Comic-based Digital Storytelling with Primary School Children

In this paper, we describe a pilot study of a digital storytelling project conducted with primary school children. The study investigates how comic-based storytelling supported by a digital tool, named Communics, can facilitate primary school children in creating stories and in reflecting on situations involving discrimination within the classroom context. In a first stage, two teachers have been involved to negotiate the intervention, as well as define graphical and textual content on which to base the narrations in Communics. In a second stage, we piloted an intervention within a class of 12 children to investigate the scaffolding opportunities offered by Communics as well as different aspects of storytelling, as engagement and motivation, and explore the use of the storytelling practice as a reflective process. Finally, we discuss preliminary insights and suggestions for future studies

Collaborative comic-based digital storytelling with primary school children

This work explores how comic-based digital storytelling can support primary school children in reflecting on situations involving conflict in the classroom. In particular, we focus on investigating three specific aspects: (1) the potential of digital story composition conducted collaboratively or individually, (2) the children’s perception on the use of digital storytelling for reflecting on conflicts that might arise in class and, (3) the teachers’ experience of introducing a digital tool for collabo- rative storytelling and comics composition in an educational context. In this paper, we explored these aspects by develop- ing a case study. A class of 12 children and 2 teachers explore the use of a digital tool, named Communics, aimed at creat- ing digital narratives individually and collaboratively. The results show that digital narratives created from collabora- tive storytelling are longer, more structured, and richer with meaning compared to stories from individual work. More- over, it emerged that children prefer to work collaboratively, even if it meant compromising, going slower and waiting for their turn. Finally, teachers appreciated the collaborative use of Communics, and in particular, the turn-based feature as children can practice the narrative re-elaboration with a peer while waiting for their turn

People, Land, Arts, Culture and Engagement: Taking Stock of the Place Initiative

This report serves as a point of entry into creative placemaking as defined and supported by the Tucson Pima Arts Council's PLACE Initiative. To assess how and to what degree the PLACE projects were helping to transform communities, TPAC was asked by the Kresge Foundation to undertake a comprehensive evaluation. This involved discussion with stakeholders about support mechanisms, professional development, investment, and impact of the PLACE Initiative in Tucson, Arizona, and the Southwest regionally and the gathering of qualitative and quantitative data to develop indicators and method for evaluating the social impact of the arts in TPAC's grantmaking. The report documents one year of observations and research by the PLACE research team, outside researchers and reviewers, local and regional working groups, TPAC staff, and TPAC constituency. It considers data from the first four years of PLACE Initiative funding, including learning exchanges, focus groups, individual interviews, grantmaking, and all reporting. It is also informed by evaluation and assessment that occurred in the development of the PLACE Initiative, in particular, Maribel Alvarez's Two-Way Mirror: Ethnography as a Way to Assess Civic Impact of Arts-Based Engagement in Tucson, Arizona (2009), and Mark Stern and Susan Seifert's Documenting Civic Engagement: A Plan for the Tucson Pima Arts Council (2009). Both of these publications were supported by Animating Democracy, a program of Americans for the Arts, that promotes arts and culture as potent contributors to community, civic, and social change. Both publications describe how TPAC approaches evaluation strategies associated with social impact of the arts in Tucson and Pima County. This report outlines the local context and historical antecedents of the PLACE Initiative in the region with an emphasis on the concept of "belonging" as a primary characteristic of PLACE projects and policy. It describes PLACE projects as well as the role of TPAC in creating and facilitating the Initiative. Based on the collective understanding of the research team, impacts of the PLACE Initiative are organized into three main realms -- institutions, artists, and communities. These realms are further addressed in case studies from select grantees, whose narratives offer rich, detailed perspectives about PLACE projects in context, with all their successes, rewards, and challenges for artists, communities, and institutions. Lastly, the report offers preliminary research findings on PLACE by TPAC in collaboration with Dr. James Roebuck, codirector of the University of Arizona's ERAD (Evaluation Research and Development) Program

Increasing Retention and Knowledge Transfer Through Digital Storytelling and the Comics Medium: A Design Case

Asynchronous multimedia learning is a common form of delivering training in the workforce industry, and organizations rely on a completion status to measure that training. However, measuring retention and knowledge transfer of new material rarely occurs during asynchronous learning. Grounded in the Visual Language Theory (VLT) and a delivery modality of digital storytelling (DST) suggest that sequential images presented as a visual narrative have higher degrees of retention. Thus, knowledge transfer occurs when learners relate to the narrative and visual applications when engaging with a comics approach to learning. From 2019-2022 a story emerged to design and develop an asynchronous digital storytelling comic narrative about simulation obstetrics training for distribution to 700 nurses in Bihar, India. Chapter 1 introduces digital storytelling and the use of comics in medical education. Chapter 2 explores the literature around visual language theory, digital storytelling, and andragogy in comics. Chapter 3 investigates the initial design beginning in 2018 with the implementation study, to the Simulation Educator Training redesign in 2019. A thorough needs assessment introduces Chapter 4 with learner and context analysis, exposing communication barriers, culture representation, character development, and technology challenges. The initial deployment and subsequent feedback survey in late 2019 resulted in a major redesign beginning in 2020. The following two years resulted in ten comic episodes with shorter seat time, more in-depth explanations of abstract concepts, and interactive scenarios to practice real-world situations. Chapter 5 concludes with lessons learned, opportunities, and closing with the results of a final study conducted in late 2021 and published in February 2022 in the International Journal of Environmental Research and Public Health, resulting in an 86% increase in retention

The Use of Graphic Novels to Support Struggling Fifth Grade Student Story Writing

This study focuses on the use of graphic novels to support struggling fifth grade students with story writing skills. Forms of data collected were student interviews, student work, and recorded observations. Three themes emerged from analyzing the data. First, graphic novels increase student motivation and confidence in writing. Second, students gained a knowledge of the relationship between image and text. Third, students improved writing skills in the areas of sequencing, plot, and character development. Teachers should include graphic novels in their literacy curriculum. Graphic novels could be used across all curriculum. Another implication that arose from this study was that creative writing should be included in the writing curriculum

Transmedia Storytelling: Implicit Consumers, Narrative Worlds, and Branding in Contemporary Media Production

Many concepts have been developed to describe the convergence of media, languages, and formats in contemporary media systems. This article is a theoretical reflection on “transmedia storytelling” from a perspective that integrates semiotics and narratology in the context of media studies. After dealing with the conceptual chaos around transmedia storytelling, the article analyzes how these new multimodal narrative structures create different implicit consumers and construct a narrative world. The analysis includes a description of the multimedia textual structure created around the Fox television series 24. Finally, the article analyzes transmedia storytelling from the perspective of a semiotics of branding

The use of storytelling for English teaching as a foreign language in seven (7) to nine (9) years old children.

El proceso de enseñanza y aprendizaje del idioma inglés en Colombia es de obligatoriedad para establecer una continuidad en la educación avanzada. Sin embargo, “la percepción general del estudiante establece que el proceso de aprendizaje de inglés toma lugar en la educación superior, en los colegios públicos o en academias de idiomas” (Porras, 2010). Adicionalmente, “muchos docentes colombianos e investigadores en EFL consideran que actividades de lectura son limitadas a las facultades en niveles de primaria y secundaria” (Molina, 2013, p. 150). Para resolver esos retos en las aulas de primaria, el diseño de diferentes estrategias para enseñar inglés como lengua extranjera (EFL, por sus siglas en inglés) beneficiará la percepción de los aprendices en su proceso de aprendizaje. Alineados con la normativa del Ministerio de Educación Nacional (MEN), esta propuesta motiva las actividades de narración de cuentos infantiles en clases de inglés, con el fin de promover estrategias de aprendizaje alternas para el idioma extranjero. Dujmović (2006) establece que “la literatura infantil ofrece recursos naturales para EFL porque tiene diferentes temas que son atractivos para los niños. Además, este tipo de escritura presenta patrones repetitivos que refuerzan vocabulario y estructuras gramaticales” (p. 77). El objetivo principal de este proyecto es describir el impacto de la narración de historias en EFL en un grupo específico de estudiantes. Los hallazgos de esta investigación son de carácter práctico para desarrollar propuestas educativas que incluyan actividades con cuentos para incrementar el nivel de inglés en los niveles de primaria, pero en su mayoría, las siguientes actividades están sujetas a modificaciones de acuerdo con las necesidades de la población.Teaching-learning English in Colombian elementary schools is mandatory to establish a continuity in higher education. However, “learner’s general perception states that the real English learning process takes place in higher education, private schools or language institutes” (Porras, 2010). In addition, “many Colombian educators and researchers in EFL consider that reading activities are limited to learner’s capabilities in primary and secondary levels” (Molina, 2013, p. 150). To solve those challenges in elementary classrooms, designing different strategies for teaching English as a Foreign Language (EFL) will benefit pupils’ perception of their English learning process. In line with the Colombia Ministry of Education (MEN) policies, this proposal prompts storytelling activities in English classes to promote alternative learning strategies for foreign language. Dujmović (2006) establishes “Childhood literature offers a natural medium for EFL learning because it has different attractive topics for children. Besides, this type of writing presents repetitive patterns that reinforce vocabulary and grammar structures” (p. 77). The main aim of this project is to describe the impact of storytelling in teaching EFL in a specific group of students. The findings of this research are practical to develop educational proposals which include storytelling activities to increase the English level in elementary education, but on the whole, the following tasks may be adjusted according to the population learning needs

The Soul of The Masks:: A Journey Through Mah Meri Indigenous Carvings

As part of their rituals, one of the native tribes of Malaysia, the Mah Meri, carve wooden masks and statues. These masks and statues are used in prayer rituals and ceremonies, and as a way of passing on the culture and heritage of the tribe. The carving of these artefacts was studied to learn about the Mah Meri way of life. With the help of photogrammetry, we digitised the Mah Meri masks and statues and wrote down the stories behind each one. These folktales say a lot about how the Mah Meri treat nature and how much they value it. From this data set, we wanted to see how augmented reality, installations and transmedia storytelling could be used to disseminate and preserve Mah Meri culture and history. We tried to bring the stories that were told to us back to life in a visual format, using the screens on our everyday devices. We turned the oral stories into digital sketches, which were then animated and displayed in an installation. Then, those narratives were changed so that the Mah Meri’s stories can be used in augmented reality story books. We want to show and share this multimedia representation of their folklore with the help of the digital container we have placed them in. The initial aim of the research is to immerse the wider public in the culture and heritage of Mah Meri. In disseminating this “research–creation,” we also want to see what this multimedia output could give back to the Mah Meri community and help them keep their communal knowledge alive and pass it on to the next generation

Make the world a beautiful place: A didactic proposal to raise awareness about the Sustainable Development Goals among 2nd and 6th grade students

Educating through the Sustainable Development Goals is gradually becoming an educational reality, and particularly with the forthcoming LOMLOE law. In addition, working with the Sustainable Development Goals is fundamental for our students to accomplish a solid social development and to care about the needs of the planet and its inhabitants. This didactic proposal aims to help students discover the world of sustainability and its importancewhile providing them with ideas and resources to achieve the Sustainable Development Goals. Meanwhile, on an academic level, it is intended that students improve their English language skills, especially their writing skill through the creation of various written products. For this purpose, a lesson plan has been designed for 6th grade of Primary Education that includes 10 sessions in which students will work to discover information about three Sustainable Development Goals (“Good-health and wellbeing” (3); “Gender equality” (5) and “Peace, justice and strong institutions” (16)). Its final product is the creation of an explanatory comic book to be read to students in 2nd grade of Primary Education, as part of the Twinning program. This lesson plan works from the subjects of Literacy, Spanish and Arts through the Task-based learning approach. The final goal of this didactic proposal is to provide students with an approach to the Sustainable Development Goals in a motivating and interactive way, an aspect that will become increasingly relevant in the Spanish educational curriculum in the coming years.<br /