Journeying Beyond: Digital Storytelling with Rural Youth

Staley, Brenda Ellen

doi:10.35608/ruraled.v38i2.225

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…As a result, due to its democratic potential, DST projects are frequently used in educational settings (Couldry, 2008). Students' personal information combined with technology can be utilized to tap into students' interests and abilities (Staley, 2017). Students are allowed to play a vital role in their learning when personal anecdotes are combined with technological advancements.…”

Section: The Significance Of Digital Storytellingmentioning

confidence: 99%

RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy

Salem

2022

Front. Educ.

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The present study explored the impact of online digital storytelling on developing EAP students’ argumentative writing skills, and its impact on improving self-directed learning skills and learner autonomy in language learning. To reach such ends, a standardized pretest and posttest in argumentative writing skills were designed, which depends on the writing tasks of IELTS task 2 and Independent TOEFL test writing tasks. Also, the self-rating scale of self-directed learning and language Learner Autonomy Scale (LAS) have been exploited. The two experimental groups were trained to write using two different types of learning; group A through online storytelling and group B used offline content producing software to produce digital storytelling to promote writing skills. On the other hand, the control group (group C) used a traditional storytelling strategy. Results primarily revealed that the literacy skills of those who produced their stories with the offline software (group B) improved significantly in comparison to the other experimental group which was taught through online digital storytelling (group A). The control group achieved the least of the three groups in developing target skills. Further, the qualitative analysis of experimental group members’ responses in the semi-structured interviews revealed positive attitudes toward learning through blended learning approaches compared with pure online web-based learning. It is, therefore, recommended that blended learning should be used for students from communities with poor digital literacy and technology infrastructure. Also, online learning should be used with care to cope with community needs to fill a real gap in field practices in language learning to improve multiliteracy skills.

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Section: The Significance Of Digital Storytellingmentioning

confidence: 99%

RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy

Salem

2022

Front. Educ.

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“…Even though the students described here are white, and in the racial majority of their community, they are disenfranchised as students by the school’s firm and fixed focused on university preparation. The students themselves reveal that high school is viewed as a stepping stone or bridge to higher education (a place they are not going) and thus renders their education “worthless” and irrelevant (Staley, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Three students left school or did not complete the course and were not included in the data analysis. For the larger project, the digital stories as well as student work, and interviews were examined to identify the themes and patterns that emerged across these texts (See Staley, 2017). Here, only the digital story texts of the 23 students who consented to participate in this research, remained in school for the duration of the project, and completed their digital stories were analysed thematically (Pinnegar & Hamilton, 2011) and we looked explicitly at their talk about the future.…”

Section: Methodsmentioning

confidence: 99%

Digital storytelling as student-centred pedagogy: empowering high school students to frame their futures

Staley

Freeman

2017

RPTEL

Self Cite

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Digital storytelling was used in a high school classroom in the Midwestern USA as a part of the curriculum for "non-university-bound" rural youth. Though described as "unengaged", in this paper we illustrate the way this digital storytelling project redefined the teacher-student power relationship, and students responded by producing work that was opinionated, forceful and demonstrated a thorough engagement with academic practices via technologies. Research demonstrates that teacher expectations impact student outcomes, and for marginalised students, it is essential to provide pedagogical opportunities that affirm the student's culture and identity. In this paper, we describe the project and the ways students talked about their education and their future through their digital stories. We use Smyth's (International Journal of Leadership in Education 9(4):285-298, 2006) learner-centred policy constellation to consider the findings, and reframe the way we view these students and their work. By utilising technologies in a meaningful way in the classroom, we anticipate educators can potentially deliver more effective, powerful and engaging pedagogies to all students, including those on nonmainstream educational pathways.

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“…DST is a collaborative method in which participants use forms of digital technology to construct visual representations of their own narratives (Gubrium, 2009). DST assumes that youth are capable of sharing stories and that these stories serve as a catalyst to creativity and meaningful dialogue about issues in their own community (Staley, 2017). DST empowers youth by allowing them to use technology as a medium to capture and share the stories of their lived experiences (Staley and Freeman, 2017).…”

Section: Participatory Research Processesmentioning

confidence: 99%

Building a Culture of Youth as Co-Researchers: A Framework for a STEM Pipeline Program

Jacquez

Vaughn

Boards

et al. 2020

JSTEM

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STEM pipeline programs often include research experiences for youth, but fewer focus on youth as shared decision-makers or leaders in research efforts. Youth participatory action research (YPAR) and community-based participatory research (CBPR) orientations suggest that the quality and relevance of research will benefit from youth partnership. Because youth do not traditionally have the opportunity to serve in this type of leadership capacity, STEM pipeline programs that wish to elevate the role of youth in research must create a new culture of co-creation that upends the traditional pedagogical models adolescents experience in high school.We present Research Kickoff as a strategy to engage youth as co-researchers from their very first experience in a year-long STEM pipeline program. We designed activities around a framework consisting of six components: content, process, voice, network, engagement, and culture. Each of the six components of our framework are represented in a series of activities that include participatory research processes, inviting collaboration and valuing diverse expertise, and relationship building. To inform future programs interested in engaging youth as co-researchers, we detail the iterative development of Research Kickoff over two cohorts and describe how it serves to engage youth as change agents from the first touch.

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Journeying Beyond: Digital Storytelling with Rural Youth

Cited by 5 publications

References 29 publications

RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy

RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy

Digital storytelling as student-centred pedagogy: empowering high school students to frame their futures

Building a Culture of Youth as Co-Researchers: A Framework for a STEM Pipeline Program

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