Digital Storytelling: Reinventing Literature Circles

Autor/in	Tobin, Maryann Tatum
Titel	Digital Storytelling: Reinventing Literature Circles
Quelle	In: Voices from the Middle, 20 (2012) 2, S.40-48 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Interpersonal Relationship; Documentaries; Video Technology; Personal Narratives; Reading Comprehension; Reading Research; Story Telling; Technological Literacy; Middle School Students; Language Arts + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Documentary film; Documentary films; Dokumentarfilm; Erlebniserzählung; Leseverstehen; Leseforschung; Technisches Wissen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur
Abstract	New literacies in reading research demand the study of comprehension skills using multiple modalities through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, this article presents an update to the traditional literature circle lesson to include digital storytelling and multimedia. Digital Storytelling Circles (DSCs) support the idea of creating a "community of learners" who participate in purpose-driven engagement with text to create meaning. Digital storytelling as an activity is not new to English language arts classes, but this article discusses the versatility of digital storytelling and how DSCs provide a framework for social interaction where students create video adaptations of the texts they have read to showcase their comprehension, ultimately producing book trailers, documentaries, or personal narratives, depending on the demands of the text. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10