Show Less
Restricted access

Storytelling and Education in the Digital Age

Experiences and Criticisms

Edited By Matteo Stocchetti

While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age – MEDA, the authors take a critical stance towards the alleged emancipative affordances of digital storytelling in education. The collection is inspired by the effort of making professional educators aware of the risks of the digital turn in educational storytelling but also of the opportunities and the conditions for critical engagements. Based on their research and field experience, fifteen scholars discuss in nine chapters these risks and opportunities, providing ideas, evidence, references and inspiration to educators and researchers.

Show Summary Details
Restricted access

Personal Stories and the Visual Turn: Exploring Digital Stories as Identity Representation


Abstract While the rhetoric surrounding digital technologies in education has occasionally been breathless, the reality is that formal learning and ICT have a messier relationship (Selwyn, 2011; Ferneding, 2003). However, considered exploration of digital technologies for personal storytelling offers promising suggestions for learning under certain conditions. In this chapter, two educators discuss digital stories as an effective mode to articulate and extend meaning-making in different ways. In the first case, digital introductions offered authors opportunities to play with multimodal potentials and reflect on aspects of technology and stories of personal identity. In the second case, digital stories were employed to give voice and form to author experience, often traumatic, that cannot easily be expressed in oral or written language. Moreover, these stories are ones which have been and continue to be actively suppressed by government institutions. In each instance, the designers of the curriculum tasks were influenced by notions of authentic purpose, meaning-making and audience.


You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.