Artykuły w czasopismach na temat „Intercultural storytelling”
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Hřebačková, Monika, i Martin Štefl. "Challenging intercultural discomforts: Intercultural communicative competence through digital storytelling". Training, Language and Culture 6, nr 3 (22.09.2022): 78–88. http://dx.doi.org/10.22363/2521-442x-2022-6-3-78-88.
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Discomfort perceived by speakers in intercultural situations becomes one of the main psychological factors which makes speakers give up attempts at communication and may result in frustration or inefficient communication. The article discusses the pedagogical potential of digital storytelling, understood as multimodal pedagogy that encourages creative expression and self-representation, as a tool for challenging and mitigating perceived communicational and intercultural discomfort within the context of intercultural competence development and training. The authors argue that collaborative digital storytelling in multicultural teams raises intercultural awareness by creating a safe, structured, and facilitated (virtual) space for students to develop their ability to interact with people from another country and culture in a foreign language and represents a viable tool of challenging and overcoming intercultural discomfort by providing an opportunity for repeated intercultural interaction through negotiation of meaning and intersubjective construction of knowledge as well as by providing motivating real-life context for students’ work. In supporting dialogic and constructivist approaches to educational practice, digital storytelling is fully equipped to provide a viable alternative to direct instruction and transmissive models of teaching. In addition to this, by providing a digital element, digital storytelling allows students to reflect on the culturally as well as technologically mediated nature of communication.
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P. M. Ribeiro, Sandra. "Developing intercultural awareness using digital storytelling". Language and Intercultural Communication 16, nr 1 (2.01.2016): 69–82. http://dx.doi.org/10.1080/14708477.2015.1113752.
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Sevilla-Pavón, Ana, i Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling". International Journal of Computer-Assisted Language Learning and Teaching 7, nr 4 (październik 2017): 44–58. http://dx.doi.org/10.4018/ijcallt.2017100104.
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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.
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Daniel, Julie. "The MELLIE Project: Intercultural Collaborative Storytelling". Studies in Arts and Humanities 4, nr 2 (30.01.2019): 123–33. http://dx.doi.org/10.18193/sah.v4i2.143.
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Kim, Jeong-Hee, i Jong-Youl Hong. "An Educational Method for Intercultural Competence Based on Storytelling". Advanced Science Letters 23, nr 10 (1.10.2017): 9729–32. http://dx.doi.org/10.1166/asl.2017.9785.
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Becker, Marshall Joseph. "Storytelling: Interdisciplinary and Intercultural PerspectivesTelling Stories the Kiowa Way". Journal of American Folklore 118, nr 468 (1.04.2005): 246–48. http://dx.doi.org/10.2307/4137712.
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Spaliviero, Camilla. "Pre-Service Primary Teachers’ Beliefs, Practices, and Needs Regarding the Teaching of a Second Language Through Book Creator". International Journal of Linguistics 14, nr 5 (16.10.2022): 34. http://dx.doi.org/10.5296/ijl.v14i5.20140.
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Several studies have investigated the use of Digital Storytelling to foster Second Language Acquisition at primary school level from pre-service teachers’ perspectives. However, research regarding the employ of Book Creator, a digital book-making tool, to enhance students’ language, digital, and intercultural competences according to student teachers’ perceptions is still lacking. This article presents a case study carried out with 35 student teachers who participated in a workshop on teaching Italian as a Second Language through Digital Storytelling during a single cycle degree programme in Primary Teacher Education, at an Italian university. The study aimed at exploring pre-service teachers’ beliefs, practices, and needs regarding the use of Book Creator to train pupils’ language, digital, and intercultural skills within the multilingual and multicultural Italian primary school. Student teachers were asked to experiment Book Creator and to reflect about its didactic potentialities, from both students’ and teachers’ perspectives. Data were collected through a questionnaire, student teachers’ multimodal artifacts and teaching materials. Results show the efficacy of Book Creator as a learning tool aimed at enhancing pupils’ language competences, digital literacies, and intercultural awareness, as well as pre-service teachers’ interest in discovering further digital resources to foster Second Language Acquisition through Digital Storytelling.
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Di Crosta, Marida, i Anita Leandro. "Story, History and Intercultural Memory". Non-fiction Transmedia 5, nr 10 (31.12.2016): 4. http://dx.doi.org/10.18146/2213-0969.2016.jethc109.
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How can transmedia storytelling benefit to a documentary production in order to give historical archives a second life? Could it possibly help updating official archives, adding to the them amateur’s contributions? We will try to answer the question by recalling some recent European experiences of Web-documentaries linked to television series. This will allows us to extrapolate a few theoretical fundamentals underlying the design of our transcontinental transmedia collaborative project of archive-based documentary – Histories of Brazil. Our aim is to show how a transmedia approach to archive-based content, intervening in contemporary digital interconnected environments, can work as a dynamic complementary tool for developing and sharing historical knowledge.
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Manley-Casimir, Kirsten. "Creating Space for Indigenous Storytelling in Courts". Canadian journal of law and society 27, nr 2 (sierpień 2012): 231–47. http://dx.doi.org/10.3138/cjls.27.2.239.
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AbstractThis article advocates for the inclusion of intercultural dispute-resolution principles in Canadian courts to resolve conflicts between Indigenous communities and the Canadian state. These principles include judges' opening themselves up to discomfort, emotion, and unsettling in listening to Indigenous testimonies; facilitating ongoing processes for negotiation; and engaging the moral imagination to make court procedures more culturally appropriate for Indigenous testimonies. The author argues that by implementing these principles, courts can contribute to the creation of more respectful relationships between Indigenous and non-Indigenous people.
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Vinnikova, O. A. "The Use of Storytelling in Teaching a Foreign Language in Universities". Humanities and Social Sciences. Bulletin of the Financial University 12, nr 3 (6.07.2022): 48–50. http://dx.doi.org/10.26794/2226-7867-2022-12-c-48-50.
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This article dwells on storytelling as a technique of teaching foreign languages, as well as its features, advantages, and provides information about the origin and development of this technique in the context of education development in general. The modern demand of society for constantly improving educational methods involves taking into account various factors and students’ needs. Storytelling is a universal technique suitable for any level and age of students, it develops critical thinking, improves teamwork skills, motivates students, helps improve intercultural communication skills, and also allows the teacher to explain complex material in an interesting and accessible way. Storytelling also creates conditions for students for the complex development of four types of activities: listening, speaking, reading, writing.
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Kahanurak, Supanida, Jarunee Dibyamandala i Charin Mangkhang. "Digital Storytelling and Intercultural Communicative Competence through English as a Foreign Language for Multilingual Learners". Journal of Curriculum and Teaching 12, nr 1 (2.01.2023): 14. http://dx.doi.org/10.5430/jct.v12n1p14.
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In the age of rapid growth in technology, language education policies in the education system must proceed with a progressive and inclusive vision. Intercultural communicative competence (ICC) is also integral for language learners to avoid miscommunication and become knowledgeable of individuals with a myriad of ethnicities and beliefs. This study aims to examine the method of incorporating ICC with digital storytelling in English as a foreign language (EFL) class to promote inclusivity among multilingual students through an extensive literature review and reflection on English teaching in Thailand. The components and assessment of ICC, as well as the implementation of digital storytelling will also be discussed. Learning through multimedia production and intercultural stories can enhance the English skills of multilingual students when the teaching methodology is aligned with the geographical and cultural bedrock of language learners. Project-based instruction such as interviews, culture logs, and presentations representing both Western and local cultures are recommended to evaluate the English speaking skills of students.
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Piipponen, Oona, i Liisa Karlsson. "Children encountering each other through storytelling: Promoting intercultural learning in schools". Journal of Educational Research 112, nr 5 (11.07.2019): 590–603. http://dx.doi.org/10.1080/00220671.2019.1614514.
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Cruz, Maria Teresa, i Madalena Miranda. "Storytelling as Media Literacy and Intercultural Dialogue in Post-Colonial Societies". Media and Communication 10, nr 4 (28.12.2022): 294–304. http://dx.doi.org/10.17645/mac.v10i4.5814.
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<div><span>This article reflects upon digital storytelling and collaborative media practices as valuable tools for reassessing memory, questioning identity discourses, and unveiling the cultural diversity of contemporary societies. The digital age allows for a constant re-reading and re-mediation of cultural archives by ordinary citizens, namely by younger generations, and for the production and dissemination of alternative narratives about the present. These are crucial opportunities for post-colonial societies to overcome silences around difficult memories that hinder a collective reappropriation of the past, confront some of the current issues on ethnical diversity, and discrimination and reimagine a more inclusive identity. However, taking advantage of this opportunity implies fully recognizing the role of media technology in shaping memory, social individuation and establishing networks, making media literacy and media education crucial aspects of cultural dialogue. Based on the experience of a citizenship project about the post-colonial condition and Afro-European interculturality, this essay reflects on digital storytelling, and co-creative practices as relevant literacy and education strategies for furthering interculturality in contemporary societies.</span></div>
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DVALİDZE, Nino. "TEACHING ENGLISH THROUGH STORYTELLING". IJAEDU- International E-Journal of Advances in Education 8, nr 24 (31.12.2022): 206–12. http://dx.doi.org/10.18768/ijaedu.1199953.
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Stories provide a common thread that can help unite cultures and provide a bridge across the cultural gap… The presented article deals with the benefits of using storytelling in the classroom. This method of teaching is rather captive and it has really a good drive among the students. The article is constructed on the shared experience with a famous storyteller and teacher-trainer Michael Berman. We often give stories to our students to read, but how often do we tell them a story? One can hardly find a person, who was not brought up on the stories, told by the grandparents or parent. Sitting at the fireplaces or bedsides, stirring childhood’s rich imagination, and travelling on the paths of imaginary world like Alice in wonderland or Harry Potter… if it was not so, some others, perhaps, used to read fairy-tales and myths, folklore, legends or real stories. We hope the readers and learners would agree with us, that childhood ‘s stories stay in mind for ever ,as the first impression and experience you have got at your young age is unforgettable and the most impressive knowledge of the world and life! For this reason, we think that teaching the foreign language through the storytelling is the most interesting and impressive way for successful learning the language. Thus, the article looks at the benefits of storytelling and gives advice on performance techniques • What can storytelling offer? • Storytelling and intercultural understanding • Other benefits of using storytelling in the classroom • Commonalities of cultures around the world • Performance techniques
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Schubert, Kai, i Anne Weibert. "How the social structure of intercultural 'come_IN' computer clubs fosters interactive storytelling". International Journal of Arts and Technology 7, nr 1 (2014): 78. http://dx.doi.org/10.1504/ijart.2014.058944.
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Becker, Marshall Joseph. "Storytelling: Interdisciplinary and Intercultural Perspectives, and: Telling Stories the Kiowa Way (review)". Journal of American Folklore 118, nr 468 (2005): 246–48. http://dx.doi.org/10.1353/jaf.2005.0016.
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Sunderland, Naomi, Glenn Woods i Pat Dorsett. "Making the Invisible Visible: Applying Digital Storytelling for Immersive, Transformative and Anti-Colonial Learning". British Journal of Social Work 50, nr 2 (20.01.2020): 483–505. http://dx.doi.org/10.1093/bjsw/bcz161.
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Abstract This article examines the potential for digital storytelling in students’ local environments to produce transformative, anti-colonial learning. Using a process of mindful, embodied and emplaced observation, social work and human services students at one Australian university were asked to create a digital story about the visibility and valuing of First Nations’ peoples, culture and country in their local area. This article reports on a mixed-methods research evaluation of transformative learning outcomes from that assessment. It details the Indigenist and intercultural conceptual framework that underpinned the assessment and research evaluation. This article provides resources, findings and insights that can assist social work educators and professionals to adapt the digital storytelling process for their own contexts.
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Hamilton, Ali, Donald Rubin, Michael Tarrant i Mikkel Gleason. "Digital Storytelling as a Tool for Fostering Reflection". Frontiers: The Interdisciplinary Journal of Study Abroad 31, nr 1 (30.04.2019): 59–73. http://dx.doi.org/10.36366/frontiers.v31i1.443.
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Reflection is an essential process for optimizing student learning outcomes in study abroad. Composing digital stories is a promising strategy for achieving high quality reflection. In this project we developed and explicated a rubric for assessing how students used the d igital storytelling format to reflect on their study abroad experiences. We analyzed undergraduates’ digital stories for evidence of both (a) disciplinary thinking in the field of sustainability and (b) intercultural understanding. Qualitative findings sug gest that the digital story format offers students an opportunity to weave together digital artifacts that they often are already collecting. The process of creating digital stories both promotes and displays reflection. We also present an adapted rubric f or assessing targeted learning outcomes manifest in digital stories produce d by learners studying abroad. Applying the rubric revealed variability among students in achieving the aims of a digital story reflectionassignment.
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Courchesne, Jade. "Two Worlds Combined: How Cleverman (2016-2017) Reimagines Indigenous Storytelling". Film Matters 13, nr 2 (1.09.2022): 60–67. http://dx.doi.org/10.1386/fm_00227_7.
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This article discusses the Australian television drama, Cleverman, a show that blends together science fiction, conventions of the superhero genre, and influences from Indigenous storytelling to yield an honest critique of modern Australian politics. Tackling Australia’s documented history of Indigenous maltreatment while weaving in elements of the Dreaming, the article dissects how Cleverman depicts the legacy of intercultural and intergenerational trauma inflicted upon Indigenous populations, provoking a discourse on how government initiatives continue to have serious, negative repercussions on marginalized communities.
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Khoutyz, Irina. "Storytelling in English and Russian-language lecture discourse". Moderna Språk 114, nr 2 (1.12.2020): 73–90. http://dx.doi.org/10.58221/mosp.v114i2.7399.
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The advantages of using storytelling as a communication strategy are currently discussed in marketing, psychology, advertising, medicine, and education. It is described as an inborn skill that people relate to and which makes people listen. Storytelling is also described as an educational method (Dumović 2006, Pedersen 1995) and as a communication tool (Dahlstrom 2014, Sundin 2018) that can be used widely in education. The purpose of this paper is to analyze features and functions of storytelling used in academic lectures. For this purpose, three lecturers in Russian and three lecturers in English were analyzed. By means of a mixed-method approach, including discourse analysis and content analysis, it was established that all the lecturers used storytelling as a communication strategy for explanatory and contact-establishing purposes. The conclusion is made that storytelling was used by the Russian and the English-language lecturers to provide their audience with clear and engaging explanations. The lecturers constructed their stories using factual information, emotional and evaluative lexis, verbs of action, as well as discursive strategies that helped them to engage the audience in the topic of the lecture (e.g., the inclusive pronoun we and different kinds of questions). Though the stories have much in common, some differences between the stories in Russian and in English are identified. Based on these results, it is suggested that further contrastive studies of storytelling in academic settings can benefit those who are planning on presenting to an international audience or preparing to teach in an intercultural context.
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Guerrero Moya, María Eulalia, Liliana Muñoz Ortíz i Ana María Niño Díaz. "Evidence of Intercultural Communication Competence in Tenth Grader’s Narrative Texts". GiST Education and Learning Research Journal, nr 13 (21.12.2016): 111–30. http://dx.doi.org/10.26817/16925777.315.
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This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogotá, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged.
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Andenoro, Anthony C., Adrian B. Popa, Caitlin G. Bletscher i Joseph Albert. "Storytelling as a vehicle for self-awareness: Establishing a foundation for intercultural competency development". Journal of Leadership Studies 6, nr 2 (czerwiec 2012): 102–9. http://dx.doi.org/10.1002/jls.21239.
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Bishop, Sarah C. "Intercultural Communication, the Influence of Trauma, and the Pursuit of Asylum in the United States". Journal of Ethnic and Cultural Studies 8, nr 2 (6.04.2021): 187. http://dx.doi.org/10.29333/ejecs/667.
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This project analyzes the roles of communication and culture in credible fear interviews and asylum hearings in the United States to elucidate how autobiographical testimonies enable and restrain asylum seekers in their efforts to establish themselves as deserving of protection. This work shows how trauma influences one’s ability to narrate their past and argues that culturally-bound storytelling norms negatively and unevenly threaten the outcomes of some asylum cases. I support this claim with evidence from oral history interviews with asylum seekers, immigration officers, judges, and attorneys.
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Shliakhovchuk, Elena, i Adolfo Muñoz Garcia. "Intercultural Perspective on Impact of Video Games on Players: Insights from a Systematic Review of Recent Literature". Educational Sciences: Theory & Practice 20, nr 1 (28.01.2020): 40–58. http://dx.doi.org/10.12738/jestp.2020.1.004.
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The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the diversification of the player base, until very recently little attention was devoted to understanding how playing video games affects the way people think and collaborate across cultures. This paper examines the recent literature regarding the impact of video games on players from an intercultural perspective. Sixty-two studies are identified whose aim is to analyze behavioral-change, content understanding, knowledge acquisition, and perceptional impacts. Their findings suggest that video games have the potential to help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces, to reinforce or weaken stereotypes, and to some extent also facilitate the development of intercultural skills. The paper provides valuable insights to the scholars, teachers, and practitioners of cultural studies, education, social studies, as well as to the researchers, pointing out areas for future research.
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Townsend, Sarah L. "Muslim Integration and the Hijabi Monologues Ireland". Irish University Review 51, nr 2 (listopad 2021): 209–26. http://dx.doi.org/10.3366/iur.2021.0515.
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In 2012 and 2013, two productions of the Hijabi Monologues, an American theatre project featuring the stories of Muslim women, were staged in Ireland. This essay considers their relationship to state-sponsored and community-led interculturalism during the Celtic Tiger and post-Tiger years. Both productions centred on the act of storytelling and tended to downplay xenophobia, instead enacting the type of feel-good intercultural exchange that has dominated Irish and European integration efforts since the late 1990s. At the same time, the 2013 production, on which the essay focuses, employed coalition-building strategies borrowed from the field of migrant activism, thereby ensuring Muslim involvement throughout the production process. The Hijabi Monologues Ireland furnishes a snapshot of a transitional moment in Irish intercultural programming when the state-funded projects of the Celtic Tiger era were giving way to migrant-led initiatives. By examining the production's artistic process, community participation, and funding streams, the essay assesses its successes and shortcomings in addressing the complex challenges of Muslim integration.
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Wolting, Stephan. "„Jedem seine Geschichte“ – Reflexionen zu Storytelling und Kreativem-Autobiographischem-Literarischem Schreiben „Each his story“". Glottodidactica. An International Journal of Applied Linguistics 46, nr 1 (29.07.2019): 237–53. http://dx.doi.org/10.14746/gl.2019.46.1.14.
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The aim of the text is to discuss some issues related to the academic principles ofautobiographical writing and practical workshops aiming to improve intercultural, trans- and cross-cultural competences. We have to keep in mind that the significance of terms as narration, telling, storytelling particularly with regard to different academic contexts is growing. The study is based on different tried and tested writing exercises, on writing plays as flash-fiction, writing based on a model, so as to motivate and inspire the students, to produce their own creative, autobiographical and, in a broader sense, “literary works” and to take this into account for foreign language teaching
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Ross, Tara. "‘Journalism Alongside’: A Reflection on Teaching Journalism Through Community Engagement". Asia Pacific Media Educator 31, nr 1 (23.04.2021): 10–18. http://dx.doi.org/10.1177/1326365x211003736.
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This paper reflects on a service-learning public journalism project in which postgraduate journalism students have explored several ways to engage with and report alongside diverse communities. The aim of this paper has been to experiment with community journalism practices that give greater power to communities by prioritizing listening, reciprocity and bilateral engagement. By testing a ‘side-by-side’ storytelling process and prioritizing reflection on students’ relationships, dialogues and interactions with sources and communities, the community-focused and embedded project, has aimed to build students’ understanding of inclusive journalism, civic responsibility and intercultural communication as it relates to their practice.
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Lehman, Kathryn. "Beyond Academia: Indigenous media as an intercultural resource to unlearn nation-state history". Revista Tempos e Espaços em Educação 10, nr 21 (15.03.2017): 29–40. http://dx.doi.org/10.20952/revtee.v10i21.6330.
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This article proposes that settler communities cannot teach or understand our shared intercultural history without listening to ideas presented by Indigenous communities about their own history in lands currently occupied by modern nation- -states. This history enables us to understand the power of the ethnographic gaze and its relation to The Doctrine of Discovery (1493), which extinguished Indigenous rights to lands and resources, rights later transferred to the modern nation- -states through the legal notion of “eminent domain”. These rights include the ownership of intangibles such as the image and storytelling through photography and film. Maori scholars Linda Tuhiwai Smith, Barry Barclay and Merata Mita are cited on knowledge production, copyright and image sovereignty to decolonise our understanding of the right to self-representation. The study includes a brief analysis of films that help decolonise an ethnographic gaze at these relationships, particularly the Brazilian documentary “O Mestre e o Divino” by Tiago Campos Torre (2013).Keywords: Indigenous peoples. Nation-state history. Film. Self- -determination.
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Pipparelli, Francesco. "Preventing Marginalization and Radicalization through Theatre and the Expressive Arts: Empowering Intercultural Dialogue". Rivista Italiana di Educazione Familiare 19, nr 2 (23.12.2021): 63–75. http://dx.doi.org/10.36253/rief-11291.
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Marginalization, radicalization, and encountering the Other are undoubtedly some of the topics on top of the agenda for social growth in our society. The roles that women, in general, and mothers, in particular, can play in prevention and inclusion strategies are certainly of great importance for an approach that goes beyond a simple intervention on effects, working on causes and facilitating intercultural dialogue. theatre and art have always been used as forms of storytelling, to generate emotions and make the audience identify with the stories they hear or watch. For this reason, in the field of methodologies and tools for the inclusion of people and the prevention of marginalization, over time excellent examples of the application of artistic approaches to facilitate the processes of growth and empowerment have emerged. Theatre and story-telling workshops, especially those for migrant women, represent good cases of facilitating the process of discovering and defining one’s own identity in a healthy way. This represents the basis for a path of integration through art,giving awareness and inclusion to participants and at the same time making them “ambassadors” of the intercultural dialogue.
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Priego, Sabrina, i Meei-Ling Liaw. "Understanding different levels of group functionality: activity systems analysis of an intercultural telecollaborative multilingual digital storytelling project". Computer Assisted Language Learning 30, nr 5 (27.03.2017): 368–89. http://dx.doi.org/10.1080/09588221.2017.1306567.
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Bautista-García-Vera, Antonio. "Audiovisual Narrations Based on Intercultural Relationships in Education". Comunicar 17, nr 33 (1.10.2009): 149–56. http://dx.doi.org/10.3916/c33-2009-03-006.
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In this article, we describe a work started in 2008 and carried out in two public schools. We analyze the possible contribution of narration (photographic and film languages) to mutual human knowledge and the understanding of the events that surround group knowledge. We think that this type of audiovisual narration is more appropriate than mere texts to relate the affective and rational in Primary school children, as they are a culturally diverse population and, consequently, not all of them are literate in the native language. We envision storytelling as the basis for using of technical resources to encourage not only inter- and intra-group exchanges with these children, but also to encourage mutual understanding among them. We conclude by pointing out how teaching situations mediated by the use of technological resources help the participants to make sense of things, ideas, relationships and life events that are dispersed, as well as to build interpersonal meanings. Finally, through these methods, the protagonists of the audiovisual narrations are able to use the dialogue and the negotiation of meaning as the best way to encourage more democratic, egalitarian and fair practices. En este artículo describimos el trabajo iniciado en el año 2008 en dos colegios públicos. Planteamos analizar la posible contribución de la narración de historias con lenguajes de la fotografía y del cine al conocimiento mutuo de los humanos. Pensamos que este tipo de relatos audiovisuales es más adecuado que el textual para vincular lo afectivo y lo racional en el alumnado de educación infantil y primaria que es diverso culturalmente y, muy probablemente, no todos y todas están alfabetizados en la lengua autóctona. Con tem plamos el relato de historias como la base del uso de los medios técnicos para fomentar relaciones intra e intergrupos de dicho alumnado y, consecuentemente, para facilitar el entendimiento entre ellos. Concluimos señalando que las situaciones de enseñanza configuradas por el mencionado uso de los medios tecnológicos ayudan a que los protagonistas de los relatos audiovisuales den sentido a cosas, ideas, relaciones y acontecimientos de la vida que están dispersas; a que construyan significados intersubjetivos, y a que asuman el compromiso de usar el diálogo y la negociación de significados como la mejor forma de fomentar prácticas más democráticas, igualitarias y justas.
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Tilley, Stephanie, Nathan Mitchell, Marcus King i Godlove Fonjweng. "PVGoesGlobal: Reimagining Intercultural Learning & Global Student Mobility at Prairie View A&M University". Frontiers: The Interdisciplinary Journal of Study Abroad 34, nr 4 (18.11.2022): 480–98. http://dx.doi.org/10.36366/frontiers.v34i4.716.
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Historically Black Colleges and Universities (HBCUs) across the United States met the challenges posed by the COVID-19 pandemic and increased social unrest caused by George Floyd’s death head on to provide quality instruction and to support students in and out of the classroom. For many of these institutions, global and intercultural efforts struggled as administrators, faculty, staff, and students pivoted to online instruction. Through storytelling, ethnography and narrative analysis, this essay describes how Prairie View A&M University (PVAMU) navigated the continuing challenges presented by COVID-19 by reimagining what global education and student mobility could be. This case study highlights the impact of intentional collaborations with stakeholders within and outside of the university, the development of a themed living and learning communities focused on glocal learning, and the infusion of global competencies into core curriculum courses through faculty development. Data indicate learning gains and improved satisfaction with programming. By employing a glocal framework, PVAMU has demonstrated how an HBCU can bring the world to their students when confronted with a global shutdown.
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Li, Shuangyi. "Novel, Film and the Art of Translational Storytelling: Dai Sijie's Balzac et la petite tailleuse chinoise". Forum for Modern Language Studies 55, nr 4 (13.07.2019): 359–79. http://dx.doi.org/10.1093/fmls/cqz019.
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Abstract This article examines the novel and film Balzac et la Petite Tailleuse chinoise, by the Franco-Chinese writer and filmmaker Dai Sijie, the story of which takes place against the background of the Cultural Revolution. The first part of my analysis will make clear how the film illuminates and dramatizes the special texture, aesthetic and structure of the novel, highlighting the cinematic sensibility of Dai’s literary aesthetic. I then move on to investigate the linguistic aspects of the various translations between the novel and the film in French, Mandarin Chinese and Sichuanese. The aesthetic effects of dubbing, in particular, will allow me to investigate new possibilities of reading exophone literature. Finally, this paper highlights the central role of oral storytelling in the Chinese tradition in/through various forms of translation: interlingual as well as intermedial. In so doing, this article aims to add nuance to and enrich current debates on issues such as intercultural misreading and exoticism in Dai’s works.
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Barthold, Willi Wolfgang. "Eine sorbisch-deutsche Dorfgeschichte. : Die Kolonialisierung ländlicher Räume in der deutschsprachigen Literatur der Sorben am Beispiel von Jurij Brězans ,,Der Gymnasiast“". Zeitschrift für Germanistik 31, nr 3 (1.01.2021): 474–93. http://dx.doi.org/10.3726/92170_474.
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Abstract Der Beitrag untersucht anhand von Jurij Brězans Roman Der Gymnasiast, wie sich die deutschsprachige Literatur der Sorben nach 1945 des literarischen Musters der Dorfgeschichte bedient, um interkulturelle Konflikte und Marginalisierungserfahrungen darstellbar zu machen. Mit einem postkolonialen Ansatz wird dabei gezeigt, dass Brězans sorbisch-deutsches Provinzerzählen die Lausitz nicht nur als einen Ort entwirft, der Formen der Kolonialisierung ausgesetzt ist, sondern auch als kulturell hybriden Raum neukonzipiert.By analyzing Jurij Brězan’s novel Der Gymnasiast, this article investigates how German-language literature of the Sorbs after 1945 appropriates the genre of Dorfgeschichte to depict intercultural conflicts and experiences of marginalization. A postcolonial approach shows that Brězan’s Sorbian-German rural storytelling not only conceives of Lusatia as a place that is subject to various forms of colonization but also reconceptualizes the region as a culturally hybrid space.
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Meletiadou, Eleni. "Using Educational Digital Storytelling to Enhance Multilingual Students’ Writing Skills in Higher Education". IAFOR Journal of Education 10, nr 2 (27.08.2022): 111–30. http://dx.doi.org/10.22492/ije.10.2.06.
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Educational Digital Storytelling (EDS) is a powerful technology-enhanced learning approach that enables learners to develop 21st century skills. Students often complain about their digital illiteracy, academic writing challenges, and lack of interaction in classes. In the current case study, 50 multilingual and multicultural ESL student-teachers were involved in the creation of digital stories in an undergraduate module. Students used Canva to create their own digital stories which included text, images, videos, podcasts, and infographics. The overall aim was to improve their academic performance and motivation towards learning, and explore their attitudes towards this new dynamic learning-oriented instructional strategy. The current semi-experimental study tried to challenge monolingual bias and promote a more integrated and inclusive approach to learning as both efficient and desirable in preparing university students for constructive involvement with various cultural perspectives promoting the creation of global networks. Findings from both quantitative (paired and independent samples t-tests of test scores) and qualitative (anonymous feedback, lecturer observations and focus group discussions) data analyses indicated that learners improved their writing performance, critical thinking skills, self-confidence, and intercultural awareness. Students stated that they felt proud of their final products (digital stories) and that the EDS intervention was rewarding. However, some non-traditional students reported facing challenges with the use of technology. Learners expressed their wish to experiment more with digital stories and use them in other modules. Implications for teaching and learning practices in the Higher Education academic environment and suggestions for the successful implementation of EDS at the tertiary level are provided.
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Machado, Ana Maria, Andy Campbell, Ian Harper, Ana Albuquerque e Aguilar i António Oliveira. "Inanimate Alice: The Story of the Series and its Impact in Portugal". Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, nr 3 (10.08.2018): 93–104. http://dx.doi.org/10.14195/2182-8830_6-3_8.
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A team from the University of Coimbra is partnering with the producers of Inanimate Alice to present a distinctive vision of interactive storytelling in education. In this article, we will discuss the origins of the series, the vision of the creators and how technological developments have added to the user experience. Uniquely, this transmedia narrative demonstrates the progressive complexity of life in the digital age with Perpetual Nomads, the latest adventure, providing a narrative experience in Virtual Reality. The goal of the Portuguese translation is to introduce the reading of Inanimate Alice in elementary and secondary schools. It will be the first digital-born text to be read in Portuguese schools so, concurrently, we have been translating the pedagogical guidelines. Consequently, we intend presenting both the results of our work and the main challenges faced during preparation of the translations, especially focusing on intercultural analysis.
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Sales Salvador, Dora. "Vikram Chandra's constant journey : swallowing the World". Journal of English Studies 2 (29.05.2000): 93. http://dx.doi.org/10.18172/jes.61.
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The purpose of this paper is to account for the challenging hybridity and in-betweenness that derives from the presence of non-Western traces in contemporary fiction written in a global language. Among the huge and ever-growing group of the so-called "new literatures in English", the focus will be placed on Vikram Chandra's novel Red Earth and Pouring Rain (1995). This Indian author, who lives between Bombay and Washington, is a real master when it comes to fictionalized oral storytelling, echoing the traditional Indian epics -the Ramayana and the Mahabharata. It is no wonder, then, that Chandra would define himself as a storyteller. The generic shaping of a text tends to voice the ontological conception of literature that an author has, as it is the case with Chandra's transcultural narrative. His work, delineated on the borders between oral rite and written fiction, displays an intersystemic dialogue in which literature becomes a space of intercultural communication, an endless journey.
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Puspitasari, Dyah Gayatri, Setiawan Sabana i Hafiz Aziz Ahmad. "The Cultural Identity of Nusantara in a Movie Entitled Sang Pencerah by Hanung Bramantyo". Harmonia: Journal of Arts Research and Education 16, nr 1 (26.12.2016): 57. http://dx.doi.org/10.15294/harmonia.v16i1.6768.
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<p>Nowadays, during this intercultural era and global challenge, film can be interpreted as a practical strategy to develop meaning and Indonesian cultural identity. Through many singers of audiovisual creation, film has not only served as entertainment, but can also act as an instrument to reflect local values and traditional perspective through the storytelling that has been presented by film director. This role is a significant point to develop local insight and cultural value as the identity of Indonesian film. Although, at some point, this strategy still becomes a problem in Indonesian film fields. <em>Sang Pencerah</em> film that was directed by Hanung Bramantyo is one of Indonesian films that attempted to deliver local identity in its storytelling. This research is an endeavour to identify Indonesian cultural identity that has been represented through <em>Sang Pencerah</em> film. By applying cultural studies and interdisciplinary as their methods, the researchers acquired some interesting findings. Firstly, aesthetic and thematic elements in the film narrative had a significant relation to traditional and cultural values of Javanese society. Secondly, the meaning of cultural identity also had a linear proportion to spiritual values in life, such as determination, peacefulness, gloriness, tolerance, as well as social understanding. Therefore, it can be concluded that the <em>Sang Pencerah</em> film is a manifestation of Hanung Bramantyo regarding to the meaning of Indonesian culture that is based on Javanese society’s local wisdom.</p><p><strong>How to Cite:</strong> Puspitasari, D. G., Sabana, S., & Ahmad, H. A. (2016). The Cultural Identity of Nusantara in a Movie Entitled <em>Sang Pencerah</em> by Hanung Bramantyo. <em>Harmonia: Journal of Arts Research And Education</em>, 16(1), 57-65. doi:http://dx.doi.org/10.15294/harmonia.v16i1.6768</p>
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Mocan, Gabriela Ioana. "Self-Othering and Redemptive Narratives in Literature and the Arts". Rhetoric and Communications, nr 50 (22.01.2022): 66–78. http://dx.doi.org/10.55206/tktb6467.
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Abstract: In spite of the increased interconnectedness of today’s world, brought about by globalization and, more recently, by the digital reconfiguration of our lives due to Covid-19, humankind is still - and paradoxically so - grappling with the legacy of colonial sovereignty. Stigmatization of Otherness has become a fad and labels are stitched with burning needles while we are being swept toward the edge of the whirling falls. New forms of intolerance are looming in the darkest corners of our seemingly civilized world and the door to the outer rings of this mental maze seems to have been boarded up, just like those of the shops during the pandemic. While pointing to the threats of Othering all that is unfamiliar to us, the present paper aims to articulate the strength that resides in the rhetorical portrayal of Otherness by some of the most prominent UK-based writers and artists today, whose stories can move even the most biased of ‘readers’. Literature and the arts, I believe, are our last glimmer of hope, and redemption can only be attained through truth and the ancient Greeks’ ideal of beautiful goodness (‘kalokagathia’). Keywords: storytelling, self-othering, contemporary art & literature, UK, identity crisis, intercultural sensitivity.
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Maldonado, Julie, Itzel Flores Castillo Wang, Fred Eningowuk, Lesley Iaukea, Aranzazu Lascurain, Heather Lazrus, Chief Albert Naquin i in. "Addressing the challenges of climate-driven community-led resettlement and site expansion: knowledge sharing, storytelling, healing, and collaborative coalition building". Journal of Environmental Studies and Sciences 11, nr 3 (2.06.2021): 294–304. http://dx.doi.org/10.1007/s13412-021-00695-0.
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AbstractPresently coastal areas globally are becoming unviable, with people no longer able to maintain livelihoods and settlements due to, for example, increasing floods, storm surges, coastal erosion, and sea level rise, yet there exist significant policy obstacles and practical and regulatory challenges to community-led and community-wide responses. For many receiving support only at the individual level for relocation or other adaptive responses, individual and community harm is perpetuated through the loss of culture and identity incurred through forced assimilation policies. Often, challenges dealt to frontline communities are founded on centuries of injustices. Can these challenges of both norms and policies be addressed? Can we develop socially, culturally, environmentally, and economically just sustainable adaptation processes that supports community responses, maintenance and evolution of traditions, and rejuvenates regenerative life-supporting ecosystems? This article brings together Indigenous community leaders, knowledge-holders, and allied collaborators from Louisiana, Hawai‘i, Alaska, Borikén/Puerto Rico, and the Marshall Islands, to share their stories and lived experiences of the relocation and other adaptive challenges in their homelands and territories, the obstacles posed by the state or regional governments in community adaptation efforts, ideas for transforming the research paradigm from expecting communities to answer scientific questions to having scientists address community priorities, and the healing processes that communities are employing. The contributors are connected through the Rising Voices Center for Indigenous and Earth Sciences, which brings together Indigenous, tribal, and community leaders, atmospheric, social, biological, and ecological scientists, students, educators, and other experts, and facilitates intercultural, relational-based approaches for understanding and adapting to extreme weather and climate events, climate variability, and climate change.
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Olugbemi-Gabriel, Olumide, i Mbasughun Ukpi. "The signifying culture: An intercultural and qualitative analysis of Tiv and Yoruba folktales for moral instruction and character determination in children". F1000Research 11 (25.04.2022): 455. http://dx.doi.org/10.12688/f1000research.75732.1.
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Background: In the study of African communities, folktales have remained a constant element. With their origin in the culture of oral storytelling, folktales have often been used by older age groups to guide and mould behavioural patterns in children. In ancient and traditional African societies, children were gathered at the end of the day by older members of the community for tales by moonlight sessions aimed at guiding their moral decisions. With globalisation and its consequent effects such as migration, dislocation and disindigenisation, the culture of communal folktale sessions is experiencing a quick death. This paper engages with the relevance of folktales as moral guides for children in African societies and as a renewed path to increased societal stability facilitated by morally set individuals. Methods: The folktales were randomly selected from a pool of Tiv and Yoruba folktales in Nigeria. Two animal-based folktales which are part of shared folk culture were picked from the Tiv society and one from the Yoruba society. The study follows a narrative and content analysis approach where the selected folktales are corroborated by four key informants, two males and two females within the ages of 50-65. Results: With particular focus on the benefits of promoting and re-introducing the folktale culture to encourage positive behavioural traits amongst individuals in the society, the study primarily highlights folktales as reflective of human life. In identifying this similarity, the character of children is largely influenced by the moral values inherent in these folktales. Conclusions: There needs to be an increased use of media and audio-visual tools to expand the knowledge and accessibility of indigenous African folktales in order to preserve ethnic, national and social identity as well as to provide a moral compass for children.
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Olugbemi-Gabriel, Olumide, i Mbasughun Ukpi. "The signifying culture: An intercultural and qualitative analysis of Tiv and Yoruba folktales for moral instruction and character determination in children". F1000Research 11 (25.04.2022): 455. http://dx.doi.org/10.12688/f1000research.75732.1.
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Background: In the study of African communities, folktales have remained a constant element. With their origin in the culture of oral storytelling, folktales have often been used by older age groups to guide and mould behavioural patterns in children. In ancient and traditional African societies, children were gathered at the end of the day by older members of the community for tales by moonlight sessions aimed at guiding their moral decisions. With globalisation and its consequent effects such as migration, dislocation and disindigenisation, the culture of communal folktale sessions is experiencing a quick death. This paper engages with the relevance of folktales as moral guides for children in African societies and as a renewed path to increased societal stability facilitated by morally set individuals. Methods: The folktales were randomly selected from a pool of Tiv and Yoruba folktales in Nigeria. Two animal-based folktales which are part of shared folk culture were picked from the Tiv society and one from the Yoruba society. The study follows a narrative and content analysis approach where the selected folktales are corroborated by four key informants, two males and two females within the ages of 50-65. Results: With particular focus on the benefits of promoting and re-introducing the folktale culture to encourage positive behavioural traits amongst individuals in the society, the study primarily highlights folktales as reflective of human life. In identifying this similarity, the character of children is largely influenced by the moral values inherent in these folktales. Conclusions: There needs to be an increased use of media and audio-visual tools to expand the knowledge and accessibility of indigenous African folktales in order to preserve ethnic, national and social identity as well as to provide a moral compass for children.
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Feldman, Jackie, i Anja Peleikis. "Performing the Hyphen". Anthropological Journal of European Cultures 23, nr 2 (1.09.2014): 43–59. http://dx.doi.org/10.3167/ajec.2014.230204.
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The Jewish Museum Berlin (JMB) is a dynamic, performative space that negotiates between representing the Jew as an integral part of German history and as ultimate Other. While this tension has been documented through the political history of the museum (Lackmann 2000; Pieper 2006; Young 2000), we focus on the dynamics of guided tours and special events. We claim that guiding and festival events at JMB marginalise Holocaust memory and present an image of Jews of the past that promotes a multicultural vision of present-day Germany. In guiding performances, the identity of the guide as German/Jewish/Muslim is part of the guiding performance, even when not made explicit. By comparing tour performances for various publics, and the 'storytelling rights' granted by the group, we witness how visitors' scripts and expectations interact with the museum's mission that it serve as a place of encounter (Ort der Begegnung). As German-Jewish history at JMB serves primarily as a cosmopolitan template for intercultural relations, strongly affiliated local Jews may not feel a need for the museum. Organised groups of Jews from abroad, however, visit it as part of the Holocaust memorial landscape of Berlin, while many local Jews with weaker affiliations to the Jewish community may find it an attractive venue for performing their more fluid Jewish identities – for themselves and for others.
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Obdalova, Olga A., i Zoya N. Levashkina. "The Narrative-Communicative Technology of Foreign Language Teaching: Definition and Peculiarities". Vestnik Tomskogo gosudarstvennogo universiteta, nr 458 (2020): 223–32. http://dx.doi.org/10.17223/15617793/458/27.
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This article reveals the current situation in education, which is characterized by individualization and intensification of educational process. It becomes important for students not just to acquire communicative speaking skills in a foreign language, but to develop their ability to interact with representatives of the international community using a foreign language as a means of communication. The need of adjusting the organization of teaching oral foreign language communication at university and developing new effective educational technologies is emphasized. A comparative analysis of the methods of teaching oral speech (Storytelling and Storyline) is carried out. The analysis is based on the key elements of the educational process the authors identify within these methods: idea, character, demonstration result of students’ activities, and structure. The main differences of these methods are revealed. They are the creation of a character in the form of a paper model, making a collage as an illustration of a story, and drama (incidents and celebration). Special attention is paid to the description of the Storyline method, which is basic in the development of a narrativecommunicative technology. It is impossible to use this method in its original form in the educational process of the university. The main part of the article is devoted to the description of the authorial narrative-communicative educational technology and its didactic potential in teaching a foreign language as a means of intercultural communication. Features of the technology are described, including integrativeness, discursiveness, contextuality, intercultural orientation, elements of communicative situation, sociocultural conditioning, interactivity, and activity. The characteristics of the technology are also considered. The methodology of teaching based on the narrative-communicative technology includes a set of steps that is consistent with the step-by-step realization of students’ cognitive and narrative-communicative activities, which stimulates gradual “immersion” in the foreign-language context by creating and reproducing the narrative. The educational technology the authors developed appears to be an innovative tool of the teacher’s transformative activity that creates favorable conditions for students’ involvement in dynamic communicative activity, a comfortable educational atmosphere, and an increase in students’ motivation. This technology is a way to reconstruct reality, in which students develop their communication and cognitive skills.
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Edgette, J. Joseph. "Storytelling: Interdisciplinary and Intercultural Perspectives. By Irene Maria F. Blayer and Monica Sanchez, eds. (New York: Peter Lang, 2002. Pp. xi + 321, ISBN 0-8204-5125-8)". Ethnologies 28, nr 2 (2006): 225. http://dx.doi.org/10.7202/014991ar.
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Friedman, Jennifer, i Laurel Graham. "A Kitchen Table Pedagogy for Interrogating Whiteness through a Research Experience Course". Sociology of Race and Ethnicity 4, nr 1 (styczeń 2018): 142–53. http://dx.doi.org/10.1177/2332649217731430.
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After sociology undergraduates have learned about inequalities in their substantive courses, a research experience course in which they critically apply these concepts can be invaluable for fostering deep learning. Coteaching a sociological research experience for undergraduates course three times, the authors witnessed the emergence of an emotional connection to critical perspectives on race and ethnicity that enabled students to analyze and creatively apply these concepts to their research projects. The inquiry-based course was built around the authors’ current research project on how families with tween and/or teen children manage food provisioning. Although the course was not explicitly about race or whiteness, many students could relate to the marginalization felt by study participants because of their own ethnicity or race, leading the whole class to become a cohesive team that was attuned to the power of white supremacy in food discourse. Here the authors describe two key assignments they believe were essential components of the course: (1) writing and sharing your food autobiography and (2) analyzing “what’s interesting here?” to find themes in the interview data. The authors found that the intercultural sensitivity cultivated in the first weeks of the course through personal storytelling carried forward into the interviewing process, into the grounded theory discussions that took place in the classroom, and into the students’ final research projects. The result was that each semester, students interrogated the whiteness of American food discourse by studying the forms of difference embedded in the food stories of themselves and of the study participants.
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Carloni, Giovanna, i Flora Sisti. "Language learning and inclusion in Italy". Language Learning in Higher Education 9, nr 1 (26.07.2019): 97–115. http://dx.doi.org/10.1515/cercles-2019-0005.
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Abstract The study of inclusion models has regained attention in light of recent migratory phenomena. In this context, research in the area of second language (L2) teaching methodologies occupies a central role because it examines the most effective teaching approaches to promote the learning of a language that will be instrumental in the inclusion of the migrant For a definition of migrant see the European Migration Network (EMN) Glossary: “In the global context, a person who is outside the territory of the State of which they are nationals or citizens and who has resided in a foreign country for more than one year irrespective of the causes, voluntary or involuntary, and the means, regular or irregular, used to migrate”. https://ec.europa.eu/home-affairs/what-we-do/networks/european_migration_network/glossary_en (accessed April 7, 2018). in a new socio-cultural context. This work proposes some reflections on the bonds between language and cultural identity, with particular focus on the problematics related to culture shock. The premise is that language plays a key role as an instrument in inclusion because it allows the individual to understand a new reality and to make him or herself understood by others through a narrative process (storytelling). To promote the true inclusion of migrants into the fabric of the society of the adopted country, it is important to pursue a dual objective: to provide migrants with the instruments necessary for inclusion into the host society and, at the same time, educate the members of the host society as regards intercultural relationships. The purpose of this work is to furnish some research-based guidelines suitable to effective L2 teaching and present an example of an experience in the process of inclusion mediated through Italy’s works of art in museums.
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Naidoo, Marilyn. "So, what’s your story? – The role of storytelling in nurturing inclusive congregational identity". HTS Teologiese Studies / Theological Studies 75, nr 1 (26.09.2019). http://dx.doi.org/10.4102/hts.v75i1.5448.
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South African churches are struggling to form cohesive communities and strategies are needed to bring people together. Because of a deficiency in trust, people are reluctant to get to know each other, impacting on the quality of relationships and a positive sense of belonging and community. Congregations need to find ways to nurture an inclusive identity instead of the current norm of all-white or all-black churches, which can be perceived as being inaccessible or exclusive. Innovative strategies like storytelling can unlock the power to understand each other breaking down prejudice, racism and xenophobia. Because intercultural socialisation is found wanting in congregations, sharing different perspectives and experiences can deepen engagements overcoming superficial interactions. This article expands on how storytelling can be used to facilitate an inclusive and intercultural congregational identity through identity formation, liberative practices of reconciliation, community building and as an educational resource.
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Sepúlveda, Yerko, Maya Edwards, Raychel Vasseur i Idoia Elola. "Perceived changes of identity construction through digital storytelling:". Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 22.01.2022, 193–214. http://dx.doi.org/10.30827/portalin.vi.23607.
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Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students’ perceptions on identity construction through the incorporation of multiliteracies and multimodal texts (digital stories), by six participants in a second-year foundational Spanish course and an Advanced Spanish Grammar course in a Study Abroad (SA) program. Analyses of surveys, DSs, and final artifacts were grounded in Rogers’ notion of self-concept and Activity Theory (Leontiev, 1978). Results suggest that the digital and multimodal nature of DS creation facilitated greater opportunities for students to document their self-perceived gains in identity.
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BITSKINASHVILI, Nino. "Integration of Education Technologies (Digital Storytelling) and Sociocultural Learning to Enhance Active Learning in Higher Education". Journal of Education in Black Sea Region 3, nr 2 (16.05.2018). http://dx.doi.org/10.31578/jebs.v3i2.136.
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The article studies technology integration method based on sociocultural learning approaches and examines their potential for developing active learning possibilities in higher education. As defined in Vygotsky’s research, sociocultural learning theories are learner-centered and fit into collaborative approaches to student learning. The method also takes into account the social and cultural aspects of gaining knowledge. Facilitation of reflective practice involves students in thoughtful, active and personally meaningful learning process. Digital Storytelling (DST) creates a reliable and empowering environment for intercultural collaboration and learning. It presumes that the procedure of digital story-making and empowers and modifies students intellectually, creatively and culturally. Consequently, Digital Storytelling can be perceived as beneficial toolkit pedagogy for the new Humanities in the 21st century. An interview to find out what students’ and lectures perceptions of digital storytelling as a tool for learning in different subjects are. Analysis of students’ and lecturers’ reflections revealed four themes: motivation, collaboration, reflective practice and identity development.