USING TECHNOLOGY FOR STORYTELLING: TOOLS FOR CHILDREN Lesley Farmer Storytelling is a cornerstone of society, sharing experiences and values. When children participate in this narrative process, they become part of the greater society while building their own literacy competency. Storytelling and booktalking can incorporate technology !/ as a research tool, audio-visual aid, and communication vehicle. New variations have also emerged, thanks to technology: digital storytelling and interactive storytelling. Best practices are described in terms of providing technology resources to children for storytelling, and guiding them in their use.
Introduction Storytelling is a cornerstone of children’s librarianship. Storytelling is also a cornerstone of society, sharing experiences and values. Traditionally, storytellers have been the wise ones passing on their wisdom to the young. In today’s society, while some enduring values and expectations can be passed on, even more attention must be paid to preparing young people to deal with a life not yet imagined. In this atmosphere, the concept of storytelling continues. People still need to share their experiences socially. They can still inform others based on engaging narrative. And the experiences of telling a story promote emotional well-being. However, the young can also tell stories. They can pass on the stories that have been given to them, they can share their own perspectives, and they can create their own stories from their imaginations. This narrative process helps children become part of the greater society at the same time that it builds their own literacy competency (Engel 1999; Piaget 1959). Storytelling also engages the child emotionally, and allows them to construct meaning on a personal level. In this digital age, technology can play a significant role in telling stories. As part of the library programme, children can access storytelling sessions using technology. They can also use technology to access other experiences and inspiration that can be turned into their own storytelling efforts. Furthermore, they can produce and share their own storytelling via technology. This article examines best practices in terms of providing technology resources to children for storytelling, and guiding them in their use.
Storytelling and Booktalking In library circles, storytelling usually refers to recounting an existing story, usually one that exists in print. Storytelling is a personal and direct way to share New Review of Children’s Literature and Librarianship, Vol. 10, No. 2, 2004 ISSN 1361-4541 print/1740-7885 online/04/020155 !/14 # 2004 Taylor & Francis Ltd DOI: 10.1080/1361454042000312275
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literature and folk wisdom, and it helps children develop listening and comprehension skills. Typically, the storyteller memorises the entire story, or extracts the main elements of the story and then memorises those selections. Props such as costumes, musical instruments, puppets or realia that serve as symbols can add a visual dimension to the process. Booktalking, on the other hand, focuses on ‘‘selling’’ the book, similar to the way in which movie trailers aim to persuade the viewer to see the complete film. In both cases, the ending is usually not revealed; the goal is to tantalise the viewer or listener rather than to satisfy them !/ an experience they should have at the end of a good storytelling session. Typically, the booktalker finds key points in the story or key traits of the leading character, and then either creates the exact wording or chooses the best phrases to share. Again, the talk is memorised in order to ensure a smooth delivery. It should be noted that rote memorisation is not encouraged. Rather, the teller should know and understand the story or book well enough that it is internalised. This point applies to the act of re-telling a story that has just been told, a practice that is often done with children to check for comprehension. Amaro and Moreira (2003) examined how children conceptualised and reconstructed stories, and found that children focused on characters and plot, and minimised scenarios. Children were not used to thinking metacognitively about narrative structure; they sometimes did not focus on the critical features but identified minor details instead. Furthermore, when children elaborated on characters and scenarios, their understanding of the original story and their details did not correlate significantly. In short, librarians and other teachers need explicitly to teach children key storytelling elements, scaffolding their learning. This process enables children to understand a story more fully as well as to understand storytelling and booktalking textual structures.
Creating Stories Just as reading and writing reflect interdependent competencies, so too do retelling and creating stories build on each other. By having children tell their own stories, and then showing how they can structure them in order to communicate more effectively, librarians help students understand the underlying concepts of sequencing, plot-driven description, and other story elements. Storytelling can also personalise the curriculum. For instance, children can create a story about the American Revolution based on what they know about those times. They can tell the life story of an animal based on the knowledge they have or the research they have conducted on that animal’s habitat, behavior, and life span. They can also construct a maths story to demonstrate their understanding of shapes or fractions, for instance. For students to succeed in this endeavour, they must know their facts, make decisions about the key elements,
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and shape those within the parameters of telling a story. Such work involves high-level information literacy, critical thinking and creativity; the result is an original and authentic product of the child’s knowledge and imagination. What, then, are those storytelling/storymaking processes? Based on the steps outlined by Digital Clubhouse Network (The Process, 2004) , the following process melds information literacy with storytelling: 1. Brainstorm the story. What message do you want to communicate? What will be the content? What characters will be involved? What will be the plot? What will be the setting? How much does the audience need to know in terms of context? 2. Brainstorm the story delivery elements. Will you use images, sound, motion, artifacts, to tell the story? Will you use technology as a media aid? Will you record or broadcast the story? 3. Collect the resources. What resources and information will you have to gather to make a good story? What facts do you need to research !/ and how will you gather them? How will you evaluate your sources? Will you create images, sounds, or motion? How will you do that? 4. Script the story. Write what you will say. 5. Storyboard the story. Merge the script with the media elements. How will the story be sequenced? What will be the pace of the story? 6. Digitise the story. If the story is being told using technology as an aid, the different elements need to be merged, so you may need to digitise them. What software will you need? How will you produce the product? 7. Edit the story. Once the elements are organised and sequenced, you may need to edit the product in the same way that you would revise a written report. What elements are crucial? What can be left out? Do the technical aspects of the product work properly? Can the audience experience it easily and clearly? 8. Tell the story!
Most of these steps do not require technology, but adding that element makes the process more faceted. Understandably, fully implementing all of these steps can constitute a long-term unit even without technology at all; indeed, the focus should be on the story itself, not on digital bells and whistles. However, focusing on one step for each storytelling effort can help students master that aspect, and over time they can create sophisticated stories independently. Even first graders can accomplish this feat, and can incorporate technology. The story ‘‘Copperella’’ by six year old Ariana Kaknevicius is living proof. In this case, an educational technology firm, Megahedz, trained teachers in making story movies with children. The firm also held a summer cyber arts camp; summer camps in technology-enhanced storytelling are becoming increasingly popular, and should be considered as a program option for public libraries.
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Technology Storytelling Tools As noted above, both storytelling and booktalking can incorporate technology !/ either as a research tool, audio-visual aid, or communication vehicle. Besides the motivation factor that it can offer, technology enables students to incorporate text, sound, graphics, and movement in order to take advantage of different learning styles and to help English language learners be successful storytellers. Technology also facilitates communication: for getting information from around the world in various formats as well as sharing the final story itself with a global audience. In addition, technology has the ability to record and archive storytelling for future enjoyment !/ and educational assessment. In short, technology can serve as a valuable learning tool.
Technology as a Research Tool The international children’s digital library offers hundreds of stories from around the world. Some of these would serve as good storytelling sources. While children could just project each page, such an approach would lend itself more to read-alouds than storytelling. However, that task is very valuable for younger students and English language learners because they can then concentrate on reading clearly and with appropriate intonation. Storytelling videotapes and audiotapes have been available in libraries for decades. Increasingly, children can experience storytelling online via resources such as the following: . Book Hive (2004) features a streaming video storytelling episode . Alaskool (1998) includes streaming video Alaska Native narratives and storytelling . Public Broadcasting System’s (PBS) (2004) Circle of Stories features Native American and other storytellers . Children can experience Aboriginal storytelling at Australia Dreaming (Crystal 2004) . Yahooligans lists a number of age-appropriate web sites that offer stories and related activities as well as storytelling techniques (Storytelling 2004 ) . One of the more interesting links therein is PBS’s KIDS Share a Story where children can watch a story and share their own stories (2004)
This venue should widen once broad bandwidth becomes more ubiquitous. Additionally, new interactive storytelling methods may make this medium more attractive to children. (Berkowitz 2000) Children can also find visuals that remind them of a particular story, be it of a setting, a character, or an object or symbol. This task in itself helps children link a story told to them !/ or read by them !/ and a visual representation, and thus improves or reinforces reading comprehension. In addition, students can use those images as visual aids in telling a story themselves. An efficient way for students to locate online images is to use a search engine with an image option,
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such as Google or AltaVista. Students can also type ‘‘image:’’ and then the phrase in a search dialog box to retrieve an image. This searching process helps students learn how to identify and use key words based on the story. Of course, students could also draw an original image, but some students may feel uncomfortable with their drawing ability or may want to use an accurate photograph to lend an air of credibility to their story !/ making it seem more real. Finding images online can also result in a mishmash of styles, so librarians should point out the concept of style, and encourage students to incorporate that visual literacy skill as they locate or create appropriate images. Increasingly, students can also locate video clips in resources such as: . The Open Video Project (2004) includes a database of videos produced chiefly by educational institutions . The Library of Congress’s growing collection of digitised movies and videos provides a rich source of primary materials for student use (American Memory 2004) . United Streaming (2004), which is owned by the Discovery Channel, is an educational video-on-demand service
Technology as a Visual Aid As mentioned above, children can use images they find to help them tell a story. Besides printing out the image, they can generate a transparency to use on an overhead projector or insert into a multimedia authoring programme such as KidPix, HyperStudio, or PowerPoint. Students can also scan images from print sources in order to digitise them. It should be noted that published material is normally copyrighted (a few are in the public domain, such as government publications), so students need to obtain permission if they are going to disseminate their products. Even if they use them once in their classroom, they should cite their sources. For certain, students should not copy an entire work, regardless of how they transform it (that is, transparency, multimedia presentation, web page). On the other hand, children should be encouraged to create their own images using technology. They can work with a Paint or Draw programme, some of which are now resident in configured computer systems. They can also take photographs that reinforce the story; this approach often appeals to the child who does not feel particularly artistic. Besides using a digital camera or video camcorder, students can have film camera photos developed as digital images, and they can scan the images themselves. Images can be used ‘‘as is’’ or can be edited to produce a consistent look or to add creative touches. Some low-tech photo editing software are free; DMOZ Open Directory Project lists top-ranking programmes for PCs and Macs. Motion adds another dimension to storytelling. Students can use video and animation software to enliven a story. MovieMaker on PCs and iMovie on Macs
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are free programmes that allow users to import, sequence, edit, and enhance still and moving images, sounds, and text. To a lesser extent, multimedia authoring programmes can also incorporate animation options. Students can also use software that provides settings and characters that the student can manipulate, adding scripts to relay their story. Hollywood High and StoryMaker are wellknown commercial products; a free option (with fewer features) is Digital Films.
Technology as a Communications Tool One of the benefits of technology is its capacity to communicate information. Be it within a classroom/library setting or across the world, technology can enable students to organise and share their storytelling efforts. To help students memorise a story, or to help them organise their recreation of a story, librarians can show them how to use graphic organisers such as Inspiration or Multimedia authoring programmes can serve as notes for in-class presentations. When they include voice-overs, they can be saved as web pages to be broadcast online. An interesting option is Microsoft’s Producer, a free PC plug-in that enables students to meld PowerPoint, sound, video, and hypermedia. The resulting presentation can be used in-house or distributed online. Technology enables stories to be archived and disseminated to reach a broader audience. Audiotapes and CDs can be produced and duplicated so students can share their stories with others asynchronously. Students can videotape their storytelling sessions as a way to reach out remotely, broadcasting in-house or on public access television channels. In the process of taping a storytelling session for ultimate presentation, students can analyse their work as they go along, and keep taping their efforts until they get a final, acceptable product. This revision process mirrors the rewriting process, enabling students to self-monitor and self-correct their work until they master it. Interestingly, young people are already telling stories on their own using instant messaging (IM) and cell phones. IMing is becoming a way of life for teenagers who wish to live their stories in real time. More sophisticated is the use of cell phones with text messaging and built-in cameras, again the prevue of teens. In Japan, these technology tools have become commonplace, and are reaching into the lives of children who played with Tamagotchis (electronic portable virtual pets) in the past decade. Librarians should be aware of these independent efforts, and consider how they can be folded into their programme. For instance, the library can provide a venue for storytelling blogs, and can have students use their cell phones to capture images that tell a story.
A Word about Blogs Blogs, or web logs, are basically online diaries, which can serve as a simple way in which to communicate a story. Advanced blog hosts also allow one to insert images. Asynchronous blogging, as opposed to instant messaging, allows
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students to think before they communicate. Additionally, blogging levels the playing field for English language learners because they can look up words and refine their writing before they share. Klogs (knowledge blogs) are an interesting way to have the students summarise what they are learning in specific units, and identify what gaps they have in understanding. Blogs are best created in-house using an intranet, school-based online bulletin board, or listserv so student writing can remain confidential. However, libraries can consider providing blog space on their portals so children can ‘‘talk’’ about good books they have read. As such, blogs can make good virtual literature circles or inter-group literature discussions when students from different classes read the same story. Just as with other projects, blogs can also be structured so that students have a template to follow in order to address all story elements. The semi-public aspect of blogging is key: sharing personal perspectives with one another. However, some topics are really personal, so librarians and others should remind students to think twice about blogging on the subject of intimate details; alternatively, students could send their blog just to the supervising adult. Bob Godwin-Jones’ 2003 article and web page on blogs and wikis (online collaborative projects) links to several good sources of information and hosting services.
Digital Storytelling A recent development in technology-related storytelling is digital storytelling, which refers to telling one’s own story by using technology (Center for Digital Storytelling, 2004). In an open-ended, uncertain world, the idea of telling one’s own story rather than relaying someone else’s, resonates. It also validates each person’s beliefs and values in a pluralistic society. Typically, images are collected, and then a narrative contextualises them. Other types of digital storytelling include web diaries, web serials, and photo journals. . The WebQuest ‘‘Telling a Digital Story’’ is a good place for librarians and classroom teachers to begin learning about this kind of activity (Malone et al, 2004) . Digital Storytelling Resources gives examples and ideas for digital stories across the curriculum, and provides storyboards and templates to help structure the process . The ultimate resource on digital storytelling is Tech-Head’s stories on digital storytelling (Digital Storytelling, 2004). This metasite links to hundreds of web sites on processes, techniques, software programmes, articles, and archives
There are some easy techniques which may be used to get children started. The online lesson ‘‘Elements of a Story’’ sets forth a simple process involving the use of PowerPoint to analyse stories as a preliminary step to creating stories. Next, the librarian or other teacher can create a multimedia authoring template for the story so students can concentrate on writing and visualising one story
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element at a time, rather than the technical production of a series of screens. Some starter sources follow: . . . .
Fairy Tale Story Template PowerPoint Templates for Teachers Creating Talking Books in HyperStudio Hooked on HyperStudio: how HyperStudio is integrated into language arts, social studies, science and math curricula . Technology Tools for Literacy Learning using KidPix Studio . KidPix Sites . Multimedia Storyboards.
Alternatively, photos and other images can form the basis of a story. For starters, students can use free software such as Adobe’s Photoshop Album Starter Edition or Yahoo! Photos. Pictures can be sorted, indexed, and sequenced for multiple purposes. In fact, a collection of student images could be developed and hosted by the library with the intention of being shared among classes.
Interactive Storytelling Another new trend in technology-enhanced storytelling is interactive storytelling. Technology enables children to have more control in experiencing a story. Often, hyperlinks are incorporated so viewers can interact with the story according to their own interests and needs; this kind of linkage also reflects the non-linear nature of contemporary stories. When branching and decision-making trees are incorporated, the reader can actually change the direction of the story. In other cases, the reader may have to solve a problem in order to advance the story line. Interactivity can also be introduced through personalization (for example, having the main character assume the reader’s name). Likewise, children can also supply words that that will be woven into the story narrative, in the nature of ‘‘wacky’’ tales. The most common practice is for the child to provide several nouns, verbs, and adjectives that then ‘‘fill in the blanks’’ of the story (Feldman, 2004). One of the most popular applications of this approach is the Harry Potter Project in which children around the world collaboratively use the characters and settings of Rowling’s books to create new plot lines and character development. This type of storytelling seldom occurs in traditional circles, since a key element in traditional narrative is predictable sequencing. Traditional music also uses this logical patterning. However, interactive storytelling does reflect the nonlinear thinking that some cultures use, and it gives children the illusion that they have some control in the storymaking decisions. Additionally, as children build on existing stories or use story elements in new ways, they are demonstrating their understanding of the underlying story, and so strengthening their literacy skills. Thus, an easy way to use technology for interactive storytelling is to create a round-robin email where one child starts a story and another child continues it
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until the whole group has contributed. Another technique is to use a multimedia authoring tool to start a story up to a decision point and then have two students make two different decisions and proceed writing the story based on the consequences of the prior writing until the next decision point. Then two more students would carry on. The authoring software enables the students to create ‘‘buttons’’ to take the reader to the next appropriate card instead of reading the story in strict screen sequence. A variation on this theme would be to stipulate the starting screen and the final one so students would have to keep the ending in mind in order to stay within feasible parameters. The figure below is a diagram illustrating this structure. A related lesson using this idea can be found at Microsoft’s Education web page. Librarians should also consider archiving and cataloguing children’s storytelling efforts as part of their collections. In that way, the entire school community can access them and incorporate them across the curriculum. Furthermore, students can share their stories with their friends and families, and feel proud that they are being immortalised in the library. It should be noted that any collected student product would need to be copyright compliant, preferably with a signed letter to that effect. Not only does such an effort keep the library legal, but it also teaches the importance of intellectual property.
Once upon a time a HUGE bear and a tiny flea got lost in the woods. They saw two paths: one going up a hill and the other going down to a river.
The flea could fly so thought nothing of the hill. The bear trudged behind. He got so tired that se went to sleep. Should the flea stay or go ahead and find out what was on the other side?
The bear saw a fish and lumbered quickly to catch it. Unfortunately, the fish saw the flea and ate it! The bear was so sad he didn’t know if he should eat the fish or let it go.
The bear never forgot what a good friend he had in the flea.
FIGURE 1 Structure of a story in which the beginning and end have been stipulated
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Professional Development With this array of technology tools, librarians may feel overwhelmed. One approach is to begin with a tool with which one is already comfortable, and explore its features in the light of storytelling. A word processing application might serve as a starting point, with the potential of learning how to insert visual files or other objects (e.g., video clips and sounds) in order to enhance a story. Another fun trick with a word processing file is to make it a read-aloud experience by simply opening it up in a Mac SimpleText or PC Narration programme (although the intonation will lack any nuance). Another way to begin incorporating technology into storytelling is to work with a colleague or, perhaps even better, a friend who is a child. One might start by audiotaping or videotaping a story that is read aloud with a child to capture how the child interacts with the story and the reader, and then analyse the results. One could also record a child’s retelling of a story using a multimedia authoring tool, asking the child if an image or sound would enhance the story, and then finding the appropriate resource while noticing how the child interacts with the story and the technology. By working with a child to tell the story using technology, one can identify the conceptual areas that need explanation and the technical aspects that need to be learned. Working with colleagues offers a more systemic approach to technologyenhanced storytelling. For instance, at a faculty meeting, examples of student work can inspire teachers to explore this approach to learning. At that gathering, teachers can brainstorm how this kind of storytelling fits into their existing curriculum, and thus be more receptive to learning how to use the technology tools. Ongoing support and sharing of student work can sustain this effort, and impact student learning over time. Tokai University and Kai’piolani Community College in Hawaii held a 2002 summer institute in digital storytelling for teachers. Their web site gives an overview of the in-service event, and provides links to tutorials and resources. By building capacity, the entire school can engage in dynamic storytelling, enhanced with technology. As a culminating event, for instance, an overarching storytelling theme could be announced, such as ‘‘Doorways.’’ Each grade or class or student could take a different perspective on the theme in terms of the type of technology to incorporate or the story content to tell, be it a traditional story that involves a door (for example, the Narnia Chronicles or Ali Baba). A single story prompt such as ‘‘The door opened, and . . . ’’ can start imaginations while providing a unifying storytelling framework. As librarians collaborate with the school community to help children tell stories using technology, they can instill the importance of storytelling, incorporate information literacy and critical thinking skills, and prepare students to be creative in a digital world.
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Lesson Ideas The following lesson plans represent a spectrum of curriculum-based storytelling learning activities, and give details about procedures and assessment. Templates are often provided. . . . . . . . . . . .
Apple Learning Interchange Lesson Ideas Bookformercials (Kelley, 2004) Digital Storytelling Grade Four Language Arts HyperStudio Lessons The Inside Story Moviemaking for the Language Acquisition Classroom KidPix Resources Publishing with Kid Pix Reading in CyberSpace Storytelling and the Visual Arts
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LESLEY FARMER 2004. Washington, DC: National Gallery of Art. Available online at: http:uuwww.archimuse.comumw2004upapersuspringeru springer.html (accessed 10 September 2004). THACKER, HEATHER. 2004. Reading in CyberSpace. Georgia Learning Connections. Available online at: http:uuwww.glc.k12.ga.usuBuilderV03uLPToolsuLPSharedu lpdisplay.asp?LPID "/73013 (accessed 10 September 2004). UNITED STREAMING. 2004. Available online at: http:uuwww.unitedstreaming.com (accessed 10 September 2004). USE MICROSOFT POWERPOINT TO DEVELOP AN INTERACTIVE STORY. 2004. Education. Microsoft. Available online at: http:uuwww.microsoft.comuEducationuStory.aspx (accessed 10 September 2004). WEB RESOURCES IN MULTIMEDIA STORYBOARDS. 2004. Teacher resource center. George Department of Education. Available online at: http:uuwww.glc.k12.ga.usutrcu cluster.asp?mode "/browse&intPathID "/7801 (accessed 10 September 2004). STORYTELLING AND THE VISUAL ARTS.
Dr. Lesley Farmer, California State University, Long Beach, 12062 Pine St, Los Alamitos CA 90720, USA; E-mail:
[email protected]
