Wednesday, March 5, 2014

Digital Microstories

Collaborative Blog Post written with friend and colleague Danielle Hardt of Starpoint Middle School in Lockport, NY. Danielle is a literacy rock star, a highly effective teacher, and a secret practical joke enthusiast (a skill I highly prize!).

It has become the rage as of late to “Close Read” everything in American Common Core classrooms. Almost all of the states that are providing curriculum resources (including NY) and many of the vendors that are selling Common Core aligned products are focusing on Close Reading as an essential strategy in their materials, overusing an instructional methodology to the point of killing the love of reading. Our students are noticing this too, and ever since the beginning of education, the students are our largest sounding board as well as our biggest obligation. We need to listen to them.
 
In an effort to bring a little love back to literacy (note the alliteration), we’d like to suggest a little brevity and levity and “webevity” to instructional processes with the use of digital microstories. This avenue provides a medium students are very comfortable with.  Using digital formats fosters engagement and efficiency and proficiency in the classroom, as many students either use these tools already or require limited explanation of their usage. In many modern classrooms, students are educating us as teachers in the easiest ways to utilize the technology. When this happens, the learning skyrockets! We are all partners in learning.
 
Digital microstories are based on short fiction pieces that range from six words to 140 characters to a couple of sentences to a couple of paragraphs. The emphasis is on brevity, certainly, but also on a student’s ability to make connections and inferences based on the few words they read--then extending those connections and inferences to a visualization using a teacher- or student-selected web tool.
 
Besides just sheer engagement, another attribute of this format is the instant gratification for students to complete and "turn in" an assignment in one class period or block. What middle schooler doesn't love to weave a tale about the hero/heroine that escapes a torturous conflict, barely rising to the top? Perhaps a midnight terror that shivers the spine? Maybe they’d delve into a short poem or riddle or other clever play on words. Any which way, digital microstory formats allow for these and many other options for the writers of the world to concisely demonstrate critical thinking, focusing on evaluation and synthesis without the rigmarole of days of analysis or the constant revisiting of text for the sake of answering what amounts to a bunch of comprehension questions.
 
Allowing students the opportunity to choose dramatically-engaging topics in relationship to the visualization within these digital formats creates a natural connection to inferencing. A relationship with close reading happens organically, rather than through a need for direct instruction. This organic and authentic version of close reading hits the heart of the way we analyze details and extend the learning beyond anything we could have imagined in traditional ways of teaching. It also extends opportunities for further discussion and reflection.
 
Getting back to the topic at hand though, access to resources around microfiction are numerous. You can “Google” search terms such as “Microstories,” “Microfiction,” “Microtext,” etc. and find a plethora of resources related to short fiction. Note that some of these resources might be inappropriate for sharing with kids, but would be great for sharing/generating ideas with teachers about how they might engage micro-literacy with their students.
 
Here are some of our favorites:
 
Six Word Stories:
 
Visualizing Famous Quotes: Make a Web2.0 visualization of your favorite quote!
 
 
Very short stories:
 
Extremely Short Stories:
 
“Tweet the gist:”
  • Tweet the plot of a favorite movie.
  • Tweet the central idea of a favorite song.
  • Tweet the main idea of a favorite poem.
  • (Note that these tweets might be physical, in-class experiences, rather than an online tweet. Just keep them to 140 characters!)
  • Then, “Instagram” the tweet: What visual would enhance the tweeted message?
There are several important task-specific functions that go along with Digital Microstories, primary among them are analysis of text and students eventually writing their own versions rather than always analyzing someone else’s writing. Both of these are aligned to Common Core standards for Key Ideas and Details (Anchor standards 1-3) in all grade levels in the reading standards and the first six writing standards around text types and production of writing. Additionally, because students are adding a visual component, they are also engaging reading standard 7 around the integration and evaluation of diverse media formats.
 
Now that we’ve defined the “What,” let’s take a look at the “How.”
 
There are many web tools available for creating visualizations of text, merging multiple types of media, and developing digital representations of thinking. For this particular instructional activity scenario, we’re looking for tools that engage the brevity factor. Those tools that let us create short, quick media productions will be the most useful for digital microstories and thus our opportunities for instant classroom gratification and analysis...and assessment...and engagement.
 
Here is a sampling of tools, both Web 2.0 and Device Applications, that we think would be extremely useful for digital microstorytelling:
 
 
With a vast variety of tools online and apps on devices/tablets, this short list is just the tip of the iceberg. Feel free to share your favorites in the comments section below! Additionally, these photo and image resources may help:  Stock ExchangePixabayFlickr's Creative Commons
 
Using some of these web tools, we created some examples here, with Ernest Hemingway’s original Six Word Story, “For sale, baby shoes. Never worn.”:
 
Animoto:
Six Word Stories: Hemingway  
Prezi:
 
Storybird:
 
Note how our choices of associated media in the different web tools creates opportunities for divergent discussions, perhaps even comparative analysis of several visualizations of the same short text. How awesome would that be to explore in class?
 
Since these digital microstories are dependent on both text and other media, if you need help with images to create your own visualization, check out the photo and image resources in Mike’s Diigo account: https://www.diigo.com/user/mikefisher821/photos While many of these resources include free content, we would urge you to remember and model that attribution is still important and students should give credit where credit is due.
 
Here are a couple of useful sites to assist in providing that credit:
 
 
Some of the web tools include content that students can use without attribution because they are an embedded component of the web tool or application.
 
So what’s the point of all this?
 
Learning and engagement are extremely powerful together. High levels of both help students remember more and evaluate better. Giving students opportunities to investigate short fiction forms and create them on their own opens up a plethora of avenues to creative development and ownership of learning.
 
Digital microstories offer students many opportunities for creativity, textual analysis, discernment, evaluation, engagement, and choices. How powerful is that? If we’re really going to work toward college and career readiness, shouldn’t we give our students authentic tasks and tools? We think so. And we think Digital Microstories are a great way to get there!

Originally posted at Curriculum21.com/blog

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