The Digital Storytelling Response

  • Ellen McCabe
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


The Digital Storytelling Response details the design, implementation and findings of a digital storytelling intervention. This took the form of a workshop involving 15 Irish second level students in order to explore the possible benefits of digital storytelling in this area and hence to determine the value of further investigation and development. During the session the participants reinterpret a selected scene from Macbeth using the medium of digital storytelling. Through digital storytelling learners are drawn to recognise and emulate a range of vernacular creative skills including literary, visual, and oral communication, remediating these to the digital environment. While facilitating experimentation through a variety of modes of expression as well as allowing students to create a sense of order in relation to their studies, in a sense these processes have the effect of permitting learners to explore and express academic content through their own language. As learners are exposed to a variety of perspectives and expressions, their own attitudes are challenged. They are thus drawn not only to reflect on their own interpretations but to consider and assimilate those of others, stimulating many aspired to activities and attributes, such as collaboration, problem-solving, creativity and analysis.


Digital storytelling Multimedia learning Literary education Mashup culture Technology and performance Educational reform Creative learning activities Active learning Peer learning Collaborative learning Digital arts Learning technologies Internal and external learning Narrative learning Shakespeare at second level 


  1. About SoundCloud (n.d.). SoundCloud. Retrieved February 09, 2016,
  2. Boutin, P.(n.d.). Tumblr Makes Blogging Blissfully Easy. Gadgetwise Blog. Available at: (accessed 2.9.16).
  3. Dewey, J. (1998). Experience and education. West Lafayette, IN: Kappa Delta Pi.Google Scholar
  4. Joint committee on education and skills: Third level curricular reform. (2011). Houses of the Oireachtas. Retrieved October 10, 2014, from
  5. Junior cycle English. (2013). NCCA. Retrieved March 20, 2015, from
  6. Lamb, B. (2007). Dr. Mashup or, why educators should learn to stop worrying and love the remix. Educause. Retrieved March 4, 2015, from
  7. Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: SAGE Publications.Google Scholar
  8. Student Group 1. (2014). Zeega Video 1.Google Scholar
  9. Student Group 2. (2014). Zeega Video 2.Google Scholar
  10. Terdiman, D. (2004). Photo Site A Hit With Bloggers. WIRED. Retrieved February 14, 2016,
  11. That feeling. (2013). Jokideo. Retrieved February 21, 2016, from
  12. von Glaserfeld, E. (1998). Cognition, construction of knowledge and teaching. In M. R. Matthews (Ed.), Constructivism in science education: A philosophical examination (pp. 11–30). Dordrecht; Boston, MA: Kluwer Academic.CrossRefGoogle Scholar
  13. Wesch, M. (2014). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons. Retrieved July 1, 2014, from


  1. Dir Gold, J. (1983). Macbeth [Television]. London: BBC.Google Scholar
  2. Dir Nolan, C. (2008). The Dark Knight [Film]. Burbank, CA: Warner Bros.Google Scholar

Copyright information

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Ellen McCabe
    • 1
  1. 1.Huston School of Film & Digital MediaNational University of Ireland, GalwayGalwayIreland

Personalised recommendations