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"Finally, we all get to tell our own story in our own way. Digital cameras, painting programs, music keyboards, word processors, and Internet Apps - as well as all those technologies just around the corner that we can't even imagine right now - give us new ways to personalize methods of self-expression" (Ohler, 2013).

Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. London:Corwin.

This quotation was interesting to me because digital technology, like the devices mentioned above, have truly provided new avenues for artistic expression. For example, I've always loved fashion, travel, and trends, and photograph as a hobby, and before digital technology, could only share my interests with close friends and family. However, with the use of social media, like networks and blogs, I can now share my interests and show my work with others outside of my immediate circle. I would have never considered this as storytelling, but now, having read Ohler, I can see how I truly am sharing a part of my narrative, in a story-like way.

Here's a photograph I took, using a digital camera, at an outdoor dinner party.

Gloria Jimenez

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Digital Storytelling Example #3: Adjusting to the U.S.: One ESL Adult’s Story (From Nancy)

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Digital Storytelling Example #3: Adjusting to the U.S.: One ESL Adult’s Story (From Nancy)

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What struck me about this example is that these kinds of stock images could be used very easily to illustrate a story in an ESL classroom assignment.  I could see myself asking students to start with just a few images, tell their story, and then add other effects when they feel more comfortable with the tools.  I have many older ESL students that are a little bit more leary re: using digital tools for assignments.  In this sample video, I was more struck by the narrator’s voice and content of the story than the visuals themselves.  But, the author was still successful in portraying all the emotions she felt using some very simple visuals and tell her story in a way that was engaging. Retrieved from:
https://usfca.instructure.com/courses/1562518/pages/m1-videos?module_item_id=16388931

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"We are asked to tell stories that are purely self-definitional.  They tell the story about how you became you, your identity as a person" (Lambert, 2013, 43).

Recently, I’ve been thinking quite a bit about my 'me stories,' since I’ve begun working in a new job and had to introduce myself many times to my new coworkers.  Last Friday, my team had a welcome lunch, and asked me to stand up and tell them 3 interesting things about myself.  I had to think about the audience and whether I should say something very ordinary and safe, something entertaining, or something that is very personal to me.  In the end, I think I tried to do all of those things at once.
Lambert (2013) mentions that there is a strong cultural taboo, especially among adults, against self-disclosure.  What fascinated me about this team is how revealing they were in their responses. I’ve never been part of a team that was so open and accepting from our very first encounter(s).  So, this made me think more deeply about how we really define ourselves and what we are able to reveal to others about our identities through our personal stories, particularly the stories that we tell ourselves again and again throughout our lives.

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"Voice"- Quotation from Lambert's Digital Storytelling Cookbook. (From Jordan)

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"Voice"- Quotation from Lambert's Digital Storytelling Cookbook. (From Jordan)

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I found this quotation interesting both as a writing teacher and as someone considering digital storytelling for the first time. As a writing teacher, I think about voice a lot and, specifically, how to help college students avoid the generic 'everystudent' voice, referred to in this quotation as "the voice of our expository writing class". Lambert notes below that this voice is unhelpful in writing a story. I think the same can be true for good essays since using a generic voice that a student thinks is appropriate separates that student from the subject they're writing about and about their ideas on the subject. So this quotation was interesting to me because it focused on that particular aspect of writing- voice and how the 'voice' we're using in a piece of writing can help us say what we want to say or maybe get in the way of expression.
"The process of moving from a journalistic, technical, or official voice towards a more organic and natural voice is often difficult. It is as if we are trying to merge the two different parts of our brains: the analytical and the emotive. Most of us can’t switch back and forth without getting at least slightly confused. The official voice is the voice of our expository writing class, our essays and term papers, or our formal memos and letters to our professional colleagues. We have been taught that this voice carries dispassionate authority, useful perhaps in avoiding misunderstandings, but absolutely deadly as a story."
Lambert, Joe. Digital Storytelling Cookbook: January 2010. Berkeley, CA: Digital Diner, 2010.

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This is a screenshot from a sample digital story from M1, "Participant/Observation" by Wynne Maggi. I thought this was a strong moment in this story because of the way the image view narrowed gradually, until it just showed the storyteller's eyes. Until this part of the story, there had only been still images and sound. Here, though, as the view narrows, the tension builds and the listener is simultaneously brought into closer contact with the storyteller. This stood out to me because it is a particularly effective technique that is particular to digital and visual storytelling.
Maggi, W. (n.d.) Particpant/Observation [Video]. Retrieved from https://usfca.instructure.com/courses/1562518/pages/m1-videos?module_item_id=16388931