06 SES 09, Digital Storytelling
Our main focus is how a method called Digital Storytelling can promote a more reflected and responsible use of ICT in homes and schools. Our assumptions are that teachers are hesitant to use ICT because they lack opportunities to master methods. When trained to use Digital Storytelling they will be enabled to use a method which gives students opportunities to reflect on how they use ICT in private life and develop competencies in combining their budding ICT skills with their emotions. Students will provide insights in how they reflect and move into a stage whereby they can expand their ethical insights and moral conduct. They will also find a stage where they can reflect on what they learn and how they can use the semiotic resources they have acquired and convert to formal contexts.
Buckingham suggests that: “… it is important to know much more about children’s experience of media production not just in the context of education, but also(particularly) in the context of the home and the peer group” (Buckingham 2005, p.53). In our study we rely on recent research on how “Digital Storytelling” can improve the ability to reflect on their emotions and actions (Haug, Jamissen & Ohlmann, 2012). The method relies on engaging students in developing stories from their personal lives and connect to a message about the world, expressed with words, images and sounds, compiled and processed as a visual story of three minutes duration. The process of production offers contexts whereby students explore their own emotions and experiences about the borders of self and other, of ethical and moral questions.
The method demands a basic platform of skills and knowledge but is easily learned and workable in large classrooms with many students. Experiments show that student not only develop digital skills, but also manage to explore their existential concerns and link them to what the school intends as formal learning. Digital storytelling is a form of “mediatized storytelling”. Producing the story and showing it in the classroom, provides what Holmes & Gardner (2006) calls communal constructivism. Making a story, with words, sound and images invokes a wide range of learning capabilities, in which most students connect the personal with the “objective”, and provide reflections about the boundaries of the private, personal, general, poetic or factual, boring or engaging, substantial or irrelevant. The “screening”, - when students show their stories is seen as a particularly engaging sequence that involves students in the communal learning process (Kaare & Lundby, 2007). Schultz & Hull (2008) underline that DS became an important part of the New Media Literacy because it opens up for students to use the “semiotical resources” they are otherwise immersed in by TV, radio, Internet, gaming etc. Fritze, Haugsbakk & Nordkvelle (2012) argue that tools like these are pivotal in developing a “visual bildung”, and Hatlehol (2012) demonstrate how DS can be employed to support critical citizenship training in schools. Teaching with DS is outlined in a method which is easily taught in workshops for teachers, relying on internationally acknowledged manuals.
Buckingham, D. (2005). The Media Literacy of Children and Young People A review of the research literature on behalf of Ofcom. Centre for the Study of Children Youth and Media Institute of Education University of London, London Knowledge Lab. Fritze, Y., Haugsbakk, G. & Nordkvelle, Y. (2012). Visuell danning og kampen mellom ord og bilde. In S. Vettenranta & V. Frantzen (eds), Mediepedagogikk. Trondheim: Tapir. Hatlehol, B. (2012). Aktive medborgere gjennom digital historiefortelling. In Haug, K.H., Jamissen, G. & Ohlmann, C. (eds), Digitalt fortalte historier. Oslo: Cappelen Akademisk. Haug, K.H., Jamissen, G. & Ohlmann, C. (2012). Digitalt fortalte historier. Oslo: Cappelen Akademisk. Holmes, B. & Gardner, J. (2006). E-Learning: Concepts and Practice. Sage: London. Lundby, K. & Kaare, B.H. (2007). The sacred as meaning and belonging in digital storytelling. In Furseth, I. & Leer-Salvesen, P. (eds), Religion in late modernity. Trondheim : Tapir Academic Press. Schultz, K & Hull, G (2008). Literacies in and out of School in the United States. In B. Street & N. H. Hornberger (eds), Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy, 239–249.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.