Digital Storytelling in Adult Education and Family Literacy: A Case Study from Rural Ireland

Autor/in	Prins, Esther
Titel	Digital Storytelling in Adult Education and Family Literacy: A Case Study from Rural Ireland
Quelle	In: Learning, Media and Technology, 42 (2017) 3, S.308-323 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2016.1154075
Schlagwörter	Foreign Countries; Multimedia Materials; Story Telling; Adult Education; Family Literacy; Case Studies; Informal Education; Field Studies; Interviews; Parents; Critical Literacy; Models; Computer Literacy; Technological Literacy; Skill Development; Knowledge Level; Languages; Experience; Self Concept; Design; Writing (Composition); Scripts; Video Technology; Rural Areas; Ireland + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Informelle Bildung; Nichtformale Bildung; Praxisforschung; Interviewing; Interviewtechnik; Eltern; Kritisches Lesen; Analogiemodell; Computerkenntnisse; Technisches Wissen; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Language; Sprache; Erfahrung; Selbstkonzept; Schreibübung; Skript; Rural area; Ländlicher Raum; Irland
Abstract	Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes, interviews, and digital stories by the parents who finished the class (n = 3). Janks's interdependence model of critical literacy is used to analyze how the class incorporated power, access, diversity, and design. The class did not engage in ideology critique or analyze the origins or consequences of dominant technologies, languages, and literacies (i.e., investigate power as domination). However, the class did provide "access" to technology knowledge and skills; affirm parents' "diverse" knowledge, languages, life experiences, and identities; and equip participants to "design" and disseminate their digital stories. The study highlights possibilities for using multimodal composition in family learning and adult education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01