Digital Poetry-Telling for English Language Learners An Action Research Project By Dana Reid Presented by: Emily Bernard

What is Digital Storytelling? Using digital tools (ex: audio files, digital photographs, videos) to tell stories. Macs  imovie PCs  Windows Movie Maker

Rationale for use with ELLs Benefit of storyboard or story-map Simple forms Scaffolding imperative for struggling writers

Rationale for use with ELLs Use of imagery For struggling writers, visuals scaffold writing & provide meaning in their own right. Photography plays an important role in facilitating students’ literacy experiences (Labbo, Eakle, & Montero, 2002). Visuals compensate for missed details.

Rationale for Use with ELL Students Multitude of Literacies Global Technological Visual Information All facilitate well-rounded authentic learning experience

Adaptation of Digital Storytelling to unit on Digital Poetry-Telling for ELLs Poetry a challenge to ELLs by default Abstract and complex literary devices Poetry is still useful for ELLs Experiment with vocabulary Freely share ideas w/o confinement to perfect grammar or structure Digital technologies can help motivate Alternative means of expression

Funds of Knowledge Theory Adaptation of Digital Storytelling to unit on Digital Poetry-Telling for ELLs Funds of Knowledge Theory Students’ knowledge gained from their family and cultural backgrounds Classroom becomes more inclusive Types of Poems Portrait poems Autobiographical poems that reveal something about the person writing the poem Where I am from poems Appalachian poet George Ella Lyon Student is prompted to convey memories of their past and hopes for their future Spoken word poems Poems that are free verse and meant to be read out-loud

Observations during Implementation Concerns over voice being recorded Rustam: “I don’t want to be recorded, I hate my voice.” Narmina expressed similar concerns when she asked, “Do I have to record my voice? I have a thick accent.” Dana reassured them that their accents and unique voices are what makes their digital stories come alive; it allows them to personalize them. Oral storytelling is a powerful way for students to develop their own voices. Oral storytelling helps with self-correction.

Observations during Implementation After learning Windows Movie Maker, students were extremely motivated Engagement Theory (Kearsley & Schneiderman, 1999) Technology can facilitate engagement in ways which are difficult to achieve otherwise. Students wanted to come after school to keep working.

Use of images from personal life Observations during Implementation Use of images from personal life Had option to use images from internet or bring in photos. Images made the stories meaningful and authentic. Ramazan remarked, “They (the audience) didn’t have to imagine it, they could really see it.”

Critical Reflection on Teaching Practices Apprehension about doing digital poetry-telling RED 746 Never used Windows Movie Maker before Ramazan-- “tech wiz” Funds of Knowledge Theory I was able to set aside my teacher cap and literally get “schooled” by him in this digital literacy. Connection & resulting improvements in his attitude towards other academic areas that I instruct him in.

Critical Reflection on Teaching Practices Ramazan put digital poem on MySpace-publish English teacher raving Played at faculty meeting

Student Exemplars Takat- Grade 12 Nesime- Grade 11 Rustem- Grade 8 Rifat- Grade 7

Takat’s “I am Poem”

Nesime’s “I am Poem”

Rustem’s “Natural Disasters Poem”

Rifat’s “I am poem”

References Burmark, L. (2004). Visual presentations that prompt, flash & transform. Media and Methods, 40(6), 4–5. González, N., Moll, L., and Amanti, C. (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New Jersey: Lawrence Erlbaum Associates, Publishers Kearsley, G. & Schneiderman, B. (1999). Engagement theory: A framework for technology-based learning and teaching. Originally at http://home.sprynet.com/~gkearsley/engage.htm. Retrieved 2:42, 25 April 2010 Labbo, L.D., Eakle, A.J., & Montero, M.K. (2002, May). Digital Language Experience Approach: Using digital photographs and software as a Language Experience Approach innovation. Reading Online, 5(8). Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=labbo2/in dex.html Sylverster, R. & Greenidge, W. (2009). Digital storytelling: extending the potential for struggling writers. The Reading Teacher, 63(4), 284-295.