Volume 6 - issue 2 - 2010
Digital Storytelling – Special issue
Since the inception of Seminar.net the phenomenon of Digital Storytelling has often been suggested as a promising genre for teaching and learning in a variety of areas. Academically, the genre has attracted interest from scholars in media studies, political science, social work, health and education. In this issue we have sought attention from a huge number of academically inclined persons who either use the genre to teach with media, for teaching and learning about media, or studying how this specific way of working with media offers new possibilities for the articulation of the voice of the common people.
Developing Voice in Digital Storytelling Through Creativity, Narrative and Multimodality
Monica Nilsson, at the University of Stockholm, discusses digital storytelling in this article. A digital story is defined as a multimodal narrative text comprising pictures, music, speech, sound and script. In the article she describes and analyzes a nine year old boy´s digital stories and argues that new media, here as digital storytelling, has the potential to play a significant role in the development of both literacy and creativity.
Boundary crossing and learning identities – digital storytelling in primary schools
Anne Mette Bjørgen looks at how digital storytelling in an educational setting may have potential to build and develop learning identities, agency and digital competences in her article: “Boundary crossing and learning identities – digital storytelling in primary schools”.
Poetic reflection through digital storytelling – a methodology to foster professional health worker identity in students
Grete Jamissen and Goro Skou work at the University College of Oslo. In their article, “ Poetic reflection through digital storytelling – a methodology to foster professional health worker identity in students”, they focus the role of personal narratives, multimedia and the creative process in developing identity and voice. The project reviewed in their paper identifies contexts in higher education where digital storytelling may be used as a promising tool to support students’ learning, assisting them to combine theory and practical experience in their field of study.
Making time for storytelling; the challenges of community building and activism in a rural locale
Sarah Copeland, of Leeds metropolitan University and Clodagh Miskelly, independent producer contribute with an article called: “Making time for storytelling; the challenges of community building and activism in a rural locale”. Their topic is how to engage prospective participants with using digital storytelling as a challenge in itself. Motivating and arguing for this way of expressing a voice has a better chance for success when one considers the various practical barriers that one meets when employing community media. They argue that an open discussion of projects that are less successful will enhance our practice and our understanding of processes intended to enable social change.
Understanding digital storytelling: individual ‘voice’ and community-building in youth media programs
Aneta Podkalicka, Swinburne University and Craig Campbell, Salvation Army of Melbourne contribute with the article: “Understanding digital storytelling: individual ‘voice’ and community-building in youth media programs”. Their topic is empowerment for marginalised voices across community-based projects worldwide. The paper discusses uses but also limitations of the practice in the context of a Melbourne-based youth media program for ‘youth at risk’ called YouthWorx.
More Articles...
- Digital storytelling in study abroad: toward a counter-catalogic experience
- Digital storytelling in sex education. Avoiding the pitfalls of building a ‘haram’ website
- The Hadia Story: Digital Storytelling in Election Campaigns
- “Don’t Keep It To Yourself!”: Digital Storytelling with South African Youth