scholarly journals Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling

2021 ◽  
Vol 55 (3) ◽  
pp. 550-567
Author(s):  
Zheng Zhang ◽  
Wanjing Li
Keyword(s):  
New Media ◽  
Digital Storytelling ◽  
New Materialism ◽  
New Media Literacies ◽  
Virtual Spaces ◽  
Cross Border ◽  
Digital Story ◽  
Curriculum Making

This research investigated potentials of bilingual digital story making to engage the creativity of 13 Canadian and Chinese biliteracy learners aged 11–15. Findings in this paper draw on six focal participants and their digital story creation. Informed by asset-oriented multiliteracies, new media literacies, and new materialism, this research adopted a netnography methodology to explore the communal and sociomaterial practices embedded in the intra-actions of human, matter, and virtual spaces of Seesaw and Skype. Drawing on data from six focal students, findings relate how intra-actions among researchers, teachers, students, matters, and spaces shaped participants’ creative acts. This research adds to the knowledge of developing and applying material-informed pedagogies which attend to the enacted agency among teachers, students, materials, and spaces.

scholarly journals DIGITAL STORYTELLING THROUGH VLOG AS A REBRANDING MEDIA FOR BASUKI TJAHAJA PURNAMA

2020 ◽  
Vol 3 (2) ◽  
pp. 89-104
Author(s):  
Alan Dermawan
Keyword(s):  
New Media ◽  
Political Communication ◽  
Positive Attitude ◽  
Digital Storytelling ◽  
Negative Image ◽  
New Name

After being released from prison for the blasphemy case, politician Basuki Tjahaja Purnama has returned to politics and rebuilding his reputation. Using vlog as a medium, Basuki presents a new personality as “BTP” which had more positive attitude than his past self as “Ahok”. This study aims to identify digital storytelling in Basuki's vlog as a form of rebranding activities he undertakes. The research was conducted through critical paradigm with semiotics analysis by Fiske. Data collected from a vlog on “Panggil Saya BTP” Youtube channel. The results showed that Basuki consistently displayed rebranding activities through storytelling in vlogs. The rebranding activity was applied by Basukithrough new name, new logo, and new slogan, which was carried out to replace the negative image of his past. Although there was a lack of technical storyplotting elements, the construction of positive impressions were consistently portrayed by Basuki in his vlog through storytelling, both explicitly through content and implicitly through gestures. The presence of Basuki on Youtube could be an example of the successful adoption of new media in political communication conducted by politicians after experiencing a reputation crisis.

scholarly journals GENRE-BASED DIGITAL STORYTELLING IN THE 21st CENTURY EDUCATION: A STUDENTS’ PERCEPTION

2021 ◽  
Vol 20 (1) ◽  
pp. 39-45
Author(s):  
Nadia Tiara Antik Sari ◽  
Nahrowi Adjie ◽  
Gilang Rajasa ◽  
Nuur Wachid Abdul Madjid
Keyword(s):  
Elementary School ◽  
21St Century ◽  
Creative Thinking ◽  
Digital Storytelling ◽  
Public University ◽  
Narrative Text ◽  
Story Telling ◽  
West Java ◽  
21St Century Education ◽  
Digital Story

ABSTRACT The present study is aimed at investigating the perception of elementary school pre-service teachers regarding the genrebased digital story telling projects in their General English (GE) class. The benefits and challenges of digital storytelling projects have been studied by many researchers. However, perception of elementary school pre-service teachers of the issue is still rarely investigated. The data were collected from open and closed questionnaire to 47 elementary school pre-service teachers of a public university in West Java, Indonesia. In the second semester, they had a GE class (kelas Mata Kuliah Umum/MKU Bahasa Inggris). They were given two genre-based digital storytelling projects i.e. the digital descriptive and narrative text projects. The findings are further explained in relation to the 4Cs skill in 21st century education. It is found that genre-based digital storytelling projects improve the elementary school pre-service teachers’ communication, collaboration, creative thinking, and creativity skill. The pre-service teachers generally perceived the learning as meaningful, engaging, and enjoyable, supporting digital storytelling as a powerful media in the 21st century education.

New Media Literacies

2017 ◽  
pp. 1565-1571
Author(s):  
Justin Olmanson ◽  
Zoe Falls
Keyword(s):  
New Media ◽  
New Media Literacies

Digital Storytelling as a Tool in Education

2011 ◽  
pp. 131-145 ◽  
Author(s):  
Monica E. Nilsson
Keyword(s):  
Digital Storytelling ◽  
Modern Society ◽  
Theoretical Framework ◽  
The Internet ◽  
Learning And Development ◽  
Digital Story ◽  
Digital Stories ◽  
Innovative Tool ◽  
Definition Of

The aim of this chapter is to discuss digital storytelling in the context of education. Two questions guide the study: What is a digital story? What is the motivation for making a digital story? I have examined short multimodal personally-told digital stories published on the Internet. As a theoretical framework for the discussion I have compared digital storytelling with storytelling traditions in the oral and the written culture. The result implies that the definition of a digital story depends on what is considered a narrative. By transcending what has traditionally been considered narrative and by defining narrative in a broader sense, digital storytelling is an innovative tool and serves as a promising activity facilitating learning and development in the post modern society.

Immersive Storytelling

2021 ◽  
pp. 192-215
Author(s):  
Jodi Pilgrim ◽  
J. Michael Pilgrim
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Academic Disciplines ◽  
Multiple Modes ◽  
Technology Tools ◽  
Digital Story ◽  
Digital Stories ◽  
Computer Based

Technology tools continue to contribute to the digital story formats, and in today's world, multiple modes of communication are used to deliver narratives. Digital storytelling engages an audience by means of computer-based tools to share a message. Through the use of digital technologies like virtual reality (VR), digital stories have evolved to include the concept of immersive storytelling. VR utilizes interactive 360-degree images designed to immerse the user in a virtual environment. Immersive stories provide the storyteller's audience with a sense of being present at the scene. This chapter presents a background on the rationale for the use of VR technologies in storytelling as well as classroom applications for immersive storytelling across all academic disciplines. The technologies and processes for creating an immersive story are presented along with clear steps and recommended websites. In addition, examples of immersive stories are shared.

scholarly journals SKILLS AND STRATEGIES OF FACILITATORS WHO CO-CREATE DIGITAL STORIES WITH PERSONS WITH DEMENTIA

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S453-S453
Author(s):  
Christine H Daum ◽  
Lili Liu ◽  
Kara Hollinda ◽  
David Kaufman ◽  
Arlene Astell
Keyword(s):  
Older Adults ◽  
Digital Storytelling ◽  
Qualitative Content Analysis ◽  
Active Listening ◽  
Care Providers ◽  
Building Relationships ◽  
Health And Social Care ◽  
Digital Story ◽  
Digital Stories ◽  
Disciplinary Background

Abstract Digital storytelling combines storytelling and digital tools to create brief video clips in which narrative, images, and music are embedded, in order to share personal stories. Digital storytelling facilitators can be health and social care providers as well as care partners who collaborate with persons living with dementia to co-create their stories. These facilitators elicit people’s stories and use the technology to create the digital story. Despite their important role, there is a paucity of information on facilitators’ specific skills and strategies used in working with persons living with dementia. The purpose of this project was to examine skills and strategies used by facilitators who co-create digital stories with persons living with mild dementia. Audio recordings of 70 digital storytelling co-creation sessions conducted in three Canadian cities (Edmonton, Vancouver, Toronto) were transcribed and subjected to qualitative content analysis. Regardless of their disciplinary background, facilitators acted as weavers, bringing together narrative threads to co-construct a digital story with participants. Essential communication skills and strategies included active listening, strategic questioning, being comfortable with silence, and therapeutic responding. Building relationships and collaboration were achieved through flexibility, empathy, and encouraging autonomy. To be an effective facilitator of the digital storytelling process with older adults living with dementia, facilitators must adapt their communication strategies and relational skills to the strengths and needs of the older adults with whom they are collaborating.

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