Native American Youth Finding Self through Digital Story Telling

Autor/inn/en	Wicker, Melissa; Ruan, Jiening
Titel	Native American Youth Finding Self through Digital Story Telling
Quelle	In: Literacy, 57 (2023) 3, S.234-248 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wicker, Melissa) ORCID (Ruan, Jiening)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12334
Schlagwörter	American Indian Students; Secondary School Students; Tribally Controlled Education; After School Programs; Story Telling; Technology Uses in Education; Video Technology; Concept Mapping; Scripts; Interviews; Transcripts (Written Records); Cultural Capital; Self Concept; World Views; Racism; Indigenous Knowledge; Literacy; Student Development + Suchen Sie Ihr Suchwort? Sekundarschüler; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept Map; Skript; Interviewing; Interviewtechnik; Selbstkonzept; World view; Weltanschauung; Rassismus; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This holistic single-case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, 'How do Native American adolescents in a rural, tribal-run after-school programme for Indigenous youth explore and express who they are through digital story telling?' Five Indigenous youth enrolled in a tribal-run after-school programme participated in the study and completed a digital story telling project that contained multiple components and interviews. Data sources included funds of knowledge maps, shields, story scripts, storyboards, interview transcripts, and digital videos. Thematic analysis was the overarching method used to identify themes. The researchers also conducted constant comparison, content analysis, and/or intertextual transcription to analyse specific data types. Findings indicate the youth enjoyed the DST process, explored and solidified their personal identities, and discovered personal strength. The findings also suggest that DST enabled the youth to draw upon cultural knowledges, literacies, and personal experiences to establish their identities and make sense of the world around them. Furthermore, findings reveal the continued presence of racism in society and schools and the need to transform schools into sites that embrace and support Indigenous knowledges, languages, literacies, and identity development of Indigenous students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01