The effect of story grammars on creative self‐efficacy and digital storytelling

Abstract

Previous studies have proposed that the grammars may serve as a rule-based scaffolding to facilitate story comprehension in storytelling activities. Such scaffoldings may inform students of crucial story elements and possible transitions among different elements. However, how these scaffoldings may influence story creation/writing activities is still not very clear. This study aims to understand and explore the relationship among rule-based scaffoldings, creative self-efficacy and storytelling products. By gathering the stories developed by 53 sixth graders and their creative self-efficacy in a quasi-experiment setting, this study investigated whether providing these rule-based scaffoldings may influence their performance and creative self-efficacy. The results of this study indicated that with these rule-based scaffoldings, students produced better storytelling products in terms of content quality. However, the presence of story grammar rules also limited the students' freedom of creative thinking, and thus reduced the creative self-efficacy level at the early stage of learning to create stories. Such findings support that the rule-based scaffolding may be more helpful in facilitating storytelling in the idea exploration phase than in the generation phase. Educators may need to be cautious regarding the time point at which rule-based scaffoldings would be most effectively integrated with learning activities.

An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies

“…To provide participants with the opportunity to utilize the language they learned from the e-book, Story & Painting House (Liu, Wu, Chen, Tsai & Lin, 2014), a Web 2.0 application on iPads connecting to an online platform, was developed to facilitate the process of story creation and sharing. Story & Painting House supports multimedia authoring functions, including easy-to-use drawing tools, text, and the option to record oral narrations.…”

A Systematic Review of Creative Self-Efficacy Literature in Education

“…After examining the studies that investigate the use of a certain teaching method/technique and its effect on CSE, we saw that all of their studies included different educational technologies. Liu et al (2014) researched the effect of story grammars on CSE of elementary students and digital storytelling. Atwood-Blaine et al (2019) investigated CSE of children aged 9-14 in a science center using a situated mobile game.…”

“…Jaiswal & Dhar, 2015;Shin et al, 2012;Tierney & Farmer, 2011) and education (etc. Beghetto, 2006;Liu et al, 2014;Qiang et al, 2020). Companies, research centers, educational institutions spend efforts to understand how to increase creativity and innovation (Puente-Díaz, 2016) 2016).…”

Multimodal Composing in a Digital World: How Instructional Scaffolding Supports the Development of Children's Storytelling Proficiency

“…From a pedagogical perspective, we need to think about "what was happening to meaning making and representation in the worlds of work, citizenship, and personal life which prompt a reconsideration of our approaches to literacy teaching and learning" (Cope & Kalantzis, 2009, p. 2). With the rapid evolution of educational technology, digital storytelling should be incorporated into the language arts curriculum (Liu, Chen, Shih, Huang & Liu, 2011;Liu, Wu, Chen, Tsai &Lin, 2014). Digital storytelling is defined as "a 2 to 5 minute audio-visual clip combining photographs, voice-over narration, and other audio (Lambert, 2009) originally applied for community development, artistic and therapeutic purposes" (de Jager, Fogarty, Tewson, Lenette, & Boydell, (2017, p. 2548.…”

“…It provides an opportunity for students to engage in a new way of composing through multimodality of meaning making: writing and reading, recorded speech and listening, still or moving image, and audio representation. With a goal of making powerful digital stories, the use of concept maps and story grammars may support the development of children's abilities to engage in higher levels of literacy (Liu et al, 2011, Liu et al, 2014. In this study, we examine and compare the potential of two scaffolds: the Seven Elements (Lambert, 2007) and Story Grammar (Labov, 1972) approaches.…”