“Now I See”: Digital Storytelling for Mediating Interprofessional Collaboration

Jamissen, Grete; Moulton, Mike

doi:10.1007/978-3-319-51058-3_17

Cited by 9 publications

(15 citation statements)

References 12 publications

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“…However, multimodal effects need not always be explicit, and storytellers are encouraged to explore metaphors and symbolism to enhance their narratives. Sometimes this involves help from facilitators in order to “build the layers of meaning” (Jamissen & Moulton, 2017, p. 255).…”

Section: Our Digital Storytelling Methodologymentioning

confidence: 99%

“…Our narrative guide (Figure 1) was inspired by Jamissen and Ohlmann’s dramaturgical curve (see Jamissen & Dahlsveen, 2012, p. 51). Jamissen (2008) claims that defining dramaturgic effects can provide criteria on which to base a good story. Our guide was non-linear, but with identified “trigger” points: event, insight, context, position of storyteller, and closing.…”

Section: Our Digital Storytelling Methodologymentioning

confidence: 99%

“…Digital storytelling is the practice of combining narrative with digital audio and visual content to create a 3- to 5-min-long film that typically contains a strong reflective, emotional and personal component (Lambert & Hessler, 2018). The narratives often center around an experience, incident, or event—a turning point—and how the storyteller reflects upon and interprets it in relation to their own life situation (Jamissen, 2008). The strength of digital storytelling lies in its simplicity, and correspondingly, its accessibility.…”

Section: Digital Storytellingmentioning

confidence: 99%

“…This was important to us. Selecting images (and additional audio in some cases) that best enhance a story's message increases a storyteller's sense of ownership according to Jamissen and Moulton (2017).…”

Section: Multimodal Elementsmentioning

confidence: 99%

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Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

Davey

Benjaminsen

2021

International Journal of Qualitative Methods

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Academic journal articles often do not embody the rich accounts of long-term qualitative field work, while creative storytelling offers researchers an alternative way to reflect upon and communicate their findings. Digital storytelling is an emerging research methodology increasingly used to gather qualitative data but not so often to communicate results. As part of the ICT4COP research project, which investigates community policing and police-reform in post-conflict settings, we decided to try out digital storytelling to communicate some of the findings from the research. During the process, we observed that the digital storytelling methodology led researchers to approach their data differently. This article explores our adapted digital storytelling methodology. We draw similarities with ethnographic storytelling and highlight the digital storytelling methodology both as a means of dissemination, as well as an alternative approach to data interpretation for qualitative researchers.

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Section: Our Digital Storytelling Methodologymentioning

confidence: 99%

Section: Our Digital Storytelling Methodologymentioning

confidence: 99%

Section: Digital Storytellingmentioning

confidence: 99%

Section: Multimodal Elementsmentioning

confidence: 99%

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Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

Davey

Benjaminsen

2021

International Journal of Qualitative Methods

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“…Digital historiefortelling er en relativt ny arbeidsmåte i høyere utdanning som synes å tilrettelegge for laeringsprosesser i så ulike utdanninger som barnehagelaerer-, sykepleie-, ergoterapi-og barnevernutdanningene (Broman, 2013;Haug, 2012;Haug & Jamissen, 2015;Jamissen 2009Jamissen , 2012Jamissen , 2015Jamissen & Haug, 2014;Jamissen & Skou, 2010;Skarpaas, mfl. (2016).…”

Section: Digital Historiefortellings Laeringspotensialunclassified

Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

Haug¹

2016

nbf

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This article presents Norwegian Kindergarten Teacher students' and Kindergarten staff's use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS' research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne's work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes.Keywords: Workplace-based Kindergarten Teacher Education, Digital Storytelling, communities of practice, Kolbs experiental learning model/circle. Sammendrag: Artikkelen tar for seg barnehagelaererstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og laering i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for laering i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelaererutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om laering i praksis, konkretisert til Kolbs erfaringslaeringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes laeringsprosesser.Nøkkelord: Arbeidsplassbasert barnehagelaererutdanning, digital historiefortelling, praksisfellesskap, Kolbs erfaringslaeringsmodell/-sirkel.

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Let's talk and share! Refugees and migrants building social inclusion and wellbeing through digital stories and online learning resources

Svoen

Dobson

Bjørge

2019

International Journal of Inclusive Education

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Social inclusion and wellbeing are a fundamental human right and intimately connected with the right to reside in a country. For refugees and migrants this takes on multiple and new forms as digital experiences increasingly wrap every part of our being. It can refer to maintaining social capital through shared digitally mediated conversations and images with friends and relatives in the homeland. It can also be about producing and accessing digital information and learning resources that can support social inclusion and wellbeing in the new country. In this paper we explore how digital learning resources developed in the Erasmus+ ReGap project (Reducing the Educational Gap for Migrants and Refugees) can support the desire to be socially included and to experience a sense of wellbeing. A key finding is that in creating such resources as digital stories, refugees and migrants, who are co-producers and users of these stories, experience social inclusion and a sense of wellbeing. The paper proposes an innovative set of indicators to measure the success of the online learning resources developed. 4 To be a refugee or a migrant is an experience unlike others, it is at once to be a no-place person 5 and at the same time to live everywhere 6 ; belonging to many places, if only fleetingly. It is in many senses "a", if not "the" modern defining experience as people appear, and perhaps also are, ever more mobile. Existentially it is what has been called refugeeness, and in so doing denotes an experience lived in the flesh of the body, in the flesh of language (metonyms and metaphors) and in the flesh of community (social bonds and interactions) (Dobson, 2004: 337) 7 .

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“Now I See”: Digital Storytelling for Mediating Interprofessional Collaboration

Cited by 9 publications

References 12 publications

Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

Telling Tales: Digital Storytelling as a Tool for Qualitative Data Interpretation and Communication

Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

Let's talk and share! Refugees and migrants building social inclusion and wellbeing through digital stories and online learning resources

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