The Pedagogy of Digital Storytelling in the College Classroom

Authors

  • Rachel Raimist Assistant Professor Department of Telecommunication and Film The University of Alabama
  • Candance Doerr-Stevens Ph.D. Candidate Department of Curriculum and Instruction University of Minnesota
  • Walter Jacobs Associate Professor and Chair Department of African American & African Studies University of Minnesota

DOI:

https://doi.org/10.7577/seminar.2448

Keywords:

digital storytelling, identity, media literacy, pedagogy

Abstract

In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling.

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Published

2010-11-24

How to Cite

Raimist, R., Doerr-Stevens, C., & Jacobs, W. (2010). The Pedagogy of Digital Storytelling in the College Classroom. Seminar.net, 6(2). https://doi.org/10.7577/seminar.2448

Issue

Vol. 6 No. 2 (2010)

Section

Articles

License

Copyright (c) 2017 Rachel Raimist, Candance Doerr-Stevens, Walter Jacobs

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