Applications of Digital Storytelling

Hessler, Brooke

doi:10.4324/9781351266369-14

Cited by 34 publications

(50 citation statements)

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“…And communal language and imagery are plentiful on social network sites, as in “Facebook helps you share and connect with the people in your life” (Parks , 106; see also Gere ). The metaphor of the “neighborhood” or “community” gives members a common image they can use to make their mediated experience more collective, more visible, and even more tangible (Chayko ; Hampton ; Lambert, ; Parks ; Wilson and Atkinson, ).…”

Section: Communities Network and Networkingmentioning

confidence: 99%

Techno‐social Life: The Internet, Digital Technology, and Social Connectedness

Chayko

2014

Sociology Compass

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This essay explores what it means to be socially connected in a techno-social world. It describes how a "triple revolution" in social connectedness has been catalyzed by the ever-increasing use of the Internet, mobile communication, and social media networking (Rainie and Wellman 2012). It argues for the usefulness of the concepts of the community and the network in understanding how social connectedness is created and experienced in the use of digital (computerized) communication technology. It examines some of the consequences -both benefits and hazards -of being near-continuously available to one another via the Internet, mobile phones, and social media. And it describes how digital (online) and face-to-face (offline) spaces become fully integrated and experienced as a single, enmeshed reality. The article concludes that people's use of digital communication technology tends to strengthen social connectedness and prompt, not deter, face-to-face interaction and local community ties.Communication technology is embedded in the way people live, think, and associate with others. Technology -the practical application of tools, machines, knowledge, and ideas in productive activities, such as communicating with others ( Jary and Jary 1991, 515) -has accompanied and influenced social life since the development of picture-writing and words. For those who live in societies rich in digital (i.e., computerized) communication technology, opportunities to share information, identify interpersonal commonalities, get to know others, and interact and form social connections with them can be so plentiful that they can be said to live techno-social lives (see Chayko, forthcoming; Ito and Okabe 2005; and Zeynep Tufekci's blog technosociology.org).In the modern technologized era, digitally enabled connections are created at almost every social juncture imaginable: locally, with people in geographical proximity, across great distances, and even in online contexts independent of physical space and geography. Widespread, increasing use of the Internet, mobile communication, and social media networking has revolutionized social life. Communicating with one another readily, easily, and frequently, individuals form genuine relationships and become part of meaningful social groupings at an unprecedented rate, pace, and scope -especially those who spend significant time in expressive (vs. instrumental) Internet use (Tufekci 2008). Rather than socializing within a relatively few tightly knitted groups, people now tend to become part of numerous, far-flung, diverse social networks that they expect will meet many of their social, emotional, and even economic needs (Rainie and Wellman 2012).It should perhaps not be surprising, then, that the impact of these relatively recent technological developments is being hotly debated. How do people live within and shift among these "far-flung" networks, and what is gained and lost along the way? What are the consequences of having near-constant availability to one another? Has face-to-face interaction a...

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Section: Communities Network and Networkingmentioning

confidence: 99%

Techno‐social Life: The Internet, Digital Technology, and Social Connectedness

Chayko

2014

Sociology Compass

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“…One of the most prominent pioneers in the field of digital communication technology is Joe Lambert, co-founder of the Center for Digital Storytelling (CDS), a non-profit, public creative organization in Berkeley, California. Since the early 1990s, this organization has been helping young people and adults to create and distribute their digital stories, combining thoughtful writing and digital media [24]. However, despite the existing emphasis on computer technology, digital narrative is not a new practice.…”

Section: Methodsmentioning

confidence: 99%

Digital communicative technologies as a means of developing cognitive activity in English classes at a non-linguistic university

Zonova¹,

Nikolaeva²,

Sosnina³

2019

Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: From Regional Dev

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The role of education in the development of the digital economy is of great importance: it is in the learning process (from secondary school to higher learning) that students gain knowledge and master the competencies necessary for the future specialists in the objective trends of modern society: globalization, integration and intercultural interaction. In other words, future specialists should have not only professional knowledge, but should also be able to engage in educational, labour and aesthetic activities, to use information digital technologies, to be ready for interpersonal and intercultural cooperation in their native and foreign languages. The bachelor's degree curriculum imposes on the future specialists requirements for mastering general cultural and professional competencies. Students have to cope with a large amount of information when studying in the classroom as well as independently. The problem is that in the process of vocational training, students acquire only the knowledge that arouses their interest. The teacher is faced with the task of stimulating the cognitive activity of students with the aim of motivating them to study various academic disciplines. The use of digital communicative technologies in English lessons involves the creation of an independent communicative product in an artificial language environment, thereby contributing to the formation of cognitive activity. The article discusses the system of phased formation of cognitive activity and describes conditions for the effective implementation of digital educational technologies.

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“…Informed by StoryCenter (previously The Center for Digital Storytelling), the Digital Storytelling Cookbook (Lambert 2010), and creative writing and film techniques, the digital storytelling course for older adults was designed with two separate, yet integrated, phases: story creation and digital production. This enabled sufficient time for deciding on and then writing a solid story before incorporating the technology.…”

Section: The Digital Storytelling Coursementioning

confidence: 99%

Digitising the wisdom of our elders: connectedness through digital storytelling

2018

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Digital storytelling provides older adults with an opportunity to become digital producers, connect with others through story and explore their life history. The authors report on the results of a digital storytelling project for older adults. The study investigated the experiences and perceived benefits of older adults who created digital stories during a ten-week course and explored the reactions of story viewers to the digital stories they viewed during a special sharing event. Eighty-eight older adult participants in Metro Vancouver who attended one of 13 courses offered were included in the study. Most of the participants were female and over half were immigrants. Results from the focus group interviews demonstrated a rich array of reported social and emotional benefits experienced through the process of creating a digital story within the course. Three main themes emerged: social connectedness through shared experience and story, reminiscence and reflecting on life, and creating a legacy. Viewers who attended a ‘Sharing Our Stories’ event reported that the stories were meaningful, well constructed and invoked a range of emotions. The researchers conclude that digital storytelling may help digital storytellers increase connectedness to others and to self. Additionally, this connectedness may extend over time through the process of examining the past to create a digital story that can serve as a legacy to connect to future generations.

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Applications of Digital Storytelling

Cited by 34 publications

References 0 publications

Techno‐social Life: The Internet, Digital Technology, and Social Connectedness

Techno‐social Life: The Internet, Digital Technology, and Social Connectedness

Digital communicative technologies as a means of developing cognitive activity in English classes at a non-linguistic university

Digitising the wisdom of our elders: connectedness through digital storytelling

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