Creating lessons that affirm our humanity

The Emert article begins with this quote from Jason Ohler: “Stories are more than just good for us – they are essential to survival” (Digital Storytelling in the Classroom, p. 9). This sentiment is the foundation to what we do as language arts teachers. Reading, writing, and interacting with literature connects us to our humanity. Through the process, we learn that no matter what language we speak, we are more alike than different. And we’re on this journey together. While the Emert article stressed the importance of using digital storytelling with refugee children, his philosophy of emphasizing “visual language – in the form of structured sequential images” can benefit all students (p. 402).  Emert believes the use of the digital medium allows students to “tap skills and talents that might otherwise lie dormant [and] that will serve them well in school, at work, and in expressing themselves” (p. 402).

Digital storytelling can allow us to become more emotionally invested than reading or writing text alone. The Parker article particularly resonated with me because of the deep trust that was required for both the students and the immigrants to build with each other in order to create a meaningful film. The Tortilla Curtain by T.C. Boyle is one of my favorite books, and the level of engagement the students in the article were able to reach by creating a documentary informed by the text makes me want to try replicate it in my future classroom someday. It was a lot to ask of both students and the immigrants they interviewed, as both had to take risks and step out of their comfort zone – the immigrants in particular, as they had the most to lose. However, as a language arts teacher looking out for her students’ growth not only academically, but as human beings, it’s hard to think of a more powerful lesson than this one. I particularly love the idea of the “condition of possibility,” which Parker described as a “co-constructed linguistic space open to dialogue and shared understandings” (p. 673). In order for the project to be successful, the students had to realize the risk the participants were taking, and FIRST build a relationship built on mutual respect and trust before turning on the camera. They also had to develop a meta-awareness of what types of questions would be the most meaningful based on their prior conversations. The process creates an upward spiral. Because the students became more emotionally invested, their documentary will be more engaging and impactful. One could venture a guess that if the students merely read/discussed/wrote about the novel itself, they might remember the gist of it years down the road. However, it’s almost certain that by creating a documentary about an illegal immigrant they have come to know on a personal basis, they will never forget their experience. Suddenly, the concept of “illegal immigration” evolves from a catch phrase used by politicians and the media to a very personal connection, and someone they know by heart and likely consider a friend.