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Community-Based Multiliteracies and Digital Media Projects

Questioning Assumptions and Exploring Realities


Edited By Heather M. Pleasants and Dana E. Salter

Within community-based digital literacies work, a fundamental question remains unanswered: Where are the stories and reflections of the researchers, scholars, and community workers themselves? We have learned much about contexts, discourses, and the multimodal nature of meaning making in literacy and digital media experiences. However, we have learned very little about those who initiate, facilitate, and direct these community-based multiliteracies and digital media projects. In Community-Based Multiliteracies & Digital Media Projects: Questioning Assumptions and Exploring Realities, contributors discuss exemplary work in the field of community-based digital literacies, while providing an insightful and critical perspective on how we begin to write ourselves into the stories of our work. In doing so, the book makes a powerful contribution to digital literacies praxis and pedagogy – within and outside of community-based contexts.
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Chapter 4: Our Stories, Ourselves: Exploring Identities, Sharing Experiences and Building Relationships through Patient Voices


← 64 | 65 → Chapter 4

Our Stories, Ourselves: Exploring Identities, Sharing Experiences and Building Relationships through Patient Voices

Pip Hardy and Tony Sumner


Storytelling is the mode of description best suited to transformation in new situations of action. (Schön, 1988)

In a chapter that focuses on processes and initiatives that facilitate reflective exploration of personal and socio-political identity, and then turns those reflections around to illuminate issues and practices in health and social care, it seems only appropriate to begin with a brief exploration of our own personal, professional and ideological identities.

As the millennium turned, we (Pip Hardy and Tony Sumner) breathed a sigh of relief at surviving the “millennium bug,” rebooted our PCs and continued our work: developing open and distance learning materials from basic skills to Masters and healthcare to accountancy but, always, remembering that “learning should be delightful.”

In the first years of the millennium, we shifted towards the nascent elearning market, always guided by Pip to deliver transformational learning through emphasizing learners’ reflection on their own practice as well as that of others. We had always worked hard at creating educational materials and programs that learners could engage with and relate to. Aware of Pascal’s dictum that “we tell stories to entertain, and to teach,” we incorporated into those materials and programs textual case studies, stories and vignettes to engage and challenge, as well as the raw knowledge to be...

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