Digital storytelling

The media used may include the digital equivalent of film techniques, stills, audio only, or any of the other forms of non-physical media (material that exists only as electronic files as opposed to actual paintings or photographs on paper, sounds stored on tape or disc, movies stored on film) which individuals can use to tell a story or present an idea.

These new technologies allow individuals to share their stories over the Internet on YouTube, Vimeo, compact discs, podcasts, and other electronic distribution systems.

Digital stories may be used as an expressive medium within the classroom to integrate subject matter with extant knowledge and skills from across the curriculum.

[12] The broad definition has been used by many artists and producers to link what they do with traditions of oral storytelling and often to distinguish their work from slick or commercial projects by focusing on authorship and humanistic or emotionally provocative content.

[13] In his documentary, Burns used first-person accounts that served to reveal the heart and emotions of this tragic event in American history, as well as narration, archival images, modern cinematography, and music (Sylvester & Greenidge, 2009).

Some of the other artists who have described themselves as digital storytellers are the late Dana Atchley,[14] his collaborator Joe Lambert, Abbe Don, Brenda Laurel, and Pedro Meyer.

The product is a short film that combines a narrated piece of personal writing, photographic and other still images, and a musical soundtrack.

Digital storytelling was integrated into public broadcasting by the BBC's Capture Wales project working with organisations such as Breaking Barriers.

Students learn new software, choose images, edit video, make voice-over narration, add music, create title screens, and control flow and transitions.

It tends to "aggregate large amounts of microcontent and creatively select patterns out of an almost unfathomable volume of information,"[17] therefore the bounds of Web 2.0 storytelling are not necessarily clear.

Another outlet for digital storytelling can be articulated through some social media sites such as Facebook and Instagram, where one might be constantly posting images accompanied by captions in order to portray the story of one's life.

For example, the Bay Area Video Coalition[21] and Youthworx Media Melbourne,[22] the UK social enterprise Noise Solution [23] and the Belgian non-profit Maks vzw[24][25] employ digital storytelling to engage and empower young people at risk.

Teachers can create digital stories to help facilitate class discussions, as an anticipatory set for a new topic, or to help students gain a better understanding of more abstract concepts.

Government school students from Bengaluru district of Karnataka, India used digital storytelling to design narratives of their interactions with local institutions such as banks, primary health centres, libraries, shops, police stations, post offices etc.

Students also gain interview, interpersonal, problem-solving and assessment skills through completing their digital story and learning to receive and give constructive criticism.

The National Writing Project has a collaboration with the Pearson Foundation examining the literacy practices, the values, attitudes, beliefs and feelings, associated with their digital storytelling work with students.

Two reasons include 1) to incorporate multimedia into their curriculum and 2) teachers can also introduce storytelling in combination with social networking in order to increase global participation, collaboration, and communication skills.

The use of small handheld devices allows teachers and students to create short digital stories without the need for expensive editing software.

iOS devices are the norm nowadays and mobile digital storytelling applications like The Fold Game[32] have introduced an entirely new set of tools for the classroom.

With an emphasis on collaborative learning and hands on teaching, this website offers an in-depth look at how to integrate 21st-century skills with the objectives of a rigorous academic program: https://web.archive.org/web/20141105023109/http://nafcollaborationnetwork.org/curriculum-instruction/ci-pbl-ds.html Digital storytelling spread in higher education in the late nineties with StoryCenter (formerly the Center for Digital Storytelling) through collaborating with a number of universities while based at UC Berkeley.

[citation needed] Out of this work emerged publications in several key academic journals[vague] as well as the Digital Storytelling Multimedia Archive.

Digital storytelling is also used as an instructional strategy[42][43] to not only build relationships and establish people's social presence online but also as an alternative format to present content.

Digital storytelling in scholarly education provides a non-traditional tool that fosters a more experiential learning experience that encourages students to think critically about various academic topics.

Projects developed with the Centers for Disease Control, the Open Society Foundations, work in gender-based violence prevention with groups in California, Texas, New York, Minnesota, and with the organization Sonke Gender Justice in South Africa, the broad use of digital storytelling with Foster Youth, and finally the connection to digital storytelling to public campaigns in substance abuse prevention and community mental health programs.

Patient Voices projects have also taken place in Canada, Australia, Norway, Hong Kong and Tanzania and the stories are used in schools of medicine and healthcare throughout the world to prompt reflection and stimulate discussion and debate.

The Patient Voices programme also provides a freely accessible resource to anyone who desires to improve the quality of health and social care.

[53] In addition, the process of creating a Patient Voices digital story has been used to enhance the reflective skills of newly qualified nurses and medical students.

Based on the StoryCenter (formerly the Center for Digital Storytelling) model, over 30 public libraries ranging from Northern down the coast to Southern California have a place for people to tell their own story.

Bilingual library staff work with participants to create a recording using the digital station, which can be integrated with a variety of media, including audio, video, pictures, and images.

Because in the public jury phase, the evaluations was based on the following categories (with percent of the final score): The Canadian Film Centre's New Media Lab (formerly MediaLinx Habitat) launched a project, Murmur, out of the 2002–2003 studio.