Synonyms
Introduction
While the “digital” modifier has an outsize influence in suggesting the engagement, relevance, and ultimately, educative value of storytelling, we want to take a deliberate and critical analysis of these concepts to firmly establish the credentials of this practice, not just as a literacy practice, but also as a means to expand the boundaries of instruction in a classroom. Here, it would appear that the public imagination is quick to suppose that anything “digitalized” is magically superior to its non-digital counterpart. Digital storytelling, or storytelling more generally, can fulfil axiologicalpurposes for learning, along with creating an instructional context that can be deeply meaningful to learners. We situate these claims in the nature of stories, and the nature of knowledge itself, but nonetheless argue that the end result is not the linear sum of these parts – while synergistic gains are...
References
Ajayi L (2009) English as a second language learners’ exploration of multimodal texts in a junior high school. J Adolesc Adult Lit 52(7):585–595
Bakhtin MM (1986) Speech genres & other late essays (Trans. V. W. McGee). University of Texas Press, Austin
Bernstein BB (1977) Class codes and control: towards a theory of educational transmissions. Routledge and Kegan Paul, London
Bernstein B (2003) Class, codes and control: applied studies towards a sociology of language. Routledge, Abingdon
Birkerts S (1994) The Gutenberg Elegies: the fate of reading in an electronic age. Fawcett Columbine, New York
Brooks-Young S (2010) Teaching with the tools kids really use: learning with web and mobile technologies. Corwin, Thousand Oaks
Clandinin DJ, Connelly FM (2000) Narrative inquiry: experience and story in qualitative research. Jossey Bass, San Francisco
Collins H, Evans R (2017) Why democracies need science. Wiley, Cambridge, UK
Collins H, Evans R, Weinel M (2017) STS as science or politics? Social Studies of Science 47(4):580–586. https://doi.org/10.1177/0306312717710131
Comber B, Kamler B (1997) Critical literacies: politicising the language classroom. Interpretations 30(1):30–53
Conle C (2000) Thesis as narrative or “what is the inquiry in narrative inquiry?”. Curric Inq 30(2):189–214
Cummins J, Brown K, Sayers D (2007) Literacy, technology and diversity: teaching for success in changing times. Pearson, Boston
Dede C (2005) Planning for neomillennial learning styles: Implications for investments in technology and faculty. In D. G. Oblinger & J. L. Oblinger (Eds.): Educating the net generation (pp. 15.1–15.22). Brockport Bookshelf. 272. https://digitalcommons.brockport.edu/bookshelf/272/
Dubin F, Kuhlman NA (1992) The dimensions of cross-cultural literacy. In: Dubin F, Kuhlman NA (eds) Cross-cultural literacy: global perspectives on reading and writing. Regents/Prentice Hall, Englewood Cliffs, pp v–x
Edward Day L, Vandiver M (2000) Criminology and genocide studies: notes on what might have been and what still could be. Crime Law Soc Chang 34(1):43–59
Eisvaran L (2013) Varying instructional methods for student engagement in the literature classroom. In: Loh CE, Yeo D, Liew WM (eds) Teaching literature in Singapore secondary schools. Pearson, Singapore, pp 156–162
Freebody P, Luke A (2003) Literacy as engaging with new forms of life: the ‘four roles’ model. In: Bull G, Anstey M (eds) The literacy lexicon, 2nd edn. Prentice Hall, Frenchs Forest, pp 51–65
Gee JP (2004) What video games have to teach us about learning and literacy. Palgrave Macmillan, New York
Gee JP (2009) Reflections on reading Cope and Kalantzis’ “‘multiliteracies’: new literacies, new learning”. Pedagogies 4(3):196–204
Gee JP, Hayes ER (2011) Language and learning in the digital age. Routledge, Oxford
Goody J (1977) The domestication of the savage mind. Cambridge University Press, Cambridge
Healy JM (1999) Failure to connect: how computers affect our children’s minds – and what we can do about it. Touchstone, New York
Hiebert EH (1991) Introduction. In: Hiebert EH (ed) Literacy for a diverse society: perspectives, practices, and policies. Teachers College Press, New York, pp 1–6
Hull GA (2003) At last: youth culture and digital media: new literacies for new times. Res Teach Engl 38(2):229–233
Hull GL, Katz M-L (2006) Crafting an agentive self: case studies of digital storytelling. Res Teach Engl 41(1):43–81
Hull GL, Nelson ME (2005) Locating the semiotic power of multimodal design. Writ Commun 22(2):224–261
Jenkins M, Lonsdale J (2007) Evaluating the effectiveness of digital storytelling for student reflection. In: ICT: providing choices for learners and learning. Proceedings ASCILITE Singapore 2007
Jenkins H, Clinton K, Purushotma R, Robison AJ, Weigel M (2006) Confronting the challenges of participatory culture: media education for the 21st century. MacArthur Foundation, Chicago
Jewitt C (2002) The move from page to screen: the multimodal reshaping of school English. Vis Commun 1(2):171–195
Jukes I, McCain T, Crockett L (2010) Understanding the digital generation: teaching and learning in the new digital landscape. Corwin, Kelowna
Kelley D, Kelley T (2013) Creative confidence. Random House, New York
Kramer-Dahl A (2008) Negotiating what counts as English language teaching: official curriculum and its enactment in two Singaporean secondary classrooms. Res Pap Educ 23(1):85–107
Kress GR (2003) Literacy in the new media age. Routledge, London
Kress GR (2007) Thinking about meaning in a world of instability and multiplicity. Pedagogies 2(1):19–34
Lam WSE (2006) Re-envisioning language, literacy, and the immigrant subject in new mediascapes. Pedagogies 1(3):171–195
Langer JA (1991) Literacy and schooling: a sociocognitive perspective. In: Hiebert EH (ed) Literacy for a diverse society: perspectives, practices, and policies. Teachers College Press, New York, pp 9–27
Laudan L (1996) Beyond positivism and relativism: theory, method, and evidence. Westview Press, Boulder
Maton K, Moore R (eds) (2010) Social realism, knowledge and the sociology of education: coalitions of the mind. Continuum, London
McLuhan M, Fiore Q (2001) The medium is the massage: an inventory of effects. Gingko Press, Corte Madera. (Original work published 1967)
Morgan J, Rinvolucri M (1983) Once upon a time: using stories in the language classroom. Cambridge University Press, Cambridge
Neilsen RS (2015) “Toxification” as a more precise early warning sign for genocide than dehumanization? An emerging research agenda. Genocide Stud Prev 9(1):83–95
Nelson ME (2005) Mode, meaning and synaesthesia in multimedia L2 writing. Lang Learn Technol 10(2):56–76
Nelson HG, Stolterman E (2003) The design way: intentional change in an unpredictable world: foundations and fundamentals of design competence. Educational Technology, Englewood Cliffs
New London Group (1996) A pedagogy of multiliteracies: designing social futures. Harv Educ Rev 66(1):60–92
Ohler JB (2008) Digital storytelling in the classroom: new media pathways to literacy, learning and creativity. Corwin Press, Thousand Oaks
Ohler JB (2010) Digital community digital citizen. Corwin Press, Thousand Oaks
Pigliucci M, Boudry M (2013) Philosophy of pseudoscience: reconsidering the demarcation problem. University of Chicago Press, Chicago
Polkinghorne DE (1988) Narrative knowing and the human sciences. SUNY Press, Albany
Popper KR (1999) The problem of demarcation. In: Warburton N (ed) Philosophy: basic readings. Routledge, London
Postman N (1993) Technopoly: the surrender of culture to technology. Vintage Books, New York
Prensky M (2010) Teaching digital natives: partnering for real learning. Corwin Press, Thousand Oaks
Rassool N (1999) Literacy for sustainable development in the age of information. Multilingual Matters, Clevedon
Shapiro AL (1999) The control revolution: how the internet is putting individuals in charge and changing the world we know. The Century Foundation, New York
Smith B (2007) The state of the art in narrative inquiry. Narrat Inq 17(2):391–398
Tapscott D (2009) Grown up digital: how the net generation is changing your world. McGraw-Hill, New York
Tendero A (2006) Facing versions of the self: the effects of digital storytelling on English education. Cont Issu Technol Teach Educ 6(2):174–194
Towndrow PA, Nelson ME, Fareed W (2013) Squaring literacy assessment with multimodal design: an analytic case for semiotic awareness. J Lit Res 45(4):327–355
Turkle S (2011) Alone together: why we expect more from technology and less from each other. Basic Books, New York
Unsworth L (2006) E-literature for children: enhancing digital literacy learning. Routledge, London/New York
Ware P (2008) Language learners and multimedia literacy in and after school. Pedagogies 3(1):37–51
Warschauer M (2006) Laptops and literacy: learning in the wireless classroom. Teachers College Press, New York
Young M (2008) From constructivism to realism in the sociology of the curriculum. Rev Res Educ 32(1):1–28
Young M, Muller J (2007) Truth and truthfulness in the sociology of educational knowledge. Educ Res Eval 5(2):173–201
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this entry
Cite this entry
Tan, M., Towndrow, P.A. (2019). Educative Value of Digital Storytelling. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-60013-0_81-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-60013-0_81-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-60013-0
Online ISBN: 978-3-319-60013-0
eBook Packages: Springer Reference Computer SciencesReference Module Computer Science and Engineering