Creating With Intention

In the chapter on presentations from Troy Hicks' Crafting Digital Writing, he defines two essential characteristics of an effective presentation--"stickiness" and storytelling.  I love this.  Particularly the idea of "stickiness."  It is a great way to start talking with our students about choice and intention in their own work and the work of others.  What stuck with you? How did the author/presenter achieve this stickitude? 

Wouldn't it be cool after discussing the criteria of effective presentations and viewing models to have students "hack" a terrible presentation?  To remix it, revamp it, reshoot it, to enhance its effectiveness?  Kids could turn boring PowerPoint presentations into movies, interactive timelines, podcasts, infographics, etc. If the objective--to enhance a presentation's message using digital tools--is all we care about.  The sky's the limit. Even if it was as simple as a student using a more interactive data visualization tool (like Infogr.am) to bring to life a static, two-dimensional graph, there would still be a valuable conversation to be had about choice and impact when it comes to representing data/information.

GDP Comparison Over Time | Infographics

These are the experiences and conversations which will hopefully increase the "stickiness" of our own instruction.  I can tell my students that their presentations should be "simple, unexpected, concrete, credible, emotional, and storylike" (Hicks 2013, p. 73).  But if I really want them to internalize this message, I need them to play around with these concepts. To judge their work against the models that we've analyzed together in class. To see for themselves what works and what doesn't work.

Personally, I've been guilty of denying my students the opportunity to get messy, to tinker.  I've diligently gone over my expectations for the presentation of their work--and yes I've even required a set number of slides--only to be disappointed, angry even, when the students "failed" to live up to those expectations. Looking back, it's clear that I was the one who had failed.  I just assumed they'd figure "it" out on their own. I mean I'd told them to use "powerful visuals," to "limit the amount of text" on each slide,  right?

We have to do better than give students a checklist of criteria and hope that they'll figure it out.  If we truly wish them to become powerful producers of digital content, then we have to teach them how to make purposeful decisions, to "think intentionally about creating meaning" in a digital medium (p. 13).  Adults sometimes drink too much of the "digital native" kool aid.  But Hicks reminds us that just because students are "tech comfortable" doesn't necessarily mean that they are "tech savvy" (p. 20).  Just because a student knows what Tumblr is or has made a Vine, doesn't necessarily mean that he/she is a producer of meaningful digital content.

The danger in forgetting this is that we sometimes fail to act as the guides/mentors students need to fully tap into the potential as learners and creators.  To be truly creative, one needs to know so much more than how to operate a piece of technology. Technology isn't a tool until you figure out how to manipulate it to your fit your needs--not the other way around.  A rock was just a rock until someone figured out it could also be a hammer.  

Wrapping up, I encourage you to read my blog post, Youth in Action, to see what kids are capable of creating with the guidance and support of their teachers.