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Coming full circle: Exploring story ...

Rudnicki, Anne T.

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Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum./
作者:	Rudnicki, Anne T.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0114.
Contained By:	Dissertation Abstracts International71-01A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3388729
ISBN:	9781109554687

Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum.
Rudnicki, Anne T.

Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum. - 183 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0114.

Thesis (Ed.D.)--University of Houston, 2009.

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).

ISBN: 9781109554687Subjects--Topical Terms:

1669073
Education, Instructional Design.

Coming full circle: Exploring story circles, dialogue, and story in a graduate level digital storytelling curriculum.
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520 $a 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).
520 $a 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.
520 $a 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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