Spring 2018 Critical Identity Narrative


identity narrative badge
West-Puckett Claim Code: D04-179A-DC1 • Shepley Claim Code: 029-FA67-AEF • Kim Claim Code: 320-018B-313

For this project badge, you will explore the different “selves” you are bringing to college, critically considering the identities that you’ve chosen– band member, video gamer, soccer player, football or sci-fi fan, fashionista, etc.– and the ones that you haven’t such as race, ethnicity, socioeconomic status, geographical location, nationality, family size/ birth order, etc.

You’ll want to ask yourself, what does it mean to be X? How do you know? How did you learn? How has that identity been shaped by cultural influences or different kinds of media? How has this identity shaped your life, life choices, health and well-being, or success as a student? How has your perception or experience of that identity changed over time? What should others know about your experience of being X?

To earn this badge, you’ll develop a digital story that critically explores the intersectionality of two of your identities. For example, what does it mean to be an African American at a predominately white institution, a transgender student first-year student, to be poor and queer in the south, or to be a Latina video gamer addicted to WOW?

Level I Activities

Make an introduction. Make a Gravatar profile to introduce yourselves to other first-year students at URI. Write at least 250 words of text and use images and fonts strategically to communicate something about yourself.

Now critically consider the introduction that you made. What rhetorical choices (audience, purpose, context, medium, strategies, and arrangement) did you make and why? What did you feel the need to say and what did you choose not to say? How does your introduction indicate membership in racial, ethnic, economic class, gender, sexual orientation, able-bodied, or national groups? In what ways are you signaling allegiance with some groups and not others? Write a 250 word response that considers these questions.

On a sheet of paper oriented in landscape fashion, create 5 columns. At the top of the columns, write five identities that you signaled (either explicitly or implicitly) in your introduction such as “athlete,” “Irish,” “sorority sister,” “latina,” “only child,” or “southerner.” Pass that paper around the classroom and have at least 20 classmates anonymously fill up the entire page by writing the stereotypes, associations, assumptions, etc. about each of those identities. Reflect on their responses. In 200 words, write about what surprised, intrigued, or bothered you about the responses to each identity. What stereotypes do you feel compelled to address or to respond to in your digital story?

Level II Activities

Watch these student Digital Story Examples: Watch these student Digital Story Examples:

Choose your favorite of these student digital story examples. Watch again, paying attention to the composer’s strategies. As you watch, closely analyze the following:

Choose your favorite of these student digital story examples. Watch again, paying attention to the composer’s strategies. As you watch, closely analyze the following:

    1. Using time signature (ex. :43 is 43 seconds into the video), when has the composer has slowed down time using snapshot moments (showing instead of telling) with narrative elements such as characters, scene/setting, plot, and dialogue? In other words, where does the composer tell engaging stories where you feel like you are watching action unfold slowly?
    2. Note the frames or passages in the text where the writer uses exposition to speed up time and cover large amounts of background information.
    3. Note the passages or frames where the composer is interpreting the events and getting to the significance (the “so what?”) of the story.
    4. Estimate percentages of storytelling or slow time, narrative exposition or fast time, and interpretation or getting to the “so what?” of the experiences.

Now, write a 500 word (minimum) rhetorical analysis that: Now, write a 500 word (minimum) rhetorical analysis that:

    • Summarizes the digital story (use summary guidelines)
    • Outlines the rhetorical situation in the digital story you chose.
    • Discusses the choices the digital storyteller has made about audience, purpose, context, medium, strategies, and arrangements. Use your notes about snapshot moments, exposition, and significance (the so what moments) as evidence for your claims about arrangement and strategies.
    • Reflects on what you learned about the genre conventions (audience expectations) of digital narratives. List and describe three to five good strategies can you borrow to craft your own critical narrative as a digital story.

Level III Activities

Choose the two intersecting identities that you will explore in your digital story. Return to the questions above to help you think about the kinds of snapshots moments, exposition, and interpretation you’ll want to include to answer those questions. Mine your Level 1 and Level 2 activities for ideas and inspiration. Three questions you should consider as you brainstorm: How do these identities intersect and create an interesting story? In what ways have you taken a critical stance on these identities? What two or three deep snapshot moments (story scenes with slow time, character development, dialogue, setting, action, etc.) will you include tell your story?

Read this storyboarding guideline carefully. Now produce a paper-based storyboard for your critical identity narrative. Your storyboard should include snapshot moments and exposition. In the description, make sure to note how long the scene lasts as well as how you will frame your images and use techniques such as cropping and panning, slow- or fast- to maximize visual interest.

Share your storyboard with your instructor to get feedback on your plan before moving forward. Be prepared to answer the questions above: How do these identities intersect and create an interesting story? In what ways have you taken a critical stance on these identities? What two or three snapshot moments have you included to help your audience experience your story?

Compose your narrative in a digital story program such as iMovie or Windows Movie Maker. Shoot for +/- three (3) minutes, and remember to use your own (composed and recorded) music, less than 10% of a copyrighted song, or copyright free music, and cite appropriately. Images should be your own unless you have explicit permission to use them from the photographer, and nearly all the words should be your own. You may integrate others’ words if you quote and cite appropriately.

Once you have a rough cut, participate in full peer review of your story draft. Either record the peer review or take detailed notes.

Revise your narrative. Once your are satisfied with it, export to YouTube. Either include a transcription of your video OR add closed captions for those who are hearing impaired.

Write or record a metacognitive reflection about the effectiveness of your critical narrative. What worked and what didn’t? What would you do differently next time and how? How did you think about audience, purpose, and context? What decisions did you make about media, strategies, and arrangement for the activities and the materials? Describe your revision process. Were you successful in achieving your goals? Why or why not?

Required evidence for to submit in Google Folders for this pathway:
Level 1 Level 1

    • Gravatar Introduction (Link)
    • Reflection on Introduction (GDoc)
    • 5 column identity exploration & reflection (photo in GDoc)
  • Level 2
    • 500 word (min) rhetorical analysis of one digital story mentor text. Don’t forget to cite your source! (GDoc)

Level 3 Level 3

    • Create a storyboard for Critical Digital Narrative (photo)
    • Peer Review Summary or Audio/ Video Recording (GDoc or Recording)
    • Revised Digital Story Draft (Link to YouTube Video with Transcription or Closed Captions)
    • Written or Recorded Metacognitive Reflection (GDoc)
  • Student Examples Student Examples