Abstract
Anderson addresses the use of digital storytelling to deepen reflective practice for graduate social work students, describing how students created personal digital stories of adversity, presented them to their peers, and wrote reflection papers on the process and the effect of sharing their videos. Thematic analysis of students’ papers reveals alignment with Wong-Wylie’s self-reflection practice inclusive of Schön’s (Schön DA. The reflective practitioner: how professionals think in action. Basic Books, New York, 1983) two modes of practitioner reflection patterns: reflection-in-action and reflection-on-action, in particular, the impact on personal and professional development. Anderson concludes that digital story production provides what Mezirow (Mezirow J. Transformative dimensions in adult learning. Jossey-Bass, San Francisco, 1991) referred to as a transformational learning experience that challenged students’ personal and professional meaning structures.
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Anderson, K.M. (2017). Let’s Get Personal: Digital Stories for Transformational Learning in Social Work Students. In: Jamissen, G., Hardy, P., Nordkvelle, Y., Pleasants, H. (eds) Digital Storytelling in Higher Education. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-51058-3_6
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