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ERIC Number: EJ1153202
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: N/A
Digital Storytelling in Adult Education and Family Literacy: A Case Study from Rural Ireland
Prins, Esther
Learning, Media and Technology, v42 n3 p308-323 2017
Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n = 3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide "access" to technology knowledge and skills; affirm parents' "diverse" knowledge, languages, life experiences, and identities; and equip participants to "design" and disseminate their digital stories. The study highlights possibilities for using multimodal composition in family learning and adult education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A