reading experiences and boost comprehension. There are similar results from a study done by New York University, but it was a very small sample size. You can see that there have been some signs of increased comprehension and retention when students use this enhanced reading technique, it’s very much like the musical accompaniment in a movie. The music helps create an emotion that also helps build the connection that is a huge part of digital storytelling. This is free for teachers and you can add your class. They have a huge selection of books, many classics, that students can choose to just add music to or they can write their own story. Once finished, it can be shared via email, Twitter, Facebook, Pinterest, or embedded. As of now, Booktrack is fully supported by Google Chrome, Firefox, and Opera web browsers. I learned the hard way that if you use Safari, you will not see all the features and you would likely be very frustrated.
- (2 min – with pause) Well, adding music is great, but how does that work in the classroom? Students could collaborate to create a radio commercial script with soundtrack and then read aloud and share with the class. Discuss the intended effect and how does the music help accomplish the desired reaction. You could easily collaborate with the music teacher. Create a class story and then allow students to create original music for the story. Students could even write a story from a historical perspective, here I chose Jamestown but there are others, and add music to strengthen the emotional connection to the story. What do you think of Booktrack? Do you think it would be too complicated or are there ways you could use it? (pause for answers)
- (1 min, 30 sec) Now that we have learned about some of the tools available in varying degrees of complexity and design, let’s think about how we build on this knowledge for students. One of the unique characteristics about being in the library is you have the opportunity to really build on the technologies students are learning to use. You have these students year after year, so you can say ”Remember when we used Speakpipe” or ”Why don’t you use one of the new tools we learned last year such as Pixton or Biteable”. I would not suggest you start adding everything in at one time. It can be a process and there are going to be bumps in the road as you start and while students are becoming familiar with the tools and how you expect them to use them. You can raise the rigor of the work the students do during your library time by allowing them to learn multiple technologies and then have a choice about the product they want to create as they move through grade levels at your school.
- (1 min, 22 sec) Ahhh…what will I display if everything is digital, nobody knows what I do as it is, now nobody will know what we have done! First, everyone is going to know what you have done because you are going to share – it will just be a little different. Second, this is when you collaborate with other teachers to allow them to use some of the library space to display class artifacts. Don’t forget many digital storytelling items can be printed. Even if you don’t have the budget to pay for printing - you may have to print screen shots, but there is often a “work around” and we librarians are very good at finding a way to make things happen, right? Don’t forget to be creative. Do you have a computer that you can set up and use to create a moving digital display for visitors to see? You can create a QR code that is linked to audio and video recordings that guests can scan and watch or listen. So your displays might not be a traditional wall display, but don’t forget we are teaching 21st century learners, so we will have 21st century displays.
- (1 min, 15 sec) Don’t forget to share!! One of the most important things to remember is to SHARE what you do. For all these tools, we talked about how you can share when you are finished. That really is an important part of digital storytelling. We don’t want to create these great works and then never hear or see them again. Remember these technologies are our campfire, this is where we share our stories. You should plan to share with the class, parents, the school, and the community. It is great for the students to feel what it is like to be “published” and it is great for the community to see how the school is teaching for the 21st century environment. If you don’t already have a school or library website, Facebook page, YouTube channel, or blog. Now is the time to explain to the Principal or your administrative liaison why you need one.
- (6 min, 30 sec – includes slide time, pause for answers, and Q&A) Now that we have discussed these five tools, do you see how moving into digital storytelling creates a more engaging experience for students? Can students still meet all of the expectations we have for them when writing that we discussed earlier by using digital storytelling tools? My challenge to you to choose one tool and focus on how to incorporate it to the class or library and see how it transforms the learning process for your students. Are there any questions about any of these tools? Do you have other tools you want to share?
- (10 seconds) Here are my references if there is anything you would like to review….