Digital Storytelling for Educative Purposes: Providing an Evidence-Base for Classroom Practice

ISBN-13: 9789811587290 / Angielski / Miękka / 2021 / 242 str.

Phillip Alexander Towndrow;Galyna Kogut

Opis

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.

Spis treści

Part A: The Educative Purposes of Digital Storytelling in Schools.-

Chapter 1: Towards a Pedagogy Of Digital Storytelling.-

Chapter 2: The Study and an Analytical Framework for Understanding Digital Storytelling in Schools.-

 

Part B: Evidence Base—Illustrative Case Studies and Critical Incidents.-

Chapter 3: Anna.-

Chapter 4: Alice.-

Chapter 5: Betty.-

Chapter 6: Pauline.-

Chapter 7: Daniel.-

Chapter 8: Nelly.-

Chapter 9: James.-

Chapter 10: Tommy.-

Chapter 11: The Teacher’s Story.-

 

Part C: Digital Storytelling in Classrooms.-

Chapter 12: Pulling It All Together.-

Chapter 13: Conclusion.

O autorze

Dr. Phillip A. Towndrow is a Senior Research Scientist in the Office of Education Research at the National Institute of Education, Nanyang Technological University, Singapore. Phillip began his career as an English language teacher. He previously worked in Britain, Spain and the United Arab Emirates before moving to Singapore to work in language and communication, and teacher education. Phillip’s main research and writing interests establish practicable links between educational and literacy theories to general pedagogy and classroom practices. These include: multimodal communication, critical pedagogy, and teachers’ education and professionalism. His academic writing has appeared in several books and journals including the Journal of Curriculum Studies and the Journal of Literacy Research.

Ms. Galyna Kogut is a Research Associate in the Office of Educational Research at the National Institute of Education, Nanyang Technological University, Singapore. Before starting her career as an educational researcher in the National Institute of Education Galyna worked as a teacher of English in Ukraine and in Singapore. Galyna’s research interests and passion are in the areas of language learning, multimodality and social semiotics, dialogic approaches in teaching and pedagogy, application of Bakhtinian ideas in classroom settings. She is currently pursuing her doctoral studies focusing on Bakhtinian analysis of classroom discourse in English language lessons.

Blurb

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 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.