BlogPost Three | Digital Storytelling Across the Curriculum

Introductory thoughts / Objective / Rationale Deliverables | Learning Circles | Script & Storyboard | Assessment | Resources | Readings

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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.

3-panel-comic-strip-template
Three Panel Comic Strip Template

For this Blog Post, work with a partner to produce a ~ six panel comic strip that concerns the most significant ideas for integrating digital storytelling based on the article you read.

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 | 

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


Selected Readings in the Content Areas

Early Childhood

Middle Child

  Science 

Doyle, K., & Dezuanni, M. (2014). Children participating in science through digital-media literacies. Literacy Learning: The Middle Years22(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 Learning11(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 Learning12(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 Association59(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 International53(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 International53(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 Education15(1), 15–26.