Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2022-07-01 DOI:10.4018/ijmbl.312184

A. Noble, D. Gachago

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引用次数: 0

Abstract

The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to disrupt common narratives through their creative yet personal engagement with the past and the present.

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通过数字故事发展关键的数字素养:学生重新讲述第六区故事的尝试

自25年前种族隔离制度结束以来，南非高等教育部门经历了重大变革。关键的数字素养和关键的(数字)公民身份与转型议程的最重要方面保持一致，“培养具有社会意识的毕业生，成为未来的思想家和领导者”(Soudien et al 2008)。连接过去与现在、个人与政治的能力是批判性数字素养的重要组成部分。本文反映了一所科技大学建筑技术和室内设计专业第一年扩展课程课程中引入的项目，在该课程中，学生们在参观了西开普省的历史遗迹后创作了一个数字故事。在批判种族理论的主叙事和反叙事概念的框架下，通过对数字故事的多模态分析，本文将重点介绍学生试图通过他们创造性的个人参与过去和现在来破坏共同叙事的例子。

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.