W200 Powerpoint final project

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Post on 31-Aug-2014




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  • Every community has a memory of itself. Neither an archive nor a authoritative recordbut a living history, an awareness of a collective identity woven of a thousand stories.- Unknown DIGITAL STORYTELLING CASE STUDIES: 1. The Digital Hero Book Project 2. Digital Underground Storytelling for Youth 3. Streetside Stories Tech Tales
  • Cape Town, South Africa In 2006, the Center began a collaboration with South Africa-based Regional Psychosocial Support Initiative (REPSSI) to develop methods for bringing REPSSIs paper Hero Books collections of short stories written and illustrated by young people to explore their challenges and potentials into the digital realm. A pilot workshop with seventh grade learners was held in Cape Town in March, 2007, revealing the challenges of technology capacity building within the countrys under-resourced public education system (Unknown 1).
  • Hero Booking is a process whereby a young person becomes the author, illustrator and editor of their own hero book. Hero Books are a form of memory work, a process of setting up a safe space for an individual to tell a story. This process of story telling can take place under a tree or in a community centre, or it can be made tangible by making a map, drawing pictures or writing the story down in a book, like a Hero Book. Memory work is important in developing self-esteem, helping people take control of their lives, empowering them and allowing them to tell their story in a positive way (Unknown 1). The Digital Hero Book Project aims to integrate hero booking into the learning activities of IT-enabled schools in Cape Town, South Africa, and other sites around the world, and put paper-based hero books into the digital arena (Unknown 1). Here is an example: Digital hero story by Cafton at Digital Hero Book
  • The Digital Hero Book project is an inter-classroom exchange of personal and positive stories by youth from around the world, which focus on their strengths and hero qualities. By combining digital storytelling with online group collaboration, the project develops literacy, digital media skills and cross-cultural awareness. -Unknown A-HA MOMENTS: 1. I like how this is children based! 2. I like how each child is seen as a hero! 3. Lastly, I like how the hero books develop literacy and digital media skills.
  • Oakland, CA, U.S.A. Back in the late 1990s, when the Center was based at the University of California at Berkeleys School of Education, staff worked with UCB faculty to initiate DUSTY, a digital storytelling research and practice lab serving low income communities in West and East Oakland. Nearly ten years later, DUSTY continues to bring together individuals and organizations-children, undergraduates, school teachers, community members, and professors-to learn, work, and play together through engaging in technology-based literacy activities (Michelangelo 1).
  • GOALS 1. To bridge the digital divide by providing children and adults in underserved communities with access to learning about literacy and technology. 2. To promote literacy learning with an eye toward determining how reading and writing can best be fostered in after-school, technology-rich settings; 3. To push the boundaries between school and after- school, exploring how the literate and social development of after-school learning and play can be carried into students' and teachers' classroom worlds; and 4. To provide a forum for intergenerational communication and community building by bringing children and seniors together to collaborate on the writing and sharing of digital stories.
  • To bridge the digital divide by providing children and adults in underserved communities with access to learning about literacy and technology. Goal #1 A-AH MOMENTS: 1. It is cool to see that this program is still going after 10 years. 2. I think it is good that they are mainly helping the low income families because children who come from there still need to have the same opportunities as any other child. 3. I like how they try to push the boundaries between school and afterschool.
  • San Francisco, CA, U.S.A. In 2004, the Center partnered with Streetside Stories, a well-established leader in writing workshops with youth, to lead a program working with 300 seventh grade students. The process adapted Streetside's traditional writing curriculum and followed up with the recording and editing of digital stories by the participants. The programs 2005-06 year was evaluated by Wested, in an effort to assess the impact of digital storytelling on student academic performance (Johnson 1).
  • Streetside's Tech Tales Digital Stories HISTORY: Eighteen years ago, brothers Seth and James Levy kicked off the first of two cross-country Rides for Reading. To promote reading and writing, they rode their bicycles cross-country, sharing storytelling, theater, and creative writing with groups of youth along the way. After their second ride, the brothers moved to San Francisco. There they established Streetsides Tech Tales (Johnson 1).
  • Having personally viewed Streetside in the classroom, I believe it is a wonderful program that brings not only knowledge, but joy and deep levels of engagement. Susan Stauter A-AH MOMENTS: 1. The fact that they have reached 300 seventh graders is amazing to me! 2. I like how they really try to focused on the academic performance of each child. 3. The history behind this program is really cool in that it was two brothers that founded it to promote reading and writing.
  • Stories live in your blood and bones, follow the seasons and light candles on the darkest night-every storyteller knows she or he is also a teacher... Patti Davis