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Building Learning Communities through Digital Storytelling

Zisoula Gkoutsioukosta

and

Venetia Apostolidou

Soc. Sci. 2023, 12(10), 541; https://doi.org/10.3390/socsci12100541 - 26 Sep 2023

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Abstract

This paper shares the first insights of the Digital Storytelling Hubs research project held by the School of Primary Education, Aristotle University of Thessaloniki, funded by the Hellenic Foundation for Research and Innovation. It is a still in-progress action research study that comprises two action research cycles. The aim of the present paper is to outline the dynamic role that digital storytelling could play in building learning communities. The research program includes the creation of three hubs, one digital and two physical, for transferring higher education research practice to primary and secondary education, and for disseminating digital storytelling as an innovative learning tool. During the pilot cycle, digital storytelling was implemented in two experimental schools in Greece, while during the main cycle, a total of 50 elementary and secondary teachers were involved. Data sources include students’ and teachers’ participation statistics, the digital stories created by students so far, the students’ answers in questionnaires and teachers’ semi-structured interviews after the pilot interventions in class. The findings suggest the dynamics of digital storytelling workshops to create vivid and powerful learning communities that foster both classic and new literacies and enhance a creative and critical attitude towards modern media culture. Full article

(This article belongs to the Special Issue Selected Papers from 11th International Digital Storytelling Conference 2023: Radical Listening: Story Work for a Just Future)

Open AccessArticle

Gathering Stories: Creating Spaces for Young Women to Connect and Build Community through Multimodal Storytelling

Laura Shackelford

Ammina Kothari

and

Karen vanMeenen

Soc. Sci. 2023, 12(9), 487; https://doi.org/10.3390/socsci12090487 - 31 Aug 2023

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Abstract

Digital storytelling prioritizes real-time connections, story creation, contextual adaptability, multi-media expression, and accessibility. This article discusses the unrecognized affordances and value of digital storytelling practices for teens living in precarious (neo)colonial lifeworlds. We review the workshop methods developed as designers and leaders of “Gathering Stories: A Digital Storytelling Workshop for Young Women” in July 2021 to enliven and illuminate high school students’ voices while also addressing social, emotional, and affective experiences and needs during the pandemic. The article details how we co-realized spaces where teens’ lived experience of gathering and the draw of story were the driving forces for their diverse storytelling practices. Identifying positive outcomes for the first iteration of the workshop, we also identify challenges that will inform future iterations of the workshop, such as structural dimensions of intersectionality and the challenges predicative AI such as ChatGPT poses to such efforts to prioritize experiential dimensions of learning through storytelling. Full article

(This article belongs to the Special Issue Selected Papers from 11th International Digital Storytelling Conference 2023: Radical Listening: Story Work for a Just Future)

Open AccessArticle

What Digital Storytelling Means to the New Generation of Researchers

and

Soc. Sci. 2023, 12(9), 485; https://doi.org/10.3390/socsci12090485 - 30 Aug 2023

Viewed by 420

Abstract

A new, hybrid way of conceiving Digital Storytelling (DS) in applied research is presented here as an essential trigger to challenge, expand, and eventually re-frame the way in which DS is currently codified. The three methodological perspectives described in this paper share a common understanding of practice-as-research. They position themselves within three distinct disciplines—illustration, animation, and the creative arts in education—but have a strong commitment to interdisciplinarity. Each of them is trying to respond to a specific cultural and personal issue (e.g., sense of identity, mental health, attainment within competitive environments, etc.) and also serves as a prompt to reflect on a potential new aspect of DS as research, linked to the how, the what, and the why of these multiple and complementary applications. The intention of this paper is not to propose one alternative way of operating, but to inspire other researchers wanting to apply this approach in their work to constantly challenge any pre-conceived form and process, while prioritizing the democratization of knowledge production and informing their research process with co-design and participatory principles. The take-away message from these three case studies is that DS will be, in fact, embraced by the new generations of researchers as a sustainable practice all the more, as its many disruptions will generate spaces for co-creation and self-representation to emerge, and will stimulate everyone involved in the research process to challenge their own way of thinking and to go beyond what was codified by others and by their own practice too. Full article

(This article belongs to the Special Issue Selected Papers from 11th International Digital Storytelling Conference 2023: Radical Listening: Story Work for a Just Future)

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Special Issue "Selected Papers from 11th International Digital Storytelling Conference 2023: Radical Listening: Story Work for a Just Future"

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