This book broadens the scope and impact of digital storytelling in higher education. It outlines how to teach, research and build communities in tertiary institutions through the particular form of audio-visual communication known as digital storytelling by developing relationships across professions, workplaces and civil society. The book is framed within the context of ‘The Four Scholarships’ developed by the Carnegie Foundation for the advancement and redefining of teaching, including the scholarships of discovery, integration, application, and teaching and learning. Across four sections, this volume considers the potential of digital storytelling to improve, enhance and expand teaching, learning, research, and interactions with society. Written by an international range of academics, researchers and practitioners, from disciplines spanning medicine, anthropology, education, social work, film and media studies, rhetoric and the humanities, the book demonstrates the variety of ways in which digital storytelling offers solutions to key challenges within higher education for students, academics and citizens. It will be compelling reading for students and researchers working in education and sociology.

Although storytelling has been recognized as an effective instructional strategy for some time, most educators are not informed about how to communicate a story that supports learning—particularly when using digital media. The Instructional Value of Digital Storytelling provides a broad overview of the concepts and traditions of storytelling and prepares professors, workplace trainers, and instructional designers to tell stories through 21st century media platforms, providing the skills critical to communication, lifelong learning, and professional success. Using clear and concise language, The Instructional Value of Digital Storytelling explains how and why storytelling can be used as a contemporary instructional method, particularly through social media, mobile technologies, and knowledge-based systems. Examples from different sectors and disciplines illustrate how and why effective digital stories are designed with learning theory in mind. Applications of storytelling in context are provided for diverse settings within higher education as well as both formal and informal adult learning contexts.

The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students.

Listen deeply. Tell stories. This is the mantra of the Center for Digital Storytelling (CDS) in Berkeley California, which, since 1998 has worked with nearly 1,000 organizations around the world and trained more than 15,000 people in the art of digital storytelling. In this revised and updated edition of the CDS's popular guide to digital storytelling, co-founder Joe Lambert details the history and methods of digital storytelling practices. Using a "7 Steps" approach, Lambert helps storytellers identify the fundamentals of dynamic digital storytelling--from seeing the story, assembling it, and sharing it. As in the last edition, readers of the fourth edition will also find new explorations of the applications of digital storytelling and updated appendices that provide resources for budding digital storytellers, including information about past and present CDS-affiliated projects and place-based storytelling, a narrative-based approach to understanding experience and landscape. A companion website further brings the entire storytelling process to life. Over the years, the CDS's work has transformed the way that community activists, educators, health and human services agencies, business professionals, and artists think about story, media, culture, and the power of personal voice in creating change. For those who yearn to tell multimedia stories, Digital Storytelling is the place to begin.

Provides information on integrating digital storytelling into curriculum design.

ÿThe aim of this book is to share a relatively loose collection of studies using digital storytelling as a pedagogical tool in Cape Peninsula University of Technology (CPUT). The book takes an informed social justice approach to teaching and learning, at the heart of which is the exploration of DST as a practice of voice and agency. Voice and agency are important in excavating and recovering subjugated identities, and moving the concerns of those occupying subaltern spaces to the mainstream of teaching and learning. Yet this discursive shift is not without inherent challenges. Multi-modal technologies are reflective of wider inequities in the so-called technological divide. Whilst this is a book about higher education, there are important lessons for schooling. On the one hand, the book is a powerful demonstration of the potential of DST for enhancing learning in schools, particularly in schools serving the poor and marginalised. On the other hand, improving teaching and learning in higher education, through the creative use of technology, is essential to overcome the learning challenges of those entering tertiary level institutions.

Today, globalization, advances in technology, greater access to information, and communication via social networks generate an explosion of knowledge and cause the working world to experience rapid change based on knowledge and continuous learning. The challenge for universities is to have a curriculum that prepares students for this digital world, but many characteristics of the school curriculum have been unchanged for decades. Consequently, student experiences can be very different from the experiences required by the labor market. In a learning environment, the desired results will not be achieved if several essential elements are not considered in the instructional teaching process, including learning style, age, and maturity level. Learning Styles and Strategies for Management Students is a critical scholarly resource that provides essential research on the growing recognition of the critical role of education through concepts and principles of styles and strategies of learning. Additionally, it explores key developments in the methodologies, strategies, and learning styles of students, mainly in management studies. Featuring an array of topics such as digital education, sustainability, and management, this book is ideal for academicians, researchers, administrators, curriculum designers, policymakers, practitioners, and students.