In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of eductional practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. Educators’ expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes. Second, we describe the process of constructing a DST for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every storyteller made. We conclude with the self-assessment tool we want to propose in our on-going research project.

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The memory has a narrative structure. Recovering the epistemological approaches of the collective memory of Halbwachs, Blondel, Bartlett and Vygotskij, and reflecting on Bruner's postulates on narrative thought, the present study supports the perspective of collective memory constituted by narratives in autobiographical and dialogical form that They allow the narrative rereading of experiences (understood as focal events by the subject), culturally endowed with meaning by the individual and by the community. Undoubtedly, on a daily basis we are surrounded by a sea of narratives (Bruner, 1992), which intersect and become contaminated with others, defining the limits of common experiences that the community represents the memories of a past endowed with a renewed sense exchange and co-constructed for each unique autobiography. Therefore, we could say that narratives become social structures of memory, such as time and space (Halbwachs, 1987), and they need recreations to be renewed and guarded in the collective memory, so as not to lose their meaning by being enveloped by the dust of old memories and old drawers. This work describes a creative writing workshop with the Digital Storytelling methodology with a group of twenty students from the Geography course at the University of Bologna who have been asked to tell a story in the first person to describe a representative place for them, the place of memories or a place where a focal event in your personal history occurred. The pedagogical purpose of the laboratory resides in the active and reconstructive function of the account of the experience, which is not limited only to the storage of places and events, but also to the work of reflection and discovery of the self, it has underlined how the autobiographical account can offer an interpretation of meaning jointly to the stories of the members of a community, in other words, the exchange of memories and with them, an interpretation of past events would facilitate recognition in a common history while maintaining a collective identity through values, beliefs and myths that the same collective memory transmits and builds.

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