Digital storytelling: facilitating learning and identity development

Kim, Deoksoon; Li, Mimi

doi:10.1007/s40692-020-00170-9

Cited by 72 publications

(53 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We modified the framework so that it applies to digital stories. We focus on four functions of the signs used in digital stories: representational, relational, configurational, and sociocultural (Kim & Li, 2020). Representational structures verbally and visually present the nature of events, the objects and participants involved, and the circumstances in which they occur.…”

Section: Discussionmentioning

confidence: 99%

“…Digital storytelling is one popular format, one which teachers can use to help students learn subject matter and also address personal challenges. By digital storytelling we mean 2-to-5-minute multimedia movies that combine visuals such as pictures, images, animation, text, and audio like music and narrative voiceover (Kim & Li, 2020). Digital storytelling facilitates personal expression and is a versatile tool for teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

Kim

Jia²

2020

JCSR

Self Cite

View full text Add to dashboard Cite

Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

Kim

Jia²

2020

JCSR

Self Cite

View full text Add to dashboard Cite

show abstract

“…Digital stories, in which creators tell a narrative using multimedia tools to combine audio, images, and video with voice-over narration, is a useful pedagogical strategy for extending narratives into the digital realm (Ohler, 2008). The composition of digital stories also encourages students to employ varied multimodal resources (Jewitt, 2008;Kim & Li, 2020;Kress & van Leeuwen, 2001) and to share their stories with others. Combining multimodal resources provides a new way to create meaning both in the individual components as well as in the whole (Hull & Nelson, 2005).…”

Section: Digital Stories In K-12 Spacesmentioning

confidence: 99%

“…Ohler (2018) describes how digital stories use "personal digital technology to combine a number of media into a coherent narrative" (p. 15). Digital storytelling provides space and time for students to share their experiences and reflect upon those experiences, encouraging students to think more deeply about their learning (Kim & Jia, 2020;Kim & Li, 2020). In the process of making a digital story, students reflect on people, places, experiences, and objects in a new way as they include them in their work (Lambert, 2012).…”

Section: Introductionmentioning

confidence: 99%

Digital storytelling as a tool for reflection in virtual reality projects

Kim

Coenraad

Park

2021

JCSR

Self Cite

View full text Add to dashboard Cite

Reflection is essential for learning and development, especially among middle school students. In this paper, we describe how middle school students can engage in reflective learning by composing digital stories in a project-based learning environment employing virtual reality. Adopting multiple case study methods, we examined the digital stories of five students, together with classroom observations and interviews about their experiences, in order to explore how digital storytelling can allowed students to reflect upon their experiences in a year-end capstone program. Creating digital stories allowed students to 1) reflect on their learning experiences teaching younger students with virtual reality, 2) present their reflections in multiple modalities, and 3) make connections between their present experiences and the past and future. This study demonstrates how digital storytelling can enable multimodal reflection for middle school students, particularly within technology-focused project-based learning environments. Keywords: digital storytelling; project-based learning; reflection; middle school learners

show abstract

“…There are, of course, reasons to be cautious and to protect children and youth from harm on the internet (e.g., Livingstone, 2008;Livingstone & Third, 2017). But we feel like there is comparatively little attention being paid to the potential of new interactive technologies to inspire new modes of identity exploration and socially augmented self-storytelling (e.g., Anderson & Mack, 2019;Davis & Weinstein, 2017;Kim & Li, 2020). Part of the reason these landscapes of digitally-augmented identity explorations are not being recognized as such is that former generations have had no experience with them.…”

Section: The Pathologizing Of Digital Activitymentioning

confidence: 99%

Young People’s Digital Interactions from a Narrative Identity Perspective: Implications for Mental Health and Wellbeing

Granic

Morita

Scholten

2020

Psychological Inquiry

View full text Add to dashboard Cite

The current response article began by situating this journal volume in the current COVID-19 pandemic context which has driven young people into digital spaces for far longer periods of time than ever. Many scholars, policy makers, and the public at large are recognizing that these social digital spaces may be the only outlet by which youth and their families can remain safe (at least physically), while also participating in some important social outlets. We discussed the notion of hybrid reality and argued that young people themselves often do not experience their digital and physical contexts as functionally distinct, despite there being good scientific reasons for examining these contexts separately. We then considered whether or not digital activity (at least some) should be considered pathological or inherently unhealthy for young people. Like most of the commentators, we advocated for a nuanced approach and emphasized the importance of a functional, developmental lens. In the second half of our response, we turned to the narrative identity framework itself and clarified misconceptions about what we considered novel about our approach. We found it particularly useful to explain why self-determination theory can be regarded as a constituent of the identity development framework, but that it does not subsume it. We moved on to discuss how the new insights provided by the commentators could be synthesized and suggested directions for new research studies and methodologies. Finally, we ended with an examination of how a more elaborated narrative identity framework offers specific directions for designing new digital interventions for promoting young people's mental health and wellbeing. It is our hope that the target article with its detailed articulation of the narrative identity framework, together with the thoughtful commentaries and this response, can together inform future research, practice, and policy relevant to digital activity and its impact on young people's mental health and wellbeing.

show abstract

Digital storytelling: facilitating learning and identity development

Cited by 72 publications

References 31 publications

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

Digital storytelling as a tool for reflection in virtual reality projects

Young People’s Digital Interactions from a Narrative Identity Perspective: Implications for Mental Health and Wellbeing

Contact Info

Product

Resources

About