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ERIC Number: ED513207
Record Type: Non-Journal
Publication Date: 2009
Pages: 169
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1093-0062-8
ISSN: N/A
Shaping Our World: Digital Storytelling and the Authoring of Society
Brzoska, Karen Lynn
ProQuest LLC, Ed.D. Dissertation, University of California, Irvine and California State Polytechnic University, Pomona
Globalization, networked societies, and a knowledge-based economy engender increasing reliance on digital communication technologies for the dissemination of information and ideas (Castells, Fernandez-Ardevol, Qiu & Sey, 2006). While the technological revolution has broadened access this digital domain, participants often adopt the passive role of information consumers (Kellner & Share, 2005). If educators are to provide a diverse student population with the skills needed for active engagement as knowledge producers and publishers, new approaches to literacy education must be implement (Myers & Beach, 2004; Peters & Lankshear, 1996; Ware & Warschauer, 2005). This dissertation study focuses on the use of digital storytelling as a strategy for facilitating student acquisition of the new literacy skills needed for active participation in academic, private and public spheres. For this study, the traditional definition of digital storytelling is expanded to include video and web-based stories and the use of web 2.0 technologies such as blogs. Conducted at California State Polytechnic University, Pomona, the study investigates six courses in which higher education faculty engaged students in the authoring of digital stories. Qualitative methods were used to collect and analyze a variety of data sources including interviews with 6 faculty members and 23 students, student-produced digital stories, and notes from 21 class observations. Results show the role digital storytelling can play in fostering higher-order thinking skills, developing student authorial voice, and helping students understand that insofar as knowledge is a social construct, resultant ideologies are negotiable, contestable, and revisable. Although a number of factors that promote student acquisition of new literacy skills were revealed, the investigation also resulted in the identification of a number of hindrances related to the authoring process. This dissertation highlights these factors and provides a list of suggested strategies for the effective implementation of digital storytelling into higher-education curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California