Teaching Digital Storytelling, Essay Example

Topic Two: Literacy and learning with (and from) stories

Introduction

In this essay literacy learning techniques will be explored by examining an audio, illustrated, and video story. The audio story chosen is Brian Korbon. Harry and the dirty dog was selected for the illustrated story and the black hole for the video story. The story core will be discussed  in relation to the beginning/problem; middle, tension and resolution; solution and  closure/ transformation. Inferences of how Pahl and Rowsell‘s (2012) work could influence digital storytelling will conclude the essay.

Content

Brian Korbon (audio story)

Explicit examples from this story that describe how the Story Core is realized relate to Brian Korbon dying from heart failure at an early age of 9 years old. His parents comforted themselves in the thought that he knew that he was going to die.He actually told them that he would old not live into double numbers. Tension began to grow when his parents see him leaving in a wagon just before his ninth birthday telling them that he was ready to go on his trip(Moulton, 2009).

Besides, he did not want them to celebrate his ninth birthday party insinuating that it might be the last. The resolution came when everything went well at the birthday party.His father claimed that he  wasplaying exceptionally at his game that day. This appeared to be a solution to the problem of fearing death. However, the closure came after the fear challenge was over. At about that time when the fears becamea reality withBrian Korbon collapsing and dying after the game. The transition occurs when the field Brian played his last game was renovated and named after him(Moulton, 2009).

Harry the dirty dog (Illustrated Story)

Explicit examples from this story that describe how the Story Core is realized relate toa problem whereby, Harry, the dog disliked taking baths. The tension and resolution builds up when the dog buries the bath tub scrubber and escapes from home. Harry becomes very dirty in the solution phase and decides to return home in an unsightly condition. The family does not recognize him. The closure comes when he returns the bath brush which he buried earlier and the transformation occurs when they recognize him (National Education Association, 2007).

The black hole(Video story)

Explicit examples from this story that describe how the Story Core is realized relate toa   problem whereby thePalomino  space craft with crew finds a black hole in space when returning to earth. The hole was associated with a spaceship in its close proximity. Tension began when the crew tried finding who owned the spaceship. A resolution is achieved whenthe Palomino crew meets the commander as they embarked on a search. He was a renowned scientist. After a series of challenging encounters a solution is reached when they now find a white hole that seems to supersede all the black hole frightening events. They are transformed by retuning to earth and leaving the black hole behind(Baxter, 2013).

Extension of narrative competence in an educational setting by using stories

The narrative competence that could be extended in educational settings through stories and telling them distinctly, encompasses language articulation and transmission of values. Stories whether audio, illustrated or video teach social issues that communicate aspects of a society, which may not be taught as a subject on a school’s curriculum. Stories translate language culture. For ESL learners stories are particularlyhelpful in pronunciation and word usage. This improves speech and relating of events as narrative.

Discussion of how Pahl and Rowsell work might be advanced by digital storytelling

Digital storytelling is a mechanismwhereby people are encouraged to relate issues about their lives through media sources. Media features may include video, audio and illustrations.Pahl and Rowsell’s (2012) work on Literacy and Education embraces a model thatengages the learner in less extensiveunderstanding of phonics. The authors welcomed this change as it relieves teachers and learners of laborious attempts at speaking effectively by relying on sounds directed towards appropriate pronunciation. Students do not always achieve standards of applying phonics to speech and writing appropriately by merely instruction (Pahl and Rowsell, 2012).

Further, the authors have contended that their approach do not make any mention of standardized testing, league tables or national curriculum. Precisely, they were happy in presenting to teachers and educators a novel text that would propel creativity in children empowering them to achieve excellence at every academic level (Pahl and Rowsell, 2012).

The authors addressed a series of questions related to reading and writing, which could be advanced in digital story telling teaching learning strategies. They asked, ‘what does it mean for our teaching if as a mode of communication it is possible and credible for the garden to become a text’ (Pahl and Rowsell, 2012, p 90). My interpretation of this question is that the authors are extending their literacy and education strategies into advancing more relevant/current techniques. In the book review no mention was made of incorporating digital story telling in their literacy and education practice. However, the ideas being pursued, especially, in omitting strategies such rigid phonics teaching; strict adherence to national curriculum, indicate that there is room for advancing digital story telling as a teaching learning strategy for ESL interventions (Pahl and Rowsell, 2012).

Conclusion

Stories are an important aspect of the teaching learning process. The three stories listed above have highlighted the remarkable transformation abilities of key characters. More importantly, the story core offers learners demonstrations of how to resolve issues in their lives bringing about significant changes.

References

Baxter, J. (2013). The Black Hole Remake Lands Prometheus Writer. TheFeed.

Moulton, E. (2009). Brian Korbon.Gather News Channel

National Education Association (2007). “Teachers’ Top 100 Books for Children. NEA

Pahl, K., &Rowsell, S. (2012).Literacy and education. London. Sage