Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE CO... - The Diigo Meta page

• 01 Nov 08
  

  paul lowe

  A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.

  educause web2.0 webtools storytelling stories microcontent social_media social_networks

  • A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
• 28 Oct 08
  

  Joan Vinall-Cox

  Absolutely wonderful! This discussion of digital storytelling explores what has been done, and what the possibilities are, how digital storytelling can contribute to both composition courses and can be made into curricular objects. I strongly recommend it! via Stephen Downes

  educause digitalliteracy digitalstorytelling digital_storytelling

  • The technology thus becomes more transparent; attention is focused on the content. As a result, the amount of rich web media and content has grown in quantity and diversity. And any student of history would not be surprised to observe that out of those manifold ways of writing and showing have emerged new practices for telling stories.
  • Storytelling is a rare human universal, present and recognizable across cultures and epochs. We can refer to it as the "art of conveying events in words, images, and sounds often by improvisation or embellishment."
  • 10 more annotations...
  • • Story can refer to either fiction or nonfiction, depending on the context. It's easy to think of nonfiction storytelling examples: marketing used to sell a product's story; the mini-stories so essential to any discussion of ethics; the use of storytelling for surfacing implicit information in knowledge-management practice. As popularized in education, the familiar form of digital storytelling is a narrated personal story of overcoming obstacles, achieving a dream, honoring a deceased family member, or describing an event.⁷ Web 2.0 stories are often broader: they can represent history, fantasy, a presentation, a puzzle, a message, or something that blurs the boundaries of reality and fiction.
    • a new form of expression that is compelling to educators.
    • Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions.
    • Web 2.0 storytelling can be fully hypertextual in its multilinearity. At any time, the audience can go out of the bounds of the story to research information
    • Often, the paths do not necessarily follow routes and destinations entirely generated by the story's creator. User-generated content is a key element of Web 2.0 and can often enter into these stories.
    • it is up to readers and viewers to analyze and interpret such content and usually to do so collaboratively.
    • Web 2.0 productivity tools are approaching mainstream use. For example, we wrote this article in Google Docs (http://docs.google.com), simultaneously editing the copy from different parts of the country. Indeed, some have even suggested that Google Spreadsheets constitute a virtual world.¹⁶ For rich-media content creation, Web 2.0 tools have lowered the barriers by moving the process of (expensive) desktop video-editing software to (free) web-based applications¹⁷ and at the same time ostensibly moving the focus from using the tool to telling the story with the tool.
    • webcam culture, where single narrators tell their camera (and viewers) stories on just about any topic, from breakfast to atheism. Telling a convincing story in that format requires a set of skills drawn from basic videography to public speaking and even performance art and stand-up comedy.
    • Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
    • this learning tool can produce materials that subsequently will be available as learning objects.

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