Four C's - learning through storytelling
“The illiterate of the 21st century will not be those who cannot read and write,
but those who cannot learn, unlearn, and relearn.” Alvin Toffler
but those who cannot learn, unlearn, and relearn.” Alvin Toffler
Communication
The story communicates a message to an audience. Our own stories can communicate our interests, passions, biases and skills. Our students can benefit from opportunities to communicate to an audience beyond the classroom walls. 
Creativity
Playing with ideas and technologies can spark new creative directions for your own stories and those of your students. Looking at topics or questions from a creative storytelling stance can provide new insights. |
Collaboration
Working with others on storytelling projects provides opportunities to encourage, support and model techniques, tools and processes. For our students, collaboration can occur within the classroom context or from others around the world. 
Critical Thinking
Looking at stories from a thoughtful and openly questioning perspective can bring a deeper level of learning to the storytelling process and product. Our own ability to 'turn to wonder' when reviewing our own or other's stories will enhance our critical thought processes. For our students, it is a process of shining a light onto an issue, question or problem that results in great stories. Find more information about critical thinking from this Canadian organization - The Consortium for Critical Thinking (TC2) 
Where the 3 R's meet the 4 C's
US National Education Association - 4C's Educator's Guide
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Four Roles of Literate Learners
Why Digital Storytelling?
Literate learners in today's classrooms are required to be meaning makers, code users, text users and text analyzers. Media and digital literacies apply to each of these skills. Writing digital stories provides opportunities for students to engage in each of these four literacies in a variety of traditional and digital methods.
Explore more - from the eWorkshop Online Teaching Resource site - about media literacy and how digital story production can address curriculum expectations in a variety of cross curricular ways.
Literate learners in today's classrooms are required to be meaning makers, code users, text users and text analyzers. Media and digital literacies apply to each of these skills. Writing digital stories provides opportunities for students to engage in each of these four literacies in a variety of traditional and digital methods.
Explore more - from the eWorkshop Online Teaching Resource site - about media literacy and how digital story production can address curriculum expectations in a variety of cross curricular ways.
Creating DS produces a 'media text' - how does that Connect?
Core Concepts in Developing Media from the Center for Media Literacy
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Ontario Ministry Language Arts Curriculum Document - Media Literacy
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Inquiry learning and Bloom's Taxonomy - how do they connect?
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Bloom's Taxonomy provides a framework for teachers and students to engage in various levels of learning when these skills are incorporated into the digital storytelling process and products.
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