There is value to digital storytelling. Dupagne (2004) states that, “…digital storytelling empowers ordinary individuals to create unique stories about their own lives using digital tools” (p.532). This activity did empower me to be creative and share a personal story. I chose to share this story through the digital storytelling program called Kerpoof. The story I chose to share is worth telling because it can introduce students to their first grade 8 camping experience or any new challenging experience. It can also introduce students to the idea of storytelling: introduction, middle, and ending. By relating students to their own personal experiences, they can discuss ideas of community-building and tradition. The pedagogy behind this storytelling is that students can constructively learn through each other’s experiences; students can generate meaning and knowledge from the interaction with others. Therefore, this story can be an example of how students can tell their own stories and teach one another. As this story shows a reflection of a personal experience, students can learn to also connect to other learning situations; they can learn the significance of their own experiences.
The Center for Digital Storytelling (CDS) in Berkeley, California, has developed a model used by many digital storytelling programs. The model uses five important principles: “(1) people have stories to tell, but are reluctant to do so out of fear of insignificance; (2) people will share their stories in the proper nurturing environment; (3) storytelling is not formulaic and must account for diversity of viewpoints; (4) non-experts can achieve creativity; and (5) people can work out computer hardware and software problems without stifling creativity.” (Dupagne, 2010, p.533). When choosing and creating a digital story program, it is important to keep these principles in mind. In the first principle, it addresses how storytellers may be reluctant to tell any story. As an educator, it is important to encourage students to tell their stories because each story is significant in its own way. This principle also points to the importance of teaching how to tell a story. The second principle stresses the importance of developing a community to share stories. In this case, the digital storytelling platform allows for an immediate community of learners. It also encourages the creation of a respectful audience for sharing and and for positive or constructive feedback. Kerpoof allowed for users to quickly share their stories with a broader community through email and links. The third principle focuses on how the storyteller must consider his or her diverse audience when telling a story. The fourth principle addresses the possible anxiety of new digital storytellers. It is important for educators to encourage creativity in students, regardless of skill level or proficiency. Because of the ease of use, Kerpoof is an excellent tool to use without stifling their creativity. And lastly, the fifth principle allows for digital storytellers to create stories in a medium that expresses exactly how they want their stories presented. After completing my digital story, I saw how these five principles can help direct a storyteller towards an appropriate digital storytelling program and how an educator can present this activity to students.
In digital storytelling,”…the story should be in the foreground and the technology in background” (Bull & Kajder, 2004, p.47). When choosing the appropriate tool, it is important to consider this advice. I wanted a tool that would highlight my story, but not take away from the storyline. In addition, Bull & Kaider (2004) state that “the goal of digital storytelling is to allow a writer to experience the power of personal expression” (48). I think it is also allows the audience to experience this power. Kerpoof allowed me to tell the story that I wanted to tell, and it allowed me to engage the audience and to bring them into my story too. This was the right tool because I was able to choose from a variety of images that worked with the characters in my story. It also allowed me to draw additional images to help support my story. I was able to express my experiences and emotional connection to the story through the freedoms that Kerpoof allowed me.
I liked how the tool resembled a children’s book. It had text for the main storyline, but it also allowed for me to include thought bubbles to help look at the characters’ inner thoughts. These characteristics helped to convey the story the way I wanted. The result also seemed like a professional piece of work. Because it was a fun story to tell, I did not want the format to be too serious and contradict with the tone of the piece, which this tool succeeded in accomplishing. The tool also allowed for readers of the story to “flip” through the story just like a real book. In addition, I also wanted to be able to share the story with other online users, and this tool allowed me the convenience to link the story and email it to others. Above all, I was impressed by the fact that I was able to start working on my digital storybook within minutes of logging on to the site.
Everyone likes storytelling! The strengths of storytelling is that it is a simple, yet effective, way to entertain readers of all ages. Storytelling also creates a community, which is what all students need to be a part of to feel connected to what they are learning about and the learners they are learning with. The limitations to storytelling is that some students may not feel like it is “educational”, since it is just a story they are reading. Therefore, it is important to give students the opportunity afterwards to make connections to the story and the learning objectives. As well, a limitation to storytelling is that it may not appeal to all learners in the same way. Sometimes students may not be engaged, and this provides an extra challenge to overcome. However, various stories can be created and this allows for various opportunities for students to become engaged.
This activity empowered me to reproduce a unique story about my own life as a grade 8 student. Overall, it was a fun activity for me, and I think my students would also enjoy reading and creating it. This is why there is value to digital storytelling.
Bull, G., & Kajder, S. (2004). Digital Storytelling in the Language Arts Classroom. Learning and Leading with Technology, 32 (4), 46-49).
Dupagne, M. (2010). Story Circle: Digital Storytelling Around the World. Journal of Broadcasting & Electronic Media 54(3), 2010, 532–533.