PapersFlow Research Brief
Digital Storytelling and Education
Research Guide
What is Digital Storytelling and Education?
Digital Storytelling and Education is the application of digital storytelling techniques in educational settings to enhance student engagement, narrative-based learning, technology integration, and skill development, particularly in health professions like speech and hearing.
This field encompasses 49,340 works focused on digital storytelling as a tool for education, health promotion, and reflective practice. Papers address student learning, narrative methods, multimedia integration, and applications in language learning, healthcare education, and social work. Key contributions include narrative inquiry frameworks that support storied lives in educational research.
Topic Hierarchy
Research Sub-Topics
Digital Storytelling in Higher Education
This sub-topic examines multimodal narrative creation using tools like VoiceThread and iMovie to enhance student engagement and critical thinking. Researchers assess learning outcomes through pre-post designs and narrative analysis.
Narrative Pedagogy in Healthcare Education
Studies explore patient story reconstruction for empathy training, professionalism development, and clinical reasoning in nursing and medicine. Mixed-methods evaluate emotional intelligence and patient-centered care improvements.
Digital Storytelling for Language Learning
Research investigates video essay production for L2 speaking, vocabulary retention, and cultural competence in ESL/EFL contexts. Longitudinal studies track multimodal literacy gains and learner autonomy.
Multimodal Digital Narratives in K-12
This sub-topic covers iPad-based storyboarding for literacy, history, and science in primary/secondary classrooms. Action research measures writing motivation, digital citizenship, and cross-curricular skills.
Digital Storytelling for Reflective Practice
Focuses on portfolio video narratives for teacher training, social work supervision, and professional development reflection. Phenomenological analysis reveals identity formation and praxis transformation.
Why It Matters
Digital storytelling supports health professions education by fostering reflective practice and 21st century skills through narrative and multimedia. Connelly and Clandinin (1990) in "Stories of Experience and Narrative Inquiry" demonstrated how narrative inquiry captures educational experiences, aiding teacher training and student engagement in healthcare contexts. Van Manen (1990) in "Researching Lived Experience: Human Science for an Action Sensitive Pedagogy" provided methods for hermeneutic phenomenological research, applied in speech and hearing to analyze lived experiences. Kress and van Leeuwen (2001) in "Multimodal Discourse: The Modes and Media of Contemporary Communication" outlined multimodal communication theories used in digital tools for health promotion, while Hattie (2012) in "Visible Learning for Teachers" synthesized evidence on effective learning strategies integrable with digital narratives.
Reading Guide
Where to Start
"Stories of Experience and Narrative Inquiry" by Connelly and Clandinin (1990) first, as it introduces narrative inquiry's core theory of humans as storytelling organisms, foundational for educational applications in digital storytelling.
Key Papers Explained
Van Manen (1990) in "Researching Lived Experience: Human Science for an Action Sensitive Pedagogy" establishes hermeneutic methods, which Connelly and Clandinin (1990) in "Stories of Experience and Narrative Inquiry" apply to educational narratives; Clandinin (2007) in "Handbook of Narrative Inquiry: Mapping a Methodology" maps these into comprehensive methodologies, while Chase (2005) in "Narrative Inquiry: Multiple Lenses, Approaches, Voices" adds diverse voices building on them. Kress and van Leeuwen (2001) in "Multimodal Discourse: The Modes and Media of Contemporary Communication" extends to digital modes, and Hattie (2012) in "Visible Learning for Teachers" evidences learning impacts.
Paper Timeline
Most-cited paper highlighted in red. Papers ordered chronologically.
Advanced Directions
Current work builds on narrative methodologies for health professions, focusing on multimedia in speech and hearing without recent preprints; frontiers involve integrating Hattie's evidence-based strategies with multimodal discourse for reflective practice in diverse fields like dysphagia management.
Papers at a Glance
| # | Paper | Year | Venue | Citations | Open Access |
|---|---|---|---|---|---|
| 1 | Researching Lived Experience: Human Science for an Action Sens... | 1990 | Medical Entomology and... | 11.4K | ✕ |
| 2 | Stories of Experience and Narrative Inquiry | 1990 | Educational Researcher | 4.7K | ✕ |
| 3 | Narrative Methods for the Human Sciences | 2008 | Gender in Management A... | 3.8K | ✕ |
| 4 | Multimodal Discourse: The Modes and Media of Contemporary Comm... | 2001 | — | 3.2K | ✕ |
| 5 | The Wounded Storyteller | 1995 | — | 3.0K | ✕ |
| 6 | LITERACY IN THE NEW MEDIA AGE | 2003 | — | 2.4K | ✕ |
| 7 | Making News: A Study in the Construction of Reality. | 1981 | Social Forces | 2.4K | ✕ |
| 8 | Visible Learning for Teachers | 2012 | — | 1.9K | ✕ |
| 9 | Narrative Inquiry: Multiple Lenses, Approaches, Voices. | 2005 | — | 1.8K | ✕ |
| 10 | Handbook of Narrative Inquiry: Mapping a Methodology | 2007 | — | 1.7K | ✕ |
Frequently Asked Questions
What is narrative inquiry in digital storytelling education?
Narrative inquiry treats humans as storytelling organisms who lead storied lives, increasingly used in studies of educational experience. Connelly and Clandinin (1990) in "Stories of Experience and Narrative Inquiry" explain its application to capture personal and social narratives in education. This method supports reflective practice in health professions like speech and hearing.
How does multimodal discourse apply to digital storytelling?
Multimodal discourse analyzes communication modes including language, image, music, sound, texture, and gesture in interactive multimedia. Kress and van Leeuwen (2001) in "Multimodal Discourse: The Modes and Media of Contemporary Communication" provide a theory for contemporary education. It enables technology integration for student learning in health sciences.
What role does reflective practice play in this field?
Reflective practice uses digital storytelling for human science research sensitive to lived experiences. Van Manen (1990) in "Researching Lived Experience: Human Science for an Action Sensitive Pedagogy" outlines hermeneutic phenomenological methods. These approaches enhance skills in healthcare education and narrative-based learning.
Which papers map methodologies for narrative in education?
Clandinin (2007) in "Handbook of Narrative Inquiry: Mapping a Methodology" situates narrative inquiry with chapters on historical thematics and landscapes. Chase (2005) in "Narrative Inquiry: Multiple Lenses, Approaches, Voices" explores diverse approaches. These resources guide applications in digital storytelling for health promotion.
How does visible learning connect to digital education tools?
Visible learning synthesizes evidence from millions of students on what improves school outcomes. Hattie (2012) in "Visible Learning for Teachers" details strategies applicable to digital storytelling. It supports student engagement and technology integration in speech and hearing education.
Open Research Questions
- ? How can hermeneutic phenomenological methods from human science be adapted for digital platforms in speech and hearing education?
- ? What multimodal frameworks best integrate diverse communication modes for narrative-based health promotion?
- ? In what ways do storied lives influence long-term skill development in healthcare reflective practice?
- ? How do narrative inquiry lenses reveal gaps in technology integration for 21st century skills?
Recent Trends
The field maintains 49,340 works with established high-citation papers like van Manen at 11,422 citations and Connelly and Clandinin (1990) at 4,665 citations; no growth rate, recent preprints, or news reported, indicating reliance on foundational narrative and multimodal theories for ongoing education applications.
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