I completely agree with your ideas behind digital storytelling, especially the aspect of struggling readers and the impact of imaging in the development of comprehending text. In agreement, digital imaging shouldn't replace completely the importance of reading and deciphering the text, itself for meaning. However, for students with disabilities, visualization is a skill that some of my students with language-based disabilties don't necessarily have mastered. As a result, it is important, as you stated in your post, to differenitate by using the images as a tool to develop their reading skills.
For example, in the text it stated: "At the same time, digital stories give students an opportunity to experiment with self-representation—telling a story that highlights specific characteristics or events—a key part of establishing their identity, a process that for many is an important aspect of the college years." As my eighth graders will eventually reach lanugage arts classrooms that will read novels that have text moreso than visuals, I am wondering how can we use digital storytelling at the earlier years as a basis to develop their own ideas (self-represent storyies) of what they may see based on their own interpretation of the text by itself (with no music, images, sounds). Hopefully through the presentation tomorrow I can gain some further insight on this!
I agree - great video post Paule! I noticed you wrote a bit (or all) of what you were going to say, which I think is a great strategy ... something you can pass on to your students.
I also agree with Jay - starting in the early years will greatly support struggling students to learn visualization methods that can be applied later, when reading more complicated texts. I think this point was also mentioned by another student on the blog - so we have a lot of agreement and similar experiences here!
Nice video post, Paule!
ReplyDeleteI completely agree with your ideas behind digital storytelling, especially the aspect of struggling readers and the impact of imaging in the development of comprehending text. In agreement, digital imaging shouldn't replace completely the importance of reading and deciphering the text, itself for meaning. However, for students with disabilities, visualization is a skill that some of my students with language-based disabilties don't necessarily have mastered. As a result, it is important, as you stated in your post, to differenitate by using the images as a tool to develop their reading skills.
For example, in the text it stated: "At the same time, digital stories give students an opportunity to experiment with self-representation—telling a story that highlights specific characteristics or events—a key part of establishing their identity, a process that for many is an important aspect of the college years." As my eighth graders will eventually reach lanugage arts classrooms that will read novels that have text moreso than visuals, I am wondering how can we use digital storytelling at the earlier years as a basis to develop their own ideas (self-represent storyies) of what they may see based on their own interpretation of the text by itself (with no music, images, sounds). Hopefully through the presentation tomorrow I can gain some further insight on this!
I agree - great video post Paule! I noticed you wrote a bit (or all) of what you were going to say, which I think is a great strategy ... something you can pass on to your students.
ReplyDeleteI also agree with Jay - starting in the early years will greatly support struggling students to learn visualization methods that can be applied later, when reading more complicated texts. I think this point was also mentioned by another student on the blog - so we have a lot of agreement and similar experiences here!