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The Digital Storytelling Response

  • Ellen McCabe
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

The Digital Storytelling Response details the design, implementation and findings of a digital storytelling intervention. This took the form of a workshop involving 15 Irish second level students in order to explore the possible benefits of digital storytelling in this area and hence to determine the value of further investigation and development. During the session the participants reinterpret a selected scene from Macbeth using the medium of digital storytelling. Through digital storytelling learners are drawn to recognise and emulate a range of vernacular creative skills including literary, visual, and oral communication, remediating these to the digital environment. While facilitating experimentation through a variety of modes of expression as well as allowing students to create a sense of order in relation to their studies, in a sense these processes have the effect of permitting learners to explore and express academic content through their own language. As learners are exposed to a variety of perspectives and expressions, their own attitudes are challenged. They are thus drawn not only to reflect on their own interpretations but to consider and assimilate those of others, stimulating many aspired to activities and attributes, such as collaboration, problem-solving, creativity and analysis.

Keywords

Digital storytelling Multimedia learning Literary education Mashup culture Technology and performance Educational reform Creative learning activities Active learning Peer learning Collaborative learning Digital arts Learning technologies Internal and external learning Narrative learning Shakespeare at second level 

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Copyright information

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Ellen McCabe
    • 1
  1. 1.Huston School of Film & Digital MediaNational University of Ireland, GalwayGalwayIreland

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