Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-11T12:42:19Z No. of bitstreams: 1 Alessandra Rodrigues.pdf: 5444016 bytes, checksum: 6cbfb17658fe29c7233b3155d1dae2de (MD5) / Made available in DSpace on 2017-07-11T12:42:19Z (GMT). No. of bitstreams: 1 Alessandra Rodrigues.pdf: 5444016 bytes, checksum: 6cbfb17658fe29c7233b3155d1dae2de (MD5) Previous issue date: 2017-06-23 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Digital storytelling combine the tradition of storytelling with the contemporaneousness of information and communication technologies (ICT). When used in educational contexts, they can be spaces for the promotion of authorship and dialogue among the subjects of the curriculum, enhancing more meaningful, contextualized and critical-creative learning. Digital storytelling also allow association with the concept of narrative curriculum, although they have been little explored in the scope of scientific research. Considering this context of possible relations, this study aims to analyze the production and to advertising of digitals storytelling of learning (DSL) as a possibility for the construction of a narrative curriculum in teacher training and its influence: a) in the building of teacher authorships; B) in the approximation/appropriation/signification of the technology for pedagogical use. The research locus was a semi-presential discipline of the Graduate Program in Science Teaching of a Brazilian public university. In this course, the research subjects produced and presented their DSL during a semester. The methodological way of the research was made through the observation of the classes in the classroom, the monitoring the production and dissemination of the partial storytelling posted in a virtual environment and by holding focus groups with the subjects. The analysis is carried out from the intersection of the discourses of the subjects in the DSL and in the other enunciative contexts, having as guiding the three central themes of the study: authorship, narrative curriculum and ICT. Considering this movement, the research constitutes as a qualitative study of storytelling character, with ethnographic inspiration. The results of this research suggest that the construction of the narrative curriculum is associated with some elements (narrative learning and tertiary, narrative capital and experience) and has the storytelling way of thinking as structuring. This study also indicates that, as curricular elements, the DSL can be seen: a) as enhancing of the assumption of the author-function by the subjects; b) as instigators of the subjects' perception on the storytelling temporality of life and human constructions; c) as elements of critical-reflexive articulation between the prescriptive curricular contents and the subjects' knowledge, experiences and narrative capital; d) as spaces that promote storytelling learning and tertiary that contribute to the social future of the subjects, empowering them; e) as spaces of construction of narrative identities that allow subjects to define, appropriate and maintain the continuous storytelling of their own curricula; f) as promoters of autonomous processes of approximation, appropriation and resignification of the ICT for pedagogical use / As narrativas digitais aliam a tradição de contar histórias à contemporaneidade das tecnologias digitais de informação e comunicação (TDIC). Quando utilizadas em contextos educacionais podem ser espaços de promoção da autoria e de diálogo entre os sujeitos do currículo potencializando aprendizagens mais significativas, contextualizadas e crítico-criativas. As narrativas digitais também permitem associação com o conceito de currículo narrativo, ainda que tenham sido pouco exploradas no âmbito das pesquisas científicas. Considerando esse contexto de relações possíveis, este estudo tem como objetivo analisar a produção e veiculação de narrativas digitais de aprendizagem (NDA) como possibilidade para a construção de um currículo narrativo na formação de professores e sua influência: a) na construção da autoria docente; b) na aproximação/apropriação/significação da tecnologia para uso pedagógico. O lócus de investigação foi uma disciplina semipresencial do Programa de Pós-Graduação em Ensino de Ciências de uma universidade pública brasileira. Nesta disciplina, os sujeitos de pesquisa produziram e veicularam suas NDA durante um semestre letivo. O percurso metodológico da pesquisa se fez pela observação participante das aulas presenciais da disciplina; pelo acompanhamento da produção e divulgação das narrativas parciais postadas em ambiente virtual e pela realização de grupos focais com os sujeitos. O trabalho analítico realiza-se a partir do entrecruzamento dos discursos dos sujeitos nas NDA e nos demais contextos enunciativos tendo como orientadoras as três temáticas centrais do estudo: autoria, currículo narrativo e TDIC. Considerando esse movimento, a pesquisa constitui-se como um estudo qualitativo de caráter narrativo, com inspiração etnográfica. Os resultados desta investigação sugerem que a construção do currículo narrativo está associada a alguns elementos (aprendizagem narrativa e terciária, capital narrativo e experiência) e tem o modo narrativo de pensamento como estruturante. Este estudo também indica que, como elementos curriculares, as NDA podem ser vistas: a) como potencializadoras da assunção da função-autor pelos sujeitos; b) como instigadoras da percepção dos sujeitos sobre a temporalidade narrativa da vida e das construções humanas; c) como elementos de articulação crítico-reflexiva entre os conteúdos curriculares prescritivos e os conhecimentos, as experiências e o capital narrativo dos sujeitos; d) como espaços promotores de aprendizagens narrativas e terciárias que contribuem para o futuro social dos sujeitos, empoderando-os; e) como espaços de construção de identidades narrativas que permitem aos sujeitos definirem, se apropriarem e manterem a narrativa contínua de seus próprios currículos; f) como promotoras de processos autônomos de aproximação, apropriação e ressignificação das TDIC para uso pedagógico

Given the accessibility of media devices available to us today and utilising van Leeuwen's concept of inscription and synthesis as a guide, this thesis explores the practice of re-presenting a domestic material object, the Croxley Recipe Book, into digital media. Driven by a creative practice research method, but also utilising materiality, digital storytelling practices and modality as important conceptual frames, this project was fundamentally experimental in nature. A materiality-framed content analysis, interpreted through cultural analysis, initially unraveled some of the cookbook's significance and contextualised it within a particular time of New Zealand's cultural history. Through the expressive and anecdotal practice of digital storytelling the cookbook's significance was further negotiated, especially as the material book was engaged with through the affective and experiential digital medium of moving-image. A total of six digital film works were created on an accompanying DVD, each of which represents some of the cookbook's significance but approached through different representational strategies. The Croxley Recipe Book Archive Film and Pav. Bakin' with Mark are archival documentaries, while Pav is more expressive and aligned with the digital storytelling form. Spinning Yarns and Tall Tales, a film essay, engages and reflects with the multiple processes and trajectories of the project, while Extras and The Creative Process Journal demonstrate the emergent nature of the research. The written thesis discusses the emergent nature of the research process and justifies the conceptual underpinning of the research.

This study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers’ valuing of digital storytelling as a method to teach the narrative writing process; to consider how digital storytelling increases pre-service teachers’ valuing of the role of reflection in the writing process; and to explore how pre-service teachers’ become more aware of the relationship between words and images to convey meaning. The study also considered aspects of the project that result in pre-service teachers valuing digital storytelling to teach the writing process and investigated how engaging in a digital storytelling project helps pre-service teachers better understand the connection between the planning process in the text-based environment and the planning process in the digital environment. Results indicated that constructing digital stories in a supportive learning environment led pre-service teachers to be more aware of the role that reflection plays in writing process and to value digital storytelling as an effective method to teaching writing and integrate digital technology in the classroom. Participating in the project increased pre-service teachers’ understanding of the connection between the planning process in the text-based environment and the planning process in the digital environment. Use of a storyboard served as a reflective planning tool that enabled pre-service teacher to better understand the connection between words and images to convey meaning and extended the planning process into the digital environment. Pre-service teachers valued the digital storytelling project as a model for teaching the writing process in the digital environment, as a method for self expression and for sharing stories within a community of learners, and as a strategy for integrating digital technology in the classroom.

It has become a great concern about how children may be affected and how teachers should use computers in their classroom activities effectively with the increased role of computers in early childhood

The emergence of digital capture and editing technologies make providing a more detailed and coherent description of the experiences depicted in photos possible. Through the combination of photos, music and voice, people can compose digital stories of their life experiences. However, communicating an experience using photos to people who do not share the experience, and are not co-located is a difficult endeavor, even with effective digital editing tools. In this dissertation, I studied the online photo communication challenges that have arisen as a result of the transition from film to digital photography. I detail my studies of consumer desires and barriers related to online photo communication. Also, I present the design and user evaluation of the Storytellr system, which addresses those desires and barriers. The Storytellr system integrates storytelling activities with traditional photo activities to reduce the challenges of online photo communication. Through this work I contribute to the understanding of the challenges encountered by consumers who desire to engage in sharing life stories through photos over distance. I also contribute a method - integrating storytelling activities into photo activities - for enabling people to overcome those challenges using a process they find satisfying, and that produces an outcome that satisfies authors and viewers alike.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (MPhil.(Informatics))-University of Pretoria, 2008. / Abstract in English. Includes bibliographical references.

abstract: This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

Philosophiae Doctor - PhD (Post-School Studies) / This study is located in engineering education at a South African university of technology, and is theorised using relational ontologies such as critical posthumanism, feminist new materialism and non-representational theory. It explores the potential of a digital storytelling intervention in an undergraduate geomatics diploma programme. Geomatics qualifications in South Africa are critiqued for their embedded humanism and subtle anthropocentrism despite attempts at post-apartheid curricular reform. Additionally, these qualifications are focused on technical content, and heavily influenced by Western knowledges.

abstract: As digital media practices become readily available in today's classrooms, literacy and literacy instruction are changing in profound ways (Alvermann, 2010). Professional organizations emphasize the importance of integrating new literacies (New London Group, 1996) practices into language-arts instruction (IRA, 2009; NCTE, 2005). As a result, teachers search for effective ways to incorporate the new literacies in an effort to engage students. Therefore, this study was designed to investigate the potential of digital storytelling as participatory media for writing instruction. This case study was conducted during the fall semester of 2012 in one first-grade classroom and one second-grade classroom in the Southwestern United States. The study addressed ten interrelated research questions relating to how primary-grade students performed in relation to the Common Core writing standards, how they were motivated, how they formed a meta- language to talk about their writing, how they developed identities as writers, and how they were influenced by their teachers' philosophies and instructional approaches. Twenty-two first-grade students and 24 second-grade students used the MovieMaker software to create digital stories of personal narratives. Data included field notes, interviews with teachers and students, teacher journals, my own journal, artifacts of teachers' lesson plans, photographs, students' writing samples, and their digital stories. Qualitative data were analyzed by thematic analysis (Patton, 1990) and discourse analysis (Gee, 2011). Writing samples were scored by rubrics based on the Common Core State Standards. The study demonstrated how digital storytelling can be used to; (a) guide teachers in implementing new literacies in primary grades; (b) illustrate digital storytelling as writing; (c) develop students' meta-language to talk about writing; (d) impact students' perceptions as writers; (e) meet Common Core State Standards for writing; (f) improve students' skills as writers; (g) build students' identities as writers; (h) impact academic writing; (i) engage students in the writing process; and (j) illustrate the differences in writing competencies between first- and second-grade students. The study provides suggestions for teachers interested in incorporating digital storytelling in primary-grade classrooms. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013