Abstract
This article contributes to academic discussions on how digital storytelling in an educational setting may have potential to build and develop learning identities, agency and digital competences. With a socio-cultural framework on learning and identity as a point of departure, the article sets out to study these issues approached as boundary crossing between the intersecting contexts of leisure time and school. The analysis draws on three examples of digital storytelling among 5th - 7th graders in three Norwegian primary school classes. My findings suggest that digital storytelling might represent a boundary crossing enabling pupils to adopt new roles as producers of creative content, as mentors or guides, to explore new technology and software in a context different from that of outside school and to learn and develop competences related to production processes and multimodal resources. I argue that digital storytelling has a potential to contribute to learning, learning identity and agency, provided it is based on a more fully developed pedagogical strategy of carefully linking school and leisure time.
Highlights
Today, an increasing proportion of young people communicate, create and share narratives and self-presentations by using digital production software and social networking sites (Ito et al, 2008; Ofcom, 2009)
The analysis focuses on how the pupils' experiences of digital technologies outside school are similar to or different from their experiences of digital storytelling in school, according to how they use multimodal resources and how they relate to the production process
The examples given are all located in a primary school context and examine how learning, learning identity and agency criss-cross borders between school and leisure time
Summary
An increasing proportion of young people communicate, create and share narratives and self-presentations by using digital production software and social networking sites (Ito et al, 2008; Ofcom, 2009). By comparing how teachers organise digital storytelling production (DSP) in the classroom, it is possible to learn more about the importance of contexts in enhancing competences, agency and learning identity. This is relevant since school remains our principal setting for joint and equal formal competence development. Learning is approached as something to be explored in dialogical activities, not as something given, according to Erstad and Silseth (2008; see Scardamalia, 2002) They see DSP as an example of how questions of epistemic agency clearly relate to the extent to which pupils are given the opportunity to integrate and build on their own cultural background and identity. This study was conducted according to the ethical code of the Norwegian Social Science Data Service
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