Online inclusive pedagogy: A call-and-response dialogue on digital storytelling

Alcalá, Janet Ceja; Austin, Megan; Granroth, Mona; Hewitt, Breanne

doi:10.3233/efi-150963

Cited by 9 publications

(6 citation statements)

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“…(e.g., Kim et al, 2021; Kim & Lee, 2018; Kim & Li, 2021; Matias & Grosland, 2016). In addition, DSs are used as a pedagogical tool for reflective practice (e.g., Alcalá et al, 2016; Austen et al, 2021; Kim & Li, 2021). DST is also used especially as a reflective practice in the literature (Challinor et al, 2017; Coggin et al, 2019; Dreyer, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…In these studies, for example, it is investigated whether DST is a pedagogical tool for online inclusive pedagogy and reflective practice among students and teachers (Alcalá et al, 2016) or whether DST is an effective pedagogy or medium for student reflection in higher education (Austen et al, 2021), or whether a DST workshop as a multiliteracies practice can serve as a creative space for language learning (Castañeda et al, 2018).…”

Section: Research Issuesmentioning

confidence: 99%

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

Sarıca

2023

Review of Education

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Research Issuesmentioning

confidence: 99%

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

Sarıca

2023

Review of Education

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“…Faculty must be flexible in honoring the diversity of students’ backgrounds and experiences when engaging in humanizing practices in hybrid programs, especially the online elements (Alcala et al, 2016 ). A few examples of how this can be done include reflective and integrative learning, collaborative learning, and encouraging dialogue (Tuitt, 2016 ).…”

Section: Relevant Literaturementioning

confidence: 99%

Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of Color Stories in Hybrid Higher Education/Student Affairs (HESA) Graduate Programs

Kaler-Jones¹,

Briscoe

Moore

et al. 2022

Urban Rev

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Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students’ of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students’ of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond.

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“…26 Alcalá and their coauthors used narrative inquiry as part of a classroom activity. 27 Students in an LIS course with diversity and cultural inclusivity components completed a digital storytelling assignment. Based on those stories, the researchers constructed themes, using those themes as a basis for a call-and-response dialogue with student participants.…”

Section: Students and Information Literacymentioning

confidence: 99%

Tell Me Your Story: Narrative Inquiry in LIS Research

Ford

2020

C&RL

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Narrative inquiry, a phenomenological qualitative research methodology, examines individual human experiences-stories. Yet, researchers in Library and Information Science (LIS)-a human-focused profession-have infrequently used it. This article introduces narrative inquiry and provides a literature review of the few LIS studies using it. Next, it extrapolates on Coralie McCormack's "storying stories," 1 a multifaceted approach used to analyze narrative inquiry research data. Finally, the article outlines potential uses for narrative inquiry in LIS research.

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Online inclusive pedagogy: A call-and-response dialogue on digital storytelling

Cited by 9 publications

References 0 publications

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

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

Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of Color Stories in Hybrid Higher Education/Student Affairs (HESA) Graduate Programs

Tell Me Your Story: Narrative Inquiry in LIS Research

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