Category Archives: storytelling

Digital Narratives & Student Publication: Case Study

Natasha Zseder, York University

 

Learning through Digital Storytelling

What might happen when students take authentic roles as authors, poets, editors, media producers, journalists, comic-makers, and researchers – and then mobilize new media to their own creative and critical purposes? What might happen when students imagine and design their own literary/media landscapes?

In this case-study video, Natasha Zseder explores the educational opportunities of building – from the ground-up – an online literary and media/arts magazine, and examines why situated, student-directed production can engage multiple and complex literacies while connecting with the politics of students’ own lived worlds.

Related: Poetronica

Natasha Zseder, York University

keywords
STUDENT PUBLICATION
PRODUCTION PEDAGOGY
IDENTITY / ROLE PLAY
SITUATED LEARNING

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Models & Media Tools for Digital Storytelling

Resources: Explore Media Tools & Models for Supporting Digital/Multimodal Narrative Building

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Case Study: Making Cellphilms

Casey Burkholder, McGill University

Learning through Digital Storytelling

In this case-study video, Casey Burkholder models the art and practice of creating digital narratives through cellphilm production.

Related: Poetronica

Resource: For more on Cellphilms and how they can be ‘mobilized’, educationally, to creative, critical and progressive/activist ends and purposes, please see: What’s A Cellphilm? Integrating Mobile Phone Technology into Participatory Visual Research & Activism.

by Katie MacEntee, Casey Burkholder & Joshua Schwab-Cartas
McGill University, Canada

keywords
CELLPHILMS
PARTICIPATORY VISUAL RESEARCH
DIY VIDEO/NARRATIVE PRODUCTION
MOBILE TECHNOLOGIES FOR LEARNING

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The Pedagogy of Production

Investigating What Works for Teaching Media Literacy

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Theory

AUTHOR
Joslyn Hunscher-Young

ABSTRACT
Rapidly changing technologies and new forms of communication demand a revision of what literacy instruction needs to look like today. There is already extensive research about literacy in a wide variety of contexts, including both in-school and out-of-school situations. However, there is limited research published around the learning that occurs in media literacy programs. This article explores what we can learn from media/literacy programs, and how these programs can inform – and help us rethink – literacy-learning in dynamic production contexts beyond media literacy classrooms.

This article can be explored conjunction with Joslyn Hunscher-Young’s video presentation in this module.

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Pedagogies Of Production: Making Digital Films

Joslyn Hunscher-Young, Washtenaw International Middle Academy & High School

Learning through Digital Storytelling

This video examines several key ideas in the pedagogy of production. It highlights what novice video producers like and need from their mentors as they acquire knowledge and skills through their own hands-on practice. Specifically, this video describes the importance of communities of practice, situated learning, and mentor ‘fading’ in creating authentic, meaningful research & narrative video projects.

Joslyn Hunscher-Young is a social studies teacher at Washtenaw International Middle Academy and High School in Ypsilanti. Her current practice is informed by her work in creating and running a youth media production program in Chester, Pennsylvania, from 2009-2010 called Chester Voices for Change.

Related Video: Decolonizing Encounters – A Critical Visual Essay

Pedagogies Of Production: Making Digital Films

keywords
SITUATED LEARNING
COMMUNITIES OF PRACTICE
MENTOR FADING
APPRENTICESHIP

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Teaching Multimodal & Digital Literacies in L2 Settings

New Literacies, New Basics, New Pedagogies

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Learning through Digital Storytelling

Teaching Multimodal & Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies

AUTHORS
Heather Lotherington, York University

Jennifer Jenson, York University

Related Videos: L2 Digital Storytelling with Scribjab


ABSTRACT

Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.

This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms. Since the New London Group’s manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners – approaches that might helps us more generally rethink 21st Century literacy and learning.

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What Is a Digital Story? Narrative in New Spaces

Heather Lotherington, York University

Learning through Digital Storytelling

Heather Lotherington
Voice: Maya Woloszyn

In this video, we take an extended look at digital narratives as a vehicle for production pedagogies, discussing what narratives are, and how new media tools, digital network connection, and mobile access enable the learner to navigate, produce and share dynamic user-created narratives and research artifacts to engage a global community.

Here, we’ll explore how production pedagogies might enable learners to deeply engage multiliteracy competences through the making of authentic cultural products, art and knowledge.

Related Videos:

Multimodal/Multilinqual Digital Storytelling with Scribjab

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Learning Through Digital Storytelling

Heather Lotherington, York University

Learning Through Digital Storytelling

Welcome to Learning through Digital storytelling. When you think of digital storytelling, you may picture autobiographical confessionals, or, perhaps, simple “Once upon a time” stories posted online. In this module, we take an extended look at digital narratives as a vehicle for production pedagogies, discussing what narratives are, and how new media tools, digital network connection, and mobile access enable the learner to navigate, produce and share dynamic user-created narratives and research artifacts to engage a global community.

We examine the seminal concept of mode in terms of semiotic resources, and as analytical descriptors of media, and explore how multimodality, remix, interactivity, and dynamism shape—and continue to reshape—digital storytelling. Production pedagogies move learning out of the cage of traditional curricular expectations, and into active user spaces, where it is learner agency that drives cultural creation. In Digital storytelling, we demonstrate how learners are engaged in powerful production pedagogies through narrative construction of fanfic; multimodal video and website production; cellphilms; multilingual and plurilingual texts; and serious comics.

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