Unlocking Contested Stories and Grassroots Knowledge

Liguori, Antonia

doi:10.1007/978-3-319-56988-8_35

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…The storytelling journey starts with an open-ended prompt, leading to idea selection, script creation (250-500 words), and video production. Crucial to this process are Story Circles (Lambert, 2018), spaces for deep listening, feedback, and co-creation (Liguori, 2020). During each Story Circle, storytellers learn more about their narrative and audience expectations and, ideally, continue to leave with a set of editing plans until they complete and publish their story.…”

Section: Literature Backgroundmentioning

confidence: 99%

Embedding Digital Data Storytelling in Introductory Data Science Course

Chen,

Gillan,

Decker

et al. 2023

JPBLHE

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With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students’ awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.

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Section: Literature Backgroundmentioning

confidence: 99%

Embedding Digital Data Storytelling in Introductory Data Science Course

Chen,

Gillan,

Decker

et al. 2023

JPBLHE

View full text Add to dashboard Cite

show abstract

Section: Literature Backgroundmentioning

confidence: 99%

Entire issue

2023

JPBLHE

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Sustainability is currently one of the most important topics in higher education and curriculum development. As a connected and interdependent global community, we are facing increasingly complex and multidimensional socio-political, economic, and environmental challenges. It is clear that trans-disciplinary efforts are necessary to tackle sustainability. Integrating sustainability in educational curricula involves cultivating a way of thinking that is holistic and collaborative so that we can adequately prepare students to work across disciplines, sectors, institutions, and geographies. Problem-based

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“…Switching from memories to future projections throughout the creative process appeared to be perceived as a sort of transition from self-interest to participation (Liguori 2019).…”

Section: Reflections On Transitionsmentioning

confidence: 99%

Towards ‘Creative Participatory Science’: Exploring Future Scenarios Through Specialist Drought Science and Community Storytelling

Liguori

McEwen

Blake

et al. 2021

Front. Environ. Sci.

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There is a growing interest in different forms of participatory modeling that bring science and lay knowledge into the same space. This recognizes that, traditionally, the environmental science community has mostly seen stakeholder engagement as a ‘follow on’ activity to be undertaken once the key scientific research has been completed. By excluding communities from the scientific process, or at best approaching communities in one-way communication, scientists are missing out on the wealth of local community knowledge about the very facets of the environment which they seek to understand. The challenge, however, is in identifying, developing and adopting appropriate platforms for communication and co-creation to allow scientists and local communities to have effective dialogue, efficiently gather, interpret and evaluate lay knowledge, and develop relevant, scientifically robust, but widely comprehensible, results. DRY (Drought Risk and You) was a 4-year project, funded under the RCUK Drought and Water Scarcity Program, with the aim of developing an evidence-based resource to support better decision-making in United Kingdom drought risk management. In DRY, scientific data and multiple narrative approaches have been brought together to facilitate decision-making processes and improve community resilience. Creative experiments were designed by the DRY interdisciplinary team to engage local communities in using specialist science as a stimulus for storytelling at catchment level, but also to give scientists the insight required to develop meaningful scenarios of local change to explore potential drought impacts in a particular river catchment. One challenge of working with storytelling is that it is very often retrospective and linked to past experiences and memories. It can be seen as a backward-looking activity, learning principally from what has happened before. The participatory approaches applied in DRY demonstrated that storytelling can be also used to imagine, interrogate and plan for a future that communities might collectively wish to subscribe or adapt to. In particular, by co-designing and facilitating storyboarding workshops, the DRY team, together with local stakeholders, have been exploring the ‘scenario-ing’ of possible futures as a way of creating a story and visualizing a picture for the future of the community. By allowing the scientists, community and local stakeholders to develop model drought scenarios iteratively together using storytelling, these scenarios should not only be scientifically accurate, but should also reflect local interests and aspirations, as well as local drought mitigation practices. This process integrates valuable knowledge exchange and the building of mutual capital to support local risk decision-making - scaling up from the level of the individual to the collective.

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Unlocking Contested Stories and Grassroots Knowledge

Cited by 6 publications

References 12 publications

Embedding Digital Data Storytelling in Introductory Data Science Course

Embedding Digital Data Storytelling in Introductory Data Science Course

Entire issue

Towards ‘Creative Participatory Science’: Exploring Future Scenarios Through Specialist Drought Science and Community Storytelling

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