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Storytelling

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Storytelling at its Best

Caitlin Lawrence
ENG-114-90

Storytelling is at the centre of human experience. It is a compelling form of communication, a way to interact with each other. Storytelling is as ancient as humankind, it predates the written word and even the spoken word! Through stories we let people know what is important to us: our struggles and our life lessons, our beliefs, our values, our traditions, our hopes and our dreams. Telling stories is a way to honour our past, describe our present and shape our future.
The Storytelling in Organizations bring narrative insights into the contemporary business scene by documenting and promoting the constructive role and widespread importance of storytelling in corporate, non-profit, small business, education, and other settings. Further, by clarifying the dynamic, integral relationship between narrative and organizational development, advances the role of storytellers as workplace consultants. Organizational stories provide an effective way to convey fundamental understandings necessary to workplace design and culture. The specific kind of knowledge that stories communicate is crucial. While information can be said to be the lifeblood of every organization, information alone is never enough. Crucial to success are stories that speak to the heart of why information matters. 

Stories supply facts with meaning, and value propositions with illustrations; they testify to core beliefs and kindle aspirations that motivate and enhance performance. As a uniquely human mode of communication, stories surpass information processing in creating and developing vital relationships. (http://digitalstorytelling.coe.uh.edu/)
Organizational stories set the stage for cooperative and productive work relationships by creating common contexts of knowledge, interest, and communication. 

The dramatic effect of workplace storytelling makes clear that organizations are not information systems. Work organizations are really social structures more akin to communities like families, tribes, and teams than to input/output models like computers. Storytelling opens paths of organizational development that promote and sustain the productive human factors deadened and dulled when workplaces are organized and operated as if they were machines. An organization’s stories provide the foundation for building an energized and disciplined work community that fosters the initiative, cooperation, creativity, and satisfaction of work at its best. Storytelling reminds us of what matters and connects us with a sense of meaning and purpose in our endeavors. (http://www.stanford.edu/group/storytelling/cgi-bin/joomla/)
Digital storytelling refers to a short form of digital media production that allows everyday people to share aspects of their life story. "Media" may include the digital equivalent of film techniques, animation, stills, audio only, or any of the other forms of non-physical media which individuals can use to tell a story or present an idea. Digital storytelling as we practice and teach it grew out of the work of Joe Lambert and Dana Atchley at the Center for Digital Storytelling at U.C. Berkeley in 1993. The community of practice that has evolved from this work is based on the premise that everyone has a story to tell. Digital technologies offer particularly powerful means of conveying these stories. We have adapted their work for school settings. Two technical advances have made this feasible. The first is inclusion of digital video editors with operating systems offered by Apple and Microsoft. A decade ago digital video editors were relatively new, were costly, required specialized hardware, and were complex and difficult to master. Today Movie Maker is included at no additional charge with Windows XP, and i-Movie is provided with the Macintosh operating system. With appropriate support, these tools can be readily mastered by students. The most important characteristics of a digital story are that it no longer conforms to the traditional conventions of storytelling because it is capable of combining still imagery, moving imagery, sound, and text, as well as being nonlinear and contain interactive features. The expressive capabilities of technology offer a broad base from which to integrate. It enhances the experience for both the author and audience and allows for greater interactivity. (http://guides.library.stonybrook.edu/digital-storytelling)
With the arrival of new media devices like computers, digital cameras, recorders, and software, individuals may share their digital stories via the Internet, on discs, podcasts, or other electronic media. Digital storytelling combines the art of storytelling with multimedia features such as photography, animation, text, audio, voiceover, hypertext and video. Digital tools and software make it easy and convenient to create a digital story. Common software includes iMovie and Movie Maker for user-friendly options. There are other online options and free applications as well. Educators often identify the benefit of digital storytelling as the array of technical tools from which students may select for their creative expression. Learners set out to use these tools in new ways to make meaningful content. Students learn new software, choose images, edit video, make voiceover narration, add music, create title screens, and control flow and transitions. Additionally, there is opportunity to insert interactive features for "reader" participation. It is possible to click on imagery or text in order to choose what will happen next, cause an event to occur, or navigate to online content. Since digital stories are an effective way to engage students, teachers have develop digital stories that focus on their content area vocabulary. It also allows teachers to use potentially unfamiliar technology programs to help them connect with their technology-native students. Finally it invigorates asynchronous online discussion among students as they review each other’s work. Since many classes are now online, some college students are considered technology immigrants and unfamiliar with the technology that their own fellow classmates are using, so many teachers have developed a digital story activity that “forces” them to use video, audio, and story telling. After showing them several digital stories professors have created, professors are asking them to choose 5 vocabulary words from their high school content area and create a story that encompasses these words. Then they must use PhotoStory to create a digital story, complete with pictures, music, and their own voice. Afterwards, they upload it to Teachertube.com and post the URL to their discussion boards, where they will receive peer reviews. These are some of the many ways professors and teachers are using digital storytelling in vocabulary. (http://cfs.media.mit.edu/)
The development of the Silence Speaks project in 1999 under the direction of Amy Hill led to the expansion of digital storytelling in public health. Projects developed with the Centers for Disease Control, the Open Society Foundation, work in gender-based violence prevention with groups in California, Texas, New York, Minnesota, and with the organization Sonke Gender Justice in South Africa, the broad use of digital storytelling with Foster Youth, and finally the connection to digital storytelling to public campaigns in substance abuse prevention and community mental health programs. Digital storytelling is being used to raise awareness of the "human" factor in healthcare.
(http://digitalstory.osu.edu/)

Reference Page

Lidal, E. M., Natali, M., Patel, D., Hauser, H., & Viola, I. (2013). Geological storytelling. Computers & Graphics, 37(5), 445-459. doi:10.1016/j.cag.2013.01.010 Hughes-Hassell, S. (2013). Multicultural Young Adult Literature as a Form of Counter-Storytelling. Library Quarterly, 83(3), 212-228.

"Digital Storytelling." Institute for New Media Studies : University of Minnesota. N.p., n.d. Web. 18 June 2013. <http://www.inms.umn.edu/elements/>.

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