Comprehensive literacy development includes more than reading, writing, and mathematics. 21st century
literacy additionally includes communication that manipulates a diverse mix of visual, auditory, oral and multi-
sensory media. These new forms of communication require a visual and technological literacy that builds upon
traditional linguistic development. Digital storytelling, a relatively new art form, provides educators with an
instructional method that brings together this comprehensive definition of literacy. In this course, you will learn
how to combine writing process strategies with multimedia technologies to expand your student\u2019s total literacy
development. In addition to learning new strategies to encourage student writing across the curriculum, you will
also learn the technological and visual literacy skills you and your students need to develop memoirs, personal
narratives, or oral history projects in a digital story format. Participants will create a digital story that can be used
as a model for classroom use.
Organizing and relating a story line plot/series of events by\u2026
Creating a clear and coherent (logically consistent) story line
Using transition words/phrases to establish clear chronology and enhance meaning
Establishing context, problem/conflict/challenge, and resolution, and maintaining point of view
Using relevant and descriptive details and sensory language to advance the story line
Using dialogue to advance action
Developing characters through description, speech and actions
Using voice appropriate to purpose
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. Students:
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
c. promote student reflection using collaborative tools to reveal and clarify students\u2019 conceptual
understanding and thinking, planning, and creative processes
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
How does a digital story enable students to become better writers and readers?
What literacy skills are developed by creating digital stories?
How does technology support visual literacy and higher order thinking skills?
Importance of visual and multimedia literacy for today\u2019s students
Application of memoir and personal narrative to student prior knowledge
Narrative and persuasive writing
Logistical implications of creating digital stories with students
write a personal narrative/memoir
create a digital story using a variety of software products (iMovie, Movie Maker, and Photo Story 3)
manipulate digital images (using Adobe Photo Elements or Windows Photo Editor)
manipulate audio files (using iTunes or Windows Media Player or Audacity)
create compressed movies to disseminate in a variety of formats ( Quicktime, Windows Movie, etc.)
The following are necessary for successful completion of this course:
Active participation in online lessons and class discussions of readings and literature
Completion of readings
Completion of assignments
Typically, students should expect to devote six-nine hours per week in reviewing online lessons and resources, reading required texts and articles offline, creating and completing assignments, and participating in discussions. Discussion postings should reflect student\u2019s understanding and transfer of concepts contained in lessons and readings.
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
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