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Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum
Anne T Rudnicki
Paperback. ProQuest, UMI Dissertation Publishing 2011-09-08.
ISBN 9781243688880
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Förlagets beskrivning
Humans first told stories to each other orally, and then expressed their stories through visual elements such as in the cave paintings in Lascaux, and then later in written texts. We are drawn to story because we live storied lives (Campbell, 1988; Connelly & Clandinin, 1990; Lambert, 2006). In fact, "researchers have found that the human brain has a natural affinity for narrative construction" (Carey, 2007). More and more, educators at all levels are integrating narrative into their curricula (Coles, 1989; Davis, 2004; Robin, 2008). Digital storytelling, in particular, has become more and more popular as a way for students and teachers to learn and teach educational content. The working definition of digital storytelling in this study is storytelling in the form of short multimedia pieces which follow the "The Ten Elements of Digital Storytelling" in education (Robin, 2004). Meaningful digital stories inspire their audiences to think and reflect upon the story being told. Effective digital stories move audiences to want to understand and learn more about the story and its meaning. Therefore, in this narrative inquiry (Clandinin & Connelly, 2000) I delved deeper into student digital storytelling to gain more knowledge and insight into their experiences (Dewey, 1916) so that digital storytelling curriculum and instruction may be strengthened. I explored the digital story development process of graduate students in a digital storytelling and popular culture course focusing on the dialogical aspects (Buber, 1970; Freire, 1970). I explored dialogue because, according to Freire, dialogue evokes higher consciousness (1970). Therefore, I was curious if dialogue about storytelling evoked students' higher consciousness of the stories they tell, and in turn helped them tell meaningful digital stories. A few of the topics which emerged in the study are personal narrative versus academic writing, story circles as knowledge communities (Craig, 1995), aesthetic knowing (Eisner, 1998), digital stories as narratives of inquiry, and teachers as curriculum makers (Clandinin & Connelly, 1992). As a result of this exploratory narrative study, I have proposed a "Story Circle Guide" to help teachers and students conduct story circles in their classrooms. Finally, future studies are proposed and discussed
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Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum
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