Using+Flickr+and+Podcasting+to+Create+Digital+Stories

** By: Susan Light **
When teaching children with disabilites, you try to teach them everything you can to make them as independent in our world as possible. Students with autism should be exposed to the general education curriculum when appropriate, and one of the best ways to go about doing so is through digital technologies. Computers and technology have dominated the world and will continue to do so throughout the twenty first century. Preparing my students to go out into the world with some of the same skills their typical peers have can only be an advantage for them. Using forms of media like Flickr and podcasting to create digital stories is one way to integrate these new technologies into my self contained classroom.

Literacies involve the interpretation of multiple tools, contexts and texts. Within the past several years these tools have changed to include a wide variety of visual and contextual representations. “Do It Yourself” media such as podcasting and photosharing, discussed in further detail below, are just two examples of those tools and are also considered to be forms of what we call new literacies. Colin Lankshear and Michelle Knobel define new literacies as “those new literacy practices that result from a combination of new tools- like instant messaging (IM) and cell phones- and the new kinds of things we do with them, like texting and chatting” (Lankshear & Knobel, as cited in Wilber, 2010, p. 22). New literacies make the means of dissemination easier and allows for more people to have a voice.

In order to be considered a new literacy, Lankshear and Knobel (2007) indicate that new literacies should contain both new “technical stuff” and new “ethos stuff” (Lankshear & Knobel, 2007, p. 7). The new “technical stuff” is simply the new technology. It shows the ways in which the technology can perform. Flickr, as a photosharing website, would be one example of the new “technical stuff”. “The significance of the new technical stuff has mainly to do with how it enables people to build and participate in literacy practices that involve different kinds of values, sensibilities, norms and procedures and so on from those that characterize conventional literacies” (Lankshear & Knobel, 2007, p. 7). The new “ethos stuff” show ways of being. The connection between people on Flickr, i.e., commenting, sharing, and tagging photos on the website are some examples of the new “ethos” stuff. They actually show the changes in knowledge and understanding. Lankshear and Knobel go on to explain what they mean when they say that new literacies involve different “ethos stuff” that are typically associated with conventional literacies. Lankshear and Knobel (2007) continue:


 * New literacies are more “participatory”, “collaborative”, and “distributed” in nature than conventional literacies. That is, they are less “published”, “individuated”, and “author-centric” than conventional literacies. They are also less “expert-dominated” than conventional literacies. The rules and norms that govern them are more fluid and less abiding than those we typically associate with established literacies. (p. 9)**

One new literacy media source I chose for this project was Flickr (www.flickr.com). Flickr is a social networking website that allows for photosharing and commenting. Not only is Flickr a site where users can upload their own pictures, but because it serves as a social networking site as well, users have the ability to comment on photographs, add tags to photos, and send each other messages through Flickr mail. “Flickr presents a context for social affiliation” (Merchant, 2010, p. 81). The social aspect of the site is the most important reason for my choosing this form of media for this unit plan. My students will comment on each other’s pictures, taking part in the participatory culture in which they are sharing ideas while socially connecting with one another. In addition to commenting, my students can add captions, identify familiar people, places and things in the picture, i.e. “Here is Danny packing toothpaste in the toiletries box”.

Currently, my students have the ability to navigate through websites, and with some teacher support and guidance they can easily learn how to navigate through Flickr. Furthermore, I chose Flickr because it is a social networking site that can be password protected. Only my students and their parents would have access, which makes confidentiality issues nonexistent. For my students, Flickr is an appropriate online space to view photos they have taken and choose which ones they’d prefer for their digital stories. In addition to viewing and commenting, my students can use Flickr to sequence the order of events in the photos. This is also a great tool to use when assessing a child’s recall abilities. “Social networking around photographs illustrates some of the central features of Web 2.0, the attraction of user-generated content, and how new practices are emerging which present exciting opportunities for learners and teachers”(Merchant, 2010, p. 81). Flickr can teach my students the skills of sharing, commenting, and collaborating appropriately with one another in the online world. Podcasting was another form of media added to the unit plan to enhance my students’ knowledge of new literacies and digital technologies.

I chose podcasting for this unit plan because I felt it was the best way to add narration to our digital story. With support in setting up hardware and software, my students can easily record a podcast. “Podcasting refers to the practice of creating and distributing audio, and, increasingly, video for people to access in a variety of convenient ways, most notably, via a computer or portable media device” (Shamburg, 2010, p. 51). A combination of the words “iPod” and “broadcast”, this particular form of media gives users the ability to download numerous podcasts concurrently and listen to them on a variety of portable devices and computers.

There are multiple ways podcasting can be used in the classroom. Shamburg explains: “Utilizing podcasting for curricular units of work such as media reviews, fictional dramatizations, audio tours of important sites, historic interviews and DVD commentaries is one way to incorporate this form of media into the classroom” (Shamburg, 2010, p. 72). Recording podcasts in the form of narratives for digital story telling allows for my students to take charge of more of the production piece of the unit plan. By introducing and utilizing both “new technical stuff” and “new ethos stuff” with my population of students only gives them the exposure their typical peers have to our new literacy practices. This can only encourage my students to become more independent individuals within a global community.

There are many different pieces that must be put together in order to create a digital story. Using flip cameras, Flickr and podcasts are just three elements I have used for this multi modal project. This is what Henry Jenkins calls transmedia navigation. He defines this as “the ability to follow the flow of stories and information across multiple modalities” (Jenkins, 2009, p. xiv). He continues:


 * Students learn about multimodality and transmedia navigation when they take time to focus on how stories change as they move across different contexts of production and reception, as they give consideration to the affordances and conventions of different media, and as they learn to create using a range of different media tools. (p.48) **

Through transmedia navigation my students will see how our story will change during the course of the unit plan. The story will go from simple pictures taken with the flip camara, followed by sequencing the photos properly on Flickr, to being uploaded onto Slide Share, having podcasts added as narration, to our final product of the digital story. With support, they will be part of the production process of this story, allowing them to be active participants and take ownership of their work. This makes them true members of our participatory culture.

Podcasts and photosharing through Flickr are just two examples of new literacy practices that I have chosen to incorporate into my unit plan to support the idea that we should be preparing our students to go out into the technological world and workplace. Creating a classroom environment that educates students on how to interact with people in the online world based upon their interests, and by simply exposing them to these new technologies in a safe and effective manner will only assist them in the future. “Even though some children will not grow to become writers or artists, simply giving them the opportunity to experience these new technologies changes the way they think about themselves and the way they view work created by their peers” (Jenkins, 2006, p. 6). In conclusion, it is primarily evident that these new literacy practices are imperative to learning and the development of twenty first century skills in our schools and the workplace for all of our students.

Jenkins, H., with R. Purushotma, K. Clinton, M. Weigel, & A. Robison (2009). //Confronting the Challenges of Participatory Culture: Media Education for the 21st Century//.Occasional Paper. Boston, MA: MIT/MacArthur Foundation. Shamburg, C. (2010). DIY podcasting in education. In M. Knobel & C. Lankshear (Eds.), //DIY Media: Creating, Sharing and Learning with New Technologies//. (pp. 51-75). New York: Peter Lang Publishing. Merchant, G. (2010). Visual networks: Learning and photosharing. In M. Knobel & C. Lankshear (Eds.), //DIY Media: Creating, Sharing and Learning with New Technologies//. (pp. 79-102). New York: Peter Lang Publishing. Bigum, C., Knobel, M., & Lankshear, C., Peters, M. (Eds.). (2007). //A New Literacies// //Sampler//. New York: Peter Lang. Wilber, D. (2010). //iWrite: Using Blogs, Wikis and Digital Stories in the English Classroom.// Portsmouth, NH: Heinemann.
 * References**

RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. - Follow agreed upon rules for discussions(e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. -Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. -Define words by category and by one or more key attributes (e.g., a //duck// is a bird that swims; a //tiger// is a large cat with stripes). -Identify real-life connections between words and their use (e.g., note places at home that are //cozy//).
 * Using Flickr and Podcasts to Create Digital Stories**
 * Standards**
 * Key Ideas and Details**
 * Comprehension and Collaboration**
 * Presentation of Knowledge and Ideas**
 * Vocabulary Acquisition and Use**

Digital storytelling, podcast Students will sort pictures and items for care packages into categories (food, toiletries, miscellaneous) Students will sequence events by using pictures in Flickr. Students will identify people and places by viewing pictures. Students will recall and retell specific events from project by creating a digital story.
 * Keywords**
 * Objectives**

In this unit students will be completing a community service project. Preparing care packages for American soldiers over seas is a project my students have done before. Adding a retell portion to the project, in the form of digital story telling, will help to build their comprehension skills and give them exposure to new digital technologies. A digital story combines audio and video recordings produced using various forms of media.
 * Unit Description**

My students have autism, a communication disorder. Many aspects of this project will be done with teacher guidance and support. My students can and will take pictures and videos, but will need help uploading content onto computers, in addition to navigating websites, and preparing microphones for recording. This unit plan will give my students the chance to work with some of the digital technologies their typical peers use in the general education classroom.

In order to create the digital story, my students will need to take still images of each other preparing the care packages. They will then spend time sequencing the pictures, recording a podcast to narrate and adding music to their digital story. We will use free websites like Flickr and Slide Share to create our digital story. Once the unit has been completed my students will have a better understanding of how some of these digital technologies are used while building upon their comprehension skills.

PCs with internet access PCs with Audacity software Microphone to record podcasts Flip cameras SMART Board Printer
 * Technology**

// Scholastic: [] // -information and advice on implementing digital storytelling in the classroom // Microsoft Education website: [] // -helps get you started with digital storytelling -explains how to implement it in the classroom // Center for Digital Storytelling: [] // -information on digital storytelling and workshops -examples of digital stories // Jason Ohler’s website: [] // -research on digital storytelling -explains which technology to use // Edutopia website: [] // -advice on what to do when you use digital storytelling in your classroom
 * Supplementary Resources for Teachers**

// Digital Storytelling: [] // -directions of each step when producing a digital story // Community Expressions: [] // -explains why people use digital storytelling -gives examples which can be helpful in getting started // Flickr: [|www.flickr.com] // -allows for uploading and sharing of photos // Slide Share: [|www.slideshare.net] // // -presentation creation online tool -ability to sync audio files //
 * Supplementary Resources for Teachers and Students**

To prepare the children for collecting, counting, and sorting items for care packages there needs to be a mini lesson to show them what types of items we will be collecting and how to sort them. First we will discuss vocabulary: “food”, “toiletries” and “miscellaneous”. Second, utilizing SMART Board technologies, the children will sort pictures of food items, toiletries, and miscellaneous items (batteries, books, envelopes and pens). The teacher will have searched for and prepared the images (using Google images) prior to the lesson and the children will sort them into their appropriate categories. Once pictures are sorted properly the teacher will print the final piece and use the copies as visuals placed on specific boxes (i.e. the food items picture on the food box). The visuals will help the children to see where each item should go.
 * Activities **
 * Day 1: **// Allot 30 minutes for lesson and sorting practice. //

A lesson on how to use the flip camera would be necessary for this population of students. We would discuss certain features of the camera (still shots and video) and practice using it in the classroom and around the school building. This lesson will help to prepare the children to complete the picture and film capturing portion of the project more independently, with minimal teacher support.
 * Day 2: **// Allot 15 minutes for mini lesson and approximately 20 minutes to practice using flip cameras. //

The next several days will be devoted to the collection process of this project. Students will collect items for care packages, count them and sort them into appropriately labeled boxes. Each day a different student will be given the opportunity to take pictures and film videos using the flip camera. Minimal teacher support will be needed for use of the flip camera.
 * Day 3-5: **// Allot approximately 30 minutes each day. //

Using Flikr, a social networking website that allows for photosharing and commenting, students can begin to view photos they’ve taken. This site has privacy settings, therefore can only be accessed with a password. After the teacher uploads the pictures from the flip camera to Flickr, students can go onto the photosharing website with their parents and/or teachers. Here they can begin choosing which pictures they prefer to add to their digital stories. Using the commenting feature they can answer “WH” questions, such as: “Who is in the picture?”, and “What are they sorting?” The teacher will eliminate all pictures not chosen by students. In class, with moderate teacher support, students can sequence the pictures in chronological order. On the SMART Board, using a timeline template, students can properly sequence the photos. Once sequenced, students will discuss the events and add captions at the bottom of each photo. This will help to build on their ability to recall personal experiences.
 * Day 6-8: **// Allot approximately 15 minutes each day in class and 15 minutes each day at home. //

Using the picture timeline created on the SMART Board, students can now begin recording narratives on podcasts. The teacher will set up the podcasting software, Audacity. Students will read the captions underneath each photo while recording the podcasts. They will also choose background music for their story. The teacher will give them three or four options to vote on, which is a good opportunity for group decision making. Once the song has been chosen, the teacher will import the pictures, podcast and chosen music onto the Slide Share website.
 * Day 9:** //Allot approximately 5 minutes per recording.//

Using pictures and music chosen by students as well as their podcast recordings, the teacher can complete the digital story using the Slide Share website. Once completed, the teacher will share the finished product with students.
 * Day 10** //Allot approximately 30 minutes to create digital story and 20 minutes for viewing digital story.//

- full verbal cues (telling the student verbally which picture to choose while sorting) - matching picture to picture
 * Assessment Rubric**
 * || **Moderate Prompting** || **Minimal Prompting** || **Independent** || **Common Core Standards Met** ||
 * **Sorting Photos** ||  ||   ||   || **Language Arts 1.5** ||
 * **Sequencing Photos** ||  ||   ||   || **Reading** **1.2** ||
 * **Identify familiar people, places, and things in photos** ||  ||   ||   || **Speaking and Listening 1.4** ||
 * **Retell events in pictures** ||  ||   ||   || **Reading** **1.2** ||
 * **Comment effectively on photosharing website** ||  ||   ||   || **Speaking and Listening 1.1** ||
 * Rubric Guidelines**
 * Sorting Photos: Moderate Prompting**
 * -** hand over hand (full physical prompt: the instructor will take the student’s hand and sort the pictures with them; the full prompt is then faded as necessary)

- gestural cues (faded from full physical prompt, this is a partial prompt, when the instructor points towards the picture) - partial verbal cues- (not giving the entire word, but perhaps just the first sound, i.e. if you want the child to choose the picture of Tom, your cue would be “/t/”; it is okay to accept partial answers, i.e. “Tom” rather than “Tom packing the toothpaste”.
 * Sorting Photos: Minimal Prompting**

- no prompting needed to complete task
 * Sorting Photos: Independent**

- hand over hand - full verbal cues - matching picture to picture
 * Sequencing Photos: Moderate Prompting**

- gestural cues - partial verbal cues - visual timeline labeled with numbers
 * Sequencing Photos: Minimal Prompting**

- no prompting needed to complete task
 * Sequencing Photos: Independent**

- full verbal cues
 * Identify Familiar People, Places Things in Photos: Moderate Prompting**

- textual cues (written prompts)
 * Identify Familiar People, Places Things in Photos: Minimal Prompting**

- no prompting needed, answers WH questions appropriately without hesitation
 * Identify Familiar People, Places, Things in Photos: Independent**

- full verbal cues
 * Retell Events: Moderate Prompting**

- partial verbal cues - gestural cues (pointing) - textual cues (written prompts)
 * Retell Events: Minimal Prompting**

- no prompting or cues needed, retells events in photos without hesitation
 * Retell Events: Independent**

- full written cues - full hand over hand prompting to navigate through website - full hand over hand prompting to type responses
 * Comment Effectively on Photosharing Website: Moderate Prompting**

- partial written cues - partial hand over hand and/or gestural prompting to navigate through website - partial hand over hand and/or gestural prompting to type responses
 * Comment Effectively on Photosharing Website: Minimal Prompting**

- no prompting needed, effectively navigates through website and types responses with little to no support
 * Comment Effectively on Photosharing Website: Independent**