Module 3. Methodology of Storytelling to support migrants’ integration

1. Introduction

Most of us has a story to tell and like to listen to or read stories. Stories can be powerful, touchy, expressive or even magical. Using storytelling in education is nothing new and its importance in education as a tool for development of creativity and other skills is well – founded. The new aspect of storytelling can be found in growing technology – in digital storytelling, which refers to using new digital tools to help ordinary people to tell their own real-life stories. With use of pictures, music, videos we can create our stories showing our human experiences.

Moreover, the use of digital storytelling has following positive aspects:

• it can appeal to the different learning styles of the learners
• it supports the development of communication and multimedia skills
• it provides authentic materials
• it engages emotions, thinking
• it facilitates discussion about the topics presented in the story
• use of life stories in adult education a way to learn about the past bring ‘unknown’ knowledge to foreground being more conscientious about his learnings
• integration of refugees in society and in the labour market
• digital inclusion of refugees and migrants with limited or no digital skills
• digital activities enhancing social interactions across cultures and language learning

Some strategies for using storytelling:

• to capture the attention of learners and increase their interest in exploring new ideas.
• to enhance current lessons within a larger unit, as a way to facilitate discussion about the topics presented a story and as a way of making abstract or conceptual content more understandable.
• a powerful tool for learners who are taught to create their own stories.

Proposal for classroom activity:

• Follow up with questions and discussion prompts after the story.
• Ask students retell the story in a one minute paper.
• Ask students to solve new problems (demonstrate learning and transference).
• Have your students create their own stories about the issues, topics they were showing.

Instruction:

Select two or three videos (some sequences) focusing on the specific topic e.g. learning the host country language.

Let learners watch videos then follow up with questions and discussion after the video stories: ask the learners retell the story in a one minute (writing exercise is also possible); ask the learners to provide suggestions or solutions for the characters in video stories; have your students create their own stories about the issues, topics they were showing.

2. Creation of digital storytelling in the classroom:

Important elements of the storytelling according to The Center for Digital Storytelling (CDS) in Berkeley, California known for developing and disseminating the Seven Elements of Digital Storytelling

1. Point of View - what is the main point of the story and what is the perspective of the author?

2. A Dramatic Question - a key question that keeps the viewer's attention and will be answered by the end of the story.

3. Emotional Content - serious issues that come alive in a personal and powerful way and connects the audience to the story.

4. The Gift of Your Voice - a way to personalize the story to help the audience understand the context.

5. The Power of the Soundtrack - music or other sounds that support and embellish the story.

6. Economy - using just enough content to tell the story without overloading the viewer.

7. Pacing - the rhythm of the story and how slowly or quickly it progresses.

Different types of storytelling:

1) personal narrative - story that contains accounts of significant incidents in one’s life;

2) historical documentary – story that examines dramatic events that help us understand the past;

3) story designed to inform or instruct the viewer on a particular concept or practice.

The digital stories available on the VIC platform represent the personal narrative type of stories. The stories provide accounts of migrants deciding to leave own country and start a new life in a hosting country like Sweden, Germany, France, Italy or Greece in search of a better life. The stories outline the difficulties in coming to a new country, and show various aspects of integration into a new society. This type of stories has multiple benefits in an educational setting. First, other migrant learners who view the stories learn about people from diverse backgrounds or even similar ones and they can gain better awareness of the integration. The stories can be used to facilitate discussions about current issues such as access to the labour market, recognition of qualification, language acquisition, multiculturalism. In addition, learners who create such stories can benefit from sharing them with others and thereby use information as a way of eliminating some of the distance that foreign born students feel between themselves and their peers. 

2.1. Task: Important elements of the story telling - brainstorming

The learners watch some selected videos, on the basis of videos they set up a list of important elements for good storytelling. The list of important elements for good storytelling can be posted e.g. on the flipchart, the learners depending on the group size can work first in small groups, the results can be compared.

2.2. Task: Planning the video – group work

Prepare a Shooting Script, a kind of screenplay for the video:

• Have a schedule of the planned activity and think about what you expect to happen in each of the moments in terms of dynamics and interaction with the participants;
• Plan exactly who is responsible for specific tasks (camera, preparation of room etc)
• Have a draft of questions to follow;
• Decide the setting where the interviews will take place;
• Do some tests before starting shooting.

Think of the "story" you want to tell with your video. What message do you communicate? Establish the purpose of the video - what mood should the viewer have at the end? Refer to the topic / aim of the video what do you want to show / present.   

Professionals start from this idea and use it as a guide for the whole assembly process.

• What is their oral language level?
• In which order the main arguments will be faced?

We should have at least a rough outline of how we would like the interview to proceed, we should also come up with a list of possible interview questions.

If we give the exact questions to the interviewee it is likely he will pre-formulate his answers. This can quickly make the interview uninspired and boring. Instead, simply send an extensive list of topics you would like to discuss.

“The interview will highlight the reasons for migrating, the main challenges the migrant has found in integration, how he/she has solved them, where he/she has found support, suggestion to other migrants, future goals.”

STEPS:

1. Decide the draft of questions to ask the interviewee,

2. Talk to the interviewee informally before starting the registration,

3. Test the materials before registration (camera, mic, lights, sounds)

4. Record an initial part to test light, sound, setting and common understanding.

2.3. Task: Shooting the plan videos – group work

It is advisable to choose the right shots and style, as well as being able to manage the interviewed people: We can inform the interviewee about the type of interview that will be conducted, trying to put him at ease and asking if there are sensitive topics for him that he does not want to face.

- Prepare and sign the declaration of consent to use images and the processing of personal data. 

Decide on Location & Time

You’ve found your subject. Now, you’ll want to find a good place to shoot the interview, and schedule a time that works for both of you. As you work with your subject to decide when and where to conduct the interview, it’s important to be as accommodating as you can. A great way to make scheduling a smooth process is to offer them a few different time slots and let them choose one. In addition, make sure you give yourself enough time to set up and change course if problems arise. When selecting a location here are some things to consider:

- Are there windows? It’s best to avoid natural light if possible because sunlight is variable. You can’t control the weather, but you can control your own lighting. A fairly bright room will be enough.

- What noises do you hear? Buzzing from lights? Cars driving by? You’ll want to avoid locations with lots of background noise, it is useful also for editing phase.

- Are there enough power sources? If not, make sure to bring equipment (such as extension cords) to counter this.

Framing & Composition 

- Try to standardize the types of shots of each partner involved so that they do not look like disconnected videos but parts of an entire project.

- Don’t Stop recording. Even after the interview is over it is best to keep the cameras rolling to catch any  moment that might be useful in the final edit. At the very least it gives you a little pre/post roll so you can more easily edit.

- Filming from the correct angle - Interview videos work best if you shoot all subjects from an angle. This is a common technique which is used on film and television.

- Using this approach the camera is only on the interviewee. The interviewer asks the questions and stays out of the camera’s shot. Filming only the interviewee is easier to edit, only one microphone is required and you just need to make sure that the interviewee is adequately lit up with proper lighting.

- Style 1: Questions are asked by the interviewer, but the interviewee does not have to include them into their answer. Instead, the question appears graphically before or while the interviewee answers the questions.

- Style 2: Interviewee starts repeating the questions at the beginning of each answer. For example, if the interviewer asks ‘ what did you think about event XYX ‘ , the interviewee would say ‘ I thought event XYZ was fantastic and I enjoyed it because …”

During the Interview

• Listen to the Answers: The biggest make that beginner interviewers commit is that they do not listen to the answers of the questions they ask. Instead, he/she is thinking about the next question already.
• Never Interrupt Your Interview Guest: You never know when they’ll blurt out the perfect soundbite. Keep the interview about them and not you. This includes making agreeing sounds like “oh, yes” and “mmhmm”. Those sounds are hard to edit out later on, and can be distracting. Try to just politely nod your head and refrain from any verbal communication while your guest is speaking.
• Keep an Eye on Your Camera. Again, whether you have a huge crew or are operating alone, someone needs to be paying attention to the camera. You never know when it will stop taping, refuse to record audio or turn off altogether. The last thing you want is to have to ask your guest to do the interview all over because of a technical malfunction.
• If there are some answer not clear ask to the interviewee to repeat it
• If during the interview will arise some interesting details go deep and ask him/her explanations.

2.4. Task: Editing videos

The last part of our video project is the editing.

We should decide an initial and final format for each video (title, font, information about the project, partners etc) and a final closure with the name of the projects, number, partners, logo etc.

• Web video is capable of streaming anything from 240p to 4k resolution. Obviously, the higher the resolution, the better it will look. We recommend using an HD quality resolution (1280 x 720p), but SD standard definition 720 x 480 is also ok.
• You will have to use a camera that records in a relatively standard format, like MOV. , MPEG-4 or MP4. The following formats are supported by You Tube .MOV, .MPEG4, MP4, .AVI, .WMV, .MPEGPS, .FLV, 3GPP, WebM.

Make sure your camera has a good external microphone, as this is very important for the video.

• Use a tripod to stabilize your camera.
• Light is also very important. You want your light source in front of your subject (i.e. behind the camera—even better off to one side a little) and to be as natural as possible—harsh flood lights or fluorescents actually remove detail and mood by washing the subject out.
• Many camcorders come with built-in editors that allow you to do some simple cuts and arrangements. For simple editing you can use free video editors like, iMovie for Macs and Windows Movie Maker for Windows.  Simple tips for editing: remove any unnecessary footage at the beginning and end, adjust the audio levels to something comfortable.

Subtitles:

How to create and use a .srt file:https://www.3playmedia.com/2017/03/08/create-srt-file/

Also Google Document has a function to write by voice typing. In new document → tools → voice typing. 

https://www.iom.int/sites/default/files/our_work/ODG/GCM/IOM-Thematic-Paper-Integration-and-Social-Cohesion.pdf