This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling sometimes fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers’ and students’ storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers’ professionalism; and dialogism in classroom practice.
Author(s): Phillip Alexander Towndrow, Galyna Kogut
Series: Studies in Singapore Education: Research, Innovation & Practice, 1
Publisher: Springer
Year: 2020
Language: English
Pages: 226
City: Cham
Foreword
Acknowledgements
Contents
Part ITheorising the Educative Purposes of Digital Storytelling
1 Introduction
1.1 Background
1.2 Benefits of Digital Storytelling
1.3 The Conceptual Underpinnings of Digital Storytelling
1.4 Pedagogy
1.5 New Media
1.6 Representation, Literacy and Multimodality
1.7 Design
1.7.1 The Affordances of Modes of Representation
1.7.2 Aptness or Fitness of Purpose of Modes of Representation
1.7.3 The Orchestration of Modes of Representation
1.8 Towards a Pedagogy of Digital Storytelling
References
2 Other Theoretical Considerations in Digital Storytelling
2.1 Utterances, Addressivity and Answerability
2.2 The Chronotope
2.3 Education and Digital Storytelling in Singapore
2.4 The Research Gap
References
3 The Study
3.1 Character and Citizenship Education
3.2 The Study
3.3 Methodology
3.3.1 Background and Participants
3.3.2 The Capstone DST Task: What Does Singapore Mean to Me?
3.3.3 Field Trips
3.3.4 Data Collection
3.3.5 Data Analysis
3.4 Remarks
References
Part IIAn Evidence-Base of Illustrative Case Studies
4 Student A. Singapore for Others and Singapore for Me
4.1 Visual
4.2 Visual: Kinetic
4.3 Transitions
4.4 Written
4.5 Music
4.6 Thematic Orchestration
4.7 Interview
4.8 Remarks
References
5 Student S. Now and Then
5.1 Visual
5.2 Visual: Kinetic
5.3 Transitions
5.4 Music
5.5 Written
5.6 Thematic Orchestration
5.7 Interview
5.8 Remarks
References
6 Student B. Wonderful Memories
6.1 Visual
6.2 Visual: Kinetic
6.3 Transitions
6.4 Written
6.5 Music
6.6 Thematic Orchestration
6.7 Interview
6.8 Remarks
References
7 Student P. How Singapore has Changed
7.1 Visual
7.2 Visual: Kinetic
7.3 Transitions
7.4 Written
7.5 Music
7.6 Thematic Orchestration
7.7 Interview
7.8 Remarks
Reference
8 Student D. This is What My Singapore Means to Me
8.1 Visual
8.2 Transitions
8.3 Written
8.4 Music
8.5 Thematic Orchestration
8.6 Interview
8.7 Remarks
References
9 Student N. Singapore is My Home
9.1 Visual
9.2 Visual: Kinetic and Transitions
9.3 Written
9.4 Music
9.5 Thematic Orchestration
9.6 Interview
9.7 Remarks
Reference
10 Student J. Wonderful Drinks
10.1 Visual
10.2 Transitions
10.3 Spoken and Written
10.4 Music
10.5 Thematic Orchestration
10.6 Interview
10.7 Remarks
References
11 Student T. Rushing, Busy, Crowded
11.1 Visual
11.2 Transitions
11.3 Written
11.4 Music
11.5 Thematic Orchestration
11.6 Interview
11.7 Remarks
References
12 The Teacher. About Me!!!
12.1 Visual
12.2 Visual: Kinetic
12.3 Written
12.4 Spoken
12.5 Thematic Orchestration
12.6 Interviews
12.7 Remarks
References
Part IIIDigital Storytelling in Classrooms: Implications for Practice
13 Pulling It All Together
13.1 Research Question 1
13.2 Consumption and Comfort
13.3 Change and Loss
13.4 The Idea of Nation in Terms of Risk and Safety
13.5 The Expression of Culture and the Role of Cultural Markers
13.6 Research Question 2
13.7 Dealing with Emotions
13.8 The Restorative Benefits of Performance of Self
13.9 Emotional Tensions Between Self and Playing a Character
13.10 Perspective Taking
13.11 Carnivalesque
13.12 Addressivity Revisited
13.13 Research Question 3
13.14 Remarks
References
14 Conclusion. Digital Storytelling in Classrooms
14.1 Our Case for Digital Storytelling Revisited
14.2 Teachers and Teaching
14.2.1 Task Design
14.3 Teachers as Digital Curators
14.4 Learning Support
14.5 Assessment and Interpretation
14.6 Mediators
14.7 Information Technology
14.8 Contexts and Situations
14.9 Students and Learning
14.10 Remarks
14.11 Curriculum Planning
14.12 Teachers
14.13 Students
14.14 Further Research and Call to Action
14.15 Further Reading
References
Appendix A A Methodological Note on Our Literature Review Search Statements and Results in Digital Storytelling
GoogleTM Search Engine
Google ScholarTM
Online Research Databases
ProQuest
EBSCOhost
Summary
Appendix B Interview Protocol with Students
Appendix C Focal Students’ Digital Story Visual Transcripts
Reference
Index
