Gazing upon the kingdom

Yoo, Eunice Eunjung; Buzinde, Christine N.

doi:10.1016/j.annals.2011.06.002

Cited by 16 publications

(1 citation statement)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the audience studies in this review are mostly carried out with qualitative case study methodologies. However, in the literature, audience studies are carried out with reception methodologies (Çıralı Sarıca & Usluel, 2022; Hermes, 2006; Jensen, 2002; Straiger, 2005; Yoo & Buzinde, 2012). It is noteworthy that reception methodology was not used in any of the DS‐audience‐focused studies in this review.…”

Section: Discussionmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

View full text Add to dashboard Cite

Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

show abstract

Section: Discussionmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

View full text Add to dashboard Cite

show abstract

Annals: 40–40 vision

Xiao

Jafari

Cloke

et al. 2013

Annals of Tourism Research

View full text Add to dashboard Cite

Framing the land of the Northern Lights

White

Morgan

Pritchard

et al. 2019

Annals of Tourism Research

View full text Add to dashboard Cite

The development of affinities between the production and consumption of people and place is crucial for tourism development. We trouble front and backstage distinctions to examine how destinations are framed and critically explore the power of the imaginary in shaping how individuals apprehend and in turn create social worlds. Combining critical discourse analysis with stakeholder interviews, we scrutinise an influential television travel documentary as an instrument of cultural pedagogy, which recycles, recreates and re-enacts the tourism imaginary. The paper's distinctive contribution is to show the multiple means through which travel journalism enrols tourists through imagined portrayals of people and place within globalised cultural texts by highlighting the multi-dimensional workings of power in and through a framing of Northern Norway.

show abstract

Gazing upon the kingdom

Cited by 16 publications

References 37 publications

Emotions and digital storytelling in the educational context: A systematic review

Emotions and digital storytelling in the educational context: A systematic review

Annals: 40–40 vision

Framing the land of the Northern Lights

Contact Info

Product

Resources

About