Digital Storytelling In The L2 Composition Classroomohio Tesol
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This document discusses using digital storytelling in second language composition classrooms. It introduces digital storytelling and examines how it can be used for various purposes like in K-12 and university curriculums. The document explores how digital storytelling can help students develop rhetorical skills, understand different forms of digital literacy like remixing, and have a more fun approach to academic writing. It also considers elements of the writing process, integrating different media, the social aspects of collaborative writing, and assessing digital stories. Finally, it poses research questions about how digital literacy skills transfer and the impacts of teaching digital storytelling collaboratively.
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Digital storytelling
This document summarizes Joel Bloch's research on using digital storytelling in argumentative academic writing pedagogy. It discusses how digital storytelling allows for more student autonomy and alternative forms of literacy by incorporating images and storytelling into writing. Bloch analyzes key differences between digital and print arguments, such as greater freedom in choosing and remixing texts. The conclusion states that digital storytelling is not a completely new genre but an extension of traditional argumentation that addresses similar problems while allowing more flexibility.
The New Bricolage: Assembling and Remixing Images in an Argumentative Text
The document discusses using digital storytelling and multimodality in argumentative academic writing pedagogy. It explores how digital storytelling allows for greater student autonomy and alternative forms of literacy through visuals and remixing of images and text. While this represents an expansion of traditional genres, the document argues it does not constitute an entirely new genre but rather an extension of addressing similar problems through argumentation. Flexibility and transfer of skills to other contexts is possible but evidence is lacking and merits further exploration.
Digitalstorytelling in an academic writing class
This document discusses using digital storytelling in an academic writing class to connect two forms of literacy. It explores factors to consider when choosing digital storytelling, such as the social context of literacy, goals of the course, and affordances of technology. Digital storytelling allows students to incorporate their voices, images, and music to challenge academic discourse norms. It also helps achieve goals of translingualism by using students' languages and stories. Examples are provided of digital stories students created for the class that mixed texts, images, and audio.
Digitalstorytelling in an academic writing class
This document discusses using digital storytelling in an academic writing class to connect two forms of literacy. It explores factors for choosing digital storytelling like the social context of literacy, goals of the course, and technology affordances. The goals include challenging academic discourse norms, incorporating student voice and multiple literacies, and developing skills in areas like translingualism and intellectual property. Examples are given of student digital stories produced, linking academic and outside literacies in one space through a multimodal approach.
Digitalstorytelling in an academic writing class
This document discusses using digital storytelling in an academic writing class to connect different forms of literacy. It provides examples of student digital stories and examines factors that influenced the use of multimodality, including the social context of literacy, goals of the course, and affordances of technology. Digital storytelling allows students to incorporate their voices, choices of images and music, and languages into their academic work in new ways.
Creation of Writing Spaces for Multilingual Writers
The document discusses the impact of technology on literacy and pedagogy based on the author's previous work. It addresses how technology has disrupted traditional literacies and roles in academic writing classrooms. The author advocates for teachers to take more of a guiding role and give students more autonomy by valuing their stories and languages. Various technologies and digitally-enhanced spaces are explored, including their affordances and controversies as well as how assessments may be similar or different in open, online environments. Ongoing challenges to traditional designs from new technologies are also discussed.
Renewing the collaboration between L1 and Multilingual Research
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
DIGITAL STORYTELLING IN THE L2 ACADEMY WRITING CLASSROOM: EXPANDING THE POSSI...
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Adverting Tea Parties: Understanding Attitudes Toward Plagiarism and Intellec...
This document summarizes research on attitudes towards plagiarism and intellectual property across cultures. It finds that there are often low degrees of agreement between international students and teachers on what constitutes plagiarism. For example, students and teachers disagreed on whether copying a few words or ideas from classmates constituted plagiarism. There was also disagreement on whether images could be plagiarized. Interviews with teaching assistants and staff revealed differing views on how plagiarism cases should be handled. The research aims to better understand these cultural differences and implications for improving education on plagiarism policies.
Adverting Tea Parties: Understanding Attitudes Toward Plagiarism and Intellec...
This document summarizes research on attitudes towards plagiarism and intellectual property across cultures. It finds that there are often low degrees of agreement between international students and teachers on what constitutes plagiarism. While most agree that paying for a paper is plagiarism, there are disagreements around copying a few words, citing ideas from class discussions, and whether images can be plagiarized. Interviews with teaching assistants and staff found they emphasize education over punishment. The researchers recommend learning more about faculty attitudes and designing courses to directly teach students about plagiarism through examples and exercises.
Tesol Presentation
This document summarizes research on attitudes towards plagiarism and intellectual property across cultures. It finds that there are often low degrees of agreement between international students and teachers on what constitutes plagiarism. While most agree that paying for a paper is plagiarism, there are disagreements around copying a few words, citing ideas from class discussions, and plagiarizing one's own work. Graduate teaching assistants preferred educational approaches to punishment. The study recommends further research on faculty attitudes and designing courses to directly teach students about plagiarism through examples and practice with citation.
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- 1. Digital Storytelling in the L2 Composition Classroom Joel Bloch The Ohio State University 1
- 2. What is a Digital Story Personal Story Images + Text + Music? 2
- 3. 3 New Technologies, Old Questions New Kinds of Users New kinds of jobs New kinds of literacies
- 4. 4 Promote new forms of perception? Promote deeper forms of learning? Promote new relationships with audience?
- 5. The Uses of Digital Story Telling K-12 Curriculum University Curriculum School/University Identity Community Projects Writing Instruction 5
- 8. Center for Digital Storytelling Digital Stories at Ohio State 8
- 9. Why I am Interested in Digital Stories in the L2 composition classroom 9
- 10. The relationship between oral and written speech 10
- 11. Gaining a sense of identity in writing 11
- 12. The development of multimedia forms of literacy 12
- 13. 13 Integrating elements of various forms of digital literacy Movie maker Podcasting Visual literacy Texts
- 14. 14 Remix
- 15. Goals for the use of Digital Stories Help develop rhetorical skills for academic writing Help understand the nature of digital literacy Remix text, images, audio Take advantage of an alternative, more oral form of academic writing Have a little more fun? 15
- 16. Elements of the Writing Process Invention Creation Revision Editing 16 Publishing
- 17. Integrating Music with Text/images Images Text Text Images Images music Text 17
- 18. Integrating Images and text 18
- 19. 19
- 20. Social Process of Writing Collaboration through story groups Publishing and Sharing 20
- 22. Collaborating with others to develop their work
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- 26. Thinking about Technologies 23
- 28. The concept of fair use
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- 30. Assessment How do we evaluate student digital stories? How does digital story telling fit into our overall writing curriculum? 25
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- 34. What does digital story telling tell us about digital literacy?
- 35. Can digital story telling be taught collaboratively?27
- 36. Some Useful Resources Ed Tech Talk Digital Storytelling Tips and Resources Gail Matthews-DeNatale, 28