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Oral history is a method of understanding the past through oral accounts, such as an interview or conversation. It is the study of the past as it is remembered in the present. What is remembered and why is vitally important in oral history. Meaning and memory can be found in the words spoken, as well as in the voice or gestures of the individual.

Digital storytelling is usually associated with short autobiographical narratives that combine photographs and short written narratives. Combining photography and writing is effective because the technology is quick to grasp and permits a group to emphasize message over technological know-how. Find handouts on writing, photography, and working with sensitive stories.

There are many exciting ways to work with sounds, mapping and self organized bus or walking tours in collaborative media projects. ‘Going Places’ was our story bus on wheels where we created soundscapes and toured passengers around the city of Montreal. ‘Queer is in the Eye of the Newcomers’ was a walking tour that we then turned into a non-linear web documentary using the open-source program, Korsakow. In this section find advice on recording sound or leading a walking tour.

New mapping technologies have gained the attention of artists and individuals using maps as organizational or analytic tools. Mapping Memories used a variety of mapping methods from the most basic drawing exercises to software that helped link personal narratives to online references. In this section find a 'timeline' exercise and mapping resources.

A public service announcement (PSA) is a short radio or video spot (15, 30, or 60 seconds) that delivers a simple social message and a call to act. Making a PSA is an excellent exercise to develop media skills, to learn how persuasive texts work, and to develop texts for a real audience. Find a handout that describes our steps in making PSAs.

Inviting participants of collaborative projects to share their work and experiences with a broader public can be not only individually empowering, but can also contribute to far-reaching social change that influences social opinion and affects entire communities. The resources below help you think through what to consider when dealing with the press or planning a public event.

Many of our stories are the perfect length to use with newcomer students who are learning English. Our collaborator, Kevin Stanley teaches English as a Second Language (ESL) at Concordia and used Mapping Memories examples to get his own students telling their stories. He developed viewing guides for two Mapping Memories projects that he felt worked especially well in an introductory or intermediate ESL class. Discover the resources he developed.

Music is a powerful way to bridge culture, language, and identity. Mapping Memories worked with a group of youth at the Cotes-des-Neiges Youth Center to make a music video and discover how their cultural roots influence their music. Find out more about Hip Hop No Pop, an innovative project that uses hip-hop as a means to address identity, race, class and power in the school system through our interview with Nantali.

The Canadian Council for Refugees has developed a wealth of resources that can be used in the classroom. One of their most popular is an immigration history timeline as well as a helpful timeline on refugee rights.

On their public education page find a glossary, myths and facts sheets as well as many other resources.

What does consent mean in a digital age when information gets spread anywhere and anytime. What tools should I use into the classroom? This section addresses the practical information connected to making participatory media projects.

The Education Group of the Life STories project has developed 5 unique LES' for secondary teachers. They address many themes and approaches including: Life stories through digital storytelling, Mapping, Time-line, The Rwandan Genocide, Audio Guides. Download a description of the projects in french and english. For more information go to:

Attached is a handout that we have developed that introduces participants to the concept of photo advocacy.

This curriculum has been based on the experience that we shared at the La Maison des Jeunes de la Côte-des-Neiges in the Fall of 2008.

This is a series of workshop developed to familiarize participants with elements of portraiture in both the video and photographic mediums. Issues of critical media literacy relevant to portraiture and the refugee experience are also explored.