Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OOSHDU.10155/422 |
| Date | 01 April 2014 |
| Creators | Thompson, Stephanie |
| Contributors | Hughes, Janette |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0021 seconds