Presentation on theme: "Storyboarding as Writing Process: Integrating Technology and Writing Standards to Create Highly Interesting Digital Media Georgia Council of Teachers of."— Presentation transcript:
Storyboarding as Writing Process: Integrating Technology and Writing Standards to Create Highly Interesting Digital Media Georgia Council of Teachers of English Conference February 12, 2010 Jennifer S. Dail, Kennesaw State University Heather Barton, Kennesaw State University Jessica Sprecher, Kennesaw State University
Schools are still locked into a model of autonomous learning that contrasts sharply with the kinds of learning that are needed as students are entering the new knowledge cultures. Gee and other educators worry that students who are comfortable participating in and exchanging knowledge through affinity spaces are being deskilled as they enter the classroom (Jenkins, 183).
Underlying Assumptions of New Media Every consumer is a producer Choice of medium Competition for attention Layered textuality
New Media and Writing Improved writing through the implementation of technology when the technology is complementary to the curriculum Broad-based standards limited by high-stakes tests Multimedia projects enable students to find new ways not only to communicate with their audiences but to understand the world around them (Herrington, Hodgson, & Moran, 14)
Storyboarding and Writing When teachers use story mapping with their students, an amazing thing happens: students talk about their stories rather than their technology. And because story mapping happens at the very beginning of the process, using pencil and paper, students arent distracted by technology as they develop their stories (Ohler, 86). [Story mapping] provides a way for teachers to interact with student work in an easy, low-tech way at the beginning of the process, when their input can actually impact what students produce. The story map provides teachers a way to quickly ascertain the potential of a students story. It provides a clear visual aid that teachers, students, and peers can refer to as they discuss the power, quality, and value of their stories (Ohler, 86). In addition to using story maps to help understand and plan fictional stories, students can also use them to understand and plan documentary stories, including personal stories, traditional documentaries, and academic stories. Storyits big (Ohler, 105).
A significant organizational feature [of the screen] is that writing, whether on the screen or on the page, is accompanied more and more by image, whether as picture, diagram or map. In these writing/image ensembles placement, the spatial positioning of the mode-elements, matters, it has meaning-effects. The placing of the elements of image and writing on the space of the screen (or of the page) matters because that placing expresses principles of visual grammar through which this now visual entity is organized (Kress, 65-66). Visual Literacy/Visual Grammar
Multimedia Writing and National Standards 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Multimedia Writing and State Standards ELA10RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. ELA10W3 The student uses research and technology to support writing. The student d. Integrates quotations and citations into a written text while maintaining the flow of ideas. e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as theModern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc. f. Designs and publishes documents, using aids such as advanced publishing software and graphic programs.
Multimedia Writing and State Standards (continued) ELA11W3 The student uses research and technology to support writing. ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student b. Revises writing to improve the logic and coherence of the organization and controlling perspective. c. Revises writing for specific audiences, purposes, and formality of the contexts. d. Revises writing to sharpen the precision of word choice and achieve desired tone.
Multimedia Writing and State Standards (continued) ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
The benefits of technology integration are best realized when learning is not just the process of transferring facts from one person to another, but when the teachers goal is to empower students as thinkers and problem solvers. Technology provides an excellent platforma conceptual environmentwhere children can collect information in multiple formats and then organize, visualize, link and discover relationships among facts and events. Studetns can use the same technologies to communicate their ideas to others and to argue and critique their perspectives, to persuade and teach others, and to add greater levels of understanding of their growing knowledge (Sandholtz, Ringstaff, & Dwyer, 176).
Works Cited Herrington, A., Hodgson, K., & Moran, C. (Eds.). Teaching the New Writing: Technology, Change, and Assessment in the 21 st -Century Classroom. New York: Teachers College Press, Print. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York University Press, Print. Kress, Gunther. Literacy in the New Media Age. London: Routledge, Print. Levinson, Paul. New New Media. Boston: Allyn & Bacon, Print. Ohler, Jason. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks, CA: Corwin Press, Print. Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College Press, Print.