A pesquisa teve como objetivo principal analisar, por meio de seus próprios discursos, os processos de construção de identidade negra de jovens do Ensino Fundamental II de uma escola pública da periferia da cidade de São Paulo. O estudo de caso foi a técnica de pesquisa adotada e os procedimentos metodológicos se inseriram na pesquisa participante. O quadro teórico sobre o qual se assentou a pesquisa teve como base a Educomunicação, as práticas do Digital Storytelling, os estudos de linguagem empreendidos por Bakhtin, a Análise de Discurso (de linha francesa) e os conceitos relacionados ao \"ser negro\" no contexto sociocultural brasileiro. A pesquisa de campo contou com a realização de oficinas educomunicativas com um grupo de jovens de uma mesma sala de aula, capacitando-os para a criação de vídeos tendo como base suas histórias de vida, que constituíram parte fundamental do corpus da pesquisa. Para além do trabalho com as habilidades técnicas, o projeto contou com rodas de discussão a respeito do conceito de identidade em suas dimensões sociais e individuais. Cabe ressaltar que também foram objeto de análise as estratégias educomunicativas empregadas pela pesquisadora e os discursos dos alunos registrados ao longo do desenvolvimento da pesquisa. Para a elaboração da narrativa audiovisual, foram utilizados os procedimentos do Digital Storytelling e, dessa forma, pôde-se observar a produção de sentidos identitários individuais e sociais, na medida em que esta coloca em marcha um processo em que os sujeitos - os alunos - constituem-se como autores de suas próprias histórias. Os resultados da pesquisa indicam que, ao se constituírem como instância enunciadora, tais sujeitos dão início a um processo de conscientização em relação a si mesmos e ao grupo social, o que se torna possível graças ao distanciamento propiciado pelo ato de se autonarrar. Deve-se enfatizar que esse processo de construção identitária, de reconhecimento de si-mesmo, ganha corpo por meio da alteridade (Bakhtin), que pode propiciar a aquisição da consciência social de si mesmo e, assim, do \"ser negro\" na sociedade brasileira. Ademais, ressalta-se a importância da abordagem educomunicativa no processo conduzido junto aos jovens, pois se entende que o mesmo foi motivador da criação de um ecossistema comunicativo, necessário para que a pesquisadora - ali atuando como mediadora - e os sujeitos pesquisados ultrapassassem possíveis barreiras da relação professor-aluno para que, libertos, pudessem falar de si mesmos e de suas experiências, tendo, inclusive, os seus relatos digitalizados. / The research aimed to analyze, through their own speeches, the processes of identity construction of young black students of a public school in the outskirts of São Paulo. The case study was the research technique used and the methodological procedures were inserted in the participant research. The theoretical framework on which sat the research was based on Educommunication, the practices of Digital Storytelling, the language studies undertaken by Bakhtin, Discourse Analysis (French line) and the concepts related to \"being black\" in the Brazilian sociocultural context. The field research included educommunicative workshops with a group of young people in the same classroom, enabling them to create videos based on their life stories, which were an essential part of the research corpus. In addition to working with the technical skills, the project had discussion groups about the concept of identity in its social and individual aspects. Note that also have been considered educommunicative strategies employed by the researcher and the speeches of the students registered during the development of the research. For the preparation of audiovisual narrative, were used the procedures of Digital Storytelling and thus it could be observed the production of individual senses of identity and social living, to the extent that this puts in motion a process in which the subjects - students - constitute themselves as authors of their own stories. The survey results indicate that, when constituted as an enunciative instance, these individuals initiate a process of awareness about themselves and the social group, which is possible thanks to the distance afforded by the act of narrating yourself. It should also be noted that this process of identity construction, the recognition of self, takes shape through the idea of otherness (Bakhtin), which can provide the acquisition of social consciousness of itself and thus of \"being black\" in Brazilian society. Moreover, it emphasizes the importance of the process approach educommunication proposal led to the youth, because we understand that it was motivating the creation of the so-called communicative ecosystem, necessary for the researcher - there acting as a mediator - and the subjects surveyed exceeded potential barriers in teacher-student relationship so that freedmen could talk about themselves and their experiences, and even having their reports digitalized.

Grounded in the a Pedagogy of Multiliteracies (New London Group, 1996), this dissertation reports on the implementation of a fourth semester French curriculum informed by Cope and Kalantzis's (2000, 2009, 2015) framework of learning by design, with a focus on visual and critical media literacy development to enable intermediate French students to consider multimodal texts from the perspective of consumers as well as producers and to understand the meaning potential that exists between and within the semiotic resources afforded in media production (Nelson and Kern, 2012). Drawing upon "the value of postmethod [and] postlinguistic teaching… which are not looking at language learning in the traditional sense… [but] rather at learners’ acquisition of… the ability to reflect on textualization and contextualization, considering language as one important dimension of semiosis among others" (Nelson and Kern, 2012, p. 61), this dissertation project examined how the frameworks of visual and critical media literacy within the process of design enhanced students' voice and agency in the foreign language classroom. The first inquiry aims to explore if and how a curriculum centered around visual and critical media literacies creates the conditions to 1) foster students' awareness of media ethics in the consumption and production of everyday media, and 2) engage students in a process of reflection upon the meanings created by semiotics resources used in mediated-texts, and their impact on shaping their vision of the world. Findings demonstrated that the implementation of visual and critical media literacy frameworks gave students the opportunity to reflect on their use of media and the ethical implications, and to foster students' greater understanding and interest in self-reflection and considerations of others. The second inquiry aims to demonstrate, through the production of digital storytelling, how instructors might address diversity in foreign language classrooms by 1) allowing students to connect universal themes (e.g. technology, friendship, immigration) with their personal stories, and 2) by giving them the opportunities to display their uniqueness by using their own voices and positioning themselves as participative agents for social change. Findings demonstrated that digital storytelling fosters classroom diversity by allowing the exploration of individual differences and enhancing the understanding of the distinctiveness of every individual. The third inquiry, a case study explores how Digital StoryTelling (DST) 1) contributes to students' understanding of the way semiotic resource choice and orchestration construct layers of meaning and satisfy the purposes of the message conveyed to the audience, and 2) supports students' agency through the process of design. Findings showed the potential of using multimodality projects as they allow students' emerging literacies to take center stage in the foreign language classroom and increase students’ agency and ‘semiotic agility’ (Prior, 2010; Thorne, 2013).

Latino im/migrants are often portrayed in negative and stereotypical ways in mainstream U.S. media. This dissertation utilizes Ethnographic Content Analysis to analyze news segments about Latino im/migrants from Fox News, MSNBC and Univisión between 2010 and 2012 and digital storytelling with a group of Latino im/migrant parents in central Florida. First, I questioned if a Spanish-language news media source constructed Latino im/migrant family-focused stories differently than mainstream English-language sources. Utilizing Critical Race Theory as a theoretical lens, I conclude that English and Spanish-language news stations portray Latino im/migrants in different ways. Fox News portrays Latino im/migrants in a generally neutral or negative tone, MSNBC offers a generally neutral or positive tone, and Univisión offers a generally positive tone. Moreover, Fox News generally frames Latino im/migrants as a “problem to be solved” with the implied solution almost always being deportation or exclusion. Univisión generally framed the global, neoliberal, capitalist system that creates the need for mass migration as the “problem” and identified activism and social change as the “solution.” These analyses are supported with evidence from stock video footage from segments that often dehumanizes im/migrants as well as use of rhetoric during segments (namely phrases like “illegal” and “anchor baby”). Second, I questioned if, when offered the opportunity to represent themselves, would Latino im/migrant parents construct images of parenthood that both acknowledge and transcend the mainstream news media discourse? I conclude that the digital stories Latino im/migrant parents created in 2009 represent a broader, fuller picture of Latino im/migrant parenthood and that these stories rely more heavily on lived, narrative experience even after considering the change in format from news segment to digital story. Digital stories provide an effective vehicle for conducting participant observation and ethnography. Moreover, I argue that digital storytelling has the potential to be effective in increasing voice and building capacity for positive social change.

Colombia has some 2.5 million emigrants (KNOMAD 2016), many of whom likely experience diaspora as a state of mind and transnationalism as a feature of their familial interactions. Storytelling constitutes an intersection at which individuals and families create and recreate themselves. Today, much of this process is mediated via information and communication technologies (ICTs). Hence, the central question guiding the thesis is: How do ICTs catalyze and constrain storytelling within transnational families? Drawing from information gathered through in-depth semi-structured interviews with six Colombian families with members who immigrated to Canada from Colombia, this thesis investigates the technologically mediated familial interactions and storytelling of 12 adult Colombians residing in Montreal, and six of their respective family members who remain in Colombia. The participants report that prior to migrating their familial stories were mainly oral and occurred in very warm face-to-face situations whereas after migrating their family narratives and stories are being altered in various ways through the presence, interactive, and multimodal affordances ICTs provide.

This project is a site-specific ethnographic study of a culture around a community water tank that serves as a value-driven piece of architecture and has become an inconspicuous tourist attraction in the city of Växjö due to its peculiar acoustic property. At the onset, I draw parallels between an ancient underground temple called the Hypogeum located in Malta, where the physical dimensions of the space similarly shaped sensorial experiences in more nuanced ways than conventional architecture of its time. The core of my work here has three explorative angles. One, where I embark on interdisciplinary research approaches, to conduct field studies and investigate ways to empirically test how the physical properties of spaces shape cognitive impressions. A crucial need to express spirituality within an academic framework is proposed and a method of non-intentional design (NID) is introduced as my driving process for the study. Two, as a digital story, I conduct interviews and make the culture of this space visible to the public through an instagram account called #echoingawareness. And three, I present some of my experience building this slow and steady relation with the local municipality with a proposal to provide space on the urban planning table for bottom-up approaches where voices from such sacred spaces can be made more inclusive. I hope this could be a useful resource as a transdisciplinary study for future planning of urban architecture and design.

Extreme right-wing violence has increased in recent years. Social media technologies and self-made media platforms have allowed extreme right-wing groups to create and push narratives online. These narratives have inspired others to act outside of the digital world and commit horrendous [GH1] attacks targeting minorities. These narratives are also published in a hybrid media system where audience-driven content is favored by social media, rather than objective and correct content. Therefore, it is important to understand the use of digital storytelling and social media technologies in a political context to push political views and stories online. This thesis studied how The Nordic Resistance Movement (NRM) uses digital storytelling strategies to build and push narratives on Twitter and self-made media platforms. This was conducted through a network and qualitative content analysis. 400 000 tweets were collected using Twitter’s API from 1/1-2022 to 31/3-2022. The outcome indicates that NRM dilutes its hateful narrative on Twitter but uses digital storytelling to evoke interest in the movement and combines it with influential hashtags according to the network analysis to force users onto self-made media platforms. This is when the narrative changes to the extreme. The study concludes that NRM uses social media in combination with its digital storytelling to attract users from traditional political spaces on Twitter through intriguing storytelling as part of an initiation process to attract new members and visitors to their self-made media platforms. Further research is suggested to be done on media ecology concerning self-made media platforms to gain further insight into how the platforms affect each other and the storytelling in the hybrid media system.

Denna uppsats syftar att undersöka hur, i digital storytelling, visuell retorik används för att förmedla känslor och skapa empati i hjälporganisationskampanjer. Uppsatsen är en fallstudie där Rädda Barnens virala kampanjfilm Most Shocking Second a Day från 2014 analyseras. Valet av material grundas i filmens virala spridning och valet av metod baseras på behovet av djupgående kvalitativ forskning inom forskningsområdet digital storytelling. Kampanjfilmen analyseras utifrån en retorisk trestegsmodell där fokus läggs på visualiseringen av mänskligt lidande och hur detta visualiseras genom främst patosargument. Detta med grund i tidigare forskning som undersöker kampanjer av hjälporganisationer och digital storytelling samt med stöd i teori om visuell retorik och visualisering av lidande och semiotik. Resultatet visar att genom digital storytelling, igenkänningsattribut och retoriska troper visualiserar kampanjfilmen mänskligt lidande genom patos. / This essay aims to look at how, in digital storytelling, visual rhetoric is used to evoke emotion and create empathy in campaigns for NGOs. The essay is a case study where Save the Children's campaign film Most Shocking Second a Day from 2014 is analyzed. The film was chosen based on its viral success. The choice of method is based on the lack of qualitative research in the research field of digital storytelling. The film is analyzed based on a method of visual rhetoric analysis which is a three-part method with the focus on the visualization of human suffering and the use of pathos. This is done with support in earlier research that examines NGO campaigns and digital storytelling as well as visual rhetoric theory and visualization of human suffering. The result of the this research essay shows that the campaign film through the use of digital storytelling recognized attributes and rhetoric tropes visualize human suffering through pathos.

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In most video games today that focus on a single story, scripting languages are used for controlling the artificial intelligence of the virtual actors. While scripting is a great tool for reliably performing a story, it has many disadvantages; mainly, it is limited by only being able to respond to those situations that were explicitly declared, causing unreliable responses to unknown situations, and the believability of the virtual actor is hindered by possible conflicts between scripted actions and appropriate responses as perceived by the viewer. This paper presents a novel method of storytelling by manipulating the environment, whether physically or the agent's perception of it, around the goals and behaviors of the virtual actor in order to advance the story rather than controlling the virtual actor explicitly. The virtual actor in this method is completely autonomous and the environment is manipulated by a story manager so that the virtual actor chooses to satisfy its goals in accordance with the direction of the story. Comparisons are made between scripting, traditional autonomy, Lionhead Studio's Black & White, Mateas and Stern's Façade, and autonomy with environmental manipulation in terms of design, performance, believability, and reusability. It was concluded that molding an environment around a virtual actor with the help of a story manager gives the actor the ability to reliably perform both event-based stories while preserving the believability and reusability of the actor and environment. While autonomous actors have traditionally been used solely for emergent storytelling, this new storytelling method enables them to be used reliably and efficiently to tell event-based stories as well while reaping the benefits of their autonomous nature. In addition, the separation of the virtual actors from the environment and story manager in terms of design promotes a cleaner, reusable architecture that also allows for independent development and improvement. By modeling artificial intelligence design after Herbert Simon's “artifact,” emphasizing the encapsulation of the inner mechanisms of virtual actors, the next era of digital storytelling can be driven by the design and development of reusable storytelling components and the interaction between the virtual actor and its environment.