Student reflections on the pedagogy of transitions into higher education, through digital storytelling

Abstract

ABSTRACT Foundation year provision provides access to Higher Education by developing the skills and subject-specific knowledge required to undertake an undergraduate degree course. This article explores the experiences of students during transition onto an Integrated Foundation Year in Art and Design Year (IFYAD) at one UK Higher Education Institution. The qualitative data used was gleaned from an analysis of student digital stories and has been used to inform course and module enhancements. Three research questions are outlined: Is digital storytelling an effective medium for student reflection? In what ways is the experience of IFYAD students unique? and What does an effective pedagogy for IFYAD need to consider? The research found that IFYAD students had a range of complex and diverse experiences pre-HE and during transition. It also found that digital storytelling provided an effective medium for students to convey these experiences, many of which were previously unknown to the course team. The discussion centres around a creative transition pedagogy which adapts the notion of ‘transitions as becoming’ to provide effective support for these students. The inherent value of this provision and the subject area for student identity, personal development and wellbeing leads the authors to champion the importance of the Foundation Year and encourage continued investment in this challenging higher education climate.