Transmedia Storytelling and the Creation of a Converging Space of Educational Practices

Rodrigues, Patrícia; Bidarra, José

doi:10.3991/ijet.v9i6.4134

Cited by 30 publications

(45 citation statements)

References 13 publications

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“…En ese sentido, por ejemplo, se añaden elementos como el espíritu crítico o el salto entre medios (Alper & Herr-Stephenson, 2013), la capacidad de interpretación de mensajes complejos difundidos por diferentes canales (Checa-Romero, 2016), o se focaliza en la navegación (Fleming, 2013), a la que ya nos hemos referido (Jenkins et al, 2009). Por último, se documentan algunas propuestas en las que se intenta aglutinar alfabetizaciones ya existentes (Weedon & Knight, 2015), como las siguientes: multimodal, crítica, digital, mediática, visual, informacional y lúdica (Gambarato & Dabagian, 2016), o se intentan complementar con elementos de naturaleza transversal, como la creatividad, la sociabilidad, la movilidad, la accesibilidad o el rejuego (Rodrigues & Bidarra, 2014).…”

Section: Concepto De Alfabetización Transmediaunclassified

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Martínez

Serrat

Minguell

et al. 2018

Comysoc

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Comunicación y Sociedad, 33, septiembre-diciembre, 2018, pp. 15-40. Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura About the concept of transmedia literacy in the educational field. A literature review Juan González-Martínez http://orcid.org/0000-0002-9175-6369 elisabet serrat-sellabonaEn torno al movimiento mediático de la cultura participativa hay ya muchos enfoques educativos que empiezan a hablar de una alfabetización transmedia. Con una revisión sistemática de la literatura, concluimos que este concepto no se ha definido aún en el ámbito educativo, aunque existe consenso sobre algunos de sus componentes principales: transmedialidad, colaboración, prosumo y espíritu crítico. Palabras Clave: Revisión de literatura, transmedia, alfabetización transmedia, educación.Around the media movement of participatory culture, there are already many educational approaches that begin to speak of a transmedia literacy. With a systematic review of the literature, we conclude that this concept has not yet been defined in the educational field, although there is consensus on some of its main components: transmediality, collaboration, prosume and critical spirit.

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Section: Concepto De Alfabetización Transmediaunclassified

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Martínez

Serrat

Minguell

et al. 2018

Comysoc

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“…Transmedia storytelling is the idea that we can access a story across multiple platforms in a nonlinear manner (Rodrigues & Bidarra, 2014). In order to make us want to access a story to begin with, Rodrigues…”

Section: Transmedia Storytelling: Teacher Story Videos Are Only One Pmentioning

confidence: 99%

Storytelling in Teacher Professional Development

Rosen¹

2018

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Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.

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“…Children who frequently hear stories can easily come up with the right and wrong concept as well as build up positive attitudes [1]. When the folktales are delivered by storytelling, it might build up the sense of cultural identity amongst children [2].…”

Section: Introductionmentioning

confidence: 99%

Augmented reality objects design in augmented story book mobile application for better engagement

Izzaty¹,

Tolle²,

Dermawi³

et al. 2019

IJECE

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<span lang="EN-US">The folktale is a kind of story that </span><span lang="EN-US">has some good points, such as developing a sense of story and shaping up positive attitudes towards children. However, people seem to abandon those good points and often give the children smartphones instead of folktale through the conventional book. Recently, smartphones’ capabilities have rapidly improved, so that augmented reality (AR) story books which combine conventional book and smartphone can be developed. This research is conducted to examine which one from three provided models that work best for engagement in a folktale augmented book. Those designs will be discussed in both subjective and objective approach, correspondingly. The result from subjective approach is the animated video AR design becomes the most pleasing design. The picture and narrator’s voice AR design, by contrast, becomes the most efficient design based on objective approach.</span>

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Transmedia Storytelling and the Creation of a Converging Space of Educational Practices

Cited by 30 publications

References 13 publications

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura

Storytelling in Teacher Professional Development

Augmented reality objects design in augmented story book mobile application for better engagement

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