디지털 시대의 스토리텔링 [해외논문]

 

Storytelling in the Digital Age: Engaging Learners for Cognitive and Affective Gains

Gayle Cole, The University of Southern California, USA
Kori Street, The University of Southern California, USA
Laurel J. Felt, The University of Southern California, USA

 

Abstract: This paper examines digital storytelling within the context of IWitness, a new online
application developed by the USC Shoah Foundation Institute that engages secondary school
students in viewing and interacting with video testimony증거 증언 from Holocaust survivors and other
witnesses. After participating in IWitness pilot projects in classroom and professional development
settings, high school students and educators respectively shared reflections on their educational
trajectories, reported on their own learning, and offered observations논평 about the changes
they noticed among themselves and their peers. These data suggest that, as a digital storytelling
vehicle, IWitness facilitates cognitive and affective growth, as well as prepares learners for the
challenges of 21st century engagement.

 

 교실과 전문적인 개발 환경에서 IWitness에 대한 시범적 프로젝트에 참여한 뒤, 고등 학교 학생들과 선생님들은 각자 교육적인 과정에 대해 생각을 나누었다. 그들의 학습에 대해 보고하고, 그들 자신과 동료들 사이에 일어난 변화에 대해서 논평하였다. 이러한 데이터들은 디지털 스토리텔링의 매개체로서, IWitness가 인지적이고 정서적인 성장을 용이하게 하고, 학습자들로 하여금 21세기의 참여적 도전을 준비하게 한다. 

 

 

 

 

스토리텔링 - 교육에서 중요한 역할

학생들의 주요한 도구 ... 역사, 교육, 인간 본성을 배우는 데 있어서

 

David Abram (1997), “Stories hold, in their narrative layers, the sedimented침전물, 앙금, 퇴적물
knowledge accumulated by our progenitors선조, 조상, 창시자” (p. 181).

 

교육--->디지털 화되어 가고 있음

스토리텔링의 중요성이 displaced추방된, 유민[난민]의.  이 아니라는 걸 걱정....

 

suggest that traditional storytelling is far from a lost art or a relic of the past

 

전통적인 스토리텔링 아직 안죽었다능ㅋ

 

Simultaneously,
digital storytelling has made an important impact on education.

 

+ 동시에 디지털 스토리텔링의 중요성

 

 

Storytelling serves many functions. Some scholars maintain that stories and storytelling define
our humanity. Rhetorician Walter Fisher (1987) described people as “storytelling animals.”
Declared essayist Robert Stone (1988) in his short treatise논문 on narrative, “Storytelling is not a
luxury to humanity. It’s almost as necessary as bread. We cannot imagine ourselves without it
because each self is a story” (p. 75). Futurists Mathews and Wacker (2008) postulated가정하다:
“Throughout the course of human history, stories have been used for every imaginable social
function, from framing the social order and law, inspiring the creative, fueling the romantic,
to justifying wars and explaining away…을 둘러대다, 발뺌하다, 핑계 대다; [근심·공포 등을] 설명해 줌으로써 없애다  unpopular peaces.”

 

[스토리텔링]

 - 스토리와 스토리텔링은 우리의 인간성(humanity)를 규정한다.

 - Walter Fisher (1987) : 인간은 "storytelling animal"이다.

 - Robert Stone (1988, (p. 75) : 스토리텔링은 인간성의 사치스러운 면모를 보여주는 것이 아니다. 이것은 '빵' 만큼이나 중요하다. 우리는 스토리텔링 없는 우리 자신을 상상해 볼 수도 없다. 왜냐하면 우리들 각자가 스토리 자체이기 때문이다.

 - Mathews and Wacker (2008) : 인간의 역사 전반에 거쳐서, 스토리는 상상할 수 있는(가능한) 모든 사회적 기능에 사용되어 왔다. 사회체제와 법의 틀을 구조화하고, 창의성을 고취시키며, 낭만의 동력이 되고, 전쟁을 정당화하고 인기없는 평화를 해명하는 것까지.

 

 

Significantly, Mathews and Wacker also alluded암시하다 to what makes storytelling succeed–relevance.

 

many of yesterday’s lessons are becoming less applicable to today’s and tomorrow’s
contexts.

 

1.

[당면한 문제와의] 관련성, 적절함, 타당성(pertinence)[to‥]

have relevance to발음 듣기

…에 관련되어 있다.

2.

오늘날의 중대한 사회 문제와의 관련.

 

 

These educators find ways
to draw vital connections between classroom curricula and real world impact. Storytelling is
an effective means to do exactly this. “In the end, storytelling comes down to two things: connection
and engagement” (Mathews and Wacker).

 

 전통적 - 학생 ; 수용자. 스토리텔러로서의 교육자ㅏ를 듣는...

 참여 문화 : 젠킨스, 푸루쇼트마? : 교육자와 배우는자의 경계를 지움 / 스토리텔러와 어디언스의 경계를 지음

 

some type
of informal mentorship whereby what is known by the most experienced is passed along널리 일반에게 알리다
to novices초보자, 초심자.

 

 가장 노련하다고 알려진 것이

 초보자에게 널리 알려진다.

 

 

Managing cultural shifts can feel disorienting, and demystifying new practices and products
can take time and energy. But educators’ embrace of participatory culture can facilitate students’
social and emotional growth (Felt, Vartabedian, Literat, & Mehta, 2012). Increased access to
tools and opportunities for interactivity and co-construction also means increased generativity,
i.e., more capturing, crafting, telling, retelling, editing, publishing, processing, and meaningmaking.
These are the activities upon which literacy in general, and digital literacy in particular,
depends.

 

>>이 부분도 중요한 듯

 

 

 

Digital storytelling, therefore, harnesses이용하다, 안전벨트, 동력화하다, 마구, …을 지배하다 engaging and relevant ways to explore
worldviews. It also gives students the opportunity to incorporate their own personal stories
and firsthand형용사】

1.

원래의, 전거(典據)의.

2.

[물품·정보 등이] 직접 구입한, 직접 들어온[얻은]

experiences into the tales that they study.

 

이용하다, 안전벨트, 동력화하다, 마구, …을 지배하다

 

 

세상을 보는 시각을 탐색하는 방식에 참여하고 관련되는

 

 

 

“Integrating visual images with written
text both enhances and accelerates student comprehension, and digital storytelling is an especially
good technology tool for collecting, creating analyzing and combining visual images with
written text” (Robin, 2008).

 

This inspires our current investigation, which is focused on how
digital media works to facilitate student’s storytelling skills and in turn impacts cognitive and
conative learning. Providing students an environment within which to engage with stories and
to create their own stories, with proper scaffolding, develops in students not only the abilities
to deepen understanding of foundational knowledge, but also the capacity to value, appreciate,
decide, act and commit (Lombardi, p. 8).

 

 

The approach is based on a social science model and is focused on measuring affective,
cognitive, and behavioral factors through appropriate research design, including objective and
subjective measures.

 

 

One high school student from Los Angeles described during a videotaped
interview the impact of watching Holocaust testimony in IWitness. “In a book, like, it’s just a
story. You can learn about it, and learn all the details about it, but it never really seems like it
actually happened, like this couldn’t have actually happened to people. But when the people
are sitting there, looking at you, telling you their story face to face, it’s so much more interesting
and engaging and you just feel more connected to it, and I just feel like I learned more that way
than I ever could have reading like memoirs or in a textbook or anything like that.” (personal
interview, April 2010).

 

 

Evaluation of IWitness demonstrates that students benefit from a traditional role as the recipient
of an elder’s storytelling, as well as from the hands-on experience provided when they then interact
with the digital testimony and use it to generate new, original representations of their
learning.

 

연장자의 스토리텔링을 수용하는 전통적인 역할에서,

 실제적인 경험 상호작용적. 디지털 증언을 통해. 그리고 새롭게 만들고 그들의 배움에 대해 고유한 표상을