Remember that time I blogged about all the ways to incorporate Storify into classroom work? Well, at the time I was writing that post, my only practical experience using Storify had been for my own personal scholarship (see this collaboratively written story) or exploration. Fortunately, since that time, I’ve had the chance to give my students a go at integrating Storify into their writing processes! And I was thrilled with the results.
The assignment was to perform a rhetorical analysis on a set of photos from an international photographer of their choice. The end product needed to be an alphabetic essay outlining their reading of the photo’s main arguments and appeals. The work leading up to drafting the essay, however, involved a whole lot of research into the rhetorical situation surrounding the photos. I asked students to dive deep into social media, news articles, and museum archives to learn more about their photographers, the photos, the audience, the context surrounding the photos, and whatever else they could dig up. We had a lot of fun with it, but we needed a space in which to organize our very multimedia findings. Students were coming up with podcasts, video interviews, personal blogs, and all manner of information on their topics of research. This is where Storify shone.
I asked each student to hand in a story outlining the rhetorical situation that gave rise the photos they had chosen. The stories served as dynamic, visually engaging, easily updated, and shareable hubs for their delightfully scattered research. Students pulled from photographers’ Instagram, Facebook, and Twitter accounts. Selections from personal blogs were incorporated. All the while, students were able to organize and annotate their research as they assembled it.
The BEST part of all of this was how shareable the information was. I saw this resulting in high levels of naturally occurring, voluntary collaboration. Students who chose different photographers from one another were able to send links to their research and show their classmates what they were finding and how they had formatted their research. I had students sharing photos they found particularly beautiful or information they found unusually interesting. The consolidated nature of the Storify story made that an easy, natural option for them.
There were indeed struggles.
- Not all students had their own Instagram, Facebook, and/or Twitter accounts, which is necessary to link your Storify account to those outlets. However, we found workarounds where students could simply screenshot and then textually reference the selections they wanted. Some students simply manually entered the URL for the social media page they wanted to refer to.
- The prospect of using a new software was more intimidating to some students than it was to others. Fortunately, Storify has a largely user-friendly interface and most students felt comfortable working independently on their stories by the end of the unit.
- The ease with which sources can be pulled into Storify led to some students accumulating an impossibly daunting number of sources that they never actually read through or annotated.
In my humble opinion, none of these hurdles outweighed the ease with which Storify facilitated incredibly interdisciplinary, multimodal, and collaborative research.
Two of my stellar students gave permission for their stories to be featured in this post so you could see some examples of the different ways in which students interacted with Storify!
- This Storify story explores the work of Daniel Beltrá, a Spanish photographer who is interested in the destruction of African rainforests and animal rights.
- This one chronicles research into Matilde Gattoni, a French-Italian photographer, who photographs issues relating to feminist agency and environmental preservation.
As you browse those two (of the many) excellent student-authored stories, I encourage you to notice the beautiful and interesting ways that the personalities and visions of the two students come through. Storify for the win!