Youths’ Posting Practices on Social Media for Digital Storytelling

Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.

REGISTROS AUTOBIOGRÁFICOS Y MEMORIA EN CUATREROS (2017) DE ALBERTINA CARRI

Cuatreros (2017) de Albertina Carri parte de la historia de Isidro Velázquez, del que su padre escribió un libro, y sobre la que se realizó una película, Los Velázquez, que la dictadura argentina destruyó. A partir de ahí la directora narra su historia personal con el trasfondo del secuestro y asesinato de sus padres y la huella que ese hecho dejó en ella. La directora reflexiona sobre la implicación de ese personaje en lo personal, lo que nos lleva a la postmemoria, y lo colectivo, lo que enlaza con el acto afiliativo. Planteamos tres objetivos: situar el ensayo fílmico en la obra de la directora y el papel que juega el found footage y la polivisión o multipantalla; indicar las características que tiene como obra del yo (autobiografía y retrato autobiográfico), especialmente el uso de la voz off-screen; y realizar un análisis fílmico para comprobar las estrategias y mecanismos enunciativos. Abstract: Albertina Carri’s Cuatreros (2017) takes as a starting point the story of Isidro Velázquez, about whom her father wrote a book, about which a film was made (Los Velázquez), which in turn the Argentine dictatorship destroyed. From there, the director tells her personal story against the background of the kidnapping and murder of her parents and the imprint that that fact left on her. The director reflects on the involvement of this character personally, which leads us to post-memory, and the collective, which links with the affiliative act. This article has three goals: place the filmic essay in the director’s oeuvre and the role played by the use of found footage and multivision or multiscreen; indicate the characteristics it has as a work of the self (autobiography and autobiographical portrait), especially the use of the off-screen voice; and carry out a film analysis to check the strategies and enunciative mechanisms.

Jessica's Journey

This personal story chapter describes the journey undertaken by a transgender youth as she discovers her true gender identity. Told by a mother and daughter team, each individual shares her feelings and experiences from the time J is a toddler until the present, including preschool experiences, travel abroad anecdotes, school and social encounters, and family reactions and adjustments to J's transition and ongoing transformation. The chapter addresses the social, emotional, physical, academic, and economic factors that many transgender youth and adults face on a daily basis and suggests ways that schools and society can ease this complex process for individuals who are LGBTQ+.

Mark's Story

The personal story of Mark Kent is not an easy one to read or to ignore. This chapter shares the difficult life story of Mark's journey from an individual who was sexually and emotionally abused as a child to one where he is currently in a healthy and happy marriage with four children. Mark attributes this success to his Asperger's Syndrome and the support of his family, but he also realizes he is an exceptional case study. He advocates for much better awareness, sexual education, and overall acceptance on the part of society to ensure others can overcome the same challenges he has faced.

Country Calls: A Creative Practice of Deep Time Walking in Darug Country

This article presents my personal story, as a non-Indigenous settler woman, of walking along a ridge close to my home at the foot of the Blue Mountains west of Sydney, after the fires of 2019 to 2020. In this article, I want to invite the reader into my love of this country through sharing my record of this walking over a 12-month seasonal cycle. Every walk presented me with new understandings of this Country where I live, which I already knew as Darug Country, having explored the nature of this country in collaboration with my Darug friends Jacinta and Leanne Tobin.

A Personal Review

Book Review Matthews, Michael. 2021. History, Philosophy and Science Teaching: A Personal Story. Singapore: Springer Nature, 2021. ISBN: 978-981-16-0557-4 - Hardcover Book 139.99, USD, E-book 109.00 USD.

Initial Stage of the Fight against COVID-19 Pandemic in China: A View from Inside

This publication represents a kind of literary essay about the fighting against the SARS-CoV-2 coronavirus at the very beginning of the pandemic, during the first days and even hours. The personal story may help to evaluate the situation of complete uncertainty on the first days of the pandemic all of us have already forgotten now. But to remember the first moods and the first steps is a very important thing, for avoidance of new crises during possible epidemics in the future and the panic associated with them. Looking at the problem from the inside helps to understand the worries, moods and feelings of Chinese people during the current COVID-19 pandemic.

Supporting toddlers as competent story navigators across home and early childhood contexts

Young children learn how to communicate with others through their everyday interactions and social relationships. In this article, we argue that stories about personal experiences are a valuable context for exploring how 1-year-old toddlers learn to engage with others across their family homes and early childhood settings. We demonstrate how Lexie, aged 16 months, communicated multimodally as she contributed to a personal story about her experience of eating lunch. Lexie’s competence as a storyteller was supported by a teacher who shared her cultural background and home language. Lexie’s story highlights the critical role of teachers in supporting story interactions in attuned and reciprocal ways that allow the competencies of 1-year-old toddlers as learners and communicators to be recognised and extended.