Annotated Bibliography – Resources for my Research Proposal
Posted on June 3, 2009
Filed under 822
Albaugh, S., Bull, G., & Kajder, S. (2005) Constructing digital stories, Learning and
Leading with Technology, 32 (5), 40-42.
This is a brief article summarizing the process of actually creating a digital story in a classroom setting. The authors suggest that even though teachers may not have access to all of the desirable equipment, and have limited time (especially with computers), it is still possible and beneficial with careful planning. They provide seven steps: “1. Write an Initial Script 2. Plan an Accompanying Storyboard 3. Discuss and Revise the Script 4. Sequence the Images in the Video Editor 5. Add the Narrative Track 6. Add Special Effects and Transitions 7. Add a Musical Soundtrack if Time Permits.” It includes a more limited definition of digital stories, leaving out video clips entirely, and I would suggest an eighth step that is critically left out, publishing.
Belmonte, I. A., & Verdugo, D. R. (2007) Using digital stories to improve listening
comprehension with Spanish young learners of English, Language Learning & Technology, 11 (1).
This article explores the impact of digital stories on 6 year old English language learners in Spain. They conducted a quasi-experiment research study with a pre-post test design and found that generally students who were exposed to the technology had higher comprehension scores. They suggest that the use of narrative help students contextualize new language “making it meaningful and memorable.”
Bull, G., & Kadjer, S. (2004) Digital stories in the language arts classroom.
Learning and Leading with Technology, 32 (4).
This article gives a closer look at the story part of a digital story. It suggests “Seven Elements of Effective Digital Stories.” 1. Point of view 2. A dramatic question 3. Emotional content 4. Economy 5. Pacing 6. The gift of your voice 7. An accompanying soundtrack. This article focuses on digital stories in the context of learning reading, writing, and other language arts content.
Bruner, J. (1991) The narrative construction of reality, Critical Inquiry, 18 (1), 1-21.
Bruner says that people understand and construct reality through narrative, and that it is a part of a “cultural toolkit”. “We organize our experience and our memory of human happenings mainly in the form of narrative-stories, excuses, myths, reasons for doing and not doing, and so on.” He describes 10 features of narrative which reveal what narrative is and why is it s natural process for understanding reality.
Levin, H. (2003) Making history come alive: students interview holocaust survivors on
camera and publish their stories on the web, Learning and Leading with Technology, 31 (3), 22-27.
The author describes his work with 10-12th graders at The Urban School in San Francisco. The students enrolled in an elective history course called “Telling Their Stories: Oral History of the Holocaust.” Levin provided the technology support while another teacher was responsible for the social studiers curriculum. The students prepared, interviewed, video taped, transcribed, edited, and published their work. The authors plan to expand the project to include other oral histories. The power of the work is that students are learning both technology and history while creating an authentic product that others can use to deepen their understanding of the holocaust
Alleman, J., & Brophy, J. (2007) How can I structure classroom discourse to help
students develop social studies understanding? In Powerful Social Studies for
Elementary Students (171-187). Thomson.
keller_822_anotbibkeller_822_anotbib
In this text about teaching social studies to elementary students includes a chapter hot to structure classroom discourse. One suggested strategy is the use of narrative structures. Citing Bruner (19900, Egan (1988, 1990), Downey and Levstick (1991), the authors relate their research more specifically to the teaching of social studies. “The narrative format is a powerful vehicle for teachers to use in helping students bridge from the familiar to the less familiar. Information about the past is more easily understood by children when it is “represented as stores about people…”
Comments
Create a free edublog to get your own comment avatar (and more!)Leave a Reply
