Digital Storytelling vs Oral Storytelling: An Analysis

Universal Journal of Educational Research 8(5A): 46-50, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081907 Digital Storytelling vs. Oral Storytelling: An Analysis of the Art of Telling Stories Now and Then...

Universal Journal of Educational Research 8(5A): 46-50, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081907 Digital Storytelling vs. Oral Storytelling: An Analysis of the Art of Telling Stories Now and Then Yee Bee Choo1,*, Tina Abdullah2, Abdullah Mohd Nawi2 1 Department of Language, Institute of Teacher Education Tun Hussein Onn Campus, Malaysia 2 Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia Received January 22, 2020; Revised April 1, 2020; Accepted April 21, 2020 Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Generally, oral storytelling is an ancient art of syllabus in Malaysian education (Ministry of Education, telling stories that has been passed down from generation 2013). Recently, academicians have advocated the use of to generation while digital storytelling incorporates technology in teaching and learning strategies through technology which consists of various multimedia modes digital storytelling. Digital storytelling incorporates such as graphics, audio, texts, videos and animations. This technology which consists of various multimedia modes paper analyses the differences between the two strategies such as graphics, audio, texts, videos and animations by discussing their differences in four aspects: (1) the use meanwhile traditional oral storytelling is an ancient art of of technology, (2) the role of storyteller, (3) the approach telling stories that has been passed down from generation of process and product, and (4) the engagement of audience. to generation and it precedes modern technology and The analysis aims to create awareness among academicians historical record-keeping (Maddin, 2012). This paper about these differences and highlight that digital presents an analysis that aims to create awareness among storytelling is the combination of both the art of the teachers about the differences between the two types of storytelling and digital story. Then, this paper provides a storytelling and provide a review on the potentials of using critical review of empirical studies on the potentials of digital storytelling in teaching and learning. using digital storytelling in teaching and learning for education. The results have shown that the use of digital storytelling is not only beneficial in developing the 2. Objectives teachers’ content, pedagogical and technological knowledge, but also in enhancing their students’ learning The objectives are to: as it increases their understanding of content and caters for 1. identify the differences between oral storytelling and their multiple intelligence. This study suggests the digital storytelling implementation of digital storytelling in teaching and 2. identify the potentials of using digital storytelling in learning in the classroom and future directions for research teaching and learning are suggested. Keywords Digital Storytelling, Oral Storytelling, 3. Literature Review Technology, Teaching and Learning Storytelling is an oral tale that was passed on by word of mouth from generation to generation. Dujmović (2006) explains that storytelling is the art of narrating a tale from memory rather than by reading. It is a very different 1. Introduction activity to story reading due to the breadth of opportunities present in storytelling that it engages the audience or The emergence of technology brings new dimensions to listeners and makes them participators rather than passive language learning as it offers learners new avenues to hearers (Daniel, 2007). Likewise, Hsu (2010) defines explore target language in its functional use (Lee, 2014). storytelling as “the use of voice, facial expressions, Integration of salient new technologies is also one of the gestures, eye contact, and interaction to connect a tale with underlying pedagogical principles in the primary school listeners” (p.7). Therefore, storytelling is a two-way CITE THIS PAPER Yee Bee Choo , Tina Abdullah , Abdullah Mohd Nawi , "Digital Storytelling vs. Oral Storytelling: An Analysis of the Art of Telling Stories Now and Then," Universal Journal of Educational Research, Vol. 8, No. 5A, pp. 46 - 50, 2020. DOI: 10.13189/ujer.2020.081907.  Universal Journal of Educational Research 8(5A): 46-50, 2020 47 interaction between the storyteller and the listeners or so that the information can be shared immediately to the audience where the storyteller needs to use the crafts of audience without writing down the notes. Whereas, a storytelling in order to get the feedback from the audience. digital storyteller has an additional role of an author and it Storytelling remains in a constant process of variation, has proved to be a practical and simple way to promote depending on the memory, talent, or purpose of the authorship (Harriman, 2011). He needs to do research on storytellers (Anderson, 2002). The storyteller might a related topic before drafting and writing the story. Then, modify the story based on his choice of setting and detail, he spends some time in writing the story and uses the and the rapport between him and the audience (Dujmović, technological tools to insert images and music to make the 2006). The building materials used by the storytellers are story interesting. Though it takes a longer time for a words, sounds, and language patterns while the tools are digital storyteller to prepare for his presentation compared the voice projection, facial expression, and hand gestures, to a traditional storyteller, he becomes more creative and the product is the shared human experience creation. during the designing process when he selects a topic, Thus, storytelling is largely about bringing characters to conducts the research, writes a script, and develops the life, so the storytellers and the audience can experience the story. emotions and thoughts of these characters. Using features Besides, oral storytelling is process-based while digital such as diction, voice projection, intonation, gesture, facial storytelling is process and product-based. The oral expressions and so on are an excellent way to bring storytellers modify the content of the story every time it is characters to life. Therefore, teachers are encouraged to use told, emphasising various aspects depending on the storytelling as a teaching and learning strategy in the audience or, indeed, the mood of the storyteller. He may classroom to engage their students. add or delete the details during storytelling. Such an organic approach is also available to the digital storyteller 3.1. Differences between Oral Storytelling and Digital and his audience. But digital storytelling can be available Storytelling as a product. Once the story is committed to a digital format and shared in the digital area, it becomes static as a Oral storytelling is a powerful tool for teaching and product. Though the content is fixed, the digital storyteller learning as it engages the students’ mental imagery and can modify it by pausing the digital story. The story can be imagination of the story. According to Dujmović (2006), stored and retrieved and the digital storyteller can access oral storytelling enables the students to connect the story to the content anytime. their own lives so that they understand human behaviour. Another difference between oral storytelling and digital By listening to the story, the students not only learn the storytelling is the engagement of the audience. In oral language skills in vocabulary and reading comprehension, storytelling, the audience hears the story and needs to but they also learn to understand the universal truth of imagine the story mentally to understand the story. This human relationship and dealing with others. However, with might pose a huge cognitive challenge to them (Sundmark, the technological affordances of today’s world, digital cited in Wallin, 2015) hence making them passive listeners. storytelling is suggested as one possibility that places However, in digital storytelling, the audience can watch the technology as a meaningful tool for teaching and learning visuals and hear the music or soundtrack to help them (Harriman, 2011). This section will discuss the differences understand the story in a vivid way. Rule (2010) suggests between oral storytelling and digital storytelling in that digital storytelling is powerful as it integrates images, teaching and learning in four aspects: (1) the use of music, narrative and voice which bring life to characters, technology, (2) the role of storyteller, (3) the approach of situations, experiences, and new understanding. Like the process and product, and (4) the engagement of audience. oral storyteller, the digital storyteller uses crafts of Firstly, digital storytelling differs from conventional oral storytelling such as voice projection, facial expressions and storytelling in an important way: the use of technology. so on to tell the story when he is speaking directly to the Both the oral and digital storytellers deliver their story audience. He also uses digital media such as images and orally to the audience but they use different means to sounds to help his audience understand his story. Atta-Alla deliver it. McLellan (2006) defines digital storytelling as (2012) claims that when storytelling is more engaging and “the art and craft of exploring different media and software becoming contextualised, consequently it raises the applications to communicate stories in new and powerful audience’s interest in listening to stories. As the audience ways using digital media” (p. 66) while Robin (2011) could listen to the digital storyteller and watch the visuals, simply defines digital storytelling as the practice of using they understand the story easily, so they are more active computer-based tools to tell stories. Therefore, digital and engaged during the face-to-face interaction. Therefore, storytelling is different from oral storytelling in that it uses the digital storyteller can get the audience to be more technological tools to enhance the storytelling. actively involved compared to the oral storyteller. Secondly, the roles played by the two storytellers are The engagement of the audience can be influenced by different. A traditional storyteller only tells story orally to the number of audience for both oral and digital communicate and share information. It is delivered orally storytelling. Oral storytelling is commonly conducted in a 48 Digital Storytelling vs. Oral Storytelling: An Analysis of the Art of Telling Stories Now and Then small group of audience while digital storytelling can involves the audience. The analyses of the differences involve a wider audience as separate individuals could between oral storytelling and digital storytelling have watch the online digital story during their free time. As shown that digital storytelling is better than oral digital information, the digital story can be stored, archived, storytelling in some ways and the next section will provide transferred, or uploaded to the web (Davis, 2004). Thus, a critical review of empirical studies on its potentials in digital storytelling can be watched by individuals and a teaching and learning. group of people in a setting such as a classroom where they can exchange their ideas and opinions about digital 3.2. Potentials of Digital Storytelling in Teaching and storytelling. Learning The feedback received through oral storytelling is immediate while digital storytelling can be immediate and There are a number of ESL studies that have delayed. In oral storytelling, the storyteller can get the demonstrated the potentials of using digital storytelling in feedback orally from the audience immediately through teaching and learning. This section will discuss its their facial expressions and verbal responses. Then, he will potentials in developing the teachers’ content, pedagogical vary his intonation or change his crafts of storytelling and technological knowledge, as well as its advantages to according to what he observes from his audience. On the enhance their students’ learning. other hand, the digital storyteller can receive both oral and Firstly, using digital storytelling could develop the written online feedback from the audience. Though teachers’ content knowledge. In creating a digital story, the online feedback is delayed, it provides time for him to teachers engage in higher ‐order thinking (e.g., critical, interact with the audience. Meadow (2003) believes that creative, and reflective thinking) as they create content digital storytelling is the social practice of telling stories as through understanding, synthesis, and evaluation by the engagement between the storyteller and audience making use of the information (Sadik, 2008). In a research involves social interaction. This is because when the carried out by Hur and Suh (2012), they found that the audience gives immediate and delayed feedback by asking teachers were active learners when they explored the questions and seeking for clarification, they are more contents used for their digital stories. Through the design engaged with the storyteller, thus there is more interaction of the digital story, they select stories with its criteria in the between the audience and storyteller. Table 1 summarises plot, characters, theme and moral values which develops the differences between oral storytelling and digital their critical understanding of cultural, social and historical storytelling that have been discussed earlier. contexts in content knowledge. Table 1. Comparison of digital storytelling and oral storytelling Secondly, digital storytelling develops the teachers’ pedagogical knowledge as they could use it as an No. Oral Storytelling Digital Storytelling instructional tool. They could show the digital stories to 1. No use of technology Focus on technology their students to introduce content which could serve as an More time in preparation (by anticipatory set or hook to capture students’ attention when 2. Less time in preparation doing research, looking for the presenting new ideas (Robin, 2008). It also helps to make images and music) an abstract or conceptual content more understandable 3. No writing process Drafting and rewriting (Robin, 2008). Teachers who use digital storytelling may 4. Process-based Process and product-based find that it is very helpful to engage their students in the Content is fixed but can be discussion of the story. 5. Content can be modified modified Besides, the teachers could use digital storytelling to Story can be accessed Story can be retrieved and 6. through oral narratives accessed through oral engage students through fun and meaningful activities. One told by storyteller narratives told by storyteller of the learning standards outlined for Language Arts in the 7. Audience need to imagine Audience can watch the Malaysian English syllabus is to stimulate students’ the story mentally visuals on digital form imagination and interest so that they will use English Audience is active and 8. Audience is passive language extensively (Ministry of Education, 2011). The engaged Involve a group of people and teaching of Language Arts should ensure that the students 9. Involve a group of people individuals benefit from hearing and using language from fictional and 10. Oral feedback Oral and written / online non-fictional sources (Ministry of Education, 2011). feedback Through digital storytelling, the students are able to hear Immediate and delayed 11. Immediate feedback feedback the language (aural) and speak the language (oral), thus they are more exposed to the usage of English language. In sum, digital storytelling for this study is an art of Therefore, teachers could use digital storytelling in their storytelling combined with digital story. The digital pedagogy to engage their students. storyteller designs a story by using multimedia modes, Furthermore, the teachers could develop their including images, audio, text, and video. Then, he uses knowledge of technology through digital storytelling. technology effectively with the crafts of storytelling that According to Ohler (2008), the process of crafting digital  Universal Journal of Educational Research 8(5A): 46-50, 2020 49 story affords teachers opportunities to build 21st-century able to understand the meaning of words and the story skills in 4C including critical and creative thinking, through the visual images. Therefore, using digital collaboration and communication. The teachers becomes storytelling is beneficial for both the teachers and their critical in selecting multimodal means, including students in their content knowledge. multimodal (e.g., audio, video, animation) and multimedia Digital storytelling is also effective for student learning forms of communication (e.g., text, image, voice) to as it caters for multiple intelligences (Gardner, 1983). compile the digital story. A study of a four-week digital Students who prefer visuals could see the images, musical story project revealed that when the ESL students create learners could hear the music, and linguistic learners could their own personal digital stories, they enhanced their learn the words or vocabulary. It also appeals to students’ written, visual, and digital literacies (Alameen, 2011). By interpersonal when they give opinions through interaction designing digital stories, they become authors as they and their intrapersonal in understanding themselves after produce their own educational product content and this learning the story. Lynch and Fleming (2007) also indicate would motivate them in creating more digital stories in the that the “flexible and dynamic nature of digital storytelling, story-making and sharing process. Therefore, the process which encapsulates aural, visual and sensory elements, of digital story production enhances the teachers’ creativity utilises the multitude of cognitive processes that underpin when they deal with digital images, text and sound to learning - from verbal linguistic to spatial, musical, construct narratives. interpersonal, intrapersonal, naturalist and Moreover, the creation process of digital storytelling bodily-kinesthetic” (p. 7). Smeda, Dakich, and Sharda could facilitate the teachers’ communication and (2014) also support that digital storytelling can provide collaboration when they actively participate in it (Jakes & practical environment for students to engage their three Brennan, 2005). Harriman (2011) agrees that it engages the different senses: hands, eyes and ears. This provides an teachers in a participatory rather than a passive process. opportunity for teachers to engage their students to learn in They develop enhanced communication skills as they learn different potentials and interests. to conduct research on a topic, ask questions, organise their ideas, express opinions, and construct meaningful narratives. Reinders (2011) agrees that digital story 4. Conclusions develops their information literacy along with their communicative abilities as well as their interpersonal skills This paper analyses the differences between oral in teamwork and collaboration when they do in pairs or and digital storytelling and the potentials of using small groups. Those who experience the designing process digital storytelling in teaching and learning. The of digital story may learn to critique their own work, and analysis has shown that the use of digital storytelling is the work of others which could facilitate social learning. more beneficial to the teachers and their students, thus Tiba, Condy, Chigona, and Tunjera (2013) had found that suggesting its implementation in teaching and digital storytelling could promote acquisition of multiple learning in the classroom. Future research is to skills such as reading, writing, critical thinking, conduct an empirical study on oral storytelling and digital storytelling to find out more about their problem-solving, technological skills and communication differences and effectiveness, as well as to investigate skills. Thus, the process of creating the digital story enables the teachers’ perceptions of using both strategies in the teachers to develop their technological knowledge. teaching and learning. 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