When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Lemieux, Amélie; Mason, Stephanie

doi:10.21432/cjlt28002

Cited by 4 publications

(1 citation statement)

References 40 publications

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“…A posthuman worldview of literacy not only accounts for languages and literacy practices as ‘matter on the go’ (Bennett, 2010, p. 18), but also affects and bodies (human and otherwise) as force relations (e.g., Burnett and Merchant, 2016; Daniels, 2021; Leander and Boldt, 2013; Leander and Ehret, 2019; Lemieux and Mason, 2022; Lenters, 2016b; Thiel, 2015a). Affect here refers to nonconscious, visceral, embodied forces (e.g., flows, vibrations, energies, frequencies, rhythms, intensities) that move with and reverberate across/with/in bodies of all kinds (Seigworth and Gregg, 2010).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Attuning toIn‐the‐Red Frequencieswith/in Readers Workshop

et al. 2023

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In this article, we 'think with' the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to 'in-the-red frequencies' flowing across/ with-in a New York City primary classroom-that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences-practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies 'into the red,' namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting 'otherwise' social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Attuning toIn‐the‐Red Frequencieswith/in Readers Workshop

et al. 2023

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Storytelling in Higher Education: A Literature Review

Zaitseva,

Goncharova,

Daineko

2024

Lecture Notes in Networks and Systems

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Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging

Khoo,

Mitchell,

Sammons

2023

Early Childhood Educ J

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Creative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children’s developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children’s cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.

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When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation

Cited by 4 publications

References 40 publications

Attuning toIn‐the‐Red Frequencieswith/in Readers Workshop

Attuning toIn‐the‐Red Frequencieswith/in Readers Workshop

Storytelling in Higher Education: A Literature Review

Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging

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