Research

Scholarly digital storytelling fosters digital fluency while engaging students in authentic learning and scholarly communication.

In 2018, I began studying teaching and learning with scholarly digital storytelling. Over the course of a year, I conducted 67 semi-structured interviews with 39 students (31 graduate & 8 undergraduate), 24 faculty, and 4 staff/administrators. Interviewees represent 22 institutions across 11 U.S. states and 5 countries. They come from a range of disciplines (humanities, sciences, social sciences, education, foreign language, medicine, ESL, leadership & writing) and kinds of institutions (large & small, liberal arts colleges, research universities, community colleges).

Using thematic analysis, the following word clouds represent the frequency of themes from student interviews and faculty interviews:

Student Interview Themes

Faculty Interview Themes

Fall 2019 Poster

Scholarly Digital Storytelling Research

  • Benmayor, R. (2008). Theorizing through digital storytelling: The art of “writing back” and “writing for.” In R. Bass & B. Eynon (Eds.). The difference that inquiry makes: A collaborative case study on technology and learning from the visible knowledge project. Retrieved from https://web.archive.org/web/20100806114627/http://www. academiccommons.org:80/commons/essay/theorizing-through-digital-stories
  • Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning in Higher Education Through Digital Storytelling Approach. Journal of International Education Research, 13(1), 1–16. https://doi.org/10.1017/S0960777307003979
  • Chapman, N. H., & McShay, J. (2017). Digital stories: A critical pedagogical tool in leadership education. In B. T. K. and C. A. Kortegast (Ed.), Engaging Images for Research, Pedagogy, and Practice Utilizing Visual Methods to Understand and Promote College Student Development (pp. 135–149). Stylus Publishing.
  • Coventry, M. (2006). Moving beyond “the essay”: Evaluating historical analysis and argument in multimedia presentations. Journal of American History 92(4). Retrieved from http://archive.oah.org/textbooks/2006/coventry.html
  • Fletcher, C. & Cambre, C. (2009). Digital storytelling and implicated scholarship in the classroom. Journal of Canadian Studies/Revue d’études canadiennes, 43(1), 109-130.
  • Hydle, I. (2017). The Power of the Eye and the Ear: Experiences from Communicating Research with Digital Storytelling. In G. Jamissen, P. Hardy, Y. Nordkvelle, & H. Pleasants (Eds.), Digital storytelling in Higher Education: International Perspectives (pp. 185–200).
  • Isbouts, J. P., & Ohler, J. (2013). Storytelling and media: Narrative models from Aristotle to augmented reality. In K. Dill (Ed.), The Oxford handbook of media psychology. (pp. 13-42). New York, NY: Oxford University Press.
  • Jamissen, G., Hardy, P., Nordkvelle, Y., & Pleasants, H. (2017). Digital storytelling in higher education: International perspectives. New York, NY: Palgrave Macmillan.
  • Kortegast, C., & Davis, J. (2017). Theorizing the Self: Digital Storytelling, Applying Theory, and Multimodal Learning. College Teaching. https://doi.org/10.1080/87567555.2016.1255584
  • Lizarazo, T., Oceguera, E., Tenorio, D., Pedraza, D., & Irwin, R. (2017). Ethics, collaboration, and knowledge production: Digital storytelling with sexually diverse farmworkers in California. Lateral, 6(1). Retrieved from csalateral.org/issue/ 1/ethics-digital- storytelling-lizarazo- oceguera-tenorio- pedraza-irwin
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2): 189-93.
  • Oppermann, M. (2008). Digital storytelling and American studies: Critical trajectories from the emotional to the epistemological. Arts and Humanities in Higher Education, 7(2), 171-87.
  • Rogers, J. (2017, May 3). Overcoming obstacles: Visually impaired student works with professor to turn digital storytelling assignment into podcast. Mason News. Retrieved from https://www2.gmu.edu/news/419301
  • Salamone, A. (in press, 2018). Digital history for visually impaired students: Making learning meaningful. The American Historian. Retrieved from http://tah.oah.org
  • Schrum, K. (2012). A tale of two goldfish bowls . . . or what’s right with digital storytelling. In D. Cohen & T. Scheinfeldt (Eds.). Hacking the academy: A book crowdsourced in one week. Ann Arbor, MI: University of Michigan Press.
  • Schrum, K. (2018). Scholarly digital storytelling website. Retrieved from https://scholarlydigitalstorytelling.org
  • Walters, L. M., Green, M. R., Goldsby, D., Walters, T. M., & Wang, L. (2016). Teaching Pre-service Teachers to Make Digital Stories that Explain Complex Mathematical Concepts in a Real-World Context: The “Math-eo” Project, Creating “Cool New Tools.” International Journal of Technology in Mathematics Education, 23(4), 129–144. https://doi.org/10.1564/tme