Digital Storytelling in the Language Arts Classroom

A digital story consists of a series of
still images combined with a narrated
soundtrack to tell a story. Ken Burns
used this technique to good effect in
his popular series of documentaries
for PBS. Although short video clips
are sometimes included, students can
create digital stories without access to
video equipment.

Although technical advances have
made digital storytelling practical in
today’s schools, connections to the
language arts classroom should remain
grounded in the curriculum.

In particular, the story should be in
the foreground and the technology
in the background. The focus in the
language arts classroom should be
on the writing and communication
process rather than technical eff ects.

The Seven Elements of Effective Digital Stories

1. a point of view
2. a dramatic question
3. emotional content
4. economy
5. pacing
6. the gift of your voice
7. an accompanying soundtrack

Classroom Strategies

The staff of the Center for Digital
Storytelling have worked with thousands
in many settings and countries
who have found this to be an invaluable
means of expression. Adapting
these methods to the classroom
requires some thought. We have
found that the twin constraints of
limited class time and limited access
to technology are always factors in a
classroom setting. Therefore a planning
sequence for working with 20
students and a limited number of
computers is essential.

We have found that the following sequence of steps works well:

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 eff ects and transitions.
7. Add a soundtrack if time permits.

Establishing a sequence of steps to
follow off ers two central advantages.
First, students will maximize instructional
and lab time when the tasks are
well framed and specific. The order is
designed to tap into the organic process
of storytelling as well as to work
around some of the quirks found in
diff erent digital video tools. In addition,
teachers can easily track individual
progress using a chart placed on a
blackboard or classroom whiteboard.

Digital storytelling is a particularly
appealing use of an emerging technology
for several reasons. It can provide
a voice to struggling readers and writers
who might not otherwise find
an authentic means of expression.
It places the technology in the hands
of the learner, allowing him or her
to control its use within objectives
carefully constructed by the teacher.