Teaching Resources

Digital Stories in Teaching

Jane Van Galen's Digital Storytelling in Education Wiki>>

The How and Why of Digital Storytelling


Narratives and Story in Identity Construction


"[On] a most basic level, composing a personal story in our minds is the act of making order—or 'sense'—out of chaos of memories, thoughts, and emotions. Actually telling the story to others is the act of breaking out into inscrutable silence into intelligible, meaningful language."

Maquire, J. (1998). The power of personal storytelling. New York: J.P. Tarcher/Putnam.

"Each of these discourse traditions, aesthetics and anthropology, understands storytelling as a negotiation of power. The aesthetic remove is designed to protect story from having to accommodate to the forms and expectations of the ideological present that it addresses. The anthropological stipulations on interpretation acknowledge the power of the act that designates meaning."

Grumet, M. (1991). The politics of personal knowledge. In C.Witherell and N.Noddings (Eds.) Stories lives tell: Narrative and dialogue in education. NY: Teachers College Press.

The potential for extending the emerging tradition of written teacher narratives through new media is particularly intriguing, for as Grumet (1990, p. 324) notes, the challenge of creating autobiographical representations is a powerful means of naming and transcending the limits that limits that others have placed on us. She writes:

"Autobiographical method invites us to struggle with all those determinations [of status and gender]. It is that struggle and its resolve to develop ourselves in ways that transcend the identities that others have constructed for us that bonds the projects of autobiography and education." 

Grumet, M. (1990). Retrospective: Autobiography and the analysis of educational experience.  Cambridge Journal of Education, 30, 321-324.

Educating for and within New Digital Literacies


"The literacy demands that students face today have changed greatly from those which students met even five or ten years ago. 21st-century students read texts that include alphabetic- and character-based print, still images, video, and sound. They listen to podcasts, play Second Life, and analyze YouTube videos. Whether we like it or not, they read Wikipedia, MySpace, and Facebook.

Reading for them is no longer just about words on a page. It's a complex, multidimensional act that includes skills such as interpreting visual design, recognizing nonlinear organizational structures, and identifying video and oral storytelling techniques. It's an evolving ability to understand the many ways that humans communicate and how the media affects the message."

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