scholarly journals On the Limits of Digital Storytelling as a Participatory Community-Engaged Methodology

2018 ◽  
Vol 3 (2) ◽  
pp. 64-78
Author(s):  
Linnea Kristina Beckett
Keyword(s):  
Social Science ◽  
Digital Storytelling ◽  
Community Change ◽  
Engaged Scholarship ◽  
Ethnographic Case Study ◽  
Ethical Considerations ◽  
School And Community ◽  
Digital Stories ◽  
Community Engaged Scholarship

Digital storytelling has been heralded as a powerful and transformative participatory tool for practitioners of community-engaged scholarship. This article draws from an ethnographic case study of Adelante, a university-community collaborative that used digital stories as part of their efforts to enact school and community change. The article explores Adelante’s utilization of digital storytelling and explores important ethical considerations related to the dissemination of the stories. The discussion focuses on broader implications for social science researchers interested in digital storytelling and participatory community-engaged methods.

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

Is Collaborative, Community-Engaged Scholarship More Rigorous Than Traditional Scholarship? On Advocacy, Bias, and Social Science Research

2018 ◽  
Vol 53 (4) ◽  
pp. 445-472 ◽  
Author(s):  
Mark R. Warren ◽  
José Calderón ◽  
Luke Aubry Kupscznk ◽  
Gregory Squires ◽  
Celina Su
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Relationship Building ◽  
Engaged Scholarship ◽  
Collaborative Community ◽  
Community Engaged Scholarship ◽  
High Standards ◽  
Traditional Scholarship ◽  
Research Standards

Contrary to the charge that advocacy-oriented research cannot meet social science research standards because it is inherently biased, the authors of this article argue that collaborative, community-engaged scholarship (CCES) must meet high standards of rigor if it is to be useful to support equity-oriented, social justice agendas. In fact, they argue that CCES is often more rigorous than traditional scholarship. The authors draw from cases of CCES that they conducted to provide evidence and examples. They discuss the importance of relationship building and trust in addressing the tensions that can arise between the demands of knowledge production and action-oriented social change.

scholarly journals The Think&EatGreen@School Small Grants Initiative: How the Distribution of Resources Supported the Project’s Community of Learners and Contributed to Community Engaged Scholarship

2018 ◽  
Vol 3 (2) ◽  
pp. 23-37
Author(s):  
Elena Orrego ◽  
Matthew Kemshaw ◽  
Nicole Read ◽  
Alejandro Rojas
Keyword(s):  
Resource Sharing ◽  
University Research ◽  
Engaged Scholarship ◽  
Distribution Of Resources ◽  
Rich Information ◽  
Community Engaged Scholarship ◽  
Research Alliance ◽  
Networks Of Support

This paper describes how a Small Grants initiative evolved to support the aims of a large, multi-sector community-university research project. It explores how the giving of small amounts of project funding to community groups enabled a deepening of community engaged scholarship across a large community-university research alliance. We present the Think&EatGreen@School Small Grants initiative as a case study on how the distribution of small amounts of funding can encourage the role of community voices in research, create opportunities for resource and knowledge sharing, generate rich information and valuable data, support and contribute to networks of support and resource sharing, and articulate the interests of a broad diversity of stakeholders.

scholarly journals Digital storytelling as a tool for reflection in virtual reality projects

2021 ◽  
Vol 3 (1) ◽  
pp. 101-121
Author(s):  
Deoksoon Kim ◽  
Merijke Coenraad ◽  
Ho Ryong Park
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Middle School Students ◽  
Digital Storytelling ◽  
Project Based Learning ◽  
Learning And Development ◽  
School Students ◽  
Digital Stories ◽  
Multiple Case

Reflection is essential for learning and development, especially among middle school students. In this paper, we describe how middle school students can engage in reflective learning by composing digital stories in a project-based learning environment employing virtual reality. Adopting multiple case study methods, we examined the digital stories of five students, together with classroom observations and interviews about their experiences, in order to explore how digital storytelling can allowed students to reflect upon their experiences in a year-end capstone program. Creating digital stories allowed students to 1) reflect on their learning experiences teaching younger students with virtual reality, 2) present their reflections in multiple modalities, and 3) make connections between their present experiences and the past and future. This study demonstrates how digital storytelling can enable multimodal reflection for middle school students, particularly within technology-focused project-based learning environments. Keywords: digital storytelling; project-based learning; reflection; middle school learners

scholarly journals Can University/Community Collaboration Create Spaces for Aboriginal Reconciliation?

2020 ◽  
Vol 2 (1) ◽  
pp. 53-66
Author(s):  
Ginette Lafrenière ◽  
Papa Lamine Diallo ◽  
Donna Dubie ◽  
Lou Henry
Keyword(s):  
Aboriginal People ◽  
Small Body ◽  
Community Collaboration ◽  
Engaged Scholarship ◽  
Aboriginal Community ◽  
Community Engaged Scholarship ◽  
Seven Generations ◽  
Collaborative Efforts ◽  
University Community

In this article, the authors attempt to illustrate how two Aboriginal community-based projects were conceptualized and developed through the collaborative efforts of four individuals who believed in the merits of a project aimed at survivors and intergenerational survivors of the residential school system as well as Aboriginal people in trouble with the law. Drawing upon a small body of literature on university/community collaboration, the authors illustrate the importance of meaningful collaboration between universities and communities in order to enhance a mutually beneficial relationship conducive to community-engaged scholarship. Through an examination of the case study of the Healing of The Seven Generations Project and the Four Directions Aboriginal Restorative Justice Project, the authors hope to illustrate to fellow Aboriginal colleagues in Canada the merits, strengths and challenges of university/ community collaboration. Ultimately, what the authors hope to share through this article is an example of how university/community collaboration can create spaces whereby Aboriginal people have become agents of their own healing.

Pre-Service Language Teachers' Experiences in the Digital Storytelling Process

2020 ◽  
pp. 87-112 ◽  
Author(s):  
Melih Derya Gürer
Keyword(s):  
Digital Storytelling ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in digital storytelling (DST) about creating digital stories and their views on the use of DST in language teaching. A case study design was adopted. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Moreover, the data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort with information and communication and pedagogical skills.

Beyond community engagement: centering research through Indigenous epistemologies and peoplehood

2019 ◽  
Vol 15 (3) ◽  
pp. 281-286
Author(s):  
Elizabeth Sumida Huaman ◽  
Peter Mataira
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Cultural Practices ◽  
Recent Decade ◽  
Indigenous Research ◽  
Engaged Scholarship ◽  
Ethical Considerations ◽  
Indigenous Epistemologies ◽  
The Usa ◽  
Community Engaged Scholarship

Indigenous research as discourse and practice has challenged researchers worldwide to foreground our work with clear attention to knowledge hierarchies and power inequities, ontologies and epistemologies, and critical ethical considerations. Yet, in the recent decade, it is not the rise of Indigenous research agendas but community-engaged scholarship that has been the focus of institutionalization at universities in the USA and elsewhere. In this commentary, we revisit Indigenous research and its political and liberatory agenda and offer a re-centering of research through peoplehood that is founded in Indigenous connections to place, cultural practices, and social justice work.

scholarly journals Developing Community Engaged Research Practices in Family, School and Community Partnerships

2018 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Michael P. Evans
Keyword(s):  
Educational Change ◽  
Community Partnerships ◽  
Engaged Scholarship ◽  
Education Systems ◽  
Participatory Approaches ◽  
Research Practices ◽  
Community Engaged Research ◽  
School And Community ◽  
Community Engaged Scholarship ◽  
The Impact

As the field of family, school and community partnerships continues to evolve, there is increasing recognition of the impact that parents, guardians and communities can have on students, schools, and education systems-at-large when provided with opportunity to become authentically engaged.  To further this evolution there is a need for participatory approaches to research that directly support educational change.  This article provides an overview of community engaged scholarship (CES) with a focus on the benefits, criticisms, and challenges that emerge from the utilization of this approach.  Special attention is given to how CES intersects with existing efforts in the field of family, school and community partnerships.

scholarly journals Telling digital stories as feminist research and practice: A 2-day workshop with migrant women in London

2018 ◽  
Vol 11 (1) ◽  
pp. 205979911876842 ◽  
Author(s):  
Elena Vacchelli ◽  
Magali Peyrefitte
Keyword(s):  
Digital Technology ◽  
Digital Storytelling ◽  
Life Stories ◽  
Social Research ◽  
Migrant Women ◽  
Ethical Considerations ◽  
Participatory Approaches ◽  
Qualitative Social Research ◽  
Digital Stories ◽  
Set Up

In this article, we look at Digital Storytelling (DS) as a specifically feminist epistemology within qualitative social research methods. Digital Storytelling is a process allowing research participants to tell their stories in their own words through a guided creative workshop that includes the use of digital technology, participatory approaches, and co-production of personal stories. The article draws on a 2-day Digital Storytelling workshop with migrant women which was set up to understand the life stories and work trajectories of volunteers working in the women’s community and voluntary sector in London. By outlining this innovative approach, the article highlights its potential and makes a case for Digital Storytelling as a feminist approach to research while taking into account epistemological, practical, and ethical considerations.

scholarly journals Facilitating Engagement among Academic and Community Partners: The Monteverde Institute’s View from the Middle

2019 ◽  
Vol 8 (4) ◽  
pp. 121
Author(s):  
Hamilton
Keyword(s):  
Community Organization ◽  
Academic Research ◽  
Engaged Scholarship ◽  
Ethical Considerations ◽  
Community Partners ◽  
Community Project ◽  
Community Engaged Scholarship ◽  
Project Coordination ◽  
Successes And Challenges

Researchers have recommended operative standards and ethical considerations to maintain the integrity of community engaged scholarship programs. This framework is valuable for guiding good practices and promoting enhancements. Implementation of these considerations in actual programs provides experiential knowledge and reveals additional considerations due to the distinctive nature of each program. This article presents a descriptive overview of the Monteverde Institute’s history and model in its application of community engaged scholarship in Costa Rica. As a reflective exercise, I discuss the Monteverde Institute’s successes and challenges as related to six principles put forth by scholars. As witnessed by its practices, the Monteverde Institute endorses these important concepts and I provide specific examples of the implementation and customization of these principles in different situations. As a result of this review, I outline the beneficial role provided by the Monteverde Institute as an intermediary, on-site institution in the facilitation of community engaged scholarship. The Monteverde Institute is an academic, research, and community organization that provides both academic structure and community project coordination to its partners. It views community engaged scholarship from different perspectives and guides the applicability of programs to real situations in the region. These actions enable the Monteverde Institute to co-create respectful and functional partnerships. This is important for long-term sustained cooperation and in-depth community engaged scholarship. The process is continual, and I end this reflection with the question, what now? Answering this question, as it relates to the Monteverde Institute, may reveal aspects applicable for the advancement of community engaged scholarship in other regions.

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