Literacy is defined as "the ability to read and write". When beginning to create a digital story, the writing is by far the most important component. Students in my school have created several digital stories. Some have researched monkeys and written responses to prompts regarding the appearance, habitat, diet and behaviors of their monkeys. Others have written their own versions of Walt Whitman's "Miracles" and created moving stories including music and family photos. A sixth grade language arts class researched holidays around the world, writing essays about the origins of the holiday and the manner in which it is celebrated. These were made into digital stories containing music from the culture that celebrates those holidays. The writing is always the most powerful component of the project, regardless of the topic.
In order to successfully create a digital story, students must be able to read aloud fluently. Using PhotoStory, or similar programs, students record their voices as they read their written work. It is not at all difficult for students to record again if they are not satisfied with the piece. Therefore, they are encouraged to practice their oral reading skills as they create their stories.
Digital storytelling also develops technological literacy. According to the NCTE's Definition of 21st Century Literacies, in order for an individual to be technologically literate they must develop proficiency with technology, create multimedia texts and share multimedia works globally. Digital stories may be posted on websites, wikis and blogs. They may be uploaded to sites such as youtube and viewed globally.
Digital Storytelling motivates students by providing an alternative media for expression of ideas. It encourages higher order thinking. It increases literacy skills and overall technology literacy. Clearly digital storytelling is a powerful tool for education.
