Digital Storytelling

What is Digital Storytelling?   

 I have to admit prior to the readings and materials this week I had never given digital storytelling much thought. Sure I had heard the term, but I didn't really know what it meant and certainly didn't know if I had ever used it myself and knew my students had never done any digital storytelling.  According to the article What is Digital Storytelling, digital storytelling is basically telling stories using computer based tools. Digital storytelling involves using graphics, audio, video, and other multimedia elements to create stories. Digital storytelling can cover a wide range of topics. Those topics can be nonfiction topics such as explaining a concept, teaching about an event in history, or telling about the life of a person. Digital storytelling can also be fiction based and tell a made up story. At times, it can be a made up story that teaches about a concept. 

Here is an article that explains a little more about digital storytelling. 

https://blog.heinemann.com/what-is-digital-storytelling

How Do You Create Digital Stories?

    Digital storytelling doesn't have to be complex, and there are a variety of web-based programs that can help you and your students create digital stories. When you decide to create a digital story, the first step is to decide what your purpose is for creating a digital story. There are a variety of reasons to create a digital story: retell a historical event, explain a concept, tell a personal experience, create a made up story just for entertainment. Once you have decided on a purpose and topic you will need to create a script and storyboard to help you with your video. Finally, you will create your video by gathering or creating the images or video clips, choosing music and sound effects ,and recording your voice over. 

Below are some links to digital storytelling resources. Some of the resources are free, some you have to pay for, and some you can get a free trail to test them out. 

https://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students

https://www.educatorstechnology.com/2023/05/some-of-the-best-free-digital-storytelling-tools-for-teachers.html

https://www.techlearning.com/tl-advisor-blog/30-sites-and-apps-for-digital-storytelling

References

Why Should You Use Digital Storytelling?

    You may be asking yourself, the question, why use digital storytelling? Why not just use traditional storytelling methods? There are a plethora of reasons why digital storytelling is beneficial. Rebmann states that some reasons to encourage digital storytelling are its richness as an activity, its responsiveness to curricular standards, and its effectiveness in leveraging library resources. Digital storytelling and working with technology may be a motivator for young writers to simply begin a story when they are usually hesitant to do so. Digital storytelling allows children to develop personal narratives while engaging in literacy practices associated with the ever changing information age. According to Rebmann there is research to suggest that digital storytelling projects are particularly supportive of struggling writers. 

    In addition to the benefits of having students use digital storytelling to tell their stories, there are benefits when teachers and librarian use digital storytelling with students. Many students have difficulty connecting with concepts when they are simply given information orally or asked to read a paragraph or pages on a topic. However, they often respond to something visual like digital storytelling. Students can make a connection to the material because it has been presented to them in a way that makes sense, where they can "see it come to life." Digital storytelling is an excellent method sharing information with students who may have difficulty or a disability in reading or who struggle with taking notes. 

How to Promote Digital Storytelling?

    Many teachers may be unaware of digital storytelling and its many benefits (as I was), but as a librarian you can promote digital storytelling in your building. There are several things you can do to promote digital storytelling:

1) Improve teacher awareness by communicating and provided training opportunities.

2) Share information about research and best practices.

3) Highlight examples of uses of digital storytelling.

4) Offer you knowledge of resources, technological expertise and support to teachers as they learn about and attempt to use digital storytelling in their classrooms. 

    In conclusion, digital storytelling is a valuable tool that can be used by students, teachers, and librarians in a variety of ways that will benefit students of all ages and ability levels. 

What I've Been Reading This Week:

This week I have been reading a combination of ghost/ scary stories and poetry so I've highlighted a few of my selections below. 

References

Dogan, B. (2023). What is digital storytelling?. University of Houston, College of Education. https://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27

Rebmann, K. R. (2012). Theory, practice, tools: Catching up with digital storytelling. Teacher Librarian, 39(2), 30-34. https://www.researchgate.net/publication/260339931_Catching_up_with_Digital_Storytelling

***all book images from Amazon.com***

Blogshare

 

Introduction    

    Blogs are an extremely useful source of information. There are a tremendous number of blogs out there. I chose to share Staying Cool in the Library for my blogshare this week. This blog is not very old. Based on the dates of the blogs, I would say it is only a few years old. The author has written a multitude of types of posts on the blog. There are a variety of posts that contain book suggestions such as scary books, books for boys, graphic novel recommendations, and books for teaching visualization to name a few. She also has blog posts with lesson ideas or activities. Some of these posts are about the importance of citations, teaching figurative language, and internet safety. 

    

Post One

    I chose four specific posts to highlight from the blog. The first post is titled How to Plan the Perfect Interactive Read Aloud. This blog was published on February 15, 2021. She begins the blog by explaining what an interactive read aloud is. She then moves on to discuss the planning that should be involved for before, during, and after the actual read aloud. The author provides some excellent suggestions in all three areas. For example, in the before reading section she talks about thinking about considering the interests and ages of the listeners and providing a good book preview before you start reading. She continues with great during reading suggestions such as modeling reading behaviors, asking questions, planning where to pause, and thinking aloud about your reading. After reading she suggests planning ahead to engage the listeners in conversations about the book and extending their learning. This post is a great resource for readers who are newer to doing read aloud and provided great reminders for those who are more experienced with read alouds. 

Post Two

    Post two is titled Read Alouds Made Easy- 10 Tips for Successful Storytelling. In this post the author says, "A well-crafted read-aloud session can spark curiosity, nuture imagination, and foster a lifelong love for books." In this post the author gives useful tips for a successful read aloud. Her tips include things to do before reading the story as well as during the actual reading. Before reading the read aloud she suggests collecting captivating read alouds, rehearsing, and creating an inviting environment. While reading she encourages readers to use emotion in their narration, add visuals, add sound effects, and encouraging active participation. 

Post Three

    Benefits of Graphic Novels is the title of the third post that I chose. The author says, " Graphic novels are not just a visual form of storytelling, they also come with many benefits of reading." This post was particularly interesting to me because I currently teach special education, and many of my struggling readers LOVE graphic novels. However, I often hear from parents (and sometimes teachers), "I want them to read books not comics."  The writer identifies seven major benefits of graphic novels in her post:

1) Visual comprehension grows

• Readers are deciphering meaning behind illustrations not just reading words.
• Combination of text and images is great for young or struggling readers.

2) Increased engagement

• Graphic novels motivate students to read more often.
• The artwork and compelling stories are very engaging for students. 

3) Improved literacy skills

• Students are decoding text elements not just text. 

4) Visual literacy

• Students are unlocking the hidden language of body language, facial expressions, and panel sequence.
• Students are better able to navigate and make sense of the world around them when they can understand and interpret visual information. 

5) Cultural and historical awareness

6) Sequential thinking and critical analysis

• Students develop their logical reasoning and analytical skills while deciphering the relationship between images and text. 
• They have to follow the sequence of the panels. 

7) Bridge to traditional literature

• Graphic novels are less intimidating that other novels and build confidence. 

Post Four

    The final post that I chose to highlight is titled 10 Library Grants Every Librarian Should Apply For.  In this post the author lists 10 grants. She gives a description of the grant, qualifications, grant amount, and application deadline. A variety of grants are highlighted such as the Laura Bush Foundation for America's Libraries, Dollar General Summer Reading Grant, and Eisner Graphic Novel Grant for Libraries to name a few. I feel this a value post because in today's society libraries often don't have the funding that they need to create libraries that meet the needs of their community, school, or patrons. This post provides librarians with some options to explore to possibly receive some much needed funding. 

Conclusion

    Overall I found this to be a very informative blog with a variety of information. I thought it was beneficial to be able to look at book lists by skill or topic as well read about specific lessons and activities that could be done revolving around a specific skill or topic. There are also post about things such as summer reading and library organization. The site has links to free resources as well as paid resources that are mentioned throughout the blog. I encourage you to go take a look because I am certain you will find something you can use either in the classroom or the library. 

Tall Tales

This week I read a collection of tall tales. They are listed below if you're interested. 

***All images taken from Amazon.com***

 Equity of Access

            A prominent issue in the field of library science today is equity of access. What is equity of access? Is it just the things we can see such as ramps and wide aisles, or is it also the things we can’t see. It is a complex issue that involves both the visible and the invisible. Equity of access is when special programs or projects are developed by organizations for underserved or unserved and often diverse populations according to Wong et al in chapter 5 of Information Services Today (2018).  As stated earlier, equity of access is a complex issue with many challenges. A few of these challenges are language, social exclusion, differently abled individuals, ethnicity, and geographic changes. There are so many important challenges when thinking about equity of access that it is difficult to choose just one thing to focus on. However, because of my background and work in the field of special education, I am focusing on access for differently-abled individuals. According to Copeland in the United States one in five people is differently- abled and many others do not meet the legal definitions as being differently-abled, but face similar challenges and have similar needs (2015). “Today’s libraries patrons are hearing an inspiring rallying cry: “Libraries are for everyone.” However, if we stop to take a closer look at the diverse books being shared in our libraries, we might notice that a certain demographic is at risk of being left out. Far too often, our definition of diversity fails to include a surprisingly large marginalized group. One in four Americans are disabled in some way, but only 3.4% of children’s books feature a disabled main character. Even rarer are books about, or written by, neurodivergent individuals” (White, 2022). These numbers tell us that equity of access for this population is essential. Physical barriers, bias, and lack of accommodations can all contribute to the lack of equity of access for differently-abled patrons.

              One area that is frequently talked about in regard to differently- abled individuals is physical barriers. There is legislation that mandates some physical aspects of libraries such as ramps. However, there are many things that aren’t regulated or at times there are requirements, but they don’t make the area as accessible as it could be. For example according to the ALA website, ADA guidelines state that the space between shelves should be a minimum of 36 inches to allow wheelchair access, but 42 inches would be preferable to provide more access. The website also states that the height of shelves is unrestricted. This could create significant issues accessing material on higher shelves. Another opportunity is furniture placement. If there are seating areas in the library they are sometimes arranged in ways that make it difficult for those in wheelchairs or using walkers to maneuver through the area. While some aspects of the physical environment take funding to correct (elevator installations, handrails, larger bathroom stalls, etc.), some things can easily be remedied. For example, not placing materials on the top few shelves or placing seating groups so that a wheelchair can join the group and leaving enough room between seating groups and other furniture to allow wheelchairs and walkers to pass through.

              Another aspect of equity of access is lack of accommodation and bias. Equity of access is inhibited due to libraries lack of ability to promote inclusion and provide access through technology and accommodations. With technology available to us there are many ways libraries can provide accommodations for differently-abled patrons. Some of these are simple things such as signage. Use a readable font and make sure the color choices are contrasting (such as combinations of black and white or a dark color and a light color) and the font is easy to read. Look at the difference in ease of reading in the examples below:

Font and color make a big difference.

Font and color make a big difference.

Font and color make a big difference.

            Other ways to make information more accessible to our differently-abled patrons might be using a variety of delivery methods, captioning videos, incorporating digital materials. An excellent resource librarians can direct patrons to and assist them with is South Carolina Talking Books (SCTB). SC Talking Books is a free service for anyone with a physical or print disability that inhibits their ability to access normal print materials in some way. There is a short application for eligibility that must be filled out prior to using the services. Individuals of all ages can apply and be eligible as well as institutions such as schools and nursing homes. This service provides patrons with braille or audio versions of print materials. They currently have 17,460 large print copies and 236,275 copies in their digital books collection as well as braille materials. Materials can be delivered free of charge through the U.S. mail or digital download into personal devices.  SCTB not only offers books, they also offer magazines and descriptive DVDs. On the website there is a frequently asked questions section as well as phone numbers and an email for anyone with questions or in need of assistance. This is an excellent resource for individuals with a variety of disabilities and ages, and I encourage you to explore it further. Below is a video that may be helpful about one of the pieces of equipment they offer. 

            There are a multitude of resources available for libraries and librarians to provide support in making libraries accessible for all learners. One of those resources is call www.anovelmind.com. This website is a resource for exploring children’s literature that deals with mental health and neurodiversity issues. The site offers 3 main resources to assist libraries: the database, an educator resource page, and a blog. Each week of the school year children’s writers write about aspects of neurodiversity, mental health, and children’s books on the blog. The educator resources section has different areas: autism, ADHD, mental health, and book guides to name a few. The database contains a list of books with topic, summary, and author listed.

            Another resource that I recently located was Project Enable. This website features a materials database. The database lists materials that would be useful in serving different populations and can be searched by audience, subject, or resource format. In addition to resources there are also training opportunities presented on the website. Training contains information on many topics and in many formats, such as video, text, graphics, quizzes and assessments, and links to outside sources and is broken into five learning modules. 

    It is not only important to make sure patrons can access the information in our libraries it is also our job as information specialist/ librarians to create an inclusion environment that makes differently-abled patrons want to come in. That often means examining our own practices and attitudes about people who are different than us. As librarians it is important to build awareness, adopt a philosophy of inclusion, and education (of patrons and ourselves). There is a lot we can learn from Ms. Salley in the case study when we look at the five themes that emerged:

•            The door is always open

•            Individualize, don’t generalize… Engage

•            Accept and embrace differences

•            Skill development

•            Thinking beyond the library (Copeland and Gavigan, 2015)  

Copeland and Gavigan said it best in their case study, “Striving for inclusion means seeing students or patrons for who they are and for their abilities. It means refusing to allow labels to precede- and in some cases, define- people. It means caring. It means making a difference” (2015, Conclusion section, para 2).

This Week's Books- Myths

It was challenging to find newly published myths. Some of these are newer books, and a few are older.

"The storyteller who tells to children with special needs must have all the qualities of a good storyteller--only more so. ...Storytellers who have the opportunity to work with special needs children consider it a joy and a challenge. ... Effective storytelling has the capacity to reach children with visual and hearing impairments, children who struggle with reading and writing, children who have behavioral issues, children who have processing and communication difficulties, and children with attention deficit." (Greene & Del Negro, 2010, p. 111)

References

Wong, P. Figueoa, M., & Cardenas-Dow, M. (2018). Diversity, equity of access, and social

              justice. In S. Hirsh (Ed.), Information Services Today (pp. 52-68). Rowan & Littlefield.

 

American Library Association. (n.d.). Library equipment and facilities management: access             to facilities and ADA issues. https://libguides.ala.org/equip-facilities-mgt/access-ada

 

Copeland, C.A. & Gavigan, K.W. (2015). Examining inclusive programming in a middle   

school library: A case study of adolescents who are differently- And typically-able. Journal of Research on Libraries & Young Adults, 6: https://www.yalsa.ala.org/jrlya/2015/11/examining-inclusive-programming-in-a-middle-school-library-a-case-study-of-adolescents-who-are-differently-and-typically-able/

 

White, A, (2022, March 9). Collection development for neurodivergent students. School                    Library  Connection. https://schoollibraryconnection.com/Content/Article/2275034

Greene, C. & Del Negro, J.  (2010). Storytelling: Art and technique (4th ed). Libraries Unlimited

***All book images from Amazon.com***