Banny Chan. Hong Kong Baptist University

Transcription

1 Banny Chan Hong Kong Baptist University

2 Introduction It is well established in the research literature that effective communication in 21 st Century requires not only ability to read, write, speak and listen but also skills of viewing and representing through digital media (Frazel, 2010; Jolls, 2008; Kress, 2003; Kress & Van Leeuwen, 2006; Ohler, 2008; Potter, 2010) Although institutions around the world are beginning to integrate these skills across the curriculum, relatively little is known about how to effectively develop these through appropriate classroom activities. The purpose of this study is to explore development of digital literacy of students at a community college in Hong Kong through digital storytelling activities. 2

3 Digital literacy Three levels of digital literacy (Martin, 2008) Level 1: Digital competence (skills, concepts, approaches, attitudes, etc) Level 2: Digital usage (professional/discipline application) Level 3: Digital transformation (innovation/creativity) 3

4 Introduction of digital storytelling (DST) Digital storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights. - Digital Storytelling Association 4

5 How to develop digital literacy? Digital storytelling acts as a pedagogy to engage students DST is integrated into a multimedia course 5

6 Elements in a Digital Story Seven elements in a digital story (Lambert, 2010) A Point of View A Dramatic Question Emotional Content Your Voice The Power of the Soundtrack Economy Pacing 6

7 Developing a digital story Seven steps in developing a digital story Step 1: Writing the script Step 2: Planning the project Step 3: Organizing folders Step 4: Recording the voiceover Step 5: Gathering, creating, and editing media resources Step 6: Creating rough cut and final cut Step 7: Sharing the story! 7

8 Context of study Venue A community college at HK, offering sub-degree programmes for secondary school leavers. Participants 4 students were selected from a multimedia course Assessment components A short video, a digital story, 4 personal reflective journals, together with 2 quizzes and a final exam Duration Through out a semester 8

9 Timeline of activities Week Activities Study 3 Submission of short video of self-introduction 1 st personal reflective journal (RJ) 6 2 nd personal reflective journal 1 st individual interview 9 3 rd personal reflective journal 12 Submission of digital story (group project) 4 th personal reflective journal 2 nd individual interview 9

10 Method Case study approach To study phenomenon systematically and seek holistic description and explanation (Merriam, 1988) Data collection A self-introduction short video A digital story 4 personal reflective journals 1 st and 2 nd interviews Data analysis The digital stories were evaluated against pre-set rubric The interview transcripts and reflective journals were analyzed 10

11 Findings Digital literacy skills and the ability of viewing and representing were improved through digital storytelling 11

12 Findings Table 1. Student s digital literacy skills after digital storytelling activities. Digital Literacy CINDY(pseudonym) (Year-two business administration) Level I: Digital Competence Level II: Digital Usage Level III: Digital Transformation Prior knowledge Emerging Emerging Emerging After Digital Storytelling Activities Competent Competent Basic Note: The measurement of digital literacy in the rubric includes emerging, basic, competent and exemplary. 12

13 Table 2. The Cindy s skills mastered in relation to the three level of digital literacy Prior knowledge Level I: Digital Competence Emerging Level II: Digital Usage Emerging Level III: Digital Transformation Emerging Skills mastered in digital storytelling activities Digital multimedia concept such video, graphic and sound Photo and video editing skills learnt in the computer lab Video production skills Using camera, tripod and mic Using different angles and shots in filming Voice over recording in a quiet place for better quality Applying point-of-view angle, high angle, low angle, over-the-shoulder shot, wide shot and close-up shot in the story Applying video editing techniques, including lighting effects, transitions and music to video to create atmospheres Using inter-cut technique to connect scenes. Using slow motion Putting sub-titles with strokes Adding credits at the end of video Forming project group on her own with group mates Choosing a favor theme for the digital story Discovering Hong Kong with Love Discussion with group members on storyline Preparation of storyboard Script writing Introducing the buildings, streets and restaurants of Hong Kong together with a mood of love story After digital storytelling Level I: Digital Competence Competent Level II: Digital Usage Competent Level III: Digital Transformation Basic 13

14 Table 3. Factors affecting Cindy in developing the digital literacy skills Theme Views and responses n = 122 Student engagement (%) Reflection on deep learning (%) Project-based learning (%) Motivation (%) Filming skill developing (%) Video editing skill learning (%) Story Aspect (%)

15 Some quotations from Cindy (Pseudo) Reflection on deep learning I think our video is not good enough because the voice in video is not loud enough. Theanglescan beimproved aswell. Motivation I get a passion on the multimedia class. Our objective is to get A Grade in the course. So, we must put lots of effort to produce high quality videos. 15

16 Filming skills developing In one scene, the actor eats in an old style restaurant. The camera acts like his eyes to look around. It is a kind of point-of-view shot. Video editing skills learning I have learnt different video editing techniques such as change of speed, special effects to correct the colours. These kinds of functions are useful to create a desired atmosphere. 16

17 Essential conditions for developing DL Teachers Set rubrics for the digital story project Start from small one Management Provide resources such as computer hardware, editing software, cameras and microphones Provide technical support to teachers and students 17

18 References Barrett, H. (2006). Research and Evaluating Digital Storytelling as a Deep Learning Tool. Retrieved January 2, 2011, from Center for Digital Storytelling Website. (2010). Retrieved December 1, 2010, from Churchill, D. (2010). Literacy in the Web 2.0 World (New Literacy). Retrieved January 2, 2011, from Frazel, M. (2010). Digital storytelling guide for educators (1st ed. ed.). Eugene, Or.: International Society for Technology in Education. Jolls, T. (2008). Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education: Center for Media Literacy. Kress, G. R. (2003). Literacy in the new media age. London: Routledge. Kress, G. R., & Van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design (2 ed.). Florence: Routledge. 18

19 References Martin, A. (2008). Digital Literacy and the Digital Society. In C. Lankshear & M. Knobel (Eds.), Digital Literacies: Concepts, Policies and Practices. New York: Peter Lang. Merriam, S. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass. Ohler, J. (2008). Digital Storytelling in the Classroom. New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks: Corwin Press. Porter, B. (2004). DigiTales Storymaking Steps Retrieved January 23, 2012, from Potter, M. L. (2010). Tell a Story, Become a Lifelong Learner. Retrieved January 1, 2011, from 18FE7CD1E7E3/digitalstorytellingebook.pdf RubiStar Website. (2012). Retrieved January 5, 2014, from Sadik, A. (2008). Digital Storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56,

20 Q & A 20