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Health Professions › Speech and Hearing

Digital Storytelling and Education

Works Count: 44094

Description

This cluster of papers explores the use of digital storytelling as a powerful tool for education, health promotion, and reflective practice. It covers topics such as student engagement, narrative-based learning, technology integration, and the impact of digital storytelling on various skills. The papers also delve into the application of digital storytelling in diverse fields such as language learning, healthcare education, and social work.

Keywords

Digital Storytelling; Education; Health Promotion; Student Learning; Narrative; Technology Integration; 21st Century Skills; Reflective Practice; Multimedia; Cultural Studies

Doing Narrative Research

2008-01-01
Molly Andrews , Corinne Squire , Maria Tamboukou
List of Contributors Introduction: What is Narrative Research? - Maria Tamboukou and Molly Andrews, Corinne Squire Narratives of Events: Labovian Narrative Analysis and its Limitations - Wendy Patterson From Experience-Centred … List of Contributors Introduction: What is Narrative Research? - Maria Tamboukou and Molly Andrews, Corinne Squire Narratives of Events: Labovian Narrative Analysis and its Limitations - Wendy Patterson From Experience-Centred to Socioculturally-Oriented Approaches to Narrative - Corinne Squire Analysing Narrative Contexts - Ann Phoenix A Foucauldian Approach to Narratives - Maria Tamboukou Practising a Rhizomatic Perspective in Narrative Research - Gerrit Loots, Kathleen Coppens and Jasmina Sermijn Bodies, Embodiment and Stories - Lars-Christer Hyden Seeing Narratives - Susan E Bell Doing Research 'On and Through' New Media Narrative - Mark Davis Approaches to Narrative Worldmaking - David Herman Looking Back on Narrative Research: An Exchange - Phillida Salmon and Catherine Kohler Riessman Never the Last Word: Revisiting Data - Molly Andrews Narrating Sensitive Topics - Margareta Hyden The Public Life of Narratives: Ethics, Politics, Methods - Paul Gready Concluding Comments - Catherine Kohler Riessman Afterword: The Monkey Wrenches of Narrative - Jens Brockmeier Index

Narrative Methods for the Human Sciences

2008-08-22
Lesley Patterson

Story logic: problems and possibilities of narrative

2002-11-01
David Herman
List of Figures List of Tables Acknowledgments Introduction1 Part 1. Narrative Microdesigns 1. States, Events, and Actions 2. Action Representations 3. Scripts, Sequences, and Stories 4. Participant Roles and Relations … List of Figures List of Tables Acknowledgments Introduction1 Part 1. Narrative Microdesigns 1. States, Events, and Actions 2. Action Representations 3. Scripts, Sequences, and Stories 4. Participant Roles and Relations 5. Dialogues and Styles Part 2. Narrative Macrodesigns 6. Temporalities 7. Spatialization 8. Perspectives 9. Contextual Anchoring Notes Bibliography Index

Audio Visual Methods in Teaching

1955-02-01
Beverly Hallam , Helen Cabot Miles , Edgar Dale

Identity and story: Creating self in narrative.

2006-01-01
Dan P. McAdams , Ruthellen Josselson , Amia Lieblich
In Identity and Story: Creating Self in Narrative, the fourth volume in the series Narrative Study of Lives, Dan P. McAdams, Ruthellen Josselson, and Amia Lieblich bring together an interdisciplinary … In Identity and Story: Creating Self in Narrative, the fourth volume in the series Narrative Study of Lives, Dan P. McAdams, Ruthellen Josselson, and Amia Lieblich bring together an interdisciplinary and international group of creative researchers and theorists to examine the way the stories we tell create our identities. An increasing number of psychologists argue that people living in modern societies give meaning to their lives by constructing and internalizing self-defining stories. The contributors to this volume explore how, beginning in adolescence and young adulthood, our narrative identities become the stories we live by. This volume addresses the most important and difficult issues in the study of narrative identity, including questions of unity and multiplicity in stories, the controversy over individual versus societal authorship of stories, and the extent to which stories typically show stability or growth in the narrator. The detailed examination of excerpts from stories told to researchers and the analysis of published memoirs, together with the contributors' insights into narrative psychology, make this provocative volume a rich, research-based exploration into how our lives may be the product of the stories we tell.
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Communication in the age of virtual reality

1995-12-01
Dan Berkowitz

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

2008-06-26
Bernard Robin
Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been … Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

<b>The Place of Story in the Study of Teaching and Teacher Education</b>

1993-01-01
Kathy Carter
ith increasing frequency over the past several years we, as members of a community of investigator-practitioners, have been telling stories about teaching and teacher education rather than simply reporting correlation … ith increasing frequency over the past several years we, as members of a community of investigator-practitioners, have been telling stories about teaching and teacher education rather than simply reporting correlation coefficients or generating lists of findings. This trend has been upsetting to some who mourn the loss of quantitative precision and, they would argue, scientific rigor. For many of us, however, these stories capture, more than scores or mathematical formulae ever can, the richness and indeterminacy of our experiences as teachers and the complexity of our understandings of what teaching is and how others can be prepared to engage in this profession. It is not altogether surprising, then, that this attraction to stories has evolved into an explicit attempt to use the literatures on or to define both the method and the object of inquiry in teaching and teacher education. Story has become, in other words, more than simply a rhetorical device for expressing sentiments about teachers or candidates for the teaching profession. It is now, rather, a central focus for conducting research in the field. We are certainly not alone in giving formal attention to story. This term, like others from linguistics and literary theory (e.g., discourse, text, deconstruction), has caught on with considerable enthusiasm throughout the intellectual world and is beginning to appear in widely different contexts. In psychology, for example, Bruner (1985) speaks of a narrative mode of thought, and Sarbin (1986) proposes story as a root for the study of human conduct. Within education, scholars such as Cole and Knowles (1992); Clandinin and Connelly (1992); Elbaz (1991); Grossman (1987); Gudmundsdottir (1991); Hollingsworth (in press); and Richert (1990) have recently made story a central element in their analyses of teachers' knowledge. As Mitchell (1981) noted as early as 1981, The study of narrative is no longer the province of literary specialists or folklorists ... but has now become a positive source of insight for all branches of human and natural science (p. ix). Anyone with even a passing familiarity with the literatures on story soon realizes, however, that these are quite turbulent intellectual waters and quickly abandons the expectation of safe passage toward the resolution, once and for all, of the many puzzles and dilemmas we face in advancing our knowledge of teaching. Much needs to be learned about the nature of story and its value to our common enterprise, and about the wide range of purposes, approaches, and claims made by those who have adopted story as a central analytical framework. What does story capture and what does it leave out? How does this notion fit within the emerging sense of the nature of teaching and what it means to educate teachers? These and many other critical questions need to be faced if story is to become more than a loose metaphor for everything from a paradigm or worldview to a technique for bringing home a point in a lecture on a Thursday afternoon. Given both the excitement story has generated and the many issues this movement has brought to the fore, it seems appropriate to provide an analysis of the place of story in the study of teaching and teacher education. My overall purpose here is to begin the process of clarifying the arguments, mapping the intellectual terrain, and casting light on the major issues we need to consider in incorporating story into our research activities. I have no illusions that this discus-

Hearing Ordinary Voices: Cultural Studies, Vernacular Creativity and Digital Storytelling

2006-05-31
Jean Burgess
Everyday or amateur cultural and media production has long been a site of both optimism and contestation for cultural studies, but there is now more justification than ever to focus … Everyday or amateur cultural and media production has long been a site of both optimism and contestation for cultural studies, but there is now more justification than ever to focus on it. On the o...
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The Language of News Media

1994-09-01
Clyde Thogmartin , Allan Bell
List of Figures and Tables. Editora s Preface. Introduction and Acknowledgements. 1. Media and Language. 1.1. Why Study Media Language?. 1.2. Media Language Research and the disciplines. 1.3. Themes of … List of Figures and Tables. Editora s Preface. Introduction and Acknowledgements. 1. Media and Language. 1.1. Why Study Media Language?. 1.2. Media Language Research and the disciplines. 1.3. Themes of the book. 2. Researching Media Language. 2.1. Universe and sample. 2.2. Whata s news: defining genres. 2.3. News outlets. 2.4. News outputs. 2.5. Pitfalls, shortcuts and the wrong way round. 2.6. The media react to research. 3. The Production of News Language. 3.1. Many hands make tight work. 3.2. Producer roles in news language. 3.3. The news assembly line. 3.4. Embedding in the news text. 4. Authoring and Editing the News Text. 4.1. Constructing the news text. 4.2. How news is edited. 4.3. Why edit?. 5. The Audience for Media Language. 5.1. Disjunction and isolation. 5.2. Multiple roles in the audience. 5.3. Audience embedding. 5.4. Communications as audience. 6. Stylina the News: Audience Design. 6.1. Style in language. 6.2. Style and audience status in the British press. 6.3. Audience design in New Zealand radio. 6.4. Editing copy for style. 7. Talking Strange: Referee Design in Media Language. 7.1. Taking the initiative. 7.2. The referees. 7.3. Television advertisements as referee design. 8. Telling Stories. 8.1. News stories and personal narratives. 8.2. News values. 8.3. News as stories. 8.4. The structure of news stories. 9. Makeup of the News Story. 9.1. The lead. 9.2. Headlines. 9.3. News stories and actors. 9.4. Time and place in the news. 9.5. Facts and figures. 9.6. Talking heads. 10. Telling It Like It Isna t. 10.1. Approaches to media miscommunication. 10.2. Misreporting: the climate case change. 10.3. Misediting international news. 11. (Mis)understanding the News. 11.1. Recall and comprehension. 11.2. The public misunderstand climate change. Notes. References. Index.

Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy

1998-05-01
Melanie Moore , Anne Haas Dyson
Studying Children's Social and Textual Lives - Appropriated and Disputed Heroes The Blobs and the X-People - New Perspectives on Old Representations The Trials and Tribulations of Emily and Other … Studying Children's Social and Textual Lives - Appropriated and Disputed Heroes The Blobs and the X-People - New Perspectives on Old Representations The Trials and Tribulations of Emily and Other Media Misses - Text as Dialogic Medium The Coming of Venus Tina - Texts as Markers and Mediators of Tough Talking Kids Transformed and Silenced Lovers - Texts as Sites of Revelation and Circumvention The Negotiating Teachers - On Freeing the Children to Write.

The Processing of Memories: Forgetting and Retention

1980-03-01
Ralph R. Miller , Norman E. Spear

Taking Laughter Seriously.

1984-12-01
H. E. Baber , John Donnelly , John Morreall

Narrative: a critical linguistic introduction

1989-12-01
Michael Toolan
Contents Series Editor's Introduction to the Interface Series Preface Acknowledgements 1. Preliminary orientations 2. Basic story structure 3. The articulattion of narrative text I: time, focalization, narration 4. The articulation … Contents Series Editor's Introduction to the Interface Series Preface Acknowledgements 1. Preliminary orientations 2. Basic story structure 3. The articulattion of narrative text I: time, focalization, narration 4. The articulation of narrative text II: character, setting, suspense, film 5. The articulation of narrative text III: representing character discourse 6. Narrative as socially situated: the sociolinguistic approach 7. Children's narratives 8. Narrative as political action Further Reading Notes and Exercises Bibliography Index

Stories: Big or small

2006-08-29
Michael Bamberg
This article is a pledge that we actually should care about the differences between what has recently been coined ‘small’ versus ‘big’ stories because they represent very different approaches to … This article is a pledge that we actually should care about the differences between what has recently been coined ‘small’ versus ‘big’ stories because they represent very different approaches to narrative inquiry. In the attempt to pull other contributions of this special issue into the debate between small and big, I argue that the small story approach is able to theoretically and methodologically enrich traditional narrative inquiry — not in a peaceful, complementary fashion, but by more radically re-positioning big story approaches as grounded in dialogical/discursive approaches such as small story research.

Documents of Life: An Introduction to the Problems and Literature of a Humanistic Method.

1984-01-01
James P. Bennett , Ken Plummer

Digital storytelling: a meaningful technology-integrated approach for engaged student learning

2008-04-10
Alaa Sadik

Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study

2012-01-04
Yating Yang , Wan-Chi Wu

Navigating Sites for Narrative Inquiry

2006-12-22
D. Jean Clandinin , Debbie Pushor , Anne Murray Orr
Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narrative inquiries will be … Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narrative inquiries will be easy to design, live out, and represent in storied formats in journals, dissertations, or books. For the authors, though, narrative inquiry is much more than the telling of stories. There are complexities surrounding all phases of a narrative inquiry and, in this article, the authors pay particular attention to thinking about the design of narrative inquiries that focus on teachers’ and teacher educators’ own practices. They outline three commonplaces and eight design elements for consideration in narrative inquiry. They illustrate these elements using recently completed narrative inquiries. In this way, the authors show the complex dimensions of narrative inquiry, a kind of inquiry that requires particular kinds of wakefulness.

Mediatization or mediation? Alternative understandings of the emergent space of digital storytelling

2008-05-19
Nick Couldry
This article reviews the social potential of digital storytelling, and in particular its potential to contribute to the strengthening of democracy. Through answering this question, it seeks to test out … This article reviews the social potential of digital storytelling, and in particular its potential to contribute to the strengthening of democracy. Through answering this question, it seeks to test out the relative strengths and weaknesses of two competing concepts for grasping the wider consequences of media for the social world: the concept of mediatization and the concept of mediation. It is argued that mediatization (developed, for example, by Stig Hjarvard and Winfried Schulz) is stronger at addressing aspects of media textuality, suggesting that a unitary media-based logic is at work. In spite of its apparent vagueness, mediation (developed in particular by Roger Silverstone) provides more flexibility for thinking about the open-ended and dialectical social transformations which, as with the printed book, may come in time to be articulated with the new form of digital storytelling.
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Locating the Semiotic Power of Multimodality

2005-03-23
Glynda Hull , Mark Evan Nelson
This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the … This article reports research that attempts to characterize what is powerful about digital multimodal texts. Building from recent theoretical work on understanding the workings and implications of multimodal communication, the authors call for a continuing empirical investigation into the roles that digital multimodal texts play in real-world contexts, and they offer one example of how such investigations might be approached. Drawing on data from the practice of multimedia digital storytelling, specifically a piece titled “Lyfe-N-Rhyme,” created by Oakland, California, artist Randy Young (accessible at http://www.oaklanddusty.org/videos.php), the authors detail the method and results of a fine-grained multimodal analysis, revealing semiotic relationships between and among different, copresent modes. It is in these relationships, the authors argue, that the expressive power of multimodality resides.

Narrative Research: A Comparison of Two Restorying Data Analysis Approaches

2002-06-01
Jo Anne Ollerenshaw , John W. Creswell
People telling stories about their life experiences has rapidly gained legitimacy in educational research. This article presents seven elements of narrative research that represent the aspects of a narrative study … People telling stories about their life experiences has rapidly gained legitimacy in educational research. This article presents seven elements of narrative research that represent the aspects of a narrative study and the criteria that might be used to assess the quality of a narrative project. The article focuses on one phase in narrative data analysis: ”restorying” or “retelling.” By highlighting restorying narrative, researchers can see how an illustrative data set, a science story told by fourth graders about their experiences in their elementary classroom, was applied to two analysis approaches. A comparison of the two narrative approaches, problem-solution and three-dimensional space, shows several common features and distinctions. As narrative researchers decide which approach to use, they might consider whether the story they wish to report is a broader wholistic sketch of the three-dimensional approach or a narrower linear structure of the problem-solution approach.

Crafting an Agentive Self: Case Studies of Digital Storytelling

2006-08-01
Glynda Hull , Mira Lisa Katz
Drawing on data from a multi-year digital storytelling project, this comparative case study offers portraits of two emerging authors”one a child and the other a young adult”who used multiple media … Drawing on data from a multi-year digital storytelling project, this comparative case study offers portraits of two emerging authors”one a child and the other a young adult”who used multiple media and modes to articulate pivotal moments in their lives and reflect on life trajectories. The conceptual framework blends recent scholarship on narrative, identity, and performance, with an eye towards fostering agency. These cases demonstrate how digital storytelling, in combination with supportive social relationships and opportunities for participation in a community based organization, provided powerful means and motivation for forming and giving voice to agentive selves.

Stories of Experience and Narrative Inquiry

1990-06-01
F. Michael Connelly , D. Jean Clandinin
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that … Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.

Qualitative Researching with Text, Image and Sound

2000-01-01
Martin Bauer , George Gaskell

Developing Narrative Structure

1991-07-01
Richard J. Gerrig

Handbook of Narrative Inquiry: Mapping a Methodology

2007-01-01
D. Jean Clandinin
International Advisory Board Members Preface Acknowledgments PART I - Situating Narrative Inquiry - D. Jean Clandinin CHAPTER 1 - Locating narrative inquiry historically: Thematics in the turn to narrative - … International Advisory Board Members Preface Acknowledgments PART I - Situating Narrative Inquiry - D. Jean Clandinin CHAPTER 1 - Locating narrative inquiry historically: Thematics in the turn to narrative - Stefinee Pinnegar & J. Gary Daynes CHAPTER 2 - Mapping a landscape of narrative inquiry: Borderland spaces and tensions - D. Jean Clandinin & Jerry Rosiek PART II - Starting With Telling Stories - Janice Huber CHAPTER 3 - Narrative inquiry in archival work - Barbara Morgan-Fleming, Sandra Riegle, & Wesley Fryer CHAPTER 4 - The unsayable, Lacanian psychoanalysis, and the art of narrative interviewing - Annie G. Rogers CHAPTER 5 - Autobiographical understanding and narrative inquiry - Mark Freeman CHAPTER 6 - Talking to learn: The critical role of conversation in narrative inquiry - Sandra Hollingsworth & Mary Dybdahl CHAPTER 7 - Charting the life story's path: Narrative identity across the life span - Jenna Baddeley & Jefferson A. Singer CHAPTER 8 - The language of arts in a narrative inquiry landscape - Dilma Maria de Mello CHAPTER 9 - The life story interview as a bridge in narrative inquiry - Robert Atkinson PART III - Starting With Living Stories - Stefinee Pinnegar CHAPTER 10 - Relational reverberations: Shaping and reshaping narrative inquiries in the midst of storied lives and contexts - Cheryl J. Craig & Janice Huber CHAPTER 11 - Composing a visual narrative inquiry - Hedy Bach CHAPTER 12 - My story is my living educational theory - Jean McNiff CHAPTER 13 - From Wilda to Disney: Living stories in family and organization research - David M. Boje PART IV - Narrative Inquiry in the Professions - Barbara Morgan-Fleming CHAPTER 14 - Studying teachers' lives and experience: Narrative inquiry into K-12 teaching - Freema Elbaz-Luwisch CHAPTER 15 - Narrative inquiry in and about organizations - Barbara Czarniawski CHAPTER 16 - Acted narratives: From storytelling to emergent dramas - Cheryl Mattingly CHAPTER 17 - Narrative inquiry in the psychotherapy professions: A critical review - Catherine Kohler Riessman & Jane Speedy PART V - Complexities in Narrative Inquiry - Janice Huber and Stefinee Pinnegar CHAPTER 18 - Understanding young children's personal narratives: What I have learned from young children?s sharing time narratives in a Taiwanese kindergarten classroom - Min-Ling Tsai CHAPTER 19 - Exploring cross-cultural boundaries - Molly Andrews CHAPTER 20 - Mo'olelo: On culturally relevant story making from an indigenous perspective - Maenette K. P. Benham PART VI -Narrating Persisting Issues in Narrative Inquiry - Barbara Morgan-Fleming CHAPTER 21 - The ethical attitude in narrative research: Principles and practicalities - Ruthellen Josselson CHAPTER 22 - In-forming re-presentations - Margot Ely PART VII - Future Possibilities - D. Jean Clandinin CHAPTER 23 - Narrative inquiry: What possible future influence on policy and practice? - Nona Lyons CHAPTER 24 - Looking ahead: Conversations with Elliot Mishler, Don Polkinghorne, and Amia Lieblich - D. Jean Clandinin & M. Shaun Murphy Author Index Subject Index About the Editor About the Contributors

Mediated Memories in the Digital Age

2007-06-29
José van Dijck
Many people deploy photo media tools to document everyday events and rituals. For generations we have stored memories in albums, diaries, and shoeboxes to retrieve at a later moment in … Many people deploy photo media tools to document everyday events and rituals. For generations we have stored memories in albums, diaries, and shoeboxes to retrieve at a later moment in life. Autobiographical memory, its tools, and its objects are pressing concerns in most people's everyday lives, and recent digital transformation cause many to reflect on the value and meaning of their own "mediated memories." Digital photo cameras, camcorders, and multimedia computers are rapidly replacing analogue equipment, inevitably changing our everyday routines and conventional forms of recollection. How will digital photographs, lifelogs, photoblogs, webcams, or playlists change our personal remembrance of things past? And how will they affect our cultural memory? The main focus of this study is the ways in which (old and new) media technologies shape acts of memory and individual remembrances. This book spotlights familiar objects but addresses the larger issues of how technology penetrates our intimate routines and emotive processes, how it affects the relationship between private and public, memory and experience, self and others.

On the Aesthetic Education of Man, in a Series of Letters.

1955-10-13
Walter Eckstein , Friedrich Schiller , Reginald Snell

Stories of Experience and Narrative Inquiry

1990-06-01
F. Michael Connelly , D. Jean Clandinin
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that … Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.

Introducing Multimodality

2016-03-22
Carey Jewitt , Jeff Bezemer , Kay L. O’Halloran
This accessible introduction to multimodality illuminates the potential of multimodal research for understanding the ways in which people communicate. Readers will become familiar with the key concepts and methods in … This accessible introduction to multimodality illuminates the potential of multimodal research for understanding the ways in which people communicate. Readers will become familiar with the key concepts and methods in various domains while learning how to engage critically with the notion of multimodality. The book challenges widely held assumptions about language and presents the practical steps involved in setting up a multimodal study, including: formulating research questions collecting research materials assessing and developing methods of transcription considering the ethical dimensions of multimodal research. A self-study guide is also included, designed as an optional stand-alone resource or as the basis for a short course. With a wide range of examples, clear practical support and a glossary of terms, Introducing Multimodality is an ideal reference for undergraduate and postgraduate students in multimodality, semiotics, applied linguistics and media and communication studies. Online materials, including colour images and more links to relevant resources, are available on the companion website at www.routledge.com/cw/jewitt and the Routledge Language and Communication Portal.

Remembering pictures: Pleasure and arousal in memory.

1992-01-01
Margaret M. Bradley , Mark K. Greenwald , Margaret C. Petry +1 more

Making News: A Study in the Construction of Reality.

1981-06-01
John P. Robinson , Gaye Tuchman

Narrative across media : the languages of storytelling

2004-01-01
Marie‐Laure Ryan
Narratology has been conceived from its earliest days as a project that transcends disciplines and media. The essays gathered here address the question of how narrative migrates, mutates, and creates … Narratology has been conceived from its earliest days as a project that transcends disciplines and media. The essays gathered here address the question of how narrative migrates, mutates, and creates meaning as it is expressed across various media. Dividing the inquiry into five areas: face-to-face narrative, still pictures, moving pictures, music, and digital media, Narrative across Media investigates how the intrinsic properties of the supporting medium shape the form of narrative and affect the narrative experience. Unlike other interdisciplinary approaches to narrative studies, all of which have tended to concentrate on narrative across language-supported fields, this unique collection provides a much-needed analysis of how narrative operates when expressed through visual, gestural, electronic, and musical means. In doing so, the collection redefines the act of storytelling. Although the fields of media and narrative studies have been invigorated by a variety of theoretical approaches, this volume seeks to avoid a dominant theoretical bias by providing instead a collection of concrete studies that inspire a direct look at texts rather than relying on a particular theory of interpretation. A contribution to both narrative and media studies, Narrative across Media is the first attempt to bridge the two disciplines.

The storytelling animal: how stories make us human

2012-09-01
Jonathan Gottschall

Drama Yazarlığı ve Dramaturji Bölümü Öğrencilerinin Dramatik Yazarlık Yönelimleri: Kocaeli Üniversitesi Örneklemi

2025-06-25
Ali Ömür Ulusoy | ASYA STUDIES
Dramatik yazarlık eğitimine yönelik talep, tüm dünyada olduğu gibi, ülkemizde de her geçen gün artmakta; akademik eğitim almış yazar sayısı hızla çoğalmaktadır. Fakat diğer taraftan, akademik literatürde, çağdaş tiyatromuzla ilgili … Dramatik yazarlık eğitimine yönelik talep, tüm dünyada olduğu gibi, ülkemizde de her geçen gün artmakta; akademik eğitim almış yazar sayısı hızla çoğalmaktadır. Fakat diğer taraftan, akademik literatürde, çağdaş tiyatromuzla ilgili olarak, yazarından yönetmenine, oyuncusundan seyircisine, çalışma yapılmasına karşın, eğitim tarafı zayıf kalmış; özellikle de dramatik yazarlık eğitimi ihmal edilmiştir. Bu çalışma ise şu an yetişmekte olan dramatik yazarlara odaklanmakta ve bu bağlamda Drama Yazarlığı ve Dramaturji Bölümü öğrencilerinin dramatik yazarlık yönelimlerini anlamayı amaçlamaktadır. Bu bağlamda, Kocaeli Üniversitesi Sahne Sanatları Bölümü Drama Yazarlığı ve Dramaturji Anasanat Dalı örneklem olarak seçilmiştir. Araştırma, öğrencilerin temel yönelimleri, dramaturjik yönelimleri, mesleki ve ticari yönelimleri, etik ve iradi yönelimleri, reji ve teknoloji yönelimleri olmak üzere beş bölümden oluşmaktadır. Söz konusu araştırmada anket yöntemine başvurulmuş; kapalı uçlu soru tekniği ve Likert ölçeği bazlı maddelerle karma yapı içinde tasarlanmıştır. Elde edilen veriler, sayısal kodlara dönüştürülerek yüzdelik dilimlere ulaşılmış ve aritmetik ortalama ile veri analizleri gerçekleştirilmiştir.

Collaborative Storytelling With Spanish Primary School Students

2025-06-24
Cristina Alonso‐Campuzano , Fabio Filosofi , Angela Tardivo +4 more | Psychology in the Schools
ABSTRACT This study explores the benefits of collaborative storytelling practices on verbal fluency, narrative competence, collaboration, and inclusion in primary school. One hundred and seventy Spanish primary school students participated … ABSTRACT This study explores the benefits of collaborative storytelling practices on verbal fluency, narrative competence, collaboration, and inclusion in primary school. One hundred and seventy Spanish primary school students participated in storytelling activities using a quasi‐experimental, mixed‐method, and cross‐sectional design. Individual verbal fluency, narrative competence, collaborative story features, and behaviors were analyzed. Results show collaboration positively affects groups' story content balance. Story length increases with social awareness and motivation, although interruptions can prolong narratives without improving quality. The story cohesion increases with social communication and space for everyone. The balance between solved and unsolved story problems improves when groups prioritize task‐oriented collaboration over social interaction. Analogical, tangible, and digital storytelling can support sustained shared thinking in learning, providing students with a space for improving social and narrative skills.

Development of an articulate storyline-based learning media to improve competency in determining main idea of informative text for four graders

2025-06-24
Eni Yuniarsih , Sukarir Nuryanto | Research and Development in Education (RaDEn)
Indonesian language learning at the primary school level requires active student involvement; however, the teacher's limited understanding of current technology results in students struggling to comprehend the material due to … Indonesian language learning at the primary school level requires active student involvement; however, the teacher's limited understanding of current technology results in students struggling to comprehend the material due to the limited use of learning media. This study aims to develop an Articulate Storyline-based learning media that can be accessed and used flexibly by students anytime and anywhere. Researchers used the type of Research and Development (R&amp;D) research using the Borg and Gall model. This research aims to produce articulate storyline learning media for grade IV elementary schools on the main idea of informative text. The results of the articulate storyline media research obtained very good qualifications declared valid and effective as Indonesian language learning media in elementary schools with a percentage of teacher (90,9%) and student responses (95,4%), as well as (87%) from media experts and (93%) from material experts. It was stated in the T-Test &lt;0.05 with a small-scale N-Gain of 0.60 and a large scale of 0.70 so that the articulate storyline media was declared effective and feasible to support Indonesian language learning to improve the competence of determining the main idea of informative text for grade IV students of SD 1 Ngembal Kulon.

Satışta Dijitalleşme ve Teknoloji Kullanımı

2025-06-24
Caner Öniz | Özgür Yayınları eBooks
Teknoloji çağının erken dönemi veya yapay zekâ çağı olarak adlandırabileceğimiz 21. Yy.’ın ilk çeyreği tamamlanırken yeni pazarlama iletişim dili “Dijitalleşme” olmuştur. Dijitalleşme çağının günümüzdeki önemini anlamak için pazarlamanın değişim sürecini … Teknoloji çağının erken dönemi veya yapay zekâ çağı olarak adlandırabileceğimiz 21. Yy.’ın ilk çeyreği tamamlanırken yeni pazarlama iletişim dili “Dijitalleşme” olmuştur. Dijitalleşme çağının günümüzdeki önemini anlamak için pazarlamanın değişim sürecini de anlamak gerekmektedir. Pazarlamanın temelini oluşturan tüketici ihtiyaç ve tatmini dönemsel olgu ve gerekçelerle değişime uğramıştır. Ürün merkezli birinci sanayi devrimi, yerini tüketici merkezli pazarlama anlayışına bırakmıştır. İnternetin ve dijitalleşmenin hayatımızda daha çok yer aldığı dönemde ise internet tabanlı pazarlama ve dijital pazarlama kavramlarının yükselişi dijital işletme çağını başlatmıştır. İnternetin her ev ve iş yerinde ulaşılabilir hale gelmesi ticari işlemleri kolaylaştırıp hızlandırırken pazarlama bilimi için pazar kavramını da kökten değişikliğe uğratmıştır. İşletmeler artık sadece mağaza veya şube açtığı yeri değil tüm evreni pazarı olarak görmektedir. Dolayısıyla dijital pazarlamayla pazar, artık her yerdir. Pazar yerindeki bu değişim günümüz dijital anlayışına uygun olarak işletmelerin ürettiği ürünleri satarken kullandığı kanalları da farklılaştırmıştır. Dijitalleşmeyi en temel satış elemanı olarak gören işletmeler birçok uygulama kullanarak iş sistemleri entegrasyonunu optimize etmektedirler. Bu uygulamaların başında CRM sistemleri, yapay zekâ ile veri analitiği, nesnelerin interneti (IoT), artırılmış gerçeklik (AR), sanal gerçeklik (VR), otomasyon araçları, omnichannel ve multichannel satış yöntemleri sohbet robotları (chatbotlar), sanal asistanlar, bulut tabanlı çözümler ve mobil uygulamalar kullanarak iş sistemleri entegrasyonunu optimize etmektedirler.

Öğretmenlerin Dijital Yeterliklerine İlişkin Alanyazın Tabanlı Bir Değerlendirme: Modeller, Eğilimler ve Gereksinimler

2025-06-24
Büşra Arık Güngör , Sibel Saraçoğlu | Özgür Yayınları eBooks
Bu çalışmada alanyazında yer alan öğretmenlerin dijital yeterlikleri konulu araştırmalar incelenmiştir. Bu kapsamda çalışmada, öğretmen dijital yeterlik çerçeveleri ve modelleri ile ulusal ve uluslararası alanyazında yer alan öğretmenlerin dijital yeterlikleri … Bu çalışmada alanyazında yer alan öğretmenlerin dijital yeterlikleri konulu araştırmalar incelenmiştir. Bu kapsamda çalışmada, öğretmen dijital yeterlik çerçeveleri ve modelleri ile ulusal ve uluslararası alanyazında yer alan öğretmenlerin dijital yeterlikleri konulu bilimsel araştırmalara yer verilmiştir. Böylece bu konuda alanyazındaki eğilimler ve ihtiyaçlar ortaya çıkarılmaya çalışılmıştır. Araştırma bulgularına dayanılarak çıkarımlarda bulunulmuş ve öneriler sunulmuştur. Yapılan incelemelerde, alanyazında öğretmen dijital yeterlikleri konusunda öğretmenlere yol gösterici nitelikte çeşitli çerçeve ve modellerin yer aldığı belirlenmiştir. Bu çerçeve ve modeller vurgulanan özellikler bakımından bazı farklılıklar içerse de bütününde, öğretmenlerin dijital yeterliğinin; bilişsel, duyuşsal ve teknik becerileri, aynı zamanda sorumluluk ve etik farkındalığı içeren karmaşık ve çok boyutlu bir kavram olduğu konusunda ortak bir anlayış vardır. Alanyazındaki bilimsel çalışmaların, öğretmenlerin dijital yeterliklerini belirleme, öğretmenlerin dijital yeterliklerini farklılaştıran değişkenleri inceleme ve ölçek geliştirme çalışmalarına odaklanıldığı görülmektedir. Alanyazın bulguları dikkate alınarak öğretmen dijital yeterliklerinin geliştirilmesine yönelik stratejilerin planlanması önerilmektedir.

Multimodal Representation of Herder-Farmer Conflicts in Selected Nigerian Online Cartoons

2025-06-24
Omolade Ilesanmi | Advances in wireless technologies and telecommunication book series
Cartoons reveal complex dimensions of clashes between nomadic herders and agrarian farmers in Nigeria. This study examines 13 cartoons published in e-publishing unit of The Punch, one of Nigeria's most … Cartoons reveal complex dimensions of clashes between nomadic herders and agrarian farmers in Nigeria. This study examines 13 cartoons published in e-publishing unit of The Punch, one of Nigeria's most widely read newspapers, to explore how multiple modes combine to depict herder-farmer conflicts (HFCs), in order to describe how semiotic resources contextualise HFCs and how digital resources function in humorising HFCs in online newspapers. Multimodal discourse exploration of HFCs is performed via Kress' (2010) social semiotic approach to multimodal discourse. Findings reveal that The Punch deploys diverse modes of representation – image, writing, caricature. Interaction among semiotic resources, shared situation and linguistic forms reveals dimensions of insecurity, ethnoreligious bigotry, human rights violation, hypocrisy. Cartoonists are critical of Nigerian government's level of involvement in HFCs, revealing state actors as cohorts in herders' attacks; and sedentary farmers as victims. HCFs are framed as complex sociopolitical crises, intensifying ethnic tensions and divisions.

Enhancing English communication skills and self-efficacy: A blended learning approach with digital storytelling in primary education

2025-06-24
Lifei Peng , Jirarat Sitthiworachart | International Journal of Innovative Research and Scientific Studies
This study aims to explore the impact of a blended learning approach incorporating digital storytelling on the English communication skills and self-efficacy of 80 sixth-grade students in China. Using a … This study aims to explore the impact of a blended learning approach incorporating digital storytelling on the English communication skills and self-efficacy of 80 sixth-grade students in China. Using a mixed-methods approach, two sixth-grade classes at Tongren Second Primary School were selected, with one class taught using the blended learning with digital storytelling method and the other receiving traditional instruction. Pre-tests and post-tests were administered to assess students' English communication skills and self-efficacy, with quantitative data analyzed using statistical methods and qualitative data gathered through in-depth interviews. Results showed that the experimental group demonstrated significantly higher self-efficacy (mean score of 122.83) and communication skills (mean score of 23.83) compared to the control group (mean scores of 89.65 and 17.43, respectively). The qualitative analysis revealed increased motivation, perceived improvement in communication skills, and enhanced self-efficacy among students. This study concludes that the blended learning approach with digital storytelling effectively enhances the English communication skills and self-efficacy of Chinese primary school students, offering a promising educational tool for modern teaching settings. The findings suggest practical implications for educators to integrate digital storytelling into the curriculum to create an engaging learning experience and boost students' confidence and motivation.

YARATICI SENARYO YAZIMINDA YAPAY ZEKÂNIN ROLÜ: İÇ MİMARLIK EĞİTİMİNDE YENİLİKÇİ BİR YAKLAŞIM

2025-06-24
Azra İşbilir , Merve Bölükbaşı | İstanbul Sabahattin Zaim Üniversitesi Fen Bilimleri Enstitüsü Dergisi
Bu çalışma, yaratıcı senaryo yazımı süreçlerinde yapay zekânın (YZ) iç mimarlık lisans eğitimine sağladığı katkıları ele almayı ve özellikle stüdyo eğitimindeki uygulamalar üzerindeki etkilerini incelemeyi hedeflemektedir. İç mimarlık projelerinde senaryo … Bu çalışma, yaratıcı senaryo yazımı süreçlerinde yapay zekânın (YZ) iç mimarlık lisans eğitimine sağladığı katkıları ele almayı ve özellikle stüdyo eğitimindeki uygulamalar üzerindeki etkilerini incelemeyi hedeflemektedir. İç mimarlık projelerinde senaryo yazımı, öğrencilerin tasarım problemlerine yenilikçi çözümler üretme ve mekânsal düzenlemeleri sosyal, çevresel ve kültürel bağlamlarda ele alabilme becerilerini geliştirmelerine olanak tanımaktadır. Çalışma kapsamında, öğrenciler iklim krizi bağlamında ütopya ve distopya temalarını temel alarak, geleceğe yönelik özgün senaryolar geliştirmiştir. Bu süreçte ChatGPT gibi metin tabanlı YZ araçları ile, senaryo yazımı süreçlerinin desteklenmesi ve öğrencilerin yaratıcı düşünme kapasitelerini artırılması hedeflenmiştir. Çalışmanın merkezinde, senaryo yazımı sürecinin bir tasarım aracı olarak stüdyo eğitimine entegrasyonu yer almaktadır. İç mimarlık projelerinde, senaryo yazımı, mekânsal ve toplumsal bağlamların daha geniş bir perspektiften ele alınmasına olanak tanımaktadır. Bu bağlamda, öğrenciler YZ’nin sunduğu dilsel destekle toplumsal, çevresel ve kültürel değişimlerin gelecekteki olası etkilerini detaylandıran senaryolar geliştirmiştir. Ütopya ve distopya kavramları ile, kriz senaryolarını anlamlandırarak hem ideal gelecek tasavvurları hem de sorunlu geleceklere ilişkin eleştirel perspektifler geliştirilmesi hedeflenmiştir. Öğrenciler bu iki zıt çerçeve arasında bir köprü kurarak, oluşturdukları senaryolar ile iklim krizine yönelik tasarımları için analitik ve eleştirel bir temel oluşturmuştur. YZ tabanlı araçlar, özellikle senaryo yazımında dilsel ve yapısal destek sağlayarak öğrencilerin karmaşık kavramları metinleştirmelerine olanak tanımıştır. ChatGPT ve benzeri metinsel tabanlı YZ araçlarının, öğrencilerin kavramsal çerçevelerini güçlü bir şekilde yapılandırmalarına ve tasarım süreçlerini daha derinlikli bir şekilde ifade etmelerine yardımcı olmaları hedeflenmiştir. YZ araçlarının sağladığı öneriler ve fikirler ile, öğrencilerin analitik becerilerini desteklenmesi ve yaratıcı süreçlerini zenginleştirmesi de çalışmada hedeflenen diğer unsurlardır. Senaryo yazımı sırasında YZ’nin sunduğu analiz ve dil desteğinden yararlanılarak, öğrencilerin tasarımlarını güçlü kavramsal bağlamlara oturtmaları ve stüdyo eğitimine yenilikçi bir boyut kazandırmaları hedeflenmiştir. Senaryo yazımı süreci, öğrencilerin yalnızca tasarım çözümleri geliştirmelerini değil, aynı zamanda tasarımın arkasındaki sosyal ve çevresel bağlamları eleştirel bir şekilde değerlendirmelerini de sağlamayı öngörmektedir. İklim krizine yönelik senaryolar, sınıfsal eşitsizlikler, teknolojik yenilikler ve çevresel adalet gibi temaları ele alarak öğrencilerin tasarımlarına yön vermiştir. Bu süreç, stüdyo eğitiminde disiplinler arası bir öğrenme deneyimi sunmayı hedeflemiş ve öğrencilerin tasarımlarını geleceğin mekânsal düzenlemelerine dair özgün vizyonlarla zenginleştirmesine yönelik bir kapsam sunmuştur. Temel bağlamda bu stüdyo çalışması, yapay zekânın iç mimarlık stüdyo eğitiminde yaratıcı düşünme ve senaryo yazımı süreçlerine katkılarını ortaya koymayı hedeflemektedir. YZ destekli senaryo yazımı, öğrencilerin karmaşık problemlere yaratıcı çözümler geliştirmelerine olanak sağlayabilecek ve analitik becerilerini güçlendirebilecek bir unsur olarak olarak gelişimini sürdürmektedir. Stüdyo eğitiminin, YZ’nin sunduğu yenilikçi araçlarla zenginleşebileceği ve öğrencilerin sürdürülebilir, eleştirel ve yenilikçi tasarım yaklaşımları geliştirmesine katkıda bulunabileceği çalışma kapsamında değerlendirilmektedir.

How Storytelling Enhanced Elementary Students’ English Proficiency

2025-06-24
Siti Mafulah , Oka Bruno Asmara Panggala , Siane Herawati | Teaching English as Foreign Language Literature and Linguistics
Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners … Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners through the use of storytelling. Data were collected through observations and interviews. Observations were conducted to examine students' activity in using English in the classroom, while interviews were carried out to strengthen the observational data. The participants were 26 students, with 10 selected for interviews to further validate their perceptions of storytelling activities. The findings indicate that storytelling has a positive influence on students' English abilities, particularly in speaking (including pronunciation and vocabulary). Interviews revealed that students found storytelling enjoyable, motivating, and helpful in learning English. These findings suggest that storytelling can serve as an effective alternative method for teaching English to young learners.

VISUALIZING UNDERSTANDING: IMPROVING GRADE 7 VIEWING SKILLS THROUGH THE 3Cs AND 3Ss INTERVENTION

2025-06-23
Celeste A. Bazar , Flench Chainy F. Botohan , Cherielyn L. Tubalado | EPRA International Journal of Multidisciplinary Research (IJMR)
This quantitative study used a quasi-experimental one-group pretest-posttest design to examine the effectiveness of the 3Cs and 3Ss intervention in enhancing the viewing skills of 35 Grade 7-Garnet students at … This quantitative study used a quasi-experimental one-group pretest-posttest design to examine the effectiveness of the 3Cs and 3Ss intervention in enhancing the viewing skills of 35 Grade 7-Garnet students at Magatos Integrated School. Results showed a significant improvement, with mean scores rising from 8.51 (fair) to 13.34 (satisfactory). A paired sample t-test confirmed the difference, t (34) = 9.247, p &lt; .001. Qualitative data from student interviews supported these findings, with four key themes emerging: (1) breaking down visual interpretation into simple steps, (2) improvement in viewing skills, (3) enhanced critical interpretation of visual media, and (4) increased student engagement and confidence. Overall, the intervention effectively improved students’ comprehension and interpretation of visual media. Keywords: Action-Research, Viewing Skills, Grade 7 Students, Quantitative Study, Philippines

DAILY ACTIVITY IN DIGITAL STORYTELLING TO IMPROVE SPEAKING SKILL IN SECONDARY SCHOOL

2025-06-23
Rika Partika Sari , Dian Arief Pradana , Mochammad Ardi Setyawan +1 more | Esteem Journal of English Education Study Programme
Speaking is a vital yet challenging skill for EFL students, especially in secondary schools, due to limited practice, low confidence, and classroom anxiety. Traditional teacher-centered methods often fail to offer … Speaking is a vital yet challenging skill for EFL students, especially in secondary schools, due to limited practice, low confidence, and classroom anxiety. Traditional teacher-centered methods often fail to offer meaningful speaking opportunities. This study, conducted at SMK Sritanjung Banyuwangi using a qualitative descriptive method, explores how Digital Storytelling (DST) based on students’ daily routines can enhance speaking skills, motivation, engagement, and digital literacy. Six tenth-grade students created English video blogs (vlogs) about their daily activities. Data were collected through speaking assessments, open-ended questionnaires, observations, and documentation, then analyzed using Miles and Huberman’s interactive model. The results showed notable improvements in pronunciation, fluency, grammar, and vocabulary. DST also boosted students’ creativity, confidence, and motivation while reducing anxiety. Despite initial nervousness and technical challenges, students responded positively, finding DST enjoyable and supportive. Overall, DST provided an engaging, low-pressure environment that encouraged autonomous learning and effective communication.

Enhancing Collaboration and Communication with Digital Storyboarding Platforms

2025-06-23
N V Chiranjeevi , B Senthil Kumar S | International Journal of Science and Research (IJSR)

Fachbeitrag: Partizipation an literarischen Aspekten des Digital Storytellings

2025-06-23
Henrik Frisch , Julia Warmdt , Christoph Ratz +1 more | Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete
<ie:p>Schüler:innen mit Schwerpunkt Geistige Entwicklung (SGE) sind in ihrer Partizipation an inklusivem Unterricht besonders gefährdet. Dieser Beitrag fokussiert die Partizipation von Schüler:innen mit SGE an literarischen Aspekten des Digital Storytellings … <ie:p>Schüler:innen mit Schwerpunkt Geistige Entwicklung (SGE) sind in ihrer Partizipation an inklusivem Unterricht besonders gefährdet. Dieser Beitrag fokussiert die Partizipation von Schüler:innen mit SGE an literarischen Aspekten des Digital Storytellings im inklusiven Grundschulunterricht. Anhand von Videodaten aus acht Partnerklassen (vier Grundschulklassen, vier Klassen eines Förderzentrums mit dem Förderschwerpunkt geistige Entwicklung) wird untersucht, inwiefern die literarischen Ideen der Schüler:innen mit SGE im Schüler:innen-Produkt des Digital Storytellings sichtbar sind und welche Gemeinsamkeiten und Unterschiede sich diesbezüglich zwischen Schüler:innen mit SGE sowie zwischen Schüler:innen mit und ohne SGE zeigen. Die qualitativ-inhaltsanalytische Auswertung der Videodaten zeigt unter anderem, dass Schüler:innen mit SGE literarische Ideen entwickeln und diese teilweise auch im Schüler:innen-Produkt sichtbar sind – allerdings im Vergleich zu denen ihrer Mitschüler:innen ohne SGE signifikant seltener. Dies wird vor dem Hintergrund theoretischer Annahmen diskutiert und Implikationen für weitere Forschung und die Gestaltung inklusiven Unterrichts mit digitalen Medien werden formuliert.</ie:p>

THE USE OF MULTIMEDIA IN THE TEACHING OF FOLKLORE WORKS

2025-06-21
Sabitova Tadzhikhan | Deleted Journal
This article analyzes the theoretical and practical aspects of the effective use of multimedia in the process of teaching folklore works. In contrast to traditional educational styles, multimedia technologies – … This article analyzes the theoretical and practical aspects of the effective use of multimedia in the process of teaching folklore works. In contrast to traditional educational styles, multimedia technologies – audio, video, animation, slides, through interactive programs-are based on the fact that folkloric patterns (fairy tales, epics, Proverbs, Legends) can be conveyed to students in a more lively, figurative and expressive way. The study highlights the role of these tools in increasing interest in readers in artistic-aesthetic worldview, national values and patterns of oral creativity. Conclusions have also been made that multimedia can help improve classroom effectiveness, enhance student activity, and develop independent thinking skills. The article is useful for teachers of folklore, educators specializing in language and literature, and specialists who aim to improve the modern course process.

The impact of using digital geographic applications on acquiring social education concepts among university students

2025-06-20
Enssaf Al-Zoubi | International Journal of Innovative Research and Scientific Studies
The aim of this study was to explore the impact of using digital geographic applications (DGA), Google Earth, Google Maps, GPS on Jordanian university students' understanding of social education concepts … The aim of this study was to explore the impact of using digital geographic applications (DGA), Google Earth, Google Maps, GPS on Jordanian university students' understanding of social education concepts and their attitudes toward their use. The quasi-experimental approach was utilized to implement the experiment on a sample of 60 Jordanian university students, divided into two equal groups, each consisting of 30 students. The first group, the control group, was taught using the traditional lecture method, while the second group, the experimental group, was taught using modern digital applications in social education. In this study, an achievement test (pre-test/post-test) was administered to measure students' level of acquisition of social education concepts. The findings validated statistically significant differences at the significance level (α ≥ 0.05) between the mean scores of the experimental and control groups on the post-test in favor of the experimental group, emphasizing the positive impact of using digital geographic applications on students' acquisition of social education concepts. This is of high significance as it calls for incorporating digital geographic applications into teaching social education courses at Jordanian universities and training faculty members and students to effectively use them in the educational process. That said, this paper provides a set of practical recommendations and development proposals that will maximize the benefits of digital geographic applications in social studies education.

TRANSMITTING ACCURATE LANGUAGE KNOWLEDGE (T.A.L.K.) TO ADDRESS ORAL COMMUNICATION DIFFICULTIES AMONG GRADE 6 LEARNERS

2025-06-20
Jarisa B. Camasura , Joanna B. Gemina , Deveyvon L. Espinosa +1 more | EPRA International Journal of Multidisciplinary Research (IJMR)
This study, conducted at Clementa F. Royo Elementary School in Villa Clementa Subdivision Maniki, Kapalong, Davao del Norte, Philippines, investigated the effectiveness of T.A.L.K intervention in improving the oral communication … This study, conducted at Clementa F. Royo Elementary School in Villa Clementa Subdivision Maniki, Kapalong, Davao del Norte, Philippines, investigated the effectiveness of T.A.L.K intervention in improving the oral communication of Grade 6 students. The intervention was introduced in response to persistent oral communication difficulties identified among the learners. The primary objectives of the research were to assess students' oral communication skills before and after the implementation of the T.A.L.K. intervention and to evaluate the overall impact of the intervention on their oral communication skills. Also, the study aimed to gather student feedback regarding their experiences with the T.A.L.K. intervention and how these influenced their learning. A quantitative-descriptive research design was employed, complemented by qualitative insights through interviews, to provide a well-rounded analysis of the learners' oral communication challenges and the effectiveness of the intervention. A total of 30 Grade 6-Lapu-Lapu students participated in the pre-test, the oral communication activities, and the post-test. Descriptive statistics revealed that the students’ oral communication skills improved considerably after the implementation of the T.A.L.K. intervention, with the average score increasing from 50.21% in the pre-test to 69.38% in the post-test. This indicates a noticeable enhancement in their performance. Further analysis using a paired sample t-test confirmed that the difference in scores was statistically significant, with t(29) = 14.7, p &lt; .001, and a large effect size (Cohen’s d = 2.68). In addition, qualitative data from student interviews supported these findings, revealing that the T.A.L.K. intervention not only improved oral communication skills but also reduced speaking anxiety, increased student engagement, and boosted learner confidence. These outcomes suggest that the intervention helped cultivate effective oral communication practices that extended beyond the classroom environment. Keywords: T.A.L.K. Intervention, Irubric, Quantitative-Descriptive, Oral Communication Skills, Philippines

Fostering Fairy Tale Literacy for Young Readers

2025-06-20
Nur Insani , Ucik Fuadhiyah | International Journal of Multidisciplinary Sciences
In today’s digital era, young children are increasingly exposed to a vast array of apps, games, and videos. Amid this digital abundance, an urgent educational need has emerged, particularly for … In today’s digital era, young children are increasingly exposed to a vast array of apps, games, and videos. Amid this digital abundance, an urgent educational need has emerged, particularly for Javanese youth readers to understand how digital formats influence their literacy skills. This study aims to analyze the effectiveness of digital fairy tale flipping manuscripts in supporting the learning process of reading Javanese script texts. A quantitative experimental method was employed, involving a sample of 60 students. Data were collected using a test instrument and a questionnaire developed by the researchers. The test assessed reading ability, while the questionnaire gathered insights on learners’ perceptions and experiences. The findings indicate that the use of digital fairy tales with flipping manuscript features significantly enhances the students’ ability to recognize and read Javanese letters. The interactive nature of the digital format was found to increase engagement, comprehension, and retention compared to traditional methods. In conclusion, this study demonstrates that digital flipping fairy tales can effectively support the learning of Javanese script, offering an innovative and engaging medium for preserving and promoting regional literacy in the digital age.

Scrutinizing Teachers' Practice of Multimodality Use in Elementary English Classroom

2025-06-20
Qurrotu Inayatil Maula , Luthfi Awwalia | KnE Social Sciences
The Council of Educational Standard, Curriculum, and Assessment 2024 emphasizes the importance of multimodality in English learning to help students develop communicative English skills as an essential life skill for … The Council of Educational Standard, Curriculum, and Assessment 2024 emphasizes the importance of multimodality in English learning to help students develop communicative English skills as an essential life skill for their future. In elementary school context, English teachers are expected to support students’ learning by incorporating various modes such as linguistic, visual, auditory, gestural, spatial, and tactile approaches. This qualitative study explored the multimodality use in elementary English classes by involving two English teachers from two different schools in Bangkalan, Madura, East Java. Data were collected through in-depth interviews, classroom observation, and document analysis, and were then analyzed using the interactive data analysis method by Miles and Huberman. The findings revealed that both teachers integrated multimodality in their classes, primarily through linguistic modes (e.g. textbooks and worksheet) and visual modes (e.g. images, videos, and Powerpoint slides). However, the reliance on linguistic modes, particularly textbooks, was prominent. The predominant reason was the need to learn required materials within the limited time allocation.

Animating Imagination: How Powtoon Videos Boosts Creativity in High School Poetry Projects?

2025-06-20
Ika Mustika , Sofhie Suhartini | KnE Social Sciences
Writing poetry is a form of self-expression that requires a high level of creativity, particularly among high school students who are in the process of developing abstract and critical thinking … Writing poetry is a form of self-expression that requires a high level of creativity, particularly among high school students who are in the process of developing abstract and critical thinking abilities. This study aimed to explore the impact of project-based learning (PjBL) model, supported by Powtoon animation video media, on students’ creativity in writing poetry. The research employed a pre-experimental method with a one-group pretest-posttest design. The subjects consisted of 30 students from class X at a vocational school in Bandung, selected using purposive sampling, with limited creativity in poetry writing as a characteristic. The research instrument used was a creativity assessment rubric, which included aspects of originality, self-expression, use of poetic techniques, structure, plot, as well as thematic relevance. Data were analyzed using paired sample t-tests and n-gain to measure creativity improvement. The results indicate that the use of Powtoon in PjBL can enhance students’ poetry writing creativity, particularly in the aspects of originality and poetic technique. The implications of this study highlight the importance of using innovative media to improve poetry writing skills and students’ creativity, as well as supporting the implementation of project-based learning methods that can accommodate the creative needs in language education.

Videos and E-Books Featuring Central Kalimantan Folklore as Resources for Interactive Narrative Text Learning

2025-06-20
Iwan Fauzi , Dina Mardiana , Natalina Asi +3 more | KnE Social Sciences
This research addresses the lack of references for Central Kalimantan folktales available in three languages: Indonesian, English, and Dayak Ngaju. These materials aim to enrich the narrative text learning content … This research addresses the lack of references for Central Kalimantan folktales available in three languages: Indonesian, English, and Dayak Ngaju. These materials aim to enrich the narrative text learning content for elementary and junior high schools, particularly those developed with digital technology. This is very important for supporting learning, which leverages digital technology while integrating local wisdom, such as folklore, into narrative text instruction. Furthermore, this approach aligns with the profile of Pancasila students, who embody global characteristics through the internalization of cultural values, fostering the holistic development of cognitive and affective domains. The goal of this study is to create videos and e-books featuring Central Kalimantan folklore as interactive learning resources, based on local wisdom, for students in the city of Palangka Raya. Using the technology-enhanced language learning (TELL) approach and ethno-pedagogy within the R&amp;D framework of the ADDIE model, the research resulted in video and e-book products derived from field studies which designed for classroom use. The study was conducted over an eight-month period in 2024, using instruments such as observation guideline sheets, interview guideline sheets, and expert validation. The research has developed 24 videos and e-books validated by experts in content and TELL media. Product trials will be conducted with students from two exemplary schools in the city—one elementary and one junior high school—covering the subjects of Indonesian, Dayak Ngaju, and English language learning. Comprehensive production and validation from the product trials will be resumed in the implementation stage.

Impact of Fieldwork on Students’ English Communication in Hospitality Services

2025-06-20
Muh Yahya , Firda Rahmayanti , Adita Taufik Widianto +1 more | LETS Journal of Linguistics and English Teaching Studies
Although English for Specific Purposes (ESP) is a key component of tourism education, limited research has examined how fieldwork experience impacts students’ English communication in real service settings. This study … Although English for Specific Purposes (ESP) is a key component of tourism education, limited research has examined how fieldwork experience impacts students’ English communication in real service settings. This study investigates the extent to which field practice improves English proficiency and service readiness among students at Makassar Tourism Polytechnic. Using a quantitative approach, data were gathered through questionnaires and analyzed using validity and reliability tests, a t-test, and R² analysis. Results show that fieldwork has a significant positive effect on students’ service readiness (t = 4.673; p = 0.001), with an R² value of 0.797 indicating that 79.7% of the variance is explained by field practice. The findings suggest that structured field experiences significantly enhance students’ English communication skills and professional competence. The study recommends integrating experiential and reflective learning into tourism curricula to better align academic training with industry needs.

ŞAGİRDLƏRİN ESTETİK TƏRBİYƏSİNDƏ TELEVİZİYANIN ROLU

2025-06-20
Qafar Əsgərzadə | Elmi əsərlər.
Research into television programs conducted at the present stage shows that television has a strong influence on the aesthetic education of schoolchildren, shaping certain worldviews in them. Therefore, the close … Research into television programs conducted at the present stage shows that television has a strong influence on the aesthetic education of schoolchildren, shaping certain worldviews in them. Therefore, the close relationship between teachers, television workers, and parents will have a significant impact on the aesthetic education of the younger generation.

Investigating the role of preservice teachers digital transformation awareness in shaping their information literacy skills

2025-06-19
Sacide Güzin Mazman , İrem Türkmen , Osman Birgin | Journal of Pedagogical Research

Film Dokumenter sebagai Alat Edukasi Budaya untuk Pembangunan Komunitas

2025-06-19
Rafli Hermawan Putra , Ilham Agiel Al-Farid , Eko Purwanto +2 more | Jurnal Desain Komunikasi Visual.
Film dokumenter memiliki peran penting dalam mendidik dan memberdayakan masyarakat, khususnya dalam pelestarian nilai-nilai budaya lokal yang terancam oleh arus globalisasi. Studi ini menggunakan pendekatan kualitatif dengan metode studi literatur … Film dokumenter memiliki peran penting dalam mendidik dan memberdayakan masyarakat, khususnya dalam pelestarian nilai-nilai budaya lokal yang terancam oleh arus globalisasi. Studi ini menggunakan pendekatan kualitatif dengan metode studi literatur untuk menganalisis kontribusi film dokumenter dalam membangun kesadaran budaya, memperkuat identitas komunitas, serta mendorong keterlibatan sosial dan pendidikan. Temuan penelitian menunjukkan bahwa film dokumenter memiliki kemampuan untuk menyampaikan narasi budaya secara menyentuh dan rasional, merekam keberadaan warisan budaya nonbenda, serta berperan sebagai sarana advokasi yang menjembatani masyarakat dengan persoalan-persoalan penting yang berdampak pada kehidupan mereka. Selain itu, partisipasi komunitas dalam proses produksi dokumenter berkontribusi pada peningkatan kapasitas, solidaritas, dan penguatan rasa memiliki terhadap budaya lokal. Namun demikian, tantangan seperti keterbatasan akses teknologi dan risiko representasi yang tidak akurat perlu menjadi perhatian dalam pengembangan dokumenter yang berkelanjutan dan inklusif. Penelitian ini menegaskan bahwa dokumenter bukan hanya arsip visual, tetapi juga alat strategis dalam pendidikan budaya dan pembangunan komunitas berbasis kearifan lokal.

Do We Really Need New Narratives?

2025-06-19
François Ribac , Joëlle Le Marec | Routledge eBooks

The Art of Visual Storytelling

2025-06-19
Thomas J. Linneman | Routledge eBooks

Digital Storytelling in African Higher Education

2025-06-18
Snani Nourhane , György Mészáros | Athens Journal of Education
Higher education is considered a field in which students, teachers, and researchers develop a broader view of concepts in a detailed and profound manner. Education in Africa has been seen … Higher education is considered a field in which students, teachers, and researchers develop a broader view of concepts in a detailed and profound manner. Education in Africa has been seen as a field of continuous progress due to the historical and cultural entity of the continent. Efforts to keep educational content innovative and modern have been documented by many researchers in the field of digital narratives in education. Digital narratives are a new method of reporting various content in education. This research aims to unveil the promoted skills and domains in which digital narratives are incorporated in African higher education. To achieve the said aim, a qualitative document analysis was performed on several selected studies performed in African contexts. The findings suggest that digital narratives aid in improving motivation, self-confidence, cultural exposure, expression, and analytical skills among students. Keywords: digital narratives, higher education, African education, skills, motivation, skills.

Adapting to the digital era: ESP college students' challenges in composing video resumes

2025-06-18
Fangyuan Cheng | Ibérica
The increased use of technology in screening procedures of job applications has led to the emergence of so-called ‘video resumes’. These are short videos created for job applicants to showcase … The increased use of technology in screening procedures of job applications has led to the emergence of so-called ‘video resumes’. These are short videos created for job applicants to showcase their skills, qualifications, and previous experiences. Nevertheless, the creation of video resumes demands advanced multimodal abilities, involving the coordination of rhetorical conventions and linguistic expertise with other semiotic resources to effectively convey their desired professional image in response to job postings. Intriguingly, despite the growing adoption of video resumes in the global job market, they have received minimal attention from ESP researchers. The objective of this study is to investigate the challenges faced by EFL college students when creating video resumes. This research involves conducting interviews with eight senior EFL students along with examining video productions by 42 students. The results of this study reveal that the primary difficulties encountered by these students include negotiating the projection of professional identity within time limitations, orchestrating multiple modes within their videos, negotiating technical obstacles, and fine-tuning their kinesic abilities. The study also suggests several pedagogical strategies to address these challenges, aiming to empower students in navigating the intricate aspects of video resumes related to branding, multimodality, technical proficiency, and communication.

Dampak Iklan Djarum Super Mild terhadap Psikologis Penonton di Televisi

2025-06-17
Brizita Auliani Alwanda , Arfian Suryasuciramdhan , Helena Angelika Simbolon +2 more | TUTURAN Jurnal Ilmu Komunikasi Sosial dan Humaniora
This ponder employments a semiotic and communication approach to look at the mental affect of the Djarum Super MLD cigarette notice broadcast on tv at night. The Djarum Super MLD … This ponder employments a semiotic and communication approach to look at the mental affect of the Djarum Super MLD cigarette notice broadcast on tv at night. The Djarum Super MLD cigarette promotion utilizes visual components set in remote scenes, and abnormal sound. The coasting scenes over water employing a flying board and the sound of disobedient considered unpleasant, particularly due to its airing time at night when the group of onlookers may feel lazy or half-conscious, causes an impact (liminality), which can cruel a position between two spaces or times, making encounters that regularly feel outside or awkward. Employing a subjective clear strategy based on writing investigate, this think about illustrates how the Djarum Super MLD cigarette notice influences the brain research of watchers from visual, sound, and airing time angles. The comes about show that cigarette notices are not as it were publicizing devices but moreover typical communication devices that can impact the mental state and contemplations of its gathering of people.

Teaching Graphic Communication and Techniques to senior phase Technology learners: A guide for teachers

2025-06-16
Mlondie Thlokomelo Sibiya , Thokozani Isaac Mtshali | International Journal of Education and Teaching Zone
This study examined the teaching of Graphic Communication and Techniques to senior phase Technology learners. A quantitative research approach was adopted, and a case study design was employed. To a … This study examined the teaching of Graphic Communication and Techniques to senior phase Technology learners. A quantitative research approach was adopted, and a case study design was employed. To a population of 7 teachers and 156 learners in Capricorn District, Limpopo in South Africa, a convenient sample of 13 teachers and 149 learners were used. This study collected data through questionnaires, observations and archive analysis. This study revealed that 76.92% of sampled teachers taught learners different structures using freehand technique and single point perspective, but this had a negative impact on leaners ability to use drawing tools as no teacher attempted to use and encourage learners to draw using adequate set squares. It was interesting to see that only 38.46% of teachers emphasised the need to use different colours in drawings to improve learners spatial and cognitive skills. Some of the leaners activities showed that different colours were used even though the drawings were not correct and appealing. Only 69.23% of teachers taught learners the use of correct line types, sadly learners were not receptive of this emphasis as most of them had drawings which were drawn in bold lines and not neat. In light of the emergent findings, this study recommended that teachers should engage in lesson study approaches with other colleagues teaching Technology in order to strengthen their grasp of learner-centred approaches that are appropriate for teaching graphic communication and techniques.

Belajar Komunikasi dan empati melalui Film Jumbo dan Inovasi Promosi Wisata Indonesia melalui Industri Kreatif

2025-06-16
Siti Syawwa Himmatul Alya , Sthiti Prabawati Pranaiswari , Talenta Maharawi +3 more | TUTURAN Jurnal Ilmu Komunikasi Sosial dan Humaniora
This research examines the Indonesian animated film “Jumbo” on how communication between individuals and empathy are displayed in the story, as well as its promotional efforts towards the tourism sector. … This research examines the Indonesian animated film “Jumbo” on how communication between individuals and empathy are displayed in the story, as well as its promotional efforts towards the tourism sector. This research aims to reveal how these elements can be optimized in a creative industry-based promotion program. The results of this study show the importance of good interpersonal communication, teaching empathy, and strategic tourism promotion innovation. Thus, this research can be a strong basis to encourage the production of creative content that effectively integrates culture and positive interpersonal communication as tourism promotion assets.

Digital Storytelling and Brand Positioning in the Media Age: Building Consumer Trust through Narrative Authenticity

2025-06-15
| Mediaobrazovanie

The Image of the Teacher in Soviet Feature Films about the War

2025-06-15
| Mediaobrazovanie

Media Education Model for Studying Images of Family and Family Education in Russian Feature Films (1920–2020)

2025-06-15
| Mediaobrazovanie

9 Reconnecting to Homelands through Digital Storywork

2025-06-14
Jessica Matsaw , Sammy Matsaw | Multilingual Matters eBooks

Recording my research led to a photojournalism career

2025-06-13
Hannah Docter-Loeb | Nature

Digital social story preparation skills: impact of an online course on special education teacher candidates

2025-06-13
Ebru ÜNAY , Raziye Erdem , Ahmet Gülay +1 more | European Journal of Teacher Education

Artificial Intelligence-Enhanced Digital Storytelling: Empowering Young Creators in a Summer STEM Camp

2025-06-13
Bulent Dogan , Amani Itani | Journal of Technology-Integrated Lessons and Teaching
This lesson engages students in grades 3–6 in creating digital stories enhanced by artificial intelligence (AI), encouraging logical thinking, creativity, and problem-solving. Using a structured, project-based format, students developed multimedia-rich … This lesson engages students in grades 3–6 in creating digital stories enhanced by artificial intelligence (AI), encouraging logical thinking, creativity, and problem-solving. Using a structured, project-based format, students developed multimedia-rich narratives with support from AI tools for idea generation, writing refinement, and visual content creation. The students explored STEM role models, wrote story drafts, and edited videos using WeVideo. The project concluded with the production of AI-supported digital stories, assessed through a structured rubric.

Effects of Interactive Story Techniques in Developing Some Language Skills among Early Childhood Children

2025-06-12
Randa Mohamed Mabrouk Elmaghraby , Afaf Mamdouh Mohamed Barakat | International Journal of Instruction
Stories have an effective and important place in children's self-expression, language development, adaptation to the social environment, and the development of problem-solving skills and creativity. This study investigated the effect … Stories have an effective and important place in children's self-expression, language development, adaptation to the social environment, and the development of problem-solving skills and creativity. This study investigated the effect of interactive story techniques on listening, writing, speaking and reading among early childhood children. Pre-test post-test quasi-experimental design with control group was used in this study.&amp;nbsp; Fifty children were chosen from public kindergartens in Rafha, Saudi Arabia. Data were analyzed with t- test. A significant difference was observed in post-test language skills total score and sub-test scores in experimental group, compared to the control group. As a result of this paper, it was seen that interactive story techniques was effective in developing children’s language skills. Children's stories lead to a good and clear impact on children's language in their acquisition of language and in their composition of phrases and sentences, so the child becomes more accurate and proficient in language skills.

Immersive digital storytelling to understand the new learning ecosystem: the revised concentric circles model from both teacher and students’ perspective

2025-06-12
Yuan Liu | Smart Learning Environments
Abstract Design education confronts formidable challenges, which stem partly from the influence of emerging technologies and partly from the inherent characteristics of the design discipline. This discipline is inextricably intertwined … Abstract Design education confronts formidable challenges, which stem partly from the influence of emerging technologies and partly from the inherent characteristics of the design discipline. This discipline is inextricably intertwined with interdisciplinary learning, constructive learning, independent learning, etc. From the teachers’ perspective, this research explores how the learning ecosystem adapts to educational demands under the technological revolution. It also examines how storytelling can be perceived as one essential teaching method. The research is structured into two parts: a questionnaire-based investigation and interviews. Participants are educators from multiple discipline. The results indicate that narrative methods truly can play a more significant role in constructing a learning ecosystem. Moreover, the emergence of new stakeholders such as AI tutors and technical assistance specialists, impacts the formation of reasonable personnel structures in both enterprises and universities. The present study also provides relevant task and tool models to offer more effective application recommendations within the context of teaching directions. Future research will entail a larger sample size, the involvement of more universities across various countries, and the in depth discussions on the ethics of AI-related tools.

Bedtime stories in the digital age: how interactive storybook apps support caregivers’ vocabulary talk

2025-06-12
Lori Bruner | Edward Elgar Publishing eBooks