Level 4 x Level 5 Level 6 Level 7 Level 8 Mark the box to the right of the appropriate level with an X

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1 MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Digital Storytelling: Theory and Practice Module code LZ401 Credit value 20 Level Level 4 x Level 5 Level 6 Level 7 Level 8 Mark the box to the right of the appropriate level with an X Level 0 (for modules at foundation level) Entry criteria for registration on this module Pre-requisites Specify in terms of module codes or equivalent Co-requisite modules Specify in terms of module codes or equivalent Module delivery None None Mode of delivery Taught x Distance Placement Online Other Pattern of delivery Weekly x Block Other When module is delivered Semester 1 x Semester 2 Throughout year Other Brief description of module This module introduces students to the practice of digital storytelling content and/ or aims Overview (max 80 words) contextualised through a wider examination of amateur media. Through exploring the histories and cultures of such practices and an investigation of autobiographical storytelling, students will explore the ways in which self-representation can be given expression through digital storytelling. Module team/ author/ Ross Adamson coordinator(s) School Humanities Site/ campus where Falmer delivered Course(s) for which module is appropriate and status on that course Course English Language and Media Media and English Literature Status (mandatory/ compulsory/ optional) Compulsory Compulsory MODULE AIMS, ASSESSMENT AND SUPPORT Aims The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 4 study. - To promote critical insight into histories and cultures of amateur media practices - To equip students with the skills and knowledge to produce their

2 Learning outcomes own digital stories - To facilitate reflection on self-representation in digital storying - To provide students with conceptual and theoretical knowledge to critically analyse practices of self-representation in digital media In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 4 study, by the end of the module students should be able to: Content Learning support 1. Create digital stories in video editing software, incorporating still and/or moving image and audio 2. Demonstrate a sound knowledge of the historical and cultural contexts of amateur media 3. Clearly articulate knowledge of the forms and practices of digital storytelling 4. Reflect critically on practices of self-representation in digital storytelling 5. Write clearly and effectively using appropriate academic conventions Indicative content includes: - historical approaches to home made media - cultures of home made media - life writing - digital storytelling as self-representation - narrative and storying the self - theoretical approaches to autobiography - digital literacy - the new curatorship - digital practices and creativity - practices of identity formation and digital media Alexander, B. (2011) The new digital storytelling. Santa Barbara: Praeger Elliot, A. (2013) Concepts of the self (3 rd edn.) London: Polity Gauntlett, D. (2011) Making is connecting. London: Polity Handler-Miller, C. (2013) Digital storytelling - a creator s guide to interactive entertainment (2 nd edn.) New York: Focal Press Knobel, M., & Lankshear, C. (Eds.). (2010). DIY media: creating, sharing and learning with new technologies. New York: Peter Lang. Lambert, J. (2013) Digital storytelling. Capturing lives, creating community (4 th ed.) New York: Routledge Lundby (ed.) (2008) Digital storytelling mediatized stories. New York: Peter Lang Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks: Corwin. Pink, S. (2013). Doing visual ethnography. London: Sage. Potter, J. (2012) Digital media and learner identity: the new

3 curatorship. New York: Palgrave Rascaroli, L., Young, G. and Monahan, B. (eds.) (2014) Amateur filmmaking. The home movie, the archive, the web. New York: Bloomsbury Ratto, M., Boler, M., & Deibert, R. (2014). DIY Citizenship: Critical Making and Social Media. Boston: MIT Press. Turner, G. (2009). Ordinary people and the media: The demotic turn. London: Sage. Teaching and learning activities Details of teaching and learning activities Contact time: Plenary lectures followed by seminars which will introduce theoretical and conceptual material related to the contextualisation of digital storytelling. Practical workshops to introduce the skills necessary to create digital stories (production of images, post-production (editing) and audio techniques. Formative assessment of work in progress to facilitate reflection on creative practices. Individual tutorials to assist in story creation and in preparation for written assessment methods. Allocation of study hours (indicative) Where 10 credits = 100 learning hours SCHEDULED Non-contact time: Research for digital story creation Library-based research for written based work This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning. Study hours 40 GUIDED INDEPENDENT STUDY All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. 160 PLACEMENT The placement is a specific type of learning away from the University that is not work-based learning or a year abroad. 0 TOTAL STUDY HOURS 200 Assessment tasks Details of assessment for this module Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks: Task 1 (50%) A short (2-3 min) digital story incorporating still and/or moving image and audio (LO1) Task 2 (50%) - A 2000 word reflective and conceptual essay contextualising the digital story (LO2, LO3, LO4, LO5) The tasks will be marked on a percentage basis. Referral tasks Task 1 Reworking of the original task Task 2 Reworking of the original task

4 Assessment criteria General criteria for assessment are framed by the SEEC descriptors for HE level 4. Against specific criteria, credit will be awarded for: 1. The successful creation of a digital story in video editing software, incorporating still and/or moving image and audio (LO1) 2. Demonstrating a sound knowledge of the historical and cultural contexts of amateur media (LO2) 3. Clearly articulating knowledge of the forms and practices of digital storytelling (LO3) 4. Reflecting critically on practices of self-representation in digital storytelling (LO4) 5. Writing clearly and effectively using appropriate academic conventions (LO5) All learning outcomes must be achieved in order to pass the module at the threshold level. Types of assessment task 1 Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. WRITTEN Written exam 0% % weighting (or indicate if component is pass/fail) COURSEWORK PRACTICAL Written assignment/ essay, report, dissertation, portfolio, project output, set exercise Oral assessment and presentation, practical skills assessment, set exercise 50% 50% EXAMINATION INFORMATION Area examination board Literature, Screen and Media Refer to Faculty Office for guidance in completing the following sections External examiners Name Position and institution Date appointed Date tenure ends Elke Weissmann Reader, Edge Hill University QUALITY ASSURANCE Date of first approval Only complete where this is not the first version Date of last revision Only complete where this is not the first version Date of approval for this version Version number 2 April 2014 May Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.

5 Modules replaced Specify codes of modules for which this is a replacement LZ412 Available as free-standing module? Yes No x