The Pedagogy of Digital Storytelling in the College Classroom

In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling

Final Digital Storytelling Project

At the end of the semester, students will also combine some of their blogs into an approximately 1,500-character essay to be submitted for publication, with instructor revisions, in an official journal for students’ essays in the U.S., JUHE SUPPLEMENT

Co-creative media: theorising digital storytelling as a platform for researching and developing participatory culture

This paper considers the question, 'what is co-creative media, and why is it a useful idea in social media research'? The term 'co-creative media' is now used by Creative Industries researchers at QUT to theoretically frame their use of digital storytelling as an action research platform for investigating participatory new media culture. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term 'co-creative media' and differentiating these from other social media production practices

The Narrator: NLG for digital storytelling

We present the Narrator, an NLG component used for the generation of narratives in a digital storytelling system. We describe how the Narrator works and show some examples of generated stories

Interweaving story coherence and player creativity through story-making games

In story-making games, players create stories together by using narrative tokens. Often there is a tension between players playing to win using the rules of a story-making game, and collaboratively creating a good story. In this paper, we introduce a competitive story-making game prototype coupled with computational methods intended to be used for both supporting players’ creativity and narrative coherence.peer-reviewe

Digital storytelling

The need for students to use effective written communication and to be technologically literate · remains strong. Meanwhile, educators charged with developing these skills are searching for ways to engage students in the writing process and integrate technology into daily learning activities. Digital storytelling aligns with both of these objectives. This strategy invites students into the writing process on a personal level and integrates several technologies into the final product. This paper describes the digital storytelling process, including the benefits students attain from storytelling and technology integration as well as suggestions for classroom implementation. Additionally, research-based conclusions and recommendations for utilizing digital storytelling in the classroom are presented

Digital Storytelling in Higher Education: Highliting the Making Process

Digital storytelling is an innovative and engaging method of learning that has been widely used in various higher education institutions. This research uses a qualitative descriptive analysis method and interviews several students who have created digital storytelling. In this journal, we highlight the importance of digital storytelling as an effective learning tool in higher education and identify the challenges in the process of creating digital storytelling. We also discuss the benefits of using digital storytelling, best practices in its use, and implications and recommendations for educators and higher education institutions. Previous research has shown that digital storytelling is effective in improving students' skills and prosocial behavior in early childhood. Therefore, digital storytelling can be an alternative and effective learning method in higher educatio

What Drives Creative Crowdsourcing? An Exploratory Study on the Persuasion of Digital Storytelling

Crowdsourcing enterprises increasingly seek to attract and persuade makers to contribute their creativity and wisdom through digital storytelling, however, what are the effective components of digital storytelling and the persuasive effect of digital storytelling on creative crowdsourcing intention are still unclear. To fill this gap, this study explores how digital storytelling persuades makers to generate creative crowdsourcing behavioural intention by utilising Unified Theory of Acceptance and Use of Technology (UTAUT). Results reveal that the persuasion activity of digital storytelling has a positive effect on creative crowdsourcing intention. The effective components of digital storytelling are mainly composed of aesthetic perception, narrative structure and self-reference. UTAUT and its four core concepts (performance expectation, effort expectation, social influence and facilitating condition) mediate the impact of digital storytelling on the creative crowdsourcing intention, which reveals the persuasive source of digital storytelling. We highlight the theoretical implications as well as the practical applications in creative crowdsourcing