The Changing Story: digital stories that participate in transforming teaching & learning
Linda Buturian, University of Minnesota
Pub Date: 2016
Publisher: University of Minnesota Libraries Publishing
Conditions of Use
I teach composition courses at a community college, and one of the big assignments that both the students and I grapple with every year is the read more
I teach composition courses at a community college, and one of the big assignments that both the students and I grapple with every year is the research paper. This text gave me a lot of new ideas about how I might incorporate digital storytelling into my composition courses. The author of this text does an incredibly thorough job explaining her own experiences with teaching digital storytelling in the context of a class about water. Even though this is a text designed for educators, she gives many different scaffolding exercises in the glossary to help other instructors start to incorporate technology and visual imagery into their classes. The book itself is thorough and organized quite well. There are many links and sample digital stories to peruse. Each chapter begins with a quote, which is a very welcoming way to transition from one topic to the next.
The author has done a meticulous job in creating a very beautiful book. Even though I read this on my laptop, I had the experience of reading an actual print copy. There was a lot of thought put into layout and arrangement here. No errors that I noted!
This text felt very new and fresh--the author discusses ways to utilize technology in the classroom as well as how to make technology a component in research assignments for a variety of subjects. It's interesting to think about how these methods could be used in a wide range of classes--science, humanities, English, math, sociology, among others. However, in one activity, she mentions encouraging students to use regular digital cameras rather than only their smartphones. If anything, she could be a little more open to letting students use what is available to them (i.e. smartphones) since many might attend a school that doesn't have a library of recording equipment or other technology to check out.
Very clear, easy-to-follow prose. The author of this text walks the reader through her own journey with digital storytelling, and she also shares her tips on making these types of assignments accessible and less daunting for students who might be afraid of making short films. The organization and layout of this text made it very easy to read from beginning to end. She featured student examples to help explain her concepts. One of the best features of this book was how adaptable it could be for all teaching styles and subjects.
The material is given here in five chapters. Each builds on the previous chapter. There's also an epilogue where the author shares her students' digital storytelling projects to illustrate the concepts covered in the text. During each chapter, if she references a scaffolding activity, there is a link to the appendix where the full text of the scaffolding activities are linked. The book is quite consistent throughout, and the author is an encouraging and helpful guide.
This book is well-organized. Each chapter builds nicely on the next. It's not a guide for students, but it provides good support to guide instructors into incorporating digital storytelling methods into the classroom. The activities referenced in each chapter are spelled out in the appendix. This makes for a very streamlined narrative. The author anticipates the reader's questions, too, and these are addressed in each chapter. There's also a helpful summary at the end of each chapter.
This textbook is structured very logically. It moves through a definition of digital storytelling into an explanation of how to include it in the classroom. The activities given in the appendix are extremely helpful. Without those, it might have made the presentation of this material a little harder to interpret. As mentioned above, the author seems to know where the reader might have questions, and she addresses those questions in the text.
Beautiful layout and organization. I was able to view this text on my phone and laptop without disruption. It's very clear that this author had aesthetics in mind as well as organization. This made for a very pleasant and easy read.
Nothing to note, error-wise!
The author includes a chapter that discusses some of the oft-forgotten realities of tablets and other modern media: the means used to gather metals and other elements from locations like the Democratic Republic of Congo. She alerts us to the ethics of using this technology--we must be aware of how we obtain these materials or risk further harm to the people whose lives are at risk for our technological pursuits. She also mentions that a good way to combat this is by using smart technology like tablets and iPhones as educational and storytelling tools, not just a means for texting or visiting Facebook.
There are a lot of exercises and activities in this book I'd like to use in my composition courses! I have a lot of ideas about how to re-structure my research paper assignment! Thank you!
The progression of the material is intuitive. The book is clearly set up, but I do think that a more detailed Table of Contents, with links to read more
The progression of the material is intuitive. The book is clearly set up, but I do think that a more detailed Table of Contents, with links to specific parts of chapters, would be useful.
This text is accurate and timely. It is unbiased and the attention to storytelling implies that all experiences and backgrounds are valuable and worth preserving in this manner.
This book is up-to-date, but the nature of the subject is such that it will likely need updating--I do not consider this a flaw of the book, but the nature of its subject.
The text is quite clear--while the book seems most appropriate for instructors and perhaps upper level students, college freshmen could use the text with little help.
The text never deviates from the structure outlined in the Table of Contents and Introduction. Each chapter is similarly organized, and this makes the book easy to navigate.
The text is easy to read, but I do think that the colors used in the book need more contrast--the black text is sometimes difficult to distinguish from the blue headers. It is easy to navigate each chapter.
It is a book that would be useful to instructors more than students, as I think it encourages the design of assignments that writing students would find interesting. The topics discussed are timely and appropriate, and the assignments and rubrics provided are very helpful.
The interface is easy to navigate--the introduction explains the layout of the book, and the text does not deviate from that. Internal links in the text are quick to open.
I found no grammatical errors.
The text is culturally sensitive. By placing value on digital storytelling, the text values technologically savvy students and the skill set the bring to classroom. Rather than shaming them for their use of technology, it gives the tools they necessary to harness their voices in a way that would be helpful in many types of classroom settings.
This is an interesting and useful text. I am thinking of adding this to the reading materials for a creative writing class that I am teaching on hybrid forms in poetry and prose. It may also be relevant for a class in which students discuss and design digital humanities assignments for undergrads. Digital story telling could also be something to introduce in a composition class working on personal narratives.
This text covers each step in developing and implementing a digital storytelling assignment, with one glaring exception. The author can't assume that read more
This text covers each step in developing and implementing a digital storytelling assignment, with one glaring exception. The author can't assume that readers have any experience with video or audio editing, and some of the first questions readers will raise will involve the basic nuts and bolts of collecting assets (a term I believe is useful to describe the "parts" of a digital story: photos, video clips, music, sound effects, etc.) The author should have devoted one chapter to the rudiments of importing assets and arranging them on a timeline. She could have made suggestions for simple editing platforms, many that are free to use. Even though the technology changes, those recommendations could be easily updated in the ebook. Suggestions for editing platforms include Adobe Spark, iMovie, WeVideo, Windows Movie Maker, among others.
I felt the author did a good job of describing the most common types of digital stories, the types of learning that they inculcate, how to assess student learning. I noticed that she referred to "Royalty Free" music as equivalent to legally available. That is a common misconception. Royalty Free assets are copyrighted and usually require a fee to use. Ther Royalty Free simply means that the user does not have to pay a royalty fee every time the asset appears online. The fee can be anywhere from $4 for a one-time use to several hundred dollars for an asset that will appear on a commercial website.
The text is very relevant and will be useful for the foreseeable future. It is applicable for a wide range of ages and abilities.
The text was a very quick read. I found the quotes at the beginning of each chapter cumbersome and often quoted out of context. Chapter 5 seemed out of step with the overall focus of the text. It is devoted to a fuzzy discussion of the environmental impacts of using digital devices. I didn't see that it added any information to the topic of using digital storytelling in the classroom.
I didn't notice any issues with consistency.
The text is well-organized. The smaller assignments are easy to access via links to the appendix.
Except for the Chapter 5 outlier that I've described before, I felt that the text flowed very well. The topic is introduced, the many types of stories are described, then the author outlines the process of leading students through a digital story assignment. She culminates with a brief discussion of assessing the stories, mainly by providing sample rubrics.
The text performed without difficulty. The typeface is easy to read. The text is formatted so that it is easy to read onscreen. I had no difficulty reading the text and following the links.
There are a few punctuation flaws, but I didn't make note of them. I did see that on page 115 the author uses a pull-quote that appears in a block. Because she quotes so often from other writers, I assumed that it was from an outside source, but was not properly attributed. But then, in the very next paragraph, she repeats the quote verbatim. It's repetitions and cumbersome. I guess the quote is her own words, but I don't see why they were repeated in the main text. The block quote really should be deleted for ease of reading and to avoid distraction and confusion.
Excellent. She gives great examples of using digital stories with a variety of students, on a great variety of topics. It felt very inclusive.
As a trained digital storytelling facilitator and an instructor of a university course called "Digital Storytelling" I was excited to see this text. I feel that it will be an excellent resource for teachers who want to learn how to use digital storytelling in the classroom. It is not a stand-alone text. Teachers will have to find other sources of information to learn how to teach students to edit photos, video, and music, and to assemble them into engaging, impactful digital stories.
I found the text to be very comprehensive for working in higher education and/or secondary school educators wanting to provide new learning read more
I found the text to be very comprehensive for working in higher education and/or secondary school educators wanting to provide new learning opportunities for their students. Digital storytelling opens doors for students and faculty to present projects and assignments in an innovative way with appropriate use of technology. The text can be used in a variety of courses, is easily adaptable, specific and user friendly. The examples, assignments and resource links are practical and useful. An index would be helpful.
The text is accurate in providing information for implementation of digital storytelling. As the text is not written in the manner of a textbook it covers all key elements needed for those who are new to digital storytelling. The process and methods are clear while no errors were found. Students favor the use of learning using multi-media approaches in any aspect of the curriculum, this is a benefit to both students and teachers.
The text is relevant in that it meets the needs of students as they learn through the use of digital storytelling. Technology is here to stay. Students would prefer to be creative active learners rather than passive. The links, videos and examples can be easily updated as the need arises.
The text is easy to read, clear and consistent in its format. The examples help to connect the written information to the visual.
The text is consistent in its format and focus.
The text is organized, visually appealing and provides the right balance of text with examples, resources and links. Educators would find this text easy to use. Additional texts, reading and relevant information regarding digital storytelling could be a fine compliment for those seeking further knowledge.
I found the chapters to be arranged in a logical manner. I would suggest including resources at the end of each chapter as it would seem to be a better fit.
The text is easy to read and clear. I did not have any difficulty opening the links however in a few instances it was not easy to get back to the text page where I left off.
The text contains no grammatical errors.
The text provided relevant and culturally sensitive examples that were inclusive of language as well as samples from a diverse student population. I can easily see this approach used in higher education courses such as (but not limited to) Cultural Diversity, Sociology, Language Psychology etc.
I found the book to be a practical guide that would be useful for adding digital storytelling as a teaching tool. The rubrics and exercises can be adapted for individual use. It would be interesting to include a sample syllabus and course requirement for the reader to examine the application to digital storytelling.
Linda successfully provided her wonderful ideas of how to integrate stories with the advanced technology with appropriate index and glossary. read more
Linda successfully provided her wonderful ideas of how to integrate stories with the advanced technology with appropriate index and glossary.
Linda clearly explained her stories with the accurate, the error-free, and unbiased writing. The student artifacts, exercises, and the evaluation rubrics, appropriate to the contents of the book, helped the readers understand better the contents.
Story-telling is the classical teaching method that most of parents and teachers have liked to used. But Linda approached the classical story-telling differently with the most advanced technology. Her direction of how to combine was easy and straightforward to be implemented in the classical teaching methods.
Linda wrote the book in lucid, accessible prose, and provided adequate context for any terminology used.
Linda consistently talked about story-telling all through the book.
Each of the chapters can be easily and readily divided into smaller reading sections.
All the topics in the chapters except Chapter 5 are presented in a logical and clear fashion. I think Chapter 5 needs to move to the introduction or the end.
The navigation was excellent with the technology! All the student examples in the middle of chapters and the exercises in the appendix were easy to be checked and gotten back to the original place.
No grammar errors.
Linda wrote this book in Minnesota providing with the artifacts of her students. The artifacts naturally reflected the culture of Minnesota. By using the culture in daily lives, Linda was telling about her story. I like the idea of using the culture. When people are within and related to their culture, they generally feel comfortable and understand things better.
I will introduce this book to my students who will be the future elementary science teachers. This book brought brilliant ideas of how to integrate literacy, social studies, and technology with science. In the past, I had the “water project” with my students to save the world water. As part of the project, my students created and posted campaign posters on campus. For our next “water project,” I will add developing their digital story-telling.
This text is geared toward educators, rather than students. It is therefore not a book for use in the classroom, but a text to use to prepare read more
This text is geared toward educators, rather than students. It is therefore not a book for use in the classroom, but a text to use to prepare assignments for a course. Its goal is to demonstrate the value of using digital storytelling in the classroom, to encourage educators to create digital storytelling assignments, and to provide examples and insights into how to develop these assignments. The book provides a thorough discussion of digital storytelling as well as an appendix that includes a variety of assignments. It also provides links to a range of useful examples on youtube. The book does not include an index or a glossary.
While I am not a specialist in digital storytelling, the content seems accurate. I did not discover any errors. The author is direct about her perspective: Buturian clearly views digital storytelling as an effective teaching tool and seeks to convince educators to try using this method. The author provides compelling arguments and reflections from students and educators on the benefits of digital storytelling assignments.
The content of the book appears up to date. A guide to developing digital storytelling in the classroom is an important topic and the book provides relevant points and examples. Depending on changes to technology, the youtube examples might need to be updated at some point in the future. It appears as though new examples would be relatively easy to input into the text.
The text is written in a clear manner. It is accessible to a variety of audiences and disciplines and well explains terms and concepts.
The text uses terminology consistently.
As mentioned above, the text is not geared toward use in the classroom, but rather is aimed for use by educators for classroom preparation. The text is organized in a coherent manner that is easily usable and accessible by educators.
The text is overall organized in a clear and coherent fashion. Chapter 5 contains reflections that might fit better in the epilogue.
The youtube links are helpful and appreciated. When I clicked on other links, such as to the mandala example or to examples in the appendix, I was not able to easily return to the original location in the text. This is an interface matter that could be improved to make the text more user friendly.
The text does not contain grammatical errors.
The text incorporates inclusive language as well as examples from different topics and cultures.
This book contains several important and helpful elements describing how to develop digital storytelling assignments. At times, it seemed repetitive in terms of its continued justification of the use of digital storytelling in the classroom, and some editing would thus have been useful. In addition, while it is helpful to see a broad range of examples, it would also be useful to directly follow a few specific courses in a more linear fashion by including the syllabus and the assignments leading up to the final digital storytelling project alongside the educator and student reflections of these assignments and courses, all in one place. While some of this material is currently located in either the text or appendix, it would also be helpful to have it organized and presented together according to syllabus and course. This could be added in this format into the appendix.
Aimed at educators, not students, this is not comprehensive in the sense of providing background to digital storytelling and the trend toward using read more
Aimed at educators, not students, this is not comprehensive in the sense of providing background to digital storytelling and the trend toward using multimedia to teach various "literacies" - digital, media, information, visual in secondary and higher education. The Changing Story: digital stories that participate in transforming teaching & learning is a how-to manual for instructors unfamiliar with using digital and multimedia assignments. It is a very fine, quick-start guide for incorporating digital storytelling into curriculum. The text is largely philosophical in tone, with a bent toward advocating for the methodology/practice of using digital storytelling exercises in addition to or in the place of traditional essays and tests. The Changing Story is not a scholarly examination of the practice, and most of the literature to which the author links is illustrative in nature, rather than used to support claims of effectiveness of method as would occur with a more scholarly source. Readers should be cognizant that this is not intended as a source book with deep scholarly support and evidence to back up its pedagogical claims, despite the previous and emerging literature available on the topic in a variety of disciplines. The text provides very useful links to resources for developing exercises and curriculum. I found the links to the DreamWorks tips for storyboarding, copyright resources and the VALUE Rubric Development Project especially useful. Embedded links to multimedia resources related to book material is interesting and the author acknowledges that these multimedia resources are meant to be a "long tail" tool educators to use and re-use as they return to the textbook and develop their own strategies for the use of digital stories in the classroom. This model also allows for updates to the book with newer materials as needed, a well-designed innovation. Examples of student work and faculty interviews are useful for orienting newcomers to the practice of digital storytelling. Scaffolded assignments are well-explained and can be easily adapted to individual instructor needs. The grading rubrics provided in Chapter 4 are good models on which to build or adapt for individual course purposes. A solid, quick-start guide to incorporating digital storytelling into course curricula. It does not contain any background or history on the use of digital media in classrooms, so cannot be said to be "comprehensive." The scope is appropriate for its intended purpose.
Accuracy is not an issue for this text, as it is a manual for implementing digital storytelling assignments in curriculum and not a traditional textbook. It does provide sound advice and solid examples of assignments for instructors unfamiliar with the processes and methods of digital storytelling. No inaccuracies were present, though it is a work that advocates for the use of digital storytelling, and is not at all unbiased. This is not a detriment in my opinion, though readers should be aware of it.
Digital storytelling is a methodology for pedagogy that has been emerging for the last few years. It will continue to be relevant with the implementation of standards such as the ACRL Framework for Information Literacy to incorporate critical thinking and various digital and research skills into curricula across the country. Edits and updates should be easy to implement as strategies and standards change.
Meant as a manual for instructors, the text is easy to read and provides excellent examples. The author defines digital storytelling well in the introductions, but many terms of art, such as "visual literacy" and "close reading" are utilized without formal definitions to help readers unfamiliar with them navigate and understand these terms.
The content of the book is generally consistent, with conceptual linkages between the more philosophical chapters (1, 2, 5, Epilogue) and the more concrete, procedural chapters (3 and 4).
Modules are set out logically. This book could be easily remixed with other sources to create a customized text.
Content in chapters 1 and 2 are thorough, but uneven in their treatment of topics and would benefit from reorganization. Chapters 3 and 4 are extremely well organized and flow logically. The whole book would have benefited from having resources listed at the end of each chapter, in addition to being individual links on which the reader must click to examine.
Epub: Anchor links in the text work as expected, though the links in the grading rubrics do not provide the user a way to get back to the chapter text to which they correlate. The Illustrated versions of stories in the Epilogue do not work in an ePub reader (Adobe Digital Editions). Web-based interface: Anchor links within the text need a serious overhaul. When trying to return to the text from an example of student work, the reader gets bumped to the end of the book, rather than returning to the relevant section of the chapter from which they linked. Links to specific scaffolding exercises take the reader to the beginning of the appendix, rather than to the specific exercise mentioned. "Returning to chapter3" takes the reader to the beginning of the chapter, rather than to the section of the chapter of the relevant scaffolded exercise. The illustrated stories in the Epilogue work well in hte online interface.
Text is well-written and free of grammatical errors.
As scholarship, especially in higher education, moves forward, methodologies like digital storytelling will take precedence over more traditional forms of scholarly publishing. This resource is extremely timely and will have relevance far into the future.
As someone who has been planning my own digital storytelling curriculum for a digital humanities lab attached to a literature lecture course, the advice contained here mirrored my own thinking the in the realm of scaffolded assignments to address issues of the "digital divide," as well as utilizing transparent rubrics for assessing assignments. Many of the suggested exercises and rubrics were innovative and I discovered useful ideas to incorporate into my own course.
The book would be a good choice for educators considering exploring or committed to introducing digital storytelling into their pedagogy. It serves read more
The book would be a good choice for educators considering exploring or committed to introducing digital storytelling into their pedagogy. It serves as a comprehensive introduction and overview to digital storytelling as a teaching and learning tool, as well as providing examples, assignments and assessment approaches. The table of contents and the linking within the chapters to videos, appendices and exercises are very useful. The book lacks an index, which would be an additional useful tool.
The content is accurate, no errors were found. The author's commitment to and passion for digital storytelling is clearly conveyed -- this is not an "unbiased" examination but a persuasive argument.
The overall concepts, exercises and assessment rubrics will remain relevant. Links to external media (YouTube) videos may become obsolete or need to be updated.
The prose is very well-written, clear and accessible, with very little if any jargon or technology terminology used.
The layout, language and content seem very consistent.
This is not a textbook for use by students. The purpose is to inspire and inform educators and provide specific methods for integrating digital storytelling into coursework of all subjects. For that purpose, it is well organized in terms of modularity.
Overall the book is well organized - topics are presented in a logical fashion and very helpful links are provided between chapters that have related materials. Chapter 5 "We are the Battery Human" and Epilogue "Essays" could be considered supplemental - they do not quite flow as informational tools but instead function as essays and food-for-thought.
The layout is pleasing and easy to read. The linking between chapters and external media is quite useful and well executed.
I did not find any grammatical errors.
The text is very culturally sensitive and relevant.
This book is very persuasive in its advocacy of digital storytelling as a teaching and learning tool and would be very useful for any educator considering introducing digital storytelling.
I am new to digital storytelling. I teach a lot of freshman composition at Rochester Community and Technical College. I've been teaching for a long read more
I am new to digital storytelling. I teach a lot of freshman composition at Rochester Community and Technical College. I've been teaching for a long time. I'm looking for new ways to approach my course. This book provided me with lots of online examples of digital stories. It also provided me with lots of scaffolded course assignments and exercises I can use. It has a very specific table of contents, but it doesn't have an index or glossary.
The book seems to be error-free. Obviously, Linda is a big fan of digital story-telling. If there is a bias, it's her assumption that digital story-telling is going to be the new paradigm for composition and rhetoric. I think, though, that she might be right. I watch my freshman students and my own children. They live in a digital world, so building digital stories is an important literacy skill for them.
This book is very relevant. I also think it will have longevity. Digital storytelling, in one fashion or another, is here to stay. I have a junior high daughter. I can attest that she would much rather create digital stories than write a five-page typed paper. Updates will be easy to make. There are lots of hyperlinks and connections to actual examples of student digital story assignments that can be updated as needed.
This book is written for teachers, not for students. As a teaching guide, it is very clear. I feel like I could use these techniques and implement them, at least partially, in my community college freshman composition class next year.
The book is consistent in the way that it assumes the digital storytellers will be college freshmen and busy teachers. It keeps the assignments at a straightforward level throughout the book.
The book is very modular. It's a combination of straightforward exercises, careful explanation of how to implement those exercises in the classroom, and inspiration for doing digital storytelling assignments. Each chapter does build upon the next, but each chapter could also be read separately.
The chapters are arranged in logical sequence. Linda explains what digital storytelling is, and provides some examples. She then discusses how to build assignments and how to assess those assignments. Finally, throughout the text she provides lots of student examples.
The text is clear, relatively large, and easy to read. All of the links to videos, digital stories, podcasts, etc., open easily.
The book is lucid and well-written.
The book provides examples from students from a wide variety of geographical regions and backgrounds. Linda also makes a strong argument that digital storytelling is a way to break down barriers.
Freshman composition teachers should read this book. I'm going to start incorporating elements of her assignments, one by one, into my course. I'm not going to change my entire course overnight. Over the span of a few semesters, though, I intend to transform my course with this book as a guide.
Table of Contents
Chapter 1: What is Digital Storytelling?
Chapter 2: Types of Digital Stories
Chapter 3: Scaffolding Exercises
Chapter 4: Assessment and Evaluation
Chapter 5: “We are the Battery Human”
Epilogue: Essays and Illustrated Stories
Appendix: Scaffolding Exercises
About the Creative Team
About the Book
The Changing Story gives you assignments, resources, and examples to use in your teaching and learning. It will also help you think of ways digital stories can be used in your teaching, and help students harness the power of visual storytelling.
About the Contributors
Linda Buturian has taught in the humanities at the University of Minnesota in Minneapolis for eight years. She has also taught writing intensive courses shaped around themes of sustainability. In 2006, Buturian was awarded a leave from the university to develop curriculum around the resource of water, and received funding to travel to New Zealand to research water resource protection and sustainability models. In 2007, Linda created a freshman seminar on water that integrates both the sciences and the humanities, and gives students the opportunity to create digital stories about water resource topics. The water seminar is in its third year.
Prior to receiving her masters of arts in literature and writing from the University of Cincinnati, Buturian was the director of a community environmental organization in the Oregon Cascades, which addressed citizen-based solutions to watershed and ecosystem issues. Buturian has published essays, poetry, short stories, interviews, and articles in publications including Shouts and Whispers (Eerdmans 2006), Life in Body (Cathedral Hill Press 2006), and Utne Reader.