Polina: April 28, 2010. Phone interview.
Polina Vinogradova’s dissertation is: Development of Multiliteracies and Creation of Critical Multicultural Environment Using Digital Stories in ESL Instruction.
AAAL conference, Atlanta. Glynda A. Hull, Mark Evan Nelson: digital stories and community. Middle and high school in different countries: US, India, maybe China
Polina is not artistic (writing, drawing) so the multimodal form (digi storytelling) helped her.
Identity: we feel powerless because we can’t express ourself. “I don’t want to become American. An important part of my culture is…”
Ss often have to read irrelevant things. Content-based.
Now they can choose their own content. What they want to do. Become responsible for what they’re doing as learners, and are proud of it. Express voice and opinion.
Multiliteracies. Electronic and functional and traditional and video… Key publication is by the New London Group (including Jim Gee. Gunter Krass). It’s a philosophical orientation that challenges traditional ideas. They believe in introducing multiple discourses at once in curriculum to help Ss understand multiple meaning-making. Ss experience in discourse, linguistics.
These guys’ article is Multiliteracies: Literacy Learning and the Design of Social Futures.
She likes a piece that an Asian student did, called “Thanking My Parents” (on their site)
Digital storytelling is not prescriptive. It is not focused on accuracy. Accent is part of the cultural identity. Some Ss want to keep their accents, and others don’t; as soon as it’s comprehensible, that’s good enough for some.
Lets you stay within the comfort zone but at the same time — since meaning is the product — they really make an effort to make it perfect according to what they consider to be perfect.
In revisions, some work on accent, some on grammar. Their choice.
“When you’re learning a language it’s important not to deny your own cultural background and language.”
Pragmatic functions also explored.
Multiple layers, multiple tools.
They learn, “How do I structure stories?”
AT UMBC: no grades. Complete presentation is the result. Some Ss don’t get into it but most do. Some, when seeing their work and that of others, wish they had, and probably will next time.
They’re invested in the outcome. It involves self-monitoring and reflection. Within the context of the CBI course, they’re working on integrated skills.
Here’s how she does it:
Introduce a structure to them. Put a condition into the assignment that they have to include ____ grammar and ____ vocab/spelling and ______ structure.
They choose from a list: poetry for a pronunciation class. They videotape it. Ss have to recite according to certain guidelines and select visuals to go with it.
They might choose prepositions of direction to be used in writing narrative.
The students come to the US without photo albums. They may have a few photos with them, digital or physical. Once a guy sent his whole narrative to his ma in English and she picked out and sent photos to go with it.
She doesn’t know if Ss apply knowledge in the future; hasn’t been studied.
Students, after this process, look at videos and other narratives differently now. “They’ve gained voice and power. They hope that Americans will hear them out.”
Older (professional) Ss have a harder time with loss of ID when they come to US.
UNCB uses photo sequences to explore cultural assumptions. Black man sleeping on bench. Ss says he’s homeless. T asks, “How do you know that?” There is evidence, e.g. covered by newspapers. They deconstruct. Another photo of black man at party wearing black pants. S says it’s a waiter. How do you know? When they examine it, they realize the assumption is wrong.
Some Ss have lower electronic literacy. It can be a self-protective thing not to admit that they don’t know and not to ask for help.
Computer literacy is not a conscious piece of the pie. It’s just part of the work. All Ss/profs use Blackboard and other tech too.
Some Ss are typing for the first time. And some older (35+) are resistant to tech. They didn’t like Wikis. Most are on Facebook.
At low to intermediate levels, this project works too. The language improvement was more dramatic (unofficial outcomes). They didn’t formally assess language outcomes.
They also work on reading stories in class.
They also do a cultural analysis of texts (but not much for lower level Ss).
The assignment is simply to produce a digital story about something personal. They demonstrate an understanding of their own cultural background, and are able to reflect on it.
It’s a thought process they have to get comfortable with: reflection, etc.
Process:
Ss read draft. Not to whole group. I think just to teacher. Teacher makes structural comments. Works on stuff like getting them to hook audiences right away. No need for conclusion. Get them to watch samples. “Maybe you can rephrase this part; I don’t understand it.” or “Think about this tense.” or “What about this word?” Make sure they focus and frame story.
The next draft is almost always better. Then they write on top, “Edit this” or “Don’t edit this” for teachers. For the former, teachers use about 15 editorial symbols and circle the pertinent parts.
There is no assessment phase. This is part (20%) of a larger curriculum: Cross Cultural Experience and University Life (see Heather’s thing for actual title).
Mark Nelson & Glynda Hull have done a lot of research in the area (social semiotics, which is less pedagogical)
There are five dissertations out there: Look at the dissertation database for “digital storytelling” or “digital stories.” Also, identity development and multiliteracy development.
Check out the Dusty Project in Oakland.
Story Circle: happens once at beginning. Begins with discussion of existing digital stories. Groups of 5-6. One designated as leader to monitor, and with the authority to move things or focus things.
T gives clear instructions: keep on topic, on time, ask questions. Leader monitors.
In the circle, each S introduces topic and the why, how, visuals and music ideas. Peers ask questions.
THERE IS A UNIVERSITY SHUTTLE FROM AMTRAK TO UMBC.