Learning through Digital Storytelling
Elliot Pines, Digital Media Artist and Game Designer
In this case-study video, Casey Burkholder models the art and practice of creating digital narratives through cellphilm production.
Resource: For more on Cellphilms and how they can be ‘mobilized’, educationally, to creative, critical and progressive/activist ends and purposes, please see: What’s A Cellphilm? Integrating Mobile Phone Technology into Participatory Visual Research & Activism.
by Katie MacEntee, Casey Burkholder & Joshua Schwab-Cartas
McGill University, Canada
PARTICIPATORY VISUAL RESEARCH
DIY VIDEO/NARRATIVE PRODUCTION
MOBILE TECHNOLOGIES FOR LEARNING
This video examines several key ideas in the pedagogy of production. It highlights what novice video producers like and need from their mentors as they acquire knowledge and skills through their own hands-on practice. Specifically, this video describes the importance of communities of practice, situated learning, and mentor ‘fading’ in creating authentic, meaningful research & narrative video projects.
Joslyn Hunscher-Young is a social studies teacher at Washtenaw International Middle Academy and High School in Ypsilanti. Her current practice is informed by her work in creating and running a youth media production program in Chester, Pennsylvania, from 2009-2010 called Chester Voices for Change.
Related Video: Decolonizing Encounters – A Critical Visual Essay
Pedagogies Of Production: Making Digital Films
COMMUNITIES OF PRACTICE
Voice: Maya Woloszyn
In this video, we take an extended look at digital narratives as a vehicle for production pedagogies, discussing what narratives are, and how new media tools, digital network connection, and mobile access enable the learner to navigate, produce and share dynamic user-created narratives and research artifacts to engage a global community.
Here, we’ll explore how production pedagogies might enable learners to deeply engage multiliteracy competences through the making of authentic cultural products, art and knowledge.