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Ranieri M., Bruni I. (under review), Mobile storytelling and informal education in a suburban area: A qualitative study on the potential of digital narratives for young second generation of immigrants. Learning, Media and Technology.

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Piagge Mobili: digital narratives through facebook mobile Presentation Transcript

  • 1. One Day Seminar at CLTT University of British Columbia – Vancouver (CA) – April 16, 2012 Piagge Mobili: digital narratives through facebook mobile Maria Ranieri Department of Education, University of Florence maria.ranieri@unifi.itCredits: The project has been carried out in cooperation with Isabella Bruni, PhDStudent in Communication Sciences and Social Research, and with the supportof Le Piagge’s Community (Florence, IT).
  • 2. Background and definitionsPiagge Mobili is an educational project based onmobile storytelling, a subset of digital storytelling,conducted through mobile devices in combinationwith social network sites.Digital storytelling was used in California in the late1980s to connect communities through stories.Nowadays, it is adopted for educational purposes as atechnique to produce multimedia narratives.
  • 3. Context and ParticipantsThe project was carried out in Le Piagge, a low-income district of Florence (IT) with a considerable number of young people who are at risk of social exclusion. It was part of the Re.T.e. programme, one of the several initiatives promoted at informal level by the local community of Le Piagge.Target: 15 children aged 11-15, most of them being second generation immigrants. The socio-economic status of the participants’ families was low, with many single parent familiesDuration: February -March 2011
  • 4. Research questionsThe overall purpose of the research project was to promote social change, and to provide teens with resources for personal and social development. More specifically, the research project intended to face the following issues:• How to help teenagers exploit their being familiar with mobile phones and SNS to become more active and aware users of digital media,• How to develop participants’ new media literacies, particularly referring to multimedia production and connectivity,• How to improve participants’ capacity for self-expression and their narrative skills,• How to improve participants’ self-representations and their representation of the community.
  • 5. Methods and proceduresWe followed an action-research approach based on three cycles of action, involving educators and researchers in the process of reflection and (re)planning.In the different cycles we adopted diverse qualitative research methods to collect and analyse data, paying attention especially to the conceptual categories of self-representation, self- expression, interaction, narrative, and new media literacies.In the end, various types of data—including diaries from observations, documents, video recordings, photos, drawings and multimedia products—were collected and then organised into categories with labels.
  • 6. Let’s start with narratives! The way they see themselves and their environment
  • 7. The Collective Facebook Profile
  • 8. The Action-Research ProcessStages Problem Strategies Application Evaluation ReflectionApproaching How to Descovering Sharing and Projective tests Difficulties inmobile stimulate self- multimedia commenting Observation narrativesfunctions and expression? practices personal Videorecordingnarratives contentsBeing on the How to prompt Using social Creation of Observation FromNet to share teens to create media and mobile stories Videorecording participationmicro-stories stories through group work thorugh sms Product analysis divide tocreated by collaboration and written involvementSMSs storyInventing and How to increase Video Dramatization Observation High level ofrepresenting teens production and and Videorecording involvementstories involvement in public event videorecordings Product analysis and media creating stories Projective tests explorationCriteria of Self-representation; Self-expression; Interaction; Narrative; New media literacyanalysis
  • 9. Findings from ObservationsPermanence: Resistance: “younger children interacteda certain discontinuity in the mostly between themselves,attendance but high level of as did the older ones”trust in educators. Evolution:Resistance: “from the second stage“some difficulties emerged onwards, they were moreduring the initial test [...] there collaborative...even thosewas the risk of the project who persisted in maintainingbeing perceived as schooling an attitude of refusaland boring” became active over the time”
  • 10. Findings from ObservationsEvolution: Evolution:“Facebook is the mirror of The idea was to begintheir identity, their space for creating the story orally bypeer interaction. That’s why running a digital recordersometimes we perceived a within the group, but twobit of anxiety when photos rounds were made and notor videos were posted on the even a word was spoken”.profile, as if it could be a But then: “we werethreat to their reputation” impressed that nobody wanted to record his voice, but with mobile phones they immediately got involved”
  • 11. Findings from visual dataGetting the power over the media! Media as ambivalent resources…
  • 12. Findings from drawings Drawings before and after the intervention
  • 13. Findings from storiesProviamo a fare una storia… Lets try to make a story...Cerano una volta dei ragazzi Once upon a time there were some guysTre belle ragazze con fantastici capelli Three pretty girls with beautiful longlunghi e due ragazzi pazzerelli, ma hair and two crazy boys, really nice Jmolto simpatici.:)Una ragazza bionda e due more. One girl had blonde hair and two hadErano fidanzate tutte e tre. Andavano brown hair. They all were in aal mare con la macchina relationship. They were going to the sea by car
I 2 ragazzi erano sporchi The two boys were dirtyChe facevano laUTOStop per andare Maybe were they hitchhiking to go to 
al mare a darsi una pulita?
Non ho the sea and wash themselves? I haveniente per te. nothing to sayPur non avendo niente x loro, While not having anything for them,arrivarono al mare e fecero il bagno… they arrived to the sea andNudi! bathed...naked! Transcript via sms story
  • 14. Findings from storiesC’era una volta un bambino rumeno non There was once a Romanian child who wasintegrato nella comunità per colpa di un not integrated into the community becausevecchio. of an old man.Il vecchio si approfittava della sua stupidità The old man took advantage of his stupiditye pensava che le cose che diceva fossero and thought to say the right things.giuste.Spesso il bambino litigava con il vecchio, Often the child argued with the old man,prendeva e andava via, ma poi tornava per and he went away, but after he came backchiedere delle spiegazioni: “ ma perché mi to ask for some explanations, he said: “Whytratti così?” are you treating me so badly?”.perché io non o mai avuto dei figli percio ti “Because I never had children, so I treat youtatto in questa magniera like this”."ma fai male a comportarti così con me". “But you are wrong to treat me like this”(e alla fine morì d’infarto). (and eventually he died of a heart attack).Ma poi ando al ospedale e i medici lo But then he went to the hospital and thesalvarono con una cura miracolosa per i doctors saved him with a miraculous cure,vecchi solo per i vecchi. just for old people.Il bambino lo andò a salutare all’ospedale The child went to visit him in the hospital,portandogli dei fiori. bringing some flowers. Transcript written story
  • 15. Final production The Young and the Old Men
  • 16. DiscussionThree main results regarding the potential of mobile storytelling for self-expression and participation• From non-visibility to exploitation of the camera to shoot each other, to investigate their bodies, to reflect and be reflected;• From silence to the use of mobile phones to take pictures, write sentences and discover cell phone’s affordances;• Laconicism and misspelling testifies children’s linguistic difficulties. In certain situations, the use of digital media can reinforce pre-existing divides and this suggests that there is a strong requirement for public education to take a much more active role (both in formal and informal contexts) in balancing inequalities.
  • 17. Limitations and developmentsThe study has number of limitations:• it involved a few group of teens for a relatively short time; then, the research results cannot be generalysed;• it did not evaluate the indirect impact of the intervention on pupils’ performance at school;• it did not analyse the social benefits of the experience for the children and their families.Further action-research projects should be conducted in a similar vein to increase parents involvement and evaluate the impact of the intervention on the long run.Another area of interest is the study of the impact of ‘textese’ practice on old and new literacies.
  • 18. For further informationThis talk is based on:Ranieri M., Bruni I. (under review), Mobile storytelling and informal education in a suburban area: A qualitative study on the potential of digital narratives for young second generation of immigrants. Learning, Media and Technology.
  • 19. ReferencesBuckingham, D., ed. 2007. Youth, Identity, and Digital Media. Cambridge, MA: MIT Press.Caron, A., and L. Caronia. 2007. Moving Cultures: Mobile communication in everyday life. Montreal: McGill-Queen’s University Press.Pachler, N., B. Bachmair, and J. Cook. 2010. Mobile learning: structures, agency, practices. New York: Springer.Papacharissi, Z. 2011. A networked self: Identity, community and culture on social network sites, New York-London: Routledge.Rheingold, H. 2008. Using Participatory Media and Public Voice to Encourage Civic Engagement. In W. L. Bennett 2008, 97–118.
  • 20. One Day Seminar at CLTT University of British Columbia – Vancouver (CA) – April 16, 2012 Thank you! Maria Ranieri Department of Education, University of Florence maria.ranieri@unifi.itCredits: The project has been carried out in cooperation with Isabella Bruni, PhDStudent in Communication Sciences and Social Research, and with the supportof Le Piagge’s Community (Florence, IT).