Digital Story Telling Literature Review
Digital Story Telling Literature Review
Introduction
The use of technology has become very predominant in the teaching of literacy skills. For a time there was some trepidation in incorporating technology into teaching literacy as educators felt that it may actually hinder the development of language and literacy (Rosen & Bloom, 2006). The use of computer technology in teaching literacy is now common practice. In order to prepare students to be literate in a changing world, the definition of literacy is changing. The students are “reaping the benefits of what is coming to be known as a ‘new literacies’ curriculum” (Kist, 2004). There is a growing movement among educators that suggests we should not only be teaching literacy children in the traditional sense, which has meant acquiring the skills of communication by reading, writing and storytelling; but also teaching the “new literacies”. In this review I will be presenting some current definitions for the terms literacy and digital literacy. I will be providing evidence to suggest that the infusion of digital technology and media into the English language arts classroom may not only improve student engagement but also improve student achievement in writing. I will narrow my focus to current research on the use of Digital Story Telling as a tool in teaching literacy skills and its effect on student writing achievement.
New Literacies
Reading and writing text in the form of essays, books, magazines is still a part, and may always be a part of literacy. An issue facing educators today is that students are being asked to be literate in an ever increasing number of areas. “In addition to reading and writing, students are expected to attain proficiency in scientific, economic, technological, visual, informational, and multicultural literacy” (Gunter & Kenny, 2008) “There is a new movement in curriculum and literacy instruction that says there are other kinds of "texts" we should have kids 'read, ' and
Introduction
The use of technology has become very predominant in the teaching of literacy skills. For a time there was some trepidation in incorporating technology into teaching literacy as educators felt that it may actually hinder the development of language and literacy (Rosen & Bloom, 2006). The use of computer technology in teaching literacy is now common practice. In order to prepare students to be literate in a changing world, the definition of literacy is changing. The students are “reaping the benefits of what is coming to be known as a ‘new literacies’ curriculum” (Kist, 2004). There is a growing movement among educators that suggests we should not only be teaching literacy children in the traditional sense, which has meant acquiring the skills of communication by reading, writing and storytelling; but also teaching the “new literacies”. In this review I will be presenting some current definitions for the terms literacy and digital literacy. I will be providing evidence to suggest that the infusion of digital technology and media into the English language arts classroom may not only improve student engagement but also improve student achievement in writing. I will narrow my focus to current research on the use of Digital Story Telling as a tool in teaching literacy skills and its effect on student writing achievement.
New Literacies
Reading and writing text in the form of essays, books, magazines is still a part, and may always be a part of literacy. An issue facing educators today is that students are being asked to be literate in an ever increasing number of areas. “In addition to reading and writing, students are expected to attain proficiency in scientific, economic, technological, visual, informational, and multicultural literacy” (Gunter & Kenny, 2008) “There is a new movement in curriculum and literacy instruction that says there are other kinds of "texts" we should have kids 'read, ' and
References: Davis, A. (2004). Co-authoring identity: Digital storytelling in an urban middle school. THEN: Technology, Humanities,Education, & Narrative, 1 (1), 1 Contemporary Issues in Technology and Teacher Education, 8(1). Retrieved March 31, 2008 from http://www.citejournal.org/vol8/iss1/currentpractice/article1.cfm Kist, W. (2004). The new literacies movement: Reading and writing in the digital age. Independent School, 63(4), 28-32, 34, 36. Leu, D (2008). Digital booktalk: Digital media for reluctant readers. Contemporary Issues in Technology and Teacher Education, 8(1) Robin, B. (2006). The educational uses of digital storytelling. Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 709-716. Rosen, D., & Bloom, A