A must-read for incorporating digital literacy into your classroom!
As the saying goes, ‘If you want someone to remember something, tell them a story.’ But if you really want your students to remember what they learn, then let them create their own digital stories.
Digital storytelling empowers your students to be confident communicators and creators of media as they gain essential 21st-century literacy skills and reach deeper understandings in all areas of the curriculum. Aligned with refreshed ISTE and Common Core standards, this new edition of Digital Storytelling in the Classroom includes:
- Practical techniques for combining storytelling with your curriculum content
- Tips for exploring effective storytelling principles through emerging digital media as well as via traditional literacy skills in reading, writing, speaking, and art
- Information on relevant copyright and fair use laws
- Visual aids and video clips that illustrate best practices in multimedia composition
A world leader in digital storytelling and a lifelong digital humanist, author Jason Ohler opens the door to a new world of creative teaching and learning for you and your students.
Praise for the first edition:
‘Ohler illuminates the very heart of learning and digital technology: storytelling. His is the story of how the networked computer amplifies our human capacity to learn through tools of expression.’
—Walter Bender, President
One Laptop per Child Foundation
‘Essential for integrating learning, literacy, and new media in and out of the classroom. Jason Ohler is a world leader in digital storytelling, and a master teacher, and a global communicator.’
—Bernard J. Luskin, Professor and Director of Media Programs
Fielding Graduate University
Tabela de Conteúdo
Foreword by David D. Thornburg
Preface
Acknowledgments
About the Author
Part I. Storytelling, Education, and the New Media
1. Confessions of a Digital Storytelling Teacher: Twenty Revelations About Digital Storytelling in Education
2. Defining and Discussing Digital Storytelling: Helping Teachers See, Think, and Talk About Digital Storytelling
3. Digital Storytelling as an Educational Tool: Standards, Planning, and Literacy
4. Assessing Digital Stories: The Opportunities and Challenges of New Media Evaluation
Part II. The Art and Practice of Storytelling
5. Thinking About Story: The Story Core, Story Mapping, Story Types
6. Applying Story Maps, Using Story Tables: Seeing the Core, Mapping the Story, Creating a Story Table
7. Story Planning Considerations: Tips, Techniques, Lessons Learned
8. Transformation Formations: How We, and the Characters in Our Stories, Change
9. More Story Maps: From Aristotle to Present Day
10. Other Kinds of Stories: Other Story Forms and Story Perspectives
Part III. Going Digital
11. The Media Production Process, Phase I: Developing the Story
12. The Media Production Process, Phases II-V: From Preproduction to Performance
13. The Digital Storytelling Toolbox: The Tools Teachers and Students Need to Tell Digital Stories
14. Media Grammar for Teachers: Assessing Media Expression
15. Copyright, Fair Use, and UOPS: Living in the Gray Zone, Doing the Right Thing, and Protecting Yourself
Epilogue: If I Had a Time Machine
Resource A. Teaching Oral Storytelling
Resource B. Audio Techniques for Video Recording Oral Storytelling
Resource C. Audio Techniques for Interviewing People
Resource D. Freytag′s Pyramid
Resource E. Grammar of Camera Angles
Resource F. What′s Scannable?
Resource G. Joseph Campbell′s Story Adventure Diagram
Resource H. Visual Portrait of a Story
References
Index
Sobre o autor
Learn more about Jason Ohler′s PD offerings Jason Ohler is a speaker, writer, teacher, researcher, and lifelong digital humanist who is well known for the passion, insight, and humor he brings to his presentations and writings. He is author of numerous articles, books, and teacher resources and continues to work directly with teachers, administrators, and students. Combining twenty-five years of experience in the educational technology field with an eye for the future, Ohler connects with people where they are, and helps them see their importance in the future development of living, learning, and working in the Digital Age. Although he is called a futurist, he considers himself a nowist, working nationally and internationally to help educators and the public use today′s tools to create living environments that we are proud to call home.
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