BlogPost Three | Digital Storytelling Across the Curriculum

Fiction or nonfiction, a digital story or, multimodal composition, is a narrative produced through the integration of digital modes of communication including audio, still images of all sorts, video and text. There are myriad applications of digital storytelling from kindergarten through high school and across the curriculum. From language arts to history and from science to mathematics, digital storytelling can be a scaffold to logical reasoning, creative expression, and engaged learning.

Choose a single article from the list below to read for next week. Each article explores digital storytelling for a specific discipline and/or grade level.

For this Blog Post, work with a partner to produce a three or four panel comic strip that considers the more salient ideas for integrating digital storytelling based on the article you read. Choose an online application for creating comic strips from the resources linked below.

When you’ve completed your comic strip, embed it in your WebLog with a title that includes the phrase “BlogPost Three.” During class, you will have an opportunity to lead  discussion about digital storytelling based on the ideas explored in your comic strip.

---

Resources

Classroom-Friendly Websites and Apps for Making Comics |

Pixton Create simple or complex comics using characters, scenes, objects. All objects are highly editable, and characters can be moved into almost any pose.

MakeBeliefsComix.com comics app is easy enough for children to use, but there are enough options for adults to get a message across, too.

ToonDoo [might be defunct as of 4 October 2019] comics app hits the fine balance between creative versatility and user friendliness, ensuring that the final results look sharp. While there’s still an extensive library of characters and objects to use in your comic strip, there are also tools to create your own touches.

---

Selected Readings in the Content AreasEarly ChildhoodHusbye, N. E., Buchholz, B., Coggin, L., Powell, C. W., & Wohlwend, K. E. (2012). Critical Lessons and Playful Literacies: Digital Media in PK-2 Classrooms. Language Arts, 90(2), 82-92.

Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), 225–240. 

Lisenbee, P. & Ford, C. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences. Early Childhood Education Journal, 46(1), 129–139.

YAMAÇ, A., & ULUSOY, M. (2016). The Effect of Digital Storytelling in Improving the Third Graders’ Writing Skills. International Electronic Journal of Elementary Education, 9(1), 59–86.

Middle Child

Science 

Doyle, K., & Dezuanni, M. (2014). Children participating in science through digital-media literacies. Literacy Learning: The Middle Years, 22(3), 42-54.

Math

Gould, D., & Schmidt, D. (2010). Trigonometry comes alive through DIGITAL STORYTELLING. The Mathematics Teacher, 104(4), 296-301.

ELA & Social Studies

Batsila, M., & Tsihouridis, C. (2016). “Once upon a Time there was…” A Digital World for Junior High School Learners. International Journal of Emerging Technologies in Learning, 11(3), 42–50. 

Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.

Adolescent & Young Adult

Staley, B., & Freeman, L. A. (2017). Digital storytelling as student-centered pedagogy: empowering high school students to frame their futures. Research and Practice in Technology Enhanced Learning, 12(1), 21.

Science

Hoban, G., Nielsen, W., & Shepherd, A. (2013). Explaining and communicating science using student-created blended media. Teaching Science: The Journal of The Australian Science Teachers Association, 59(1), 32-35.

Yuksekyalcin, G., Tanriseven, I., & Sancar-Tokmak, H. (2016). Mathematics and science teachers’ perceptions about using drama during the digital story creation process. Educational Media International, 53(3), 216–227. 

Math

Gould, D., & Schmidt, D. (2010). Trigonometry comes alive through DIGITAL STORYTELLING. The Mathematics Teacher, 104(4), 296-301.

Yuksekyalcin, G., Tanriseven, I., & Sancar-Tokmak, H. (2016). Mathematics and science teachers’ perceptions about using drama during the digital story creation process. Educational Media International, 53(3), 216–227. 

ELA & Social Studies

Miller, S. et. al. (2012) A Literacy Pedagogy for Multimodal Compositing. In: Suzanne Miller and Mary McVee (eds.). Multimodal Composition in Classrooms: Learning and Teaching for the Digital World. pp. 114-129.

Hildebrandt, K., Lewis, P., Kreuger, C., Naytowhow, J., Tupper, J., Couros, A., & Montgomery, K. (2016). Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation. Journal of Social Science Education, 15(1), 15–26.

 

 

 

 

 

 

---

Selected Readings in the Content Areas