Student-driven knowledge creation through digital storytelling

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This chapter aims to offer insights into digital storytelling as a pedagogical method that allows teacher practices and students’ learning to meet the needs and requirements of 21st century skills by making student-driven knowledge creation in school possible. Through this lens, the study views digital stories as student-generated artifacts that recount single or multiple events. In this way, the stories mediate knowledge creation within a context of multimodality where digital and traditional literacies blend together to spark the production of meaningful outcomes. The study builds on the Global Sharing Pedagogy (GSP) theoretical model that places the focus of interest on learners. The primary objective of the model is to provide a conceptual frame of factors which are related to 21st century skills and interactions for improved student engagement in learning. Digital storytelling is a pedagogical method that triggers such student engagement. The study is based on student interviews and the analysis of the content of student-generated digital stories. The data were collected during the implementation of two experimental research projects. According to the results, stories can be divided into three main types depending on the underlying teaching approach. One type involves subject-based digital stories, the second centers upon interdisciplinary stories and the third is about student-initiated stories. Also, the findings of the study indicate that the digital storytelling experience had an impact on subject-based content learning, the use of English as a medium of international communication and the establishment of networking and collaboration with peers both online and locally.
Titel på värdpublikationNew Ways to Teach and Learn in China and Finland : Crossing Boundaries with Technology
RedaktörerHannele Niemi, Jiyou Jia
Antal sidor19
UtgivningsortFrankfurt am Main
FörlagPeter Lang
ISBN (tryckt)978-3-631-67642-4
ISBN (elektroniskt)978-3-631-69874-7, 978-3-631-69873-0
StatusPublicerad - 2016
MoE-publikationstypA3 Del av bok eller annan forskningsbok


  • 516 Pedagogik

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