Here are some additional links with information about digital storytelling:

Tips for Better Digital Storytelling by NewBay Media

Digital storytelling has become an important strategy for educators to use to help students improve writing and thinking skills. Here are tips that will take the process one step farther so that teachers can help students make their stories the best that they can be.
Link: http://www.guide2digitallearning.com/technology_…

Center for Digital Storytelling

The Center for Digital Storytelling (CDS) is an international non-profit training, project development, and research organization dedicated to assisting people in using digital media to tell meaningful stories from their lives. Our focus is on partnering with community, educational, and business institutions to develop large-scale initiatives using methods and principles adapted from our original Digital Storytelling Workshop. We also offer workshops for organizations and individuals and serve as a clearinghouse of information and resources about storytelling and new media.
Over the last fifteen years our work has spanned the globe, as reflected on these maps showing the distribution of our work in the United States and Canada and around the world.
Link: http://storycenter.org/

Story Circles by the Center for Digital Storytelling

Story Circles is a place where you can upload your own digital stories and watch other people’s creations. It is similar to YouTube, but geared at digital storytelling.
Link: http://storycircles.org/

Movies-Door-2-Door.Com: How Accounting Helped Make the Difference by Singapore Management University

One of the greatest challenges when teaching accounting is to help students see the relevance and value of the course content for their future careers. Many students, especially those not pursuing an accounting degree, approach any accounting course with trepidation and doubt whether the materials will ever personally affect them. Furthermore, the lack of a solid understanding of business concepts often cause students to struggle with mastering the technical accounting content. Accounting is often presented in a proper theoretical order, but this is inconsistent with the way business owners and managers face in the business world, from formulating a business plan, sourcing finances and funding, implementing the plan and monitoring results.
Movies-Door2Door.com is intended to be a supplementary resource in an introductory accounting course, at the undergraduate or graduate level. The issues are presented in the logical order of an entrepreneurial endeavour and may jump across theoretical coverage in a typical accounting course.
Link: http://www.research.smu.edu.sg/faculty/MD2D/

The Educational Uses of Digital Storytelling by University of Houston
Digital Storytelling is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. And the topics that are used in Digital Storytelling range from personal tales to the recounting of historical events, from exploring life in one’s own community to the search for life in other corners of the universe, and literally, everything in between. A great way to begin learning about Digital Storytelling is by watching the video at the link below.
Link: http://digitalstorytelling.coe.uh.edu/

Xtra Normal

Xtranormal’s mission is to bring movie-making to the people. Everyone watches movies and we believe everyone can make movies. Movie-making, short and long, online and on-screen, private and public, will be the most important communications process of the 21st century.
Link: http://www.xtranormal.com/

Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling
David Jakes

Digital storytelling provides a truly engaging learning experience which blends writing, technology and emotion to create a compelling product of value. This process [explained in the article] is one that students can use throughout entire lives to tell their stories. Many Web sites are now beginning to accept video submissions; will our students in second grade eventually be submitting digital letters to the editor? Time will tell, but in the meantime, the process of digital storytelling provides one of the best learning experiences available to students.

Link: http://www.jakesonline.org/dstory_ice.pdf

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom
Rudnicki, A., Cozart, A., Ganesh, et al.

The use of Digital Storytelling as a multimedia tool for teaching and learning has greatly increased over the past year in the College of Education, as well as in other colleges at the University of Houston, K-12 schools, and community organizations. Its use began in two instructional technology courses in the College of Education. Through word of mouth, workshops, and presentations, its use has diffused across campus and across Houston. The “buzz” created by this multimedia teaching and learning method continues to spread and grow. Many factors contribute to the effectiveness and popularity of Digital Storytelling. This paper presents descriptions of a few instructional uses of Digital Storytelling by faculty and instructors in the College of Education. In addition to the instructional uses of Digital Storytelling, this paper presents a discussion as to the reasons why Digital Storytelling has become so appealing to educators and students.

Link: http://www.editlib.org/p/22130

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom
Bernard Robin

Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Link: http://uwashington.worldcat.org/oclc/424917283

The World of Digital Storytelling
Jason Ohler

Ohler describes the practice of making a digital story, which he defines as a brief narrative usually told in first person, combining writing with digital images and sound, and presented as a short movie. The art of digital storytelling, he asserts, enhances the teaching power of storytelling by teaching students valuable technical skills, engaging student interest, expanding the audience for student stories, and sharpening skills of critical thinking, expository writing, and media literacy. He emphasizes that to make quality digital stories, teachers must focus on story before technology. He suggests ways to guide students in planning, writing, and orally telling their story before they begin creating the digital presentation. The article provides examples of well-crafted digital stories, some of which tie into academic content in math and science.

Link: http://uwashington.worldcat.org/oclc/425055429

Digital Storytelling Engages Tech-savvy Accounting Students
Knowledge@SMU

A well-recognized teacher in Singapore teaches an accounting course with the help of digital stories. This article includes a description of what he did, example stories, and a poll in which 72% of 46 students said that digital stories have enhanced their understanding of accounting.

Link: http://knowledge.smu.edu.sg/article.cfm?articleid=1160

Evaluating the effectiveness of digital storytelling for student reflection
Martin Jenkins and Jo Lonsdale

This paper reports on the use of digital storytelling as a means of encouraging student engagement and reflection; consideration is also given to developing an appropriate mechanism to measure student reflection using this medium. Digital storytelling, the combination of still images with an audio track, was piloted in different learning contexts at the University of Gloucestershire, including: a students’ transition into higher education program; student presentations; and capturing reflections on personal development. Evaluations show that staff and students have found this approach to be a positive experience for encouraging student creativity; however, the very personal reflective nature of the stories created has raised issues about how student reflection and progression is adequately captured using this approach. The paper will report on the use of different models to assess this progression and the issues raised.

Link: http://www.ascilite.org.au/conferences/singapore07/procs/jenkins.pdf

Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning
Alaa Sadik

Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students’ understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

Link: http://uwashington.worldcat.org/oclc/424916307

Digital storytelling involves combining narrative with digital content to create a short movie. Digital stories can include interactive movies with highly produced audio and visual effects or presentation slides with narration or music. Some learning theorists believe that as a pedagogical technique, storytelling can be effectively applied to nearly any subject. Constructing a narrative and communicating it effectively require one to think carefully about the topic and the audience’s perspective.

Link: http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutDigit/156824

The World Digital Library (WDL) makes available on the Internet, free of charge and in multilingual format, significant primary materials from countries and cultures around the world. The principal objectives of the WDL are to:

• Promote international and intercultural understanding;
• Expand the volume and variety of cultural content on the Internet;
• Provide resources for educators, scholars, and general audiences;
• Build capacity in partner institutions to narrow the digital divide within and between countries.

The WDL makes it possible to discover, study, and enjoy cultural treasures from around the world on one site, in a variety of ways. These cultural treasures include, but are not limited to, manuscripts, maps, rare books, musical scores, recordings, films, prints, photographs, and architectural drawings.

Items on the WDL may easily be browsed by place, time, topic, type of item, and contributing institution, or can be located by an open-ended search, in several languages. Special features include interactive geographic clusters, a timeline, advanced image-viewing and interpretive capabilities. Item-level descriptions and interviews with curators about featured items provide additional information.

Navigation tools and content descriptions are provided in Arabic, Chinese, English, French, Portuguese, Russian, and Spanish. Many more languages are represented in the actual books, manuscripts, maps, photographs, and other primary materials, which are provided in their original languages.

The WDL was developed by a team at the U.S. Library of Congress, with contributions by partner institutions in many countries; the support of the United Nations Education, Scientific, and Cultural Organization (UNESCO); and the financial support of a number of companies and private foundations.

Link: http://www.wdl.org/en/