Conceptualizing Digital Video Literacy to Promote Digital Storytelling

다국어 초록 (Multilingual Abstract)

This paper is about multi-literacies in contemporary art education with particular focus on stipulating digital video literacy to promote the benefits of digital storytelling. The growing importance of digital technology and new media in the field of art education cannot be ignored. Understanding more about the meaning making practices through digital video literacy by incorporating visual literacy, media literacy, and digital literacy is significant topic to discuss. Educating digital video literacy allows students to decipher, interpret, create and understand digital storytelling that is associated with digital technology. Chung (2006, 2007a) presents the possibilities of digital storytelling as a form of interdisciplinary education in art classrooms by arguing that "digital storytelling offers tremendous potential for integrating and teaching contemporary visual culture, greater issues of concern, and multimedia arts to the digital generation"in art education (Chung, 2006: 34). Chung (2006: 34) further elaborates on this notion by relating art education to today’s art. Digital storytelling is applicable to art education because it empowers "art learners to cultivate and apply their multiple literacy, artistic, and critical skills to voice their concerns or address greater issues of significance to an ever larger global audience" I also believe that digital storytelling can be implemented in order to educate students regarding a) critical thinking and discerning eyes, b) an understanding of art elements and principles of videos, c) storytelling through multi-literacies, and d) new types of self-representation, digital ethics and copyrights.
The proliferation of digital technologies become relevant to the teaching of contemporary art, and can offer pedagogically diverse aspects of literacies in digital media making. Depending on how those literacies are taught and introduced in art educational settings, students who are digitally literate can achieve competency in communicating with contemporary art. Educating students about this set of abilities (digital video literacy), where visual, digital, and media literacy overlap in digital art classrooms, would allow for new forms of communication, adaptation, understanding, and the transformation to students who are digital natives.

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